高考總復(fù)習(xí)優(yōu)化設(shè)計(jì)二輪用書英語(yǔ)(新高考)專題6 NO.1　寫作總策略•破解讀后續(xù)寫3策略

高考總復(fù)習(xí)優(yōu)化設(shè)計(jì)GAOKAOZONGFUXIYOUHUASHEJI2024專題六讀后續(xù)寫NO.1寫作總策略?破解讀后續(xù)寫3策略策略一策略二目錄索引0102策略三03策略一解透讀后續(xù)寫,熟知評(píng)分標(biāo)準(zhǔn)題型解讀讀后續(xù)寫將閱讀與寫作聯(lián)系起來(lái),旨在考查考生綜合運(yùn)用語(yǔ)言的能力。讀后續(xù)寫屬于半開(kāi)放性寫作,對(duì)寫作細(xì)節(jié)沒(méi)有明確的要求,但原文及續(xù)寫段落的提示語(yǔ)卻限制了情節(jié)的發(fā)展方向。續(xù)寫部分要和原文及續(xù)寫提示語(yǔ)在邏輯及語(yǔ)篇連貫性上保持一致,但在細(xì)節(jié)上考生可以自由發(fā)揮。該題型旨在考查學(xué)生的綜合語(yǔ)言運(yùn)用能力,對(duì)考生的能力要求體現(xiàn)在以下三個(gè)方面:1.閱讀理解能力?？忌ㄟ^(guò)閱讀給出的部分,掌握故事發(fā)生的時(shí)間、地點(diǎn)和背景,弄清人物之間的關(guān)系,理清線索與故事的發(fā)展方向,以便為續(xù)寫部分情節(jié)和結(jié)局的設(shè)計(jì)做好準(zhǔn)備。2.書面表達(dá)能力。與應(yīng)用文不同,故事續(xù)寫除了要求考生掌握豐富的詞匯和句式外,還需要考生具有較強(qiáng)的內(nèi)容構(gòu)思能力。書面表達(dá)能力主要體現(xiàn)在以下三個(gè)方面:(1)把握短文關(guān)鍵信息和語(yǔ)言特點(diǎn)的能力。考生需要了解閱讀部分的主要內(nèi)容,弄清楚其關(guān)鍵詞和語(yǔ)言結(jié)構(gòu)的使用情況。(2)準(zhǔn)確運(yùn)用語(yǔ)言的能力?？忌谠~匯和語(yǔ)言結(jié)構(gòu)的使用方面要力求準(zhǔn)確、恰當(dāng),能夠根據(jù)內(nèi)容需要使用較為高級(jí)的詞匯和語(yǔ)言結(jié)構(gòu)。(3)對(duì)語(yǔ)篇結(jié)構(gòu)的把控能力?？忌枰莆丈舷挛牡倪壿嬯P(guān)系,續(xù)寫的段落要語(yǔ)意連貫。3.創(chuàng)造性思維能力。讀后續(xù)寫要求考生在掌握故事情節(jié)和人物關(guān)系的基礎(chǔ)上,利用發(fā)散性思維和創(chuàng)造性思維對(duì)故事的發(fā)展走向展開(kāi)合理、合情的想象,構(gòu)織出與原文銜接自然、內(nèi)容合理、與原文語(yǔ)言風(fēng)格一致的段落。評(píng)分標(biāo)準(zhǔn)檔次評(píng)分標(biāo)準(zhǔn)解讀第七檔(22~25分)①內(nèi)容新穎、豐富,富有邏輯,續(xù)寫完整,與原文情境融洽度高;②詞匯和語(yǔ)法結(jié)構(gòu)豐富恰當(dāng),語(yǔ)言錯(cuò)誤少;③上下文銜接有效,結(jié)構(gòu)清晰,意義連貫。第六檔(18~21分)①內(nèi)容豐富、合理,較有邏輯性,續(xù)寫較為完整,與原文情境融洽度較高;②詞匯和語(yǔ)法結(jié)構(gòu)恰當(dāng),有個(gè)別錯(cuò)誤;③銜接手段比較有效,結(jié)構(gòu)比較清晰,意義比較連貫。檔次評(píng)分標(biāo)準(zhǔn)解讀第五檔(15~17分)①內(nèi)容合理,有一定的邏輯性,續(xù)寫基本完整,與原文情境相關(guān);②詞匯和語(yǔ)法結(jié)構(gòu)使用比較恰當(dāng),有些許錯(cuò)誤;③使用了銜接手段,結(jié)構(gòu)比較清晰,意義比較連貫。第四檔(11~14分)①內(nèi)容完整,有些情節(jié)不合理或邏輯性不強(qiáng),與原文基本相關(guān);②使用了簡(jiǎn)單的詞匯和語(yǔ)法結(jié)構(gòu),有部分語(yǔ)言錯(cuò)誤,個(gè)別部分影響理解;③有銜接意識(shí),結(jié)構(gòu)基本清晰,意義基本連貫。檔次評(píng)分標(biāo)準(zhǔn)解讀第三檔(6~10分)①內(nèi)容和邏輯上有一些重大問(wèn)題,續(xù)寫不夠完整,與原文有一定程度脫節(jié);②使用的詞匯有限、語(yǔ)法結(jié)構(gòu)單調(diào),錯(cuò)誤多,影響理解;③不能使用銜接手段,全文結(jié)構(gòu)不夠清晰,意義欠連貫。