发布时间 : 星期三 文章安徽省2013届高考英语书面表达专题指导更新完毕开始阅读
把相互矛盾的两个词用在一起的修辞方法。它利用词义表面的相互矛盾使表层的不和谐统一在思想内容的深层，从而揭示事物对立统一的本质特征，达到加深印象的目的。
例如：
She read the long-awaited letter with a tearful smile. 她带着含泪的微笑读那封盼望已久的信。
The coach had to be cruel to be kind to his trainees.教练为了对他的受训者仁慈就要对他们残酷。
During his useful life he often felt he was useless. 在他大有作为的一生中他老是感到自己无用。
其他还有sweet pain; thunderous silence; luxurious poverty; heavy lightness; living death; impossible hope 等等。
9. 轭式搭配 (zeugma)
把适用于某一事物的词语顺势用到另外一事物上的方法。在同一个句子里一个词可以修饰或者控制两个或更多的词，它可以使语言活泼，富有幽默感。
例如：
She opened the door and her heart to the homeless boy. 她对那无家可归的男孩打开了房门，也敞开了胸怀。
As I left home after breakfast, I shivered inwardly as well as outwardly. 早餐之后我离开家的时候，我的里里外外都在颤抖。
I would my horse had the speed of your tongue. 我希望我的马能有你的舌头的速度。 10. 移位修饰(transferred epithet)
将本应该用来修饰某一类名词的修饰语用来修饰另一类名词。例如：
There was a short, thoughtful silence. 出现了一阵短暂的、令人沉思的寂静。
The old man put a reassuring hand on my shoulder. 老人把一只令人安心的手放在我的肩膀上。
He closed his busy life at the age of sixty. 在六十岁时他结束了他那忙碌的一生。 This is the cheapest market in this country. 这是这个国家最便宜的市场了。 11. 头韵 (alliteration)
两个或者更多的词以相同的音韵或者字母开头就构成头韵 例如：
proud as a peacock blind as a bat safe and sound
Long and loudly little Lily laughed. 小莉莉长时间地、大声地笑着。 The windows waved violently in the wind. 窗户在风中剧烈地摇动。 The sun sank slowly. 太阳慢慢地下沉。 12. 渐进 (climax)
根据事物的逻辑关系，由小到大，由轻到重，由浅到深，由低到高，由少到多依次渐进地进行描述或论述。这种整齐的结构可以使人们的思想认识一层层深化提高，增强语言的感染力和说服力。例如：
I came; I saw; I conquer. 我来了；我看到了；我征服。
Reading maketh a full man; conference a ready man; and writing an exact man. 读书使人充实；交谈使人机智；写作使人精确。
Some books are to be tasted, others to be swallowed, and some few to be chewed and digested. 书有可浅尝者，有可吞咽者，更有少数须消化咀嚼者。
第 25 页 共 34 页
Lincoln recognized worth in the common people; he loved the common people; he fought for the common people; and he died for the common people. 林肯认识到平民大众的价值；他热爱平民大众；他为平民大众而斗争；他为平民大众而献身。
第八节 英语写作常见错误分析
在英语写作中，由于考生知识欠缺、识记不牢，对英美文化了解不够等各方面原因，常会出现各式各样的错误，影响写作质量。为了帮助考生提高写作质量，现把写作中常见错误分类介绍如下：
一、不一致（Disagreements） 所谓不一致不光指主谓不一致，它还包括了主谓不一致、单复数不一致及代词不一致等。
1、 主谓不一致
例１、When one have money, he can do what he want to.
剖析：one是单数第三人称，因而本句的have应改为has；同理，want应改为wants。本句是典型的主谓不一致。
改为： Once one has money, he can do what he wants (to do) 例2、The number of errors were surprising.
剖析：主语是“The number”谓语动词应使用“was”。 改为：The number of errors was surprising.
例3、Either your students or Mr. Wang know this.
剖析：根据“就近原则”，位于动词应使用第三人人称单数形式。 改为：Either your students or Mr. Wang knows this.
2、 单复数不一致
例1、He has been working so hard recently that he has got good mark in all his subjects. 剖析：从后面的subjects 来看，mark应用复数形式marks，说的是各科考试中都取得了好分数。
改为：He has been working so hard recently that he has got good marks in all his subjects. 例2、On the way home I took picture since the secretary was so beautiful. I’ll have them developed this afternoon.
剖析：take picture中的picture为可数名词，根据下句中的them可知，此处应为复数形式pictures。
改为：On the way home I took pictures since the secretary was so beautiful. I’ll have them developed this afternoon.
3、 时态不一致
这里讲的时态不一致问题，主要是指在某些连词的作用下动词时态的一致性问题。 例1、It’s ten o’clock when I came home last night. 剖析：此处主句和从句时态应保持一致。
改为：It was ten o’clock when I came home last night. 4、 代词不一致
例1、There is forty students in our class, and thirty of them are boys.
剖析：从前一分句可看出，本句谈论的是“我们班”的情况，故后一分句应用第一人称us 。
改为：There is forty students in our class, and thirty of them are boys.
第 26 页 共 34 页
二、修饰语错位（Misplaced Modifiers） 英语与汉语不同，英语中同一个修饰语置于句子不同的位置，句子的含义可能引起变化。对于这一点中国学生往往没有引起足够的重视，因而造成了不必要的误解。
例１、I believe I can do it well and I will better know the world outside the campus. 剖析：better位置不当，应置于句末。
改为：I believe I can do it well and I will know the world outside the campus better. 例2、He is such good a student that we all like him.
