起承轉(zhuǎn)合——讓讀后續(xù)寫(xiě)看得見(jiàn)

廖海燕

一、前言：讀后續(xù)寫(xiě)新題型

隨著新課程改革的推進(jìn)，高考命題進(jìn)行了一系列改革。2016年，讀后續(xù)寫(xiě)橫空出世，代替了原來(lái)的短文改錯(cuò)題。新的測(cè)試?yán)碚摵托碌挠⒄Z(yǔ)課程標(biāo)準(zhǔn)在讀后續(xù)寫(xiě)中得到呼應(yīng)，獲取信息、處理信息與英語(yǔ)思維、英語(yǔ)表達(dá)緊密結(jié)合起來(lái)，促進(jìn)了學(xué)生綜合語(yǔ)言運(yùn)用能力的發(fā)展。讀后續(xù)寫(xiě)以讀寫(xiě)結(jié)合的方式考查學(xué)生4個(gè)方面的能力：1.對(duì)短文關(guān)鍵信息和語(yǔ)言特點(diǎn)的把握；2.語(yǔ)言運(yùn)用的準(zhǔn)確性和豐富性；3.對(duì)語(yǔ)篇結(jié)構(gòu)的把控；4.創(chuàng)造性思維能力。

《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版）》提出了英語(yǔ)學(xué)科四大核心素養(yǎng)：語(yǔ)言能力、文化意識(shí)、思維品質(zhì)和學(xué)習(xí)能力。其中思維品質(zhì)包括思維的邏輯性、批判性和創(chuàng)新性。創(chuàng)新思維是思維品質(zhì)的最高層次和水平，在讀后續(xù)寫(xiě)中得以要求和體現(xiàn)。

讀后續(xù)寫(xiě)對(duì)于學(xué)生來(lái)說(shuō)，是一個(gè)很大的難題。究其原因，學(xué)生對(duì)敘事性文本的文體特征與語(yǔ)言特點(diǎn)把握相對(duì)較弱，以往較少進(jìn)行故事性文章寫(xiě)作，缺乏實(shí)戰(zhàn)經(jīng)驗(yàn)。此外，續(xù)寫(xiě)對(duì)于原文的解讀要求較高，學(xué)生需要把握到原文的關(guān)鍵信息和語(yǔ)言特點(diǎn)，并將其延續(xù)下去。最后，創(chuàng)新性思維能力是最難的坎，學(xué)生缺乏此方面的鍛煉，對(duì)故事的發(fā)展覺(jué)得無(wú)從構(gòu)思。因此，對(duì)于讀后續(xù)寫(xiě)起步階段的教學(xué)，筆者認(rèn)為關(guān)鍵是兩點(diǎn)：寫(xiě)什么（what），以及怎么寫(xiě)（how）。

經(jīng)過(guò)反思和探討母語(yǔ)寫(xiě)作的經(jīng)驗(yàn)，筆者認(rèn)為可以借鑒漢語(yǔ)的“起承轉(zhuǎn)合”模式給學(xué)生在what和how兩個(gè)方面進(jìn)行指引。

二、“起承轉(zhuǎn)合”的內(nèi)涵

“起承轉(zhuǎn)合”理論模型是中國(guó)古代關(guān)于寫(xiě)作原理的最高成就?！捌鸪修D(zhuǎn)合”之法最早出現(xiàn)于漢語(yǔ)詩(shī)歌的韻腳格律中，后又被運(yùn)用于“八股文”等其他文體，近代也被用于各種寫(xiě)作創(chuàng)作中。作為寫(xiě)作結(jié)構(gòu)章法術(shù)語(yǔ)，“起”是指起始開(kāi)端；“承”是承接上文加以申述；“轉(zhuǎn)”是轉(zhuǎn)折，從正面反面立論；“合”是結(jié)束全文。如詩(shī)仙李白的《靜夜思》：床前明月光（起），疑是地上霜（承）；舉頭望明月（轉(zhuǎn)），低頭思故鄉(xiāng)（合）。

