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修辞角度下“读后续写”协同教学实现路径探究

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摘要 “读后续写”是高中英语写作创新试题,同时也是高中学生的难点及英语教师教学的痛点。本文中笔者从词汇、语句、篇章结构、写作风格、主旨目的等方面指导学生对原文进行模仿写作,并指导学生创造性构思情节,使之与原文风格大致相一致,较好地实现了读后续写协同教学构想。
作者 王东
出处 《英语广场(学术研究)》 2024年第24期122-125,共4页 English Square
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