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句子是文章的基础，英语单句练习是英语写作练习的一项基本功。如何指导学生正确使用语法规则去遣词造句，写出合乎语法要求、用词恰当的句子是英语教学中十分重要的问题。
本文从英语规范、良好表达角度，结合句子的准确性、统一性、平行性和多样性四种属性要求，结合写作实例，进行了简要的分析。
一、用词的准确性
有道是“万丈高楼从底起”，写作亦然。如果一篇文章连最基本的句子都失范了，那还有什么段落、篇章和写作技巧可言呢？即使是勉强拼凑成文，也必然是逻辑混乱、语义缺失，或令人不知所云，或令人顿生歧见，甚而可能会铸成大错。
现列举以下例子进行分析：
例1：How you behave at dinner will expose the kind of person you are.
例2：During the dinner， don't forget to speak some interesting things in a friendly way with others.
上例引自学生习作，画线单词所表现出的用词失范现象非常典型。显然，例1中expose一词运用不当。该词意为“暴露，显露”（如Do not expose it to the sun.）或“揭示，揭露”（如He exposed the plan to the police.）。由于学生只知中文意思而不顾英语惯用法，所以该词的使用显然不妥，应用reveal或show替换。在例2中，speak一词表示“说某种语言”，后面常跟表示语言的词。此外，它还作不及物动词使用。例2中使用speak不妥当，应改为say。另外，some和things合并为something interesting置于其后则更为准确，更为符合英语习惯。
由此可见，在平时的英语教学中，教师应特别注意基本词汇——同义词、近义词在使用性质、范围、方法及搭配方式、习惯用法等方面的使用方法。在教学中应多举例子，反复比较，严格训练，让学生能够区分词汇的用法。让学生通过读写积累词汇，避免出现用中文词汇套用英文词义的错误做法，平时多做改错练习，从而保证学生写出正确的英语句子和符合英语表达方式的文章。
二、句子的统一性
句子的统一性（Unity）也是写作教学中的一个关键组成部分。所谓“统一”，即是指每一句话只能有一个中心思想或语义核心，这样有助于清楚地表达思想。在教学时，教师应注意以下两点：
第一，必须讲清每句话只有一个中心思想的原则，而相关的次要语义成分则应改为从属句或分句短语等适当形式，把不相关的语义成分分开，各自成句。
例1：I was walking in the park yesterday morning，and saw a snake.
此句结构松散，中心思想不明确，前后两部分含义独立，相互之间关系不密切，缺乏统一性。可将句子改为：Yesterday morning，while l was walking in the park，I saw a snake.如此修改，词句重点突出明确，主次分明，使读者一目了然。
例2：Bom in a small village in 1966，he grew up to be a postgraduate.
此句过去分词短语和主句的含义不相关，分别属于不同的两个概念，缺乏统一性。应改为：He was bom in a small village in 1966.He finally became a postgraduate.
第二，避免用and，but以及so等连词把不关联的语义成分连接成一个句子，过多的细节会喧宾夺主，影响句子的中心思想。
例如：The vessel made for the shore，and the passengers soon crowded into the boats，and the beach was reached in safety，where the inhabitants of the island received them with the utmost kindness.
此句中的and把几个各有不同主语的分句勉强地连接在一起，造成句子概念模糊，意思混乱。通过分析，此句真正的主语显然是the passenger，因此，按照此线索可以将此句改为：
The vessel having made for the shore， the passengers soon crowded into the boats，and safely reached the beach，where they were received with the utmost kindness by the inhabitants of the island.
综上所述，句子不论长短，其各个组成部分都是为一个中心思想服务，句子中任何一个从句、短语或一个词，都应在合适的位置上。要想思想表达清晰和主次分明，就应遵循句子的统一性，只有这样才能写出完美统一的句子。
三、句子的平行性
句子的平行性（Parallelism）指当一个句子的语言材料在形式与作用方面相同，而且重复使用时，采用相同的词类或结构使其对称。平行结构可使句子自然平稳、句子清楚、语义贯通和音调和谐。反之，就会破坏结构对称，使句子生硬别扭。在教学中，通过对比方式让学生领会句子平行性的意义及特点。
例1：When l was young，I liked to swim，playing tennis and riding.
此句的三个动词宾语的形式不一致：to swim，playing，riding。其中，to swim和其他并列产生结构失衡。鉴此，此句结构应当做如下调整：When I was young，I liked swimming，playing tennis and riding. 例2：She is charming，intelligent，and a very capable young woman.
