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英语写作能够比较客观地反映学生多方面的语言运用能力，诸如语言表达能力和思维组织能力等。针对目前我国学生英语写作中普遍存在的惧怕写作、汉语式作文现象、语篇布局及衔接能力弱、写作内容贫乏、语法错误多等问题，笔者认为，应当开展综合型教学，从不同层面和不同角度来解决学生英语写作中的诸多问题，全方位提高学生的写作能力。
一、将写作与语言基本要素的训练相结合
要想充分地表达自己的思想，掌握足够的词汇量是前提，准确理解词的涵义是基础，能写出语法正确、合乎英语表达习惯的句子是目的。基于这一理念，教师在训练学生写作的过程中，首先应从语言要素的角度将写作与词汇、语法和句型结构的训练结合起来。教师可创设多层次的练习，注重运用词类转换、习惯用法、句型转换、连接或扩展句子、完形填空、根据关键词（句）写句或短文等语言知识的训练形式。例如：
1.Join the sentences without changing their original meaning.
1)After Mr Smith left the theatre.He headed straight for home.→After leaving the theatre,Mr Smith headed straight for home.
2)It is impossible to remove in a few hours all the boxes.The boxes have been piled up in the warehouse.→It is impossible to remove in a few hours all the boxes piled up in the warehouse.
2.Extend the sentences according to the given situation.
1)Tom had to leave college before graduation.→Tom had to leave college before graduation since his father was seriously sick.He had to find a job to support his family.
2)He based his novel on his own adventure.→He based his novel on his own adventure,so the story of his adventure makes good reading.
3.Write a short story with the given sentences and key words.
Sentence 1:The purse was given back to the passenger when she proved that it belonged to her.
Sentence 2:The police overpowered the robber and then took his knife away from him.
Key words:platform,crowd,broad,shock,be tired out
Model:One day,Mrs Johns saw a friend off at the railway station.When she got there,she found that the platform was crowded with people.Suddenly a tall man with broad shoulders and a big knife in his hand came running towards her and grabbed her purse.She was shocked at first and then she shouted,"Help!Help!"On hearing her shouting,a policeman came rushing to her.The policeman overpowered the man and then took his knife away from him.The man tried to run away.By the time he reached the exit of the station,he was tired out and fell down.Soon he was caught by the police.Finally,with the help of other passangers,the purse was found and given back to Mrs Johns after she proved that it belonged to her.
4.Give opinions with the following expressions according to the given situation.Expressions:
1)I think/I believe/I suppose/I guess...
2)I'm sure...
3)It seems that...
4)In my opinion...
Situation 1:I had my hair cut yesterday.What do you think of my new hairstyle?
Situation 2:You have seen a movie.How did you like it?
Possible answers:
Situation 1:
—In my opinion,you look more beautiful.
—I guess it must cost you a lot of money.
—It seems that it is too short for you/it is very fashionable.
—I believe that the hairdresser did a good job.
—I'm afraid the new hairstyle doesn't match your coat.
Situation 2:
—It seems that no one likes it.
—I don't think it's worth seeing.
—I believe it is the best movie that I have seen.
—In my opinion,I would prefer to see another movie.
