内容提要： 本文从学生英语写作中的问题入手进行理性思考和实践探索，从学生日常英语写作的动态过程着手，提出了日记型“笔谈式”写作法，促使学生在互动中自觉不自觉地激发英语写作的兴趣，提高写作的能力，从中得到益处。
关键词: 英语写作 实施策略 笔谈交流
一．日记型笔谈写作的意义
1、拉近师生关系2、发现教学盲点，有效反馈学生学习状况3、增强学生写作动机与信心4、增强学生英语书面表达能力5、增强学生的阅读能力6、拓展教育途径
二、实施策略
（一） 分层推进
1、初始阶段：八年级第一学期只要求能用自己的语言来写日记，第二学期要求在写作时必须要使用当下正在学或刚学的词法、句法，题材、内容、长短不限；
2、第二阶段：九年级第一学期，要求在写作时必须注意到文法的正确性、流畅性，并规定一定的长短要求，题材、内容仍不限；
3、第三阶段：九年级第二学期，要求按照教师设定的题材、内容和长度进行写作，以达到适应中考的要求。
（二）话题激发与诱导
1、仿写式话题。根据所学的教材内容进行模仿,教材中的课文可以作为学生写作模仿的话题。如我设计了这些“课文仿写话题”：
课文 仿写话题
7B Module 3 Unit 2 Plans for National Day
8A Module 4 Unit 2 What is your best way to travel?
8B Module 9 Unit 2 Friendship
7B Module 10 Unit 2 My journey.
…… ……
2、命题式话题。3、自选话题。4、笔谈中激发话题。
如一位八年级学生在作文中写到：“……Today I am very happy. Because I see an NBA match, Steven Adams get 35 fen. It’s too cool……!”在除了指出时态错误外，我作了如下的评语：“How great Steven Adams is! Can you tell me more about Steven Adams or NBA? ”后来这位学生又继续写了满满两页关于NBA话题的作文。
（三）交流互动
1、问题互动
（1）“问题回敬”式响应。教师以读者的角度用问题回敬方式对写作者，学生在接到这种响应后，一般都会继续向你介绍更多的信息。如一学生写到：I saw a new this weekend. It says that a girl took her mother to go to school. She (坚持了)eight years, from primary school to middle school. I( 佩服)her very much. I also( 同情)her.
我的批语是：It’s really moving and I’m very sorry for her. But will you please tell me more about her? I also want to tell the story to others.
（2）“经验分享”式响应。当学生在日记里叙述了一些经验感受，我就进行响应，以引起共鸣。
如一位学生写到：I watched a basketball match of “NBA” yesterday. I was very happy. It let me forget all the unhappy things. I like playing basketball very much, but I don’t play very well. I must work hard. Ms Zhou, do you like “NBA”?
我的回复是：I’m also a basketball fan. So I really agree with you. It’s enjoyable to watch NBA’s matches. It doesn’t matter that you can’t play basketball very well. Playing basketball can exercise your body and make you happy. That is enough, isn’t it?
2、辩论式互动
（1）“志同道合”地继续追加评论；顺着学生的观点和思路继续对内容进行充实和拓展。
（2）反驳式的进行辩论。即针对学生作文中的一些不正确的或者不妥当的观点、态度、情感进行适当的反驳式劝导。如一学生写道：“Why our teachers ask us not have long hair and (皮)shoe? Yesterday our school made a rule to ask us not have long hair and (皮)shoe. If someone have, our teacher will (惩罚)us. I think it’s wrong, because what we wear and we have hair is our own (权利).It have nothing to do with our study. And it doesn’t (表明)we are bad students. Ms Zhou ,do you think so? ”
我这样写道：“I’m glad that you can offer（提供） your own opinion(观点) . But I disagree with you. Because it’s important to have a good habit. It’s not only a rule but also good for students not to have long hair and wear leather shoes. What our school asked every student to do is not a pulishment but in order to …(略)” 。
3、无声互动——不以语言进行直接的笔谈互动
对于学生对某些事物的抱怨，不妨采取不直接回复的“预留空间”的做法，如果学生在日记中记了一则笑话、一则趣闻或者根本无法阅读文章的意思时，可以借用人物表情简笔画（-----）来达意。
（四）改变评价，增添兴趣
传统写作评价一般由教师作出分数、或等级评价，这种评价已经作用不大。而日记型笔谈写作，教师并不直接在学生作业后作“Good!”“Very good!”“Excellent”或分数式的评价，而是把评价融合在笔谈中。如笔者在批阅一学生日记后写道“I’m glad to read your diary and I’m glad to read your story that you told me. It’s too exciting. Thank you!”
事实证明，这样的评价比直接的等级或分数评价有用得多。