培养学生的英语口、笔头交际能力是高中英语教学的目的之一，其中“写”又是较高层次的信息交流，它要求学生具有较高的书面表达能力。笔者在培养学生书面表达能力方面做了一些尝试：
一、抓基本句型的造句训练
英语写作需要坚实的基础，这个基础就是词、短语、句型和语法知识的合理组合——句子。代写英语论文成功的作品是由清晰的、合乎语法规则的句子所组成的。然而，一些学生缺乏对语言的感觉，只能按照汉语的顺序一句一句地硬译，这样的作文读起来很别扭，甚至会让人看后不知所云。因此，组句能力是写作的关键。
千变万化的英语句子表达几乎都依存于以下几种基本句型结构：
1．主语+谓语(+状语)(He works hard．)
2．主语+系动词+表语( I11e story sounds inter．esting．)
3．主语+谓语+宾语(We love China．)
4．主语+谓语+宾+宾(Tom often asks the teacher a lot of questions．)
5．主语+谓语+宾语+补语(The news made him unhappy．)
6．1here be+主语+状语。(1here is a dietio．nary on the desk．)这些基本句型就象“骨架”一样，有了“骨架”，再加上“皮、肉”——词汇，就能够写出完整的句子。熟练运用和掌握这些基本句型，写作时才能少犯或不犯错误，写出来的句子才符合英语的表达习惯。
二、句子、句型结构多样化
要吸引读者的兴趣，句子就需要生动、充满活力：平淡无味的句子，会使人生厌，注意力分散。要达到语言的生动性和多样性，写作时就要注意变换句型和句子结构，注意长句和短句的交替使用。
1．长句和短句交错使用
长句结构复杂，容量大，能表达比较复杂的内容；短句结构简单，明白易懂。如果能够在写作中长句和短句相互补充，文章就会显得错落有致，语言的表现力也会增加。教师在平时的教学中应让学生多做长短句的拆并练习，这样会促进学生熟练掌握语言的表达技巧。例如：I Was in the kitchen cooking Softie—thing and I felt the floor move．该句虽然不长，但涉及分词短语做状语和复合宾语，如果把该句拆成四个简单句：I Was in the kitchen．I Was coking$olne—thing．The flor moved．I felt it．经过比较得出结论：长句的效果好。接着提供几个短句。如：I returned to my room．There Was a note under mydor．It Was from Bil1．He said he Was in the town loking for a job．He hadn’t found anything yet．He added that he Was Sorry to have missed me．这一连串的短句读起来使人感到单调乏味，为了使文字更加生动，意义更加明确，可把这几个短句合并为：
When I retumed to my room．I found a note fromBil!under the dor．He said he Was in the town looking for a job，but hadn’t found~nythmg yet．He added that he was Sorry to have missed me．通过比较再次得出结论：长句效果好。通过拆并句子的练习，学生明白要写出好的英文句子，不能一味停留在写“主系表”和“主谓宾”结构的句子层面上，还应该学会运用“介词短语”、“分词”、“连词”、“从句”、“同位语”、“’vi山结构”等比较复杂的语言结构。
中学常见的合并短句方法有以下几种：
1)将简单句合并成并列句如：The sweater kept him walltl．It was made of WOO1． 11he sweater kept him walltl，for it was made of wool．
2)简单句合并成复合句The little boy has de—feated many grown—ups at chess．He is only SeV—en． 111e little boy has defeated many grown—ups at chess．although he is only seven．
3)简单句改成分词短语He was deeply touched by the scene．He couldn’t hold back his tears．—÷Deeply touched by the scene，he couldn’t keep back his tears．
4)简单句合并成带复合谓语的简单句Mary took difficult courses last year．She spent long hours
studying．— Mary took dificult eoHrses last year and spent long hours studying．
5)将一个简单句改成介词短语Mike is having a rest．He has had a hard day in the factory．--"Mike is having a rest after a hard day in the factory．
2．变换句型和句子结构
为了使表达生动并富有变化，写作时要注意：
1)变换句子结构
(1)Tom didn’t go to the party with HS．He went to the hospital to see his mother．--~Lnstead of going to the party with HS，Tom went to the hospital to see his mother．
(2)I can write English smoothly as I have learned it for ten years． Having learned English for ten years，I can write it smoothly．或I have learned English for ten years and now I can write it smoothly．
2)运用不同的语法结构
(1)As spring came on，trees turned green．
Spring coming 013．，trees turned green．(状语从句或独立主格结构)
(2)His shameless behavior shocked HS．
We were shocked by his shameless behavior．(主动语态或被动语态)
3)运用一些特殊句型，如强调、省略、倒装等
(1)Yesterday I met an old friend of mine in the park． It was in the park that I met an old friend of mine yesterday．
(2)He didn’t go home until he had finished his homework． Not until he had finished his homework did he go home．
三、组文
当学生掌握了一定量的句型，并能较为自如地造句时，句与句之间的连接又成了一个难题。历届高考书面表达的评分标准高分档次中都有“句子连贯”或“句子基本连贯”的要求。因此，清楚的条理、通顺的语句是得高分必不可少的条件。句与句之间要显得自然流畅．一些过渡词和从句连接词的使用将会产生良好的效果：教师应帮助总结一些连接词和过渡词，并鼓动学生恰当地运用于书面表达中。
时间：now，then，later，after a while，beforelong，from now on， ．．．
顺序：first，then，after that，at last／finally／in the end，since then，shortly after，．．．
对比：while，but，and yet，however，other—wise，on the other hand，on the contrary，．．．
目的：f0r the reason，for the puqx~ ，So that，in order that，．．．
比较：just like，just as，in the same way，sim—ilarly，．．．
因果：80，thus，therefore，for this reason，as a result，in this way，．．．
列举：first，second，third，next，the last；one．．．， the other．⋯ some．．． others．．．，
one．．．another．．．．
总结：in a word，as you know，above all，inconclusion，．．．
培养英语写作能力的方法很多，除了立足课堂教学外，还应鼓励学生进行课外写作，比如，写英文日记、办英文小报、举行写作比赛等等。同时还要倡导学生课外广泛阅读，注意搜集和背诵语言地道的英文句子和短文。总之，提高英语书面表达能力非一日之功，只有多写、多背，耳听口诵，才能厚积薄发。也只有这样，学生才会从语法知识的条条框框中挣脱出
来，写出较为大气、有文采的文章来。