雅思寫(xiě)作：怎樣從閱讀當(dāng)中學(xué)習(xí)寫(xiě)作思路？

閱讀部分的材料在中有很多東西是可以借鑒的。今天就給大家分享寫(xiě)作可以從閱讀部分借鑒到什么，希望本篇能給同學(xué)們幫助。

1.流程圖的描述

圖畫(huà)題頻現(xiàn)，許多學(xué)生不太熟悉流程圖，對(duì)于如何描述其過(guò)程極為擔(dān)心。其實(shí)分析發(fā)現(xiàn)，這樣的句式在說(shuō)明型的閱讀文章中屢見(jiàn)不鮮，這類(lèi)閱讀文章常常涉及某個(gè)事物的發(fā)展過(guò)程或者制作方式，其遣詞造句都是可以進(jìn)行學(xué)習(xí)和利用。

一篇關(guān)于對(duì)現(xiàn)代塑料的說(shuō)明文章，其中有一段就是對(duì)塑料制作過(guò)程的描述，很多句式都可以“拿來(lái)我用”。

首先是對(duì)這一流程的總體概括“The original patent outlined a three-stage process, in which phenol and formaldehyde were initially combined under vacuum inside a large egg-shaped kettle。” 我們可以根據(jù)這個(gè)句式來(lái)描寫(xiě)2009年9月一道關(guān)于玻璃瓶子回收過(guò)程的題目，如：

“A three-stage process is outlined, in which the used bottles are collected and re-produced in the plant. “

接著，制作過(guò)程中的細(xì)節(jié)按照先后順序鋪開(kāi)，并結(jié)合被動(dòng)語(yǔ)態(tài)與準(zhǔn)確的動(dòng)詞選擇：“The resin was allowed to cool in shallow trays until it hardened, and then broken up and ground into powder. Other substances were then introduced, including…. . In the last stage, the heated Bakelite was poured into a hollow mould of the required shape …”，其中的”cool, break, grind, pour”等動(dòng)詞都是在工作流程中的高頻詞匯。“then, in the last stage”也可以作為極好的連接過(guò)渡詞。

關(guān)于強(qiáng)化玻璃的說(shuō)明文中也有類(lèi)似的描述句式：“… used to make glass, and nickel can also be introduced by fragments of nickel alloys falling into the molten glass. As the glass is heated, these atoms react to form …”

其中的“be used to, introduce, melt, heat”也都可以用在描述中。

2.辯論文章觀(guān)點(diǎn)的表述

盡管沒(méi)有與辯論文章完全對(duì)應(yīng)的形式，閱讀文章中也有很多可以效仿的觀(guān)點(diǎn)表述句式，與學(xué)生動(dòng)輒“some people think…”的單調(diào)表述相比，其表達(dá)生動(dòng)多樣。在此進(jìn)行了一些總結(jié)：

如“… reject this, pointing out that… ”， “When it comes to…,…”， “… believe the main reason for… is…”， “there is a widespread belief that…”， “It was once assumed that…. . However,…”， “There is an abundance of evidence to support the belief that…” , “the answer to… depends on…”，等。

總之，作為較為正式的英文表達(dá)，是極好的寫(xiě)作模仿對(duì)象�？忌�可以從閱讀文章里汲取許多好的句式，以克服在日常寫(xiě)作中“中式英語(yǔ)”的問(wèn)題。

3. 主題性

閱讀文章和題目涵蓋的范圍比較廣，具有極強(qiáng)的主題性，其重合話(huà)題有：環(huán)境、社會(huì)、教育三大方面。閱讀文章的內(nèi)容能幫助考生更好地理解題目的文化背景，積累觀(guān)點(diǎn)素材，在備考過(guò)程中，考生可以將這兩項(xiàng)結(jié)合起來(lái)。

“Lost for Words”極好的回答了一道較難的文化類(lèi)考題：what are the reasons for the loss of many cultures and languages? How to solve this problem?”

許多學(xué)生因?yàn)槿鄙賹?duì)這一背景的了解而無(wú)從下手，我們完全可以看看這篇閱讀文章提供了哪些素材：

1 “What makes a language endangered is not just the number of speakers, but how old they are. If it is spoken by children, it is relatively safe。”

2 “…people reject the language of their parents… It begins with a crisis of confidence, when a small community finds itself alongside a larger, wealthier society…”

3 “Quite often, governments try to kill off a minority language by banning its use in public or discouraging its use in schools, all to promote national unity。”

4 “… They cannot refuse to speak English if most commercial activity is in English…”

這些都是十分準(zhǔn)確而又全面的回答，說(shuō)明了許多語(yǔ)言喪失的原因，甚至連語(yǔ)言喪失對(duì)于文化的連帶影響也有所涉及：“Language is also intimately bound with culture, so it may be difficult to preserve one without the other。”

這篇文章在后文也對(duì)如何解決這一問(wèn)題做出了回答：

“ …a growing interest in cultural identity may prevent the direst prediction from coming true….’apprentice’ programs have provided life support t several indigenous languages。”

值得注意的是，這篇閱讀文章的結(jié)構(gòu)是遵循“背景—原因—解決方式”的架構(gòu)來(lái)安排的，對(duì)于寫(xiě)作結(jié)構(gòu)也有很好的架構(gòu)作用。

4.圖表的描述

由于閱讀文章中也不乏對(duì)于數(shù)據(jù)的說(shuō)明，我們也很容易找到可以在作文中使用的句式。

真題“According to…, 18% of patients…; 12% suffer from…, which is only 1% more than those…. . Those suffering from… represents 7% of their patients, and candida sufferers represent an equal percentage. … represent 6% and 5% respectively, and a further 4% see… “

這是一段很好的排序段范例，在描寫(xiě)數(shù)據(jù)的同時(shí)也比較了大小，句式變化多樣，考生也不妨學(xué)習(xí)一下。

5. 用詞

對(duì)詞匯的要求主要是準(zhǔn)確性和多樣性，許多學(xué)生對(duì)這一標(biāo)準(zhǔn)沒(méi)有明確的認(rèn)識(shí)和把握，而在閱讀文章中可以很清楚地了解到什么樣的詞匯更適合書(shū)面表達(dá)。

關(guān)于部分借鑒的部分，今天就給大家分享到這里了，如果同學(xué)們對(duì)于或雅思培訓(xùn)由任何的疑問(wèn)，

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