2021年12月·第1套英语六级写作 · 题目、范文与解析
本页是 2021年12月英语六级真题第1套 写作 的写作真题页（四六级短文写作）—— 与试卷排版同一卷面：完整写作要求（Directions，词数要求 150–200 词）连续排印 ，卷面下方直接给出参考范文（187 词）与整篇中译、逐段拆解，另附审题立意、谋篇句架与评分自检 。
写作题和范文
本页写作题面、参考范文与逐段解析由懒笔记基于2021年12月·第1套 英语六级写作原卷整理。与试卷排版同一卷面：完整写作要求（Directions，含主题、文体、词数与署名约束）连续排印。写作是生产性任务、无 ABCD 标准答案——题面即整道题；卷面下方直接给出满足全部硬约束的参考范文、整篇中译与逐段拆解。
Young people spend a lot of time on the Internet. However, they are sometimes unable to recognize false information on the Internet, judge the reliability of online information sources, or tell real news stories from fake ones.
【参考范文 · 187 词】写作无唯一标准答案，以下为达标示范
It has become a common phenomenon that young people spend a great deal of time online, yet many of them struggle to tell trustworthy information from falsehood. As the passage notes, they are often unable to recognize false information, judge the reliability of online sources, or distinguish real news from fake stories. This deficiency in digital judgment, though easily overlooked, deserves our serious attention.
The consequences are far from trivial. Misled by fabricated news, young people may form distorted views of the world, make ill-informed decisions, and even spread rumours unknowingly. Since their critical-thinking skills are still developing, they are especially vulnerable to eye-catching yet groundless claims that circulate rapidly across social media.
To address this issue, concerted efforts are needed. First and foremost, schools should offer media-literacy courses that teach students how to verify facts and trace information back to its source. Meanwhile, online platforms ought to strengthen fact-checking and clearly label questionable content. Finally, young people themselves should cultivate the habit of cross-checking a story against several reliable sources before believing or sharing it. Only in this way can they navigate the digital world wisely.
【参考译文】
如今出现了一个普遍现象：年轻人花大量时间上网，却有许多人难以把可信的信息与虚假信息区分开来。正如材料所指出的，他们常常无法识别虚假信息、判断网络信息来源的可靠性，也分不清真假新闻。这种数字辨别力的缺失虽易被忽视，却值得我们严肃对待。
其后果绝非微不足道。被伪造的新闻误导，年轻人可能形成扭曲的世界观、做出草率的决定，甚至在不知情中传播谣言。由于他们的批判性思维尚在发育，对那些耸人听闻却毫无依据、在社交媒体上迅速扩散的说法格外缺乏抵抗力。
要应对这一问题，需要多方合力。首先，学校应开设媒介素养课程，教学生如何核查事实、追溯信息来源。与此同时，网络平台应加强事实核查，并对可疑内容作出明确标注。最后，年轻人自己应养成一个习惯：在相信或转发之前，用若干个可靠来源交叉核对同一条消息。唯有如此，他们才能明智地在数字世界中航行。
【第 1 段】现象＋复述＋评论。本段落实了『先复述现象再点危害』：It has become a common phenomenon that… 是现象引入句；As the passage notes… 把材料里的辨假困境改写复述进来（把原文 tell real news stories from fake ones 改写成 distinguish real news from fake stories，避免逐字照抄）；末句 This deficiency… deserves our serious attention 亮出态度，完成 comment 这半个任务。
【第 2 段】后果＋成因。本段落实『追问影响做因果分析』：The consequences are far from trivial 是后果总起句；Misled by fabricated news, young people may… 用一串动词铺开多重危害；Since their critical-thinking skills are still developing… 用 Since 引出成因，说明为何年轻人格外脆弱，为下段对策提供理由。
【第 3 段】三主体分点对策。本段落实『对策落到主体加做法』：To address this issue, concerted efforts are needed 引出对策；First and foremost / Meanwhile / Finally 三个信号词分点，每点都是『主体＋具体做法』——schools offer media-literacy courses、platforms strengthen fact-checking and label content、young people cross-check sources；末句 Only in this way can they navigate the digital world wisely 用倒装升华收尾。
