1、读后续写写作提升课堂一、前言：读后续写新题型读后续写对于学生来说，是一个很大的难题。究其原因，学生对叙事性文本的文体特征与语言特点把握相对较弱，以往较少进行故事性文章写作，缺乏实战经验。此外，续写对于原文的解读要求较高，学生需要把握到原文的关键信息和语言特点，并将其延续下去。最后，创新性思维能力是最难的坎，学生缺乏此方面的锻炼，对故事的发展觉得无从构思。因此，对于读后续写起步阶段的教学，关键是两点：写什么（what），以及怎么写（how）。经过反思和探讨母语写作的经验，可以借鉴汉语的“起承转合”模式给学生在what和how两个方面进行指引。二、“起承转合”的内涵“起承转合”理论模型是中国古代关
2、于写作原理的最高成就。“起承转合”之法最早出现于汉语诗歌的韵脚格律中，后又被运用于“八股文”等其他文体，近代也被用于各种写作创作中。作为写作结构章法术语，“起”是指起始开端；“承”是承接上文加以申述；“转”是转折，从正面反面立论；“合”是结束全文。如诗仙李白的静夜思：床前明月光（起），疑是地上霜（承）；举头望明月（转），低头思故乡（合）。有人认为“起承转合”是一种固化的模式，像八股文一样，禁锢了写作的思维，减弱了写作思维创造力。但实质上，“起承转合”的本质是“重复”和“对比”两种思维操作模型的有机组合运用。只要我们能真正理解其原理和实质，加以灵活运用，就能创造性地生成各种自由组合模式，如“起-
3、承-承-合”，“起-承-承-转-合”，甚至“起-转-转-转-合”等，从而在写作思维上获得真正的自由。因此，“起承转合”既是一种文章写作的基本规律和原理，让写作者可以直接使用或加以变化，也是一种思维方式和习惯，能够给学写文章的人提供一个从无话可说到有话可说的文本内容结构的思维操作模式。对于写不出、不会写的学生来说，“起承转合”正是一条写作入门的路径。三、“起承转合”对英语读后续写的启发和指导意义如前文所述，在读后续写中，写什么、怎么写是学生最大的障碍。写什么是立意和材料问题，是作者的观点、态度积累提纯的过程，属于思维范畴，需要一个长期的渐进过程。怎么写是结构和表达的问题，是谋篇布局和语言表达的过
4、程，属于实战或者技术操作层面，可以通过专项训练在短期内提高。基于此，“起承转合”写作模式对于激发学生写作兴趣、启发学生写作灵感、提高学生写作技巧、帮助学生形成写作模式和套路等都有很强的动力功能。“起承转合”对于读后续写的指导意义在于：1.“起承转合”提供了文章的章法。作为一种篇章结构，起承转合固定下来的模式使得文章在内容和形式上呈现出完整性，使文章条理分明，结构完整，从而帮助学生解决谋篇布局问题。2.“起承转合”能开拓写作思路，以结构化了的章法模型来吸附和凝练学生心中已有的材料，从而生成所需要的篇章模型。这就是文章形式对文章内容的反推作用。从这个意义来说，“起承转合”不仅提供模板解决了“怎么写
5、”的难题，还间接提示了学生“写什么”。3.“起承转合”能使写作思维逻辑显性化。语篇逻辑的体现不仅仅在于衔接词，更重要的在于內容。句与句，段与段之间的关系，不仅仅体现层次与层次之间的相互勾连，实质上也是一种文章内容之间的深层次递进，体现了写作思维的逻辑性。“起承转合”能让写作逻辑看得见，就读后续写任务而言，“起”就是故事的开端；“承”是承接开端进一步推进故事的发展；“转”是从正面继续推进或转到反面建立故事的矛盾冲突达到故事高潮；“合”则是解决矛盾冲突以正能量结局结束全文。四、“起承转合”指导读后续写的理论依据“起承转合”适用于读后续写写作指导基于以下理论。首先，建构主义认为，学习的结果是认知结构
6、的重新构建或改组，知识作为一种存在，可以在一种情形中被构建出来，还可以运用于其他情景中。学习不是由教师把知识简单地传递给学生，而是由学生自己建构知识的过程。基于这个认知，我们在指导读后续写时应充分激发学生原有的背景知识，通过解读原文的关键信息和语言特点并分析原文的语篇结构，帮助学生充分理解原材料建构文本信息结构体系。基于建构主义理论下的支架式教学模式（Scaffolding Instruction）原理，在教师的指导和帮助下，学生可以通过构建“起承转合”写作模式搭起续写的文章框架。其次，二语习得理论认为，在第二语言学习中，学习者在使用第二语言时，会借助于母语规则或习惯来表达思想，这就是语言迁移
7、（language transfer）现象。母语的规则迁移会对目标语有积极的影响，也可能会产生消极影响。这就是正迁移（positive transfer）和负迁移（negative transfer）。我们在进行英语写作时，逻辑思维会受到汉语写作的影响。最为值得关注的是语篇结构的布局。汉语的表达过程是围绕一个中心而进行螺旋式的重复表述。西方语言以线式逻辑为主，往往开门见山，后文细节围绕要点直线展开，结尾以概括要点的形式定局。受到汉语“形散而神不散”写作思维的影响，学生在进行英语写作时常常想到哪里写到哪里，或者表现出更多的起伏，以暂时偏离主题的描述试图从其他方面去阐述。而英文的写作更多体现一种平
8、缓性，英语语篇通过使用有紧密关联的句、段达到篇章语义的统一。意识到这种语言迁移现象，我们试图找到一种方法架起一座中西方表达的桥梁，“起承转合”就可担此重任。站在汉语的角度，“起承转合”写作模式历久弥新，它的“开端-承接-转折-结束”写作结构既用于古代诗文写作，也适用于现代文写作。站在英语的角度，“总起-分述-总结”是英语文体最常见的模式，与“开端-承接-转折-结束”思维模式是一致的。而读后续写是一种叙事性文体，以故事写作为主，故事的“开端-发展-高潮-结局”模式正与“起承转合”完美匹配。因此，要解决读后续写难题，“起承转合”就是答案。五、“起承转合”在读后续写教学中的实践基于以上所述，在面对读
9、后续写新题型时，尝试从“起承转合”的角度来指导学生进行写作。主要从下面三个方面开展：（一）感受中英文“起承转合”写作章法模型“起承转合”来自汉语，对“起承转合”的理解用母语的例子来解析最为易懂。最简单的是诗歌中的“起承转合”，如唐朝诗人孟浩然的春晓：春眠不觉晓（起），处处闻啼鸟（承）。夜来风雨声（转），花落知多少（合）。起为开端，承为进一步的描写，转为语境的画风突变，合为故事点题以及作者的情感落脚之处。又如李白的朝发白帝城：朝辞白帝彩云间（起），千里江陵一日还（承）。两岸猿声啼不住（转），轻舟已过万重山（合）。起得清新美丽欢快，承接原情调进一步展开，突转画风为愁怨凄厉，终又回到清新美丽欢快。现