有人認(rèn)為“起承轉(zhuǎn)合”是一種固化的模式，像八股文一樣，禁錮了寫(xiě)作的思維，減弱了寫(xiě)作思維創(chuàng)造力。但實(shí)質(zhì)上，“起承轉(zhuǎn)合”的本質(zhì)是“重復(fù)”和“對(duì)比”兩種思維操作模型的有機(jī)組合運(yùn)用。只要我們能真正理解其原理和實(shí)質(zhì)，加以靈活運(yùn)用，就能創(chuàng)造性地生成各種自由組合模式，如“起-承-承-合”，“起-承-承-轉(zhuǎn)-合”，甚至“起-轉(zhuǎn)-轉(zhuǎn)-轉(zhuǎn)-合”等，從而在寫(xiě)作思維上獲得真正的自由。

因此，“起承轉(zhuǎn)合”既是一種文章寫(xiě)作的基本規(guī)律和原理，讓寫(xiě)作者可以直接使用或加以變化，也是一種思維方式和習(xí)慣，能夠給學(xué)寫(xiě)文章的人提供一個(gè)從無(wú)話可說(shuō)到有話可說(shuō)的文本內(nèi)容結(jié)構(gòu)的思維操作模式。對(duì)于寫(xiě)不出、不會(huì)寫(xiě)的學(xué)生來(lái)說(shuō)，“起承轉(zhuǎn)合”正是一條寫(xiě)作入門(mén)的路徑。

三、“起承轉(zhuǎn)合”對(duì)英語(yǔ)讀后續(xù)寫(xiě)的啟發(fā)和指導(dǎo)意義

如前文所述，在讀后續(xù)寫(xiě)中，寫(xiě)什么、怎么寫(xiě)是學(xué)生最大的障礙。寫(xiě)什么是立意和材料問(wèn)題，是作者的觀點(diǎn)、態(tài)度積累提純的過(guò)程，屬于思維范疇，需要一個(gè)長(zhǎng)期的漸進(jìn)過(guò)程。怎么寫(xiě)是結(jié)構(gòu)和表達(dá)的問(wèn)題，是謀篇布局和語(yǔ)言表達(dá)的過(guò)程，屬于實(shí)戰(zhàn)或者技術(shù)操作層面，可以通過(guò)專(zhuān)項(xiàng)訓(xùn)練在短期內(nèi)提高?；诖?，“起承轉(zhuǎn)合”寫(xiě)作模式對(duì)于激發(fā)學(xué)生寫(xiě)作興趣、啟發(fā)學(xué)生寫(xiě)作靈感、提高學(xué)生寫(xiě)作技巧、幫助學(xué)生形成寫(xiě)作模式和套路等都有很強(qiáng)的動(dòng)力功能。

“起承轉(zhuǎn)合”對(duì)于讀后續(xù)寫(xiě)的指導(dǎo)意義在于：1.“起承轉(zhuǎn)合”提供了文章的章法。作為一種篇章結(jié)構(gòu)，起承轉(zhuǎn)合固定下來(lái)的模式使得文章在內(nèi)容和形式上呈現(xiàn)出完整性，使文章條理分明，結(jié)構(gòu)完整，從而幫助學(xué)生解決謀篇布局問(wèn)題。2.“起承轉(zhuǎn)合”能開(kāi)拓寫(xiě)作思路，以結(jié)構(gòu)化了的章法模型來(lái)吸附和凝練學(xué)生心中已有的材料，從而生成所需要的篇章模型。這就是文章形式對(duì)文章內(nèi)容的反推作用。從這個(gè)意義來(lái)說(shuō)，“起承轉(zhuǎn)合”不僅提供模板解決了“怎么寫(xiě)”的難題，還間接提示了學(xué)生“寫(xiě)什么”。3.“起承轉(zhuǎn)合”能使寫(xiě)作思維邏輯顯性化。語(yǔ)篇邏輯的體現(xiàn)不僅僅在于銜接詞，更重要的在于內(nèi)容。句與句，段與段之間的關(guān)系，不僅僅體現(xiàn)層次與層次之間的相互勾連，實(shí)質(zhì)上也是一種文章內(nèi)容之間的深層次遞進(jìn)，體現(xiàn)了寫(xiě)作思維的邏輯性?！捌鸪修D(zhuǎn)合”能讓寫(xiě)作邏輯看得見(jiàn)，就讀后續(xù)寫(xiě)任務(wù)而言，“起”就是故事的開(kāi)端；“承”是承接開(kāi)端進(jìn)一步推進(jìn)故事的發(fā)展；“轉(zhuǎn)”是從正面繼續(xù)推進(jìn)或轉(zhuǎn)到反面建立故事的矛盾沖突達(dá)到故事高潮；“合”則是解決矛盾沖突以正能量結(jié)局結(jié)束全文。

