日期：2023-04-06 09:42 点击：
近三年读后续写考情分析+评分标准 +写作指导
目录
1. 读后续写考情分析
2. 读后续写评分标准
3. 读后续写评分标准解读
4. 写作指导思维导图
5. 易错点
6. 真题解读
【考情分析】
读后续写"是高考英语中新增加的一种写作题型，从2016年开始应用于高考综合改革试点省份的高考中、并且将随着高考综合改革试点的推广在全国范围内使用。所提供短文词数在350左右，划线词语涉及到名词(词组)、动词(词组)、介词(词组)和形容词等，其中，以名词(词组)为主，在续写中至少要使用5个关键词语。读后续写多以记叙文故事类文章或者夹叙夹议类文章为主，所考察的主题为人与自然，人与动物或者人与自我。
要求考生在理解一篇不完整文章的基础上，充分调动想象创新思维，大胆预测文章缺失部分的内容走势，进行充满个性色彩的设计，故事情节有曲折、有起伏，逻辑性比较强。在使用关键词语时根据时态和语态的需要，可以改变动词的形式，可以改变名词的单复数，但不要改变关键词语在原文中的含义和词性。
读后续写的文章特色:
1.创造性：即发挥想象力，该题型具有一定的开放性，考生需用自己的语言对故事情节进行内容创造；
2.逻辑性：即根据已提供的关键信息，按照可能的合理的方向续写，使文章逻辑结构完整；
3.丰富性：即语言能力的充分体现，词汇句法的准确与复杂程度，细节描写的生动性等都将让故事更加立体饱满。
【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，主要从内容、语言表达和篇章结构三个方面考查，具体为：
（1）续写内容的质量、续写的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）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；
（3）书写较差以致影响交际的，酌情扣分。
【评分标准解读】
总体来看，读后续写以读为辅，以写为主，其目标是考查学生的综合语言运用能力。评分标准是评分的依据和绝对标准。
依据评分标准，读后续写主要考查阅读理解能力，由读到写的思维能力和语言表达运用能力三个方面。评卷时，评卷老师先根据考生所续写短文的内容和语言初步确定其所属档次，然后以该档次的要求来衡量，确定或调整档次，最后给分。
阅卷老师在阅卷时，主要考虑以下内容：
1.与所给短文及段落开头语的衔接程度；
2.内容的丰富性；
3.应用语法结构和词汇的丰富性和准确性；
4.上下文的连贯性。
【写作指导】
1. 浏览信息, 确定文章线索。 每篇文章都有各自独特的写作思路,通过精读文章,找到该篇文章的写作线索，如是以时间为线索还是以空间为线索等,这样有利于考生“顺藤摸瓜(结尾)”。
2.仔细审题, 确定主要情节。一般短文后面的“注意”都有对此次短文续写的具体要求,如词数限制、使用几处下划线关键词语、续写段落的首句提示,这样有利于考生做到“心中有数”。
3.回扣原文, 确定续写段落内容。根据文章后面的要求,再次快速回读短文,抓住文章的思路,结合段首的提示语,最终确定续写段落的思路,同时结合文章画线词语提示,确定续写段落的内容。
4.拟写草稿,修改错词病句。在确定了思路和内容之后,最关键的就是结合提示语或者文中画线的关键词拟写草稿。拟写时,注意句子结构的多样性,语言的丰富性,并通过句与句之间连接词的正确使用,使上下文连贯。
5. 标出续写部分原材料中标有下划线的关键词。这一点可以帮助考生自己检查关键词的使用情况并根据情况做出修改。最后在誊写文字时,务必做到“字迹工整”。
【易错点】
1. 忽视文体的一致性。
如果文章是对话性较强的,我们在续写时要注意对话的使用,反之,如果文章以讲述为主,我们就要进行讲述,切忌前后文体不一。
2. 忽视每段首句的导向性。
有的文章是夹叙夹议类的,作者会在最后一段对事情进行评论。如果第二段的首句是评论性语言,我们要顺着这个方向写下去。
3. 忽视与所给短文及段落开头语的衔接。
这是续写最常犯的错误。我们有时只考虑故事情节的延续,忽视了与段落开头的衔接,这样很容易偏离主题。
4. 忽视第一段结尾部分与第二段开头的衔接。
第二段的开头起到承上启下的作用,因此第一段的结尾部分一定要与第二段的开头有所衔接。
5. 忽视应用语法结构和词汇的丰富性和准确性。
切忌时态、人称等的混乱使用,这将会影响得分,同时丰富的词汇以及词汇使用的准确性也能彰显我们的英语水平,给我们的续写添彩。
7. 忽视内容的丰富性和对所给关键词语的覆盖情况。
将故事情节写得富有变化,同时不忘画线词语的覆盖率。
【真题解读】
【2022年高考英语浙江卷1月】
阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
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 （命运）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 （｛段说）,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. 所续写短文的词数应为150左右；
2. 至少使用5个短文中标有下划线的关键词语；
3. 结部分分为两段，每段的开头语己为你写好；
4. 续写完成后，请用下划线标出你所使用的关键词语。
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.
【参考范文 】
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.
语篇大意：本文讲述了作者在一次课上被分配了一个不想要的队友并共同完成作业，他们从最初的无法配合到最后圆满完成任务的温暖故事。
续写与段落的衔接：第一段首句中meet regularly可知，作者最初的“不太合作”的心态在慢慢改变。
第二段首句to hospital for a serious disease可以推测出，作者会因为同伴的住院而感到心情低落，并继续努力完成项目。此时，作者的心态已经由最初的不合作、观望等最终转变成立全力以赴地去拼搏。
高分词汇：
动作类：
①与...分享:share sth with sb / exchange sth with sb
②没能做:fail to do/be unable to do /not make it
③到达 : arrived at /get to /reach/
④走进:step into/enter/come into
情绪类
①惊讶的:surprised/amazed/shocked
②满意的:satisfied/content/pleased
[高分句型1].(使用了“so+(助)动词+主语”表示“….…也一样”的倒装句型)
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 引导的让步状语从句) Though I wanted to share my ideas with him fully, l failed to do so for fear that I would hold him back.
