近三年讀后續(xù)寫考情分析+評(píng)分標(biāo)準(zhǔn) +寫作指導(dǎo)

日期：2023-10-11 09:53 點(diǎn)擊：

近三年讀后續(xù)寫考情分析+評(píng)分標(biāo)準(zhǔn) +寫作指導(dǎo)

目錄

1. 讀后續(xù)寫考情分析

2. 讀后續(xù)寫評(píng)分標(biāo)準(zhǔn)

3. 讀后續(xù)寫評(píng)分標(biāo)準(zhǔn)解讀

4. 寫作指導(dǎo)思維導(dǎo)圖

5. 易錯(cuò)點(diǎn)

6. 真題解讀

 

【考情分析】

讀后續(xù)寫"是高考英語中新增加的一種寫作題型，從2016年開始應(yīng)用于高考綜合改革試點(diǎn)省份的高考中、并且將隨著高考綜合改革試點(diǎn)的推廣在全國范圍內(nèi)使用。所提供短文詞數(shù)在350左右，劃線詞語涉及到名詞(詞組)、動(dòng)詞(詞組)、介詞(詞組)和形容詞等，其中，以名詞(詞組)為主，在續(xù)寫中至少要使用5個(gè)關(guān)鍵詞語。讀后續(xù)寫多以記敘文故事類文章或者夾敘夾議類文章為主，所考察的主題為人與自然，人與動(dòng)物或者人與自我。

要求考生在理解一篇不完整文章的基礎(chǔ)上，充分調(diào)動(dòng)想象創(chuàng)新思維，大膽預(yù)測(cè)文章缺失部分的內(nèi)容走勢(shì)，進(jìn)行充滿個(gè)性色彩的設(shè)計(jì)，故事情節(jié)有曲折、有起伏，邏輯性比較強(qiáng)。在使用關(guān)鍵詞語時(shí)根據(jù)時(shí)態(tài)和語態(tài)的需要，可以改變動(dòng)詞的形式，可以改變名詞的單復(fù)數(shù)，但不要改變關(guān)鍵詞語在原文中的含義和詞性。

讀后續(xù)寫的文章特色:

1.創(chuàng)造性：即發(fā)揮想象力，該題型具有一定的開放性，考生需用自己的語言對(duì)故事情節(jié)進(jìn)行內(nèi)容創(chuàng)造；

2.邏輯性：即根據(jù)已提供的關(guān)鍵信息，按照可能的合理的方向續(xù)寫，使文章邏輯結(jié)構(gòu)完整；

3.豐富性：即語言能力的充分體現(xiàn)，詞匯句法的準(zhǔn)確與復(fù)雜程度，細(xì)節(jié)描寫的生動(dòng)性等都將讓故事更加立體飽滿。

 

【評(píng)分標(biāo)準(zhǔn)】

1. 本題總分為25分，按七個(gè)檔次進(jìn)行評(píng)分。

2. 評(píng)分時(shí)，主要從內(nèi)容、語言表達(dá)和篇章結(jié)構(gòu)三個(gè)方面考查，具體為：

（1）續(xù)寫內(nèi)容的質(zhì)量、續(xù)寫的完整性以及與原文情境的融洽度。

（2）所使用詞匯和語法結(jié)構(gòu)的準(zhǔn)確性、恰當(dāng)性和多樣性。

（3）上下文的銜接和全文的連貫性。

3. 評(píng)分時(shí)，應(yīng)先根據(jù)作答的整體情況確定其所屬的檔次，然后以該檔次的要求來綜合衡量，確定或調(diào)整檔次，最后給分。

4. 評(píng)分時(shí)還應(yīng)注意:

（1）詞數(shù)少于120的，酌情扣分；

（2）單詞拼寫和標(biāo)點(diǎn)符號(hào)是寫作規(guī)范的重要方面，評(píng)分時(shí)應(yīng)視其對(duì)交際的影響程度予以考慮，英、美拼寫及詞匯用法均可接受；

（3）書寫較差以致影響交際的，酌情扣分。

 

【評(píng)分標(biāo)準(zhǔn)解讀】

總體來看，讀后續(xù)寫以讀為輔，以寫為主，其目標(biāo)是考查學(xué)生的綜合語言運(yùn)用能力。評(píng)分標(biāo)準(zhǔn)是評(píng)分的依據(jù)和絕對(duì)標(biāo)準(zhǔn)。

