文章结构运用于英语读后续写的策略-陈丽雅老师原创、Dr. Charles X. Li 指导 如要引用请务必标注作者请勿上传其他平台

原临高中学现海口山高实验学校

指导老师：Dr.CharlesX.Li美国华盛顿中央大学硕博导师文章结构运用于英语读后续写的策略陈丽雅二0二三年十一月十六日编辑:优点英语介绍方法和步骤演练1-2篇提纲展示分析参考文献1介绍问题理论方法专家学者问题：原因及表现来不及写(做题速度,阅读理解能力等诸多原因,不是本节课需要解决的问题)不知道写什么和如何写，思维卡壳.表现在:不能抓住文章的关键信息,忽略铺垫和伏笔,不了解作者的写作目的,抓不住中心思想,不了解故事情节发展的趋势.

导致:绝大多数的续写衔接不融洽、不连贯、不合理、文本细节相互矛盾、夸大事实、甚至歪曲事实等写什么怎么写BorrowandblendThefather

ofstructuralismStorymountainSeniorhighschoolEnglishTeachersCreateInspired教研小组(2021)弗莱塔格

(1816-1895)索绪尔

(1857-1913)蝴蝶形结构图弗莱塔格金字塔形剧情结构结构法理论依据和方法专家学者及研究人员Saussureassertedthatalllanguagesaregovernedbytheirowninternalrulesandprimarilydeterminedbytheirowninternallystructuredandhighlysystematizedrules(Li,2018).

BorrowandblendThefather

ofstructuralismStorymountainSeniorhighschoolEnglishTeachersCreateInspired教研小组(2021)弗莱塔格

(1816-1895)索绪尔

(1857-1913)蝴蝶形结构图弗莱塔格金字塔形剧情结构结构法理论依据和方法专家学者及研究人员Saussureassertedthatalllanguagesaregovernedbytheirowninternalrulesandprimarilydeterminedbytheirowninternallystructuredandhighlysystematizedrules(Li,2018).2

方法和步骤写什么?如何写?01通过文章结构进行阅读,确定高考读后续写文章的组织结构，初步了解作者的写作目的03通过蝴蝶形结构图,勾画出续写需要的细节框架(问题、处理和结果)02通过弗赖塔格金字塔形剧情结构来梳理文本逻辑，确定文章缺失的部分，了解故事发展的趋势（情节+情感）04根据山形结构图和蝴蝶形结构图,设定相应问题，进一步了解写作内容的细节确保符合故事发展的趋势（情节+情感),

满足作者的写作目的(感觉+感受)NarrativeTextwithproblem/solutionstructurebutterflyframeworkfive-actionstructurerelatedquestions步骤1.续写写什么?234目的缺失细节内容五个要点Characters:

人物Setting:

场景Plot:

剧情

(开始,中间,结尾)Climax:

高潮(问题和/冲突)Resolution:

解决(方法,执行,结果）Theseessentialelementskeepa

storyrunningsmoothlyandallowtheactiontodevelopinalogicalwaythatreaderscanfollow.叙述文1.确认续写体裁2-1确认续写的文章结构Five-actStructureFigure

1德国剧作家弗莱塔格(1816-1895)在研究莎士比亚戏剧中提出的弗莱塔格金字塔（图1）,也称five-actstructure(GustavFreytag,1863)的五幕剧情弧线图（Bunting,J;LSmailes,G.)含：开始(人物及其事件背景)，发展(问题发生的前兆)，高潮(问题或冲突)，回落(英雄如何解决问题)和结尾(处理的结果)五个片段ClimaxBeginningEnding

charactersandsettingMethods/advicemeasures/actionsRising

Action

(Whatcausestheproblem?Whoisthetroublemaker?)ThemainconflictWhatistheproblem?Falling

ActionHowto

solvetheproblem?Resultandemotionalevaluation-moralcultured)Howthingsendup?Figure2MiddleBodyparagraphs

NarrativeText

with

Problem-Solution

StructurePlotCanbecombined2-2确认续写的文章的组织结构

3.蝴蝶形结构图问题/解决问题方法执行结果（正能量）+情感

(感觉和感受------作者的写作目的和中心思想）Figure

3什么问题(谁有问题?)什么造成?(谁造成?为什么?)处理方法?(步骤：谁提供?谁处理?如何处理?)剧情结局?(结果?剧中人物感觉?学到了什么?)4.设置与文章剧情发展相关的问题帮助学生确定文章主旨并完成续写内容

3.蝴蝶形结构图什么问题(谁有问题?)什么造成?