这道题到底要写什么、立意是什么
动笔前先钉死本题的核心写作任务与读者语域 ，再定中心立意与要展开的要点 —— 这些是本题特有的内容判断，不是通用套路。
评现象＋提对策
题目要求一篇作文里同时完成两件事：comment on the phenomenon described in the passage and suggest measures to address the issue。现象是给定 passage 说的——Young people spend a lot of time on the Internet，却常常unable to recognize false information on the Internet, judge the reliability of online information sources, or tell real news stories from fake ones。所以本题必须钉死：先评论『年轻人辨不清网络虚假信息』这一现象（它为何值得担忧），再给出解决它的具体办法，两者缺一不可。
面向阅卷人的正式议论文
本题要求write an essay，是一篇没有具体收信人的议论文，不需要称呼语和落款。读者就是阅卷老师，语域用正式书面语即可：不用缩写（用 do not 而非 don't）、不用口语感叹、多用第三人称和被动式（measures should be taken），全篇保持客观评论的口吻。
辨假能力缺失须多方共治
本篇中心立场：年轻人虽长时间上网却缺乏辨别网络虚假信息的能力，这是一个不容忽视、须由学校、平台与个人共同应对的问题。这一句同时呼应了 Directions 要求的『评现象』（点明它是问题）与『提对策』（暗示多方共治的方向），把两个任务拧成一根主线。
- 现象＋点明危害 第一个要点：复述现象并给出评论——年轻人耗在网上，却unable to recognize false information on the Internet，这种数字辨别力的缺失普遍且危险，值得严肃对待。这一点负责把 passage 现象说清楚并亮出『它是问题』的态度。
- 影响与成因分析 第二个要点：分析这一现象的后果与根源——被假新闻误导会让年轻人形成扭曲的世界观、做出错误判断、甚至无意间传播谣言；而年轻人批判性思维尚未成熟，故对耸动却无据的信息格外没有抵抗力。这一点为『需要对策』提供理由。
- 分主体给对策 第三个要点：给出 2-3 条可落地的对策，且每条都有明确主体和具体做法——学校开设媒介素养课教学生核查事实、平台加强事实核查并标注可疑内容、个人养成多源交叉验证的习惯。这一点直接兑现 Directions 的 suggest measures to address the issue。
怎么分段、每段写什么、能套哪些句架
按写作家族给出现成的段落框架（每段承担什么功能），并为每段配可直接套用的 功能句架（留出填本题内容的空位）。段序与上方参考范文一一对应。
- 第 1 段 复述现象并评论 开篇用一两句概述现象、复述 passage 的 Young people spend a lot of time on the Internet 与其辨假困境，并点明这是一个值得严肃对待的问题。
- 第 2 段 分析危害与成因 承接第一段，展开『为什么这是个问题』：被假信息误导的后果，以及年轻人为何格外脆弱，为下段对策铺垫必要性。
- 第 3 段 分点对策加收尾 集中兑现 suggest measures to address the issue：按学校、平台、个人三个主体分点给出具体做法，末句升华收束。
落到的具体内容：年轻人花大量时间上网，却常常unable to recognize false information on the Internet, judge the reliability of online information sources, or tell real news stories from fake ones，这种数字辨别力的缺失虽易被忽视，却值得我们严肃对待。
- 现象引入句 It has become a common phenomenon that + 主语 + 现象, yet + 转折出问题. （填入本题：年轻人上网多却难辨真假）
- 复述材料过渡 As the passage notes / points out, + 用自己的话复述材料要点. （避免逐字照抄，替换个别词）
- 亮出态度 This + 名词化的问题 + deserves our serious attention. （把现象概括成一个名词短语再评价）
落到的具体内容：被伪造新闻误导，年轻人可能形成扭曲的世界观、做出错误决定、甚至无意间传播谣言；由于其批判性思维尚在发育，他们对耸动却无据的说法格外缺乏抵抗力。
- 后果总起句 The consequences are far from trivial. / The harm is by no means negligible. （先给一句强调后果严重的主题句）
- 举后果的并列结构 Misled by + 原因, 主语 may + 动词1, 动词2, and even + 动词3. （用一串动词把多重危害铺开）
- 因果解释句 Since + 成因, they are especially vulnerable to + 危害对象. （用 Since 引出年轻人易受影响的根源）
落到的具体内容：学校开设媒介素养课程，教学生核查事实、追溯信息来源；网络平台加强事实核查并明确标注可疑内容；年轻人自身养成在相信或转发前用多个可靠来源交叉核对的习惯。三条正是对 suggest measures to address the issue 的具体回应。
- 引出对策总起 To address this issue, concerted efforts are needed. / measures should be taken to + 动词. （先给一句统领对策的过渡）
- 分点信号词 First and foremost, + 主体1 + 做法; Meanwhile, + 主体2 + 做法; Finally, + 主体3 + 做法. （用三个信号词把对策分层）
- 收束升华句 Only in this way can + 主语 + 动词原形 + 理想结果. （倒装收尾，把三条对策拧成一个目标）
本题在四个评分维度怎样算达标、容易在哪丢分
按阅卷四维（内容切题 / 结构连贯 / 语言准确 / 字数格式）给出本题达标要点，并把最容易踩的低分写法摆出来 + 给改法 —— 这是写作版的「狠拆诱人错项」。
- 内容切题 双任务都要落地 本题必须同时comment on the phenomenon described in the passage and suggest measures to address the issue，且现象须紧扣 Young people spend a lot of time on the Internet 的辨假困境；最易失分是只评现象不给对策，或跑去泛谈上网利弊。
