陳麗芳

詹娜很喜歡畫漫畫，但是她父母并不支持她，后來受到布里德韋爾老師的鼓舞，詹娜把自己對(duì)漫畫的熱愛告訴了父母，父母能理解詹娜內(nèi)心的想法并支持她嗎？

Jenna looked at the calendar and sighed. Even though she looked forward to the newterm， she would miss spending her summer vacation drawing. It was so satisfying to seehow her drawings could bring life to her storytelling！

Unfortunately， Jenna's parents didn't understand how much she wanted to be a com-ic illustrator（插畫家）.When she talked about her dream job with her parents， she ex-pected them to support her. Instead， they explained that drawing comics was a hobby，nota career.

Jenna couldn't stop thinking about that unpleasant conversation， so she turned to herelder brother，James.She wanted her brother to help her make their parents believe thatdrawing comics is an art form and that it can even be a great career.

But as she spoke，the look on her brother's face told her that he agreed with theirparents. Jenna politely listened to her brother and then she walked back to her room qui-etly，feeling frustrated and disappointed. She didn't know the reasons why all her familymembers were against her.

At school a few weeks later， Jenna's class teacher， Miss Bridwell， noticed that Jennawasn't herself. Miss Bridwell determined to have a face-to-face talk with Jenna. Jennawas asked to come to her office. At first， Jenna was unwilling to tell others her worriesbecause she was afraid of being rejected again. But it hit Jenna that Miss Bridwell was sokind and considerate and maybe she could understand her. What's more，Miss Bridwell， who was in charge of the school's Literature Club， was also a famous writer in her school. She was highly respected by all the students and her readers. With these thoughts in mind，Jenna went to the office and told Miss Bridwell that she was upset because her parents didn't back her choice of becoming a comic illustrator.

Language

Study

Useful sentence patterns

1. Jenna politely listened to her brother and then she walked back to her room qui- etly，feeling frustrated and disappointed.

分析：feeling frustrated and disappointed為現(xiàn)在分詞作伴隨狀語，與邏輯主語為主動(dòng)關(guān)系，描述主語的狀態(tài)和心情。

2.With these thoughts in mind， Jenna went to the office and told Miss Bridwell that she was upset because her parents didn't back her choice of becoming a comic illustrator.

分析：“with+名詞”的復(fù)合結(jié)構(gòu)放在句子開頭作伴隨狀語。

Reading

Check

閱讀上面的文章，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。注意：

1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右;

2.續(xù)寫部分分為兩段，每段的開頭語已為你寫好。

Paragraph 1：

Pointing to the bookshelf in the front of the room， Miss Bridwell began to tell her story.

Paragraph 2：

It's beyond argument that Miss Bridwell's story encouraged Jenna a lot.

寫作導(dǎo)引

一、語篇研讀

讀后續(xù)寫要求續(xù)寫的部分在情節(jié)和邏輯方面與原文高度契合。為此，我們必須在掌握原文大意和敘述意圖的基礎(chǔ)上，分析所給文章的情境模式。

分析記敘文的情境模式，就需要關(guān)注5個(gè)W，即who、what、when、where以及why。我們?cè)陂喿x時(shí)要把握故事的情節(jié)線，分析故事的起因、開始和發(fā)展，并歸納出故事的主要矛盾。根據(jù)文章中已知的信息，如情感線索、行為線索、時(shí)間線索、空間線索等來推斷將要發(fā)生的事情，合理構(gòu)思續(xù)寫部分的情節(jié)。

二、情節(jié)構(gòu)思

基于原文和續(xù)寫段落首句提供的信息，采用圍繞中心提問的方法，構(gòu)思要續(xù)寫的故事情節(jié)，這個(gè)過程一般分為四步。

第一步，根據(jù)已給出的文本判斷文章的立意。

文章給出的部分主要記敘的是詹娜很喜歡畫漫畫，但是她父母并不支持她，后來受到布里德韋爾老師的鼓勵(lì)，她決定再跟父母好好談一談，由此可推斷出本文的立意是“溝通和理解”。

第二步，根據(jù)續(xù)寫第二段所給出的段首句倒推續(xù)寫第一段應(yīng)包括什么內(nèi)容。

根據(jù)續(xù)寫第一段的段首句“布里德韋爾老師指著房間前面的書架，開始講述她的故事”可知，續(xù)寫第一段要寫布里德韋爾老師的故事，她又有怎樣的故事呢？從前文來看，她是學(xué)校出了名的撰稿人，她很可能也有過與詹娜類似的經(jīng)歷，這樣才能確保續(xù)寫的兩段是相銜接的。

第三步，圍繞續(xù)寫第一段所給出的段首句以及上面的分析進(jìn)行提問構(gòu)思：（1）Whatwould be Miss Bridwell's story？ Did she have the same experience as Jenna's？

（2）What did Miss Bridwell do to solve her problem？

（3）How did Jenna feel after hearing Miss Bridwell's story？

第四步，圍繞續(xù)寫第二段所給出的段首句進(jìn)行提問構(gòu)思：

（1）How did Miss Bridwell's story influence Jenna？

（2）What would Jenna do next？ Was she going to talk with her parents again？

（3）What's the result？

三、潤(rùn)色成篇

在續(xù)寫的過程中要注意情節(jié)連貫，各部分內(nèi)容相銜接：1.續(xù)寫的兩段與所給短文的銜接;2.每段的續(xù)寫與續(xù)寫段段首句之間的銜接;3.續(xù)寫的兩段之間的銜接。同時(shí)要注意語言風(fēng)格的一致和語法、句型以及所用詞的準(zhǔn)確性。比如，刻畫人物形象時(shí)運(yùn)用恰當(dāng)?shù)男稳菰~使其栩栩如生;描寫人物心理活動(dòng)時(shí)使用一些動(dòng)詞或副詞使其細(xì)微深入。