巧用“SEPT+3C”原则，构思完美情节

广东 郑林茂

一、知识链接

面对高考新题型“读后续写”，很多考生可能感觉到无从下手，有时候会构思出一些不合逻辑的情节。 那么，考生如何才能在考场中快速地对文本进行分析解读并构思出合理的情节呢？ 在考场有限的时间里，考生可以尝试利用“SEPT+3C”原则快速地解读文本，找到关键信息并构思出合理的情节。什么是“SEPT+3C”原则呢？简单来说，就是涵盖背景、情感、情节、主题、冲突等故事的基本要素及重要线索的英文单词的首字母。

Setting: 故事背景，主要包含时间、地点、主要人物。

Emotion: 主要人物的情感及情感变化。

Plot: 整个故事的情节发展，包括开始、发展、高潮和结尾。

Theme: 整个故事的主题。

Conflict: 整个故事的主要冲突，有可能是人与人的冲突，也可能是人与社会的冲突，也有可能是人与自身的冲突。

Clue: 整个故事阅读部分所包含的一些重要线索。

Characteristics of language: 整个故事阅读部分的语言风格特点。

为了方便记忆，将以上几个方面的英文单词的首字母组合起来，则形成了“SEPT+3C”。

那么，为什么读后续写的情节构思这么重要呢？ 不是说读后续写是开放式作文吗？读后续写的确是开放式作文，但考生很容易犯的错误就是构思出情节不合理的文章，这样的文章在高考阅卷中的得分是很低的。 接下来，我们看一下高考阅卷中对读后续写的相关评分标准，这样我们就能够明白为什么情节构思这么重要了。

二、评分标准

根据最新的高考阅卷中对新题型“读后续写”的评分标准，我们可以得知，阅卷者主要从三个维度进行评分，分别是内容、衔接和语言。 这三个维度所关注的内容及其在整个评分中所占的比重大致可以用下表展示：

?维度考量重点占比内容逻辑性、完整性以及与原文情境的融洽度60%衔接句间的连贯性以及上下文的连贯性20%语言用词与句法的准确性、恰当性与多样性20%

从上表可以看出，内容占比高达60%，也就是内容是否完整、情节是否合理占了大部分的给分比重。一篇内容完整、情节合理但是语言有不少错误的读后续写应该给多少分呢？专家组给出的建议是20分，因为专家组给出的标准是内容优先，语言表达次之。 如果不是句子结构和谓语动词的语言表达错误，读后续写可以达到20分，也就是接近优秀的水平。 从这一点我们可以看到，构建符合逻辑、情节合理的读后续写内容才是我们要关注的重点。 “SEPT+3C”原则就是为了帮助考生在短时间内快速挖掘出文章中的有用线索，并构思出合理的情节。

三、边学边悟

下面我们以“2020年新高考全国Ⅰ卷读后续写”作为范例，介绍如何在实际考场中使用“SEPT+3C”原则。

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：续写词数应为150左右。

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

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

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根据统计，很多考生的续写在情节构思方面存在不合理的情况，主要有：

（1）购买一个崭新的爆米花机来做爆米花。

（2）先去市场上买来玉米。

（3）扛着爆米花机和玉米去Bernard家做爆米花。

（4）除了做爆米花，没有任何其他的准备工作。

（5）在街上叫卖或者在街边支一个摊位卖爆米花。

（6）Meredith的三个孩子和Bernard一起去卖爆米花。

（7）Bernard没有参与做爆米花的过程，而是直接出现并拿着爆米花去卖。

如果在考试过程中采用“SEPT+3C”原则分析这些问题，那么我们很有可能可以避免这些不合理的情节。 分析如下：

❖Setting——故事背景

故事背景应该包含时间、地点以及主要人物。 不要小看对故事背景的梳理，因为有些故事明明发生在早上，有些考生写着写着就写到了下午的场景。 对上文而言：

Time: As the economy was in decline/one morning

Place: In a small community

Main Characters: Mrs. Meredith， Mrs. Meredith's children (John/Harry/Clara) and Bernard

通过对本篇故事背景的分析我们可知，由于经济衰退，大家的日子都不太好过，这时候如果再去买一个崭新的爆米花机来做爆米花就显得不合常理。那么比较好的构思就是家里有现成的机器或者找出了一台老旧的爆米花机，而不是再去买一个新的。

