1. What is material composition, expanded version

Material composition refers to text material composition. That is, the question maker gives a text material and is required to write a composition based on the material or in response to the material.

The characteristics of material composition questions are:

①The question contains written materials.

② Candidates are required to compose based on the material, or rewrite the material, or continue to write the material, or expand the material, or write a review based on the material, or write a short review on the "phenomenon" in the material, with various examination angles. Diverse.

③The "question" has various forms. It can be a proposition or a free proposition; it can be a semi-proposition or no proposition (such as asking to write a letter to the person who submitted the material). A piece of material or a proposition is the most. There are also cases where the reading materials in the high school examination papers are used as composition materials in the examination room to make propositions.

④The writing style is relatively simple, either narrative, discussion, or explanation. The writing requirement of “no restriction on style” rarely appears.

Material composition tests the ability to combine reading and writing. Candidates must read, analyze, refine, associate, and express to complete the writing task. From an examination perspective, it is an excellent question type because it can effectively avoid teachers and students guessing questions, and allows all candidates to speak with evidence, discuss what they have, and express their feelings. But now it's starting to get ignored.

Guidance on how to write compositions based on materials

1. First, "read":

①Read the title. It is necessary to study the questions, clarify the scope of the examination, and understand the writing requirements.

②Read the materials. Have a rough understanding of the content of the material and a preliminary understanding of the meaning, so as to have a clear understanding of the material. 2. Secondly, "analyze":

Analyzing the reading materials is an essential step. This process requires careful chewing, taste, association, and refinement.

Since "analyzing materials" is a key part of material composition, the following reading methods can be used:

①Discovery method. Mainly used for materials with clear meaning and clear center. The goals of discovery are: first, the central sentence of the material, second, the hint about the center in the title, and third, the hint about the center in the material. After discovering these contents, I found a breakthrough point based on which to base my intention.

②Imagine the method. It is mainly used for materials that have a beginning but no tail or a tail but no head, such as continuation materials. The imagined content is either a plot that is reasonably connected to the material, or a discussion that is reasonably connected to the material. The process of envisioning is the divergence of thinking, so pay attention to the rationality of the divergence.

③Induction method. It is mainly used for one or more materials whose meaning is clear but has neither a central sentence nor a prompt sentence. By summarizing the central meaning, the idea will have a foothold.

④Refining method. Mainly used for contrasting materials with opposite meanings. The intention to be expressed in the material is extracted from the contrast between positive and negative, contradictory opposition, right and wrong, and serves as the basis for the idea.

⑤Extraction method. It is mainly used for multi-paragraph materials, extracting part of the content required for the topic from a series of coexisting materials, and cleaning up the writing clues accordingly.

⑥Think about the method. It is mainly used for metaphorical, allegorical, and symbolic materials. Through repeated appreciation and comparison, one can evaluate the metaphorical meaning, philosophy, and viewpoints of the materials, and then form one's own opinions accordingly. 2. Material composition writing guidance

Material composition is not a new thing, it can effectively prevent students from guessing and betting.

Therefore, material compositions, or compositions that combine material compositions and topic compositions, appeared in the high school entrance examination. They all show the following rules: First, material composition covers all testable styles such as narrative, explanatory, argumentative, and practical.

Second, material composition covers all propositional forms such as propositions, semi-propositions, and free propositions. Third, material composition covers various writing forms such as rewriting, continuation, expansion, and revision.

Fourth, material composition covers a combination of large and small compositions. It can be seen that in the review of Chinese language for high school entrance examination, it is very important to provide review guidance for material composition.

Let’s talk about the author’s humble opinion on how to guide the writing of material composition. It is impossible to achieve the effect of reaching the sky in one step by using material composition to cultivate students' Chinese quality.

Composition training covers a wide range of topics, including writing quality and language expression quality, as well as ideological character and insight into social life. Therefore, the writing guidance of material composition is an extremely detailed and complex systematic project.

Reasonable design and scientific training can cultivate students' good qualities; otherwise, they can only incubate bad qualities. Material composition writing guidance should not only ensure students' composition interest and writing impulse, but also cultivate the pertinence and identity of thinking, the logic of writing, and the rigor of language. This is true quality education.

1. Guide students to grasp the emotional intention of the raw materials and the "signified" intention of the raw materials, and on this basis extend the "signifier" association that can be included in the general track. This is the foundation of material composition writing guidance.

There is a piece of information that says: Greening workers cut off the branches and leaves that protrude from the side of the sidewalk, leaving behind two neat and beautiful rows of holly. From now on, students promote individuality, and it is easy for students to write essays to oppose education that stifles individuality.

But the emotional intention of the author of this material is not here. Regardless of the emotional intention of the author of the material, even if the rows of hollies in real life are uneven in height, width and width, there is no beauty at all.

