英语作文评语的妙用
恰当使用作文评语，能激发学生写作兴趣。
为了了解学生对各类批改反馈的不同反应，笔者平时要求学生针对老师评语再下评语。
例如：
A) T: A good passage, True friendship!
S: This is a true story of mine, I just wrote down my own feeling. I'm very glad you like it.
B) T: Actually, though you didn't do well in this exam, you don't have to be so disappointed. Have more confidence in yourself.
S: Thanks for your encouragement, Madam. I'm sure I will do better next time, for I posses your support.
C) T: Marks:70. (No comments, just marks.)
S: To be honest, I hate such a score. It's so cold.
D) T: OK! June 17.
S: Your comments, please, Madam.
其中评语有时已完全超越了英语作文本身评价、指导的范围，它成了英语教师与学生之间增进感情、促进合作的桥梁和纽带。笔者认为，评语既是“师德”水平高低的体现，又是“以人为本”素质教育理念在中学英语教学中的运用和升华。
评语主要分为以下几类：
1、沟通性评语
学生在英语随笔中，经常会涉及到学习、生活中的方方面面，有喜悦、成功，也有沮丧和失意。教师的批改像是在和他们说悄悄话，或与他们面对面地交谈。如：
A：Happy birthday, Sue. Hope to share in your pleasure.
B: Yes, we can never forget our mothers who have done so much for us, Let's be proud of them.
2、忠告性评语
有时学生会在作文中谈到生活和学习上遇到的一些问题，他们希望得到老师的指点和帮助。针对此，教师的评语应富有建设性意义。例如：
A：I'm happy to know that you are reading newspapers in your spare time. Anyway, you don't have to look every word in the dictionary. Try guessing them from the contexts.
B: I really appreciate your idea, especially about learning English with a partner. It's easier said than done. Just do it.
3、商讨性评语
有时，师生之间就一些问题需要交流、商谈从而达成一致意见，这时的评语需注意语气。语气达硬往往会使学生产生逆反心理。例如：
A: Yes, it's a good idea to have a reading class. But how can we manage it? What about this Friday afternoon?
B: Jim, I think you have concentrated too much on your marks. The most important thing for you, I think, is whether you have tried your best. Do you agree with me?
4、鼓励性评语
现在的中学生大都为独生子女，如在评语中能对他们体现出多一些理解、尊重、鼓励和赞扬会鼓舞激励学生，促使他们在下次写作时更加认真和仔细，尽量把内容写得更加完整，不出语法错误，以获得老师更多的表扬。例如：
A.Jenny, You've used so many words and phrases we have just learned. Well done!
B. Pleased to know you have found more interest in your English study. And your composition is much nicer this time. Keep on trying.
5、表扬性评语
有时，遇到学生文章一些精彩的语句，则采用旁批或眉批的方式以不失时机地给予称赞和肯定。例如：
S: Notwithstanding these terrible facts, I still like chocolates. T: You can use the word "notwithstanding." That's a great!
S: During the summer holiday, I got up at six every morning to play basketball.
T: Great, I with I could have got up as early as you.
6、批评性评语
有时，对于缺乏良好学习习惯或学习态度不端正的学生也需要批评。但是选择不同的语气会产生不同的效果。含蓄委婉的话语会使学生容易接受，不至于产生逆反心理。评价作文时，最好先肯定文章的优点，然后再具体指出其不足。例如：
A. I'm glad to know you have had such a wonderful holiday. By the way, what do you think of your handwriting? I'll egible, isn't it? Your work would be nicer if you could improve your handwriting.
B: Tony, you are an intelligent boy, but don't work hard enough. I don't think you will let your parents down, will you?
