人物是記敘文中最重要的元素。人物是故事的靈魂和推動(dòng)力。人物在記敘文中至少發(fā)揮著以下兩方面的重要作用：1.推動(dòng)情節(jié)發(fā)展：人物的行動(dòng)和決策會(huì)影響故事情節(jié)的發(fā)展，他們的目標(biāo)、意愿、行為和沖突都是故事發(fā)展的推動(dòng)力。2.塑造故事主題：人物的性格、背景和動(dòng)機(jī)，以及他們之間的關(guān)系和互動(dòng)，都能夠深入地探索故事的主題，使其更加豐富和有深度。新高考大作文讀后續(xù)寫的第一步是閱讀文本(記敘文為主)?？忌m(xù)寫部分能否寫好和閱讀過程中是否獲取了重要信息有著密切的關(guān)聯(lián)。在閱讀文本環(huán)節(jié)，考生要做的最重要的一件事情是：確定主要人物。通常，一篇新高考讀后續(xù)寫的閱讀文本中會(huì)包括多個(gè)人物?？忌绻荒芗皶r(shí)確定主要人物的話，在續(xù)寫過程中就沒法做到重點(diǎn)突出主線明確?？忌撊绾慰焖俅_定閱讀文本中的主要人物呢？

1.人物出現(xiàn)頻率:

主要人物通常在故事中出現(xiàn)頻率較高。2.人物行動(dòng)和決策:

主要人物在故事中有較強(qiáng)行動(dòng)力和決策權(quán)。3.人物性格描寫篇幅:

主要人物在原文中會(huì)得到較多性格描寫。4.角色影響故事主題:

主要人物在故事中的角色和性格與故事的主題密切相關(guān)閱讀下面材料，根據(jù)內(nèi)容及其段落開頭語續(xù)寫兩段，使之成為完整的短文。續(xù)寫字?jǐn)?shù)應(yīng)在150左右。MyhusbandandIenjoyseeinglifethroughtheeyesofourchildren.It'samazingtowatchastheydiscovertheirworld.Whilewewereoutdoorslastsummerenjoyingthesunshine,ouroldestdaughter,Kaytlin,calledmetothedoorway.Beneaththestepswasababyredsquirrel.Wewatcheditfromadistance,notwantingtodisturbitorscareoffitsmother.Butafteralongwait—andlookingallaroundourhouseforsignsofanestoramother—werealizedthetinysquirrelwaslost.Shakingterribly,hewasweak,thin,andhungry.Wetriedtofindanexperttohelp,buttheInlandFisheriesandWildlifewebsiteshowedthattherewerenowildlifeexpertsinourarea.Aftersomequickresearch,weconcludedthatthebestwaytogivethesquirrelafightingchancewastocareforhimourselves.Soatriptothelocalstoreformilkandsupplieswasinorder.Moreresearchtaughtushowmuchtofeedhim,howtoestimatehisage,howandwhentowean(斷奶)him,andthatweshouldlethimgoassoonashecouldsurviveonhisown.OurdaughtersandItookturnsinfeeding“Squirt.”Kaytlintookonthemostresponsibility.She

taughthimtoeatfromabottle,andshewokeinthenightforhisfeeds.Toourrelief,Squirtsoonbecamehealthyandstrong.Withinafewweekshebecamemoreactive.文章講述了作者（一位母親）和她丈夫一起見證他們的大女兒Kaytlin援救一只虛弱無助的小松鼠并在幾周之后把它送歸自然界的故事。這篇記敘文內(nèi)容清晰易懂，人物關(guān)系簡單。對(duì)于多數(shù)考生而言，快速讀懂文章不是難事。在此，我們想提醒大家注意的是：快速確定主要人物。從人物出現(xiàn)頻率(3次)以及人物行動(dòng)和決策(Kaytlin發(fā)現(xiàn)和主要照料小松鼠)的角度考慮，作者的大女兒Kaytlin就是主要人物之一。相比之下，文中的其他人物：作者的丈夫、作者的其他孩子(女兒)都只得到略微的描寫，屬于次要人物。對(duì)于次要人物，考生在續(xù)寫部分可以一筆帶過(比如：通過讓次要人物出鏡，但沒有太多實(shí)際戲份的方式帶過)。當(dāng)然，閱讀文本故事的主題是營救和幫助小松鼠重歸山野。小松鼠Squirt必然也是主要角色。因此，在續(xù)寫部分，考生應(yīng)該從作者(Kaytlin的母親)的視角，以Kaytlin和Squirt為主要角色，接著講述故事。Myschoolhadatraditionduringtheninth-gradegraduation:abeautifulgoldandgreenjacket（theschoolcolors）,wasawardedtothestudentwhohadmaintainedthehighestgradesfornineyears.IhadbeenastraightA,studentsincethefirstgradeandhadlookedforwardsverymuchtoowningthatjacket.Myfatherwasafarmlaborerwhocouldn’tearnenoughmoneytofeedfivechildren.Iwasgiventomygrandparentstoraise.Therewouldneverbeaschoolsportsjacketforus.Thisscholarshipjacketwasmyonlychance.OnedayinMay,Ihappenedtooverhearintheoffice.Mr.Schmidt，myhistoryteacher，andMr.Boone,mymathteacherarguingaboutme.“Irefusetodoit！Idon'tcarewhoherfatheris；hergradescan’tmatchMartha’satall.Iwon’tlieorfalsify（偽造）records.”saidMr.Schmidtangrily.Paragraph1BythetimeIgothome,myeyeswereredandswollen.Ifoundmygrandpainthebeanfield.Paragraph2Idraggedintotheprincipal’sofficethenextday,sadanddisappointed.Paragraph1BythetimeIgothome,myeyeswereredandswollen.Ifoundmygrandpainthebeanfield.