剖析：such所修饰的名词必须是一个单数可数名词，形容词应置于冠词之后。
改为：He is such a good student that we all like him.或 He is so good a student that we all like him.
三、句子不完整（Sentence Fragments）
在口语中，交际双方可借助手势语气上下文等，不完整的句子完全可以被理解．可是书面语就不同了，句子结构不完整会令意思表达不清，这种情况常常发生在主句写完以后，笔者又想加些补充说明时发生。
例１、There are many ways to know the society. For example by TV, radio, newspaper and so on .
剖析：本句后半部分＂for example by TV, radio, newspaper and so on .”不是一个完整的句子，仅为一些不连贯的词语，不能独立成句。
改为：There are many ways to know society, for example, by TV, radio, and newspaper.
四、悬垂修饰语（Dangling Modifiers）
所谓悬垂修饰语是指句首的短语与后面句子的逻辑关系混乱不清． 例如：At the age of ten, my grandfather died. 这句中＂at the age of ten＂只点出十岁时，但没有说明” 谁”十岁时．按一般推理不可能是my grandfather, 如果我们把这个悬垂修饰语改明确一点，全句就不那么费解了．
改为：When I was ten, my grandfather died.
例１、To do well in college, good grades are essential.
剖析：句中不定式短语 “to do well in college” 的逻辑主语不清楚． 改为：To do well in college, a student needs good grades.
五、词性误用(Misuse of Parts of Speech)
“词性误用”常表现为：介词当动词用；形容词当副词用；名词当动词用等． 例１、None can negative the importance of money. 剖析：negative 系形容词，误作动词。
改为：None can deny the importance of money.
六、指代不清(Ambiguous Reference of Pronouns)
指代不清主要讲的是代词与被指代的人或物关系不清，或者先后所用的代词不一致。试看下面这一句：
Mary was friendly to my sister because she wanted her to be her bridesmaid.
读完上面这一句话，读者无法明确地判断两位姑娘中谁将结婚，谁将当伴娘。如果我们把易于引起误解的代词的所指对象加以明确，意思就一目了然了。这个句子可改为：
Mary was friendly to my sister because she wanted my sister to be her bridesmaid. 例1、 And we can also know the society by serving it yourself.
剖析：句中人称代词we 和反身代词yourself指代不一致。改为：
第 27 页 共 34 页
We can also know society by serving it ourselves.
七、不间断句子(Run-on Sentences) 什么叫不间断句子？请看下面的例句。
例１、There are many ways we get to know the outside world. 剖析：这个句子包含了两层完整的意思：“There are many ways.” 以及“We get to know the outside world.”。简单地把它们连在一起就不妥当了。
改为：There are many ways for us to learn about the outside world. 或：There are many ways through which we can become acquainted with the outside world
八、措词毛病(Troubles in Diction)
Diction 是指在特定的句子中如何适当地选用词语的问题，囿于教学时间紧迫，教师平时在这方面花的时间往往极其有限，影响了学生在写作中没有养成良好的推敲，斟酌的习惯。他们往往随心所欲，拿来就用。所以作文中用词不当的错误比比皆是。
例１、The increasing use of chemical obstacles in agriculture also makes pollution.
剖析：显然，考生把obstacles“障碍”，“障碍物”误作substance“物质”了。另外“the increasing use (不断增加的使用)” 应改为“abusive use (滥用)”。
改为：The abusive use of chemical substances in agriculture also causes/leads to pollution.
九、累赘(Redundancy)
言以简洁为贵。写句子没有一个多余的词；写段落没有一个无必要的句子。能用单词的不用词组；能用词组的不用从句或句子。如：In spite of the fact that he is lazy, I like him.
本句的“the fact that he is lazy”系同谓语从句，我们按照上述“能用词组的不用从句”可以改为：In spite of his laziness, I like him.
例１、For the people who are diligent and kind, money is just the thing to be used to buy the thing they need.
剖析：整个句子可以大大简化。
改为：Diligent, caring people use money only to buy what they need.
十、不连贯(Incoherence)
不连贯是指一个句子前言不对后语，或是结构上不畅通。这也是考生常犯的毛病。 例１、The fresh water, it is the most important things of the earth.
剖析：The fresh water 与逗号后的it 不连贯。It 与things 在数方面不一致。 改为：Fresh water is the most important thing in the world.
十一、综合性语言错误(Comprehensive Misusage)
所谓“综合性语言错误”，是指除了上述十种错误以外，还有诸如时态，语态，标点符号，大小写等方面的错误。
1、时态错误
汉语是通过加词来表达不同时态，而英语则是通过动词的不同形式来反映不同的时态。因此，在英语写作中，如何确定时间立足点，正确使用时态，对中国学生而言较为困难。每篇英语文章都要有明确的时态。一般来说，单独造句中学生大多能够正确使用时态。但是在临场写作中，考生往往顾此失彼，乱用时态，表达不清。从高考书面表达来看，主要涉及的时态有：一般过去时、一般现在时、一般将来时。这是英语中最基本的三种时态。
下面我们以2004年高考湖南卷书面表达试题范文为例，看一看时态的使用：
第 28 页 共 34 页