每個人都曾試圖在平淡的學習、工作和生活中寫一篇文章。寫作是培養人的觀察、聯想、想象、思維和記憶的重要手段。相信許多人會覺得范文很難寫?這里我整理了一些優秀的范文,希望對大家有所幫助,下面我們就來了解一下吧。
有關語文學情分析范文怎么寫一
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the term 'literary writing' calls to mind works by writers such as shakespeare, milton, or wordsworth; definitive examples of all that the term implies. we instinctively associate the term with characteristics such as artistic merit, creative genius, and the expression of mankind's noblest qualities. in this essay i will explore some of the characteristics of this kind of writing.
literary works are primarily distinguishable from other pieces of writing by their creative, or artistic intent.
a piece of literature differs from a specialized treatises on astronomy, political economy, philosophy, or even history, in part because it appeals, not to a particular class of readers only, but to men and women; and in part because, while the object of the treatise is simply to impart knowledge, one ideal end of the piece of literature, whether it also imparts knowledge or not, is to yield aesthetic satisfaction by the manner of which it handles its theme.
the writer of this passage emphasises the distinction between writing of didactic purpose and literary writing which has that other, aesthetic, dimension. in fundamental terms literature is 'an expression of life through the medium of language' , but language used more profoundly than when used simply to convey information.
the following two extracts, for example, both describing one partner's response to marital problems, are different in both their form and their intent:
many critics date the crumbling of their marriage back to that unfortunate episode, but david was delighted when he heard that lynne had produced a daughter from her marriage to an american doctor.
andher writing hand stopped. she sat still for a moment; then she slowly turned in her chair and rested her elbow on its curved back. her face, disfigured by her emotion, was not a pretty sight as she stared at my legs and said . .
the first piece, from a newspaper, gives a typical tabloid account of a broken marriage. it plainly states the position of the two parties involved, (but with an attitude akin to 'gossip'). the tone of the second piece is less factual and more descriptive. here the writer is sets out to depict a particular scene, that of a woman distressed by the discovery of some unsavoury information concerning her husband, and employs such devices as the use of emotive words, such as 'disfigured', the gradual increase of dramatic tension, 'slowly turned in her chair', and then in the last line a humorous deflation of this tension, 'her face . . . was not a pretty sight'. the author shows a mixture of intentions here, the structure and the use of language showing a different approach and purpose to the first piece's straightforward account of the everyday world. in contrast to such a plain factual account -
literature is a vital record of what men have seen in life; what they have experienced of it, what they have thought and felt about those aspects of it which have the most immediate and enduring interest for all of us.
so literary writing, having creative and artistic intent, is more carefully structured and uses words for the rhetorical effect of their flow, their sound, and their emotive and descriptive qualities. literary writers can also employ tone, rhyme, rhythm, irony, dialogue and its variations such as dialects and slang, and a host of other devices in the construction of a particular prose work, poem, or play.
all fiction is a kind of magic and trickery, a confidence trick, trying to make people believe something is true that isn't. and the novelist, in a particular, is trying to convince the reader that he is seeing society as a whole.
literary writing is, in essence, a 'response', a subjective personal view which the writer expresses through his themes, ideas, thoughts, reminiscences, using his armoury of words to try to evoke, or provoke, a response in his reader.
. . . it is not only a question of the artist looking into himself but also the of his looking into others with the experience he has of himself. he writes with sympathy because he feels that the other man is like him.
in welsh hill country, r. s. thomas conveys his response to a landscape:
too far for you to see
the fluke and the foot-rot and the fat maggot
gnawing the skin from the small bones,
the sheep are grazing at bwlch-y-fedwen,
arranged romantically in the usual manner
on a bleak background of bald stone.
here the powerful evocation of desolation, of the stark brutality, even indifference, of the countryside is captured by thomas through a pointed use of language which also conveys his grim mood.
in contrast, keat's to autumn conveys a soft, sensuous depiction of this season which captured his imagination:
season of mists and mellow fruitfulness
close bosom-friend of the maturing sun;
conspiring with him how to load and bless
with fruit the vines that round the thatch-eaves run;
both these extracts show a creative, imaginative response to a particular scene, and show contrasting ways in which a poet can use diction to capture his mood and provoke a reaction in the reader. devices such as rhyme, rhythm, alliteration, and assonance combine to form a structure of mood, a structure recognisably literary.