10、代文写作中，鲁迅先生对“起承转合”模式也有灵活的使用。小说故乡开头对故乡的描写为全文定下了荒凉萧索的基调，是为“起”；第二天回到家中对凄凉的母亲的描写，是为“承”；然后母亲提及润土带来大片美好的回忆，在情调上进行了“转”；最后见到润土和杨二嫂对其丑陋形象和扭曲灵魂的描写又回到了小说凄凉萧索的基调，是为“合”。英语文体也有同样的模型。如下面的文章Social Practice（有删节）。Recently， social practice has gained more and more popularity in universities and college.There is no doub
11、t that social practice has many advantages. To begin with， students can get a chance to contact society and meet all walks of people through social practice. Besides， by applying the knowledge that they have learned in class to practical work， students can know themselves better. Lastly， social prac
12、tice can give students financial help and enable them independent of their familyHowever， there is no denying that some problems may arise if no correct guidance is made. Some students may get overly interested in social practice and want to work fulltime， thus neglecting their studies. And some stu
13、dents are likely to get in touch with the dark side of society， which will affect their future studiesAiming at carrying out social practice smoothly， students should first make clear its objective. Studies should always put in the first place and social practice should be treated as a useful supple
14、ment， so the students need to keep a balance between social practice and their studies这是一篇很典型的解释性说明文。全文结构是“总-分-分-总”，提出问题-正面分析问题-反面分析问题-提出解决办法。与汉语的“起-承-转-合”模式一致。（二）欣赏叙事性文体中的“起承转合”鉴于我们要解决的是读后续写的问题，读后续写属于叙事性体裁，因此跟学生分享了故事叙述中的“起承转合”结构。1.从语言迁移的角度考虑，以西游记为例，进行故事模型的建构。西游记是我们大多数人最为熟悉的名著（名剧）。里面的每一个故事（剧集）基本上都按照
15、一定的模式去开展。首先是唐僧师徒四人出发，此为“起”；然后进一步描写他们的旅途，此为“承”；接着在某种情形下必定遇上妖怪，师傅陷入危险，此为“转”；最后在自己或他神的帮助之下顺利解救师傅解决问题，此为“合”。所以，我们读后续写的每一个故事的整体谋篇布局，都可以按照西游记的模式去进行构思。2.从故事本身出发，以情节推进为重点，着重细节描写。水浒传里有这么一个故事：三拳打死镇关西。寥寥数字已经说完了一个故事情节。这样的话，岂不是后续无话可写了？学生在写作中遇到无话可说的难题也是如此。要解此困境，关键在于细节描写。我们不妨把“三拳打死镇关西”这七字故事扩展一下，完善成以下小故事：鲁达、李忠、史进三人
16、到潘家酒楼喝酒（起），听了金家父女对镇关西强媒硬娶，虚钱实契强占翠莲，又将她赶出，还向金家追要典身钱的血泪控诉（承），鲁达对镇关西大怒，当即赠送银两，第二天继而三拳打死郑屠，为民除害（转）。从此以后，他亡命江湖，最后被逼上梁山（合）。如此，读后续写的每一个段落中的情节片段也可以按此模式展开。由此可見，叙事性文体中的“起承转合”实质就是故事写作的“开端-发展-高潮-结局”。（三）实践基于“起承转合”模式的英语叙事文体语篇分析与后续写作读后续写，顾名思义，先读后写，包括读懂原文和续写故事两个主要方面。解题步骤相应包括两个方面：用“起承转合”模型分析解读理解原文；再用“起承转合”模式完成后续故事撰写
17、。下面以两个案例来说明：案例1：阅读材料如下What my father wore embarrassed me！ I wanted him to dress like a doctor or lawyer， but he always dressed like my father， getting up before dawn every day to make breakfast for my mother and me. We lived in South Texas， where my father worked as a repairman. He often wore a pair