Sensingsomethingwrong,heaskedmewhathappenedwithgreatconcern.

Imurmuredtheprincipal’swords,asurgeofregretgnawingatmyheart.Ireallyhatedtoseemygray-hairedGrandpa’sdisappointment.Grandpa’seyesroundedindisbelief.

Timetickingby,heheavedalongsigh,“Mychild,anawardboughtcan’tbecalledanaward.”

Inoddedunderstandingly.ButwhoknewhowreluctantandbitterIwas?Paragraph2Idraggedintotheprincipal’sofficethenextday,sadanddisappointed.

Myheadstillliftedwithdignity,Itriedtofightbackthetears,stammering,“Icannot…affordthejacket,sir.”

Staringintomyeyes,theprincipalsuddenlygrinned,“Ihavegoodnewsforyou.”Ilookedathiminconfusion.“Theboarddecidedthatanawardcannotbeboughtjustforthesakeofwinners’dignity.”Hiseyesbrimmedwithsmiles.IpinchedmyhandonlytofindIwasnotdreaming.OnlyatthatmomentdidIbelievethatMr.Schmidtandmygrandpawereright:nevercanawardsbefalsifiedorbought.(162words)閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。“Wanted:

Violin.Can’tpaymuch.Contact…”Irarelyreadtheclassified

advertisements,

sowhydidInoticethatone?Ilaidthepaperonmylapandclosedmyeyes,rememberingwhathadhappenedmanyyearsbefore,duringtheGreatDepressionwhenmyfamilystruggledtomakealivingonourfarm.I,too,hadwantedaviolin.Whenmyolder

twin

sistersbeganshowinganinterestin

music,

HarrietAnnelearnedtoplayGrandma’spiano,whileSuzanneturnedto

Daddy’sviolin.Simpletunesbecamelovelymelodies.Mybabybrotherdanced;

Daddy

hummedandMotherwhistled.Ijustlistened.Whenmyarmsgrewlongenough,ItriedtoplaySuzanne’sviolin.Oh,howIwantedone!ButIknewitwasoutofthequestion.Oneeveningasthetwinsplayedintheschool

orchestra.

Iclosedmyeyestighttocapturethepicturefirmlyinmymind.Someday,I’llsitupthere,Ivowedsilently.Itwasnotagoodyear.Atharvestthecropsdidn’tbringasmuchaswehadhoped.Yeteventhoughtimeswere

hard,Icouldn’twaitanylongertoask,“Daddy,mayIhaveaviolinofmyown?”“Can’tyouuseSuzanne’s?”“I’dliketobeintheorchestratoo,andwecan’tbothusethesameviolinatthesametime.”Daddy’sfacelookedsad.Thatnight,andmanyfollowingnights,IheardhimremindGodinourfamily

prayers,

“…andLord,MaryLouwantsherownviolin.”O(jiān)neeveningweallsatroundthetable.ThetwinsandIstudied.MothersewedandDaddywrotealettertohisfriend,GeorgeFinkle,inColumbus,Ohio.MrFinkle,Daddysaid,wasafineviolinist.WhenDaddyreceivedaletterfromColumbusafewweekslater,heaskedme,“MaryLou,doyouwanttogowithmeto

visit

MrFinkle?”HedroveustoColumbusandwecametoafine,oldhouse.Atallmanopenedthedoor.HeandDaddyheartilyshookhands,bothtalkingatonce.“MaryLou,I’vebeenhearingthingsaboutyou.YourDaddyhasarrangeda

surprise

foryou!”Hepickedupacase,openedit,liftedoutaviolinandstartedtoplay.Themelodysurgedandspokelikewaterfalls.Oh,toplaylikehim,Ithought.Finishingthepiece,heturnedtoDaddy.“Ifounditinapawnshop（當(dāng)鋪）for

sevendollars.

It’sagoodviolin.MaryLoushouldbeabletomakeabeautifulmusicwithit.”Thenhehandedtheviolintome.翻譯練習(xí)1：當(dāng)看到那只兇惡的狼時(shí)，我感到很害怕。1、大家可以先嘗試用概括描述，先將意思表達(dá)清楚。2、請(qǐng)你在此概括描述的基礎(chǔ)上增加細(xì)節(jié)描述，注意邏輯關(guān)系以及語意的合理。參考答案：

1.Atthesightofthefiercewolf,Ifeltveryscared.