(谁造成?为什么?)处理方法?(步骤：谁提供?谁处理?如何处理?)剧情结局?(结果?剧中人物感觉?学到了什么?)Figure

3

4.设定问题小归纳

1.英语里的文章的组织结构分为五种:_________,说明,比较或对比,__________,以及因果关系的结构(NationalCenteronIntensiveIntervention.

n.d)。2.借助弗赖塔格金字塔图形，改进后的山形图很清楚地展示了开始、发展、高潮、回落和结尾，学生了解故事发展的趋势（情节+情感）并且可以确定文章缺失的部分。3.通过蝴蝶形结构图,勾画出续写需要的细节框架(问题、处理和结果)

4.设立问题,了解续写些什么的具体内容和完善作者的写作目的

（1）什么冲突/问题/困难?（2）什么造成？(谁?为什么)（3）怎么解决?(方法?步骤?)（4）结果怎样?(感觉?感受?)Beginning

(charactersandsetting)人物及场景Ending(reactions/result/solution/emotions)结果及情感抒发（情感目标、价值）你的感觉以及你觉得你学到了什么.Development/Process/Rising问题即将出现Climax(conflict/problem)出现问题Falling(methods/measures/actions)解决方法及执行BodyparagraphsMiddlePlot剧情:Falling和Ending可合并Figure5叙述问题及解决问题及解决problem/solution

发现问题—寻找解决问题的方法—对应执行—执行结果

（1.不好，重新找,或建议，呼吁;

2.好，感慨；—-情感目标、价值）1234运用写作三角修辞法,确保续写部分的合实、

合理和合情。.运用Old/NewContract（旧新契约）确保段落之间、句子之间衔接的融洽度、紧密性和连贯性通过适当添加写作修辞手法，提高续写内容的丰富性和生动性.通过改写原文关键的词句用于续写部分,满足文章句型结构和词的结构的多样化和丰富性.步骤续写怎么写?也称为ThePrincipleofOldbeforeNew,即先旧后新或以旧带新原则,指的是作者在写作时,文章中的新句子要与所读过的旧句子相关联。每段的首句要与上文相关，末句要与下文相关(Ramage,Bean,andJohnson,2015)。从而达到文章中句子之间衔接以及段落之间衔接的融洽、紧密和连贯性。旧新契约作用可理解为，我们中文里常说的承上启下。写作三角(RhetoricalTriangle)(Source:

from

JohnD,Ramage,JohnC.Bean,&JuneJohnson.HowMessagesPersuade.TheAllyn&BaconGuidetoWriter[M].(7thed.).WhitePlains,NY:PearsonEducation,2015:9)旧新契约Figure

4合实合情合理。3演练与展示阅读2篇续写文章和写续写段落的思维过程学生作品展示--Jonnytookhisdog,Scruffy,outforawalkonacolddayinDecember.Hebundled(捆，束，包裹）upinhisheavywintercoatandputonhisthickwoolhatbeforehesaidgoodbyetohismom.Outsidethefrontdoor,thewholeworldwaslikeawinterwonderland(仙境）:therewereicicles(冰柱)hangingfromtreebranchesandsnowbanksthatroseallthewayuptoJonny’sknees.Scruffywasexcitedtobeoutside,digginginthesnowandjumpingintosnow.Jonnywasalsogladtobeoutinthecoldair.Thesnowstormthatleftallthissnowhadcontinuedfortwodays,andhehadn'tbeenallowedtogooutside,evenjusttobreathesomeair!TheywalkedthroughJonny’sneighborhood,passingpeoplewholookedgladtobeoutside,too.Afewblocksdown,JonnysawhisfriendMarcusbuildingasnowmanwithhissister,Marie.Time

