英语作文激励性评语.docx
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英语作文激励性评语.docx
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英语作文激励性评语
英语作文激励性评语
一、宏观性评价
1.整体印象类评语
Super!
Excellent!
Perfect!
Wonderful. Fantastic. Marvelous.
采用整体印象类评语对于高中起始阶段的学生有较好的激励作用,但若千篇一律德使用此类评语,就会使学生无法正确认识自己的写作水平,最终导致教师的评语失去应有的作用。
2.规范导知类评语
Beautiful. Clear. Wonderful. Goodhand-writing.
You’recarefulofusingpronunciation.
Gladtoseeyourimprovementinhandwriting.
I'mexpectingclearer/morebeautifulhand-writingfromyounexttime.
You’dbetterpaymoreattentiontowordorder.
Betterbemorecarefulofyourspelling.
It'simportanttocomposeadraftbeforehand.
3.情感调控类评语
Iappreciateyourhandwriting.
YouhaveagoodknowledgeofEnglishproverbs.
Youarequiteawareofmakingmeaningfulsentences.
Youarericherthanothersincollectingandusingtypicalsentencesanidiom.
I'mexpectinggreaterprogressfromyouinwriting.Comeon.
Ifyouneedmyhelp,neverhesitatetocometome.
警句:
Hardworkleadstosuccess.
Nottoadvanceistogoback.
Nooneiswithoutfaults.
Keepingisharderthanwinning.Keepitup.
二、微观写作技能方面的评语
1.专项点拨类评语
It'spropertousetheproverbinPara.2Quiteclever.
Youaregoodatusingattributiveclausesinyourwriting.
The"struck"sentenceisperfectlyused.
You'dbetteruse"thirdperson"inthefirstPara.
It'sgoodtousethepasttenseinyourwriting.
2.佳句欣赏类评语
教师可以在句尾统一标注赞美性的符号(如E--Excellent)或标识不同星级等。
Whatawonderfulsentenceusing"cover".
It'sreallycleverofyoutousethisbeautifulsentence.
Theinvertedsentenceiswellwritten.
3.谋篇布局类评语
Agoodbeginning. Aperfectending. Well-organized. Perfectly-expanded.
Thefirstpara.makesagoodbeginning.
Thelastpara.makesaperfectending.
Allthepointshavebeencovered.
It'scleverofyoutouseatopicsentenceatthebeginningofapara.
It'swonderfultouseproperconjunctionsbetweensentences.
YouaregoodatdevelopingaPara.
Youhavemadegreatprogressindevelopingapassage.
IamgladtoseethesentencecoherenceinyourlastPara.
Betterpaymoreattentiontotherelationshipbetweensentences.
It'sreallywonderfultostart/endyoursentenceswithadverbials.
Whatisyourname?
Iamverygladtoseethatyourideas.Ithinkitisagoodessay.YouaregoodatdevelopingaPara.Thestructureisveryclearandyouorganizeyourpointsinalogicallyway.Ifthereismoredetailedin
formation,itwillbebetter.andpayattentiontosomebasicgrammar points.Expandyourvocabulary!
I’mexpectingbetterwritingfromyounexttime.Whatisyourname?
在起始年级应侧重对学生写作行为规范的引领,重在对学生进行词句方面的引导;对高年级学生则应侧重对文章的结构、行文的逻辑、句子的变化等方面的指点和引导。
虽然这些评语对我们大部分学生来说不太适合,因为他们连老师评他们什么都看不懂。
但我们平时对作文的批改确实没做到这么仔细。
有很大启发。
英语作文评语集锦
1,criticismstyle:
Forexample:
"thisarticledoesnotfluentlanguage,writingisnotserious,thelackofvividdescription,isanunsuccessfulessay."Suchacomment,forthosewhoarenotseriousstudentwritingwouldbeappropriatetouseabitbutcannotbeused;otherwiseitwilldiscouragetheentrepreneurialspiritofstudents.
2,inrecognitionoftype:
"thatthisiswritingnewmaterialselection,designsophistication,usingacomparisonofcontrastingavarietyofwritingstyle,thecharactersaredetailedimageofreadingalongtimepeopleforget,isasuperbmasterpiece......"Suchcomments,suitableforwritingwithrichexperienceofthosestudents,teacherswillingtoworkhandinhandassessmentoftheessaywillmakethemmoreheightanddepth.
