A guide to the continuity of text writing

1. "How to guide students to continue to write written stories" (Wan Jigang, Huguo Central School, Naxi District, Luzhou City, Sichuan Province) Writing a composition is a headache for students, and it is even more difficult to continue writing written stories.

Even our teachers will find it difficult. There is a small exercise after the first volume of Chinese in the third grade of primary school, Little Photographer: I want to continue writing this story.

This topic stumped many students, even our teachers. Combined with my own teaching, I will talk about my own experience on how to guide students to continue writing written stories.

First, read the text well: whether we want to continue writing a story or not, we must read the text well. After reading the text well, we can better understand the main content of the text and grasp the central idea of the text.

Not to mention continuing to write the story of the text. It can be said that "familiarity with the text" is the premise and foundation for continuing to write text stories.

Not only students but also teachers should read the text well. Only by reading the text well can we better explore and use the teaching materials.

So as to guide students to continue writing stories. Second, mining textbooks: Our teachers should give full play to their intelligence and discover useful materials in the textbooks on the basis of being familiar with the texts.

In the lesson "Little Photographer", "I want to take a picture of you and post it on our wall newspaper." These contents can help us find that the little boy is taking pictures of Gorky.

"I left my film at home." This sentence can let us know why the little boy didn't take pictures.

Provide clues for us to continue writing stories. "The little boy jumped on a tram in tears, and the tram left at once."

This sentence can also let us know that the little boy is riding the tram. "In the evening, the secretary told Gorky that" it provided time and characters for the story in our sequel.

"However, if a little boy comes, you must let him in." This tells us that Gorky will definitely accept the little boy again.

As long as you pay attention, there will be many clues and materials to continue the story in the article. Third, guide students to imagine reasonably: with clues and materials to continue writing stories, students will have difficulties in writing.

Next, we will help students solve the problem of "how to write". We can start with opening students' thinking and guide them to imagine reasonably.

There are many ways to open students' minds and guide their imagination. Asking questions is one of the effective methods.

Asking questions is a key for students to think. Teachers are like directors in the play in the process of guiding and enlightening students.

Teachers should use purposeful questions to guide students and develop stories. For example, in the lesson "Little Photographer", the teacher can ask: "Where did the little boy jump on the tram?" Students may answer, "The little boy has gone home."

The teacher must first make sure that the students' imagination is reasonable. And asked: "What will his mother (not necessarily his mother, but his grandparents, father and others) say to him when he comes home? At this time, students have more than one answer.

As long as the answer is reasonable, the teacher should give affirmation and praise. If students don't say that the little boy has gone home at first, but that he has gone somewhere else, then the teacher should let the students tell their reasons.

As long as the reason is reasonable, the teacher should give affirmation. If the students can't tell where the little boy went.

At this time, teachers should use the materials in the textbook to give inspiration and guidance. Example: "Where did he put the film?" "Will he go home and get it?" "What is that little boy doing taking pictures of Gorky?" "Will he go back to school to find a job?" "What will the students do to him after returning to school?" "What will the students say?" "Will the little boy take pictures of Gorky again?" ..... so step by step to develop the follow-up story.

I believe it is not difficult for students to write the follow-up story of the text under the guidance of the teacher. Read the story: When the students finish writing the story, let them read the story several times.

Read the story to your classmates and teachers. Read and think about whether your story is reasonable and the content is appropriate.

Listen to other people's opinions and make the story more perfect. Fan Wen: Go on, little photographer. The little boy jumped on a tram in tears and the tram left at once.

When the little boy returned to school, his classmates asked him, "Did you take pictures of Gorky?" The little boy said hesitantly, "no ... I didn't take a good picture." I left my film at home. " At this time, the naughty egg in the class sarcastically said, "it's useless!" This little thing can't be done well, and it is said to be a photographer! " Another classmate lamented: "This wall newspaper is going to change its theme!" Hearing this, the little boy burst into tears.

At this time, the monitor came to comfort him and said, "Never mind, I will bring the film to Gorky tomorrow." The little boy went home.

His mother asked him, "Have you finished reading the wall newspaper?" The little boy said shyly, "I didn't do it well." I left my film at home. " His mother encouraged him and said, "Then you can take another picture tomorrow."

The next day, the little boy came to Gorky's office door. The secretary took him in.

Gorky smiled and said, "Did you bring the film?" The little boy nodded and said, "Can I keep you a little longer?" "Of course," Gorky said. The little boy sat Gorky on the sofa and shouted, "Ready, one, two, three … all right!" " "The little boy said excitedly," thank you! Comrade Gorky! " Say that finish quickly ran out.

The little boy came to school and posted Gorky's photo on the wall newspaper. Students gathered around to watch.

"It's good to take pictures! Great! " Some said, "You really deserve to be a little photographer in our class!" Hearing the praise of his classmates, the little boy smiled shyly.

