文/刘宝彩/天津这个标题问题，由一名马上就要大考英语的考生的家长作为我的好朋友，向我提出的正是基于好友关系，我作出详细回答此回答我想也告诉有类似困难的考生们，让考生们在大考英语写作中开阔思路掌握方法，达到“能多得一分是一分”之目的，下面我们就来聊聊关于英语作文遇到问题时怎么面对?接下来我们就一起去了解一下吧!
英语作文遇到问题时怎么面对
文/刘宝彩/天津
这个标题问题，由一名马上就要大考英语的考生的家长作为我的好朋友，向我提出的。正是基于好友关系，我作出详细回答。此回答我想也告诉有类似困难的考生们，让考生们在大考英语写作中开阔思路掌握方法，达到“能多得一分是一分”之目的。
为解答标题问题，请看以“学生李华的故事（The Story of Li Hua）”为题，为学校英语广播站，写一篇通讯报导李华做好事的英语新闻作文如下：
April. 19, 20--.
Hello, Dear my schoolmates and fellows,
This is the school broadcast station broadcasting in name of English Column. Its one of reporters, CHEN Xiao-ming, tells you a story about Li Hua as boy student one of my classmates. He saw a girl leaving peel of orange, that she ate, in bus by which he returned to home from school last Friday.
This he picked up and put into its dustbin. His action made an advanced gentleman passenger have his photo taken in his mobile-phone, and posted it on the internet from the day on.
That has been known to LiHua’s teacher, who praised him for this in Class where he got him respected by his classmates. This he loved doing without doubt to make the bus clear on its floor.
I think it right of him to perform this action. It keeps the public environment in bus comfortable and gets more passengers healthy and happy.
He sets a good example to all students who should learn a lot from him. They are encouraged to reach a higher lever of civilization, by stopping some people from throwing rubbish here and there in the public.
This report comes from CHEN Xiao-ming, reporter
上述英语作文是依据以下条件写的:
请你根据以下提示内容，以“The Story of Li Hua”为题，通讯报道员陈晓明为学校广播站英语专栏写一篇报道，介绍发生在你班同学李华身上的一件事。
1.上周五放学后，李华乘公交车回家，看到有一个女孩在车上吃橘子，并把橘皮扔在车上；2.李华把橘子皮捡起，放在垃圾桶；3一老先生乘客用手机拍下了这一幕，发布到网上；4老师知道后表扬了李华，李华说这是他应该做的。5.你觉得…
参考词汇：果皮peel；垃圾桶dustbin；发布post ；表扬praise
上述英语作文可以看出：没有模板套路词句和语段，只有逻辑分析判断和推理“硬硬朗朗”的思想内容。
此篇英语作文准确地描述英语写作的五点提示要求内容，特别是写作提示最后一点“5.你觉得…”用事实分析、判断和推理表达出作者的真实感受之想法。这一步骤让考生在“画龙点睛”的认识上达到了一定高度之标准。比如，针对事实描述后，使用思维逻辑推理得出“I think it right of him to perform this action. It keeps the public environment in bus comfortable and gets more passengers healthy and happy.”之结论，向读者解释“暗藏”逻辑连接的含义。然后紧接着进一步提升扩大逻辑思维，得出更加宽广的“以点带面”结论，如：“He sets a good example to all students who should learn a lot from him. They are encouraged to reach a higher lever of civilization, by stopping some people from throwing rubbish here and there in the public.”
通过描述就“自己熟悉的话题”层层推理得出一个又一个结论，而达到发表看法之目的，并具体化进入英语作文实际操作中了，实现“作出描述、得出结论”英语作文之目的。这源于本文话题“提示性清单”来解释这些描述。这是取得良好结果的最为关键的一步。只有学生准确清晰地理解清单的内容，这种写作英语作文才会可信又有效。
正是“层层推理得出一个又一个结论”做到：学生逻辑思维的“灿烂笑容”充满着优秀英语写作“青春”的骄傲！
总结：
学生写作英语主题内容认识的能力一旦全面，对其内涵便了解得“心中有数”了，因此直接会获得预期得高分的结果。这里就靠逻辑思辨能力的使用了，不仅能使写作者考生和读者判（阅）卷老师，对写作内容和意义都得到了准确理解，也可在一定程度上提升考生较高英语写作水平与能力。较好地解决“眼看着大考英语作文来临写不出来 孩子又着急写 勉强写老师说是套作”之现实的问题。如此写作英语得高分，甚至满分；愿考生们得高分！可以为考生修改所写大考英语作文，如考生愿付10元便OK了。
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