❖Emotion——主要人物的情感变化

Mrs. Meredith: sympathetic→satisfied

Mrs. Meredith's children: sympathetic→excited→happy/satisfied（因为帮助他人而感到高兴或满足）

Bernard: surprised→moved→grateful

对情感进行梳理后，我们就知道在续写的部分可以对孩子们以及Bernard的情感进行适当的描写，这也是续写部分常用的技能：对情感进行合理的描写。

❖Plot——主要情节梳理

由于经济衰退，很多人失去了工作，生活比较困难。善良的Meredith太太主动看望生活困难的人。 有一天早上，Meredith太太告诉了她的三个孩子关于Bernard一家的情况，这引起了孩子们的同情。 孩子们随后商量并找到了帮助Bernard的办法，那就是做爆米花去卖。

❖Theme——文章主题

虽然经济衰退，但是邻里互相帮助共渡难关，文章表达了人间自有真情在的主旋律。

有些时候文章的主题不是很明确，这个时候我们可以借助“3C”来进一步确定主题。 本篇文章的主题虽然很容易确定，但是我们还是要梳理一下“3C”，这对我们的情节构思以及语言选择都有非常重要的作用。 具体来说，“3C”包含以下三个内容：

1. Conflict——冲突。 故事冲突的解决能够推动故事的情节向前发展。 其实基本上所有的故事都存在一个主要的冲突，只不过有些故事在原文内容中已经把冲突解决了，有些则需要考生在续写部分通过合理构思来解决这个主要冲突。 因此，有必要对冲突进行分析并判断这个主要冲突是否已经解决。

2020年新高考全国Ⅰ卷这篇读后续写的冲突不是很明显， 整篇文章的冲突就是Bernard一家遇到困难与Bernard如何解决困难。 最终故事的发展应该是也必然是Bernard在Meredith一家的帮助下走出了困境。

2. Clue——线索。所有的读后续写文本都隐含着一条或多条重要的线索，考生要有意识地去发现这些重要线索并画出来，这对文章情节的合理构思尤为重要。一般而言，文章的重要线索主要在两个部分：一是在原文部分会有一到两条重要线索，二是续写部分给出的两个段首句。 以上文为例，重要线索主要有以下几条：

（1）You know that big box of corn Uncle John sent us? Well， we can make popcorn，and put it into paper bags， and Bernard can take it around to the houses and sell it.

（2）With everything ready， Bernard started out on his new business.

通过第一条线索我们可以判断：①家里有玉米，不用再去买；②是Meredith太太的三个孩子来做爆米花，可以让Bernard过来一起帮忙，没必要扛着机器和玉米去Bernard家做爆米花；③是Bernard独自拿着爆米花去卖；④Bernard不是拿着爆米花去街上或者支个摊位卖，而是挨家挨户敲门去卖。

通过第二条线索我们也可以判断： ①Meredith太太一家应该做了很多准备工作，才会有with everything ready； ②Bernard在开始卖爆米花前应该有参与到这个制作过程中，也就是说在续写第一段中，Bernard要出场，而不是等到续写第二段。

3. Characteristics of language——语言特征。 很多考生在写作过程中一味地追求高级句型和华丽的词汇，殊不知这些表达与原文根本不匹配。会犯这种错误往往是因为考生没有对原文的语言特征进行一个简单的分析。

2020年新高考全国Ⅰ卷这篇读后续写，语言简单、生动、地道，没有长难句，主要以简单句为主，有简单的虚拟语气及少量简单的定语从句和状语从句，同时，有比较生动的动作描写。 例如：

Many of their families were struggling to make ends meet.

I wish you could see him.

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.”

所以，我们在续写过程中也应该以简单、生动的表达为主，减少长难句，同时可以增加一些较为生动的动作描写。

完成了上面的Conflict、Clue、Characteristics of language，即“3C”的分析之后，接下来就是进行续写部分的构思了。

四、场景构思

在利用“SEPT+3C”原则完成了对文本的解读分析后，我们就完成了读后续写最重要的一步。 接下来我们就要在草稿纸上对场景进行构思。 构思原则：续写的每一段构思3个小场景（scene/event），每个场景1～3句话，长短句结合，语言风格与上文要保持协同（一致性）。