. . . apart from the precise mixture of certainty and hesitation in the poet's mind, one of the sovereign gestures of art is to make the ideal real, and to project a dim impersonal awareness onto a structure of definite invention.
literature is a process of communication, it 'helps us to understand life'.
perhaps we should also consider the motivation of the writer as a factor which distinguishes literary from other forms of writing. the writer's motivation is the energy that pulls together the strands of his creativity in the shaping of the finished work.
ernest hemingway gives his reasons for writing:
from things that had happened and from things as they exist and from all things that you know and all those you cannot know, you make something through your invention that is not a representation but a whole new thing truer than anything true and alive, and if you make it well enough, you give it immortality. that is why you write and for no other reason that you know of.
georges simenon puts forward the idea of therapeutic value, a search for self:
i think that if a man has the urge to be an artist, it is because he needs to find himself. every writer has to find himself through his characters, through all his writing.
philip larkin gives his reasons for writing poems as a need 'to preserve things i have seen/thought/felt (if i may so indicate a composite and complex experience) both for myself and for others'. here, in the whitsun weddings, his motive was to capture his response to a view seen from a train:
as if out on the end of an event
waving goodbye
to something that survived it. struck, i leant
more promptly out next time, more curiously,
and saw it all again in different terms:
the fathers with broad belts under their suits
and seamy foreheads; mothers loud and fat;
an uncle shouting smut; and then the perms,
the main impetus behind edward thomas's no one so much as you, is to describe his experience of love:
no one so much as you
loves this my clay,
or would lament as you
its dying day
while the motive behind andrew young's, on the prospect of death, is self-evident.
if it should come to this
you cannot wake me with a kiss
think i but sleep too late
or once again keep a cold angry state
personal motivation is an essential characteristic of literary writing. it is the engine behind creativity, and the last two extracts provide examples of some of the great themes which occur again and again, not only in literary writing, but in all the arts; love, death, war, and peace. such themes, it seems, provide perennial inspiration for artists.
so perhaps an inventory of literary writers' motives should include the overflowing of their passions, their desire for self-expression, an abiding fascination with humanity in all its variety, the need to come to grips with relationships as they really are in the world as it really is, the striving after an ideal world which can exist only in the imagination, and, perhaps at the heart of it all, the need to form, shape, things of beauty.
the artist needs to resolve conflicts within himself, to reach an understanding, to search for some credible meaning of to life, to death, to everything. he is always reaching, fumbling toward some sort of truth; an artistic creative truth, a truth that resides in the individual artist and needs to be grasped, made real, made understandable.
perhaps in some cases the artist's motivation could be seen as a need to create other worlds, in the way that milton and tolkien created other worlds, in order that they can project real conflicts onto another plane.
the many different genres of the novel constitute a particular challenge to the concept of 'literary writing'. detective novels, and science fiction novels, for example, are creative, imaginative, depictions of life. we might question their seriousness as literature, or whether they can achieve the high ideals of art, but then we might equally well question the meaning of 'seriousness', and 'the high ideals of art'. popular novels may not deal with life's great conflicts, or search for truth and beauty, and they may deal with the seamier side of life, or escape into the fantastic, but can they still be considered 'literature'? do they still make an important contribution to our understanding of the world, as 'real' literature does?
obviously 'literary' works such as tolstoy's war and peace and proust's remembrance of things past take as a nucleus an event, an aspect of life and construct a world around that core. they are works about real people, engaged in the real business of living. they convey knowledge, understanding, experience and are hence considered important. yet they have in common with the detective and science fiction novel that they are books, consisting of words that have been used to express something, words that may or may not be read, and may or may not succeed in conveying an understanding of the world they depict.
