Many students are afraid of writing essays and often suffer from this. Writing is a skill-based thing. Mastering certain skills and methods will help us better conceive and write. Methods are very important. Here are the topic writing skills for topic compositions that I have compiled for your reference.

Writing guidance: How to improve middle school students’ writing skills

Many students are afraid of writing and often worry about it. The reasons are mainly reflected in three aspects: some suffer from having nothing to write, some do not know how to string together articles, and some are worried that their writing is not specific.

I believe that if middle school students want to improve their writing skills, they must start from two aspects: accumulating materials and training expression.

The ancients said: "If you don't accumulate small steps, you can't reach a thousand miles; if you don't accumulate small streams, you can't become a river." To write a good composition, the accumulation of language materials and life insights is the foundation. Only with thick accumulation can you achieve thin hair. Students mainly accumulate materials in the following ways:

1. Reading and excerpts

Reading here does not only refer to reading in Chinese classes, nor is it the same as studying Chinese textbooks , also includes a lot of extracurricular reading. It is difficult to meet the needs of accumulating language materials by relying solely on reading in Chinese classes. As early as more than 50 years ago, Mr. Ye Shengtao pointed out: "In order for students to try to understand and figure out Chinese textbooks, they should not be too heavy and the length should not be too long; too many and too long are not suitable for careful study. However, to develop a habit, repeated experience is not enough, so you must read other books besides Chinese textbooks. The more the better. "To do a lot of extracurricular reading, you must first have the conditions for reading. Students can borrow books from the library, order extracurricular books themselves, or communicate with each other. For a good book, read it over and over again, realize yourself while reading, and be satisfied while reading. Remember the key points, your own feelings, good words and sentences, famous lines from ancient poems and famous quotes, etc., and pick them up in your notebook by category. Then quickly browse the rest of the book. When you get the key points or specific information you want, stop and write them down. After reading the entire book, review the entire text and make an outline based on the key points to gain an overall understanding. The study notes in our school are most useful at this time.

Second, observation and thinking

Composition comes from life. Countless new things are happening around us every day. Unfortunately, some students turn a blind eye or listen to them. It can be seen that the root cause of having nothing to write about is not being good at observation. When observing, students should mobilize all their senses and make full use of vision, hearing, touch, taste, and smell to conduct detailed observations. Regarding the observed phenomena, you should ask yourself more questions, ask more why, and be brave enough to ask others for advice. You should further analyze, synthesize, compare, and judge to obtain a more comprehensive and profound understanding. I feel it is very rewarding. Just write it down. Students have mastered a large amount of language materials and life materials, and are ready for writing. All that's left to do is practice, practice, practice again, that is, practice exercises over and over again.

Three, remember once a day, write down once a week

Keeping a diary can indeed effectively improve students' composition ability, but it will also cause a heavier academic burden on students. "Daily Memory" changed "note" to "remember", and students were only asked to recall what they had experienced during the day before falling asleep, select meaningful things, and think about what compositions they could write. The next day, we communicated in class to compare who is the thoughtful person in life, who has the most "discernment" and is the best at discovering. If you come across material that interests you particularly and you are confident about writing about it, write it down as a weekly diary. At the same time, we must also pay attention to accumulation and perseverance. In order to accumulate writing materials, the famous British science fiction writer Jules Verne wrote hundreds of reading notes and excerpted more than 20,000 cards.

Fourth, revision of the composition

If you revise the composition yourself, the progress will be more significant. Good compositions are made by correcting them. "Correcting mistakes comes before seeking beauty." The way to write is always to "seek the beauty first and then the beauty." It is even more beneficial for students to learn to correct their own compositions. In writing, we must strive to cultivate students' subjective awareness through various channels and improve their ability and innovation ability in independent composition. Interest is the best teacher. Once students develop a strong interest in composition, they will never tire of it. Freedom is the life of composition, let students open their hearts, embrace their own sky, write their feelings and personality. Through writing, we move from reality to the future, from the unknown to the known.

Guidance on topic composition in junior high schools: How to review topics in topic composition

What is topic composition?

The so-called topic is the center of the conversation, the content of the conversation, and the origin of the conversation. . An article written around the given topic, that is, around the given conversation content, is a topic composition. Topic composition has the following characteristics:

1. Relevance. Topic composition must be related to the topic. Generally speaking, the requirements for topic composition only stipulate the scope of the topic, but not the main purpose of the composition.

