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(共19張PPT)
寫作進(jìn)階
第二部分　讀后續(xù)寫
第二講　續(xù)寫文本解讀
讀后續(xù)寫的體裁以記敘文為主，記敘文是以寫人物的經(jīng)歷和事物發(fā)展變化為主要內(nèi)容的一種文體形式。要寫好續(xù)寫文章，深刻理解文本是第一步。理解文本要注意以下幾個(gè)方面。
一、淺層信息獲取
1．抓住記敘文的六要素
記敘文的六要素即人物、時(shí)間、地點(diǎn)、事件的起因、經(jīng)過和結(jié)果，讀后續(xù)寫所提供的文本已給出了前幾個(gè)要素。因此閱讀文本時(shí)要緊扣所給的要素。
2．厘清人物關(guān)系
閱讀時(shí)要關(guān)注文章寫作視角，即寫作人稱，標(biāo)記文中的主要人物，并厘清這些主要人物之間的關(guān)系，如親子關(guān)系、師生關(guān)系、同學(xué)關(guān)系等，這對(duì)于此后的續(xù)寫至關(guān)重要。
二、深層文本解讀
1．把握兩大線索
即情節(jié)線和情感線。閱讀文本時(shí)要抓住這兩條主線，以便更好地理解文章，為續(xù)寫做好準(zhǔn)備。只有對(duì)原文的脈絡(luò)線索有正確和深刻的理解，續(xù)寫的內(nèi)容才能和原文骨肉相連，契合緊密。
2．明確故事主旨
讀后續(xù)寫的主題體現(xiàn)立德樹人精神，圍繞家庭親情、個(gè)人成長、校園生活、人與人之間守望互助、人與自然和動(dòng)物的和諧相處創(chuàng)設(shè)情境。因此，廣大考生在做讀后續(xù)寫題目時(shí)，應(yīng)在此范圍內(nèi)正確判斷其主題，保證自己的續(xù)寫內(nèi)容正確體現(xiàn)主題、不偏離主題。
3．抓住伏筆與鋪墊
對(duì)于作者而言，“挖坑”和“填坑”是創(chuàng)作的一大樂趣。就像完形填空題型中的“復(fù)現(xiàn)”一樣，文章中重要的細(xì)節(jié)本來就會(huì)反復(fù)出現(xiàn)，反復(fù)被強(qiáng)調(diào)。對(duì)于讀后續(xù)寫而言，要求續(xù)寫內(nèi)容要和所給短文一脈相承，最好的方式就是呼應(yīng)所給短文中的細(xì)節(jié)。抓住可以呼應(yīng)的細(xì)節(jié)，可以幫助我們打開思路。而且有些時(shí)候，前文的細(xì)節(jié)對(duì)續(xù)寫部分會(huì)起到限定作用，忽略了重要的細(xì)節(jié)，很可能導(dǎo)致“故事續(xù)寫”變成前后矛盾的“續(xù)寫事故”。
【典例示范】
(2023·新高考Ⅰ卷)
When I was in middle school, my social studies teacher asked me to enter a writing contest.I said no without thinking.I did not love writing.My family came from Brazil, so English was only my second language.Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts.No one laughed harder than he did.
So, why did he suddenly force me to do something at which I was sure to fail His reply：“Because I love your stories.If you're willing to apply yourself, I think you have a good shot at this.” Encouraged by his words，I agreed to give it a try.
I chose Paul Revere's horse as my subject.Paul Revere was a silversmith(銀匠) in Boston who rode a horse at night on April 18,1775 to Lexington to warn people that British soldiers were coming, My story would come straight from the horse's mouth.Not a brilliant idea, but funny; and unlikely to be anyone else's choice.
What did the horse think, as he sped through the night Did he get tired Have doubts Did he want to quit I sympathized immediately.I got tired.I had doubts.I wanted to quit.But, like Revere's horse, I kept going.I worked hard.I checked my spelling.I asked my older sister to correct my grammar.I checked out a half-dozen books on Paul Revere from the library.I even read a few of them.
When I handed in the essay to my teacher, he read it, laughed out loud, and said，“Great.Now, write it again.”I wrote it again, and again and again.When I finally finished it, the thought of winning had given way to the enjoyment of writing.If I didn't win, I wouldn't care.
注意：續(xù)寫詞數(shù)應(yīng)為150左右。
A few weeks later, when I almost forgot the contest, there came the news.
I went to my teacher's office after the award presentation.
一、淺層信息獲取
1．抓住記敘文的六要素
人物 ________________________________________________
時(shí)間 ______________________________
地點(diǎn) ___________________
起因 my social studies teacher asked me to enter a writing contest
經(jīng)過 Encouraged by my teacher, Chose a subject and began to write
結(jié)果 ...
I, my social studies teacher, my older sister
When I was in middle school
in middle school
2.厘清人物關(guān)系
主要人物及關(guān)系 (1)____________________________
(2)_____________________________
次要人物 __________________
my social studies teacher
I(a middle school student)
my older sister
二、深層文本解讀
1．把握兩大線索
情節(jié)線 ___________________________________________________________________________________________________________________________
情感線 ____________________________________________
my teacher asked me to enter a writing contest→my teacher encouraged me to have a try→I chose a subject and began to write
resistant→willing to do→persistent→enjoyable
2.明確故事主旨
本文以人物為線索展開，講述了作者上中學(xué)的時(shí)候，社會(huì)學(xué)老師邀請(qǐng)作者參加一個(gè)寫作比賽。作者不喜歡寫作，于是想都沒想就拒絕了。但是在老師的鼓勵(lì)下，作者同意試一試。作者在寫作過程中雖然很累，但是沒有放棄，堅(jiān)持下來了。在作者最終完成寫作時(shí)，作者感到寫作讓他很快樂，他已經(jīng)不在乎輸贏了。本文主題體現(xiàn)了立德樹人的精神，彰顯了人性的光輝。
3．抓住伏筆與鋪墊
①老師讓我參加作文大賽：__________________________________
___________________________________________________________
②我的英語是第二語言：____________________________________
___________________________________
③受到老師的鼓勵(lì)去參賽：_________________________________
_____________________
When I was in middle school, my social
studies teacher asked me to enter a writing contest.
My family came from Brazil, so English was
only my second language.
Encouraged by his words, I agreed to give
it a try.
④以平靜心態(tài)對(duì)待輸贏：____________________________________
________________________________________________________________________
When I finally finished it, the thought of
winning had given way to the enjoyment of writing.If I didn't win, I wouldn't
care.

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