主位推進模式在讀后續(xù)寫中的運用

張敏

閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。

The twins were filled with excitement as they thought of the surprise they were planning for Mother's Day. How pleased and proud Mother would be when they brought her breakfast in bed. They planned to make French toast and chicken porridge. They had watched their mother in the kitchen. There was nothing to it. Jenna and Jeff knew exactly what to do．

The big day came at last. The alarm rang at 6 a.m. The pair went down the stairs quietly to the kitchen. They decided to boil the porridge first. They put some rice into a pot of water and left it to boil while they made the French toast. Jeff broke two eggs into a plate and added in some milk. Jenna found the bread and put two slices into the egg mixture. Next，Jeff turned on the second stove burner to heat up the frying pan. Everything was going smoothly until Jeff started frying the bread. The pan was too hot and the bread turned black within seconds. Jenna threw the burnt piece into the sink and put in the other slice of bread. This time，she turned down the fire so it cooked nicely．

Then Jeff noticed steam shooting out of the pot and the lid starting to shake. The next minute，the porridge boiled over and put out the fire. Jenna panicked. Thankfully，Jeff stayed calm and turned off the gas quickly. But the stove was a mess now. Jenna told Jeff to clean it up so they could continue to cook the rest of the porridge. But Jeff's hand touched the hot burner and he gave a cry of pain. Jenna made him put his hand in cold water. Then she caught the smell of burning. Oh dear！ The piece of bread in the pan had turned black as well．

As the twins looked around them in disappointment，their father appeared.

The twins carried the breakfast upstairs and woke their mother up．

（一）運用主位推進模式進行閱讀材料文本分析

文段一：

文段大意：通過雙胞胎作為主位來全面描述他們在母親節(jié)的計劃安排，并引出接下來具體的行動。

文段二：

文段大意：本段文本采用了延續(xù)型的主位推進模式，層層遞進地交代雙胞胎準備早餐的情況，把故事向高潮推進。

文段三：

文段大意：本段文本通過平行型和交叉型的主位推進模式把雙胞胎準備早餐的故事推向了高潮，給下面的故事續(xù)寫埋下了伏筆。

（二）運用主位推進模式來構建續(xù)寫情節(jié)

Para1. As the twins looked around them in disappointment，their father appeared.

根據(jù)故事情節(jié)的發(fā)展，這一段的續(xù)寫應是父親幫雙胞胎收拾殘局并且?guī)椭p胞胎完成做早餐的任務，本段續(xù)寫涉及多人物互動，因此可以以交叉型主位推進模式為主，以平行型主位推進模式為輔，來聯(lián)系雙胞胎和父親之間的互動，讓情節(jié)豐富且內容連貫。

One possible version：

Para2. The twins carried the breakfast upstairs and woke their mother up．

根據(jù)故事情節(jié)發(fā)展，這一段的續(xù)寫應是媽媽在看到雙胞胎準備的早餐后會做出什么樣的反應以及和其他人的互動，因此可以選取平行型主位推進模式來續(xù)寫媽媽的反應，選取交叉型主位推進模式來描述媽媽與其他人的互動。

One possible version：

靈活運用

閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。

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 boy-his name was Bernard-had 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 don't 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'll 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.”

分析文段一，判斷語篇的主位推進模式類型并總結文段大意

Keys：本文通過平行型主位推進模式介紹故事發(fā)生的背景——經濟蕭條和人們生活入不敷出，以及介紹了Mrs. Meredith是一個樂善好施的人，給下面的故事發(fā)展埋下伏筆。

分析文段二，判斷語篇的主位推進模式類型并總結文段大意

Keys：本文段一開始以延續(xù)型的主位推進模式引入了故事的主人公Bernard ，然后以平行型的主位推進模式敘述了孩子們在聽完Bernard的故事后的反應。

分析文段三，判斷語篇的主位推進模式類型并總結文段大意

Paragraph 1

When Mrs. Meredith heard of John's idea，she thought it was a good one，too．

根據(jù)故事情節(jié)的發(fā)展以及開頭句，思考第一段的續(xù)寫可以選用哪些主位推進模式：

根據(jù)故事情節(jié)的發(fā)展以及開頭句，思考第二段的續(xù)寫可以選用哪些主位推進模式：

讀后續(xù)寫從語篇角度綜合考查記敘文的閱讀和寫作，這就要求我們從語篇的角度去解讀閱讀文本材料，并從語篇的角度去構建續(xù)寫的情節(jié)。主位推進模式可以幫助我們從語篇的角度去完成讀后續(xù)寫的任務：通過主位推進模式來分析語篇，不但可以讓我們了解讀后續(xù)寫是如何根據(jù)不同的主位推進模式來推進語篇的發(fā)展——常常是用平行型的主位推進模式來介紹故事的背景，然后以延續(xù)型的主位推進模式來推進故事的發(fā)展，最后是以交叉型的主位推進模式來把故事推向高潮——而且可以讓我們根據(jù)故事情節(jié)和所給出的開頭句推斷出續(xù)寫的內容，并根據(jù)續(xù)寫情節(jié)的特點來選擇續(xù)寫的主位推進模式，讓續(xù)寫不但符合故事情節(jié)而且兼?zhèn)溥B貫性和銜接性。

責任編輯吳昊雷