2. "How to Guide Students to Continue to Write Literal Stories" (Wan Jigang, National Protection Center School, Naxi District, Luzhou City, Sichuan Province) Writing a composition is a headache for students, and it is even more difficult to continue writing literary stories.

Even our teachers will find it difficult. There is a small exercise after the first volume of Chinese in the third grade of primary school, Little Photographer: I want to continue writing this story.

This topic stumped many students, even our teachers. Combined with my own teaching, I will talk about my own experience on how to guide students to continue writing written stories.

First, read the text well: whether we want to continue writing a story or not, we must read the text well. After reading the text well, we can better understand the main content of the text and grasp the central idea of the text.

Not to mention continuing to write the story of the text. It can be said that "familiarity with the text" is the premise and foundation for continuing to write text stories.

Not only students but also teachers should read the text well. Only by reading the text well can we better explore and use the teaching materials.

So as to guide students to continue writing stories. Second, mining textbooks: Our teachers should give full play to their intelligence and discover useful materials in the textbooks on the basis of being familiar with the texts.

In the lesson "Little Photographer", "I want to take a picture of you and post it on our wall newspaper." These contents can help us find that the little boy is taking pictures of Gorky.

"I left my film at home." This sentence can let us know why the little boy didn't take pictures.

Provide clues for us to continue writing stories. "The little boy jumped on a tram in tears, and the tram left at once."

This sentence can also let us know that the little boy is riding the tram. "In the evening, the secretary told Gorky that" it provided time and characters for the story in our sequel.

"However, if a little boy comes, you must let him in." This tells us that Gorky will definitely accept the little boy again.

As long as you pay attention, there will be many clues and materials to continue the story in the article. Third, guide students to imagine reasonably: with clues and materials to continue writing stories, students will have difficulties in writing.

Next, we will help students solve the problem of "how to write". We can start with opening students' thinking and guide them to imagine reasonably.

There are many ways to open students' minds and guide their imagination. Asking questions is one of the effective methods.

Asking questions is a key for students to think. Teachers are like directors in the play in the process of guiding and enlightening students.

Teachers should use purposeful questions to guide students and develop stories. For example, in the lesson "Little Photographer", the teacher can ask: "Where did the little boy jump on the tram?" Students may answer, "The little boy has gone home."

The teacher must first make sure that the students' imagination is reasonable. And asked: "What will his mother (not necessarily his mother, but his grandparents, father and others) say to him when he comes home? At this time, students have more than one answer.

As long as the answer is reasonable, the teacher should give affirmation and praise. If students don't say that the little boy has gone home at first, but that he has gone somewhere else, then the teacher should let the students tell their reasons.

As long as the reason is reasonable, the teacher should give affirmation. If the students can't tell where the little boy went.

At this time, teachers should use the materials in the textbook to give inspiration and guidance. Example: "Where did he put the film?" "Will he go home and get it?" "What is that little boy doing taking pictures of Gorky?" "Will he go back to school to find a job?" "What will the students do to him after returning to school?" "What will the students say?" "Will the little boy take pictures of Gorky again?" ..... so step by step to develop the follow-up story.

I believe it is not difficult for students to write the follow-up story of the text under the guidance of the teacher. Read the story: When the students finish writing the story, let them read the story several times.

Read the story to your classmates and teachers. Read and think about whether your story is reasonable and the content is appropriate.

Listen to other people's opinions and make the story more perfect. Fan Wen: Go on, little photographer. The little boy jumped on a tram in tears and the tram left at once.

When the little boy returned to school, his classmates asked him, "Did you take pictures of Gorky?" The little boy said hesitantly, "no ... I didn't take a good picture." I left my film at home. " At this time, the naughty egg in the class sarcastically said, "it's useless!" This little thing can't be done well, and it is said to be a photographer! " Another classmate lamented: "This wall newspaper is going to change its theme!" Hearing this, the little boy burst into tears.

At this time, the monitor came to comfort him and said, "Never mind, I will bring the film to Gorky tomorrow." The little boy went home.

His mother asked him, "Have you finished reading the wall newspaper?" The little boy said shyly, "I didn't do it well." I left my film at home. " His mother encouraged him and said, "Then you can take another picture tomorrow."

The next day, the little boy came to Gorky's office door. The secretary took him in.

Gorky smiled and said, "Did you bring the film?" The little boy nodded and said, "Can I keep you a little longer?" "Of course," Gorky said. The little boy sat Gorky on the sofa and shouted, "Ready, one, two, three … all right!" " "The little boy said excitedly," thank you! Comrade Gorky! " Say that finish quickly ran out.

The little boy came to school and posted Gorky's photo on the wall newspaper. Students gathered around to watch.

"It's good to take pictures! Great! " Some said, "You really deserve to be a little photographer in our class!" Hearing the praise of his classmates, the little boy smiled shyly.

