My writing was a mess. What’s going on?

According to what you said, you are a person who pursues perfection.

Whether you are a student or a writer, you never tire of revising your articles. Any good article is not formed in one stroke, it must go through a process of repeated deliberation and refinement. An article is a work of art. It must have a clear theme (central idea), exquisite conception (layout and planning), and delicate carving (words and sentences), all of which are soaked in the author's hard work and sweat. If you want to create a high-quality product, it must be carefully crafted. Even the best products can have flaws, because there are no perfect things in the world. In other words, there is no best, only better.

Your writing method is very correct. First, it shows that you have the mentality to pursue better; second, it shows that you have a keen eye for discovering flaws; third, it shows that you have the ability to create high-quality products; fourth, it shows that you have the opportunity to make the best products. As long as you persevere, study hard and practice hard, you will definitely achieve something. I wish you success!

The following is my humble opinion on composition, which may be beneficial to you and is for reference only:

Definition of composition

Composition is composed of words and is considered through human thought. , a literary style that expresses the meaning of a theme through language organization.

Composition is also a class. In class, the teacher sets the topic, the students think about the topic, organize it, write it in sections, hand it in on time, the teacher corrects it, scores it, returns it and revise it by themselves, that’s it.

Composition genres

Include: narrative, lyrical, argumentative, expository, and practical.

(1) Narrative: It is a literary style that uses narration and description as the main expression methods, and takes recording people, narration, scene descriptions, and objects as the main content.

1. Classification of narratives

(1) From the content and expression method:

①Simple narratives

②Complex narratives

(2) From the different writing objects:

①Narratives that focus on writing about people

②Narratives that focus on narratives

③Narratives mainly describing scenes:

④Narratives mainly focusing on objects

(2) Explanatory text: using description as the main expression, used to introduce or explain things A literary style that describes the state, nature, structure, function, production method, development process and causes, merits and demerits of events.

1. Classification of explanatory texts

From the description object (content)

①Explanatory texts on physical things

②Explanatory texts on affairs

③Scientific essays

From the perspective of language expression

①Plain expository essays

②Literary expository essays

2. Expository essays Characteristics

(1) Highly scientific in content

(2) Clear and organized in structure

(3) Rigorous in language Accuracy

(3) Practical writing

Practical writing is a practical style that meets the actual needs of daily life, work and study, has a certain format, is short, concise and popular.

1. Types of practical writing

(1) Letters

General letters, special letters (letters of thanks, letters of praise, letters of condolence, letters of introduction, open letters) , letters of certification, applications, proposals, proposals,

letters of employment), telegrams, remittances

(2) Notes

Diaries, reading notes

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(4) Promotional categories

Advertising drafts, speeches, blackboards, news, communications, product manuals

(5) Announcements

Inspiration, posters

(6) Etiquette

Invitations, messages (congratulatory letters, congratulatory messages), messages of condolence, letters of condolence,

(7) Deeds

Receipts (receipts, IOUs, receipts, IOUs, leave notes, message notes, etc.), contracts (agreement), conventions,

(8) Biography

Biographies, local chronicles, family histories (school history, village history)

(4) Argumentative essays

Argumentative essays use argumentation as the main method, through facts, A common style of writing that directly expresses the author's views and opinions.

(1) Classification of argumentative papers

According to content purpose:

①General political papers

②Comments

③Essays (essays, talks, notes)

④Reflections after reading

According to the method of argumentation:

①Establishing a thesis

②Refutation of thesis

Elements of composition

Six elements of composition

You take one shot, I take one shot, don’t forget the time to write;

You shoot two, I will shoot two, keep the location in mind;

You shoot three, I will shoot three, writing the characters well is the key;

You shoot four, I will shoot Fourth, write down what happened in detail;

You shoot five, I shoot five, and the reason is clearly written;

You shoot six, and I shoot six, and what result cannot be lost;

Accumulate good words and sentences, which are easy to use when writing;

Keep in mind the six elements of composition, and you will be able to write a good composition.

Writing method

1. How to write the beginning: Everything is difficult at the beginning, and the same is true for writing essays, but the beginning of the article is very important. Commonly used methods include the following:

(1) Background method: explain the time, place, scene and other background of the event.

