【导读】英语和我们的母语汉语来说，当然存在一定的学习难度，所以很多考生在面对英语作文的时候，更是无从入手，不知道如何切题，不了解怎样正确表达自己的观点等等，如果你作为高中生，常常会遇到这样的问题，那么就可以提前进行成形的结构句式积累，下面就给大家进行高中生论述观点类英语作文整体结构介绍。开头：介绍…的重要性 主题 refers to 对主题的理解 As far as I am concerned， 主题 is beneficial not merely to 对象一 but also to 对象二 简要阐述主题关键词的重要性 I consider 主题 not only to 影响一 but also to 影响二 主题的关键词refers to 关键词的含义，and 谈论的主题 can thus be broadly defined as 对主题的理解中间部分：论证这样做的好处 On individual level， 在对象一上所体现的好处 Likewise， 在对象二上所体现的好处 In addition， 对象二 also benefits from 主题by 对象二受益的方法 It is significant for 某个人/某些人 to 如何去做，阐述这样做的好处之一 In addition， 阐述这样做的好处之二 On the 影响产生的第一个层面 level， 主题 helps foster 作用 For example， 举例子论证 On the 影响产生的第二个层面 level，in addition to 结果一，结果二 This is because 介绍影响产生的原因结尾：总结全文 Therefore，I believe that 重复主题 To sum up， 主题 is significant in that it benefits 对象一 and even the 对象二当然，作文结构只是为了在短时间内能够完整度较高的写出一篇作文来。并不是金科玉律，也不是起死回生的灵丹妙药。要想作文真正的提分，还需要积累很多好的词汇、短语和句式。厚积薄发才是王道。以上就是高中生论述观点类英语作文整体结构介绍，能够帮助我们快速地将主题套用在结构上，从而减少思考和布局的时间，希望大家在写论述观点类英语作文的时候能够有效利用起来，祝大家都能取得好成绩。
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但如何帮助学生真正理解复杂结构，并从整篇作文的角度来定位好的句子呢？我们很难给复杂结构下个确切的定义，但可从以下几个方面探讨对“复杂结构”的理解。 简单句也可能成为好句子 （1）恰当的形容词、副词——表达意见，情感流露的载体。例如： It turned into a → It turned into a horrible/terrible/fierce 虽然只是添加了一个形容词，但quarrel 的程度、作者的态度和场景的再现更好地表现了出来。又如： They began to → They began to quarrel with each other blindly/ （2）同位语——精巧完善欲达之意。例如： Li Jiang， who is Su Hua's classmate， is also to → Li Jiang， Su Hua's classmate， is also to 定语从句固然带来了复杂结构，但简洁明了是行文的基本要求，该惜墨处勿泼墨。又如： The boy went back home and was full of → The boy went back home， full of 形容词短语full of fear作状语的表达既简洁明了，又生动形象。 （3）评注性状语——娓娓道来，突出了写作的交际性。例如： It was Su's fault but Li was also to → To be honest/To be frank， it was Su's fault but Li was also to 评注性状语是插入语的一种，它与状语很接近，但它并不修饰谓语或其他词，而是对整个句子进行解释或说明，表明说话人的看法或态度，给读者以娓娓道来之感。又如： To be short， it is everyone's responsibility to keep the world （4）非谓语结构——简洁生动之美。例如： Sandy struck the USA and caused great damage to the → Sandy struck the USA， causing great damage to the 非谓语结构是丰富句子的有效结构，书面性强，表达更为生动。又如： After I finished my homework， I often relaxed myself by playing computer → Having finished my homework， I often relaxed myself by playing computer （5）被动语态——地道之美。例如： Some people say this kind of milk contains different levels of → This kind of milk is said to contain different levels of → It is said that this kind of milk contains different levels of 受母语负迁移的影响，学生在表达动作发出者不明确时常用主动语态表达，有中式英语之嫌；而使用被动结构却能给句子带来地道英语之美。又如： People believe that mutual understanding contributes to a permanent → It is generally believed that mutual understanding contributes to a permanent 复杂自有其道 （1）复合句——长短之变，节奏之美。