拉波夫叙事结构助力读后续写高考真题 讲义-2023届高三英语二轮复习写作专项

在读后续写教学中，可以运用拉波夫叙事分析模式对阅读文本进行语篇分析，在掌握主题大意和文本脉络的基础上生成故事，进而明确写作要点和方向，增强续文和前文的连贯性和融洽度，提高学生的写作能力。      一、拉波夫叙事结构 美国语言学家拉波夫(Labov)的叙事分析模式在西方叙事学中有着重要的影响，他的分析模式来源于对个人口头叙事材料的研究，后来提出一个完整的叙事结构应包含以下六个部分：点题(Abstract)、指向(Orientation)、进展(Complication)、评议(Evaluation)、结局(Resolution)和回应(Coda)。 他认为“一个完整的叙事模式以点题和指向开始，以进展为主体，用评议烘托气氛，以结局结束情节，最后用尾声将读者带回现实”(Labov,1972)。 拉波夫认为，某些成分的复杂的连接和镶嵌是存在的，在实际的语篇中，某些部分复杂的连接和镶嵌是客观存在的，比如有时进展和结局难以区分开来。而且，并不是所有的叙事结构都包括上述六个部分，较小的叙事结构往往只有一两部分。 本文主要结合2022年新高考I&II卷的读后续写真题展开分析： 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route(路线)through thick evergreen forest. I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run. What was wrong? He had worked so hard for this event! I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him," he explained uncomfortably “I gave him the choice to run or not, and let him decide.” I bit back my frustration(懊恼).I knew the coach meant well--he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me his small body rocking from side to side as he swung his feet forward. David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer --that's all. David had not missed a single practice and although