(2) Character method: explain the main characters or related characters to be described in the article.

(3) Topic syntax: Put forward a point of view or argument as the topic to be explained or discussed in the article.

(4) Question method: Use questions to introduce the content of the article to attract the reader's attention.

(5) Surprising grammar: Start with a surprising sentence to arouse the reader's interest.

(6) Story method: Start the article in the form of telling a story, and then expand the article on this basis. Multilingual narratives can also be used for argumentative essays.

(7) Data method: quote proven numbers to arouse topics.

(8) Quotation method: quote famous quotes or common idioms, proverbs, etc. as the beginning of the article.

(9) Definition method: It is common to define the title and then explain it in detail through examples, logical reasoning and other methods.

2. How to write the text

(1) Deductive method:

From general to specific. Put universal and general sentences at the beginning of the paragraph. The other sentences in the paragraph are the embodiment of the topic sentence and the specific explanation of the topic sentence.

(2) Induction method:

From the specific to the general. Starting from specific and individual cases, general rules can be summarized.

3. How to write the ending

(1) Brief evaluation or conclusion: The last few sentences of the article summarize the content of the article and further affirm the central idea of ??the article or the author's point of view.

(2) Repeat the topic sentence: Return to the central idea or topic sentence of the article to achieve the effect of reaffirmation or emphasis.

(3) End with a rhetorical question: Although the form is a question, the meaning is affirmative, has an obvious emphasis, and can cause readers to think.

(4) Put forward prospects or hopes: Put forward prospects or hopes for the future, and call on readers to take action for this purpose.

(5) End with quotes from famous people, proverbs, and common idioms.

Improving skills

Writing ability is an important part of human language expression ability. Therefore, in the process of Chinese teaching, it is very important to cultivate students' writing ability.

My teaching targets are mainly intermediate-level students. During the teaching process, I found that the students’ writing mainly has the following problems:

1. The vocabulary is limited and they cannot write in detail. Express: "My mother is a good mother. She is not only very good to me, but also very good to everyone. She is such a good mother." Simple repeated words obviously limit the expressive power of language.

2. The expression ability is limited and it is difficult to organize an article with a complete structure and a coherent tone.

Because students are not yet familiar with the thinking and expression habits of Chinese, when they transition from writing a single sentence to organizing an article and expressing coherently in Chinese, they often feel inadequate, and the articles they write are often fragmented or incomplete. express one's intention.

3. I don’t know what is written in my article. This is a very special phenomenon that mostly happens to Chinese children. It looks like a well-written essay, but its author doesn't know how to read it. Why? Because the composition is written with the help of parents, and the choice of words and sentences reflects the parents' thinking. Such composition exercises do not function as exercises at all.

4. Afraid of writing. Some students do well in reading, dictating, and even constructing sentences, but because they are afraid of writing, they almost give up studying Chinese after several years of study.

In front of such teaching objects, only explaining how to review questions and how to organize materials seems to be far away but does not quench the immediate thirst. Because they still have a series of obstacles to overcome before they can write. If they are not helped to overcome these obstacles, writing will only be possible on paper. In teaching practice, I found that changing the writing process from "thinking-writing" to "thinking-speaking-writing" is one of the effective ways to help students overcome these obstacles. This change means that the teaching focus for this specific group at this time cannot only be on "writing", but should first complete the first two steps: "thinking" and "speaking", that is, preparation and guidance before writing. Since these activities are based on students as the main body, we can also call them "pre-writing practice".

The focus of pre-writing practice is to guide and help students to speak correctly in Chinese what they want to write according to the requirements of a certain composition. The procedures and functions of pre-writing are as follows:

1. The preparation stage is actually the "thinking" stage. Before starting to write, arrange the title and thinking outline of the composition in the form of homework. For example, the composition "My Favorite Person/Object" requires students to think in advance: Who/what? What characteristics does he/it have? Why do you like it? She/it?

Wait. Since most students in middle and lower grades have limited vocabulary, it is difficult to express them directly in writing. Appropriate preparation can allow students to have a prior understanding of the content they want to cover, especially some related words and expressions. and familiarity to ensure that classroom discussions can be fully carried out. At this stage, many students first think with the help of their mother tongue, and then translate it into Chinese. The influence of their mother tongue will leave more or less traces, thus affecting the expression effect of Chinese. Therefore, the following link becomes more necessary and important.