第二檔(1~5分)①內(nèi)容和邏輯上有重大問(wèn)題,內(nèi)容抄自原文,續(xù)寫不完整,與原文基本脫節(jié);②使用的詞匯、語(yǔ)法結(jié)構(gòu)有限,錯(cuò)誤極多,嚴(yán)重影響理解;③幾乎沒(méi)有使用銜接手段,全文結(jié)構(gòu)不清晰,意義不連貫。第一檔(0分)未作答;內(nèi)容太少,無(wú)法評(píng)判;所寫內(nèi)容全部抄自原文或與題目不相關(guān)。評(píng)分細(xì)則1.本題總分為25分,按七個(gè)檔次進(jìn)行評(píng)分。2.評(píng)分時(shí),應(yīng)主要從內(nèi)容、詞匯語(yǔ)法和篇章結(jié)構(gòu)三個(gè)方面考慮,具體為:(1)續(xù)寫內(nèi)容的質(zhì)量、完整性以及與原文情境的融洽度;(2)所使用詞匯和語(yǔ)法結(jié)構(gòu)的準(zhǔn)確性、恰當(dāng)性和多樣性;(3)上下文的銜接和全文的連貫性。3.評(píng)分時(shí),應(yīng)先根據(jù)作答的整體情況確定其所屬的檔次,然后以該檔次的要求來(lái)綜合衡量,確定或調(diào)整檔次,最后給分。4.評(píng)分時(shí)還應(yīng)注意:(1)詞數(shù)少于120的,酌情扣分;(2)書寫較差以致影響交際的,酌情扣分;(3)單詞拼寫和標(biāo)點(diǎn)符號(hào)是寫作規(guī)范的重要方面,評(píng)分時(shí)應(yīng)視其對(duì)交際的影響程度予以考慮,英、美式拼寫及詞匯用法均可接受。策略二遵循4步解題,力求續(xù)寫高分[典例](2022新高考全國(guó)Ⅰ卷,讀后續(xù)寫)Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.注意:1.續(xù)寫詞數(shù)應(yīng)為150左右;2.請(qǐng)按如下格式作答。Wesatdownnexttoeachother,butDavidwouldn’tlookatme._____________________________________________________________________________________________________________________________________________________________________________________________IwatchedasDavidmoveduptothestartinglinewiththeotherrunners._____________________________________________________________________________________________________________________________________________________________________________________________步驟一讀透文本1.主題分析通過(guò)原文和續(xù)寫段首句可知:本文講述了小學(xué)生David因腦疾無(wú)法像常人一樣跑步,害怕被嘲笑而決定放棄準(zhǔn)備已久的越野跑,在特殊教育老師“我”的鼓勵(lì)下,最終成功完成越野跑的故事。故事的主題是“直面挑戰(zhàn),超越自我”。續(xù)寫中的人物塑造、情節(jié)發(fā)展和環(huán)境描寫需緊扣故事主題。2.情節(jié)分析①情節(jié)結(jié)構(gòu)分析按照沖突(conflict)→行動(dòng)(action)→解決(resolution)的結(jié)構(gòu)模式分析:本文的情節(jié)結(jié)構(gòu)是David怕被嘲笑,決定不參加越野跑(沖突)→在“我”的鼓勵(lì)下,David決定勇敢面對(duì)挑戰(zhàn)、參加越野跑(行動(dòng))→David經(jīng)過(guò)努力,成功完成越野跑(解決)。②情節(jié)線索分析原文展示了故事的“沖突”部分,續(xù)寫兩段分別為故事的“行動(dòng)”和“解決”部分。故事圍繞David是否參加越野跑展開(kāi)。越野跑是故事的情節(jié)線索之一。根據(jù)原文,David因害怕被嘲笑而決定不參加越野跑,但事實(shí)上他在賽前刻苦訓(xùn)練,為越野跑全力以赴,經(jīng)過(guò)“我”的鼓勵(lì),David決定直面挑戰(zhàn)并成功完成比賽。