第二節(jié)讀后續(xù)寫（滿分25分）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫一段，使之構(gòu)成一篇完整的短文。Inourweeklystaffmeeting,oureditorAshleywasnotpleasedwiththequalityofourreporting.“Ourreadershipiswaydown.WeneedbetterstoriesforthisThursday’sschoolnewspaper.Doesanybodyhaveanyideas?Shesaid.IhandedhermyarticleaboutourbasketballteambeatingDeerfieldHighSchoolthepreviousnightbyonepoint.“Sportsstoriesarefun,”shesaid,“butnotgoodenoughforthefrontpage.Weneedsomethingtoreallygetpeople’sattention.Afterourmeeting,weleftthenewsroomtogetherandheardsomeonescreaming,“Perryismissing!”Perrywasabigredparrotandhadbeenourschoolmascot(吉祥物)fortenyears.Heplayedanimportantroleinstudents’livesbothinandoutofclass.Hehadalsobeenaconstantpresenceatschoolevents,inspiringasenseofunityamongstudents.EveryonegatheredaroundPerry’semptycage,heartbroken.Suddenly,astudentfromthecrowdcameoverandshowedmeaphoto.“You’reareporterfortheschoolpaper,right?Ihappenedtotakethisyesterday,”hesaid.InthephotowasaDeerfieldHighSchoolbasketballplayerwithsomethinglargehiddenunderhisshirtaroundthesizeofaparrot.“HemusthavestolenPerrytogetbackatusforwinningthegame!”Ashleycried.Wehurriedbacktothenewsroom,agreeingtorunthephotoonthefrontpagewiththeheadline“DeerfieldStealsPerry.”“Thisisjustthestoryweneed.Everyonewillreadit,”Ashleysaidconfidently.Aftersheleft,Itookacloserlookatthephoto.Theclockinthebackgroundread4:15pm,butourgameagainstDeerfieldhadn’tstarteduntil4:30pm.WhywouldtheboyhavetakenPerrybeforeweevenplayed?Anuneasyfeelingcameovermethatwemighthavefalselyaccusedsomeone.IwenttoPerry’susualcaretakertoaskifheknewPerrywasmissing.“He’snotmissing.He’sretired.He’sreadyforsomequieterdays,”hesaid.Learningthetruth,IimmediatelytoldAshleyandsuggestedwritingastorytosaygoodbyetoPerry.

注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請按如下格式在答題卡的相應(yīng)位置作答。

Paragraph1:Tomysurprise,Ashleyinsistedonreportingthe“DeerfieldStolePerry”story.

Paragraph2:OnThursday,thepapercameoutwiththeheadline“Bye-Bye,Perry”onthefrontpage.

Part1TextanalysisandAppreciation【寫作任務(wù)分析】該寫作任務(wù)圍繞“我”對真相的堅(jiān)持，從而使得Ashley從急功近利、混淆事實(shí)到尊重真相、傳遞正能量轉(zhuǎn)變，創(chuàng)設(shè)了人與自我、品質(zhì)錘煉、社會(huì)責(zé)任的主題語境，傳遞互幫互助，相互影響，共建良好社會(huì)秩序的價(jià)值觀。Step1:Readforplot結(jié)構(gòu)協(xié)同Thestoryfollowsthethree-actstructurewhicheffectivelybreaksastoryintoanexposition,acomplication,andadenouement.EditorAshleywaseagerforaneye-catchingstoryforthefrontpage.Atfirst,shemistookthatDeerfieldstolePerrytogetbackatherschoolteamforwinningthegame.However,evenafterfiguringoutthetruth,Ashleystillinsistedonthefalseaccusationwhichshethoughtmightboostthereadership.Finally,Ashleyunderwentatransformation.Shelearnttheimportanceofethicaljournalismandthesignificanceoftellinggenuinestoriesthatreflectthetruth.