in my view it comes down to subjective value judgements. i believe literature is a 'broad church' which ought to be able to deal with any subject, and that ultimately it is individual readers, or readers en masse, who decide on the value of any particular work and on whether or not it deserves a place in the annals of literary history.
writers aim to show us 'the world', but no single writer can do this, and 'literature' should encompass numerous different kinds of writer because each is trying to show us something which cannot be shown as a whole. each, whether a tolstoy or a raymond chandler, can only give us his own small fragment of understanding. ultimately it is those works which endure that should be considered 'literature', those which have succeeded in holding firm a fragment of life, to be seen, to be read, to be understood.
perhaps we should let a writer have the last word on summing up the writers' art:
the aim of every artist is to arrest motion, which is life, by artificial means and hold it fixed, so that a hundred years later, when a stranger looks at it, it moves again since it is life. since man is mortal, the only immortality possible for him is to leave something behind him that is immortal since it will always move. this is the artist's way of scribbling 'kilroy was here' on the wall of the final and irrevocable oblivion through which he must someday pass.
in conclusion, literary writing does embody certain distinguishing characteristics. it is a self-conscious, imaginative mode of writing which uses words not just to convey information, but as an art form. ultimately it is a response to life.
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有關語文學情分析范文怎么寫二
不知不覺,我已經踏入了新學期的門檻,開始了新學期的生活。新學期,收收心,要很快投入到緊張的學習中。為此,我決定列出以下的學習計劃,時刻提醒我在今后的學習中努力勤奮:
1、每天都不能松懈。對于語文知識的學習不能馬虎,有不會的問題,要經過一番思考,如果真的不會再去請教老師或同學。
2、每節課都要認真聽講,特別是老師分析題目的時候,更要仔細聽,不能心不在焉。
3、上課認真聽講、認真記筆記、回家認真做作業。此外,要每天把當天所學了的課程都復習一遍,還要把第二天要學的課程預習一遍。
4、寫作業是一個非常重要的環節,認真仔細完成作業能發現不足并且可以鞏固知識。語文作業要字跡工整,仔細分析;書寫規范, 字跡工整。
5、作為少先隊員,不僅要尊老愛幼,尊敬師長,還要樂于幫助,別人時刻緊記遵守規則。
有關語文學情分析范文怎么寫三
在已經過去的五年中,我的語文成績一直不是太好。現在我跨入了六年級,我的語文該如何學習,如何提高?
正如一位文科狀元所說:“如果你問我第一是靠什么練出來的,就是專心那課堂那四十幾分鐘。”看來如果要學好語文,課堂是非常重要的。那,我在學習語文時,要在課堂上認真聽老師上課,注意分分秒秒,多發言,多思考。在家里要認真做完老師布置的作業。多作練習,熟能生巧。在家和在課堂里一樣嚴格,不放松。認真對待自己,堅持就是勝利!
再步入了六年級的這一年里,我一定能有新的學習風氣。為了自己的夢想,不斷的激勵自己,加油!