2. Oral composition and classroom discussion, that is, the "speaking" stage.

That is, students are asked to verbalize their ideas in class, and then have class discussions and teacher comments. Each composition discussion must focus on the topic and theme from vocabulary, sentences, structure and other aspects, determine several key points, solve the problem step by step, and accumulate and improve bit by bit. The functions of this activity are as follows:

(1) Improve students' overall expression ability starting from oral expression. Ye Shengtao once said: "Spoken language is language, and written language is language. The text cannot be partial to language, but should be combined." Any language is divided into two parts: "language" and "wen". The performance of "Yu" is listening and speaking, and its essence is the application of language thinking. The expression of "wen" is reading and writing, and its essence is the written expression of language thinking. The rule of learning a language is to learn "language" first and then "wen". Oral language is the foundation, and only on the basis of practical oral training can students' written expression skills be developed.

(2) Successful "speaking" and "commenting" can help students build a small thematic vocabulary library in every writing exercise. For example, when writing "My favorite person/thing", you can use inspiration to let students verbally introduce their favorite person or thing based on thinking: What is he/it like? Do you like him/it What aspects? Classify these words and write them down on the blackboard and explain them, such as words about the appearance of people/things, words about the character of people/things, words about the quality and behavior of people/things, etc. Then have students read and memorize. In this process, students have accumulated and established a small library of relevant words, which not only eliminates vocabulary barriers for the next step of writing, but also broadens their thinking, enhances the effect of expression, and improves expression ability.

(3) The difficulty of learning Chinese lies not only in the difficulty of memorizing and writing Chinese characters, but more importantly in the huge differences in expressions and thinking habits between Chinese and Latin languages. Use confusion. What we often encounter is that students can read and write, but they cannot speak or write correct Chinese sentences. For example: "I am Wei Ming, I am 16 years old"; "Dawei and I will go to the bookstore first"; "We parked the car on the side of the road", "I ran away to go home". What's more, because they don't understand Chinese culture, they write sentences like "My friends are as kind and friendly as dogs." "Shuo" starts with oral expression. Through demonstration, explanation and correction, it trains its correct expression method, word order and appropriate terminology, guiding students to enter the real Chinese realm and write articles that conform to Chinese habits.

(4) The training step of speaking first and writing later is conducive to timely correction of primary errors in expression and achieves the effect of simultaneous improvement. "Speaking" is carried out in the classroom in the form of discussion speeches. This form can give more students the opportunity to learn from the strengths of others and be inspired by them. At the same time, due to the "amorphous nature" of oral expression, it is much easier to revise than written writing. It allows students to make mistakes, correct each other, self-correct, and make corrections at any time. Through timely comments from teachers and students on the problems exposed, everyone can learn lessons together and avoid similar problems from recurring in the composition.

(5) Effective pre-writing practice can help students overcome psychological barriers and improve their enthusiasm for writing. As mentioned before, many students become afraid of writing and hate writing because they cannot write well, leading to a vicious cycle. In this link, through "talking", each student has made certain technical and psychological preparations before writing. At this time, students' self-confidence will increase accordingly, and their enthusiasm will naturally increase accordingly.

When students can verbally express their most basic meaning in a more appropriate way, tell them to write whatever they want, try to write down what they said, and then process and modify it. Would be a very good article. Practice has proven that this kind of targeted training is very effective in improving students' Chinese writing and expression levels.

The benefits of writing compositions

In fact, educating children how to write good compositions from an early age will be of great benefit to their future. Let’s just talk about it briefly.

Benefit 1: Writing compositions requires thinking, which cultivates children's ability to think about problems.

If you are given a composition topic, you need to organize the materials according to the composition topic. This also exercises children's organizational skills.

Benefit 2: Writing essays can exercise children’s reading and analytical skills. When organizing and collecting materials, you must read them. If you don’t read them, you won’t know whether the materials are appropriate or not. It's time to write an essay, so it's too late for you to look for information. Therefore, children's reading ability is developed. This is also the benefit of writing essays for children.