3. How to guide students to write is to expand and enrich a short article or a fragment of a long article.

If such topics appear in the examination room, the articles required to be developed are generally texts or stories that students are familiar with. In recent years, I have done a lot in expanding ancient poetry and other topics. Ancient poems will be written on the test paper, so that you can reasonably imagine them according to the artistic conception of the poems, and then unfold them.

The way to start writing is 1. On the basis of being familiar with the original text, think deeply and imagine reasonably. Because the expansion is based on the original text, the main characters and events are already very clear, and it is impossible to compile without the original text, let alone change the central idea of the original text.

Therefore, when expanding the text, we should first be familiar with the content of the original text. On this basis, we can closely follow the central idea of the original text, grasp the main plot, think deeply about the unclear or insufficiently specific parts of the original text, ask more "how", make reasonable imagination and enrich the content of the article. 2. The expanded article is more concrete, vivid and vivid than the original one.

In order to make the article more concrete, vivid and vivid, it is generally necessary to change the narrative of the original text into description. Can increase the description of the environment and the description of the appearance, manner, movement and psychological activities of the characters.

You can also add some details according to your own imagination, and you can also add some discussion or lyric content appropriately. 3. Because it is necessary to lengthen the expanded length, it is necessary to prevent the content from being stuffed or the language from being wordy and repetitive. At the same time, when expanding, you can regenerate the branches of the original text and generate new branches.

However, it is generally not necessary to move the trunk of the original text, so as not to change the will and lose the meaning of expansion. May it be useful to you! Wish you success! If you are satisfied, please accept it.

4. Fanka continued to write exercise instructions and comments. The next morning, the boss saw Fanka who had not got up yet, and grabbed his hair with his hand and pulled it hard. Fanka woke up screaming.

The boss gave Fanka a hard look. Fanka was afraid and worried. The boss didn't hit him today, but his three meals today were cancelled. With tears in her eyes, Fanka reluctantly began to work. Fanka, who was hungry all day, managed to stay up until the evening. Fanka returned to the aisle and thought, the postman should give the letter to grandpa! It's very cold, and Fanka is shivering with cold, but the thought that she can go back to the village soon makes me feel that the cold wind seems to be smiling and singing. A month passed and Christmas came again. Grandpa didn't come to pick up Fanka. Fanka was beaten by her boss, and her body was covered with numerous whip marks.

That night, Fanka sat in the aisle, aching all over. He heard the cry of the cold wind and wanted to run away. While the boss was asleep, Fanka stole a pair of shoes, a leather coat and dry food in the kitchen.

Fanka put on her leather shoes and ran away overnight. On the way, Fanka ate all the dry food he stole. He advanced against the cold wind. In order to catch up with the time, Fanka only slept for a short time at night and set off immediately.

One day, Fanka seemed to see a group of people watching and laughing somewhere. Curiosity drove Fanka through. He took a closer look and found that this place was the "guillotine". Fanka didn't understand what everyone was laughing at and walked away. The person behind Fanka seems to be shrinking, shrinking, shrinking, and finally turned into a dust.

I don't know how far he has gone. Fanka trembled, her lips were white and her face was purple with cold. There is only one thing in his mind-grandpa's smiling face. I think the happy days in the country will come back soon, and I will return to my grandfather soon. Fanka's mouth was smiling, and Fanka fell down in the cold wind singing. In the dark, Fanka seems to be bright.

5. How to guide students to expand their writing?

It is to expand and enrich a fragment of a short or long article. If such topics appear in the examination room, the articles required to be developed are generally texts or stories that students are familiar with. In recent years, I have done a lot in expanding ancient poetry and other topics. Ancient poems will be written on the test paper, so that you can reasonably imagine them according to the artistic conception of the poems, and then unfold them.

The method of expanding writing

1, on the basis of being familiar with the original text, think deeply and imagine reasonably. Because the expansion is based on the original text, the main characters and events are already very clear, and it is impossible to compile without the original text, let alone change the central idea of the original text. Therefore, when expanding the text, we should first be familiar with the content of the original text. On this basis, we can closely follow the central idea of the original text, grasp the main plot, think deeply about the unclear or insufficiently specific parts of the original text, ask more "how", make reasonable imagination and enrich the content of the article.

2. The expanded article is more concrete, vivid and vivid than the original one. In order to make the article more concrete, vivid and vivid, it is generally necessary to change the narrative of the original text into description. Can increase the description of the environment and the description of the appearance, manner, movement and psychological activities of the characters. You can also add some details according to your own imagination, and you can also add some discussion or lyric content appropriately.

3. Because it is necessary to lengthen the expanded length, it is necessary to prevent the content from being stuffed or the language from being wordy and repetitive. At the same time, when expanding, you can regenerate the branches of the original text and generate new branches. However, it is generally not necessary to move the trunk of the original text, so as not to change the will and lose the meaning of expansion.

