2022年新高考I卷英语写作题第二节为读后续写，赋分为25分，占写作题40分的62.5%。以一篇不完整的短文为写作背景材料，考生要在读懂文义、理解语篇的基础上续写出后一部分，使全文情节完整、语义连贯、符合逻辑。本文就以2022年新高考英语I卷英语写作第二节试题为例，对读后续写题的特点、写作思路、提分技巧与写作步骤等进行点拨与指导。
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一、高考英语读后续写题的特点
读后续写是阅读理解和书面表达的沟通桥梁。该题型考查的是考生在阅读文章的基础上，分析文章的逻辑，展现创造力与想象力，运用准确丰富的语言进行表达的能力。
该题型提供一段350词以内的语言材料，要求考生依据该材料内容、所给段落开头语进行续写，将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。
二、熟悉读后续写题的高档评分标准
要提高高考英语读后续写题的得分，首要的是十分熟悉评分标准。高考英语读后续写题的评分分为七个档次。一般而言，第五、六、七档次的标准对得高分才具有写作上的挑战性和指导性。在此，选登高分段的评分标准（1--4档略）。
（一）第七档(22--25分）
◎创造了新颖、丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高；
◎使用了多样且恰当的词汇和语法结构，表达流畅，语言错误很少，且完全不影响理解；
◎自然有效地使用了段落间、语句间衔接手段，全文结构清晰，前后呼应，意义连贯。
（二）第六档(18-21分）
◎创造了比较丰富、合理的内容，比较有逻辑性，续写比较完整，与原文情境融洽度较高；
◎使用了比较多样且恰当的词汇和语法结构，表达比较流畅，有个别错误，但不影响理解；
◎比较有效地使用了段落间、语句间衔接手段，全文结构比较清晰，意义比较连贯。
（三）第五档(15--17分）
◎创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境相关；
◎使用了比较恰当的词汇和语法结构，表达方式不够多样，表达有些许错误，但基本不影响理解；
◎使用了段落间、语句间衔接手段，全文结构比较清晰，意义比较连贯。
研读以上三个档次的高分评分标准，就不难发现，要拿读后续写题的高分，重点把握这三点 ：一是内容要完整，与原文情景融为一体；二是使用多样且恰当的词汇和语法结构，表达流畅；三是有效地使用了段落间、语句间衔接手段，意义连贯。真正做到这三点，就能达到读后续写高分段的评分要求，获得高分。
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三、读后续写题的写作思路与技巧
续写内容一般是故事发展的高潮或结尾，续写过程要充分发挥创造力和想象力。续写不只是续写故事，还要有对自我思想的深度挖掘，最终实现思想上的升华。具体思路与技巧如下：
（一）找出原文要素，读懂原文大意。
续写的前提是要读懂所给阅读材料，弄清楚文章的体裁、题材、中心人物、主要故事线索、核心素养等，以确保续写的内容与前文叙述故事情节无缝衔接、完整一致。为此，首要的是归纳出记叙文的六要素（时间、地点、人物和事情的起因、经过和结果，即 who /when / where / what / why / how ）。
（二）预测发展趋势，构建合理情节。
1.从原文中整理出3-5个小的情节，从中推理出续写的主要情节，并根据两段的段首语来合理推断情节。段首语往往决定着一整段话的走向，故续写内容必须与之恰当衔接。
2. 根据故事需要，有条理地增加一些次要的情节，以丰富故事内容，还可以增加一些细节描写，比如人物的表情、动作、心理活动等。此时需要遵守三大原则：语言表达风格上，与原文一致原则；故事取向上，正能量原则；故事发展脉络上， 曲折性原则。
（三） 精准描写动作，使用多样结构。
在写作过程中，动作描写要精准、有动作过程并利用恰当的修辞手法来辅助；心理描写要落实到细微处，多采用非谓语动词的形式，作为谓语动作的伴随状态，使描写更到位，并体现语法结构的多样性；充分利用环境描写烘托背景，加大故事环境的复杂性，增强故事的悬念等。
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四、读后续写题的写作步骤与例析
现以2022年全国新高考I卷写作第二节读后续写为例，具体说说“六个”写作步骤。
（一）2022年高考英语真题
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route （路线） through thick evergreen forest.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn't with the other children. He hesitated and then said he had decided not to run.
What was wrong ? He had worked so hard for this event!
I quickly searched the crowd for the school's coach and asked him what had happened." I was afraid that kids from other schools would laugh at him," he explained uncomfortably." I gave him the choice to run or not , and let him decide ."
I bit back my frustration （懊恼）. I knew the coach meant well—he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross - country team. It just took him longer—that's all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination .
注意：续写词数应为150左右。
We sat down next to each other, but David wouldn't look at me.____________________________________________________________________________________________.
I watched as David moved up to the starting line with the other runners .______________________________________________________________________________________.
