Summary of the ninth grade language final exam composition

The essay title of this language test is "that moment, we." This is an essay topic carefully selected by the teaching and research staff, Wu, after careful consideration of the trend of the Tianjin senior high school entrance examination in 2009. As is known to all, in 2009, the Tianjin senior high school entrance examination essay should strengthen the examination of students' ability to examine questions, and the essay title "Mr. moment, we" chosen by Wu teacher also highlights the examination of students' ability to examine questions.

From "I" to "We" is just one more word, it seems that the change is not big, but the difficulty is suddenly increased, especially because this is the first time to write such a topic. The difficulty of writing students has increased, and the difficulty of reading papers by teachers has increased. We all know that only teachers can grasp the essay topic and the students' level of grasping the essay topic is quite equal, even beyond the students, the teacher is likely to be relatively relaxed and comfortable, and judge the student's composition calmly and fairly. But on such a topic, if the teacher is presented to our teachers for the first time, if the teacher is not prepared for the class, I am afraid that it is difficult to explain and guide the students comprehensively, accurately and profoundly. However, all of our teachers and students do not know the essay topic before the exam. This presents a challenge. The wisdom of more than a dozen teachers can cover and surpass the thinking of more than 2,800 junior high school students in the district. During the one-and-a-half-day review process, we listened carefully to Wu’s guidance and repeatedly discussed the sizing standards and scoring standards, and constantly exchanged various emerging issues, in the spirit of “not only cherishing talents, but also thinking about the future of students”. The principle of doing this is difficult. There may be some unsatisfactory places. In fact, there have been such problems in different levels of essay examinations. We have been trying to solve them. We should continue to find ways to solve them better in the future. Because this issue is related to the motivation and orientation of teacher composition teaching and student composition writing.

Although the exam is over, the teaching continues. "At that moment, we", we absolutely need to re-direct students to seriously examine and improve. Therefore, let me first talk about how to understand and grasp this essay question. This is also the consensus reached by all the essay writing teachers after thinking, communication and discussion.

"We" is the first keyword in the title. This pronoun requires the article to express the feelings of a group of two or more individuals, including "I". The article must be written in the first person. The "I" included in the group should be strictly the author himself. The feeling of "I" included in the composition for this test should be understood by the candidate's current identity. Otherwise, It will give people a feeling of making up. Some students like to write about their third birthday in the essay, saying, "We walked out of the classroom to the mountain and went to the playground to play...". The scoring teacher wrote a comment saying, “Is the playground set on the mountain?” This is a space that cannot be understood; like some students write “At that moment, we graduated”, reviewing the situation when we graduated from the middle school, at first glance, it’s the death of others. Things, time can't understand. Here are three points to add: First, although the emphasis on the "I" included in the composition is to be understood with the current identity of the candidate, but in the middle school entrance examination, there is no need to let people understand the identity factor of "Hongqiao District". Second, "understanding" is not to say that the "I" included in the essay must be exactly the same as the present, because there is also the qualifier "that moment", since it is "the moment", included in the essay This "I" can not be in the middle of the country, or in the Hongqiao District of Tianjin; Third, some of the "I" included in some of the essays are not themselves and are not absolutely deductive, like some students put "I" If the illusion is a member of the “dust storm” group, some students write “I” as “a leaf”, and some students write “I” as “a drop of sea water”. It is okay to understand from a literary point of view. The main question is whether to read "we" or "me". Of course, some teachers will think that the "I" included in the essay is a little bit rubbing if it is not for himself. Therefore, individual students like to write like this, and they can write well without objection, but they should not be advocated in the class.

Here's how to understand and grasp "we". We can be specific or general. The so-called special refers to "we" is equal to "I" plus "you" or "I" plus "he" or "I" plus "you" plus "he", that is, the composition not only describes the words and deeds of "I" It is also necessary to describe the performance of others' words and deeds. The performance of several people's words and deeds either form an interaction or have common characteristics.

