续写内容创造的原则

郭娟

王初明教授指出读后续写的内容要创造，于是很多考生认为续写的内容可以根据自己的常识或生活经验进行大胆的创新，只要能够做到自圆其说，符合逻辑即可，其实不然。下面笔者以2023年的高考读后续写为例，梳理总结续写内容创造应遵循的原则，以助考生一臂之力。

2023年读后续写的试题如下：

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 youre 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 Reveres 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 horses mouth. Not a brilliant idea， but funny；and unlikely to be anyone elses 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 Reveres 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 didnt win， I wouldnt care．

注意：1. 续写词数应为150个左右；2. 请按如下格式在答题卡的相应位置作答。

A few weeks later， when I almost forgot the contest， there came the news.

I went to my teachers office after the award presentation.

本文讲述了作者上中学时，社会学老师邀请他参加一个写作比赛。英语写作对于他是困难和痛苦的，所以他不假思索就拒绝了。但是在老师的欣赏和鼓励下，作者同意进行尝试。在写作过程中，作者虽然很累，但是反复修改，没有放弃，坚持了下来。在作者最后完成写作时，感到很快乐，他已经不在乎输赢了。

根据两个段首句：几周后，当我几乎忘记那个比赛，消息传来；在颁奖典礼后我去了老师办公室，可知第一段应该包含以下要点：（1）作者获奖；（2）颁奖相关信息；（3）提及老师；第二段应该包含以下要点：（1）对老师的感激；（2）从这件事当中获得的积极、正能量的人生感悟即文章结尾处的升华。那么，创造出续写内容应该遵循哪些原则呢？

一、逻辑“它洽”

本文的逻辑“它洽”是指续写内容要和文章自身即作者的逻辑，而不仅仅是续写者的个人逻辑相融洽，即续写内容要符合逻辑“它洽”，而不仅仅是“自洽”。考生在构造续写内容时很容易陷入自身的逻辑，根据自身的生活经验和常识来完成两段的续写，而忽视文章本身的逻辑，这样的续写内容在考场上，尤其是高考的考场上拿到第五档的分数是非常困难的，因此考生一定要注意续写内容的逻辑“它洽”，如下面一位考生的考场作品：

A few weeks later， when I almost forgot the contest， there came the news. I was so sad to learn that I lost the contest. A sense of sorrow flooded over me. I had worked so hard on the writing. I asked my sister to help me with it. More importantly， I also checked out a half dozen books on Paul Revere from the library and even read a few of them to finish the writing. My efforts were in vain. Thinking of that， tears clouded my eyes. But I decided to ask my teacher for the reason why I failed in the contest．

I went to my teachers office after the award presentation. When I walked into my teachers office， he was busy with something else. “Sorry to interrupt you， my dear teacher. Can you tell me why my writing didnt get any reward？” I said in very miserable tone. “You made some grammar mistakes in your writing. And you language ability still needs to be improved.” He said patiently. “But I believe that youll succeed sooner or later as long as you keep making great efforts to improve it.” He added， giving me a firm look. From then on， I spared no efforts to enhance my writing. Actually， I fell in love with writing.

該考生的第一段描述作者的作品没有获奖的伤心与失望，并要去问老师自己的作品为什么没有获奖。该考生认为这个逻辑没有问题，即做到了逻辑“自洽” 。但完全忽略了文章自身的逻辑，原文最后一段已经很清楚交代作者不在乎输赢，于是该考生的考场作文与原文的逻辑是相悖的，并且忽视了第二段首句“颁奖典礼”这一重要信息；相应地，该考生的第二段也是不符合原文逻辑。由此可见，在进行续写内容创造时要先理清原文逻辑，让自己的作品符合逻辑“它洽”。

二、续写内容的完整性

续文的完整性是指考生创造的续写内容应包含经过推理得出的所有要点或元素，而不是只包含部分或个别要点或元素。由于考场时间紧迫，考生在审题时往往会漏掉或忽视一些要点，续写内容也往往会因缺乏一些要素而导致得分偏低，如下面一位考生的考场作品：

A few weeks later，when I almost forgot the contest， there came the news.As I looked around in the classroom， my classmate， Tom， appeared. When seeing me， he came up to me and held my hand instantly. “Why did you stand here by yourself？ Dont you know you got the first prize？” he shouted with excitement. “I think I cant be the winner because my writing is not so good.” Hearing this， Tom smiled and whispered， “How proud I am of you！ You made it！ Go and take the prize！” It was not long before a glitter medal was in my hand， shining off a bright light．