May it be useful to you! Wish you success! Satisfied, please adopt!

6. Writing instruction: How to develop the composition 1. Read the original text carefully and master the main content. This is the first stage of expansion.

At this stage, we can perceive the full text from multiple angles and in all directions by reading independently, listening to the teacher's explanation and consulting the materials related to the original content, so that we can have a comprehensive grasp of the original content and stimulate our interest in writing. Second, carefully studying the original text and grasping the central idea stage requires us to find out the time, place, people, events and every detail of the article by carefully studying every sentence in the original text, and strive to introduce ourselves into the artistic conception created by the original text and touch our emotions, so as to accurately grasp the central idea of the article, thus providing the main basis for judging where it needs to be unfolded.

Third, according to the central idea, determine the content of expansion. After mastering the main content and central idea of the article, we should focus on the whole of the original text, find out the unclear, not vivid and not specific places in the original text according to the needs of expressing the central idea, ask more "why", "what" and "how", and start from these places to determine the content to be expanded. Fourth, expand the wings of imagination and enrich original content. The last stage, which is also the most important step, is to spread the wings of imagination according to the main content and central idea of the article, and describe the general content and plot in vivid language to make the article infectious.

Magnification also needs to be detailed and appropriate. For those plots that have little to do with the central idea, you only need to enlarge them simply, while those plots that are close to the central idea and closely related to the main content need to be enlarged in detail. Expanding writing can effectively help us improve our reading ability, imagination ability and language expression ability.

As long as you master the basic requirements and general steps of expanding your writing, you will be able to expand your writing skillfully.

7. How to write an expanded composition/Please give me some advice. Expand your imagination according to the story provided, make the story concrete and vivid, and write the result clearly.

Can be carried out according to the following steps. 1) the personality characteristics of the characters, to analyze and scrutinize everything they have done, the eldest monkey obeys, and maybe do something big with the 100 yuan given by the monkey mother; The second monkey is smart and loves to use his brain. He may work miracles with 100 yuan given by his mother. The third monkey is very beautiful. Because of the love of beauty, maybe in a few days, the 100 yuan given by my mother will be spent, and even she herself will wander around ... students can make up more wonderful stories without restraint.

2) Although it is an article that unfolds a story, it cannot be imagined aimlessly. It is better to take real life as the prototype and write around a certain center, which will be more reasonable. 3) Details, pay attention to the cohesion between paragraphs.

Because this article wants us to imagine what the three children of the monkey mother did respectively. Therefore, it is up to us to decide who should focus on everything according to the need of expressing the central idea.

After determining the priorities, we should also pay attention to the cohesion between paragraphs, that is, we should make a good transition between paragraphs to make the article organized and more story-telling.

8. Writing method of grade six.

Writing skills:

1, examination questions

(1) Finding the key words, namely the title, is the focus of writing.

(2) Mastering the scope of writing

(3) determine the writing genre

2. Determine the center-the theme of the article.

(1) correct

(2) concentrate

(3) different

3. Material selection

(1) Choose around the center.

(2) Truth

(3) novel, typical and unconventional.

4. Structure

(1) Arrange the materials according to the sequence of events-you can write, flashback and insert the pen in chronological order.

(2) Write in chronological order

(3) Write according to spatial order.

(4) Arrange the material description according to several aspects of the object, and use this method more.

5. Overview

(1) title

(2) Central idea

(3) Main points of content and writing order (paragraph, organization)

(4) Tips for sketching auspicious characters. Outline can make the center clear, definite and focused.

6, the beginning-to be fascinating

(1) Cut to the chase and get to the point;

(2) ask questions to attract attention;

(3) explain the situation and the background;

(4) Describe the environment and render the atmosphere;

(5) The storytelling is clever and fascinating;

(6) Say the result first and flashback the beginning.

7. The ending is intriguing.

(1) natural ending

(2) Summative conclusion

(3) Implicit ending

(4) End of point to point

8. Transition-striving for nature and connecting the preceding with the following.

9, care-that is, the end takes care of the beginning, followed by the previous article, and the article takes care of the topic.

10, composition revision-is an indispensable part of composition, which is of great benefit to improving writing.

(1) Content modification

(A) whether the sentence is fluent.

(b) Whether the content meets the meaning of the question.

(c) Whether the material properly represents the center.

(e) Whether the center is clear and centralized.

(f) Whether the viewpoint is correct and clear.

(2) Format modification

(1) Whether the hierarchy is clear.

(b) Whether the details are appropriate.

(c) Whether Chinese characters and punctuation marks are used correctly.

(d) Whether the format of practical writing is complete and correct.

(3) Modification methods such as addition, deletion, adjustment and replacement can be adopted to ensure the neatness of the paper.