Step2:Readforlanguages語言協(xié)同1、用詞相仿：全文的動(dòng)詞時(shí)態(tài)主要以一般過去時(shí)為主，動(dòng)詞較多，文章動(dòng)感強(qiáng)，如倒數(shù)第二段，動(dòng)詞的連貫性體現(xiàn)出Ashley的人設(shè)。形容詞和副詞較少，語言相對較為平實(shí)。2、句式相近：句式比較豐富，但沒有特別難的結(jié)構(gòu)，符合主人公學(xué)生身份的語言特點(diǎn)，不簡單也不繁復(fù)。

3、修辭相似作者運(yùn)用擬人的手法，凸顯Perry的重要性。從側(cè)面解釋說明Ashley急于利用Perry吸引讀者。語氣相通文章第一段的設(shè)問一方面給讀者留下懸念，另一方面也表達(dá)了Ashley對goodstory的渴望和無奈。HemusthavestolenPerrytogetbackatusforwinningthegame!這一句用了感嘆號，強(qiáng)烈的語氣表達(dá)了Ashley的興奮之情。同時(shí)這“蓋棺定論”的口吻也和下文的真相形成明顯對比，為主題作鋪墊。

Step3:Readforcluesandcharacters內(nèi)容協(xié)同(原文1)Inourweeklystaffmeeting,oureditorAshleywasnotpleasedwiththequalityofourreporting.“Ourreadershipiswaydown.WeneedbetterstoriesforthisThursday’sschoolnewspaper.Doesanybodyhaveanyideas?”shesaid.IhandedhermyarticleaboutourbasketballteambeatingDeerfieldHighSchoolthepreviousnightbyonepoint.“Sportsstoriesarefun,”shesaid,“butnotgoodenoughforthefrontpage.Weneedsomethingtoreallygetpeople’sattention.(原文2)“HemusthavestolenPerrytogetbackatusforwinningthegame!”Ashleycried.Wehurriedbacktothenewsroom,agreeingtorunthephotoonthefrontpagewiththeheadline“DeerfieldStealsPerry.”“Thisisjustthestoryweneed.Everyonewillreadit,”Ashleysaidconfidently.(原文3)Aftersheleft,Itookacloserlookatthephoto.Theclockinthebackgroundread4:15pm,butourgameagainstDeerfieldhadn’tstarteduntil4:30pm.WhywouldtheboyhavetakenPerrybeforeweevenplayed?Anuneasyfeelingcameovermethatwemighthavefalselyaccusedsomeone.IwenttoPerry’susualcaretakertoaskifheknewPerrywasmissing.“He’snotmissing.He’sretired.He’sreadyforsomequieterdays,”hesaid.Learningthetruth,IimmediatelytoldAshleyandsuggestedwritingastorytosaygoodbyetoPerry.

Part2PlotweavingandContinuationStep1:ReadforconflictandthemeConflict

矛盾沖突Ashleyinsistedonrunningthesensationalizedstorydespiteknowingthetruth,whilethenarratoradvocatedforhonestyandethicalreporting.Resolution

解決方案ThenarratorconvincedAshleyoftheimportanceoftellingthetruthandhonoringPerry’slegacywithagenuineandheartfeltarticle.

3、Theme

主題ThethemeofthepassagerevolvesaroundAshley’sevolutionfromprioritizingsensationalismtovaluinggenuinestories,coupledwiththenarrator’ssteadfastcommitmenttotruthhighlighttheimportanceofintegrityinjournalism.Step2:Depictminiscenes1、善用修辭，飽滿情緒2、利用對比，突顯改變3、側(cè)面描寫，彰顯主角4、名詞總結(jié)，細(xì)膩精準(zhǔn)5、內(nèi)容協(xié)同，升華主題

Part3SamplewritingandAssessment【官方范文】Tomysurprise,Ashleyinsistedonreportingthe“DeerfieldStealsPerry”story.

“Thisistheverystoryweneedtoattractmorereaders,”sheargued.Toconvinceher,Idefendedthatifwewrotethisarticle,wewouldbetellingalie.Noticingherhesitantexpression,Ifurtherexplainedthepotentialharmitwouldcausetotheplayerandourpaper’sreputation.Aftersomediscussion,Ashleyfinallygavein,“OK,let’strywithrealstories.”ThenIwenttogatherallthenecessaryinformationtowriteanarticleaboutPerryandtheprecious