读后续写的写作过程和备考建议

林天育

读后续写，顾名思义就是我们在阅读一篇还未写完的文章之后，按照语段所给的开头写出两个语段（约150词），从而把这篇文章未写完的部分补充完整，使之浑然一体。

我们在续写时，要注意续写部分要“与所给短文融洽度高，与所提供各段落开头语衔接合理”“内容丰富”“所使用语法结构和词汇丰富、准确”“有效地使用语句间的连接成分，使所续写短文结构紧凑”。

尽管读后续写给我们的感觉是比较难，但只要按照一定的写作步骤并使用恰当的写作方法，我们就能高质量地完成这一写作任务。

现在以2020年新高考Ⅰ卷（山东考卷）的读后续写为例讲述该题型的写作步骤和方法。

阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。

The Meredith family lived in a small community. As the economy was in decline， some people in the town had lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges.

Mrs. Meredith was a most kind and thoughtful woman. She spent a great deal of time visiting the poor. She knew they had problems， and they needed all kinds of help. When she had time， she would bring food and medicine to them.

One morning she told her children about a family she had visited the day before. There was a man sick in bed， his wife， who took care of him and could not go out to work， and their little boy. The little boy—his name was Bernard—had interested her very much.

“I wish you could see him，”she said to her own children， John， Harry， and Clara.“He is such a help to his mother. He wants very much to earn some money， but I don't see what he can do.”

After their mother left the room， the children sat thinking about Bernard.“I wish we could help him to earn money，”said Clara.“His family is suffering so much.”

“So do I，”said Harry.“We really should do something to assist them.”

For some moments， John said nothing， but， suddenly， he sprang to his feet and cried，“I have a great idea！ I have a solution that we can all help accomplish（完成）.”

The other children also jumped up all attention. When John had an idea， it was sure to be a good one.“I tell you what we can do，”said John.“You know that big box of corn Uncle John sent us？Well， we can make popcorn（爆米花），and put it into paper bags， and Bernard can take it around to the houses and sell it.”

注意：

1. 续写词数应为150左右;

2. 请按如下格式作答。

When Mrs. Meredith heard of Johns idea， she thought it was a good one， too.

With everything ready， Bernard went out on his new business.

写作过程

第一，阅读所给材料。

阅读所给语言材料，完成两个主要任务：

任务一：准确抓住语篇主题。

众所周知，語篇的主题往往出现在语篇的开头，通常就在第一段。通过阅读整个语篇，特别是第一段后，我们可以确定该语篇的主题是“the Meredith family所居住的这个社区的人们正想方设法互相帮助攻克由于经济不景气而带来的挑战”。主要内容是讲述the Meredith family如何帮助一个名叫Bernard的男孩，他家实在太困难了。

任务二：准确把握语篇结构和行文逻辑，弄清故事情节，并预测故事后续发展。

通过阅读该语篇，可以得知第一段为主题段，尾句“People were trying to help each other meet the challenges”为主题句。从第二段起，作者以Mrs. Meredith 一家为例，讲述了她和她的家人平常帮助社区中有困难的人。从第三段开始，作者讲述了Mrs. Meredith拜访了一个情况特别困难的三口之家，Bernard生病了，他妻子照顾他和孩子。Mrs. Meredith回来后把这个家庭的情况告诉了她的三个孩子并请求他们想想办法帮助Bernard挣点钱来养家。于是，John， Harry， and Clara三人开始开动脑筋想法子、出主意。最后，John 想到了一个好注意，那就是他们想做爆米花，然后请Bernard拿到社区去卖。

通过了解语篇结构和故事发展的主要情节，可以大胆地预测续写部分的内容。续写部分应该是围绕“怎样把这个好主意付诸实践并成功地帮助Bernard挣到了钱”进行展開。

第二，续写语段内容。

根据已知内容和所给段落开头语进行组织语段内容。语段的内容必须与上文的主题保持一致和与上文的最后一段在行文上保持连贯。我们可以根据语段开头语和行文逻辑的需要，自我设置一些与该语段相关的问题，以问题为导向组织该语段的内容，也就是说进行自问自答。只有通过这样做，我们才能清楚地知道自己要在这两个语段中表达什么和要怎样表达。

根据第一语段开头提示句和上下文行文逻辑的要求，该语段的主要内容应该围绕如何把John的这个好主意落实到实践中，也就是说如何制作出爆米花。因此，我们可以自我设置以下这些问题。