In view of students’ understanding, teachers can ask other students to analyze and comment on the viewpoint of “killing individuality”, and remind students to pay attention to the emotional intention of the material. Trying to figure out the author's intention of the material and analyzing the intrinsic inspiration factors of the material all belong to the category of the "reference" of a material.

When the author instructs this type of composition, he first asks students to put forward their own writing angles based on the materials, and lists them one by one on the blackboard, and then asks the students to compare the materials with each other and analyze and evaluate each other's opinions. The angle corresponds to the road to Rome suggested or implied by the source material. For example, there is a piece of information about a Nobel Prize winner who asked what stage had the greatest impact on his career success. The answer was: kindergarten.

Based on this, some students came to the idea of ??writing such as "diligence" and "cultivation of creative abilities" that cannot be clearly cultivated in young children or in kindergartens (because this material does not contain words about teachers asking them to engage in creative activities) , so the author asked everyone to discuss whether the written materials revealed such information. In the end, it was agreed that this kind of view was purely arbitrary comment. The most common problem that students are likely to suffer when refining ideas from materials is specious and scratch-the-edge conclusions. At this time, teachers should guide students to refine the ideas. The scope of application and key points should have as many similarities as possible with the tendencies and inspiration factors of the raw materials, the better.

With this kind of guidance, students study deeply and challenge each other. The "truth" becomes clearer and clearer, and their enthusiasm and desire to express themselves become stronger. 2. Guide students to understand the overall requirements of raw materials, question within the allowed range, use the topic to their advantage, use it in the opposite direction, and put forward creative insights.

There is a piece of information that Wang Anshi saw two poems in a certain place: "The bright moon shines in the sky, and the yellow dog lies in the flower stamens." He thought that the other person made a mistake by writing a typo, so he changed it to "The bright moon shines in the sky, and the yellow dog lies in the shade of the flower." "; In fact, "Mingyue" is a local bird, and "Yellow Dog" is a small caterpillar. The material said: "Wang Anshi did not investigate and ended up misunderstanding the author's original intention."

The emotional intention of the raw material itself is to criticize Wang Anshi, but if the composition requirement states: "Did Wang Anshi make a mistake in changing the poem, or is the original poem defective? Please give your opinion." At this time, it is completely acceptable. The intention is to go against the original material and criticize the original poem for its indifferent wording and obscurity of expression.

Many essay questions often have tails, implying or explicitly indicating that the exercises can be used for open discussion and express different viewpoints. At this time, students can break through the corresponding framework of the materials and renovate their creative writing. 3. Whether the purpose of the material composition is successful or not, what is important is not the topic chosen by the author of the exercise, but whether the introduction of the exercise is well-articulated, the words are measured, the joints are closely connected, and the ideas are drawn out naturally.

No matter what type of material the composition is about, there must be one or two paragraphs of the finishing introduction. If the starting point is self-supporting, renovating the writing can give people a refreshing feeling; if the introduction is vague and lacks logical reasoning, Even if you establish a point of view that closely adheres to the emotional intention of the source material, it will make people feel far-fetched and write an article off topic. When writing material compositions, students often suffer from two problems: either copying the raw materials and listing them at the beginning of the article, or mentioning the raw materials casually, or even not mentioning them at all.

If there are these three diseases (as long as one of the three is present), then any intention of practicing writing will be just a castle in the air. The purpose of material composition is to allow students to refine their opinions from the raw materials. If there is no introduction, no narration of the raw materials, and no analysis of the raw materials, and the opinions appear out of nowhere, it will make people confused.

Therefore, the author focuses on the beginning of each exercise, requiring students to combine narration, analysis, and evaluation in a concise introduction. Narrative raw materials should be concise and focused on serving the author's point of view.

Analyzing the material is the key. It must be penetrated deeply to pave the way for refining opinions. Refining viewpoints is the soul of the full text. It should be done smoothly on the basis of analysis, and the language should be concise and clear.

The author once gave the students a 600-word text about a reporter’s interview with agricultural scientist Yuan Longping. The central meaning is that because Yuan Longping has made great achievements in scientific research, his name is worth tens of millions of yuan, but he does not want fame or fortune. , I only know how to devote myself to agricultural research. Some exercises begin with two sentences: "Agricultural scientist Yuan Longping devoted himself to scientific research and achieved world-wide results. Therefore, a person needs to have ideals to achieve results."

It should be said that the exercises talk about feelings from the perspective of ambition, which is a key point. Based on the inspiration factors provided by the raw materials, but there is a lack of analysis at the beginning, and there is no point of view from the narrative and analysis of Yuan Longping's determined perspective, the article becomes a tree without roots.