摘 要
英语写作作为英语学习中综合能力的表现，所以我们应该予以重视。但是学生的习作仍然十分薄弱，为了提高学生的写作质量，在教学实践中作者采用五个措施，努力帮助学生减少错误。本实验持续2个月。研究对象为桐乡乌镇中学初三年级一个班54名学生。
本文首先结合错误分析法探讨了初三学生在英语写作常犯的错误并归总分类，分析这些错误产生的原因；然后探讨针对这些常犯的错误设计一套纠正方略。
研究表明这些错误分析和对策对于提高中学英语写作质量是很有效的方式。
关键词：英语写作；常见错误；原因分析；对策探讨
ABSTRACT
English writing, as an integrative ability, should be emphasized. However, it remains very weak in the middle school. In order to improve students’ writing quality, the author applied five measures to teaching practice, trying to help students reduce the errors’ happening. The experiment lasts two months. The subjects are 54 students in Junior Grade Three from Tongxiang Wuzhen Middle School in Zhejiang Province.
Therefore, this paper first explores the common errors in English writing of junior middle school students. And the author concludes and classifies the errors, followed by the analysis of causes. Consequently, it explores the countermeasures aiming at these common errors through a period of English teaching.
The study indicates that errors analyzing and these countermeasures are effective ways to improve the quality of English writing in the middle school.
Keywords：English writing; common errors; causes analyzing; countermeasures
Contents
1. Introduction 1
1.1 Nature of English writing 1
1.2 The status quo of English writing in junior middle school 1
1.3 The significance of error analysis in English writing 2
2. The errors and their causes of English writing in junior middle school 3
2.1 The common errors of English writing in junior middle school 3
2.2 The main causes of errors and mistakes in English writing 5
2.2.1 Lack of basic knowledge 5
2.2.2 Interlinguistic interference caused by language, culture and thinking 6
2.2.3 Errors caused by intralinguistic negative transfer 9
3. Countermeasures aiming at the common errors 12
3.1 Giving priority to precaution and keeping firmly with basic knowledge 12
3.2 Training students’ capability of self-correcting in English writing 13
3.3 Cultivating the habit and ability of English thinking 14
3.4 Interacting between the teacher and students and discussing in groups 17
3.5 Reading for appreciation and writing to imitate a sample 17
4. Conclusion 19
Acknowledgements 20
References 21