David的情感變化是故事的另一個(gè)情節(jié)線索,從跑前到跑后,David有以下情感變化:determined(訓(xùn)練時(shí))→afraidofbeinglaughedat(越野跑)→determined(經(jīng)過(guò)“我”的鼓勵(lì))→proud(越野跑后)。續(xù)寫兩段的內(nèi)容需圍繞越野跑和David的心理變化展開(kāi)。③情節(jié)安排技巧分析在原文中,David雖因腦疾無(wú)法像其他孩子一樣正常跑步,但每次練習(xí)都全力以赴、做到最好。該情節(jié)(Hehadworkedsohardforthisevent!...Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing...Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.)為David最終成功完成越野跑埋下了伏筆。續(xù)寫第一段中“我”對(duì)David的鼓勵(lì)應(yīng)與原文中David想?yún)⒓釉揭芭艿ε卤怀靶Φ那楣?jié)呼應(yīng)。續(xù)寫第二段中David越野跑中的具體表現(xiàn)應(yīng)與原文中他因腦疾而跑步困難的情節(jié)呼應(yīng)。3.人物分析①主次人物及人物關(guān)系分析根據(jù)原文和續(xù)寫兩段段首句可知,David和“我”是故事的主要人物,二人是師生關(guān)系;教練和其他同學(xué)是次要人物。根據(jù)續(xù)寫兩段段首句可知,在續(xù)寫第一段中,會(huì)出現(xiàn)主要人物David和“我”。在續(xù)寫第二段中,David和“我”仍然是主要人物,次要人物(教練和其他同學(xué))可能會(huì)出現(xiàn)。②人物特點(diǎn)分析根據(jù)插敘內(nèi)容(Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren.)與David的外貌(Hewassmallfortenyearsold.)、動(dòng)作(hissmallbodyrockingfromsidetosideasheswunghisfeetforward)和神態(tài)(Hisusualbigtoothysmilewasabsenttoday),可以總結(jié)出David“身殘志堅(jiān)”的人物形象。根據(jù)原文中關(guān)于“我”(walkedoverandasked,quicklysearchedforthecoach,bitbackmyfrustration,wasproudofhisstrongdetermination)和次要人物(thecoachmeantwell,hisclassmatesthoughtofhimasaregularkid)的描寫,可以總結(jié)出大家對(duì)David的關(guān)愛(ài)。在續(xù)寫中,應(yīng)根據(jù)主次人物的特點(diǎn)進(jìn)行合理的人物刻畫。David在前文中的形象是“身殘志堅(jiān)”,續(xù)寫中可以從這一人物特點(diǎn)出發(fā)設(shè)計(jì)David比賽過(guò)程中的具體表現(xiàn)。4.環(huán)境分析根據(jù)原文和續(xù)寫段首句可知,故事的“沖突”和“行動(dòng)”部分發(fā)生在孩子們?nèi)⒓釉揭芭芙?jīng)過(guò)的常綠林(evergreenforest)中,故事的“解決”部分發(fā)生在越野跑線路上。5.表達(dá)技巧分析①語(yǔ)言技巧分析故事采用第一人稱視角,使用了記敘(包括順敘和插敘)和描寫的表達(dá)方式。②語(yǔ)言特點(diǎn)分析故事語(yǔ)言通俗易懂,形象生動(dòng)。語(yǔ)篇長(zhǎng)短句結(jié)合,包含簡(jiǎn)單句、并列句和復(fù)合句(如定語(yǔ)從句、賓語(yǔ)從句和狀語(yǔ)從句)三大基本句型,詞匯豐富,銜接自然。續(xù)寫時(shí)應(yīng)注意保持語(yǔ)言特點(diǎn)的統(tǒng)一,可適當(dāng)使用高級(jí)句式。步驟二構(gòu)思情節(jié)1.構(gòu)思續(xù)寫兩段情節(jié)根據(jù)故事的主題、情節(jié)、人物和環(huán)境分析,原文呈現(xiàn)了故事的“沖突”部分:David怕被嘲笑,決定不參加越野跑。續(xù)寫兩段分別是故事的“行動(dòng)”和“解決”部分:在“我”的鼓勵(lì)下,David決定勇敢面對(duì)挑戰(zhàn),參加越野跑(行動(dòng))

