浙江新考英语作文读后续写教学策略探究 附参考答案
2016年浙江新高考英语题型解读—读后续写 含解析
《普通高等学校招生全国统一考试英语科考试说明(高考综合改革试验省份试用）（第一版)》已经公布.作为试点开始单位，2016年10月份开始的浙江省新高考英语科目考试题型有重大变化，其中英语写作分为两部分：第一节为应用文写作；第二节为读后续写或概要写作。
应用文写作与往年的写作变化不是很大，已为广大师生所熟悉，但是第二节的读后续写或概要写作是一种新题型，之前考试中考生并未接触过。
为方便广大师生尽早熟悉这种题型,高效备考，特作以下解读。
一、2016年浙江新高考《考试说明》英语写作样题读后续写第二节:读后续写(满分25分）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。
A funny thing happened to Arthur when he was on the wayto workone day。
As he walked along Park Avenuenear the First NationalBank，he heard the sound of someone trying to start acar。
He triedagain and again but couldn't get the car moving. Arthur turnedandlooked inside at the face of a young man who looked worried。
Arthurstoppedand asked，“It looks like you've got a problem，” Arthursaid。
“I'm afraid so。
I'm in a big hurry and I can’t start mycar。
”“Is there something I can do to help？” Arthur asked. The youngmanlooked at the two suitcasesin the back seatand then said，“Thanks。
浙江省新高考英语写作读后续写15-教案
读后续写（Continuation writing）读后续写。
阅读下面的短文，根据所给情节进行续写,使之构成一个完整的故事。
Exercise 15“My name is Joy, Joy the Jug. Unfortunately, at the moment I am rather joyless. I used to be beautiful. I was happy on the dining table all the time. But now times have changed." She sat sad in the corner of the kitchen cupboard. •“The worst part is the loss of self-esteem. It’s wonderful when you feel useful. They would use me for sauce, milk, all sorts of different things. I could smell and taste the food. I was part of the family, I could listen to the conversation, and I knew what was going on." Joy smiled as she thought of all the good times she had. But that was a long time ago. Joy cried a few tears.“And now, I am no good for anything. When Mum was doing the dishes she hit me on the tap. It really hurt me. There was a big crack right from my top half way down to my base, and all along the handle. Mum said it would be dangerous to use me. And then she put me in the cupboard, and that was the end of my life. ”，In the cupboard the piles of plates were listening to Joy and felt very embarrassed. They knew Joy had been a bit miserable, but they hadn't taken much notice really.“And then, I got moved further to the back of the cupboard. I haven’t seen the daylight for six months now. I am just shut away, unwanted. The only people who know I am here are the plates beside me, but they just ignore me."“Well, what do you want us to do?" asked one of the plates,. "We can't get Mum to use you if you are broken. You really aren't much useful for anything, are you?"“No. You are right," said Joy sadly.She was quiet for a while, and then she said, "There is one thing you could do. Next time Mum puts you plates back after a meal, could you move a bit so I can get closer to the edge and see out?"注意：1.所续写短文的词数应为150左右；2.应使用5个以上短文标有下划线的关键词语；3.续写部分分为两段，每段的开头语已为你写好；4.续写完成后，请用下划线标出你所使用的关键词。
高考英语写作(读后续写)学案(含答案)
高考英语写作（读后续写）学案目录1.三年考情透析，把握高考风向标；2.评分标准早知道，发奋努力有方向；3.续写导图心中有，手起笔落如神助4.高考真题精讲析，写作思路一目了然；读后续写是一种将阅读和写作紧密结合起来进行考查的新题型，是对学生语言、思维、文化的三位一体的考查，有助于启动和延续英语语言的后续学习与应用。
该题型首先出现在2016年浙江10月卷英语写作部分中。
阅读部分字数在350词左右，续写字数为150左右。
体裁为记叙文，突出社会关爱、家庭情感、学会感恩及个人成长等话题，强调立德树人，宣传正能量，具有深远教育意义。
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、美年份卷别体裁原文字数话题续写词数2023年新高考全国I卷记叙文324在老师鼓励下参加写作比赛并取获奖150词左右2022年新高考全国I卷记叙文335鼓励David越野跑150词左右2021年新高考全国I卷记叙文306给妈妈的母亲节惊喜150词左右三年考情风向标评分标准早知道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。
档次 得分 评分标准第七档 22-25 —创造了丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高；—使用了多样且恰当的词汇和语法结构，表达流畅，语言错误很少，且完全不影响理解；—自然有效地使用了段落间、句间衔接手段，全文结构清晰，前后呼应，意义连贯。
浙江新高考作文读后续写及答案
阅读下面短文，根据其内容写一篇60词左右的内容概要。