1. Why did Mrs. Meredith consider Johns idea a good one？

2. Who told Bernard the good idea？

3. How did Bernard feel when he got the good idea？

4. Where did they get the right way to make popcorn？

5. How did they get some corn？

6. Did they successfully make any popcorn？How was the popcorn they made？

以上面问题为导向组织该语段内容。

When Mrs. Meredith heard of Johns idea， she thought it was a good one， too.“John you are so smart，”said Mrs. Meredith， “Your idea sounds so practical and it is easy to carry it out.”In no time， Mrs. Meredith telephoned Bernard， telling him such a fantastic idea and inviting him to join them in making popcorn. Hearing the good idea， Bernard felt very excited and amazed. Everyone began to get busy. The children searched on line for a right way to make popcorn. Mrs. Meredith went to the market to get some corn. When everything got ready， they began to make popcorn. To their great delight， the popcorn they made looked great and tasted delicious. When the popcorn became not so hot， they put it into paper bags.

根据第二段开头提示句和上下文连贯的要求，该语段的主要内容应该是围绕Bernard 把做好的这些爆米花拿到社区里去卖。因此，我们可以根据这个情景提出以下问题。

1. Where did Bernard sell the popcorn？

2. What did people think of the popcorn？

3. Did he sell up all the popcorn？

4. How did he feel about such a result？

5. How did the Meredith family feel when they heard the popcorn sold well？

以上面问题为导向组织该语段内容。

With everything ready， Bernard started out on his new business. Bernard went out with a large basket full of popcorn. He went to the small square in front of the cinema and cried his popcorn for sales. Hearing his cries， many people gathered around him and bought popcorn from him. They all thought his popcorn tasted fantastic. Very soon， he sold up the popcorn and went back home with an empty basket. As soon as he got home， he shared todays experience with his parents. He counted the money he earned today， singing his favorite song. He felt grateful to Mrs. Meredith and her children for their help and kindness. When the Meredith family heard that the popcorn had sold well and Bernard had earned some money， they all felt delighted as well.

第三，默读并检查所续写的语段。

当我们完成指定的写作任务后，要认真默读自己所续写的这两个语段，检查其内容是否与语篇的主题保持一致、行文是否连贯、相关的语法项目是否使用得当、有没有由于笔误导致某个单词拼写不正确的现象等等。如果发现一些不合理或错误的地方，可以及时修正，进一步提升这两个语段的写作质量。

从上面所完成的这两个语段来看，它们的内容紧扣语篇的主题，完全符合上下文行文连贯的要求，语段内容组织相当有条理，符合常识和正常的逻辑。在保证语言得体、自然流畅的前提下，这两个语段使用了多样的句式、丰富的词汇和语法结构。在这两段中，完全没有使用一些套句或是既定的模板或是与表达需要无关的句型，如倒装句、强调句等。

备考建议

读后续写虽然对我们的英语语言实际运用能力要求颇高，但在了解了其特点和写作技巧之后，我们只要加以适度练习，便可做到得心应手。

1. 平时在阅读故事类文章时，读到适当的位置，可以短暂停止，根据已读部分的故事脉络，设想可能的几种结尾，最后对照原文的结尾，看自己的设想是否与原文一致。

2. 经常实施微型化训练。在一轮备考过程中，要善于利用平常的练习卷中或是教材中合适的语篇，对故事后续发展进行猜测，可以是某个情节，也可以是后续整个过程。可以是一两个句子，也可以是一个句子群或是一个语段，不拘于形式和长度。教师可以把读后续写的训练穿插于课堂教学过程中，让学生不经意间就完成了一个微型的读后续写任务。

3. 进行适度专题化练习。俗话说，熟能生巧。对于读后续写也是如此。通过适度地练习，可以进一步熟知该题型的特点，以便更好地掌握该题型的写作技巧，从而写出行文连贯、主题一致、语言得体的语段。

4. 在平时的教学中，老师要消除考生对该题型的恐惧和焦虑，要根据学生的英语实际水平设置一些符合学生能力的读后续写任务，让学生能读得懂，写得出。根据学生的表现及时对他们做出适当的积极评价和鼓励，要想方设法调动学生的想象力和逻辑思维能力，从而激发学生的写作热情。

责任编辑 蒋小青