二、将写作与语言基本技能（听、说、读）的训练相结合
1.听与写相结合
如果教师将听力理解与写作技能结合起来，即把写作限制在特定的情景中，可使写作练习成为综合型的交际性语言练习。听与写相结合的练习形式有：在听的基础上设计听写填空、正误判断并纠错、选择、听后笔述句子、根据所听内容概要写作、模仿写作等。听与写相结合的好处是：1)能在听写填空中暴露出学生拼写及语法问题。2)既可培养学生听音会意的能力，又可培养其遣词造句的能力。练习中笔者发现，很多学生听了数遍之后虽然能判断出某题的正误或选择出正确答案，但是不会修正，不能用正确的语句表达自己的观点；听后笔述时也不能将原文中的句子完整、正确地写下来。究其原因，学生习惯于靠听觉记忆、追寻信息和准确理解，而正确表达的能力没有得到有效的训练。3)概要写作和模仿写作不仅能评估学生的写作能力，检查其对输入信息的理解，还能检验其能否写出符合英语表达习惯、特定情景和文体要求的短文。
2.说与写相结合
布里顿(Britton,1970)指出：“学生口语句型结构和表达方式往往是他们学习写作的基础。”塔夫(Tough,1997)不仅强调了口头表达能力和写作水平之间的重要联系，并且指出：教师必须在教授写作的同时，帮助学生提高和丰富其口头表达的技能，因为口头形式往往包含了大量近似书面语的结构和措词。说与写相结合的策略和具体做法是：
(1)写前阶段帮助学生确定写作框架，并丰富写作内容。
写前阶段的核心是帮助学生寻找题材，这将有助于学生回忆与题目相关的信息。为此，该阶段可通过多种形式，例如，小组讨论、师生间的交谈和集体写作等，促进学生构思写作内容、合理组织文章结构以及正确使用词语，并使每个学生体验共享写作资源的收获和愉悦。因此，教师可充分运用"Brainstorming"这种行之有效的写作前思维技巧。例如：教学了SEFC Book 2A Unit 19 jobs单元后笔者设计了"Women Today"这一与课文话题相关的作文题目，要求学生根据该标题及所给的三个段首句进行写作，进一步谈谈他们对妇女问题的理解。该题的三个段首句为：
1)Women are playing an increasingly important part in our society today.
2)With the changes in their social role,women's position in the family has been improved as well.
3)In spite of these changes,the liberation of women has not been realized.
写前教师可采取以下步骤帮助学生挖掘题材：
1)师生间的交谈。教师可提出诸如who,what,when,where,why,how等形式的问题，促使学生思考，帮助其打开头脑中的材料库。
①What important parts are women playing today?
②What about women's family position now?Why do we say women's position in the family has been improved?
③What about the inequality between men and women today?
④What efforts will you make to realize the liberation of woment?
2)小组讨论。学生针对上述问题展开讨论。
3)师生间的交谈。各小组口头表述讨论结果。教师以读者的身份同学生交谈，帮助学生进一步丰富读者需要得到的信息。
4)确定下列写作框架：
(A)Important parts:
·high social position
·no longer looked down upon
·more educated
·equal to men in almost all sorts of jobs
·make up the majority in some professions
·hold important positions(some women leaders/scientists,etc.)/attend important meetings
(B)Family position:
·equal to men in the family
·have a lot of say in family matters/cope with life problems successfully
·share happiness with their family members
·no longer stay at home and busy themselves with housework only
(C)Women's liberation
·equal work but with low pay
·few women in important positions
·discrimination in employment
·There's still a long way to go.
(D)Efforts:
·To make laws to ensure the equality between men and women in employment and payment;
·To fight in every way,such as in employment,payment,promotion,etc.;
·To get more education and be superior as well as capable in certain fields;
5)集体写作。根据上述提纲和框架，教师让学生进行合乎逻辑的扩展。后一个学生说出的话必须能与前一个学生所说的连贯起来。
6)书面写作。每个学生将作文完整地写出来。当然，集体写作后也可采用模仿写作的形式，即教师给学生类似的写作题目，让学生在规定的时间内独立完成。
(2)运用各种口语实践方法，提高学生的语言输出能力。
1)命题发言、演讲或辩论。SEFC教材中很多课文都可采用上述这些活动形式。例如：
命题发言：
·Smoking (SEFC 2A Lessons 6～7 No smoking,please!)
·Pollution/Man and the Environment/Population Problems(SEFC 2A Lessons 33～34 Saving the Earth)
·Perseverance/Self-confidence (SEFC 3A Lessons 2～3 Madame Curie)
情景发言：
·Suppose you are a guide and you are introducing Angkor Wat/Canada/Australia to a group of foreign visitors.