四、“起承轉(zhuǎn)合”指導(dǎo)讀后續(xù)寫(xiě)的理論依據(jù)

“起承轉(zhuǎn)合”適用于讀后續(xù)寫(xiě)寫(xiě)作指導(dǎo)基于以下理論。

首先，建構(gòu)主義認(rèn)為，學(xué)習(xí)的結(jié)果是認(rèn)知結(jié)構(gòu)的重新構(gòu)建或改組，知識(shí)作為一種存在，可以在一種情形中被構(gòu)建出來(lái)，還可以運(yùn)用于其他情景中。學(xué)習(xí)不是由教師把知識(shí)簡(jiǎn)單地傳遞給學(xué)生，而是由學(xué)生自己建構(gòu)知識(shí)的過(guò)程?；谶@個(gè)認(rèn)知，我們?cè)谥笇?dǎo)讀后續(xù)寫(xiě)時(shí)應(yīng)充分激發(fā)學(xué)生原有的背景知識(shí)，通過(guò)解讀原文的關(guān)鍵信息和語(yǔ)言特點(diǎn)并分析原文的語(yǔ)篇結(jié)構(gòu)，幫助學(xué)生充分理解原材料建構(gòu)文本信息結(jié)構(gòu)體系?；诮?gòu)主義理論下的支架式教學(xué)模式（Scaffolding Instruction）原理，在教師的指導(dǎo)和幫助下，學(xué)生可以通過(guò)構(gòu)建“起承轉(zhuǎn)合”寫(xiě)作模式搭起續(xù)寫(xiě)的文章框架。

其次，二語(yǔ)習(xí)得理論認(rèn)為，在第二語(yǔ)言學(xué)習(xí)中，學(xué)習(xí)者在使用第二語(yǔ)言時(shí)，會(huì)借助于母語(yǔ)規(guī)則或習(xí)慣來(lái)表達(dá)思想，這就是語(yǔ)言遷移（language transfer）現(xiàn)象。母語(yǔ)的規(guī)則遷移會(huì)對(duì)目標(biāo)語(yǔ)有積極的影響，也可能會(huì)產(chǎn)生消極影響。這就是正遷移（positive transfer）和負(fù)遷移（negative transfer）。

我們?cè)谶M(jìn)行英語(yǔ)寫(xiě)作時(shí)，邏輯思維會(huì)受到漢語(yǔ)寫(xiě)作的影響。最為值得關(guān)注的是語(yǔ)篇結(jié)構(gòu)的布局。漢語(yǔ)的表達(dá)過(guò)程是圍繞一個(gè)中心而進(jìn)行螺旋式的重復(fù)表述。西方語(yǔ)言以線式邏輯為主，往往開(kāi)門(mén)見(jiàn)山，后文細(xì)節(jié)圍繞要點(diǎn)直線展開(kāi)，結(jié)尾以概括要點(diǎn)的形式定局。受到漢語(yǔ)“形散而神不散”寫(xiě)作思維的影響，學(xué)生在進(jìn)行英語(yǔ)寫(xiě)作時(shí)常常想到哪里寫(xiě)到哪里，或者表現(xiàn)出更多的起伏，以暫時(shí)偏離主題的描述試圖從其他方面去闡述。而英文的寫(xiě)作更多體現(xiàn)一種平緩性，英語(yǔ)語(yǔ)篇通過(guò)使用有緊密關(guān)聯(lián)的句、段達(dá)到篇章語(yǔ)義的統(tǒng)一。