（节选自发表于《英语周报》的论文《改进作文批改方法，提高写作教学效率》）
第二篇：给学生的英语作文写评语
如何写好学生的英语作文的评语
现在，学生英语写作水平的高低是对学生英语综合运用能力的评价指标之一，这已经受到了英语老师的普通重视，在作文教学中教师们可谓“八仙过海，各显其能”，但在对学生作文进行评价时，多数教师只是给学生一个分数或等级，很少能像中文教师那样，在学生的作文后写上自己对学生作文比较具体和明确的看法或意见的。其实，教师的评语是对学生英语书面表达能力和自主学习情况的评价和指导。我在作文评改中借鉴中文教师的做法，用英语写评语，让学生在真实的英语交际环境中，书面语能力也能得到提高。实际上，教师为学生的英语作文写评语，不仅有利于提高学生的英语书面交际能力，而且有利于促进师生的知识，思想和情感交流，还有利于提高学生自主学习的积极性，下面，笔者就如何写英语评语谈一点看法和体会。
１、适时恰当地评价
老师应及时地批改作文，及时了解学生的学习进步状况和学习效果，以便掌握情况，进行指导。有些学生在作文中写到了一些自己遇到的特殊的问题和想法，他们盼望老师的评价和指导，所以教师应急学生之所急，及时地给予恰当的评价。教师在写评语时使用的词汇和语法知识不能过高或过低于学生的现有水平，最好能及时地应用学生新近学到的词汇和语法，这样有助于学生对新知识加深理解和强化记忆，也可让学生看到知识如何在实践中运用。当然评语中偶尔也可以有几个生词，有时候学生通过上下文就能理解，有时学生查字典来解决，这样做也利于学生的猜词能力的提高和扩大词汇量，有时适当地用英语习语或谚语写评语，使学生更多地感悟英语的简洁和优美。
(1)Do in Rome as the Romans do
(2)Actions speak louder than words
(3)Go helps those who help themselves
(4)It is the first step that costs
(5)Always put yourself in others’ shoes
２、多加鼓励，增加学生英语学习自信心
“自信是成功的第一秘诀”，爱迪生曾说过“相信自己能的人就会赢”，无论对什么样的学生，老师都要让他树立一个信念“我能行”！因此，当老师在学生的作文中看到运用得好的词汇句型，表达了不同的观点，或文章充满了想象力和幽默感等一切“闪光点”时，应不失时机地给予表扬或鼓励的评语，这样每个学生都会有成就感，而成就动机能够很好地激发人的学习动机。
Well, your handwriting is very good.
Great! I appreciate what you’ve done for your class.
You’re a good student with sense of responsibility.
I marvel at the maturity of such a young child as you.
You’ve made fabulous progress, and I’m sure you’ll succeed.
３、以情动人
作文不仅仅是师生间教学信息的互相反馈，而且是联系和沟通师生情感的桥梁。从作文中，细心的教师能觉察到学生的思想和情感的变化，同样，从教师的评语中学生能领悟到教师对学生是否真诚、有信心和有责任心，教师对学生的努力一定要有切合实际的鼓励；对他们取得的成绩、进步，要在评语中表现出发自内心的赞赏和喜悦；对学生作文中的错误和思想情绪的变化一定要诚心诚意地以恰当的方式指出；对一些成绩落后的学生要有同情心和责任心。赞扬要恰如其分，批评要适当委婉，重在鼓励，教师应以平等
的态度与学生开展评论性的讨论，营造一种平等、自由的学术气氛，让学生与教师能在作文和评语中自由的交流思想，让学生拥有创造性地运用所学知识的机会和自由。 As fire tries gold, so does adversity try courage. Nobody knows what he can do till he has tried. You’ve made a good start.
A good beginning is half the way of success.
Time waits for no man. Nothing is more precious than time, do you agree with me? Not only energy, but also persistence is necessary to success, do you think so?
No pains, no gains.
有道是“精成所至，金石为开”，教师的热情和真诚必然会在一定程度上引起学生的思想转折和学习成绩的飞跃，现在学生们很乐意把自己的思想动态和情感变化写在作文中，并急切盼望看到我给他们的评语，并对我的评语做出回应。曾有位学生回复说我就像他的妈妈一样关心他，我们都非常珍视这种师生间真诚的交流。
４、因材施教，授人以渔
在写评语时，除了帮助学生提高文化知识外，还要承认学生个体之间学习能力，掌握知识程度的差别，应因材施教，授人以渔。对于一些成绩落后的学生要保护他们的自尊心，帮助他们树立自信心，让他们也能得到继续发展。在批改他们的作文时，温和地指出错误的同时，指出他们的优点，以资鼓励。
I’m glad to know that you want to learn English well, I’d be glad to help you.
Nothing is difficult for us to learn if you want to learn.
It’s not helps but obstacles that make a man.
Where there’s a will, there is a will.
If the facts had been in a good order, the article would have been cleaner.
Your essay shows you have real ability in English, and you are developing, increasingly depth of thought and clarity of expression in your written work. But there are some grammar mistakes in it.
当然，在写英语作文评语的过程中，教师不仅需要不断提高自己的英语书面表达能力，更重要的是要深入研究学生的心理特点、思想情绪、个人爱好、学习习惯，以及英语程度等等，以便言之有物，以理服人，因材施教。总之，给学生写评语既是一件艰苦的事，又是一门学问，写得好会给学生培养和提高书面交际能力带来很大的帮助，其作用不可低估。