第10講讀后續(xù)寫

題型概述

評分原則

讀后續(xù)寫

如何讀和寫

一.題型概述

讀后續(xù)寫滿分25分，提供一段350詞左右的語言材料（多為故事類文章或夾敘夾議類文章），要求考生

依據(jù)該材料內容所給段落開頭語進行續(xù)寫，為其補充一篇150詞左右，與給定材料有邏輯銜接、情節(jié)合理

和結構完整的短文。

讀后續(xù)寫是一種將閱讀與寫作緊密結合的考查形式，旨在考查學生的綜合語言運用能力。與應用文不同，

故事續(xù)寫除了要求學生掌握豐富的詞匯和句式外，還注重學生的內容構思和情節(jié)銜接的能力。

二.評分原則：

1）內容：內容的豐富性、故事發(fā)展的合理性，續(xù)寫的完整性

2）詞匯語法：使用語言的多樣性、準確性和恰當性；（語言為交際服務，不可一味使用所謂“高級”語言，要

與原文語言特點保持一致。）

3）篇章結構：上卜.文的銜接（包括續(xù)寫段落之間的銜接）連貫性：

4）寫作規(guī)范：

①詞數(shù)少于130的，扣2分；

②拼寫和標點符號錯誤多將分數(shù)降低一個檔次；

③如書寫較差，以至影響交際，將分數(shù)降低一個檔次；

三.如何讀和寫：

讀：

1：讀懂原文：

>找出6要素(Actions,feelings,settings);

>理清情節(jié),提煉問題和解決方法(astorymountain：conflictsolution);

2:構思情節(jié)：

>原文結尾+2個段首句，通過問答，構建寫作框架；

>“拿來”原文的提示語料：推動續(xù)寫情節(jié)；(reasonable,logical)

3:研究時態(tài);(過去時)。

寫：

(1)寫好兩段首尾句;(邏輯銜接好)

(2)響題”與“解決”;(結構完整)

(3)動作與情感雙曲線;(情節(jié)好)

(4)抓準伏筆，回扣前文。(點亮全文)

如何寫讀后續(xù)寫

1.理清已知信息

精讀文章，關注細節(jié)和脈絡。閱讀是讀后續(xù)寫的起點，起點的高低直接影響著續(xù)寫能達到的高度，因

此考生要通過閱讀梳理文中主要人物之間的關系、主要人物的性格特點、故事發(fā)展線索，以便把握故事的

走向，構建情節(jié)。厘清主要信息不僅可以幫助考生理解故事情節(jié)，推斷故事發(fā)展方向，同時對續(xù)寫時的人

物描寫有指導作用。

2.講判續(xù)寫方向

(1)定文章基調

在讀完文章后，考生要根據(jù)各段落的主旨，明確文章的整體構架和中心思想。此外，考生需要通過文

中的細節(jié)描述來確定續(xù)寫內容的基調，如分析描寫人物的形容詞和人物發(fā)出的動作、文中的對話、所給的

兩個續(xù)寫段首句來確定續(xù)寫的基調，尋找續(xù)寫的切入口，從而展開合理的情節(jié)想象。

(2)定文章走向

所給續(xù)寫段落開頭語對故事發(fā)展有提示、銜接、引導和限制作用。續(xù)寫時，考生要站在作者的角度，

繼承原文寫作思路，需要注意續(xù)寫內容應積極向上，設計的結局應是正向的，如意外事件類的續(xù)寫結局應

是事情得以解決。此外，續(xù)寫第二段的開頭往往暗示著第一段的故事走向。

⑶定續(xù)寫框架

在讀后續(xù)寫中，細讀是起點，寫作則是重點，而建構是難點。考生可將梳理出的信息和拓展的細節(jié)結

合形成故事發(fā)展的要點，從而構是簡單的續(xù)寫故事框架。另外，在寫作時，考生應注意句子結構的多樣性、

詞匯的豐富性，利用儲備的語言知識，根據(jù)內容慎重選擇詞匯、詞塊和句式，且有意識地使用高級句式，

使表達富有感染力。此外，考生逐應該注意續(xù)寫內容與所給段落首句的銜接程度。

3.潤色

(1)要使用高級詞匯及短語

①使用高等級詞匯②使用短語③使用諺語

(2)句式要有變化

①復合句(主語'賓語'表語\同位語'定語'狀語從句)

②倒裝句(1)否定詞置于句首Q)only+狀語置于句首

③強調句型：Itis.......that(who)..

④固定句子結構：too…to…，so…that…，not...until...,notonly...butalso...?neither...nor...