例如： Su Hua and Li Jiang played basketball on the They both jumped up to catch the flying → Su Hua and Li Jiang were playing basketball on the playground when they both jumped up to catch the flying 复合句使用了定语从句、状语从句，明确了概念的外延，增大了概念的内涵，逻辑性强。再有，长短句结构交替使用后，语句内部抑扬顿挫的节奏感就出来了，从而使文章流畅自然，生动活泼。 （2）倒装句——强化情感，让句子结构趋于平衡。例如： Su said many mean words to Li and shouted at the top of his voice as → Not only did Su say many mean words to Li but also shouted at the top of his 倒装句常带来承上启下、平衡结构、强化情感之效。又如： A man， who is in all black， is standing with a gun in hand in front of → Standing in front of her is a man， who is in all black， with a gun in （3）强调句——为了突出句子中的某一部分常使用强调句，以便能引起他人的注意，更明确地表达自己的意愿和情感。例如： He didn't come back until the clock struck → It was not until the clock struck twelve that he came （4）省略句——干练，无冗长之嫌。例如： While they were catching the flying ball， they bumped into each → While catching the flying ball， they bumped into each （5）虚拟语气——极尽感激、遗憾或悔恨之情。例如： No one put himself in the other's They found no fun in the → If one of them had put himself in the other's place， they could have found more fun in the 另外，虚拟语气还可以表示说话人的一种愿望、假设、怀疑、猜测、建议等含意。书面表达题中常用“假如你是……，你会如何……？”来考查考生的个人认识或解决问题的能力。 前文提到的那位高三学生是一名英语基础很好的学生，向其呈现了以上探讨后，心领神会，修改习作如下： Conflicts with others are common in everyday These conflicts can turn out to be serious problems if we don't deal with them Last week， Su Hua and Li Jiang were playing basketball on the playground when they both jumped up to catch the flying Unfortunately， they bumped into each Su began to say mean words and Li shouted back in A terrible quarrel occurred all of a How to avoid these quarrels effectively? First， we should often stand in others' shoes when faced with Second， stay as cool as a Think twice and you may find that things are not so bad as you thought What's more， we should be good Competitive sports involve unavoidable bumps or even injuries， which should be taken into consideration when you participate in a 三、“复杂结构”的再思量 在高三上学期基本语法学完之后，许多老师会让学生在写作中尝试运用各种复合句或特殊结构。陈幸佩（2011）在《高三英语写作复习课的有效性——以宁波市第六届课例评析为例》一文中描述了一位授课教师在写作技能环节总结的四句口诀：①肯定不如双否好；②陈述不如倒装巧；③单句不如复句妙；④从句不如短句傲。但该作者也鲜明地指出此举容易造成学生刻意或生搬硬套地运用这些复杂句的可能。 那么，到底应该如何理解复杂语法结构？ 在“要点完整，语言无误，行文连贯，表达清楚”的评分标准指导下，考生往往在书面表达中只用五种基本简单句来表达，以防出错，从而导致中学生写作的层次不高，略显乏味。“应用了较多的语法结构和词汇；语法结构或词汇方面有些许错误，但为尽力使用较复杂结构或较高级词汇所致”的新评分标准有其深刻的背景，它虽能引领师生重视并提升写作的品质，但却没有或不便明确说明内容决定形式、简单与复杂并存等要素。由此，部分师生误以为多用结构复杂的句子就会有层次，可以得到高分。事实上，简单句本身同样可以发挥其精妙的表情达意之功。有时一个简单的介词短语也能增添情感的魅力或激发读者的共鸣。例如，一位学生习作（谈双休日的利与弊）中有这样的句子： With the two-day weekends， we can have more time to chat with our → With the two-day weekends， we can have more time to chat with our parents around the 句中的around the table能让读者头脑中浮现出生活的场景，唤起了家庭的温馨之感。 可见，复杂结构并不仅是复杂的句子结构，它应是根据内容和行文需要，巧妙使用高中所学的词汇和各种语法知识，长短句结合，恰当、连贯地传递信息和表达自己的思想，充分体现写作的交际本质。