to

practice#

1“Hi,Marcus!”Jonnycalledout.Hewalkedovertothesnowman.“Hey,Jonny.Youwanttohelp?”Marcuswaspattingthebottompartofthesnowmanwithhisglove,whileMariewasrollingtogetherthesecondsectionofthesnowman,packingthesnowtogethertomakesureitstayedinaroundshape.JonnywalkedoverandwrappedScruffy'sleash(皮带)aroundMarcus'smailbox.Together,Jonny,MarcusandMariebuiltanamazingsnowman.Theymadealongpointy(尖尖的）noseforthesnowman,anddesignedeyesoutofgreenappleswhichMariefoundinthehouse.Theymadethesnowman'sarmsoutoftwolongersticks,settingthemuptomakeitlooklikehewaswaving.SometimesJonnywouldlookoverwhetherScruffywouldbediggingagain,buthemostlysatpatiently,watchingJonny,Marcus,andMariework.Time

to

practiceWhentheywerealldone,MarcusandMarie'smomcameoutsidetoseetheirwork.“Thisisanamazingsnowman!”shesaid.“Doesanyonewanthotchocolate?”(Tips:storymountain,butterfly,…rhetoricaltriangle,…6w)AllthreekidsandScruffyranintothehouseandwarmedup.“Ohno!”Jonnyyelled,andranouttothesnowman,whichwasnowapileofsnowandsticksontheground.Time

to

practiceResearcher’sdemonstrationandstudents’practice学生演练Students’

worksbeforeafterbeforebeforeafter4分析和讲解学生作品

(161-41=120words)。(12-14/25)第一段：Allthreekidsandscruffyranintothehouseandwarmedup.

Theytalkedand

playedgameseachother.Afterpayingforalmosttwohours,Jonnydecidedthatitwastimetogohome.The

sunhasalready

set,leavingtheskyafiredwithorangeandgreenlights.Theweathergotverycold.JonnyhugwithMarcus,Marieandtheirmom.Scruffywassonaughtythatrunoutofthedoor.Soonitjumpedintothesnowman.

第二段

“Oh,no!”

Johnnyyelled,andranouttothesnowman,whichwasnowapileofsnowandsticksontheground.MarieandMarcosalso

followclosely.Therewasonlyalittlesnowleft.Alllookedparticularlydisappointed.lookingattheseremmantsofsnowman,Jonnyfeltverysorryforeveryone(why).“Oh,itdoesn'tmatter.”Marcussaid.

“Wecanmakeabiggersnowmantomorrow.”Thearrivalofanewdaymeantthatanewsnowmanwasabouttoappear.Everyonelaughedandwentbackhomeeachother.(161-41=120words)Sample

1Students’

worksPeerreview间距,

时态

拼写

单词意思,字数不够;

没有掌握作者的意图,文章结构不完整--段落缺少:

2.谁造成问题

3.

如何处理

4.

结果如何+感觉和感受优点:尝试使用比喻

,个别句子间的衔接很好Sample

2FGPS2W间距缺少情感目标

时态句型多样,美，理解方向准确,

条理清晰,结构完整,

但缺少感慨VALUES.(18-20/25)AllthreekidsandScruffy

ran

into

the

houseandwarmedup.

Enjoyingthehotchocolate,theysatbythefireplace.Afterdrinking,Mariehelpedhermomwashthecups,MarcusandJonnywerebuildingblocks.JonnywasworriedaboutScruftywouldbeboredsohecroucheddown,talkingtoScrufty"Scrufty,youcanenjoyyourtime,youcangowhereveryouwant."Scruftybarkedthenheleft.Afewmomentslater,Jonnyrealizedthatit'stimetocomebackhome.HecalledScruftybutScruftydidn'tappear.Suddenly,hesawScruftywithsomesnowsittingonthegroundandthesnowmanhaddisappeared.

"Ohno!"Jomyyelied,anedranouttothesnowman,whichwasnowapileofsnowandsticksontheground."Lookwhatyouhavedone,Scrufty!Youbrokethesnowman."JonnyshuttedangrilytoScrufty.Scruftybowedhishead.Itseemsthathehadknownhemadeamistakeandmadehisownersextremelymad.Marcus,Marieandtheirmomcameoutsite.Shockedandsad,theystaredatthesnowontheground.Jonnyapologizedtothem.However,MarcustalkedtoJonnythattheycouldmakeanewamazingsnowman.JonnyandMarcusbuiltthesnowman,Mariefoundtwoapples,andScruftyfoundtwolongersticks.10minuteslater,anewsnowmanwasmade.Theonewasbetterthanbefore.......Students’

worksEvaluating间距,

时态,缺少

感觉+感受优点:Ving的使用,

使用拟人手法,创造力强,使文章生动有趣;新旧衔接紧密;