1、循序漸進。
語文學習應注重基礎,不能急于求成。每天制定好計劃,哪怕只做一點兒但只要堅持語文水平就會大有長進。每天可以認真的練幾個字,每周背幾首詩能認真的練幾十個字,每周能熟練的背幾首詩,看幾篇文章,每學期讀一本名著。
2、熟讀精思。
把記憶和理解緊密結合起來,兩者不可偏廢。熟讀,要做到三到:心到、眼到、口到。精思,要善于質疑問難,最終解決問題。
3、自求自得。
端正讀書的態度,就是不要為讀書而讀書,應當把所學的知識加以吸收,變成自己的東西,做到讀寫結合。
4、博研結合。
一是要廣泛閱讀,二是精讀,二者不能缺一,又要有機結合。
5、語文學習的外延與生活的外延相等。
注意觀察日常的生活,在生活中領悟語文,把語文學習帶出課堂。
1.學會快速閱讀
在實際學習中,許多同學不甚閱讀,更不用說大量的閱讀課外書籍。長期下去造成的結果是不會讀書,沒有形成熟練的閱讀技能,對學習的發展造成嚴重障礙。這里我所講的閱讀技能并不是指能簡單的讀,而是指在閱讀的同時能思考,在思考的同時能閱讀的能力,是指能夠根據文章的不同的文體、內容、表現形式迅速分清文章主次、把握書中內容的一種技能(做到這一點不容易,但非常重要)。這就要求學生必須多讀書,注意了解不同閱讀材料的特點和閱讀技巧,加強讀思結合,并且有意識的加快閱讀速度,逐漸形成閱讀技能。
2.做好筆記
做筆記有助于對知識的理解和記憶,是一種必須掌握的技能。初中生的學習筆記主要有課堂筆記、讀書筆記和復習筆記等。課堂筆記應注意結合課文對老師所講內容進行記錄,不能全抄全錄老師的板書,讀書筆記應注意做好圈點勾畫,所謂不動筆墨不讀書。復習筆記應注意做好知識的歸納整理,如經常讀錯的字音、寫錯的字形,常用文言實、虛詞等,理清知識結構和聯系。需要特別指出的是,不論哪種筆記都要做好疑難問題的記錄,便于集中處理。
有關語文學情分析范文怎么寫四
初一年級,是初中階段打基礎的一年,為了學好語文,做個合格的中學生,特制訂以下計劃。
1。在講新課以前,先朗讀一遍課文,找出生字、生詞,給生字注音,解釋生詞。通過看書上注解或查閱參考書了解文章的作者、寫作年代、歷史背景等。
2。精讀一遍課文,仔細品味課文中每一個詞、句,理解它們的含義。實在不明白的提出來記在筆記本上或在書上注明。
3。速讀課文。自己劃分段落,歸納大意,總結中心思想和寫作特點,把這些簡要的記在預習作業本上。
1。上課一定要專心聽講,決不三心二意,當堂掌握老師課上講的內容,并且認真做語文筆記。
2。養成獨立思考的好習慣,上課積極回答問題,克服愛面子的缺點。對于老師提出的問題,不論有沒有把握,只要有想法,就要大膽回答,即使因理解不對,答錯了也不怕丟面子。關鍵是弄清錯在哪兒,為什么會出現錯誤。課上如有沒聽懂或有疑問的地方,要及時提出。在預習時提出的問題如果老師沒講到,要及時提出,向老師和同學求教。
3。別人發言時要認真聽,做到取長補短,別人答的與自己想的一樣,要認真聽,決不沽沾自喜;如果別人答錯了,也要認真聽,要從別人的錯誤中吸取教訓;如果別人答得比自己答得好,要問個為什么:他為什么能想那么深?我為什么不行呢?他是怎么想的呢?因此還要虛心向人家學習。
1。下課把老師課上所講的內容及時的系統的復習一遍,做到全部掌握。對老師課上所講的難點要回憶一下老師是用什么方法逐步分析的,并且運用這種方法分析其它有關問題。
2。在復習的基礎上認真完成筆答作業。克服不復習就做作業的習慣。
3對口頭作業(如復述課文)和筆答作業一樣重視。
1。每學完一課書作一次課小結。內容是:生字注音,生詞解釋,作者的國籍、生活時代和對他的評價,劃分段落的方法,中心思想,寫作特點。
2。每學完一個單元作一次單元小結。重點是比較各課在內容和寫法上的異同點,寫出自己在思想、知識和能力方面的主要收獲。