·Suppose a pan/a building catches fire.
·Suppose you witnessed the hurricane that struck the southeast of England on 16th October,1987.
·One day,you found a lot of fish dead in the river near your school.Please imagine the causes of it and then make some comments or suggestions.
·Suppose you are describing an earthquake to your friend.
演讲：
·Let's Pay More Attention to the Preservation of Wild Life(SEFC 1B Unit 17 Nature)
·The Sea Is Calling for More Care (SEFC 2B Unit 16 The Sea)
·Treasure Food,Please!(SEFC 3A Unit 4 Feed the World)
辩论：
·Science should be concerned about pollution.
·Middle school students should take part-time jobs.
·Advertising can greatly improve product sales.
·Money Is everything.
·Men are superior to women.
·Experience is the most important thing for seeking a job.
2)根据所给情景或问题自由发挥。教师可准备一些与课文内容或与学生生活有关的问题让学生口头表达，以提高其语言输出能力。教师可采取下列三种形式：
①问题型：
What would you do in each of the following situation?
·While cooking in the kitchen,you feel the floor moving.
·On the way to school,you find a person badly hurt in a traffic accident.
·You find that one of your friends are telling lies.
②完成句子型：
·The person whom I admire most is...
·Although slavery ended in the US in 1865,blacks...
·Martin Luther King believed that...
·Some people have the wrong attitudes towards people with disabilities,however,...
·To increase the food supply in the world,we can...
③完成故事型：
That day I met a very strange patient...
I will never forget my first biology lesson given by Mr Smith...
The most exciting experience I have had...
One day,on my way to school...
3)根据情景进行句型或词组操练。教师可根据课文中的句型创设一定的情景让学生进行练习。
例1：(SEFC 2B Lesson 62 The Sea)If construction work is going on,for example to build a new port,or if there is any pollution,this will kill the coral.笔者要求学生结合课文，用句中的"If...,...Will..."句型造句，并让学生谈谈有关海洋生态环境保护的话题。比如：
S[,1]:If people go on killing sea animals,some kinds of animals will be in danger of dying out.
S[,2]:If more and more waste products are thrown into seas and oceans,the living conditions of seas and animals will be destroyed.
S[,3]:If fish in seas and oceans become fewer and fewer,more fishmen will lose their jobs in the future.
例2：(SEFC 2A Lesson 57)Make a short dialogue with the following patterns according to the given situation:
1)I advise you to do/not to do...
2)You'd better do.../not do...
3)Why not do...?/Why don't you do...?
4)What about/How about doing...?
5)I suggest that you (should)do.../I suggest your doing...
Situation:You(A)failed the exam.Your classmate (B) gives you the following advice:don't worry/not to lose heart/not to stay up too late before the exam.
3.读与写相结合
写的过程实际上是模拟读者阅读的过程；而阅读也是模拟写作的行为。因为读者在阅读的过程中必须揣摩作者的写作意图，扮演写作者的角色。为此，教师应把范文分析作为写作教学的一个重要组成部分，有针对性地选择一些范文，系统地分析其内容、意义、篇章结构和写作技巧等。比如，文章的主题思想是什么？文章整体上采用了哪种语篇结构模式？每段的主题句是什么？支持主题句的论据是什么？论证过程中主题句与细节之间、细节与细节之间采用了何种线索，形成了何种关系，是对比、转折、还是因果？上下文的时间或空间线索如何？文章的开头和结尾用了什么技巧？文中用了哪些好的表达方式和句子结构等。这样做不仅可以培养学生表达的条理性和连贯性，而且可为他们提供写作策略、技能和框架。在操作中，读与写相结合的方式可以渗透在阅读的每一个阶段。
(A)阅读前：收集、整理资料——命题发言或写作。以SEFC Book 1A Lesson 26 Earthquakes为例：
Collecting information about earthquakes based on the given questions:
What is an earthquake?
What about the results of an earthquake?