意識(shí)到這種語(yǔ)言遷移現(xiàn)象，我們?cè)噲D找到一種方法架起一座中西方表達(dá)的橋梁，“起承轉(zhuǎn)合”就可擔(dān)此重任。站在漢語(yǔ)的角度，“起承轉(zhuǎn)合”寫(xiě)作模式歷久彌新，它的“開(kāi)端-承接-轉(zhuǎn)折-結(jié)束”寫(xiě)作結(jié)構(gòu)既用于古代詩(shī)文寫(xiě)作，也適用于現(xiàn)代文寫(xiě)作。站在英語(yǔ)的角度，“總起-分述-總結(jié)”是英語(yǔ)文體最常見(jiàn)的模式，與“開(kāi)端-承接-轉(zhuǎn)折-結(jié)束”思維模式是一致的。而讀后續(xù)寫(xiě)是一種敘事性文體，以故事寫(xiě)作為主，故事的“開(kāi)端-發(fā)展-高潮-結(jié)局”模式正與“起承轉(zhuǎn)合”完美匹配。因此，要解決讀后續(xù)寫(xiě)難題，“起承轉(zhuǎn)合”就是答案。

五、“起承轉(zhuǎn)合”在讀后續(xù)寫(xiě)教學(xué)中的實(shí)踐

基于以上所述，在面對(duì)讀后續(xù)寫(xiě)新題型時(shí)，筆者嘗試從“起承轉(zhuǎn)合”的角度來(lái)指導(dǎo)學(xué)生進(jìn)行寫(xiě)作。主要從下面三個(gè)方面開(kāi)展：

（一）感受中英文“起承轉(zhuǎn)合”寫(xiě)作章法模型

“起承轉(zhuǎn)合”來(lái)自漢語(yǔ)，對(duì)“起承轉(zhuǎn)合”的理解用母語(yǔ)的例子來(lái)解析最為易懂。最簡(jiǎn)單的是詩(shī)歌中的“起承轉(zhuǎn)合”，如唐朝詩(shī)人孟浩然的《春曉》：春眠不覺(jué)曉（起），處處聞啼鳥(niǎo)（承）。夜來(lái)風(fēng)雨聲（轉(zhuǎn)），花落知多少（合）。起為開(kāi)端，承為進(jìn)一步的描寫(xiě)，轉(zhuǎn)為語(yǔ)境的畫(huà)風(fēng)突變，合為故事點(diǎn)題以及作者的情感落腳之處。又如李白的《朝發(fā)白帝城》：朝辭白帝彩云間（起），千里江陵一日還（承）。兩岸猿聲啼不?。ㄞD(zhuǎn)），輕舟已過(guò)萬(wàn)重山（合）。起得清新美麗歡快，承接原情調(diào)進(jìn)一步展開(kāi)，突轉(zhuǎn)畫(huà)風(fēng)為愁怨凄厲，終又回到清新美麗歡快。現(xiàn)代文寫(xiě)作中，魯迅先生對(duì)“起承轉(zhuǎn)合”模式也有靈活的使用。小說(shuō)《故鄉(xiāng)》開(kāi)頭對(duì)故鄉(xiāng)的描寫(xiě)為全文定下了荒涼蕭索的基調(diào)，是為“起”；第二天回到家中對(duì)凄涼的母親的描寫(xiě)，是為“承”；然后母親提及潤(rùn)土帶來(lái)大片美好的回憶，在情調(diào)上進(jìn)行了“轉(zhuǎn)”；最后見(jiàn)到潤(rùn)土和楊二嫂對(duì)其丑陋形象和扭曲靈魂的描寫(xiě)又回到了小說(shuō)凄涼蕭索的基調(diào)，是為“合”。

英語(yǔ)文體也有同樣的模型。如下面的文章Social Practice（有刪節(jié)）。

Recently， social practice has gained more and more popularity in universities and college.

There is no doubt that social practice has many advantages. To begin with， students can get a chance to contact society and meet all walks of people through social practice. … Besides， by applying the knowledge that they have learned in class to practical work， students can know themselves better. Lastly， social practice can give students financial help and enable them independent of their family．

However， there is no denying that some problems may arise if no correct guidance is made. Some students may get overly interested in social practice and want to work fulltime， thus neglecting their studies. And some students are likely to get in touch with the dark side of society， which will affect their future studies．

Aiming at carrying out social practice smoothly， students should first make clear its objective. Studies should always put in the first place and social practice should be treated as a useful supplement， so the students need to keep a balance between social practice and their studies．

這是一篇很典型的解釋性說(shuō)明文。全文結(jié)構(gòu)是“總-分-分-總”，提出問(wèn)題-正面分析問(wèn)題-反面分析問(wèn)題-提出解決辦法。與漢語(yǔ)的“起-承-轉(zhuǎn)-合”模式一致。