2.

1）Atthesightofthefiercewolf,Ifeltsoscaredthat

mythroattightenedandmykneesfelt

weak.

(嗓子發(fā)緊，膝蓋發(fā)軟)

2）Atthesightofthefiercewolf,I

frozewithterror,tooscaredtomoveaninch.(嚇呆了，不敢動(dòng)彈)

3）Atthesightofthefiercewolf,I

wasseizedbyastrongsenseofhorrorandmypalmsweresweating.

(被深深地恐懼感所控制，手心出汗)

對(duì)話

(dialogue)

是故事角色在整個(gè)故事中對(duì)彼此或?qū)ψ约赫f的話。它可以用來揭示人物的性格和個(gè)性，它也可以用來推動(dòng)情節(jié)向前發(fā)展，并展示情節(jié)發(fā)展的過程。我們需要用各種細(xì)節(jié)將主題編織進(jìn)故事之中，讓其不時(shí)地閃現(xiàn)，以展示故事的全部內(nèi)涵。對(duì)話無疑是一種可以讓全部內(nèi)容顯現(xiàn)出來的元素。人物在交談、細(xì)語、呼喊、低吼、抱怨、譏諷、哀嘆，而讀者在傾聽。相較于用枯燥的、闡釋性的長篇大論去傳達(dá)主題，對(duì)話這種方式不僅更快捷有效，而且更能激起讀者的情感。對(duì)話描寫需遵循以下原則：（一）真實(shí)情感在對(duì)人物進(jìn)行對(duì)話描寫時(shí),

真情實(shí)感是貼切人物的最好表達(dá),

盡量避免過于“高大上”或“假大空”,

脫離人物的真實(shí)身份。如:“Youhavehadasoundsleep!”

theoldladyshouted.

“It’stimetoopenyoureyes!We’reinariskysituationandwewillhaveabigdealtomake!”不難發(fā)現(xiàn)作者對(duì)老婦人的真情實(shí)感的描寫,

體現(xiàn)了老婦人急迫的個(gè)性和對(duì)生活的不順心而大發(fā)脾氣的婦女形象。同時(shí),

結(jié)合三個(gè)感嘆句,更好地體現(xiàn)了老婦人的急躁的心理。由此,

讀者也能夠通過該對(duì)話,

體會(huì)到語言的美感。（二）描寫比重在對(duì)人物沖突中的具體的對(duì)話描寫,

要注意在文中段落中的比重問題,

切忌以全對(duì)話或大部分對(duì)話代替其他細(xì)節(jié)描寫,

要恰到好處，例如:“Inthegarden?”Samaskednervously.“IactuallyhavegivenallIhavetoyou!So,pleasedonothurtmeorkillme,Ibegyou!”Jessicaalsotoldthethief,“Doyouwantallourbelongings?Theyareallinourbedroom.Iwillleadyoutogetthem.Ofcourse,wearerichandwehavealotofmoney.Allwillbegiventoyouifyoudonothurtorkillus,please,please!”Thethiefsaid,“Ofcourse.Iwillnotkillyoutoo!OK.Youaresogood.IwillnotkillyouifIgetthis.Givealltomenow!”Justatthattime,therewasaknockatthedoorandthepolicecametothedoor.從上一段的描寫中我們不難發(fā)現(xiàn),

幾乎全段都是對(duì)話語言描寫,

而且話語多次重復(fù)和啰嗦,

難以很好地表達(dá)主人公的內(nèi)心情感,

也難以讓讀者體會(huì)到英語語言的美。所以,

在續(xù)寫過程中,一定要讀透文本,

理解文本中的語言特色,

保持語言的簡潔性和一致性。（三）展現(xiàn)轉(zhuǎn)變從故事的開頭至結(jié)尾，我們筆下的人物應(yīng)該一直在發(fā)生改變，至少是微妙的改變。我們創(chuàng)作小說的原因之一便是展現(xiàn)人物如何變得更好或者更壞。要?jiǎng)?chuàng)作出一個(gè)頗具改造性的場景、使人物發(fā)生永久的改變并且令讀者意識(shí)到這一點(diǎn)，我認(rèn)為這并不是一件輕而易舉的事情。要完成這件事，我們筆下的人物必須說出更多意味深長的話語。“Iguessthisisit,"hesaid.

“I’llseeyoubackhomeinamonth,

okay?”“Theboy’smotherturnedtothedog,

“Okay,

Poppy,

timetogobackhome.”這里的兩個(gè)對(duì)話,一個(gè)是小主人和小狗說再見,一個(gè)是女主人帶小狗回家，都顯示了這家主人對(duì)小狗的喜愛，完全把她當(dāng)作家庭一員來對(duì)待。通過這兩個(gè)對(duì)話，我們可推斷,

小狗只知道自己和小主人再見了,

卻不知道小主人一個(gè)月之后會(huì)回來的,

所以才有下文的悶悶不樂。而其