- 结构连贯 三段边界清晰 本题按『现象评论—危害分析—对策』三段推进，段首过渡句和第三段的 First and foremost / Meanwhile / Finally 让评论与对策两大任务边界分明，阅卷人一眼能看出两件事都做了。
- 语言准确 同义改写显功力 本题范文把原文 tell real news stories from fake ones 改写为 distinguish real news from fake stories，这类同义改写正是六级作文语言分的加分点；反之逐字抄材料、reliability 拼错、news 当复数用，都会拉低语言分。
- 字数格式 卡进硬性区间 Directions 明确write at least 150 words but no more than 200 words，是硬性上下限，两头都不能碰线；写太短缺论证、太长拖沓都要扣分，三段各写透即可自然落在区间内。
- 只诉现象不给药方 反面示例：通篇写 Young people are addicted to the Internet and believe everything they see. This is really terrible and dangerous… 从头到尾只渲染现象可怕，一条对策都没有。修正：删掉一半渲染，补上一段具体对策，如 To tackle this, schools should offer media-literacy courses and platforms should label questionable content.
- 跑去谈上网利弊 反面示例：The Internet has both advantages and disadvantages. It brings convenience but wastes our time and harms our health… 这是万能网络利弊模板，完全偏离辨假主题。修正：紧扣主题写 Many young people cannot tell whether online information is true or reliable, which may mislead their judgement.
- 空喊口号无落点 反面示例：We should improve ourselves and pay more attention to this problem. The society should also do something. 主体模糊、动作空洞，阅卷人看不到任何可落地的办法。修正：Schools should teach students to verify facts, and platforms should clearly label questionable content.
- 同义反复凑字数 反面示例：This problem is very serious. It is really a serious problem. We must take it seriously because it is serious. 三句说同一件事，纯注水。修正：把重复删掉，替换成一个后果 Misled by fake news, young people may make ill-informed decisions.
常见问题
围绕本题的写作题目与要求、作文类型、立意要点、参考范文、谋篇分段与评分丢分，逐条给出可核对的答案。
- 2021年12月英语六级真题第1套 写作的写作题目是什么？要求写多少字？
- 2021年12月英语六级真题第1套 写作（Part I）的写作要求为：For this part, you are allowed 30 minutes to write an essay related to the short passage given below. In your essay, you are to comment on the phenomenon described in the passage and suggest measures to address the issue. You should write at least 150 words but no more than 200 words. Young people spend a lot of time on the Internet. However, they are sometimes unable to recognize false information on the Internet, judge the reliability of online information sources, or tell real news stories from fake ones. 本题要求150–200 词。
- 2021年12月英语六级真题第1套 写作属于哪种类型的作文、有什么格式要求？
- 2021年12月英语六级真题第1套 写作 是四六级短文写作（议论 / 应用文 / 报告等短文）。写作要求150–200 词。
- 2021年12月英语六级真题第1套 写作（评现象＋提对策）应该怎么立意、写哪几个要点？
- 2021年12月英语六级真题第1套 写作的中心立意是本篇中心立场：年轻人虽长时间上网却缺乏辨别网络虚假信息的能力，这是一个不容忽视、须由学校、平台与个人共同应对的问题。这一句同时呼应了 Directions 要求的『评现象』（点明它是问题）与『提对策』（暗示多方共治的方向），把两个任务拧成一根主线。可展开的要点：第一个要点：复述现象并给出评论——年轻人耗在网上，却unable to recognize false information on the Internet，这种数字辨别力的缺失普遍且危险，值得严肃对待。这一点负责把 passage 现象说清楚并亮出『它是问题』的态度；第二个要点：分析这一现象的后果与根源——被假新闻误导会让年轻人形成扭曲的世界观、做出错误判断、甚至无意间传播谣言；而年轻人批判性思维尚未成熟，故对耸动却无据的信息格外没有抵抗力。这一点为『需要对策』提供理由；第三个要点：给出 2-3 条可落地的对策，且每条都有明确主体和具体做法——学校开设媒介素养课教学生核查事实、平台加强事实核查并标注可疑内容、个人养成多源交叉验证的习惯。这一点直接兑现 Directions 的 suggest measures to address the issue。
- 2021年12月英语六级真题第1套 写作（评现象＋提对策）的参考范文是怎样的？多少词？