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(二) 具体的六个写作步骤。
第一步：寻读文本要素，品读文本大意。
本文的文本基本要素（5W1H)包括：
Who---a special education teacher David-a ten-year-old boy with a brain disease the coach.
When---on the day of the big cross-country run
Where ---on the race spot
What---David, a boy with a brain disease which
prevented him from walking or running, was asked to decide whether to run or not on the day of the cross-country run.
Why---The coach was afraid that David would be laughed at by the kids from other schools.
How---let David decide to run or not; knew the challenges David faced.
文本大意为：一名特殊教育教师，在大型越野赛跑那天，他发现患有大脑疾病的戴维准备放弃参加这次越野赛。作者后来从教练那里得知，教练害怕特殊的跑步姿势可能会让戴维受到他人的嘲笑，所以让他自己决定是否参赛。
第二步：预测发展趋势，设计合理情节。
初步分析所给续写段落首句，确定故事发展方向。
续写第一段所给首句提示句为：We sat down next to each other , but David wouldn't look at me. 续写第二段所给首句为： I watched as David moved up to the starting line with the other runners.
在研读所给两个首句的前提下，巧妙营造故事高潮是提升写作质量的关键一环。第一段续写情节这样设计：先引起对“我”的注意；再利用1个励志故事等，说服David参赛；最后David决定参赛。第二段续写情节这样设计：”我”为David鼓劲加油；David坚持跑完全程；升华David的成就感。在两段描写中，适当增加对“我”和David的情绪变化描写以及对David动作、心理变化的细节描写，从而将故事情节推向高潮， 塑造中心人物的高大形象，增强其感召力和影响力。
第三步：依据情节设计，提取核心句型。
在实际答题中，根据所设计的故事细节和适当拓展的内容，把学习所需要的核心句型从脑海中提取出来，要可能多的使用高级词汇和高级句式。对本试题而言，根据故事情节的设计要求和扩展内容的表达需要，两段续写中可使用以下10个核心句型(短语)：
1.S—pat sb. on the...
2. S—challenge oneself...
3.There is nothing to do with...
4.S— take part in (doing)sth.
5. S—compare with...
6. S—give up.
7.S—give sb.a thumb up.
8. S— do sth.in spite of sth..
9. S—tip over
10.S—pick oneself up
第四步：依据核心句型，写出完整句子。
在提取适用的句型后，再根据读写的要求，完整准确理解意义，并适度扩展，写出完整的英语句子。如按照以上句型（短语），经整合就可写出如下7个完整的英语核心句子：
1.I patted him on the shoulder.
2.There is nothing to do with others’ thought .
3.He took part in Beijing Olympic Games.
4.Compared with him, you can’t give up the race.
5.I gave him two thumbs up.
6.He was tipped over, but soon he picked himself up .
7.The students cheered him on.
第五步：巧用过渡词语，完成短文写作。
在完成完整意义的句子写作后， 为使上下文连贯流畅，合理添加过渡词语(transitional words and phrases)，如first of all/ therefore/ in addition / furthermore/ for this reason /all in all /in conclusion /finally 等（详见《破难题 快提分八》）。一篇用词准确、意义完整、上下文贯通的短文就写成了。
第六步：保持风格一致，仔细检查全文。
在写作中，注意要使语言风格与原文尽可能保持一致，并且灵活运用句型和短语进行写作，使句子的表达形式多样化，并适当地使用一些高级句式和高级词汇，以提高文章的档次和得分率，最后注意控制续写文章的词数，不宜超字过多。
在完成短文写作后，要十分仔细检查续写的短文，做到“六查”：一查人称时态；二查内容；三查语法；四查标点；五查字数；六查格式。
高考加油
（三）作者的“下水作文”。
作者本人写的“下水作文”如下(153个词)：
We sat down next to each other, but David wouldn’t look at me. I patted him on the shoulder to catch his attention. I said to him gently,”If You dare challenge yourself, there is nothing to do with others’ thought. ”He sat silently. I went on,”Do you know Liu Xiang? He took part in Beijing Olympic Games in spite of heel pains. Compared with him,you have no reason to give up the race.”David thought for a while and nodded with agreement.
I watched as David moved up to the starting line with the other runners. He looked back at me and I gave him two thumbs up. When the running began, he ran forward with all his strength. Suddenly, he was tipped over, but soon he picked himself up . The students from other primary schools cheered him on. Eventually, he finished the running, ranking the 20th. He walked up to me and gave me a big hug, saying"Thank you very much!" "Without you, I would never have been successful . "
一言以蔽之，高考英语读后续题欲得高分，就是要做到“熟知试题特点、懂得评分标准、明确写作思路、掌握写作步骤”。唯有如此，得高分就会胸有成竹、胜券在握。
高考倒计时
（文本为原创；图片来源于头条免费正版图库）