文章结构完整注意：1.续写词数应为150左右；2.请按如下格式在答题卡的相应位置作答。AllthreekidsandScruffyranintothehouseandwarmedup.“Ohno!”Jonnyyelled,andranouttothesnowman,whichwasnowapileofsnowandsticksontheground.（注意剧中人物情感的变化和剧情的发展）写什么读后续写步骤一：写什么画山形图分析文章的整体结构并寻找出文章缺失的部分和剧情发展的趋势画蝴蝶图形了解问题/结果结构从而了解写作的细节框架(由问题、解决方法、执行和结果组成)回答设定相应的问题掌握续写的内容的细节和作者的写作目的友情提示：阅读文章的时候考虑叙述文的5个要点和6W注意伏笔和铺垫;(续写部分先看第二段的引导句，再看第一段的)Characters:

人物Setting:

场景Plot:

剧情

(开始,中间,结尾)Climax:

高潮(问题和/冲突)Resolution:

解决(方法,执行,结果）Characters（人物）--who3个小孩+妈妈+狗+雪人Setting（场所）--where,

when

在居住区—家，院子,

12月的雪天后的某一天Plot（情节）---beginning,middle,andendingConflict（冲突）--problem—雪人遭到破坏Whatistheproblem?雪人变成一滩雪Whatcausesit?文中没提,需要读者通过铺垫和伏笔来寻找Whatshoulddo?重建雪人,如何建(可以改写原文中兄妹两建造雪人的词句)Whatistheresult?(+emotion-feelings,values)建成新的雪人,我们很开心,感受—学到什么,作者的写作目的,是难点Resolution（解决:方法,执行,结果）我们很开心(suggestions---takeactions,reactions—result(goodor

bad)

emotion(feelingsandvalues)完成叙述文的5个要点、6W以及所设定问题的的轮廓线/纲要难点、忽略点:

谁弄坏了雪人开始:人物和场景Jonnyandhisdog,Scruffy;outforawalkonacolddayinDecember.发展高潮回落结尾山形图1.JonnysawMarcusandMariebuildingasnowman.2.JonnywasgladtohelpMarcusandMariebuildthesnowman.3.Theytogetherbuiltasnowmanandwereinvitedforhotchocolate.apileofsnowandsticksontheground.Thesnowmanwasdestroyed1.Jonnycomplained,blamed,andchasedthedog,Scruffy.2.…advisedtorebuildasnowman.1.Didrebuildanamazingsnowman.2.Didfeeldelightedandexcited3.Learnttobekindandgeneroustoforgivethedog.3.Theystartedtobuildanewsnowman.难点或困惑点:

Whowasthetroublemaker?开始和发展段对狗外在的描述是狗弄坏雪人的伏笔蝴蝶形图什么问题(谁有问题?)

雪人被弄坏了什么造成?(谁造成?为什么?)

难点,关键点:

Scruffy

弄坏的处理方法?(步骤：谁提供?谁处理?如何处理?)方法

1:

Jonny

生气骂狗赶狗—---无效方法

2:

Marcus或他妈妈或妹妹提出重建雪人,分工合作-剧情结局?(结果?剧中人物感觉?学到了什么?)---堆好一个新的雪人,开心兴奋;

Jonny

意识到学会要大度,原谅狗回答问题什么造成?(谁造成?为什么?)

难点,困惑点关键点:

Scruffy

弄坏的依据1.

