沈兴辉

中圖分类号：G648 文献标识码：B 文章编号：1672-1578（2016）06-0009-01

In theory, the new findings and advances in L1 learning acquisition are enlightening in understanding L2 acquisition. The first language is acquired subconsciously, while the second language is learned consciously. In acquiring the first language, children concentrate on meaning, not pattern, while L2 learning concentrates on rules grammatical rules. When students begin to learn topic writing in junior high school, they may not obey the writing requirements. As a result, many of them are unable to work out a complete article with the basic content and all key points. What's more, they don't make an outline or divide their article into several parts to have a clear logical order. In that case, they will fail to get forty percent or more of the total score.

Students' written English is often very na?ve and simple, deeply influenced by Chinese. They have no awareness of the third person singular verb, nominative and accusative, noun possessive pronoun and adjective possessive pronoun. They believe that they make correct sentences if they have translated all the Chinese words. If these problems can be corrected and students can get good guidance, students will have less difficulty in writing.

To solve the above problems in teaching, we can take the following measures. First, possess the awareness of exploring the topic. Topic exploring is the first step toward the completion of a writing task. Second, classify the material into several parts based on the contents. Then it is necessary to design an outline. It can also give their writing a clearer structure. Third, try to find out what relationship exists between key points, and choose some transitional words to connect them. After using the related words and transitional words the passage will become more natural and smoothly.

The topic writing in the English for senior high school entrance examination in the past recent years often requires students to write about at least two or more their own views based on content provided. To solve these problems, an improvement meeting can be held. Let the students write their own topic composition according to the previous requirements. Choose a fraction probably at around 10 points as an example. Students can express their own views whether in syntax, structure or content. Students can suggest improvements according to their own compositions. Of course, there will be a lot of students' suggestions and views going beyond the scope of their ability, teacher must offer them some help. Compound Sentences should be encouraged to use to polish the composition, although its usage is much more complex than a simple sentence. Tell students to use the sentences they are familiar with.

After writing the sketch, encourage students to cultivate a habit of reviewing the whole article. The review of the composition should be done from the following aspects:

(a)To check if the number of words meets the requirements and whether there are any missing points.

(b)To check whether the correct style format specification.

(c)To check whether there are spelling mistakes or grammatical errors.

(d)To check whether the uses of punctuation s are correct.

(e)To check he tense, voice, person or contextual consistency.

(f)Copy the draft to the examination paper carefully.

(g)It is very important to organize various forms of correcting, for example, group work. Correcting can not only help students to understand how to deal with different kinds of grammatical errors and exchange the ideas of the topic. Moreover, it is necessary to have a face-to-face correcting to give students a deeper impression.

English writing and Chinese writing are not only the collision of two cultures and thinking, but also more integration is needed. As a second language learner of English, Chinese junior middle school students may go further in writing. Rome can not be built in a day. To write a high-quality writing in an examination, teachers and students should prepare well. This is just my view in English topic writing on experience in junior middle school English teaching. I hope to be able to have inspired from other experts.

References：

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