此句结构不平行的原因在于and并列的a very capable young woman与前面的charming和intelligent不协调，结果破坏了句子的平行性。很简单，此句应当用三个形容词形成平行结构，改为：She is charming， intelligent， and capable.
例3：A man is judged not only by what he says but also by his actions.
此句中not only…but also所连接的成分不一致，what he says和by his actions不能形成平行结构，因此应适当调整，改为：A man is judged not only by his words but also k by his actions.或者改为：A man is judged not only by what he says but also by how he acts.
四、句子的多样性
句子的多样性（Variety）指根据句义使句式富有变化，生动活泼、重点突出及饶有趣味。写作时，如果只用一种句式，文章会因句式简单而显得单调乏味，例如：They were waiting for the meeting to begin. They talked with each other.They talked about the women’s volleyball team.The team had won victories in Tokyo.
显然，此段落平淡枯燥，句间无内在联系，因而也就缺乏正常的表现力和感染力。如果遵循句子多样性原则，将各句之间适当地连接起来，那么此语段的表现力就会得到改善，例如：While waiting for the meeting to begin，They talked about the victories won by the woman’s volley ball team in Tokyo.
在教学上需要注意的是，句式变化决不是简单地将单句连接成长句，而是要分析句间关系，选用最佳方法，使文章句式灵活多样、生动活泼。
为了使学生灵活多样地运用句式，教师应多给学生布置一些一句多译练习。例如：“因为身体很差，他被迫放弃工作。”学生可根据学过的从句，将此句译成分词短语、独立结构、with的复合结构、虚拟语气、强调句等句式：
1.He had to give up working because he was in poor health。
2.He was in poor health，so he had to give up working.
3.He had to give up working because of poor health.
4.Being in poor health，he had to give up working.
5.His health being poor，he had to give up working.
6.He had to give up working，with his health being poor.
7.His poor health forced him to give up working.
8.1f he had not been in poor health，he would，not have had to give up working.
9.1t was because of poor health that he had to give up working.
一句多译，开拓了学生思路，既训练了学生综合运用知识的能力，又为其灵活表达思想积累了更丰富的词汇和语言材料。
综上所述，英语写作是英语教学中的一个涉及面很广的教学部分，而句子写作则是其重要组成部分。在教学实践中，教师应时常引导学生进行写作基本功训练，引导学生多读、多写、多观察、多思考、多练习。
本文从英语规范、良好表达角度，结合句子的准确性、统一性、平行性和多样性四种属性要求，结合写作实例，进行了简要的分析。
一、用词的准确性
有道是“万丈高楼从底起”，写作亦然。如果一篇文章连最基本的句子都失范了，那还有什么段落、篇章和写作技巧可言呢？即使是勉强拼凑成文，也必然是逻辑混乱、语义缺失，或令人不知所云，或令人顿生歧见，甚而可能会铸成大错。
现列举以下例子进行分析：
例1：How you behave at dinner will expose the kind of person you are.
例2：During the dinner， don't forget to speak some interesting things in a friendly way with others.
上例引自学生习作，画线单词所表现出的用词失范现象非常典型。显然，例1中expose一词运用不当。该词意为“暴露，显露”（如Do not expose it to the sun.）或“揭示，揭露”（如He exposed the plan to the police.）。由于学生只知中文意思而不顾英语惯用法，所以该词的使用显然不妥，应用reveal或show替换。在例2中，speak一词表示“说某种语言”，后面常跟表示语言的词。此外，它还作不及物动词使用。例2中使用speak不妥当，应改为say。另外，some和things合并为something interesting置于其后则更为准确，更为符合英语习惯。
由此可见，在平时的英语教学中，教师应特别注意基本词汇——同义词、近义词在使用性质、范围、方法及搭配方式、习惯用法等方面的使用方法。在教学中应多举例子，反复比较，严格训练，让学生能够区分词汇的用法。让学生通过读写积累词汇，避免出现用中文词汇套用英文词义的错误做法，平时多做改错练习，从而保证学生写出正确的英语句子和符合英语表达方式的文章。
二、句子的统一性
句子的统一性（Unity）也是写作教学中的一个关键组成部分。所谓“统一”，即是指每一句话只能有一个中心思想或语义核心，这样有助于清楚地表达思想。在教学时，教师应注意以下两点：
第一，必须讲清每句话只有一个中心思想的原则，而相关的次要语义成分则应改为从属句或分句短语等适当形式，把不相关的语义成分分开，各自成句。
例1：I was walking in the park yesterday morning，and saw a snake.