18、 of jeans and a shirt， keeping his pencils， glasses and wrenches （扳手） in his breast pocket. His boots were those with steel toes that made them difficult to pull off his feet， which I sometimes helped him with when he returned from repairing carshis job that also shamed meI blamed the way he dressed
19、. I felt that my classmates laughed at me because theyd seen him mowing lawns （修剪草坪） in cutoff jeans and black boots. My classmates families paid men to beautify their lawns， while their fathers travelled in the bay wearing lemon-yellow sweaters and expensive shoesHe preferred clothes that allowed h
20、im the freedom to move under cars. So even when taking part in a school trip with me， he was dressed in his repairmans suit. On the school bus to the campsite， all students on the bus happily chatted with their parents except me， who lowered the head， avoiding spotting my classmates mocking glance （
21、讥笑的眼光） or hearing their jokes， which I thought was about nothing else but what my father woreI regretted telling my parents the school trip， and I was very angry why my mother had no spare time while my father happened to have a vacation. But my father failed to read my mind. He was very happy， whis
22、tling a tune along the wayThough my father didnt sense my bad mood， the school bus seemed as sad as I was. It drove more and more slowly and finally it stopped on the roadside. The driver got out to check the bus but found nothing wrong. Students and parents on the bus began to whisper about what wa
23、s happening， worried that the delay might spoil the journey.1.“起承转合”原文解读开端（起），是问题的提出部分：父亲是一位修理工，一身工作服的穿着让我很尴尬，我希望他穿着得体，像个医生或律师那样。发展（承），是矛盾冲突的升级，解决办法初现的部分：有一次我们班开展郊游活动，爸爸依然穿着修理工的衣服来参加。途中汽车出故障抛锚了，司机检查不出问题所在。大家都很担心郊游会被毁了。原文故事就到这里为止。按照叙事性文体“开端（起）-发展（承）-高潮（转）-结局（合）”的谋篇布局，接下来要学生续写的两个段落应该是故事的高潮（转）和结局（合）部分。
24、2.“起承转合”故事续写按照上面的布局可知，后续的高潮（转）和结局（合）各占一段。每一段的写作又可以按照“起承转合”的模式去展开。我们可以这样写作：续写第一段：When others were complaining ， my father stood up.（起：爸爸）At the thought that he would offer his assistance to reduce peoples anxiety， a great sense of delight flooded over him. He approached the driver， explaining that he
25、 was a repairman and could offer to help. （承：爸爸） Seeing him crawling under the bus， I was overwhelmed by a feeling of embarrassment. I lowered my head， trying not to spot my classmates scornful look. （转：我） However， the following moments witnessed my fathers professional skills in repair. （合：结果）續写第一段
