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考研英語(yǔ)作文 練好“逗號(hào)六式”
導(dǎo)語(yǔ)：考研英語(yǔ)作文 練好“逗號(hào)六式”�？佳杏⒄Z(yǔ)題目練了很多，但是分?jǐn)?shù)卻不見(jiàn)提高。這是考研英語(yǔ)備考者普遍存在的問(wèn)題，也是讓備考者憂慮不已的問(wèn)題。隨著考研日期的一天天臨近，悶頭苦讀的考生們，需要停下來(lái)想一想問(wèn)題出在哪里，找到解決辦法，盡快提高閱讀分?jǐn)?shù)。 其實(shí)，任何事情都是有法可循的，一味的蠻干，不一定能達(dá)到預(yù)期的效果。一定的量是必須的，但是必要的技巧也是不可或缺的。
考研英語(yǔ)寫(xiě)作高分備考復(fù)習(xí)建議
熟悉考研英語(yǔ)的同學(xué)都應(yīng)該知道，英語(yǔ)作文采用的是總體評(píng)分法，作文評(píng)卷老師主要憑借總體印象打分，而我國(guó)老師評(píng)卷時(shí)往往看重的是語(yǔ)言。因此語(yǔ)言的順暢、優(yōu)美直接影響到實(shí)際作文分?jǐn)?shù)的高低。鑒于不少考生英語(yǔ)作文寫(xiě)作語(yǔ)言生硬平淡、單調(diào)乏味、缺少變通。本文將結(jié)合往屆考研作文，專家從標(biāo)點(diǎn)符號(hào)這一常被大家忽略的方面破解考研高分作文的機(jī)密，并為總結(jié)出“逗號(hào)六式”的使用方法，希望能對(duì)廣大考生寫(xiě)作時(shí)提高語(yǔ)言表達(dá)有所裨益。
第一式：非限制性定語(yǔ)從句的試用
1.Nomadays,the call for quality-oriented education is becoming widesperad and the drawbacks of testoriented education,which have aroused great concern throughout China,are becoming increasingly apparent.
2.The shar pcontrast hinges on the Protection of the greenhouse，which determines in a large measure the life and death ofthe lovely flower.
3.This trend began during the Second World War，when several governments came to the conclusion that the specific demands that a government wants to make of its scientific establishment cannot generaly be foreseen in detail
逗號(hào)前后是我們寫(xiě)作時(shí)構(gòu)造復(fù)雜多變、精彩生動(dòng)句子結(jié)構(gòu)的突破口。上述三例中我們合理巧妙地運(yùn)用了非限制性定語(yǔ)從句，使前后兩個(gè)分句有機(jī)地連接起來(lái)，顯得連貫、自然。例1用關(guān)系代詞which (非限制性定語(yǔ)從句不能用that)代替逗號(hào)前整個(gè)分句的意思。這樣就把原本要用兩個(gè)句子來(lái)表達(dá)的信息通過(guò)定語(yǔ)從句壓縮為一個(gè)主從復(fù)合句，顯得簡(jiǎn)潔、不羅嗉。例2用關(guān)系代詞which代替逗號(hào)前先行詞the green house，通過(guò)非限制性定語(yǔ)從句進(jìn)一步說(shuō)明溫室對(duì)于鮮花存活的重要性。例3中逗號(hào)前先行詞是表時(shí)間，因此用關(guān)系代詞when引導(dǎo)非限制性定語(yǔ)從句，將主要信息移置逗號(hào)之后，取得“尾重”或“末尾聚焦(end—weight)”的效果。其實(shí)考生們對(duì)于非限制性定語(yǔ)從句的用法不可謂不熟，但可能就是缺乏用多種手段銜接分句的意識(shí)（考|研教育網(wǎng)整理）。
第二式：非謂語(yǔ)動(dòng)詞做狀語(yǔ)的使用
1.By contrast，when removed from the greenhouse，the protective umbrella，it struggles helplessly against the sudden attack of storms，only tO wither away.
2.Parents are too eager to mold their kids,disregarding their individuality with a callous attitude toward their personal development.
3.School—age children are often seen carring bulging bags on their backs,weighed down on their way to and form school every day.
非謂語(yǔ)動(dòng)詞有四種變現(xiàn)形式，即動(dòng)詞不定式、現(xiàn)在分詞、過(guò)去分詞和動(dòng)名詞。利用這幾種非謂語(yǔ)動(dòng)詞形式(動(dòng)名詞不能做狀語(yǔ)除外)做狀語(yǔ)，能很好地突出信息，取得信息“末尾聚焦(end—weight)”的效果。例1用only加動(dòng)詞不定式表示出乎意料的結(jié)果，做結(jié)果狀語(yǔ)。從而將備受溺愛(ài)的孩子們不更世事、不堪一擊的慘狀和盤(pán)托出。例2用現(xiàn)在分詞做結(jié)果狀語(yǔ)，表示一種必然的發(fā)展趨勢(shì)，即結(jié)果在意料之中。例3用過(guò)去分詞做伴隨狀語(yǔ)，將飽受應(yīng)試教育摧殘的學(xué)齡兒童那苦不堪言的情形栩栩如生地勾勒了出來(lái)，辛辣的嘲諷宛然可見(jiàn)。當(dāng)然這幾種非謂語(yǔ)動(dòng)詞形式也可放在逗號(hào)前面一分句或句子中間，如
4.Weighing boththese arguments.I can cometOthe conclusionthatthereis no need tO take SO drastic a step as doing away with this custom.(現(xiàn)在分詞做時(shí)間狀語(yǔ))
5.An old peasant，bringing his own food，volunteered as a guide for US.(現(xiàn)在分詞做伴隨狀語(yǔ))
非謂語(yǔ)動(dòng)詞做狀語(yǔ)到底放在前還是放在后似乎沒(méi)有絕對(duì)的要求。但一般來(lái)說(shuō)，做伴隨狀語(yǔ)時(shí)可前可后做原因狀語(yǔ)時(shí)放在前面較多，間或放在后面;做時(shí)間狀語(yǔ)時(shí)一般放在句子前，做結(jié)果狀語(yǔ)時(shí)一般放在后半分句，做條件狀語(yǔ)時(shí)一般放在前面分句，等等。
第三式：同位語(yǔ)或插入語(yǔ)的使用
1. AS iS distinct from above，the number“13”.along-held symbol of ominous.ness in the eyes of most westerners，seems tO be plaguing them.
2. By contrast，when removed from the greenhouse，the protective umbrella，it struggles helplessly against the sudden attack of storms，only tO wither away.
3.Specifically，the number…6’，as they strongly believe，is closely associated with smoothness in the Chinese culture.
同位語(yǔ)或插入語(yǔ)一般插在主謂語(yǔ)之間，一般由名詞詞組(如例l、2)、介詞詞組(如in my opinion，in other words等)、從句(如例3)、不定式短語(yǔ)、現(xiàn)在分詞短語(yǔ)充當(dāng)。它們能起到補(bǔ)充說(shuō)明的作用。除此之外，插入語(yǔ)還可對(duì)整句話表示解釋，如：
4.There were twenty people present，to be precise.(不定式短語(yǔ)做插入語(yǔ))
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