有關語文學情分析范文怎么寫五
隨著專升本教育的不斷深入,新考綱、新課標、新考試模式、新命題角度對升本語文備考提出了全新的要求。我們應該順應升本趨勢,在全面總結以往成功經驗的基礎上,針對我校學生的實際情況,依托精選的優秀復習資料,制定合理的復習備考計劃,有條不紊地推動學生語文素養和應試能力的提高,力爭通過師生一年的共同的努力,實現來年我校文綜學科上線率和優秀率都有新的突破,為20xx年我校專升本再創佳績作出最大的貢獻。
第一階段:基礎知識普及階段(7月1日—8月31日)
學習任務:
1、掌握專升本語文教材基礎知識、文學常識,學習古文字、詞、句解釋,對文章整體把握。
2、初步了解專升本語文考查方式,大體把握語文選擇題和翻譯題。
3、初步學習作文寫作。
階段目標:
1、熟悉課文內容,基礎知識和文學常識。
2、讀透古文,把握古文中重點語句的翻譯,注意關鍵字詞的解釋。
3、開始鍛煉寫作能力。
第二階段:強化提高階段(9月1號———11月31號)
本階段教學計劃:
1主要學習語文教材的重點及考試中的難點,解決大部分同學經常面臨的問題。
2、強化古文實虛詞解釋。
3、學生初步掌握寫作技巧。
教學目標:
1、基本做到語文教材全面掌握,對大部分知識點做到長時記憶,解決語文選擇題
2、重點學習古文,了解古代文言知識和方法,了解古文翻譯題。
3、進一步提高寫作能力
本階段主要從這幾個方面做進一步的教學深入:字音,字形,病句,文言虛詞,詞類活用,文言文翻譯技巧,現代文閱讀常考知識點,寫作技巧。
(一)字音、字形、病句
這一部分是20xx年專升本考試語文試題新加的考試題型,使得專升本考試更加接近于高考出題模式,也給廣大考生的備考提出了新的要求。針對這一部分的復習應考,作為精英學校的語文助教,在此提出這樣的一個教學計劃,和大家一起學習共勉。
1、注重平時積累,說普通話
2、養成不會就查的好習慣,力爭做到不放過一個可疑字,模糊音
3、多做練習,增強語感,
(二)文言虛詞、詞類活用
這部分是每年考試必考題目,主要考察學生對文言知識的把握程度,針對這類型的題目,我計劃從以下方面做出學習準備:
1、熟讀課文,能夠知道題目出自何處
2、重點識記課文后所列的文言虛詞和詞類活用知識
3、要學會根據上下文意思來確定字義
(三)文言文翻譯技巧
文言文翻譯有五道題目,基本涵蓋了文言知識中的重點字,詞,尤其是詞的活用,既是重點也是難點,文言翻譯基本是直譯,即在不改變原文的基礎上的翻譯,也有的句子會要求意譯,即在不偏離主要意思的基礎上,使句子語法通順,便于理解。對于這塊考點的復習,我建議根據具體的試題進行講解,結合實例,使得同學們能夠更好的掌握翻譯技巧。
(四)現代文閱讀常考知識點
綜合分析近幾年的語文現代文閱讀試題,發現在這一部分中考的頻率比較大的一個方面既是各類文體的寫作方法,例如,說明文的說明方法,議論文的論證方法等,此外,修辭手法也是常考題目類型,這就要求學生要熟練掌握及區別各類寫作方法及修辭手法。
(五)寫作技巧
基本是材料作文,分析材料時一定不能偏離材料主旨,學會從材料中挖掘題目,擬提要新穎,簡潔,作文主題要圍繞所給材料來定,切不可偏題,跑題,這部分的教學會結合具體的范文來進行講解,
1、梳理單元知識,建立知識系統,授課與測評結合,定期進行單元測試,知識點復習,邊練邊測。
2、文言文的閱讀,主要是實詞的積累,虛詞、詞類活用、古今異義、句式強化訓練,在此基礎上,理解人物的行為實質和思想內涵。
3、現代文采取精讀文章、分點設題、演練評點、歸納提升的訓練,有層次的提高學生能力。
4、強化語文積累充分利用早自習,督促學生復習鞏固背誦默寫過的課文和教材上出現過的語文知識,幫助學生夯實語文基礎,提高語文能力。
