如何把文章写得深刻范文

如何把文章写得深刻范文第1篇

1 写人的文章, 通过一两件事表现人物的性格特点或品质

写人离不开写事, 就是要把这个人做的事写具体。要把最能表现这个人性格特点或品质的地方作为重点来写。抓住这个人当时的神态、动作、语言、心理进行细致的描写。比如有个同学在写外婆“重男轻女”的思想时这样写道:

弟弟的话无疑于火上浇油, 外婆厌恶地看了我一眼, 不停地数落道:“小丽, 你都这么大了, 还不懂事。弟弟那么小, 不说带好弟弟, 还欺负他。你真是”外婆一句句数落的话就像一把把刀在割着我的心, 我忍着快要流下的眼泪急忙说:“不是这样的, 我没有”“好了, 好了, 我不想听了!”外婆抱起弟弟头也不回地走了。看着外婆渐渐消失的背影, 泪水模糊了我的双眼。外婆呀!你的目光为什么流露出对我的厌恶;你的语言为什么那么冰冷;你的背影为什么那么绝情?你知道吗?你今天的所作所为已深深伤害了你亲外孙女的心, 你能不能在爱弟弟的同时也爱爱我-----我的外婆!”

这个片段中外婆“厌恶”的神情, “数落”的语言, “头也不回”的动作还有作者当时的心理描写把“重男轻女”的外婆刻画得栩栩如生。作者最后的心声可能会让“重男轻女”的外婆幡然醒悟吧!

2 写事的文章, 要把事情的起因、经过、结果写清楚

事情的经过是重点, 要把最能表现事件意义的地方作为重点来写。要善于发现细节, 把细节放大进行描写。比如有个孩子在写《搬石头》这件事时抓住“被石头绊倒”“拒绝妈妈好意自己爬起来”“搬石头”这三个环节来写, 他是怎么被石头绊倒的, 当时自己是什么状况, 妈妈怎么来帮他, 他怎么爬起来, 最后怎么搬石头的, 这样一步步慢慢写来, 文章就很具体了。作者也有侧重, 把“搬石头”这个细节进行了放大描写。他写道:

我双手慢慢地伸向石头, 使出浑身解数, 石头仍然纹丝不动。它太沉重了。我咬紧牙关, 连吃奶的力气都用上了, 那石头才慢慢移动。我费力的把石头抱起来, 准备把它扔出马路, 可石头沉重得使我每移动一步都那么艰难。在一旁的妈妈没有闲着, 使劲给我加油。我看着妈妈激动的脸, 浑身充满了力量。终于, 我来到了马路边, 使劲一扔, 那石头乖乖地滚下了山坡。

一个简单的“搬石头”由于有了这样的细节描写就使文章显得很具体, 很生动。

3 写活动的文章要把活动的过程写出来, 注意点面结合

活动的文章一定要亲身经历过再写, 这样写作才不会空洞。活动的过程不要面面俱到, 要有所侧重。比如写《猜字谜》, 老师出的字谜很多, 要选择有特点的来写。比如写《画鼻子》游戏有个同学就选了“搞笑大王”怎么画, “胸有成竹”的同学怎么画, 自己怎么画这三个点来写, 使文章显得不啰嗦重复, 很有意思。活动的文章要让孩子说, 把孩子说得好的词句写在黑板上, 让孩子写作时灵活运用, 这样即使是写作水平不高的学生也会写出佳作来。

4 想象作文可以从两点出发, 一个是愿望, 一个是知识

要多在方法上引导。比如有个同学要写《未来的教室》, 可是他又不知道如何想象, 老师就可以引导:“教室里现在有什么?这些事物未来会是什么样?你能想象吗?”孩子门的想象就来了。他们想象出听话的“门”, “草坪”式的地板, “善解人意”的墙, 有“蓝天、白云”的天花板, “绿叶”课桌, “花儿”椅子, “湖泊”黑板等, 表现了孩子们在大自然中学习知识那种轻松愉悦的心境。然后举一反三, 孩子就会写《未来的房屋》《未来的地球》之类的作文了。

仿写是培养孩子写具体行之有效的方法之一。各种类型的作文都可以运用。著名作家矛盾曾将“模仿”比作“脚踏石”。仿作既能学习别人的经验, 又能扩大视野, 激发作文兴趣。比如在写《我向往的中学教师》时, 我就简单写了一个片段:

我希望我的中学语文教师是一位年青的女老师。她那迷人的脸上嵌着一双会说话的眼睛。她的声音如白灵鸟一般婉转, 浸透心脾。她知识渊博, 情感飞扬。她会声情并茂地朗读, 独具匠心地引导, 激情洋溢地总结。她会熟练地使用课件, 把我们带入如诗如画的境地;她更会用她那双会说话的眼睛激励胆小的孩子大胆一点。她的课堂像一块巨大的磁石吸引着你, 让你轻松学会阅读, 学会写作, 让你深深爱上语文, 受益一生。

然后叫学生仿写数学老师, 英语老师等。孩子们的兴趣就很高。孩子们在写时, 不但能模仿别人的写作方法, 而且还会加上自己平时的积累, 写出自己的真情实感。有个孩子写道:

我希望我的中学数学老师是一位帅气的男教师。他会带着阳光般的笑容走进我们, 用富有磁性的男中音为我们上课。他的讲解清晰透彻, 极富启发, 即使你是一个“数盲”也会听懂那深奥的数学知识。他随手画的几何图形标准极了, 那画图工具只好“下岗”了。在他的课堂上, 你会看到同学们时而沉思, 时而争论, 个个都有“才”, 人人都有“方”。有时一道难题居然有十几种解法。再加上他时不时的小幽默, 你的心不与他跳动都难。名师必出高徒, 他培养的不仅是数学高手, 更是一个个前途无量的“小小数学家”。

如何把文章写得深刻范文第2篇

(一)：怎样把文章写得简洁

William Zinsser是美国著名的作家、编辑、文学评论家，由他主编的《怎样写出靠谱英文》因它给读者写作方面绝妙的建议，以及行云流水般的写书风格而闻名。每个人，只要想写好英文作文，想在这个社会中生存下来，都需要这样的一本书。它不仅能指导我们写作的用语、词汇的运用，还能开阔我们的写作思路，提供更多更全面的论据，充实我们的文章。无论你是想写人物景色、科学技术、体育运动，还是自己的情感经历，这本书都成为你写作道路上的指明灯。

1. Simplicity & Clutter 怎样把文章写简洁?

Zinsser痛恨兜圈子，任何模棱两可的措辞，表意不明的句子在他看来都是灾难。他对简洁如此执着，以至于Zinsser这个名字成了文风简洁的代名词。美国有些老师会让学生Zinsser一下他们的文章，Zinsser成了一个清除文中clutter的动词。

什么是所谓的clutter呢? 放到中文语境里，遍地都是，我们来看看书里是怎么介绍的吧! Clutter is the disease of American writing. We are a society strangling in unnecessary words, circular constructions, pompous frills and meaningless jargon. Fighting clutter is like fighting weedsthe writer is always slightly behind. New varieties sprout overnight, and by noon they are part of American speech. Consider what President Nixon’s aide John Dean accomplished in just one day of testimony on television during the Watergate hearings. The next day everyone in America was saying “at this point in time” instead of “now.” Take the adjective “personal,” as in “a personal friend of mine,” “his personal feeling.” It’s typical of hundreds of words that can be eliminated. The personal friend has come into the language to distinguish him or her from the business friend, thereby debasing both language and friendship. Someone’s feeling is that person’s personal feeling­that’s what “his” means. Friends are friends, the rest is clutter. Clutter is the ponderous euphemism that turns a slum into a depressed socioeconomic area, garbage collectors into waste disposal personnel and the town dump into the volume reduction unit. Clutter is the official language used by corporations to hide their mistakes. When General Motors had a plant shutdown, that was a “volume-related production-schedule adjustment.” When an Air Force missile crashed, it “impacted with the ground prematurely.” Companies that go belly-up have “a negative cash-flow position.”

“Experiencing” is one of the worst clutters. Instead of “it is raining”, there is no way to say “At the present time we are experiencing precipitation.” Even your dentist will ask if you are experiencing any pain. If he had his own kid in the chair he would say,” Does it hurt?”

The point of raising these examples is to serve notice that clutter is the enemy. Beware, then, of the long word that’s no better than the short word: “assistance”(help),

“numerous”

(many),

“facilitate”

(ease), “individual”(man or woman), “remainder” (rest), “initial” (first), “implement”(do), “sufficient” (enough), “attempt” (try), “referred to as”(called) and hundreds more. Beware of all the slippery new fad words: paradigm and parameter, prioritize and potentialize. They are all weeds that will smother what you write.

How can the rest of us achieve such enviable freedom from clutter? The answer is to clear our heads of clutter. Clear thinking becomes clear writing; one can’t exist without the other. It’s impossible for a muddy thinker to write good English. He may get away with it for a paragraph or two, but soon the reader will be lost, and there’s no sin so grave, for the reader will not easily be lured back. Is there any way to recognize clutter at a glance? Here’s a device my students at Yale found helpful. I would put brackets around every component in a piece of writing that wasn’t doing useful work. Often just one word got bracketed: the unnecessary preposition appended to a verb (“order up”), or the adverb that carries the same meaning as the verb (“smile happily”), or the adjective that states a known fact (“tall skyscraper”). Often my brackets surrounded the little qualifiers that weaken any sentence they inhabit (“a bit,” “sort of), or phrases like “in a sense,” which don’t mean anything. Sometimes my brackets surrounded an entire sentencethe one that essentially repeats what the previous sentence said, or that says something readers don’t need to know or can figure out for themselves. Most first drafts can be cut by 50 percent without losing any information or losing the authors voice. My reason for bracketing the students’ superfluous words, instead of crossing them out, was to avoid violating their sacred prose. I wanted to leave the sentence intact for them to analyze. I was saying, “I may be wrong, but I think this can be deleted and the meaning won’t be affected. But you decide. Read the sentence without the bracketed material and see if it works.” In the early weeks of the term I handed back papers that were festooned with brackets. Entire paragraphs were bracketed. But soon the students learned to put mental brackets around their own clutter, and by the end of the term their papers were almost clean. Today many of those students are professional writers, and they tell me, “I still see your bracketsthey’re following me through life.”