依據(jù)評(píng)分標(biāo)準(zhǔn)，讀后續(xù)寫主要考查閱讀理解能力，由讀到寫的思維能力和語言表達(dá)運(yùn)用能力三個(gè)方面。評(píng)卷時(shí)，評(píng)卷老師先根據(jù)考生所續(xù)寫短文的內(nèi)容和語言初步確定其所屬檔次，然后以該檔次的要求來衡量，確定或調(diào)整檔次，最后給分。

閱卷老師在閱卷時(shí)，主要考慮以下內(nèi)容：

1.與所給短文及段落開頭語的銜接程度；

2.內(nèi)容的豐富性；

3.應(yīng)用語法結(jié)構(gòu)和詞匯的豐富性和準(zhǔn)確性；

4.上下文的連貫性。

 

【寫作指導(dǎo)】

 

1. 瀏覽信息, 確定文章線索。 每篇文章都有各自獨(dú)特的寫作思路,通過精讀文章,找到該篇文章的寫作線索，如是以時(shí)間為線索還是以空間為線索等,這樣有利于考生“順藤摸瓜(結(jié)尾)”。

2.仔細(xì)審題, 確定主要情節(jié)。一般短文后面的“注意”都有對(duì)此次短文續(xù)寫的具體要求,如詞數(shù)限制、使用幾處下劃線關(guān)鍵詞語、續(xù)寫段落的首句提示,這樣有利于考生做到“心中有數(shù)”。

3.回扣原文, 確定續(xù)寫段落內(nèi)容。根據(jù)文章后面的要求,再次快速回讀短文,抓住文章的思路,結(jié)合段首的提示語,最終確定續(xù)寫段落的思路,同時(shí)結(jié)合文章畫線詞語提示,確定續(xù)寫段落的內(nèi)容。

4.擬寫草稿,修改錯(cuò)詞病句。在確定了思路和內(nèi)容之后,最關(guān)鍵的就是結(jié)合提示語或者文中畫線的關(guān)鍵詞擬寫草稿。擬寫時(shí),注意句子結(jié)構(gòu)的多樣性,語言的豐富性,并通過句與句之間連接詞的正確使用,使上下文連貫。

5. 標(biāo)出續(xù)寫部分原材料中標(biāo)有下劃線的關(guān)鍵詞。這一點(diǎn)可以幫助考生自己檢查關(guān)鍵詞的使用情況并根據(jù)情況做出修改。最后在謄寫文字時(shí),務(wù)必做到“字跡工整”。

 

【易錯(cuò)點(diǎn)】

1. 忽視文體的一致性。

如果文章是對(duì)話性較強(qiáng)的,我們?cè)诶m(xù)寫時(shí)要注意對(duì)話的使用,反之,如果文章以講述為主,我們就要進(jìn)行講述,切忌前后文體不一。

2. 忽視每段首句的導(dǎo)向性。

有的文章是夾敘夾議類的,作者會(huì)在最后一段對(duì)事情進(jìn)行評(píng)論。如果第二段的首句是評(píng)論性語言,我們要順著這個(gè)方向?qū)懴氯ァ?/span>

3. 忽視與所給短文及段落開頭語的銜接。

這是續(xù)寫最常犯的錯(cuò)誤。我們有時(shí)只考慮故事情節(jié)的延續(xù),忽視了與段落開頭的銜接,這樣很容易偏離主題。

4. 忽視第一段結(jié)尾部分與第二段開頭的銜接。

第二段的開頭起到承上啟下的作用,因此第一段的結(jié)尾部分一定要與第二段的開頭有所銜接。

5. 忽視應(yīng)用語法結(jié)構(gòu)和詞匯的豐富性和準(zhǔn)確性。

切忌時(shí)態(tài)、人稱等的混亂使用,這將會(huì)影響得分,同時(shí)豐富的詞匯以及詞匯使用的準(zhǔn)確性也能彰顯我們的英語水平,給我們的續(xù)寫添彩。

7. 忽視內(nèi)容的豐富性和對(duì)所給關(guān)鍵詞語的覆蓋情況。

將故事情節(jié)寫得富有變化,同時(shí)不忘畫線詞語的覆蓋率。

 

【真題解讀】

【2022年高考英語浙江卷1月】

閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。

When Dr. Henderson was assigning （指定）project mates for his psychology class, I secretly hoped he would pair me with my best friend or at least a classmate I could have some fun with. Above all, I hoped he wouldn't assign me to work with the fiercely competitive, extremely serious fellow who always wore dark clothes and apparently had a personality to match. As fate （命運(yùn)）would have it, Dr. Henderson very deliberately matched everyone in class and announced that I would be working with the one person in class I wanted to avoid.