2. Freedom. This is the biggest feature of topic composition.

Compared with previous propositional compositions, semi-propositional compositions, and materials-based compositions, topic compositions give everyone great freedom and autonomy in terms of topics, material selection, style, and imagination. Under normal circumstances, the freedom of topic composition is specifically reflected in the following points: (1) Free topic. The given topic does not need to be a title. You can prepare your own questions for the exam. The proposed title should best reflect the characteristics of the style. (2) Free choice of materials. As long as you choose to write something related to the topic, it will be valid. (3) Freedom of style. Most topic compositions require that in addition to poetry, we are free to choose narrative, expository, argumentative or drama. (4) Freedom of imagination. Rich imagination is one of the characteristics of good works. Topic composition gives us a wide degree of freedom in terms of topic, material selection, style, etc. It also gives us a broader space for imagination. Therefore, good topic compositions are more about our innovation in topic formulation, conception, material selection, layout, and writing - thinking about what others have not thought of and writing about what others cannot write. Another point to mention in the freedom of imagination is the depth of thinking. The depth of composition is the profundity of thinking. Only by seeing through the essence of the things you write, grasping the connections and development rules between various things, and analyzing things dialectically can you write articles that will make readers feel heavy and shocking.

1. Understand the material thoroughly and establish opinions based on the intention of the proposition

The material of topic composition has a dual role. It is both a quotation of the topic and a prompt for the composition. The topic material always implies certain intentions of the proposer, such as certain limitations on the scope and intention of the composition, etc. When reviewing a topic, you must first read out the intention of the proposer implicit in the material, and establish the point of view of your article accordingly. 2. Get the right materials and grasp key issues to think about.

Understanding the topic material is not only related to whether you can establish the correct point of view, but also whether you can grasp the key issues to construct the article, so that the idea and expression angle of the article meet the proposition requirements. If you fail to grasp the key issues in the material, your composition will inevitably be shallow or biased.

3. See the topic clearly and avoid deviating from the scope of the proposition.

The text of the topic is always short. But despite this, you must see and think clearly about the topic, otherwise you may go astray.

"Three essentials" when reviewing topic compositions

First, you must understand the material thoroughly to clarify the intention; second, you must understand the material accurately and grasp the key points; third, you must clearly understand the scope of the material.

Ways to establish good intentions

Observation - looking for characteristics;

Perception and thinking - divergent thinking, from the outside to the inside, from here to that, from individual to individual to general;

Association - similar association, similar association, opposite association, the idea is correct, novel, and profound

For example, taking "water" as the topic: through word combination, word analysis, and association Finally, the following centers can be established: First, the water that decorates the earth is to bring joy to others. Second, the water that breeds all life and nourishes all things - the great maternal love. Third, know the direction, and the water will never turn back despite twists and turns - you must have a strong will, life will never stop, and the struggle will not stop. Third, water can exert a hundredfold courage when encountering resistance - a tenacious character that becomes stronger the more frustrated you are. Fifth, sewage—environmental awareness and care for our home. Sixth, sweat - be a hard-working person. Seventh, the spirit of water - the spirit of overcoming strength with softness, and the spirit of dripping water piercing stone

Topic writing skills for topic compositions

1. The title is the "eye" of the article. The title is the eye of the article and is the center of the article. The first point of contact between the content and the reader's emotional psychology is the factor that makes people fall in love at first sight, and it also provides the reader with a unique perspective to peek into the content of the article.

The presenter always provides materials and proposes a certain topic for students to write their own essays based on the materials. This not only tests the students' ability to choose an angle to establish the center, but also tests the students' general expression ability.

2. Requirements for writing a title 1. The title should be as small as possible

2. The title should not be too long

3. The title should be subtle

4. Draft a good topic and interpret the topic into a vivid story

5. Be good at association when formulating the topic

3. Guidance on the method of formulating the topic

1 .Deduct the topic, do not excerpt it

In topic composition, there are usually topic prompts and requirements. The three are a complete unity, and the topic is not equal to the title.

2. Be novel, not dull. Example: The 2002 high school entrance examination essay question in Yancheng City, Jiangsu Province, used "dependence" as the topic.

3. Make a fuss about something, not make a fuss out of a molehill: Example: "Dream" - Scope Too wide, no way to start

"Correspondence with Chang'e"

"Dreams Come True" has a specific angle and bright style

"A Dreamy Boy"

4. Be consistent with the meaning and style of the text, and do not stray from the topic

(1) The title of the topic composition is consistent with the content of the composition:

Example: Take "water" as the topic When writing, some students remembered the sentence "Women are made of water" and gave them the titles "Women" and "My Mother", which made people laugh and cry.

