[概括大意]本部分为1篇300~450词的短文,有两项测试任务:(1)短文后有6个段落小标题,应试者根据文章的内容为其中指定的4个段落各选择一个正确的小标题;(2)短文后有4个不完整的句子,应试者在所...+阅读
在写作当中,很多学生感到无话可说,无东西可写。东拼西凑起来的文章,干干巴巴,空洞无物,读来让人味同嚼蜡。究其原因,大概主要是对生活观察不够,缺乏足够的积累。同时,缺少必要的手段,也是文章空洞无物的重要原因。
那么怎样让文章充实起来呢?把概括的叙述具体化,就是一种行之有效的方法。
叙述有概括和具体之分,两种手法各有其功用。该概括时要概括,该具体时要具体。但是,如果一味的使用概括叙述,就会造成文章的干瘪空洞。例如,有的同学写母亲时,就给母亲戴了一大堆高帽:母亲特别勤劳,每天起早睡晚,忙这忙那。母亲生活也十分俭朴,虽然眼下生活条件好多了,但母亲从不乱花一分钱……这样写,虽然也能表现出母亲的某些特点,但是,这好象是在给母亲下定义,母亲的形象是公式化的,给人的印象也是不具体的。这时如果把概括的叙述具体化(即用具体的事件代替概括的叙述),文章就会充实起来,人物的形象也会鲜活起来。
例如,一位同学在《心中,那朵无暇的云》中写老师给他的印象时,这样写到:“老师脾气特好,待我们就象大姐姐一般。千盼万盼的美术课上,她用温柔而灵巧得手,在我们心中描绘出一幅幅绚烂的图画,唤起我们对生活热烈而美好向往。”老师的脾气特好,怎么个好法?待我们像大姐姐,究竟怎么对待的?这些都是很概括的叙述。不仅文章很空,也未能充分写出老师的个性特点。讲评时,我指导学生运用这种方法,对这部分内容作了如下修改:“老师脾气特好,待我们就象大姐姐一般。即使我们做错了事,甚至惹了祸,她也从未发过火,而总是用她那潺潺流水般的语调开导我们。记得那次我们在她的画室里玩,不小心弄洒了她的水彩,还把她那幅即将创作完毕的春景图给污染了。我们心知闯了大祸,呆呆的望着她。她的脸上,瞬间掠过一丝不易察觉的表情。随即她迅速走到我们跟前,轻轻抚摩着我们的头说:”没事的,不就是一幅画吗?老师是专业的,再画一幅不就完了吗?‘他故意说的是那么轻巧。可我们知道,那幅画是她用几个星期画的呀!“这样写,用具体的事件来表现老师的脾气,不仅内容充实了,老师的个性也得到了充分的表现。
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