I went to my teachers office after the award presentation.I carried the medal in front of me and knocked at my teachers door. At the sight of the medal， the teacher felt a little confused， asking， “You won it？” “We have done it together. Its a surprise for me.” I responded， my face blooming like a flower. “This is the best gift I have ever seen！ But it was your efforts that led to your success” said the teacher excitedly with tears sparkling in his eyes. He embraced me tightly. At that time， I really knew writing was a precious treasure which I would love forever．

该考生的第一段侧重描写作者得知获奖信息的过程，而漏掉了对颁奖典礼相关信息的描述，也没有提及老师；第二段重点描述告知老师自己获奖，但是漏掉了对老师表示感谢这个重要元素，因此该考生的续文并不完整，缺乏基本要点，很难取得高分。因此，考生要先根据原文以及两个已给的段首句推断出续文应该包含的所有基本要素，在创造续写内容时遵循完整性原则，使得续文含有所有必要元素。

三、续写内容的衔接性

考生在创造续文时至少要做到三处衔接，即第一段第一句要和第一段已给段首句衔接、第一段最后一句要和第二段已给段首句衔接、第二段第一句要和第二段已给段首句衔接。衔接处自然紧密，续文才能意义连贯、结构清晰，反之亦然。如两位考生的作品，第一位考生作品如下：

A few weeks later， when I almost forgot the contest， there came the news.  It seemed like a normal afternoon as usual， when I was immersed in reading another attractive book on Paul Revere. （第一處衔接）I heard that all the students should attend an award presentation of the writing contest after class. “Have I won a prize？ Will my horse become another hit 248 years later？” I thought to myself， a bit anxious. Finally came the meeting， at the beginning of which all the other peers were excited to guess who would be the winner. When hearing my name called， I dashed to the stage. Receiving the medal， I could hardly conceal my joy. （第二处衔接）

I went to my teachers office after the award presentation. “Congratulations！ You made it.” he held up his thumb with a shining and inspiring smile. （第三处衔接） From then on， I never doubted about my ability to learn English as a Brazilian. Instead， the experience of the writing contest has urged me to learn my second language through history and culture， which has brought brand new enjoyment to my writing as well as language learning. Never will I forget the brilliant teacher who has activated my potential with appreciation and encouragement.

第二位考生作品如下：

A few weeks later， when I almost forgot the contest， there came the news. Dumfounded， I was told that I won the first prize. （第一处衔接）So astonished was I that I simply couldnt believe it as if it were just a dream. No sooner had I been informed of receiving the reward than I knew it was true. My hard work finally paid off. A surge of happiness as well as excitement ran through me. Never was I more cheerful and thrilled when accepting the award. Never before had I been so proud of myself when given thunderous applause and tremendous cheers. Never was I more grateful to my teacher. （第二处衔接）

I went to my teachers office after the award presentation. The moment I saw him， I immediately told him the exciting news and flung my arms around him， clinging to him， tighter than ever before. （第三处衔接） “Congratulations！ You made it！”，said he in an exceedingly delighted voice， laughing out louder. I expressed my great gratitude to him. Had it not been his encouragement and inspiration I wouldnt have participated in the writing competition， let alone win the first prize. Especially important was that I got a taste for writing that spring， realizing the value of persistence and perseverance. Since then， I have never stopped writing. What a meaningful experience it was！

对比两位考生的衔接处（加黑色字体），显然第二位考生的衔接更加自然紧密。第一处衔接最好直接交代“消息”的具体内容，而第一位考生在交代时间和作者此时所做的事情，因此信息不能很好吻合；第二处衔接应提及作者的老师，而第一位考生在描述自己获奖后的喜悦，因此不能启示下文；第三处衔接应描述在老师办公室里见到老师的场景，而第一位考生直接引用老师的话语，信息跨度大，缺乏一定的衔接度。相对比之下，第二位考生的作品的衔接更符合逻辑、更加贴切紧密。

综上所述，考生在创造续文时要遵循逻辑“它洽”、完整性以及衔接性的原则，让续写内容符合原文逻辑，包含基本要素，并且过渡自然紧密，与原文浑然一体，融洽度高。

【本文系“中小学英语教学研究专项课题“基于深度阅读的高中英语写作任务活动的设计与实施研究”（批准号：GDJY-2022-A-yyb84）以及广东省教育科学研究项目重点课题“高中英语阅读教学中学科能力培养的行动研究”（批准号：2023ZQJK119）系列研究成果】

责任编辑 吴昊雷