26、是故事的高潮（转）部分，也就是矛盾冲突得以解决的主要阵地。根据首句的起点爸爸站起来，第二句和第三句承接前文写爸爸的情感和行为。然后转到对“我”的心理、情感和行动的描写。最后一句合是指本段解决问题的结果：爸爸把车修好了。续写第二段：The school bus restarted and everyone cheered.（起：每个人）Everyone was impressed by my fathers enthusiasm and superb skills. No sooner had my father stepped on the bus than they burst into t
27、hunderous applause. My classmates expressed gratitude to my father and said to me， “ Hey， your father is so cool！” （承：每个人） Seeing their eyes twinkling with admiration， I felt extremely guilty but proud of my father， tears streaming down my cheeks. （转：我） While my father didnt dress like a doctor or a
28、 lawyer， he taught me the profound truth that what really matters is not the way we wear but the way we act. （合：升华主题）续写第二段是故事的结局（合）部分。爸爸修好车后，根据首句起点每个人的欢呼，承接上文继续写每个人如何欢呼以及如何行动。然后转到“我”的转变描写。最后一句合是点明主旨，升华主题，以“我最后明白了，真正重要的不是一个人的外表，而是一个人的行动”来结束全文。案例2：阅读材料如下With the start of new school， freshmen of Hender
29、sonville High School in Nashville were excited to meet new classmates and teachers. Among them， however，15yearold Sergio Peralta was feeling very nervous because his right hand had never fully formed since he was born. Going to a new school and being “different” is always scary. Sergio was particula
30、rly concerned with what his classmates would think of himSergios parents had trained him to use his left hand from an early age. As he grew up， he was used to not using his right hand. He could write with his left one and do some things with special tricks or techniques. Despite this， in the first d
31、ays of new school， Sergio always felt like hiding his underdeveloped right hand in his sleeve as if nobody would ever find out if he did soIt didnt take long for someone to learn Sergios secret. Jeff Wilkins， the teacher of Sergios engineering class， figured out that Sergio was missing part of his h
32、and and decided to do something for the new student. Jeff had been leading a robotics project in the school and expert in 3D printing technology. Besides， he hoped to take advantage of this handson chance to help his robotics students learn more about engineering and how building a robotic hand work
33、edSo in his class， Jeff announced with great enthusiasm， “Youre supposed to be engineering， coming up with new ideas and solving issues. Now Sergio needs a new hand， so well work together to build Sergio a robotic hand.” His words fueled everyones curiosity and creativityFor the next four weeks， Jef
34、f and his class including Sergio worked on the project. After some precise measurements and researches， the class put forward a design draft. Jeff made a few adjustments and gave them some practical suggestions. With access to online models and a 3D printer， they eventually created a robotic hand， w
