My son always complains to me that my composition is not good, and I feel dizzy when I see it during the exam. Do parents know how to write a good composition?

First of all, carefully examine the questions and make clear the meaning of the questions.

A careful understanding of the requirements, main points and scope of the topic is the most critical first step in writing.

Second, determine the center and choose suitable materials.

After defining the requirements, key points and scope of the topic, we should carefully recall the materials related to this topic, what we are most familiar with and what ideas to express, that is, recall the materials and determine the center. If the center is clear, it is necessary to choose the material that best expresses the center around the center. This is around the center, choosing materials.

Third, make an outline and determine the details.

After determining the center and selecting the materials, you should make a writing plan. What to write first, then what to write, there must be an order. What content is closely related to the center, we should write it in detail, and what content is not closely related to the center, just write it briefly and prioritize it, without an outline and detailed description. An outline is like a drawing of a building. With good drawings, buildings can be strong and beautiful.

After the above three steps are completed, you can write a composition according to the outline. In this way, we can avoid the problems of improper selection of materials, irrelevant articles, chaotic structure, or top-heavy, regardless of priorities, or even no center.

In the exam, there are often cases where the composition is too late to be done, the composition gets stuck in the middle and the composition can't be finished, which greatly reduces the scoring rate of the composition to be tested. However, if we can take some emergency measures, we can often win by surprise, save the defeat and relatively improve the score of the composition to be tested.

First, the grafting method. It is to slightly modify and replace the original model essay or written exercise in the structure of the article, or the relevant figures, or the themes expressed, or the arguments listed, so as to make it conform to the propositions and requirements of the examination. This can not only save writing time, but also improve writing quality. Use it not only when writing time is insufficient, but also when writing time is sufficient.

Second, direct substitution method. In the exam, because the first half of the basic questions took too much time, the writing questions in the second half were in a hurry, so it was objectively not allowed to be carefully conceived. Instead of writing half, it is better to deviate slightly from the proposition and requirements of the exam composition. Because the reviewers attach great importance to the integrity of the composition, at this juncture, they might as well directly replace the articles that are impressive and similar in content and style on weekdays.

Third, the wrong way is wrong. When writing an exam, sometimes you will find that the article is off topic or off topic because of carelessness in the exam, but if you redesign it, there will not be enough time. In this case, instead of writing a few paragraphs in another way, it is better to complete the whole chapter by making mistakes. Of course, it is necessary to be as far-fetched as possible, put the pieces together, work hard on deduction, analysis and summary, and work hard on lyricism and conclusion, so that the article can be destroyed and saved.

Fourth, the method of compiling the outline. Sometimes during the exam, because I am busy attacking the basics and doing small compositions, there is not much time left for big compositions. No matter how fast it is, it is not enough. It's better to make an outline than just write a beginning or leave it blank. Of course, the outline should be as detailed and specific as possible, at least let the reviewers see the structure, theme and general content of the article, and if possible, fill in the beginning and end to give the reviewers a glimpse of literary talent.

Fifth, leave blank. When writing an exam composition, it is also common that you can't write it down because you don't make an outline in advance. Most candidates often think hard and bite their heads to be continued. The more I think about it, the more I feel that time is tight, and the more I think about it, the more I feel that I can't contact. At this time, it is better to leave blank, write down what you have considered in your own ideas first, and wait until the ideas are clear and the contents are recalled, or make up after the full text is completed, which is also the best policy for the article.

Six, rebate title method. In any case, the deduction of questions in the composition is extremely important, not to mention it is particularly necessary when the exam composition can't be finished. For example, in a city, the title of the senior high school entrance examination in a certain year is "an unusual exam". After describing a thing, once I can't think of a better ending, I might as well end it with "what an unusual exam this is for me." With the end of such a deduction, the composition score may rise sharply.

Seven, take care of the beginning method. Both narrative and argumentative essays pay more attention to the coordination of the beginning and the end. If the exam composition can't find a better ending, you can write it in a coordinated way at the beginning. Eight, the finishing touch method. In narrative writing, proper discussion can often point out and deepen the theme, but when the exam-oriented composition is too late to end, it is necessary to carry out relevant discussions to summarize the topic. This is not only a last resort, but also an emergency measure.