（二）欣賞敘事性文體中的“起承轉(zhuǎn)合”

鑒于我們要解決的是讀后續(xù)寫(xiě)的問(wèn)題，讀后續(xù)寫(xiě)屬于敘事性體裁，因此，筆者特意跟學(xué)生分享了故事敘述中的“起承轉(zhuǎn)合”結(jié)構(gòu)。

1.從語(yǔ)言遷移的角度考慮，以《西游記》為例，進(jìn)行故事模型的建構(gòu)?！段饔斡洝肥俏覀兇蠖鄶?shù)人最為熟悉的名著（名?。?。里面的每一個(gè)故事（劇集）基本上都按照一定的模式去開(kāi)展。首先是唐僧師徒四人出發(fā)，此為“起”；然后進(jìn)一步描寫(xiě)他們的旅途，此為“承”；接著在某種情形下必定遇上妖怪，師傅陷入危險(xiǎn)，此為“轉(zhuǎn)”；最后在自己或他神的幫助之下順利解救師傅解決問(wèn)題，此為“合”。所以，我們讀后續(xù)寫(xiě)的每一個(gè)故事的整體謀篇布局，都可以按照《西游記》的模式去進(jìn)行構(gòu)思。

2.從故事本身出發(fā)，以情節(jié)推進(jìn)為重點(diǎn)，著重細(xì)節(jié)描寫(xiě)?！端疂G傳》里有這么一個(gè)故事：三拳打死鎮(zhèn)關(guān)西。寥寥數(shù)字已經(jīng)說(shuō)完了一個(gè)故事情節(jié)。這樣的話，豈不是后續(xù)無(wú)話可寫(xiě)了？學(xué)生在寫(xiě)作中遇到無(wú)話可說(shuō)的難題也是如此。要解此困境，關(guān)鍵在于細(xì)節(jié)描寫(xiě)。我們不妨把“三拳打死鎮(zhèn)關(guān)西”這七字故事擴(kuò)展一下，完善成以下小故事：魯達(dá)、李忠、史進(jìn)三人到潘家酒樓喝酒（起），聽(tīng)了金家父女對(duì)鎮(zhèn)關(guān)西強(qiáng)媒硬娶，虛錢(qián)實(shí)契強(qiáng)占翠蓮，又將她趕出，還向金家追要典身錢(qián)的血淚控訴（承），魯達(dá)對(duì)鎮(zhèn)關(guān)西大怒，當(dāng)即贈(zèng)送銀兩，第二天繼而三拳打死鄭屠，為民除害（轉(zhuǎn)）。從此以后，他亡命江湖，最后被逼上梁山（合）。如此，讀后續(xù)寫(xiě)的每一個(gè)段落中的情節(jié)片段也可以按此模式展開(kāi)。

由此可見(jiàn)，敘事性文體中的“起承轉(zhuǎn)合”實(shí)質(zhì)就是故事寫(xiě)作的“開(kāi)端-發(fā)展-高潮-結(jié)局”。

（三）實(shí)踐基于“起承轉(zhuǎn)合”模式的英語(yǔ)敘事文體語(yǔ)篇分析與后續(xù)寫(xiě)作

讀后續(xù)寫(xiě)，顧名思義，先讀后寫(xiě)，包括讀懂原文和續(xù)寫(xiě)故事兩個(gè)主要方面。筆者的解題步驟相應(yīng)包括兩個(gè)方面：用“起承轉(zhuǎn)合”模型分析解讀理解原文；再用“起承轉(zhuǎn)合”模式完成后續(xù)故事撰寫(xiě)。下面以?xún)蓚€(gè)案例來(lái)說(shuō)明：

案例1：閱讀材料如下

What my father wore embarrassed me！ I wanted him to dress like a doctor or lawyer， but he always dressed like my father， getting up before dawn every day to make breakfast for my mother and me. We lived in South Texas， where my father worked as a repairman. He often wore a pair of jeans and a shirt， keeping his pencils， glasses and wrenches （扳手） in his breast pocket. His boots were those with steel toes that made them difficult to pull off his feet， which I sometimes helped him with when he returned from repairing cars—his job that also shamed me．