- 2021年12月英语六级真题第1套 写作的参考范文（187 词）：It has become a common phenomenon that young people spend a great deal of time online, yet many of them struggle to tell trustworthy information from falsehood. As the passage notes, they are often unable to recognize false information, judge the reliability of online sources, or distinguish real news from fake stories. This deficiency in digital judgment, though easily overlooked, deserves our serious attention. The consequences are far from trivial. Misled by fabricated news, young people may form distorted views of the world, make ill-informed decisions, and even spread rumours unknowingly. Since their critical-thinking skills are still developing, they are especially vulnerable to eye-catching yet groundless claims that circulate rapidly across social media. To address this issue, concerted efforts are needed. First and foremost, schools should offer media-literacy courses that teach students how to verify facts and trace information back to its source. Meanwhile, online platforms ought to strengthen fact-checking and clearly label questionable content. Finally, young people themselves should cultivate the habit of cross-checking a story against several reliable sources before believing or sharing it. Only in this way can they navigate the digital world wisely.
- 2021年12月英语六级真题第1套 写作（评现象＋提对策）这篇作文怎么分段、每段写什么？
- 2021年12月英语六级真题第1套 写作的参考范文共 3 段：第 1 段（复述现象并评论）开篇用一两句概述现象、复述 passage 的 Young people spend a lot of time on the Internet 与其辨假困境，并点明这是一个值得严肃对待的问题；第 2 段（分析危害与成因）承接第一段，展开『为什么这是个问题』：被假信息误导的后果，以及年轻人为何格外脆弱，为下段对策铺垫必要性；第 3 段（分点对策加收尾）集中兑现 suggest measures to address the issue：按学校、平台、个人三个主体分点给出具体做法，末句升华收束。
- 2021年12月英语六级真题第1套 写作（评现象＋提对策）作文容易在哪丢分？
- 按内容切题 / 结构连贯 / 语言准确 / 字数格式四维评分，本题达标要点：内容切题——本题必须同时comment on the phenomenon described in the passage and suggest measures to address the issue，且现象须紧扣 Young people spend a lot of time on the Internet 的辨假困境；最易失分是只评现象不给对策，或跑去泛谈上网利弊；结构连贯——本题按『现象评论—危害分析—对策』三段推进，段首过渡句和第三段的 First and foremost / Meanwhile / Finally 让评论与对策两大任务边界分明，阅卷人一眼能看出两件事都做了；语言准确——本题范文把原文 tell real news stories from fake ones 改写为 distinguish real news from fake stories，这类同义改写正是六级作文语言分的加分点；反之逐字抄材料、reliability 拼错、news 当复数用，都会拉低语言分；字数格式——Directions 明确write at least 150 words but no more than 200 words，是硬性上下限，两头都不能碰线；写太短缺论证、太长拖沓都要扣分，三段各写透即可自然落在区间内。 典型低分写法（须避免）：反面示例：通篇写 Young people are addicted to the Internet and believe everything they see. This is really terrible and dangerous… 从头到尾只渲染现象可怕，一条对策都没有。修正：删掉一半渲染，补上一段具体对策，如 To tackle this, schools should offer media-literacy courses and platforms should label questionable content；反面示例：The Internet has both advantages and disadvantages. It brings convenience but wastes our time and harms our health… 这是万能网络利弊模板，完全偏离辨假主题。修正：紧扣主题写 Many young people cannot tell whether online information is true or reliable, which may mislead their judgement；反面示例：We should improve ourselves and pay more attention to this problem. The society should also do something. 主体模糊、动作空洞，阅卷人看不到任何可落地的办法。修正：Schools should teach students to verify facts, and platforms should clearly label questionable content；反面示例：This problem is very serious. It is really a serious problem. We must take it seriously because it is serious. 三句说同一件事，纯注水。修正：把重复删掉，替换成一个后果 Misled by fake news, young people may make ill-informed decisions。