⑶使用連接詞，過渡自然，連貫通順，

?并歹ijand;aswellas;also;too,

?選擇either...or...either...or...;

?原因because(of);owingto;dueto;thanksto

?結果so:therefore;thus;asaresult

?比較onthecontrary：paredto

?轉折but;yet;however;

?遞進besides;moreover;inaddition

?舉例fbrexample;suchas;thatis;takc...forexample

口薊司

后續(xù)寫

Passage1

(2023上?安徽蕪湖?高一統(tǒng)考期末)聞讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段文字，使之構成一

篇完整的短文。

Asisknowntoall.(hetrafficisverypoorandheavy.Thebusorthe(rainisreallycrowded.EverytimeIgo

homefrommypanyorleavehomefbrmypany,IhavetoacceptsuchahardexperiencethoughIhavebeenusedto

it.

OnacoldDecembermorningin2020,Iboardedabuswithmyfourbagswhichwerelarge.Luckily,there

weretwoemptyseatsleft.Aboutonehourlater,awelldressedyoungguygotonandtooktheseatnexttomine.I

wascautious.Iwouldoftencacrossguyswhowereeagertotalktoagirltravellingonherown.SoIwasnot

surprisedwhenhespokeup.

“Wherearcyougoing?”heasked.

“RampurBushehr,”Irepliedbrieflyandputonmyearphonestoenjoysomemusicortoavoidtalkingwith

him.Hedidnotbothermeafterthatasifhehadknownmyidea.

Itstartedtorainandcoldwaterwasdroppingthroughtheroofrightontomylap.Seeingthat,theguyemptied

ap'asticshoppingbagfullofclothes,whichhepushedintohistravelbag.Hethenhandedmetheplasticbag.I

accepteditwithasheepish(困窘的)"thanks"beforespreadingitonmylap.

Minuteslater,thebusbrokedown!Theconductorannouncedwcwouldhavetomovetoanotherbusthat

Whentheyfinallyarriveda(Traversrailwaystation,(hebusdriverhelpedtheteamcarrythebagsintoihe

station.Assoonastheygotonthetrain,itstartedtomove.Lookingoutofthewindow,theteachersawthebus

driverrunningtowards(hetraindoor.

注意：

1.續(xù)寫詞數(shù)應為150左右；

2.開頭已給出。

“Oh,no!”theteachershouted.tfcThcdriverhasouruniformbag!”

Caughtinpletehopelessness,(heteam1'romSpringtownsawtheplayersofMaidstonewalkingtowardsthem.

Passage3

(2023上?湖南衡陽?高一統(tǒng)考期末)閱讀卜面的材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇

完整的短文。

After22yearsofmarriage,Ihavediscoveredthesecrettokeeplovealiveinmyrelationshipwithmywife,

Peggy.Istarteddatingwithanotherwoman.

ItwasPeggy'sidea.Onedayshesaidtome,“Lifbistooshort,youneedtospendtimewiththepeopleyou

love.Youprobablywon'tbelieveme,butIknowyouloveherandIthinkthatifthetwoofyouspendmoretime

together,itwillmakeuscloser?,

The“other"womanmywifewasencouragingmetodateisnymother,a72yearoldwidowwhohaslived

alonesincemyfatherdied20yearsago.Rightafterhisdeath,Imoved2,500milesaway(oCaliforniaandstarted

myownlifeandcareer.WhenImovedbacknearmyhometownsixyearsago,IpromisedmyselfthatIwould

spendmorelimewithMom.Butwiththedemandsofmyjobandthreekids,Inevergotaroundtoseeinghermuch

beyondfamilygettogethersandholidays.

MomwassurprisedwhenIcalledandsuggestedthetwoofusgoou((odinner.

“What'swrong?^^sheasked.

thoughtitwouldbenicetospendsometimewithyou,“Isaid,"JustIhetwoofus.”

“Iwouldlikethatalot,“shesaid.

WhenIpulledintoherdriveway,shewaswaitingbythedoorwithhercoaton.Herhairwascurled,andshe

wassmiling.<4ItoldmyfriendsIwasgoingoutwithmyson,andtheywereallimpressed.Theycan'twaittohear

aboutourevening,“Momsaid.

注意：

1.所續(xù)寫短文的詞數(shù)應為150左右；

2.續(xù)寫部分分為兩段，每段的開頭語已為你寫好：

Para1:Minuteslater,wearrivedatarestaurantintheneighborhood.

Para2:uHowwasyourdate?”PeggyaskedwhenIgothome.

Passage4

（2023上?湖南益陽?高一統(tǒng)考期末）閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完

整的短文。

OncetherelivedagirlnamedMelanie.Thelittlegirlwaslivingwithadream.Shewantedtobeaballetdancer.

