第二講讀文有技巧——如何讀讀是為了更好地寫。續(xù)寫之前,學(xué)生需要閱讀文章內(nèi)容,確定文章的主題和情節(jié)脈絡(luò)。要抓住文中關(guān)鍵人物的性格、語言、動(dòng)作中體現(xiàn)出來的細(xì)節(jié),并梳理閱讀文本的邏輯結(jié)構(gòu)。同時(shí),積累文中的主題詞句,熟悉寫作風(fēng)格、修辭手法等,并對(duì)續(xù)寫內(nèi)容進(jìn)行合理的想象,為后續(xù)的自主創(chuàng)作搭建合理的情境模型。一、讀要素和主題——確定續(xù)寫基調(diào)讀后續(xù)寫一般是記敘文。我們通過讀所給文本來提煉出記敘文六要素(who、what、when、where、why和how),弄清文章大意和主題,理清文章脈絡(luò),把握續(xù)寫情節(jié)的大致走向。【典例】(2020·新高考Ⅰ卷)TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet.Peopleweretryingtohelpeachothermeetthechallenges.Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasamansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittleboy—hisnamewasBernard—hadinterestedherverymuch.“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon’tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphimtoearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”“SodoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish(完成).”Theotherchildrenalsojumpedupallattention.WhenJohnhadanidea,itwassuretobeagoodone.“Itellyouwhatwecando,”saidJohn.“YouknowthatbigboxofcornUncleJohnsentus?Well,wecanmakepopcorn(爆米花),andputitintopaperbags,andBernardcantakeitaroundtothehousesandsellit.”二、讀所給段首句——確定續(xù)寫框架第一段首句是原文內(nèi)容的銜接和延伸,第二段首句是第一段內(nèi)容的銜接和延伸。在第一段最后往往有與第二段首句相關(guān)聯(lián)的語句,這樣兩段之間自然銜接,思路一致,形成一個(gè)整體。學(xué)生可以嘗試倒推法,因?yàn)榈诙问拙渚褪堑谝欢蝺?nèi)容的延伸,從第二段首句著手,就可以知道第一段所發(fā)生的事情,從而推知第一段續(xù)寫內(nèi)容?！镜淅?2022·新高考Ⅰ卷)...Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.注意:續(xù)寫詞數(shù)應(yīng)為150個(gè)左右。Wesatdownnexttoeachother,butDavidwouldn’tlookatme.

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

點(diǎn)撥:(1)根據(jù)第二段首句可知,David和其他選手一起站在起跑線,可以反推出作者在續(xù)寫第一段成功說服David參加比賽。而從全文立意、情節(jié)傳達(dá)正能量的角度可以推出,David跑完了比賽。(2)在情節(jié)設(shè)計(jì)上,應(yīng)以作者與David的互動(dòng)為落腳點(diǎn)。于是情節(jié)設(shè)計(jì)思路如下:第一段:David引起作者注意——說服David參加比賽——David思考后決定參加比賽。第二段:作者給予David鼓勵(lì)——David堅(jiān)持跑完全程——情感升華:David感受到挑戰(zhàn)自我的成就感。三、讀人物性格——塑造人物形象閱讀文本時(shí)我們常有一種代入感,感覺故事主人公就如同我們身邊的熟人,甚至是與我們自己性格一樣的人。因此,無論主人公的個(gè)性多么鮮明和生動(dòng),也包含普遍意義的共性。所以塑造人物時(shí)要凸顯其性格特征?！镜淅?浙江卷改編)Ihadaninterestingchildhood:Itwasfilledwithsurpriseandamusements,allbecauseofmymother—loving,sweet,andyetabsent-mindedandforgetful.OnestrangefamilytripwetookwhenIwaseleventellsalotabouther.MytwosetsofgrandparentslivedinColoradoandNorthDakota,andmyparentsdecidedtospendafewweeksdrivingtothosestatesandseeingallthesightsalongtheway.Asthefirstdayofourtripapproached,David,myeight-year-oldbrother,andIunwillinglysaidgood-byetoallofourfriends.Whoknewifwe’deverseethemagain?Finally,themomentofourdeparturearrived,andweloadedsuitcases,books,games,campingequipment,andatentintothecarandbravelydroveoff.Webravelydroveoffagaintwohourslaterafterwe’dreturnedhometogetthepurseandtraveler’schecksMomhadforgotten.DavidandIwerealwaysalittlenervouswhenusinggasstationbathroomsifMomwasdrivingwhileDadslept:“YoustandoutsidethedoorandplaylookoutwhileIgo,andI’llstandoutsidethedoorandplaylookoutwhileyougo.”Ihadterriblepicturesinmymind:“Honey,wherearethekids?”