(2) The title and genre (style) of the topic composition are unified:

For example: use "on", "said", "? My opinion", "? "Inspiration to me" and other topics, then the style must be written as an argumentative essay. If you take "Growing Pains" as the title but write it as an argumentative essay, it will make people feel nondescript.

4. How can you draft a good title for your essay so that readers can learn from your title? Show off your literary qualities.

1. We can quote poems, aphorisms, aphorisms, and symbols

2. We can also use some rhetorical techniques

3. We can also be surprising and ingenious. , to overcome the usual situation

4. Of course, we can express our emotions directly

Composition guidance for junior high school students: Talk about the authenticity of writing

Read Compositions written by junior high school students are usually narratives. We often have this feeling: the more realistic the article is, the more enjoyable it is to read; while the article with poor realism is not only boring to read, but even you only read it. After a short period of time, I felt like abandoning it and putting it aside. This is what many Chinese teachers and some writing guides have repeatedly emphasized, that narrative writing must be realistic. Some people metaphorically say: authenticity is the life of narrative. I think this is very reasonable.

Since we all know that authenticity is very important in writing, how can we guide students to achieve authenticity in narrative writing? This is a matter of opinion and wisdom. Different teachers and different writing guides may have different opinions and guidance methods, and their effects are also uneven, and some are unsatisfactory.

2.

Misunderstanding 1: Narratives should describe real people and real events. This is unanimously emphasized by many Chinese teachers and writing guides. This principle has become an axiom in Chinese teaching and has become an unchallengeable and unshakable authority. It has even deduced some linguistic theorems from it. For example: if it is determined that the genre of this article is narrative, then it can be determined that this article must be about a real person and a real story. And therefore, when students are practicing, they are bound to real people and real things, struggling hard. I think this has actually gone into a misunderstanding.

I would like to ask: What is the authenticity of the narrative? Is it a simple real person and true story? Absolutely not. The truth of narratives should be the truth of literature and the truth that conforms to real life, but should never be equated with real life. In other words, a narrative should be a mirror of real life, but should never be a camera of real life! This is my personal opinion.

The reason why I have this view is that although narratives should originate from life, reflect life, and taste and comprehend life, this only emphasizes one characteristic of narratives-the authenticity of life; it does not Emphasis on another characteristic of narrative - literariness. The literary nature of narrative means that people and things in life can be cut, spliced, repaired, refined, processed, polished, etc. in literature. Although this treatment makes the original life material completely unrecognizable, it can be regarded as a literary work in the true sense.

Therefore, narratives must of course describe real people and real events, but this real person should be a real person who has been processed by literature. It is derived from real people and transcends real people. It cannot be completely equated with the original real person. people; and this true story is naturally the truth. Only in this way can we break out of the shackles of old thinking for a long time, let students break free, and give narratives the air of freedom they deserve.

Misunderstanding 2: When accumulating materials, you should pay more attention to observing life. There is nothing wrong with this view in itself, and I absolutely agree with it. Observing life more is indeed the main way to accumulate material. This is just like accumulating one grain of rice at a time. Once it is accumulated, it is only when it is used that we can cook with rice. But the misunderstanding lies in how to observe. Some students said: Teacher, I have also observed, but why is my mind still blank? Some teachers are also confused: Why do I ask students to observe life, but they can’t observe anything? < /p>

The root of the problem is: the observation of accumulating literary materials is different from the observation in daily life. It mainly relies on the heart, not the eyes. Of course, to say that eyes are not required for literary observation is to go to the extreme; there are some people, things, and things that we need to see with our eyes, hear with our ears, touch with our skin, and smell with our noses. Only in this way can we Very well perceived. But the key point is that eyes, ears, skin, and nose are just means or external forms of observation for the purpose of accumulating literary materials. They are by no means the observation itself. Observation relies on the heart! Some students said Li: "Teacher, I understand what you said. I also thought about it carefully when I was observing, but why can't I do it?" I said: "Although you have thought about it, you haven't thought deeply enough." To think with your heart is to read with your heart. It includes: experiencing with your heart, feeling with your heart, thinking with your heart, tasting with your heart, enlightening with your heart, discovering with your heart, sublimating with your heart, etc.