Herbodywasveryflexibleandshehadastrongwillpower.Melanie'sparentsneverknewofthegreatdancing

skillstheirdaughterhaduntiloneday,theysawthelittlegirldancingwiththebeautifulstepsofaballerina.

“Isn'titstrange?Melanieisdancingsowellwithoutanyformaltraining!Mthemothersaid.

“Wemustgiveherballetlessonstohelpherimproveherskills/'herfathersaid.

Thefollowingday,Melanie'sparentstookhertoalocaldancetrainingschool.TheteacheraskedMelanieto

dance.Thelittlegirlwashappyandshowedsomeofherfavoritecancesteps.However,theteacherdidn'tseem

interestedinherperformance.

“That'sOK.Youcanleavenow!''theteachersaid.

Melaniewasshockedtohearthis.Sowereherparents.Theycouldn'tbelievetheirears.

“Thegirlismon.Shedocsnothavethepossibilitytobccaballerina,vthcdanceteachersaid."Don'tlether

wastehertimedreamingofbeingadancer.^^

Disappointed,Melanicandherparentsreturnedhome.TearsrolleddownMelanie'sface.Herdrcamswere

brokenwithinamatterofminutes.Withoutconfidence,Melanieneverattemptedtodanceagain.Shepletedher

studiesandwentontobccateacherinschool.Lifewasgoodandshekeptherselfbusywithfamilyandwork.

However,whenevershehappenedtopasstheschooPsballetroom,memoriesofchildhooddreamsdancedbefore

hereyes.

注意：

1.續(xù)寫詞數(shù)應為150左右；

2.請按如下格式在答題卡的相應位置作答。

Oneday,theballetteacherinherschoolwaslate.

“Whataperformance,Melanie!Youareatrueballerina!^^saidtheballetteacherenteringtheclassroom.

Passage5

（2023上?河北唐山?高二統(tǒng)考期末）閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完

整的短文.

Danilohurriedthroughthehallsoftheschoolforaceremony.Aheadofhim,hisdadwasemptyingalitterbin.

Danilohopedhisdadwouldn'tseehim.Heloweredhishead,tryingtogetmixedintheotherstudents.Hefelt

embarrassedthathisdadwastheschoolcleaner.

“Goodmorning,son,^^hisdadsaidasDanilopassed.Danilowalkedfaster,pretendingnottohear.Butthe

otherboyshadalreadynoticed.

“Hey,Danilo,“aboycalledout,"There'syourdad,Santos,theschoolsweeper!Maybeheneedsyourhelp.”

Anotherboycutin,mentioningthatSantoscoulddosomuchmorethansweep.Hecouldemptythelitter.Theboys

alllaughed.

Danilocouldn'twaittogotomiddleschoolnextyear,wherehewouldnotbelaughedat.Helookedoverhis

shoulder.Hisdadworkedwithasmileonhisface.Howcouldheignoresuchunkindwords?

Daniloranintothemeetinghall.Manypeoplewereseated,waitingfortheschooltoannouncetheTeacherof

theYear.Hisbestfriends,NathanielandFrances,hadsavedascatforhim.Theymadeguessesaboutwhosename

wasontheplaque（匾）.Theyhadmanywonderfulteachers.Danilolikedallofthem.Itwouldbehardforhimto

pickjustone.

注意：

1.續(xù)寫詞數(shù)應為150左右；

2.開頭已給出。

ThetimecamefbrtheheadmastertoannouncetheTeacheroftheYear.

Danilowaitedregretfullyattheedgeofthecrowd,whowereallcheeringforMr.Santos.

Passage6

（2023上?河南新鄉(xiāng)?高一新鄉(xiāng)市第一中學校聯(lián)考期末）閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段,

使之構成一篇完整的短文。

Thisisastoryabouttwoteenagerswhoweredirectoppositesbutwereinseparable.

NoonecouldreallyunderstandhowMackandZackcouldbesuchgoodfriends.Theyweredirectoppositesin

everyway—fromthetopoftheirheadstothetipsoftheirtoes.Thatistosay,theyhavenottheleastsimilarities.

Theywerelabeledtheinseparablebyanyonewhoknewbothofthemortheirmonfriends.

TheyfirstmetwhentheywereinGradeOne.Itwasnotoneofthosedramaticmeetingsbutordinaryand

boring.Bothwereeyeingthesecondseatinthemiddlerowintheclassroom.

Bothrushedfbrthechairbutanothergiantclassmateputhimselfintoit.Sotheylookedateachother,

shruggedtheirshouldersindifferentlyandplacedthemselvesoneithersideofthegiant.However,theclassteacher

immediatelyrearranged（heirse