“What?!Oh,Gosh...Ithoughttheywerebeingawfullyquiet.”Wewereneveractuallyleftbehindinastrangecity,butweweren’tabouttotakeanychances...點(diǎn)撥:閱讀文本,體會(huì)加黑部分的用法文中對(duì)主人公mymother的性格用形容詞loving、sweet、absent-minded、forgetful進(jìn)行了描繪。因?yàn)閶寢尳⊥?absent-mindedandforgetful),第一段中可以設(shè)計(jì)媽媽忘記帶野炊灶具的情節(jié);因?yàn)閶寢屔屏加袗坌?lovingandsweet),所以可設(shè)計(jì)媽媽故意把新帳篷落在宿營(yíng)地,留給無家可歸的人,讓他們遮風(fēng)避雨。使用forgetful一詞把媽媽的善良和健忘完美結(jié)合,一語雙關(guān)。這兩個(gè)情節(jié)內(nèi)容與原材料對(duì)媽媽的人設(shè)前后呼應(yīng),高度契合。四、讀情節(jié)沖突——豐富故事情節(jié)沖突是指兩個(gè)或兩個(gè)以上對(duì)立方的矛盾沖突。沒有沖突,就沒有故事情節(jié)的發(fā)展。沖突的類型包括個(gè)人的自我掙扎、人與人之間的沖突(角色之間的沖突)、人與社會(huì)的抗?fàn)?、人與自然的矛盾(角色與環(huán)境的沖突)等。矛盾沖突決定了雙線(情節(jié)線和情感線)的跌宕起伏?！镜淅?2020·浙江7月卷改編)Onefall,mywifeElliandIhadasinglegoal:tophotographpolarbears.Wewerestayingataresearchcampoutside“thepolarbearcapitaloftheworld”—thetownofChurchillinManitoba,Canada.Takingpicturesofpolarbearsisamazingbutalsodangerous.Polarbears—likeallwildanimals—shouldbephotographedfromasafedistance.WhenI’mfacetofacewithapolarbear,Ilikeittobethroughacamerawithatelephotolens.Butsometimes,thatiseasiersaidthandone.Thiswasoneofthosetimes.AsElliandIcookeddinner,ayoungmalepolarbearwhowasplayinginanearbylakesniffed,andsmelledourgarlicbread.Thehungrybearfollowedhisnosetoourcamp,whichwassurroundedbyahighwirefence.Hepulledandbitthewire.Hestoodonhisbacklegsandpushedatthewoodenfenceposts.Terrified,ElliandItriedallthebeardefenseactionsweknew.Weyelledatthebear,hitpotshard,andfiredblankshotgunshellsintotheair.Sometimesloudnoiseslikethesewillscarebearsoff.Notthispolarbearthough—hejustkepttryingtoteardownthefencewithhismassivepaws(爪子).Iradioedthecampmanagerforhelp.Hetoldmeahelicopterwasonitsway,butitwouldbe30minutesbeforeitarrived.Makingthebestofthiscloseencounter(相遇),Itooksomepicturesofthebear.ElliandIfearedthefencewouldn’tlastthrough30moreminutesofthebear’spunishment.ThecampmanagersuggestedIusepepperspray.Thesprayburnsthebears’eyes,butdoesn’thurtthem.SoIapproachedouruninvitedguestslowlyand,throughthefence,sprayedhimintheface.Withanangryroar(吼叫),thebearrantothelaketowashhiseyes.Afewminuteslater,thebearcamebacktoourcamp...點(diǎn)撥:(文中加黑部分)表現(xiàn)出作者與熊的沖突逐漸升級(jí)的三次對(duì)抗:五、讀語言風(fēng)格——追求語言協(xié)同續(xù)寫是對(duì)原文的延續(xù)與收尾,因此語言風(fēng)格上也要求與原文保持一致,這樣才能實(shí)現(xiàn)內(nèi)容的渾然一體。點(diǎn)撥:(1)2020年浙江7月卷讀后續(xù)寫原文在語言運(yùn)用上表現(xiàn)出了豐富性,現(xiàn)對(duì)其語言特點(diǎn)進(jìn)行如下分析。寫作手法例句動(dòng)名詞短語Takingpicturesofpolarbearsisamazingbutalsodangerous.(心理活動(dòng))with短語Withanangryroar,thebearrantothelaketowashhiseyes.(動(dòng)作描寫;情感描寫)分詞結(jié)構(gòu)Terrified,ElliandItriedallthebeardefenseactionsweknew.(情感描寫)Makingthebestofthiscloseencounter,Itooksomepicturesofthebear.(動(dòng)作描寫)定語從句AsElliandIcookeddinner,ayoungmalepolarbearwhowasplayinginanearbylakesniffed,andsmelledourgarlicbread.(場(chǎng)景描寫;動(dòng)作描寫)Thehungrybearfollowedhisnosetoourcamp,whichwassurroundedbyahighwirefence.(場(chǎng)景描寫)虛擬語氣ThecampmanagersuggestedIusepepperspray.(情感描寫)(2)朗讀下面續(xù)寫短文,