Benefit three: Writing essays can broaden children's thinking, allowing children to open their minds and imagine whatever they want, and then write it down. This cultivates children's thinking and expands it.

Benefit 4: Cultivate children's language expression ability and better organize speech.

There are many more. In short, writing has many benefits for children, so parents must cultivate their children's interest in writing. Give your children a good future.

Key points in essay writing

1. What are the principles for determining the topic of an article?

Articles must meet the needs of social reality and reflect the spirit of the times. The spirit of the times refers to the spirit that promotes the advancement of the times and embodies the characteristics and development direction of the times in a certain historical period. The theme should grasp the pulse of the times, answer pressing questions raised by the times, and reflect advanced ideas.

To reflect the truth and essence of objective things. The theme should faithfully reproduce the original appearance of objective things, not stop at the appearance, but should profoundly remind the internal regularity of things.

The author’s subjective conditions must be considered. This mainly means that the author must be familiar with and understand the object of writing, and the author must have initial feelings and strong enthusiasm for writing.

2. How to correctly refine the theme?

Refining the theme is to use various ways of thinking to deeply explore the inherent meaning of the article materials to form some unique thoughts or principles. To refine the theme, you must do the following: 1. Based on all the materials, extract the correct ideas and viewpoints from all the materials you have. 2. Discover the essence of things, abandon appearances, discover the inner meaning of things, and reflect the essence and regularity of things. The author should stand at the height of the times, gain insight into the essence of things, and deepen the depth of exploration; the author should also consider the expressive functions of various articles such as narrative, discussion, explanation, and lyricism, and explore the essence of things from different aspects. 3. Choose novel and unique angles to explore new ideas in things. New angles refer to new observation angles (exploring the subject from different sides) and new understanding angles (expressing the author's unique insights).

3. Briefly describe the relationship between the material and the theme.

Materials are the basis for refining and forming themes. The theme is refined and determined in the process of analyzing and researching the material. The material is primary and the theme is secondary. 2. Materials are a means of expressing deep themes, and themes are expressed or proven by certain materials. 3. The selection and organization of materials are restricted by the theme. Before the theme is formed, the materials play a decisive role in refining the theme; once the theme is determined, it becomes the most important basis for selecting or arranging the materials. The selection, elaboration, and transformation of the materials should be subject to the needs of expressing the theme, to prevent the materials from being inconsistent with the theme. Out of touch.

4. What are the basic requirements for material selection?

It must meet the needs of the theme. The materials should be selected to serve the theme and should not be divorced from or contradictory to the theme. 2. Be true and conclusive. The authenticity of materials refers to the authenticity in the strict sense and the reality that reflects the essence of things. The authenticity of the material means that the material is both accurate and used appropriately. 3. Be typical. Typical materials are materials that unite individuality and exclusivity, concreteness and universality. It is specific, individual, and can reflect the essential characteristics and universal significance of similar things. 4. Be novel and vivid. The materials strive to be concrete, full of intimacy and suspense, are little-known new discoveries, and adapt to the characteristics of the style (narrative materials are concrete and have strong appeal; argumentative materials are general and logically persuasive; expository materials To reveal the characteristics of the object.

5. What are the basic requirements of the structure?

Integrity.

Each part of the article should form a perfect and unified whole; each part should be relatively complete and should not be incomplete without reason; each part should occupy an appropriate position in the article. 2. Continuity. It means that all parts of the article are interconnected in terms of content and context, and there are close connections and reasonable transitions in language form, and the context cannot be disordered or disconnected. 3. Rigor. There is a strict logical connection between the various parts of the article, and they cannot be contradictory or unrelated to each other. The full text is inherently cohesive. 4. Flexibility. The structure of the article is varied, lively, and not rigid or sluggish.

6. Describe the basic principles of structure.

Reflect the inner connections and laws of things. The structure of narrative articles is closely related to the stages and order of the development of things, forming a concept of time and space that conforms to the original order of the objective process; argumentative articles reflect the process of understanding things from phenomenon to essence, from part to whole, and from analysis to synthesis. The structure often raises questions and draws conclusions. 2. In line with the author’s ideas. The idea is the route of the author's thinking. The author's thinking process must abide by the common laws of people's thinking, and also condense the author's unique understanding and feelings of things. 3. Obey the need to express the theme. 4. Adapt to stylistic characteristics. The structure is restricted by the style. Narrative articles write about people and events in the order of time and space, while argumentative articles focus on horizontal classification or vertical in-depth.