A In a small village, the parents of a little boy were very depressed due to his bad temper. The boy used to get angry very easily and hurt others with his words. While he forgot what he spoke in anger, his friends and neighbors avoided him. His mother and father tried many ways to make him give up his anger and develop kindness. Unfortunately, all their attempts failed. Finally, the boy’s father came up with an idea.One One day, day, day, his his father father gave gave him a huge huge bag bag of nails, asking him to hammer one one nail nail to to the the fence every time he lost his temper. The little boy found it funny and accepted what his father had said. His anger drove him to hammer 30 nails into the fence on the first day! Over the next few days, days, the the the little little little boy boy boy found found found it it it very very very difficult difficult difficult to to to hammer hammer hammer the the the nails nails nails into into into the the the fence fence fence and and and decided decided decided to to control his temper. Gradually, the number of nails hammered into the fence was reduced and the day arrived when he hammered none! Now, Now, his his his father father father told told told him him him to to to remove remove remove the the the nails nails nails every every every day day day as as as he he he had had had controlled controlled controlled his his his anger. anger. Several days passed and the boy was able to pull out most of the nails from the fence. The father appreciated him and asked him pointing to one of the holes. “What do you see there?”The boy replied, “A hole in the fence!”He told the boy, “the nails were your bad temper and they were hammered into people. You can remove the nails but still see the holes in the fence. The fence never looks the same! It has scars all over! The fence never looks the same! It has scars all over! Your bad temper and anger were like that! Use words for good. Use them to show your heart !”________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ B Over the past few years, there has been a big increase in the number of people sharing information online. In this article, we will learn about some positive factors for people to share information online. We often share information with our friends in the office or at home to educate, entertain or pleasantly surprise them. In this way we can connect with others. This is also true while sharing information online. If you look at the Face book wall posts of your friends, you will realize that most of their updates are usually famous quotes, entertaining videos, inspirational images, funny jokes, etc. 94% of those who responded to a survey by the new York Times said they put a lot of thought into how the content they are sharing will be beneficial to others. A lot of people share information online to portray their true self to the outside world. Some people, especially those who are shy and not comfortable talking about their areas of interest in the presence of others, find it extremely convenient to share that information online with like-minded individuals. 78% of the respondents in the study of The New York Times said they shared information online because it helps them develop better relationships. Today, a lot of people do not have the time to meet each other in person, and the Internet has become a great substitute. A lot of people rants and pubs. now “meet” each other online, rather than in conventional places like restauLastly, when we share our thoughts online, we are actively engaging with the vast community of people who are a part of the World Wide Web. Sharing information will make a difference to the viewpoint of others, or add to their understanding about the world.