成人高(gao)(gao)考(kao)分三個層次：高(gao)(gao)起(qi)(qi)專(zhuan)(zhuan)、高(gao)(gao)起(qi)(qi)本(ben)、專(zhuan)(zhuan)升(sheng)(sheng)本(ben)。很多(duo)院(yuan)校(xiao)招(zhao)生(sheng)工作人員所說的(de)高(gao)(gao)起(qi)(qi)專(zhuan)(zhuan)，全(quan)稱是高(gao)(gao)中(zhong)起(qi)(qi)點升(sheng)(sheng)專(zhuan)(zhuan)科(ke)，即(ji)指(zhi)考(kao)生(sheng)入學(xue)(xue)(xue)前的(de)學(xue)(xue)(xue)業水(shui)平(ping)是高(gao)(gao)中(zhong)層次，通過(guo)學(xue)(xue)(xue)習要(yao)達(da)到專(zhuan)(zhuan)科(ke)層次的(de)水(shui)平(ping)，并獲得專(zhuan)(zhuan)科(ke)學(xue)(xue)(xue)歷。需要(yao)注意的(de)是，所謂的(de)高(gao)(gao)中(zhong)起(qi)(qi)點，指(zhi)的(de)僅僅是考(kao)生(sheng)報考(kao)前所具有的(de)文(wen)化知識水(shui)平(ping)，不代(dai)表考(kao)生(sheng)要(yao)持有高(gao)(gao)中(zhong)畢業證書才能報考(kao)該層次。

成人高考高起專和高起本考試科目

高(gao)起本各專(zhuan)業考(kao)試科目：

文(wen)(wen)史類(lei)、外(wai)語類(lei)、藝(yi)術類(lei)：語文(wen)(wen)、數學（文(wen)(wen)）、外(wai)語、史地。

理(li)工類、體育類：語(yu)文、數(shu)學（理(li)）、外語(yu)、理(li)化。

高起專(zhuan)各專(zhuan)業考試(shi)科目：

文(wen)(wen)史(shi)類(lei)、外(wai)語類(lei)、藝術類(lei)、公安類(lei)：語文(wen)(wen)、數學(xue)（文(wen)(wen)）、外(wai)語。

理(li)工類(lei)、體育(yu)類(lei)、西醫(yi)類(lei)、中醫(yi)類(lei)：語(yu)(yu)文、數學(xue)（理(li)）、外語(yu)(yu)。

成考英語寫作突破

癥狀一：文體格式混亂

【表現】讀了作文(wen)要(yao)求之后，提筆就寫(xie)(xie)——明(ming)明(ming)要(yao)求寫(xie)(xie)一封表達(da)建議的書信(xin)(xin)，結(jie)果寫(xie)(xie)成(cheng)了議論文(wen);或者明(ming)明(ming)要(yao)求寫(xie)(xie)說(shuo)明(ming)文(wen)，偏偏寫(xie)(xie)成(cheng)了記敘文(wen);或者總(zong)算文(wen)體沒有弄錯，結(jie)果寫(xie)(xie)通(tong)知誤(wu)用日記的格式，寫(xie)(xie)書信(xin)(xin)又誤(wu)用通(tong)知的格式。

【癥結】平時缺乏作(zuo)文文體(ti)方(fang)面的針對(dui)性訓練，對(dui)英語作(zuo)文的幾種常用文體(ti)及(ji)其相應的寫(xie)作(zuo)格(ge)式不熟悉(xi)，拿到寫(xie)作(zuo)材料習慣性地(di)對(dui)寫(xie)作(zuo)要求一掃而(er)過，提(ti)筆就(jiu)寫(xie)自己最熟悉(xi)的格(ge)式。

【突破之道】明確文體和對應格式

常用文(wen)體(ti)有記敘文(wen)、說明文(wen)、議論文(wen)還(huan)有應(ying)(ying)用文(wen)等(deng)。近幾(ji)年的(de)高考(Q吧)書面表達多(duo)以(yi)應(ying)(ying)用文(wen)為主，提(ti)供的(de)形式多(duo)以(yi)圖(tu)畫、提(ti)綱、表格(ge)出現，書寫(xie)的(de)格(ge)式大都是書信、通(tong)知(zhi)。所(suo)以(yi)，同學們應(ying)(ying)該掌握書信的(de)稱呼、開頭、正文(wen)、結尾、簽(qian)名等(deng)方面，另外，口(kou)頭通(tong)知(zhi)和(he)書面通(tong)知(zhi)的(de)不同要(yao)清楚。總之，同學們應(ying)(ying)根據寫(xie)作提(ti)示分析材(cai)料(liao)，明確寫(xie)作文(wen)體(ti)和(he)其(qi)相應(ying)(ying)的(de)格(ge)式。

癥狀二：時態人稱混亂

【表(biao)現】作文時(shi)(shi)，時(shi)(shi)態(tai)(tai)和人(ren)稱(cheng)(cheng)(cheng)(cheng)運用混亂——時(shi)(shi)態(tai)(tai)方(fang)面，要么整篇文章(zhang)都是(shi)一(yi)種時(shi)(shi)態(tai)(tai)(以(yi)一(yi)般現在(zai)時(shi)(shi)、一(yi)般過去時(shi)(shi)居(ju)多)，要么就(jiu)(jiu)(jiu)是(shi)一(yi)段甚(shen)至一(yi)句話中(zhong)出現三種以(yi)上的(de)時(shi)(shi)態(tai)(tai);人(ren)稱(cheng)(cheng)(cheng)(cheng)方(fang)面，要么文章(zhang)開(kai)頭是(shi)第一(yi)人(ren)稱(cheng)(cheng)(cheng)(cheng)，寫(xie)到(dao)文中(zhong)甚(shen)至文末就(jiu)(jiu)(jiu)成(cheng)了第二、第三人(ren)稱(cheng)(cheng)(cheng)(cheng)，要么前面是(shi)單數人(ren)稱(cheng)(cheng)(cheng)(cheng)，寫(xie)著寫(xie)著就(jiu)(jiu)(jiu)變成(cheng)復數人(ren)稱(cheng)(cheng)(cheng)(cheng)。

【癥結】英語基(ji)礎知識不(bu)牢(lao)固，對英語中時態和人稱所代(dai)表的含(han)義及其運用掌(zhang)握不(bu)足，因此無法根據文體來選擇正確的時態和人稱而(er)濫用或者混(hun)用。

成考英語作文范文

Generation gap between parents and children

Nowadays , there are more and more misunderstanding between parents andchildren which is so- called generation gap . It is estimated that (75 percentagesof parents often complain their children's unreasonable behavior while childrenusually think their parents too old fashioned).

Why have there been so much misunderstanding between parents and children?

Maybe the reasons can be listed as follows . The first one is that ( the two generations,having grown up at different times, have different likes and dislikes ,thus the disagreement often rises between them) . Besides(due to having little in common to talk about , they are not willing to sit face to face ) . The third reason is (with the

pace of modern life becoming faster and faster , both of them are so busy with theirwork or study that they don't spare enough time to exchange ideas ).To sum up ,the main cause of XX is due to ( lake of communication and understanding each other) .

It is high time that something were done upon it. For one thing (children shouldrespect their parents ).On the other hand ,( parents also should show solicitue fortheir children). All these measures will certainly bridge the generation gap .