I blamed the way he dressed. I felt that my classmates laughed at me because theyd seen him mowing lawns （修剪草坪） in cutoff jeans and black boots. My classmates families paid men to beautify their lawns， while their fathers travelled in the bay wearing lemon-yellow sweaters and expensive shoes．

He preferred clothes that allowed him the freedom to move under cars. So even when taking part in a school trip with me， he was dressed in his repairmans suit. On the school bus to the campsite， all students on the bus happily chatted with their parents except me， who lowered the head， avoiding spotting my classmates mocking glance （譏笑的眼光） or hearing their jokes， which I thought was about nothing else but what my father wore．

I regretted telling my parents the school trip， and I was very angry why my mother had no spare time while my father happened to have a vacation. But my father failed to read my mind. He was very happy， whistling a tune along the way．

Though my father didnt sense my bad mood， the school bus seemed as sad as I was. It drove more and more slowly and finally it stopped on the roadside. The driver got out to check the bus but found nothing wrong. Students and parents on the bus began to whisper about what was happening， worried that the delay might spoil the journey.

1.“起承轉(zhuǎn)合”原文解讀

開(kāi)端（起），是問(wèn)題的提出部分：父親是一位修理工，一身工作服的穿著讓我很尷尬，我希望他穿著得體，像個(gè)醫(yī)生或律師那樣。

發(fā)展（承），是矛盾沖突的升級(jí)，解決辦法初現(xiàn)的部分：有一次我們班開(kāi)展郊游活動(dòng)，爸爸依然穿著修理工的衣服來(lái)參加。途中汽車(chē)出故障拋錨了，司機(jī)檢查不出問(wèn)題所在。大家都很擔(dān)心郊游會(huì)被毀了。

原文故事就到這里為止。按照敘事性文體“開(kāi)端（起）-發(fā)展（承）-高潮（轉(zhuǎn)）-結(jié)局（合）”的謀篇布局，接下來(lái)要學(xué)生續(xù)寫(xiě)的兩個(gè)段落應(yīng)該是故事的高潮（轉(zhuǎn)）和結(jié)局（合）部分。

2.“起承轉(zhuǎn)合”故事續(xù)寫(xiě)

按照上面的布局可知，后續(xù)的高潮（轉(zhuǎn)）和結(jié)局（合）各占一段。每一段的寫(xiě)作又可以按照“起承轉(zhuǎn)合”的模式去展開(kāi)。我們可以這樣寫(xiě)作：

續(xù)寫(xiě)第一段：When others were complaining ， my father stood up.（起：爸爸）At the thought that he would offer his assistance to reduce peoples anxiety， a great sense of delight flooded over him. He approached the driver， explaining that he was a repairman and could offer to help. （承：爸爸） Seeing him crawling under the bus， I was overwhelmed by a feeling of embarrassment. I lowered my head， trying not to spot my classmates scornful look. （轉(zhuǎn)：我） However， the following moments witnessed my fathers professional skills in repair. （合：結(jié)果）

續(xù)寫(xiě)第一段是故事的高潮（轉(zhuǎn)）部分，也就是矛盾沖突得以解決的主要陣地。根據(jù)首句的起點(diǎn)爸爸站起來(lái)，第二句和第三句承接前文寫(xiě)爸爸的情感和行為。然后轉(zhuǎn)到對(duì)“我”的心理、情感和行動(dòng)的描寫(xiě)。最后一句合是指本段解決問(wèn)題的結(jié)果：爸爸把車(chē)修好了。

續(xù)寫(xiě)第二段：The school bus restarted and everyone cheered.（起：每個(gè)人）Everyone was impressed by my fathers enthusiasm and superb skills. No sooner had my father stepped on the bus than they burst into thunderous applause. My classmates expressed gratitude to my father and said to me， “ Hey， your father is so cool！” （承：每個(gè)人） Seeing their eyes twinkling with admiration， I felt extremely guilty but proud of my father， tears streaming down my cheeks. （轉(zhuǎn)：我） While my father didnt dress like a doctor or a lawyer， he taught me the profound truth that what really matters is not the way we wear but the way we act. （合：升華主題）