7. Review the basic content of the structure.

The content of structure includes three aspects: level and paragraph, transition and anaphora, and beginning and end. Hierarchy is the overall order of the ideological content of the article, unfolding the structure and steps of the article, and is the structural unit that expresses meaning; the paragraph is the self-contained and relatively independent structural unit set by the author in the article in the form of spaces at the beginning of the paragraph. Paragraphs should maintain a single meaning, complete content, and appropriate length. Transition refers to the form or means of connection between paragraphs and levels. Commonly used transition methods include: using related words, using transition names, and using transition paragraphs. There are two common situations that require transition: one is when the content changes, and the other is when the expression method changes. Anaphora is a structural means that calls out what goes before and responds to what comes after. There are three common situations of anaphora: beginning and end anaphora (which can be divided into two types: topic-point anaphora and problem-solving anaphora), and mutual anaphora in quotations (which can be divided into two types: distant anaphora and near anaphora). Correspondence is an important means to make the structure rigorous and lively. It can make the structure flexible and dense, connect the context, and strengthen the key content.

The role of a good beginning of an article: it helps express the theme and expand ideas; it helps attract and guide readers. Common ways to start an argumentative essay include getting straight to the point, explaining the writing background or motivation, and meandering into the topic. The function of a good ending of an article: to tie up the whole text and make it memorable. The main ways to end an argumentative essay include: summarizing or restating the argument; raising hopes or issuing a call; and ending with a visualization.

8. What are the types of article structures?

The narrative type is structured based on the time and space sequence of the existence and development of things. It can be divided into two types: normal time and space and abnormal time and space. Argument type, using the internal causal connection of concepts as the main basis of the structure. It can be divided into total fraction type, parallel type, progressive type, etc. Explanatory type, laying out things in their own inherent order. Comprehensive type, often with one structural type as the main type and other types as well.

9. Comparison between first-person narrative and third-person narrative.

The first person narrates in the tone of the person involved, which facilitates the author to fully express his thoughts and feelings, and makes people feel friendly and real when reading. Its limitation is that it can only describe what "I" saw and heard, and it is difficult to describe things that "I" have not personally experienced, and the breadth of reflecting life is limited. The third person narrative is narrated in a third person tone as an outsider. It is not limited by the scope of the narrative and can reflect life in a broader way. Its limitation is that it lacks the intimacy of the first person.

10. What are the common narrative methods?

Sequential narration: a narrative based on the sequence of occurrence and development of characters’ experiences or events. 2. Flashback: A narrative that puts the ending of an event or a prominent part of the event in front, and then narrates the development of the event in chronological order. 3. Narrative insertion: inserting another narration of related events into the narrative process, and then continuing the narration with the original main line.

4. Supplementary narration: A narrative that makes some supplements to previous events without developing the original plot. 5. Parallel narration: describe two or more things that happened at the same time in parallel and in parallel.

11. Briefly describe the basic requirements of narrative.

Explain clearly: clearly explain the six elements of time, place, person, event, cause, and result. 2. Clear clues: The clues are a reflection of the author's ideas in organizing the material, and are the running thoughts and context in the development of the narrative characters and events. Narrative clues can be arranged according to various styles such as time development, space transformation, problem division, changes in thoughts and feelings, or according to a specific object. 3. Appropriate detail: The narrative material is summarized in primary and secondary detail to suit the needs of expressing the theme. 4. Ups and downs: refers to the twists and turns of the narrative, which are full of changes and fascinating.

12. What are the requirements for description?

1. Clear purpose: describe based on expressing the theme, characterizing the characters, and exaggerating the atmosphere. 2. Outstanding features: Use the art of "drawing eyes" to capture the essential characteristics of the object of description and characterize it. 3. Both form and spirit: The harmonious unity of form and spirit not only realistically expresses the external appearance and mood of the object, but also reveals the inner details and spirit of the described object.