What happened in Tangshan in 1976?
Where do earthquakes often happen?Why?
Talk about the ways to reduce the damage that may be caused by earthquakes.
(B)阅读中：阅读中教师应指导学生分析和学习与文章相关的背景知识、文章的体裁与框架以及文章的话题内容（比如，篇章分析，重点字、词、句知识）等。例如：教学SEFC Book 1A Lesson 26 Earthquakes之后，教师可让学生做如下练习：Read the text and the short passage on Page 88 and then fill in the following form:
(C)阅读后：该阶段教学的重点是语篇建构，它包括：复述、改写、缩写、与语篇相关话题的讨论、仿写、相关命题写作，直至创造性地自由表达（比如，语义重建，重点字、词、句知识的运用等）。现仍以Earthquakes一课为例：
1)复述：Please describe the above two earthquakes with the given expressions.
2)仿写：Please write a report based on the following information:
时间：1999年9月21日清晨
地点：台湾中部地区
基本灾情：强度为20世纪台湾地震之最，房屋倒塌，水电供应中断，死亡二千多人，伤者几千，许多人失去了家园。江泽民主席发表讲话，表示愿尽一切可能帮助受灾民众。（可适当发挥）
又如：(SEFC Book 1A Lessons 14～15 A Travel Diary)Write a diary according to the following situation and structures。
Situation:Suppose one day you are making a trip to a small vilage,and you find the river has been seriously polluted and the trees have been cut down by the villagers.
Structure:
1.We are having a wonderful time.
·Some of us are doing cooking——I can smell it.
·We can hear the strange sounds of wild birds and animals.
·We sat by the fire,enjoying ourselves by singing and dancing.
2.What a sad sigh it was!
·We were just about to go swimming when we found that the river had been polluted.
·For miles and miles I could see no trees.
·Why do they cut down trees?
三、写作与思维训练相结合
1.将写作与篇章结构的训练相结合，以训练学生的逻辑思维。
组句成章必须会使用连接成份，调整信息的次序，使文章行文流畅、自然，符合逻辑。为了培养学生的逻辑思维能力，训练其写作的条理性和连贯性，教师可采用不同的练习方式。例如，根据标题列出写作提纲，然后对提纲进行细化；将一些短文中的句子顺序颠倒，让学生重新调整；给未写完的短文配上开头、结尾或某些细节等。例如：
Please give the story a reasonable ending.(SEFC Book 1B Lessons 74～75 The Secret Is Out!)
Model:After the meeting,Mr Little had a talk with Ms King,and found that she was very interested in working for his company.Therefore,he decided to give her another chance.Mr Little asked her to design a new type of machine,and Ms King accepted.After two weeks of hard work,Ms King succeeded.The boss was quite pleased with her design and decided to let her stay in the company.
写作分析中教师必须向学生阐明按某种顺序来组织文章、安排提纲的原因，因为英语篇章结构逻辑顺序的训练本身就是一种英语思维方式的训练。
2.在写作中排除母语干扰，加强中英文思维转换训练，以训练学生用英语思维的能力。
学会一门外语的同时也是学习适应一种外国文化。因此，要克服母语对英语写作的干扰，应加强对学生进行中英文思维转换的训练。例如：1)分清英语和汉语段落、篇章结构的不同特征及规律；2)从单词含义入手，对相近词进行语义辨析；3)创设语境，要求学生在语境中准确用词；4)比较中英文某些句式结构或表达习惯上的差异；5)通过各种练习，比如改错，翻译，长句子结构分析，句子排序，典型习作评改，比较英汉篇章组织、思维方式以及表达方式上的差异等练习形式。
写作能力的表现是多方面的，对写作能力的训练亦应采取不同的题型和不同的形式。这就要求教师在教学过程中尽可能采用多种方式和手段，从语言基本要素、语言基本技能、思维能力等方面对学生进行多层次和综合性的写作训练，并以此促进学生其他各项语言能力的提高。