The composition types of CET-4 and CET-6 are generally title composition, topic sentence composition or situational composition, chart composition and so on. Last year, there were letters and narratives in the CET-4 composition test, but they basically belonged to the category of propositional composition. For propositional composition, it is a crucial step to examine the topic and set the idea. The so-called examination is to see the meaning of the question clearly, determine the central idea and theme of the article, and organize the materials around the central idea. That is, by analyzing the topic, theme or scene given by the composition topic, we can find out the key words or central words and make clear the writing requirements, including both the theme requirements and the genre requirements. If you don't judge the topic, just write a sentence and think of one sentence, the content is off topic, even the best, gorgeous and carefully conceived words will not help. On the other hand, the purpose of CET-4 and CET-6 writing is to test students' initial ability to express their thoughts in English. Not to test one's native language creative ability, but also to have a unified standard for composition marking. No matter how the question types change, the composition of CET-4 and CET-6 can be summarized into three paragraphs, and some even give the first sentence of three paragraphs. Its purpose is to make students' writing points, thinking and methods as unified as possible under the unified theme. In view of this, we should be clear that there is not much room for writing freely in CET-4 and CET-6. Before conceiving a paragraph, you must carefully consider the title, topic sentence and the first word of the paragraph, find out the key words to determine the direction and scope of writing, and remember to narrow this scope as much as possible, and don't expand it without asking, which is beside the point.
Second, paragraph conception.
Paragraphs are the basic components of an article. A good article needs careful paragraph conception and reasonable paragraph arrangement, and determines different paragraph writing order according to different topics. Structurally, the composition of CET-4 and CET-6 generally consists of three parts: introduction; At the end, and each paragraph often has only one theme, each supporting sentence in the paragraph revolves around a clear theme and is demonstrated layer by layer to serve the topic sentence. The whole article is also promoted layer by layer, interlocking, clear, complete and unified. The following further explains the specific writing skills and requirements of each part: First of all, the beginning of the introduction part is very important and relates to the whole article. We must seriously consider how to write the first sentence. Generally, they are close to the subject, straight to the point. If you have given the first sentence of a paragraph, you should consider how to connect it with the beginning. In actual writing, there are mainly the following ways to open. Define the method. That is, the key words in the explanation questions are liberated in one sentence or several sentences, and the definition of key words is given. It is often used to write a title composition on a simple topic. Cut to the chase. That is to say, directly reveal the theme of the article or the reasons for writing. If you have given a Chinese prompt for each paragraph, you can directly translate the central idea of each paragraph in the prompt as the beginning.
Ways of asking questions. Start with a question or rhetorical question, and then put forward your own views on this issue or directly point out the theme. If this method is used properly, it can arouse readers' interest in further reading and find out the answer. Start with the background of the story, explain the time, place, characters and background, and then lead to the text in this background. This method is mostly used in narrative, which gives readers a distinct visual image from the beginning.
Quote. That is, quote famous sayings or proverbs as the beginning of the article and point out the reading range.
Secondly, the writing of the main body of the topic should not only be clear-cut, but also be clear-cut. I Any article has a main part, which is the essence of the article. Students' writing mistakes in this part are varied, or the content of paragraphs lacks unity, or the sentences lack coherence and the information level is chaotic. The expression of information is often what you think, what you write, the content is empty, the words are meaningless, and there is no strict logic. In view of these mistakes, we should pay attention to the following requirements when writing the main paragraph. We should stick to the theme put forward in the opening paragraph and highlight the center. Start the article with a group of sentences with coherent and complete meanings around the topic sentences. Remember that each expanded sentence can explain, support or elaborate the theme and serve the theme, and the full text remains unified, which is what we usually call "to the point". The main materials must be concise, typical, systematic and complete. According to the requirements of content and number of words, after determining the main points and details, choose correct, typical and convincing facts, examples, data and arguments to elaborate and expand the theme. The main paragraph should have an inherent and inevitable destination with the first and last paragraphs, and it should make a natural transition, using conjunctions or sentences to prevent sudden turning. In addition, the sentences in the main paragraphs should be developed step by step, fluent and coherent, in line with a certain logical relationship.