續(xù)寫(xiě)第二段是故事的結(jié)局（合）部分。爸爸修好車(chē)后，根據(jù)首句起點(diǎn)每個(gè)人的歡呼，承接上文繼續(xù)寫(xiě)每個(gè)人如何歡呼以及如何行動(dòng)。然后轉(zhuǎn)到“我”的轉(zhuǎn)變描寫(xiě)。最后一句合是點(diǎn)明主旨，升華主題，以“我最后明白了，真正重要的不是一個(gè)人的外表，而是一個(gè)人的行動(dòng)”來(lái)結(jié)束全文。

案例2：閱讀材料如下

With the start of new school， freshmen of Hendersonville High School in Nashville were excited to meet new classmates and teachers. Among them， however，15yearold Sergio Peralta was feeling very nervous because his right hand had never fully formed since he was born. Going to a new school and being “different” is always scary. Sergio was particularly concerned with what his classmates would think of him．

Sergios parents had trained him to use his left hand from an early age. As he grew up， he was used to not using his right hand. He could write with his left one and do some things with special tricks or techniques. Despite this， in the first days of new school， Sergio always felt like hiding his underdeveloped right hand in his sleeve as if nobody would ever find out if he did so．

It didnt take long for someone to learn Sergios secret. Jeff Wilkins， the teacher of Sergios engineering class， figured out that Sergio was missing part of his hand and decided to do something for the new student. Jeff had been leading a robotics project in the school and expert in 3D printing technology. Besides， he hoped to take advantage of this handson chance to help his robotics students learn more about engineering and how building a robotic hand worked．

So in his class， Jeff announced with great enthusiasm， “Youre supposed to be engineering， coming up with new ideas and solving issues. Now Sergio needs a new hand， so well work together to build Sergio a robotic hand.” His words fueled everyones curiosity and creativity．

For the next four weeks， Jeff and his class including Sergio worked on the project. After some precise measurements and researches， the class put forward a design draft. Jeff made a few adjustments and gave them some practical suggestions. With access to online models and a 3D printer， they eventually created a robotic hand， which was intended to look good and work well， like catching something．

1.“起承轉(zhuǎn)合”原文解讀

開(kāi)端（起），是問(wèn)題的提出部分：Sergio是一位右手有缺失的學(xué)生。由于身體的不同而非常害怕同學(xué)們對(duì)他的態(tài)度。雖然他從小被訓(xùn)練能用左手去做事情，但是他還是嘗試去藏起他的右手。

發(fā)展（承），是矛盾沖突的升級(jí)，解決辦法初現(xiàn)的部分：老師Jeff發(fā)現(xiàn)了Sergio的事情，決定和同學(xué)們一起，利用他們的專(zhuān)長(zhǎng)——3D打印技術(shù)去幫助Sergio。經(jīng)過(guò)四個(gè)星期的努力，他們最終造出了一個(gè)機(jī)械手臂。

原文故事就到這里為止。按照敘事性文體“開(kāi)端（起）-發(fā)展（承）-高潮（轉(zhuǎn)）-結(jié)局（合）”的謀篇布局，接下來(lái)要學(xué)生續(xù)寫(xiě)的兩個(gè)段落應(yīng)該是故事的高潮（轉(zhuǎn)）和結(jié)局（合）部分。

2.“起承轉(zhuǎn)合”故事續(xù)寫(xiě)

按照上面的布局可知，后續(xù)的高潮（轉(zhuǎn)）和結(jié)局（合）各占一段。每一段的寫(xiě)作又可以按照“起承轉(zhuǎn)合”的模式去展開(kāi)。我們可以這樣寫(xiě)作：

續(xù)寫(xiě)第一段：Then came the final testing day.（起：最后的測(cè)試日）With the mixture of anxiety and upset， Sergio couldnt wait for the exciting moment to come. The whole class gathered in the science classroom， watching breathlessly as Jeff carefully loaded their selfmade robotic hand onto Sergios right arm. It fitted quite well！ （承：測(cè)試日） So excited was Sergio that his arm trembled slightly. Having put a baseball on the desk， Jeff signed to Sergio to pick it up. Slowly， Sergio extended his right hand and reached for the ball. Successfully he caught hold of it and everyone present broke into cheers！ Holding the ball， Sergio couldnt contain his tears. （轉(zhuǎn)：Sergio） Never in his life did he expect to catch something with his right hand！ （合：成功了）