35、hich was intended to look good and work well， like catching something1.“起承转合”原文解读开端（起），是问题的提出部分：Sergio是一位右手有缺失的学生。由于身体的不同而非常害怕同学们对他的态度。虽然他从小被训练能用左手去做事情，但是他还是尝试去藏起他的右手。发展（承），是矛盾冲突的升级，解决办法初现的部分：老师Jeff发现了Sergio的事情，决定和同学们一起，利用他们的专长3D打印技术去帮助Sergio。经过四个星期的努力，他们最终造出了一个机械手臂。原文故事就到这里为止。按照叙事性文体“开端（起）-发展（承）-高潮
36、（转）-结局（合）”的谋篇布局，接下来要学生续写的两个段落应该是故事的高潮（转）和结局（合）部分。2.“起承转合”故事续写按照上面的布局可知，后续的高潮（转）和结局（合）各占一段。每一段的写作又可以按照“起承转合”的模式去展开。我们可以这样写作：续写第一段：Then came the final testing day.（起：最后的测试日）With the mixture of anxiety and upset， Sergio couldnt wait for the exciting moment to come. The whole class gathered in the scien
37、ce classroom， watching breathlessly as Jeff carefully loaded their selfmade robotic hand onto Sergios right arm. It fitted quite well！ （承：测试日） So excited was Sergio that his arm trembled slightly. Having put a baseball on the desk， Jeff signed to Sergio to pick it up. Slowly， Sergio extended his rig
38、ht hand and reached for the ball. Successfully he caught hold of it and everyone present broke into cheers！ Holding the ball， Sergio couldnt contain his tears. （轉：Sergio） Never in his life did he expect to catch something with his right hand！ （合：成功了）续写第一段是故事的高潮（转）部分，也就是矛盾冲突得以解决的主要阵地。根据首句的起点最终的测试日的到来
39、，接下来三句承接前文写测试日的操作。然后转到对主人公Sergio的心理、情感和行动的描写。最后一句合是指本段解决问题的结果：Sergio终于能用右手来抓住东西了。续写第二段：The lifechanging gift for Sergio drew huge attention.（起：改变一生的礼物，巨大的关注）. With the well-looked and wellworking robotic hand， Sergio felt a wave of gratitude to his teacher and his classmates. He thought he would nev
40、er feel nervous again on the first school day any more in his life. （承：改变一生的礼物） Jeff and his students became an instant hit and various media competed to cover the news. With a great relief and great joy， they expressed their sincere hope for Sergio. （转：Jeff 和同学们，巨大的关注） Life may be full of ups and d
41、owns， but with advanced technology， there is always hope to overcome any difficulty. Never should we lose hope for life！ （合：升华主题）续写第二段是故事的结局（合）部分。测试成功后，根据首句起点改变一生的礼物，承接上文继续写这份礼物带给主人公 Sergio的影响。然后转到另一个角度引发巨大的关注和对师生的描写。最后一句合是点明主旨，升华主题，以“生活总是充满了困难，但是总有办法解决。所以，永远不要对生活失去希望”来结束全文。由此可见，按照“起承转合”模式去行文，既使得各段落
42、内的故事完整，内容充实，也让叙事的逻辑清晰可见。站在全篇文章的高度，原文的“开端-发展”，续以写作任务的“高潮-结局”，使全文故事完整，思维清晰，逻辑合理，表述流畅。“起承转合”模式既适用于分析解读理解全文的故事结构，从而站在语篇的高度决定续写内容，还可用于段落写作，帮助学生把每一段的内容有矛盾有冲突地发展到高潮并得以解决，让情节跌宕起伏，故事完整，逻辑清晰。六、结束语：起承转合在内容和逻辑方面对写作的指导意义“起承转合”不仅是一种篇章结构，还是一种思维模式。它不仅使文章内容完整充实，条理清晰有逻辑，结构完整流畅，同时还能开阔写作者的思路，在结构框架的制约下同时提示写作内容，使故事曲折变化，层层推进，表达更加丰满。在读后续写中，续写部分整体构思要结合原文，达到全文语篇上的“起承转合”。在两个段落的续写过程中，我们也可按照“起承转合”的思路分别续写片段情节，达到段落内的“起承转合”。这样，既体现了写作形式上的逻辑，也体现了写作内容的连贯，同时解决了英语写作中思维和技巧两大难题。
