文/刘宝彩/天津
以“师生共存点”为题，学生写一篇老师如何教他/她学习英语写作的作文。
学生写作大意：1. 老师以什么方式教会你英语写作的，比如就一个图片描述写几个句子；2. 老师给出几个不完整的句子/微型段，让学生补全包括词法句法和内容等信息；3. 从熟悉简单的动物、运动或颜色，到表达个人想法，发挥出每个学生使用语句、语段独特思维的优势；4. 通过理解英语优秀文章的英语思维逻辑写作之方法，学生有条理地复写（re-write）英语作文；5. 自由写作一些感兴趣话题，其中有语法错误老师给修正。为此在大考即将到来之际，给考生提供如下英语参考
The mental controlled-writing activities make language perfect that has been presented orally or through reading.
They are to do with logic-based thought by straightly letting learners to receive positive encouragement, by matching pictures to sentences to be chosen by students with whom their teacher helps, and by doing exercises to copy and organize less than 7 sentences being in a logical order to be put in a letter according a topic of discussion e.g. on trip, hobbies or interests, etc.
Combined with these, guided-writing activities are to do by fill-in exercises focusing on specific-language items e.g. adjectives or prepositions in English sentences or their forms to get a precise or interesting meaning of its words students are familiar with as animals, sports and colors, etc., also, by dictation their teacher gives pupils its half a sentence and ask them to complete it in their own way.
In comparison to above, free-writing activities help students work out their own language, in clear-thinking way but perhaps by grammatical or usage mistake, they learned to write but need suggesting possible ideas and words.
Thinking about the above, they should be encouraged to re-write their work by understanding the mechanics of writing completely to keep their written work in order.
上述英语作文可以看出：
这篇英语作文是真实内容的表达。其中表现为系列词汇、短语形式等系列语法形式的逻辑脉络清晰，构成帮助优秀英语写作极为重要内容的核心组成部分。英语写作者在对外沟通交流中写出优秀英语文，较好地展示英语使用能力或解决实际问题能力，文中看出从老师不同方式教授英语写作便利选用，使写作英语思路清晰、语法规范；有条理性地拓展表达思路，较好服务英语写作，所以词法句法作为逻辑的表达形式与写作内容恰到好处结合起来。
总结：
提供上述英语作文，不管是英文小作文还是英文续写作文，都离不开英文思维逻辑写作的原理，在大考来临之前的准备阶段，你想提高你自己的英语作文水平的问题，我觉得，你是可以解决的。英语思维逻辑写作之阳光完全可以以帮助大考学生英语写作的星星之火灿烂地燎原起来。