Let me talk about how a few people's words and deeds form an interaction. Some students like to write "At that moment, we hold hands," at the end, "I walked over and pulled his hand and said, 'We are always the best friends'" so that there is no interaction. "We" has not been implemented. If it is written, "I walked over and took his hand and said, 'We will always be the best friends.'" He looked up and looked at me with tears in his eyes, holding my hand tightly... ..." This is better. There is also something like "At that moment, we hug tightly" "At that moment, we understand each other"... This essay, because "we" only includes two people, so they all emphasize interaction. The premise of interaction is generally carried out in the same time and space, but it is sometimes not possible to fully possess this condition. For example, by means of telephone calls, sending text messages, and chatting on the Internet, interactions that are not in the same space can be realized. The interaction emphasizes a kind of "I have words, you have to speak" "I voted for peach, you reported it to Li". Even if this condition is not available, it can still be written, because interaction can be understood as the echo of speech and behavior, and can also be understood as the fusion of mind and thought and the sharing of emotional experience. Some students write "The moment we are together" and write about a girl who was trapped in the rubble in the Wenchuan earthquake. He didn't write well because he didn't write words, behaviors, and did not write about the fusion of mind and the sharing of emotional experiences. But if he can use the televised "I" and "you" contact points to describe the scene where "you" are trapped in the ruins, and describe the corresponding reaction when I see each scene, Imagining can also give people the feeling of interaction. For example, "You are in pain, I am breathing nervously; the broken cement board breaks your leg, but it clearly bleeds from my heart; you are eager to survive, I am anxious to think about how to Save you; the rescue team arrived, your face has a smile, and my mood has calmed down..." Finally, I can "from your experience is my experience, your pain is my pain, you The hope is my hope, our hearts are closely linked at that moment, we will always be together. To sum up, it can also be a good composition. There are also well-written examples. Like our printed example, "At that moment, we communicated in the ink fragrance" is the use of historical books or literary works to realize the interaction with several ancient people who are not in the same time and space. This kind of interaction is typical. The integration of spiritual thoughts and the sharing of emotional experiences. So, in any case, to write us well, there must be a connection between "I" and others.

Let me say how the performance of several people's words and deeds have common characteristics. This kind of writing is relatively easy to operate. Generally speaking, you can use the expression "how do I, how a, how b, how c", or "how, how is there". The words and deeds that seem to be "we" are different, but they share common characteristics. This common feature is the content added after the topic, or can be captured by the content added after the topic. More typical, like the one we read in the scoring, "At that moment, we are boiling."

What I just said is how to understand and grasp "we" from a specific point of view. Let's talk about how to understand and grasp "we" from a general perspective. The so-called general meaning means that in addition to the "I" identity in "we" is clear, others are not clear, and they are not explained in the text. They are expressed by "we", but the reader can know that this "we" is saying “Chinese” or “peer”, or “same class” and so on. From the perspective of generalism, we write "we", and the selection of materials emphasizes the selection of well-known examples and plots that everyone feels. Such as "earthquake relief", "Beijing Olympics", "universal social phenomenon", "the experience of peers", "things that the same class has experienced" and so on. Writing "we" from a general point of view is relatively easy to apply some of the material that originally wrote "I". But be good at change. For example, the fragment that was originally written is a common experience of a certain group. Now it is OK to turn "I" in the text into "we". If it turns out that "every morning, my mother will come to call me to get up..." can become “Every morning, our mother will come and call us to get up...”; if the original piece was written for me personally, change the expression and content so that it can reflect the experience shared by a certain group, such as “ When I was lost, I was concerned about the words, a good reminder when I was proud, a towel that was wrung out at the sports meeting, a small rubber on the test field, and sometimes even a smug look of each other..." Such a sentence and content It is more appropriate to write us.

"The moment" is the second keyword in the title. Time and context are limited, but multiple moments can be written, so the "three clips" and "several shots" are still available. You can focus on small and big problems, such as "we" focus on Sichuan earthquake-stricken areas - "that moment, we are together" "that moment, we hold hands"; if "we" focus on Beijing with practical actions The Olympics is the content - "At that moment, we are cheering" "At that moment, we cried." In this way, the writing content has a sense of the times and the atmosphere is good. However, these two materials are a bit "outdated", and can guide students to look at "Current Affairs Politics". What has happened recently can be written. In addition, you can also write mundane small things, such as "we" face the difficulties together, undertake the task, "we" jointly explore and share success. Or ask the students to think about whether there is a text or article, a class meeting, a teacher's teaching, a song, a picture, a scene... Let "we" have something that is different in performance and in common? - "At that moment, we lowered our heads." "At that moment, we laughed." "At that moment, we were silent." "At that moment, we grew up."

Of course, you can't understand "the moment" as a qualifier. As you read in a paper, we write that "that moment, we will always remember", the object is pre-positioned, and the reverse is "we will always remember that moment." "It is okay to think about it."

Understand and grasp the "the moment", then talk about how to add the topic. Emphasize two points: one must be concise, and the second should be easy to operate. This is also the problem we should pay attention to when guiding students to write any semi-propositional essay. "Jane" means that the supplementary content should not be too long. "Ming" means that people should basically understand what you want to express or the direction you want to express through the topic. If you say that an essay consists of several materials, such as "topic", "beginning", "subject", and "end", the problem is not concise, which means that a piece of material is wasted first, so that the work is Lost an opportunity for "excellence". "Easy to operate" means that the content of the supplement should be guaranteed to be written, and it can be written well. The pursuit of novelty is the second, and it is not just to look at the topic. Originally it was "Erguotou", you gave it a name called "Jingshui Jade Liquid" or "Erguotou". Ordinary topics can be written novelly as long as they are cleverly conceived. Some students have developed a topic titled "At that moment, we grew up." The topic is very common, but he uses the contrasting approach. "Before, my mother always helped us wash clothes. When my mother forgot to wash clothes because of busy work, we I thought I should learn to wash my clothes. When we put our dirty clothes in the washing machine or