→David經(jīng)過(guò)努力,成功完成越野跑(解決)。2.構(gòu)思續(xù)寫“四點(diǎn)”內(nèi)容通過(guò)續(xù)寫兩段的段首句,可以確定每段故事的情節(jié)發(fā)展、場(chǎng)景和人物。

Paragraph1:Wesatdownnexttoeachother,butDavidwouldn’tlookatme.①根據(jù)第一段段首句可知,本段故事場(chǎng)景為越野跑賽場(chǎng)下,接下來(lái)“我”要和David進(jìn)行溝通,鼓勵(lì)他參加越野跑。②根據(jù)第二段段首句可知,在第一段結(jié)尾處,David改變想法,決定參加越野跑。

Paragraph2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.①根據(jù)第二段段首句可知,本段故事場(chǎng)景為越野跑線路上,接下來(lái)應(yīng)該是David參加越野跑的具體表現(xiàn)。②根據(jù)故事主題和情節(jié)結(jié)構(gòu)分析,段尾應(yīng)該是David成功完成越野跑的場(chǎng)景。

3.構(gòu)思續(xù)寫段落細(xì)節(jié)續(xù)寫第一段情節(jié)構(gòu)思:展開(kāi)細(xì)節(jié)時(shí),可以嘗試回答如下問(wèn)題并考慮多種可能性:①WhatdidIsaytoencourageDavidtojointhecross-countryrun?②HowdidDavidreacttomyencouragement?③WhatwasDavid’sdecisionafterthetalk?根據(jù)以上問(wèn)題,續(xù)寫第一段的具體情節(jié)可以是:“我”通過(guò)分析David很想?yún)⒓釉揭芭軈s害怕被嘲笑的心理,鼓勵(lì)他勇敢面對(duì)挑戰(zhàn)、超越自我→David在“我”的鼓勵(lì)下由消極變得積極→David下定決心參加越野跑(堅(jiān)定)。續(xù)寫第二段情節(jié)構(gòu)思:展開(kāi)細(xì)節(jié)并照應(yīng)主題時(shí),可以嘗試回答如下問(wèn)題并考慮多種可能性:①WhatdifficultydidDavidhaveinthecross-countryrun?②HowdidpeoplereacttoDavid’sperformanceintherun?③Whatwastheresultofthecross-countryrun?根據(jù)以上問(wèn)題,續(xù)寫第二段的具體情節(jié)可以是:David在越野跑中落后或出現(xiàn)意外情況(緊張/擔(dān)心)→他人對(duì)David的鼓勵(lì)和關(guān)愛(ài)→David成功完成越野跑(興奮/自豪)。步驟三打磨寫作1.創(chuàng)作初稿:We

sat

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Somestudentsfromotherschoolslookedathimcuriously.David’sschoolmateswelcomedhim.Davidfelloverbecauseoftheslipperymudbuthegotupandcontinued.FinallyhecrossedthefinishinglineandIwasproudofhim.2.優(yōu)化初稿:We