5、強化作文訓練的系統性考慮學生作文實際及近年來專升本作文命題趨勢,作文訓練采取循序漸進、逐點落實的思路。大體上,訓練題(即小作文)由語文助教老師自定;統一作文訓練由大課老師制定。
6、第二輪復習:強化訓練,查缺補漏。
7、第三輪復習:應用能力提高:研讀考綱,回歸課本,看糾錯本,重溫部分考點的重要內容,準備作文,做真題,調整狀態,進入考試時間。
三、教學設想
這一學年的教學任務繁重,我們將針對不同的教學內容,選用不同的教學方法,合理安排教學進度,以期獲得最佳的教學效果:
1、高中語文教材第五冊、第六冊的教學,我們將擇取重要的篇目,培養學生各類文章的閱讀能力,圍繞高考考點要求,有針對性地訓練學生相應的主觀閱讀題答題能力。
2、高中語文教材第一冊、第二冊、第三冊、第四冊的復習中,著重要點的回顧與整理,鞏固已有的感性認識,同時引導學生嘗試著進行理性歸納,構建自己的知識體系,溫故而知
新,為總復習打好堅實的基礎。
3、高中語文考點知識系統梳理、高考應考技巧指導與能力訓練中,主要介紹高考最新信息、發展動態,分析考試大綱,評價近年高考試卷,預測命題趨勢,歸結語文知識的學習及語文試卷的應考中的`實用方法技巧。簡言之,就是專題復習,梳理知識,解讀政策,預測命題,指導學法,指點秘笈,示范解法,規范答題,綜合訓練,提升能力。
1、沒有構建完整的知識體系;
2、基礎知識掌握不夠;
3、見不多,識不廣,導致鑒賞拓展創新沒有依托;
4、語文答題的規范意識欠缺;
5、學生普遍不重視語文學習。
1、結合高考,把五六冊的課文劃分為現代文、文言文、詩歌三大塊,將它們的教學目標與高考的對應點結合起來,分別確定為:現代文(主要包括第五冊的文學評論、小說和第六冊的說明文)—————在鞏固快速閱讀文章整體上把握文意的習慣的基礎上,側重提高快速篩選有效信息和深層次分析歸納文章觀點的能力;文言文——————以第
五、六冊的課文為綱,歸納、整理1—4冊的文言文的常見實詞(古今異義,一詞多義)、常見虛詞、特殊句式等,強調以新帶舊,用舊知識解決新問題;詩歌——————根據第
五、六冊詩歌的體裁、題材特點,把握其中景、物、事、典與詩人所抒之情、所述之理的內在聯系,鼓勵學生歸納整理讀懂一首詩歌的基本方法。
2、梳理單元知識,建立知識系統,授課與測評結合,定期進行單元測試,知識點復習,邊練邊測。
3、文言文的閱讀,主要是實詞的積累,虛詞、詞類活用、古今異義、句式強化訓練,在此基礎上,理解人物的行為實質和思想內涵。
4、現代文采取精讀文章、分點設題、演練評點、歸納提升的訓練,有層次的提高學生能力。
5、強化語文積累充分利用早自習,督促學生復習鞏固高一高二背誦默寫過的課文和教材上出現過的語文知識,幫助學生夯實語文基礎,提高語文能力。
6、強化作文訓練的系統性
考慮學生作文實際及近年來高考作文命題趨勢和閱卷現狀,作文訓練采取循序漸進、逐點落實的思路。大體上,單周為作文指導,訓練題(即小作文)由各語文老師自定;雙周訓練題原則上應統一。
作文訓練暫分點如下:
高考作文全程訓練
a、基礎等級寫作訓練
(一)寫作技巧訓練
1、審題
2、立意
3、選材
4、構思
5、行文
6、擬題
7、修改
(二)文體寫作訓練
1、記敘性文章寫作
2、議論性文章寫作
b、發展等級寫作訓練
(一)常規性發展寫作訓練
1、善于分析(訓練目標:深刻)
(1)透過現象深入本質
(2)揭示問題產生的原因
(3)觀點具有啟發作用
2、善于敘寫(訓練目標:豐富)
(1)材料豐富
(2)善于描寫
(3)形象豐滿
(4)意境深遠
3、善于表達(訓練目標:有文采)
(1)詞語生動,句式靈活
(2)善于運用修辭手法
(3)文句有意蘊
進行排比句、轉折句、比喻句、對偶句、是字句、因果句等文采訓練。