Finally, the ending part.
How the article ends is related to the success or failure of writing. A good ending not only makes the finishing point in form, but also enables readers to understand its purpose and significance in content.
Summary, that is, on the basis of the facts and arguments mentioned above, summarizes the full text and draws a conclusion, so that readers can have a more complete and clear understanding of the theme of the article or the author's point of view. Echo from beginning to end, that is, give a solution to the same topic mentioned in the introduction paragraph, so that readers can have a clear answer to the questions raised. Questioning, this ending form can arouse readers' thinking. It also plays a role in emphasizing the theme. Foresight, that is, putting forward the author's hope, calling for or expressing confidence and determination-C-encourages readers. Quotations, quoting famous sayings and proverbs at the end of the article, make the article more convincing.
Third, language expression.
One principle of composition grading in CET-4 and CET-6 is to comprehensively evaluate the composition from two aspects: content and language, which are a unity. The composition should express the content specified in the topic, and the content should be expressed through language. Therefore, this test not only examines students' English language knowledge, but also examines students' ability to express their thoughts correctly by using language knowledge comprehensively. Many students do know a lot of vocabulary and sentence patterns, but they can't skillfully apply them to writing, especially to write a decent article within the specified time. Either it is difficult to write, or there are many mistakes in writing. The reasons are mainly reflected in the following three aspects:
Lexical hierarchy
Polysemy and synonyms are very common in English vocabulary, and many words have the same extension but different connotations. Many students only know the superficial meaning, but don't understand the deep culture and emotional color of words, so they make mistakes in using words. For example, 1 I'm sorry to hear that your father died. Although "kick the bucket" in this sentence refers to death, it is a derogatory term. Passing away. There are spelling mistakes, missing words and collocation mistakes everywhere. For example, a student wants to express the following sentence: first-class hotels are irresistible to tourists. He wrote:
First-class hotels have an irresistible attraction to people. First one? High-end hotels have an unreasonable attraction to tourists. Syntactic hierarchy
There are too many grammatical mistakes in sentences, and tense, voice, mood and subject-predicate are consistent. If the consistency of these components is wrong, the logic of the sentence will be confused and the meaning will be blurred. For example:
In college, students should learn to analyze and solve problems independently. Try to help them acquire this ability. Students should learn to analyze and solve problems independently. Teachers should help them acquire this ability.
The sentence pattern is single and cannot be changed. This is a common problem in college students' writing at present. The whole article is a list of simple sentences, and the sentence patterns have not changed. If we can appropriately change the ten-day form and use long and short sentences alternately to complement each other, it will increase the expressive force of the language. Comparing the following two sentences, we will find that the modified sentence B is not only complicated, but also much more vivid and powerful.
Many liberal arts graduates are unwilling to accept jobs outside their main interests. If so, will they disagree? Employment is difficult.
B) unless they are willing to take jobs outside their professional interests, it will be difficult for many liberal arts graduates to find jobs? Ty is looking for a job.
Coherence of language.
The coherence of words and the fluency of language are the basic requirements for writing a good composition, which will give people beautiful enjoyment and enrich the content, while the integrity of meaning is the basis of the coherence and fluency of the article. To achieve this goal, students are required to have a strong sense of language and language ability, which requires long-term accumulation and a lot of practice. Through the discussion of the above writing methods and skills, we not only understand its importance, but also should put it into practice. Especially in practical teaching, teachers should strengthen the training of students' basic language skills and combine reading teaching with writing training, because writing is the output of a language, reading is an input, and only a large number of inputs can produce output. At the same time, we should pay attention to the training and practice of writing skills and use various methods to arouse students' writing enthusiasm.