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look

at

me.Hisconfidencewasindangerofburstinglikeabubble.Itwasclearthathefearedhewouldbejudgedforhisappearanceratherthanhischaracter.KnowingDavidtrustedme,Iclearedmythroatandsaid,“Beautifulforest,isn’tit?”Slowlyandcuriously,heraisedhisheadandlookedaround.Icontinued,“That’sbecausethosetreesneverstopreachingforthesky,regardlessoftheirpositionorshape.Theyneverletothersdefinethem.”O(jiān)nhearingthis,Davidgotupwithoutaword.Buttherewasasparkleinhiseyes.Hehadmadeadecision.I

watched

as

David

moved

up

to

the

starting

line

with

the

other

runners.

Hereceivedcuriousglancesfromrunnersfromotherschoolsbutawarmwelcomefromhisschoolmates.ThencameashotfromthestartingpistolandDaviddashedforward.Theslipperymudthrewhimoffbalance,buthegotupwithdetermination.Seeinghimdisappearintothewoods,Iheadedforthedestinationwiththeschool’scoach.Manyrunnerswithdrewfromtheracealongtheway,butnotDavid.Heboundedandhobbledandploddedtowardsthefinishingline,wheretheaudiencecheeredloudlyashecrossed.Ifeltproudtoseethatbig,toothysmilebackonhisface.【名師點(diǎn)評(píng)】1.初稿第一段開(kāi)頭提到David的擔(dān)心的狀態(tài)。優(yōu)化后的內(nèi)容使用了比喻的修辭手法,形象生動(dòng)地展現(xiàn)了David對(duì)自己沒(méi)有信心的狀態(tài)(...wasindangerofburstinglikeabubble)并加入了

“我”的心理描寫(Itwasclearthathefeared...),使得David和“我”的人物形象更加真實(shí)飽滿。2.優(yōu)化后的第一段中,非謂語(yǔ)動(dòng)詞結(jié)構(gòu)“KnowingDavidtrustedme”的使用,描寫了“我”的內(nèi)心感受。此處非謂語(yǔ)動(dòng)詞作伴隨狀語(yǔ),提升了句式多樣性。3.初稿第一段中描述“我”安慰和鼓勵(lì)David時(shí)寫到“Icomfortedandencouragedhim.”,這是概括性的敘述?？梢詫⑦@一場(chǎng)景展開(kāi),加入一些細(xì)節(jié)描寫,如“Iclearedmythroat”并展現(xiàn)“我”在安慰和鼓勵(lì)David的過(guò)程中說(shuō)的具體內(nèi)容:“我”以常綠林為例,鼓勵(lì)David不要被他人定義。要像這些樹(shù)一樣努力成長(zhǎng)。整個(gè)過(guò)程十分應(yīng)景,與前文內(nèi)容聯(lián)系自然緊密。4.優(yōu)化后的第一段加入了在“我”安慰和鼓勵(lì)David的過(guò)程中,David的動(dòng)作描寫(...heraisedhisheadandlookedaround;Davidgotupwithoutaword)和神態(tài)描寫(Buttherewasasparkleinhiseyes)。通過(guò)這些側(cè)面描寫展現(xiàn)了David在整個(gè)過(guò)程中的情緒變化,畫面感很強(qiáng)。5.初稿第二段開(kāi)頭,在看到David入場(chǎng)后,外校學(xué)生和本校學(xué)生有不同的反應(yīng)。優(yōu)化的內(nèi)容在展現(xiàn)外校學(xué)生的反應(yīng)時(shí)加入了神態(tài)描寫(curiousglances),呼應(yīng)了前文,優(yōu)化后的第二段在表現(xiàn)David的比賽過(guò)程時(shí),從最開(kāi)始的David向前沖“dashedforward”到后來(lái)摔倒“Theslipperymudthrewhimoffbalance”再到最后堅(jiān)定地站起來(lái)“gotupwithdetermination”,一系列的動(dòng)作描寫將David參賽的過(guò)程展現(xiàn)得栩栩如生,也凸顯了David不懼困難、堅(jiān)定的性格特點(diǎn)。6.優(yōu)化后的第二段中,非謂語(yǔ)動(dòng)詞結(jié)構(gòu)“Seeinghimdisappearintothewoods”的使用,自然銜接了前后的場(chǎng)景變化(賽場(chǎng)上和賽場(chǎng)下),使得內(nèi)容過(guò)渡自然。7.優(yōu)化后的第二段使用多個(gè)動(dòng)詞展現(xiàn)了David沖過(guò)終點(diǎn)線的場(chǎng)景,例如“bounded”“hobbled”“plodded”,將整個(gè)畫面呈現(xiàn)在讀者面前,同時(shí)也表現(xiàn)出David跑步時(shí)的艱難狀態(tài),呼應(yīng)了前文中David的跑步狀態(tài)“...hissmallbodyrockingfromsidetosideasheswunghisfeetforward.”。8.優(yōu)化后的第二段結(jié)尾,通過(guò)“我”的心理描寫“Ifeltproudtosee...”升華了主題,同時(shí)照應(yīng)了前文中“我”對(duì)David的看法“...proudofhisstrongdetermination”。而最后David的臉上又有了他的“big,toothysmile”更是呼應(yīng)了前文中“Hisusualbigtoothysmilewasabsenttoday.”的情節(jié),使得整個(gè)文章的內(nèi)容前后非常連貫。步驟四認(rèn)真謄寫【多樣表達(dá)】We

