考点29 书面表达的高考实战(一) 读后续写、概要写作一 读后续写 一布局谋篇命题专家说考情1记叙文的阅读理解能力(1)浅层的信息定位能力：when, where, who, what, why, how等(2)深层的文本分析能力2由读到写的思维能力(1)细读两段续写的开头语，理顺续写段落的逻辑关系；(2)围绕划定的10个关键词，合理续写故事情节。3记叙文的书面表达能力(1)语言的丰富：词汇、句式、语法的多样性；情感表达的多样性；词汇使用的丰富性。(2)语篇的连贯性：内容连贯(故事大意一致，写作意图一致)；语句连贯(衔接词的准确使用)；语言连贯(语言风格一致)。读后续写评分标准1本题总分为25分，按七个档次进行评分。2评分时，应主要从内容、词汇语法和篇章结构三个方面考虑，具体为：(1)续写内容的质量、完整性以及与原文情境的融洽度。(2)所使用词汇和语法结构的准确性、恰当性和多样性。(3)上下文的衔接和全文的连贯性。3评分时，应先根据作答的整体情况确定其所属的档次，然后以该档次的要求来综合衡量，确定或调整档次，最后给分。4评分时还应注意：(1)词数少于120的，酌情扣分；(2)书写较差以致影响交际的，酌情扣分；(3)单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以考虑，英、美拼写及词汇用法均可接受。1词数不够，情节过于肤浅，描写不详细，人物对话不到位。2续写内容与文章主旨不符合，故事情节与上文不连贯，没有充分考虑到所给的段落提示句对续写故事发展的提示、衔接、引导和一定程度的限制作用。有的甚至瞎编乱造，不顾及上文各情节之间的逻辑关系。3语言基本功欠缺，语法结构错误，词汇贫乏，人称混乱，时态混用。4表达内容不丰富，语言能力不强，缺乏可读性。5书写不规范，字迹不工整，难识别。秒杀技巧一、熟读原文，合理续写培养由读到写的思维能力，所写的内容要和原文在观点、逻辑、结构、用词等方面保持一致。因此，读懂原文很关键。阅读时要具备下面的两个能力：1浅层的信息定位能力：知道what, when, where, who, why, how等。2深层的文本分析能力：理清故事的发展线索；明确文本的主要矛盾；关注故事的语言风格。只有读懂文章具备了这些能力，才能写出合理的续写。二、关注4个衔接，逻辑顺畅1关注段落内部句与句之间的衔接；2关注与续写段落首句之间的衔接；3关注两个续写段落之间的衔接；4关注上下文之间的前后呼应。三、牢记6个高分标准1故事要围绕主要人物展开。2详细刻画人物角色及其情感。3有效使用连接成分，结构紧凑。4运用丰富的词汇、语法结构和修辞使描写生动。5第一段和第二段的内容衔接自然，逻辑合理通顺。6续写内容与所给短文融洽度高，语言风格保持一致，思想积极向上。四、增分的3个手段1增加细节2营造冲突3升格语言五、避免两个雷区1情节设计要符合生活实际和文章逻辑，避免太过离奇。2叙述力求精炼、生动、连贯，对话不要太多，书面化的长句不宜太多。五步写作法流程：写作步骤2020新高考卷The Meredith family lived in a small community. As the economy was in decline, some people in the town had lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges.Mrs. Meredith was a most kind and thoughtful woman. She spent a great deal of time visiting the poor. She knew they had problems, and they needed all kinds of help. When she had time, she would bring food and medicine to them.One morning she told her children about a family she had visited the day before. There was a man sick in bed, his wife, who took care of him and could not go out to work, and their little boy. The little boyhis name was Bernardhad interested her very much.“I wish you could see him，” she said to her own children, John, Harry, and Clara. “He is such a help to his mother. He wants very much to earn some money, but I dont see what he can do.”After their mother left the room, the children sat thinking about Bernard. “I wish we could help him to earn money，” said Clara. “His family is suffering so much.”“So do I，” said Harry. “We really should do something to assist them.”For some moments, John said nothing, but, suddenly, he sprang to his feet and cried, “I have a great idea! I have a solution that we can all help accomplish (完成)”The other children also jumped up all attention. When John had an idea, it was sure to be a good one. “I tell you what we can do，” said John. “You know that big box of corn Uncle John sent us? Well, we can make popcorn (爆米花), and put it into paper bags, and Bernard can take it around to the houses and sell it.”注意：1续写词数应为150左右；2请按如下格式作答。When Mrs. Meredith heard of Johns idea, she thought it was a good one, too._With everything ready, Bernard started out on his new business._第一步：浏览所给信息，确定大意主题whoMrs. Meredith, John, Harry, and Clara, BernardwhatThe Meredith family helped Bernard earn money.wherea small communitywhenAs the economy was in declinewhyBernards father was sick.文章大意Mrs. Meredith and her three children found a good way to help poor Bernard earn money.表达主题Love and Kindness第二步：梳理已知段落，确定主要情节关注两条主线：1plot(明线)：即谁做了什么，为什么，可以从文中获取。plot 发展：Meredith一家人乐于助人，而Bernard一家人需要帮助，而两家人产生交集，交汇点则是孩子们的互动：即Meredith家的三个孩子积极思考，想出了帮助Bernard挣钱的方法卖爆米花。2feelings(暗线)：即谁感觉如何，需要进行合理的推测。第三步：借助段落开头，确定续写内容研读续写段落的开头语Para.1When Mrs. Meredith heard of Johns idea, she thought it was a good one, too.(切入点) Mrs. Meredith赞同约翰的“好主意”1What did Mrs. Meredith encourage her children after she heard the good idea?2How did the children and Bernard do exactly？Para.2With everything ready, Bernard started out on his new business.(切入点)一切准备好之后，结果会如何呢？1.How did poor Bernard sell the popcorn?2Did poor Bernard earn money in the end？续写内容Para.1约翰和其他孩子们是具体如何做的。Para.2Bernard如何具体去卖爆米花的。第四步：刻画细节冲突，优美连贯表达描绘孩子们忙于做爆米花的细节；Bernard卖光爆米花的开