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

场景1：孩子们立马行动，准备做爆米花，同时Meredith太太去叫Bernard。

场景2：Bernard听到后很感动，主动加入做爆米花的行动中。

场景3：爆米花做好后，孩子们把爆米花分装成小袋，准备售卖。

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

场景1：Bernard挨家挨户敲门，询问他们是否想要一些爆米花。

场景2：生意进展得很顺利，爆米花很快被卖完，Bernard回到Meredith家感谢他们。

场景3：黄昏时分，Bernard回到家，心中充满了爱与感激，决定也要做一个乐于助人的人。

在构思完每一段的三个不同的连续的场景后，就可以进行写作了。 每个场景写2～3句话，适当穿插环境描写或情感描写，注意句间的连贯性以及全文的连贯性，这样一篇读后续写就完成了。

根据以上构思，参考范文如下：

When Mrs. Meredith heard of John's idea， she thought it was a good one， too. Without hesitation， the Meredith family started to act. John， Harry and Clara darted to the kitchen while Mrs. Meredith was sent for Bernard. Hearing the plan， Bernard was moved to tears and offered to help. Luckily for them， the old-fashioned popcorn machine could still work. So， they poured the corn into the machine， turned on the switch and anxiously waited for the “beep” sound that would indicate the popcorn was ready. Finally， when the popcorn rolled out of the machine， it looked so inviting that everyone wanted to have a try. “It's the best popcorn I have ever tasted，” said Bernard. Then they quickly divided the popcorn into small paper bags， ready for sale.

With everything ready， Bernard started out on his new business. He knocked at each door in the neighbourhood， asking if they would like some popcorn. The business went unexpectedly well. All the popcorn was sold out in several hours. Never had Bernard earned so much money before. When he returned to Mrs. Meredith's house， he could hardly speak but thank all the time. At dusk， Bernard walked back home， bathing himself in the glory of the setting sun. He knew in his heart that “one good turn deserves another” and was determined to be a contributing man just like Mrs. Meredith and her kids.

以上就是我们所介绍的“SEPT+3C”原则，考生在完成了对Setting、Emotion、Plot、Theme以及Conflict、Clue、Characteristics of language的分析之后，对后面情节的构思就会合理很多，能够避免掉入续写不合逻辑的大坑里面，做得比较好的考生甚至会续写出与参考范文一模一样的内容情节。

在实际的考试过程中，考生只要在试卷上将相关信息画出，进行一些简单的概括总结，完成以上思维过程，就能够快速地完成对文章的梳理与挖掘。 接下来的一步就是进行续写每一段的三个场景的构思，随后进行写作。“SEPT+3C”原则兼顾了对文章的主题、人物的情感、故事的冲突、重要线索的梳理、语言的特征等多方面的分析，将文章的分析模块化、步骤化。 相比传统的方法，老师针对文本提出一堆问题来引导学生进行思考，这操作更简便，实用性更强，对考生的考场作文非常有帮助。

五、实战练兵

学习了上面所介绍的“SEPT+3C”原则后，接下来我们利用这个原则来进行读后续写的实战练习吧，这样才能真正掌握此原则的精髓。

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。 续写的词数应为150左右。

Jenny was the only child in her home. She had a quarrel with her mother that afternoon and she ran out of the house angrily. She couldn't help crying sadly when she thought of the angry words from her mother. After she walked aimlessly in the street for hours， she felt hungry but had no money. She stood in front of a shop which sold noodles for several minutes， but she had to leave. The seller of the noodle shop came out and noticed the young girl.

“Hey， girl， you want to have noodles?”

“Oh， yes， but I have no money on me，” she replied.

“Oh， that's nothing. I'll treat you today，” the seller said. “Come in.”

The seller brought her a bowl of noodles， whose smell was so attractive. As she was eating， Jenny cried silently.

“What is it?” asked the man kindly.

“Nothing. Actually I was just touched by your kindness！ ” said Jenny as she wiped her tears. “Even a stranger on the street will give me a bowl of noodles， while my mother drove me out of the house. She showed no care for me. She is so merciless compared to a stranger!”

Hearing the words， the seller smiled， “Girl， do you really think so? I only gave you a bowl of noodles and you thanked me a lot. But it is your mother who has raised you since you were a baby. Can you number the times she cooked for you? Have you expressed your thanks to her?”

Jenny sat there， speechless and numb with shock; she remembered mother's familiar face and weathered hands. “Why did I not think of that? A bowl of noodles from a stranger made me feel indebted (感激的)， but I have never thanked my mum for what she has done for me.”

On the way home， Jenny made up her mind to say sorry to her mother for her rudeness as soon as she arrived home.

Paragraph 1:Approaching the doorway， Jenny took a deep breath.

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Paragraph 2:

A gentle touch on her hair called her mind back.

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