Scuffywasexcited,diggingthesnowtherewereicicles(冰柱)hangingfromtreebranchesandsnowbanksthatroseallthewayuptoJonny’sknees.Scruffywasexcitedtobeoutside,digginginthesnowandjumpingintosnow.Jonnywasalsogladtobeoutinthecoldair.Thesnowstormthatleftallthissnowhadcontinuedfortwodays,andhehadn'tbeenallowedtogooutside,evenjusttobreathesomeair!Jonnytookhisdog,Scruffy,outforawalkonacolddayinDecember.Hebundled(捆，束，包裹）upinhisheavywintercoatandputonhisthickwoolhatbeforehesaidgoodbyetohismom.Outsidethefrontdoor,thewholeworldwaslikeawinterwonderland(仙境）--借景抒情

(开心):therewereicicles(冰柱)hangingfromtreebranchesandsnowbanksthatroseallthewayuptoJonny’sknees.(天冷,雪厚,伏笔,

后续不不能突然出现大太阳在Jonny

他们喝热巧克力的功夫把雪人给晒融化了的雪人)

Scruffywasexcitedtobeoutside,digginginthesnowandjumpingintosnow.(人与狗的心情一样,开心兴奋;

同时(伏笔)给后续狗弄坏雪人做铺垫

,同时可以借用和改写句子.Jonnywasalsogladtobeoutinthecoldair.Thesnowstormthatleftallthissnowhadcontinuedfortwodays,andhehadn'tbeenallowedtogooutside,evenjusttobreathesomeair!TheywalkedthroughJonny’sneighborhood,passingpeoplewholookedgladtobeoutside,too.Afewblocksdown,JonnysawhisfriendMarcusbuildingasnowmanwithhissister,Marie.“Hi,Marcus!”Jonnycalledout.Hewalkedovertothesnowman.“Hey,Jonny.Youwanttohelp?”Marcuswaspattingthebottompartofthesnowmanwithhisglove,whileMariewasrollingtogetherthesecondsectionofthesnowman,packingthesnowtogethertomakesureitstayedinaroundshape.(重建雪人的时候可以借用和改写词句)JonnywalkedoverandwrappedScruffy‘sleash(皮带)aroundMarcus’smailbox.Together,Jonny,MarcusandMariebuiltanamazingsnowman.Theymadealongpointy(尖尖的）noseforthesnowman,anddesignedeyesoutofgreenappleswhichMariefoundinthehouse.Theymadethesnowman‘sarmsoutoftwolongersticks,settingthemuptomakeitlooklikehewaswaving.

SometimesJonnywouldlookoverwhetherScruffywouldbediggingagain,buthemostlysatpatiently(与下文孩子们和狗进房间和热巧克力后,狗耐不住,而后悄悄跑出房间,形成对比)watchingJonny,Marcus,andMariework.(狗被拴住了,Jonny

还是担心狗会刨雪,伏笔下文,担心会成事实—把雪人给刨了)---谁制造问题

Whentheywerealldone,MarcusandMarie'smomcameoutsidetoseetheirwork.“Thisisanamazingsnowman!”shesaid.“Doesanyonewanthotchocolate?”1234运用写作三角修辞法,确保续写部分的真实性、

合理性和合情性。.运用Old/NewContract（旧新契约）确保段落之间、句子之间衔接的融洽度、紧密性和连贯性通过适当添加写作修辞手法，提高续写内容的丰富性和生动性.通过改写原文关键的词句用于续写部分,满足文章句型结构和词的结构的多样化和丰富性.步骤续写怎么写?2022年高考续写及作品展示和讲解阅读下面材料，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。（注意剧中人物情感的变化和剧情的发展）

Itwasthedayofabigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughathickevergreenforest.

IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusual

bigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn'twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.

Whatwaswrong?

Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool'scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”（写续写时会用上）#

2留意人物形象的刻画以及教练说的话,后续写作会用得上Ibitbackmyfrustration(懊恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,

hissmallbodyrockingfromsidetosideasheswunghisfeetforward.

Davidhadabraindisease

whichpreventedhimfromwalkingorrunninglikeotherchildren,

butatschoolhisclassmatesthoughtofhimasaregularkid.

Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlongertofinish—that’sall.Davidhadnotmissedasinglepractice,andalthough

healwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,

IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.留意作者对David

的人物刻画,

后续的写作会用得上注意：1.续写词数应为150左右；2.请按如下格式在答题卡的相应位置作答。Wesatdownnexttoeachother,

butDavidwouldn'tlookatme.（6W里需要补充Why&How)IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.（注意剧中人物情感的变化和剧情的发展）写什么读后续写步骤一：写什么画山形图分析文章的整体结构并寻找出文章缺失的部分和剧情发展的趋势画蝴蝶图形了解问题/结果结构从而了解写作的细节框架(由问题、解决方法、执行和结果组成)回答设定相应的问题掌握续写的内容的细节和作者的写作目的友情提示：阅读文章的时候考虑叙述文的5个要点和6W注意伏笔和铺垫;

(续写部分先看第二段的引导句，再看第一段的)Characters:

人物Setting:

场景Plot:

剧情

(开始,中间,结尾)Climax:

高潮(问题和/冲突)Resolution:

解决(方法,执行,结果）Characters（人物）--whoDavid,theschoolcoach,andI(Davidhadbraindisease,usualbigtoothysmile,workedhard,alwaysfinishedpracticeevenifhewasthelastone)Setting（场所）--where,

when

abigcross-countryrun

inatownduringaschooldayPlot（情节）---beginning,middle,andendingConflict（冲突）--problem—strugglingabouttakingpartinthebigcross-countryrunWhatistheproblem?Strugglingabout

whetherheshouldtakethebigcross-countryrunWhatcausesit?TheschoolcoachWhatshoulddo?JoinhimselfinrunningwithmyencouragementWhatistheresult?(+emotion-feelings,values)succeedinfinishinggtherunalthoughhedidn’t’wintheprizeResolution（解决:方法,执行,结果）David

finished

his

running.(suggestions---takeactions,reactions—result(goodor

bad)

emotion(feelingsandvalues)

完成叙述文的5个要点、6W以及所设定问题的的轮廓线/纲要难点、忽略点:

铺垫和伏笔对David

参加比赛结果的影响有高考参考答案出现:

1.

David

有心脏病

2.

跑了个第20名

根据本文续写“写什么”方法和步骤，找出文中缺失的部分是回落和结尾。第一个续写的段落是出现问题需要解决问题的段落。即:教练是制造问题的人，David是有问题的人，出现的问题是David犹豫是否参加越野跑；“I”是解决问题的人，要采取方法说服David参加比赛。第二个续写段落是处理问题后的结果,含情感的抒发。即,David参加跑步赛后的结果,“I”和David甚至还有教练的感触。

其次，根据续写“怎么写”的方法和步骤，必须考虑写作三角修辞法结合原文已知信息,续写第二段解决问题的结果一定是设定David终于跑完了,但没赢，因为原文伏笔是healwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.这样才能符合原文的真实性、合情性和合理性。

接着，根据以旧带新原则,续写内容要与原文中的信息相关联,段落间或句子之间关系要密切相关，上下段落的首位句要相呼应。比如,第一段的第一句写David没有看着我,根据前文可知David伤心且犹豫，所以第二句话可以写作者开始安慰David,接下来David会看着我,不再伤心不再犹豫,决定去参加越野赛。而由于第二个续写段落的开头句是IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.所以第一个续写段落的最后一句话可以设定David开始向起跑线走去。这样,通过以旧带新原则,两个续写段落之间衔接就自然、融洽、紧密和连贯。

最后，通过引用或改写原文词句以及适当增加写作的修辞法，增加句子语法结构和词汇的多样性和准确性及续写内容的丰富性。

根据本文续写“写什么”方法和步骤，第一个续写自然段回落,是出现问题需要解决问题的段落。根据蝴蝶型结构图及设定的问题,本段要写出:

开始发展高潮回落结尾第一段:

Wesatdownnexttoeachother,

butDavidwouldn'tlookatme.（6W里需要补充Why&How)1.什么问题(谁有问题)?

教练是制造问题的人2.

谁造成(为什么)?David是有问题的人,纠结犹豫是否参加越野跑3.

谁处理?方法?.

“I”是解决问题的人，要采取方法说服David参加比赛。(借用、引用文中原有的信息,所以有很多词句可以改写)

根据本文续写“写什么”方法和步骤，第二个续写段落是结尾:处理问题后的结果,含情感的抒发,即情感的升华,顺应作者的写作目的。即,David参加跑步赛后的结果.“I”和David甚至还有教练的感触。所以本段要写出:开始发展高潮回落结尾第二段:

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.结局:David虽然是最后一个,但终于跑完,他战胜了自己.达到作者写作的目的1234运用写作三角修辞法,确保续写部分的合实、