續(xù)寫(xiě)第一段是故事的高潮（轉(zhuǎn)）部分，也就是矛盾沖突得以解決的主要陣地。根據(jù)首句的起點(diǎn)最終的測(cè)試日的到來(lái)，接下來(lái)三句承接前文寫(xiě)測(cè)試日的操作。然后轉(zhuǎn)到對(duì)主人公Sergio的心理、情感和行動(dòng)的描寫(xiě)。最后一句合是指本段解決問(wèn)題的結(jié)果：Sergio終于能用右手來(lái)抓住東西了。

續(xù)寫(xiě)第二段：The lifechanging gift for Sergio drew huge attention.（起：改變一生的禮物，巨大的關(guān)注）. With the well-looked and wellworking robotic hand， Sergio felt a wave of gratitude to his teacher and his classmates. He thought he would never feel nervous again on the first school day any more in his life. （承：改變一生的禮物） Jeff and his students became an instant hit and various media competed to cover the news. With a great relief and great joy， they expressed their sincere hope for Sergio. （轉(zhuǎn)：Jeff 和同學(xué)們，巨大的關(guān)注） Life may be full of ups and downs， but with advanced technology， there is always hope to overcome any difficulty. Never should we lose hope for life！ （合：升華主題）

續(xù)寫(xiě)第二段是故事的結(jié)局（合）部分。測(cè)試成功后，根據(jù)首句起點(diǎn)改變一生的禮物，承接上文繼續(xù)寫(xiě)這份禮物帶給主人公 Sergio的影響。然后轉(zhuǎn)到另一個(gè)角度——引發(fā)巨大的關(guān)注和對(duì)師生的描寫(xiě)。最后一句合是點(diǎn)明主旨，升華主題，以“生活總是充滿了困難，但是總有辦法解決。所以，永遠(yuǎn)不要對(duì)生活失去希望”來(lái)結(jié)束全文。

由此可見(jiàn)，按照“起承轉(zhuǎn)合”模式去行文，既使得各段落內(nèi)的故事完整，內(nèi)容充實(shí)，也讓敘事的邏輯清晰可見(jiàn)。站在全篇文章的高度，原文的“開(kāi)端-發(fā)展”，續(xù)以寫(xiě)作任務(wù)的“高潮-結(jié)局”，使全文故事完整，思維清晰，邏輯合理，表述流暢。

“起承轉(zhuǎn)合”模式既適用于分析解讀理解全文的故事結(jié)構(gòu)，從而站在語(yǔ)篇的高度決定續(xù)寫(xiě)內(nèi)容，還可用于段落寫(xiě)作，幫助學(xué)生把每一段的內(nèi)容有矛盾有沖突地發(fā)展到高潮并得以解決，讓情節(jié)跌宕起伏，故事完整，邏輯清晰。

六、結(jié)束語(yǔ)：起承轉(zhuǎn)合在內(nèi)容和邏輯方面對(duì)寫(xiě)作的指導(dǎo)意義

“起承轉(zhuǎn)合”不僅是一種篇章結(jié)構(gòu)，還是一種思維模式。它不僅使文章內(nèi)容完整充實(shí)，條理清晰有邏輯，結(jié)構(gòu)完整流暢，同時(shí)還能開(kāi)闊寫(xiě)作者的思路，在結(jié)構(gòu)框架的制約下同時(shí)提示寫(xiě)作內(nèi)容，使故事曲折變化，層層推進(jìn)，表達(dá)更加豐滿。在讀后續(xù)寫(xiě)中，續(xù)寫(xiě)部分整體構(gòu)思要結(jié)合原文，達(dá)到全文語(yǔ)篇上的“起承轉(zhuǎn)合”。在兩個(gè)段落的續(xù)寫(xiě)過(guò)程中，我們也可按照“起承轉(zhuǎn)合”的思路分別續(xù)寫(xiě)片段情節(jié)，達(dá)到段落內(nèi)的“起承轉(zhuǎn)合”。這樣，既體現(xiàn)了寫(xiě)作形式上的邏輯，也體現(xiàn)了寫(xiě)作內(nèi)容的連貫，同時(shí)解決了英語(yǔ)寫(xiě)作中思維和技巧兩大難題。

責(zé)任編輯 吳昊雷