此句结构松散，中心思想不明确，前后两部分含义独立，相互之间关系不密切，缺乏统一性。可将句子改为：Yesterday morning，while l was walking in the park，I saw a snake.如此修改，词句重点突出明确，主次分明，使读者一目了然。
例2：Bom in a small village in 1966，he grew up to be a postgraduate.
此句过去分词短语和主句的含义不相关，分别属于不同的两个概念，缺乏统一性。应改为：He was bom in a small village in 1966.He finally became a postgraduate.
第二，避免用and，but以及so等连词把不关联的语义成分连接成一个句子，过多的细节会喧宾夺主，影响句子的中心思想。
例如：The vessel made for the shore，and the passengers soon crowded into the boats，and the beach was reached in safety，where the inhabitants of the island received them with the utmost kindness.
此句中的and把几个各有不同主语的分句勉强地连接在一起，造成句子概念模糊，意思混乱。通过分析，此句真正的主语显然是the passenger，因此，按照此线索可以将此句改为：
The vessel having made for the shore， the passengers soon crowded into the boats，and safely reached the beach，where they were received with the utmost kindness by the inhabitants of the island.
综上所述，句子不论长短，其各个组成部分都是为一个中心思想服务，句子中任何一个从句、短语或一个词，都应在合适的位置上。要想思想表达清晰和主次分明，就应遵循句子的统一性，只有这样才能写出完美统一的句子。
三、句子的平行性
句子的平行性（Parallelism）指当一个句子的语言材料在形式与作用方面相同，而且重复使用时，采用相同的词类或结构使其对称。平行结构可使句子自然平稳、句子清楚、语义贯通和音调和谐。反之，就会破坏结构对称，使句子生硬别扭。在教学中，通过对比方式让学生领会句子平行性的意义及特点。
例1：When l was young，I liked to swim，playing tennis and riding.
此句的三个动词宾语的形式不一致：to swim，playing，riding。其中，to swim和其他并列产生结构失衡。鉴此，此句结构应当做如下调整：When I was young，I liked swimming，playing tennis and riding. 例2：She is charming，intelligent，and a very capable young woman.
此句结构不平行的原因在于and并列的a very capable young woman与前面的charming和intelligent不协调，结果破坏了句子的平行性。很简单，此句应当用三个形容词形成平行结构，改为：She is charming， intelligent， and capable.
例3：A man is judged not only by what he says but also by his actions.
此句中not only…but also所连接的成分不一致，what he says和by his actions不能形成平行结构，因此应适当调整，改为：A man is judged not only by his words but also k by his actions.或者改为：A man is judged not only by what he says but also by how he acts.
四、句子的多样性
句子的多样性（Variety）指根据句义使句式富有变化，生动活泼、重点突出及饶有趣味。写作时，如果只用一种句式，文章会因句式简单而显得单调乏味，例如：They were waiting for the meeting to begin. They talked with each other.They talked about the women’s volleyball team.The team had won victories in Tokyo.
显然，此段落平淡枯燥，句间无内在联系，因而也就缺乏正常的表现力和感染力。如果遵循句子多样性原则，将各句之间适当地连接起来，那么此语段的表现力就会得到改善，例如：While waiting for the meeting to begin，They talked about the victories won by the woman’s volley ball team in Tokyo.
在教学上需要注意的是，句式变化决不是简单地将单句连接成长句，而是要分析句间关系，选用最佳方法，使文章句式灵活多样、生动活泼。
为了使学生灵活多样地运用句式，教师应多给学生布置一些一句多译练习。例如：“因为身体很差，他被迫放弃工作。”学生可根据学过的从句，将此句译成分词短语、独立结构、with的复合结构、虚拟语气、强调句等句式：
1.He had to give up working because he was in poor health。
2.He was in poor health，so he had to give up working.
3.He had to give up working because of poor health.
4.Being in poor health，he had to give up working.
5.His health being poor，he had to give up working.
6.He had to give up working，with his health being poor.
7.His poor health forced him to give up working.
8.1f he had not been in poor health，he would，not have had to give up working.
9.1t was because of poor health that he had to give up working.
一句多译，开拓了学生思路，既训练了学生综合运用知识的能力，又为其灵活表达思想积累了更丰富的词汇和语言材料。
综上所述，英语写作是英语教学中的一个涉及面很广的教学部分，而句子写作则是其重要组成部分。在教学实践中，教师应时常引导学生进行写作基本功训练，引导学生多读、多写、多观察、多思考、多练习。