合理和合情。.运用Old/NewContract（旧新契约）确保段落之间、句子之间衔接的融洽度、紧密性和连贯性通过适当添加写作修辞手法，提高续写内容的丰富性和生动性.通过改写原文关键的词句用于续写部分,满足文章句型结构和词的结构的多样化和丰富性.步骤续写怎么写?Wesatdownnexttoeachother,butDavidwouldn'tlookatme.Holdinghishandsgently,

Isaid,“David,youhavebeenpracticingsohardandyoualwaysfinishedyourrun.Iamsurekidsfromotherschoolswillalsobeproudofyourpowerfuldetermination.Noonecanstopyourunning,onlyyou.”Justthen,Davidraisedhishead,

lookingatme,withoutanyhesitation,saiddeterminedly,“Iwillrun.”Thenheheadedtothestartinglinewithhissmallbodytotteringfromsidetosidewhilehisfeetswingingforward.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Meanwhile,Ispottedtheschoolcoachsmilingatme,relaxed,appreciated,andcomfortable.Atthesoundofthestartingpistol,therunnersgotoffexcellentlyandperfectly.Davidwasalsotrying,but,asakidhavingbraindisease,howcouldhebesupposedtorunasfastasothers?Hewasmorestaggeringthanrunning,likeautumnleaves,butnowindcouldblowhimaway.RealizingthatDavidhadbraindiseasebutthathewasstilltryingsohard,thecrowdsuddenlybrokeout“Comeon,David!

Youcanmakeit!”Movedbythegreatsupport,Davidtriedthebestofhisabilitytorun,andfinallyhesucceeded,althoughhereachedtheendinglineasthelastone!ThecrowdburstintocheersforDavid’ssuccessfulfinish.DavidbowedslowlytoshowhisgratitudethenturnedtowhereIwas.Inoticedthathisusualbigtoothysmileappearingonhisfaceagain,sweating,withhappytearsfilledinhisdeterminedeyes.Itseemedthathewastellingme“IcandoitandIhavesucceeded.”运用Old/NewContract（旧新契约）确保段落之间、句子之间衔接的融洽度、紧密性和连贯性解释:以上续写是根据故事情节的发展以及依据情感的变化设定的故事发展的逻辑顺序。情感变化+剧情发展的趋势,运用Old/NewContract（旧新契约）确保段落之间、句子之间衔接的融洽度、紧密性和连贯性Wesatdownnexttoeachother,butDavidwouldn'tlookatme.Holdinghishandsgently,Isaid,“David,youhavebeenpracticingsohardandyoualwaysfinishedyourrun.Iamsurekidsfromotherschoolswillalsobeproudofyourpowerfuldetermination.Noonecanstopyourunning,onlyyou.”

Justthen,Davidraisedhishead,

lookingatme,withoutanyhesitation,saiddeterminedly,“Iwillrun.”Thenheheadedtothestartinglinewithhissmallbodytotteringfromsidetosidewhilehisfeetswingingforward.第一个续写段：文中“I”引导David时,充分用到了文中原有的“旧”信息提炼出了新内容.第一句提及他平时的训练和毅力,给他信心;第二句说其他学校的孩子也会像他的同学一样尊重他,消除他的心理负担,因为文中提到因为教练担心别的学校的学生会嘲笑他第三句话给他鼓励,相信他不被别人左右。续写的引导句是“两人坐下来的时候,David没看着我”,通过文中所给的信息可以知道David是因为听了教练的话后失落且犹豫,所以这一段要设定David抬头看着我“并且”毫不犹豫“(withoutanyhesitation)

”、“充满信心”(saidconfidently,fullofconfidence),或“坚定地说”(saiddeterminedly)要参加比赛，并且开始向起跑线走去(第四句)。IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

Meanwhile,Ispottedtheschoolcoachsmilingatme,relaxed,appreciated,andcomfortable.Atthesoundofthestartingpistol,therunnersgotoffexcellentlyandperfectly.Davidwasalsotrying,but,asakidhavingbraindisease,howcouldhebesupposedtorunasfastasothers?Hewasmorestaggeringthanrunning,likeautumnleaves,butnowindcouldblowhimaway.RealizingthatDavidhadbraindiseasebutthathewasstilltryingsohard,thecrowdsuddenlybrokeout“Comeon,David!

Youcanmakeit!”Moved