3,incentive-style:
Student'swritingskillsarenotbalanced,andsomewritingisonlyapartialorindividualsentences,wordswonderful,thenateacheratthetimeofwritingreviews,itisnecessarytoseizethestudentsofthesebrightspot,tostimulatetheirinterestinwriting."Wen'stwoBiYujuverywonderful,unique,readingaimmersivefeeling,Ilikethehopethatthefuturecanenjoy,theteachersbelievethatyouwillnotletmedisappointed."Althoughafewwords,butTheroleofsuchincentivesareinestimable.
4,exhortedformula:
writingisthatstudentsexpresstheirspiritualherb,theiremotionsandJinXianwhere,sotheteacherthetimetowritereviews,butalsopayattentiontotheideologicaltrendofstudentsandputthemontoapositivetrack."Peoplecanmaketheirownawayfromthespiritofahighdegreeofmaterialpoverty,othersenjoythefood,youcanbeimmersedinthespiritualfoodintake,itwillgiveyoualotoffun,soyougobeyondthewidthanddepth,theyare!
"Ithink,soafewwordswithadvisingthetypeofdiscourse,sothatthosewhoarepoorenoughtobringtroubledstudentsfeelrelieved.
5andaskaquestiontype:
teacherscansometimesbecharacterizedbythestudent'sessay,somewithadepthsoastoenablethestudentsthemselvestothinkabouttoanswer,inthecontinualprocessofreflectioninimprovingwritingskills.Forexample:
Wheredoyouthinkbestdescribe?
Why?
;Textwhichdeepunderstanding?
;Youuseandwhatwritingskills?
;Youaremostdissatisfiedwithisthatofwhat?
......
6,anexplicit:
"It'slikeyouinthiswriting,funny,humor,muchhasbeenphilosophy,writingissmooth,suchasHangyunliushui,ifre-writingsomethingbeautiful,evenmoreicingonthecakeisnotit?
"Suchrecognitionamongtheimplicitcriticismwilltouchedtheheartsofthestudents,arousetheirattention.
7,seminar-style:
forthewritingonsomeoftheissues,teachersmayusetodiscusstypeoftone,andstudentstoexploreandimprove.Forexample:
"Ifthereferenceoneandthepoematthebeginningofthisarticle,doyoufeel?
""Narrativeofevents,usingplug
Syriaisnotmoreinteresting?
"
1、批评式:
例如:
“此文语言不流畅,书写不认真,缺少生动形象的描写,是一篇不成功的作文。
”如此评语,对于那些写作不认真的学生,可适当采用一下,但不可常用,否则会挫伤学生的进取心。
2、表扬式:
“本篇作文选材新颖,构思精巧,动用了对比、反衬等多种写作手法,人物刻画细致形象,读后让人久久难忘,是一篇上乘的佳作……”这样的评语,适于那些写作功底深厚的学生,老师衷肯的评价,会让他们的作文更有高度与深度。
3、激励式:
学生的写作水平是不均衡的,有的作文只是局部或个别句子、词语精彩,那么老师在写评语的时候,就要抓住学生的这些闪光点,来激发他们的写作兴趣。
“文中的两个比喻句很美妙,独特,读后有身临其境的感觉,我很喜欢,希望以后还能享受到,老师相信你不会让我失望的。
”虽然寥寥数语,但这样激励所起的作用是不可估量的。
4、劝勉式:
作文是学生抒发心灵的芳草地,他们的喜怒哀乐尽显其中,因此教师在写评语的时候,更要关注学生的思想动态,把他们引到积极向上的轨道。
“人可以用精神的高度让自己远离物质的贫困,在别人享受美食的时候,你可以沉浸在精神食粮的摄取中,它将给你带来无穷的乐趣,让你在宽度与深度上超越他们!
”我想,这样几句话带有劝勉式的话语,足可以使那些因贫困带来烦恼的学生感到释然。
5、反问式:
教师有时可以根据学生的作文特点,提出一些带有深度的问题,让学生自己去思考、解答,在不断反思中提高写作水平。
例如:
你认为哪些地方描写最精彩?
为什么?
;文中有哪些深刻的体悟?
;你使用了哪些写作技巧?
;你最不满意之处是什么?
……
6、暗示式:
“很喜欢你这篇作文,风趣、幽默之中不乏哲理,文笔流畅如行云流水,如果书写再漂亮些,不就更锦上添花了吗?
”如此表扬之中的含蓄批评,更会触动学生的心灵,引起他们的重视。
7、研讨式:
针对写作上的某些问题,教师可采用商量式的口气,和学生共同探讨、改进。
例如:
“如果引用一首和本文有关的诗开头,你感觉如何?
”“叙述的事件,采用插叙的方法是不是更引人入胜?
”
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