I went up to my new teammate and introduced myself. He looked at me as though I weren't there. I felt he treated me as though I would hold him back and probably make him fail to get an A in the course. He wasn't mean or abusive; he just gave me the impression he could do whatever project we dreamed up better if he did it alone.

Needless to say, I didn't look forward to an entire term of being brushed off, but I tried to make the best of it and didn't say anything for fear that I would make things worse.

The project required each team to develop a hypothesis （｛段說）,set up an experiment to test the hypothesis, do the statistical analysis and present the findings. Whatever grade the team received would be shared by both students.

When my teammate and I met to discuss our project, I was uneasy. Here was this challenging student who had a reputation for single-mindedness and good grades—the exact opposite of me. I was outmatched. I actually wanted to drop the class at one point, but stopped short because I didn't want to give him the satisfaction of my chickening out. I decided to stick to it no matter what.

After long discussions we somehow agreed to do a study on the psychological well-being of teenagers. I wasn't sure what it meant exactly, but at least we had a topic.

注意：

1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右；

2. 至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語；

3. 結(jié)部分分為兩段，每段的開頭語己為你寫好；

4. 續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語。

Para 1. 

We started to meet regularly to draw up our plans.

                                                                                        

                                                                                      

 

Para 2.

One day I got word that he was admitted to hospital for a serious disease.

                                                                                      

                                                                                  

 

【參考范文 】

We started to meet regularly to draw up our plans. Though I wanted to share my ideas with him fully, I failed to do so for fear that I would hold him back. I just kept nodding when he asked me whether it is ok to do this way or that way. I thought it was impossible to persuade him into accepting my views, so I didn’t want to waste our time to discuss. I started to wait to leave immediately we arrived at the place, and so did he. I just hoped that the presentation day could come earlier. 

One day I got word that he was admitted to hospital for a serious disease. I felt so sorry to hear that and I thought I should visit him in any case. He was a little surprised to see me when I stepped into his ward with some flowers and fruits. I offered to do the rest work of our project and he invited me to share my ideas to perfect it. We began to work as a fine team and finally finished our project on time. Our hard work paid off and Dr. Henderson’s was very satisfied with our wonderful findings. From this project, we also learned the significance of teammates. Just as the saying goes, one person can go far, but a group of persons can travel farther.

 語篇大意：本文講述了作者在一次課上被分配了一個(gè)不想要的隊(duì)友并共同完成作業(yè)，他們從最初的無法配合到最后圓滿完成任務(wù)的溫暖故事。

 續(xù)寫與段落的銜接：第一段首句中meet regularly可知，作者最初的“不太合作”的心態(tài)在慢慢改變。

第二段首句to hospital for a serious disease可以推測(cè)出，作者會(huì)因?yàn)橥榈淖≡憾械叫那榈吐?，并繼續(xù)努力完成項(xiàng)目。此時(shí)，作者的心態(tài)已經(jīng)由最初的不合作、觀望等最終轉(zhuǎn)變成立全力以赴地去拼搏。

高分詞匯：

動(dòng)作類：

①與...分享:share sth with sb / exchange sth with sb

②沒能做:fail to do/be unable to do /not make it

③到達(dá) : arrived at /get to /reach/

④走進(jìn):step into/enter/come into

情緒類

①驚訝的:surprised/amazed/shocked

②滿意的:satisfied/content/pleased

[高分句型1].(使用了“so+(助)動(dòng)詞+主語”表示“….…也一樣”的倒裝句型)

I started to wait to leave immediately we arrived at the place, and so did he.

[高分句型2].(使用了though 引導(dǎo)的讓步狀語從句) Though I wanted to share my ideas with him fully, l failed to do so for fear that I would hold him back.