sat

down

next

to

each

other,but

David

wouldn’t

look

at

me.Ireachedoutmyhandandpattedhimontheshouldergently,sayingthathewasagreatboywithastrongdeterminationandthatfacedwithdifficultieshealwaystriedhisbesttoovercomethem.Davidgraduallyraisedhishead.Lookinghimintheeye,Itoldhimnottogiveupafterhehadtrainedalot.Henoddedwithgratitudeandstoodup.Ihuggedhimtightlyandthenhewalkedawayslowlybutfirmly.I

watched

as

David

moved

up

to

the

starting

line

with

the

other

runners.Whentherunbegan,helookedbackoverhisshoulderandwavedatmewithconfidence.Atthesametime,hisusualbigtoothysmileappearedonhisfaceagain.Thoughheranslowerthanothers,hekeptonrunningandrunning.Nokidsfromotherschoolsmadefunofhim.Instead,allpresentcheeredhimonandadmiredhiscourageandstrongwill.Tomyrelief,itwasthroughthisrunthatDavidbecamemuchstronger.策略三明確失分原因避免重蹈覆轍1.缺乏想象力,簡(jiǎn)單重復(fù)原文內(nèi)容考生續(xù)寫的故事缺乏想象力,敘述單一,以至于內(nèi)容簡(jiǎn)單,詞數(shù)遠(yuǎn)遠(yuǎn)少于150。甚至有些續(xù)寫內(nèi)容僅僅是對(duì)原文內(nèi)容的簡(jiǎn)單重復(fù)。2.續(xù)寫內(nèi)容不符合常識(shí)和邏輯有些考生在續(xù)寫中走向了另一個(gè)極端,想象力非常豐富,但情節(jié)荒誕離奇,不符合生活常識(shí)和邏輯。3.續(xù)寫內(nèi)容不恰當(dāng),與文章主旨不符續(xù)寫的內(nèi)容一般是故事的延續(xù)、情感態(tài)度的延伸或故事的高潮?？忌绻荒軠?zhǔn)確地把握原文本的主題及原文本所奠定的基調(diào),不清楚人物之間的關(guān)系,不了解人物特點(diǎn),就會(huì)導(dǎo)致續(xù)寫內(nèi)容與原文偏離。4.續(xù)寫內(nèi)容與所給提示語(yǔ)的銜接度不高考生忽視了所給提示語(yǔ)對(duì)續(xù)寫內(nèi)容的指引作用,不能抓住其中的關(guān)鍵信息,不能據(jù)此構(gòu)建續(xù)寫情節(jié),從而導(dǎo)致續(xù)寫的內(nèi)容與提示語(yǔ)的銜接度不高。5.語(yǔ)言不夠豐富、恰當(dāng),描寫不夠生動(dòng)基礎(chǔ)詞匯掌握不扎實(shí)、語(yǔ)塊積累不足、語(yǔ)法掌握得不牢固、忽視語(yǔ)言風(fēng)格的一致性會(huì)導(dǎo)致語(yǔ)言不夠豐富及準(zhǔn)確性不高。而描述性詞匯的不足及使用不當(dāng)則會(huì)導(dǎo)致續(xù)寫段落語(yǔ)言不生動(dòng),影響寫作的質(zhì)量。課堂應(yīng)用運(yùn)用四步法完成下列讀后續(xù)寫:(2023新高考全國(guó)Ⅱ卷)WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest,Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.So,whydidhesuddenlyforcemetodosomethingatwhichIwassuretofail?Hisreply:“BecauseIloveyourstories.Ifyou’rewillingtoapplyyourself,Ithinkyouhaveagoodshotatthis.”Encouragedbyhiswords,Iagreedtogiveitatry.IchosePaulRevere’shorseasmysubject.PaulReverewasasilversmith(銀匠)inBostonwhorodeahorseatnightonApril18,1775toLexingtontowarnpeoplethatBritishsoldierswerecoming.Mystorywouldcomestraightfromthehorse’smouth.Notabrilliantidea,butfunny,andunlikelytobeanyoneelse’schoice.Whatdidthehorsethink,asspedthroughthenight?Didhegettired?Havedoubts?Didhewanttoquit?Isympathizedimmediately.Igottired.Ihaddoubts.Iwantedtoquit.But,likeRevere’shorse,Ikeptgoing.Iworkedhard.Icheckedmyspelling.Iaskedmyoldersistertocorrectmygrammar.Icheckedoutahalf-dozenbooksonPaulReverefromthelibrary.Ievenreadafewofthem.WhenIhandedintheessaytomyteacher,hereadit,laughedoutloudandsaid,“Great.Now,writeitagain.”Iwroteitagain,andagainandagain.WhenIfinallyfinishedit,thethoughtofwinninghadgivenwaytotheenjoymentofwriting.IfIdidn’twin.Iwouldn’tcare.注意:1.續(xù)寫詞數(shù)應(yīng)為150左右;2.請(qǐng)按如下格式作答。Afewweekslater,whenIalmostforgotthecontest,therecamethenews.______________________________________________________________________________________________________________________________________________________________________________________________Iwenttomyteacher’sofficeaftertheawardpresentation.__________________________________________________________________________________________________________________________________________________________________________________________________________A

few

weeks

later,when

I

almost

forgot

the

contest,there

came

the

news.Tomydelight,Iwonfirstplace.Myteacherwasverydelighted,andmyclassmatesstaredatmeindisbelief.Thefollowingweek,thewinnersmetwiththeheadofthesponsoringorganization.Wewerestandingintheofficewaitingforthepresentationwhenawomancamein,whisperingsomethingtohim.Thenheclearedhisthroatandexplainedthattherehadbeenanembarrassingmistake.Iwasnowthesecond-placewinner.I

went

to

my

teacher’s

office

after

the

award

presentation.Tearsineyes,Iexpressedmydoubts.Ourentrieswereanonymous.Howcouldshehaveknownwhichchildhadwonwhat?Myteachercomfortedmeandtoldmethatwinningwasnotimportant,butwhatmatteredwasthatItookthefirststepandshouldkeepgoing.Fromthatdayon,Igotatasteforwriting.Ilearnedtorespectawriter’slaborandperseverance.And—despitethechallengesofwritingdisabilitiesandEnglishasasecondlanguage—Ineverstoppedwriting.[多樣表達(dá)]Possible

version

1A

few

weeks

later,when

I

almost

forgot

the

contest,there

came

the

news.Alltheparticipantsshouldattendtheawardpresentation.Iwasexcitedbutnervous.Everytimeanamewascalled,myheartracedwithexpectation.Eachtimeonewinnerstoodandwalkedtothestagetoreceivetheirawards,myheartsunkheartbreakingly.Ultimately,theyannouncedthefirstprizewinner—me.Icouldn’tbelieveit!AmixtureofshockandjoysurgedthroughmeasIm