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ A There was a little bad-tempered boy in a small village. To help him give up his anger, his father asked him to hammer a nail into a fence whenever he became angry and remove one whenever he didn ’t lose his temper. Gradually the boy could control his temper. This story tells us just like holes in the fence, a bad temper and anger can hurt others forever. B People People increasingly increasingly increasingly share share share information information information online online online for for for several several several positive positive positive reasons. reasons. reasons. Most Most Most people people people hope hope what what they they they share share share will will will benefit benefit benefit others. others. others. Some Some Some people people people show show show their their their true true true self self self by by by sharing sharing sharing information information online. People also do this to keep in touch with friends and make new acquaintances. Quite a few people share their thoughts online hoping to influence others ’ viewpoints in a positive way. 。
2022年1月浙江高考英语读后续写试题范文赏析及写作方法指导(新高考复习写作)
2022年1月浙江高考英语读后续写试题分析—挖掘协同因素力争续文高分Learn the language1.把我和我的朋友配成一对2.和某人一起玩得开心3.最重要的是4.竞争很激烈的5.妨碍进展6.虚构，凭空想出7.不必说，不用说8.阐卓，打发走9.退课[0.在某个时刻，曾一度〔1.突然停止1.pair me with my friend2.have fun with sb.3.above all4.fiercely competitive5.hold...back6.dream up7.needless to say8.brush off9.drop the class10.at one point11.stop shortLearn the language14.充分利用[5.起草，制定计划16.得到的消息17.住院出院18.至少13.chicken out14.make the best/most of...15.draw plans16.get word that...17.be admitted to/into hospitalbe released from hospital 18.at least,at a minimum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 wcs assigning©旨定）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 and extremely serious fellow who always wore dark clothes and apparently had a personality to match.As fate would have it（像命中注定一般），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毁谤白勺，虐待的.He just gave me the impression that 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 team of being brushed of件巨绝，打发，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^畏说），set up an experiment to test the hypothesis,do the statistical analysis and present the findinqs.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一the exact opposite of me.I actually wanted to drop the class at one point,but stopped short/dead突然停止（说话、行动等）because I didn*t want to give him the satisfaction of my chickening out临阵退缩.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 wasn1t sure what it meant exactly,but at least we had a topic.Para.l We started to meet regularly to draw up our plans制定计划.Para.2Then one day/got word得至U消息that he was admitted to the hospital for a serious disease.第二节（满分25分）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。
高考英语浙江教师用书教师用书：专题五+书面表达2+层级三 题型应对策略+2+第二讲 读后续写+Word版含答案
第二讲读后续写一、命题特点读后续写是一种将阅读与写作紧密结合的考查形式，旨在考查考生的综合语言运用能力。
读后续写——给出前文，写后文。
理论上来说，前文用于阅读输入信息，信息经过大脑思维转换后，形成对前文的理解，理解一定是建立在确定主旨大意，明确前文作者态度和关键信息的前提下，在大脑思维中建立一个对前文的理解框架和概括，在此基础上，继续建立顺序思维，确定接下来在理解前文的基础上如何安排下面继续可能或者应该出现的内容，续写部分内容不仅要求词汇和语言框架的准确使用、语言的润色等，更重要的是，你要明白你应该如何整理续写内容，以使得其和前文形成统一连贯的、能够表述完整信息的表达内容。
续写是读和写的统一，之间穿插了对阅读能力、概括能力、思维转化能力、语言领悟能力、语言组织能力、创造性思维能力，以及对上下文逻辑关系的掌握等的考查。
续写对于前文文本的选择应该是脉络清晰，能够为不同层次考生根据不同能力确认主旨信息的文本。
前文的选择一定既要信息完整，可以提炼观点，又要为下面的续写留有余地，考验命题者的选文判断能力。
高质量地完成读后续写最重要的是要通过大量阅读信息的输入，形成一定的阅读思维能力。
沉淀思维，归纳信息，梳理脉络，转换思维，那么阅读的思维能力注定会迅速提升，对续写的前文的理解是这一题型的最关键部分，否则后面的续写就不会有任何形成思维的信息输入，也就谈不上输出了！多读，多思维，多沉淀，多拓展，这是应对读后续写的重要环节！二、题型特点读后续写的阅读材料一般以350词以内的记叙文和夹叙夹议文为主，偶有少量议论文。
考生要在此文的后面接着续写约150词左右的文字与前文构成一个完整的故事。
一般来说，记叙文浅显易懂，但故事情节多曲折动人，故事线索的逻辑性也较强。
要求考生续写的部分多是故事发展的高潮或结局。
情节曲折跌宕，线索性和逻辑性较强。
考生要抓住故事的叙事线索，依据原文的写作思路续写文章，并适当发散。
写作要求考生在读懂原文的基础上，在规定时间内展开合理的想象，并运用所学的英语知识完成一篇约150词左右的续写。
浙江3套新高考英语试题读后续写部分及参考答案
浙江3套新高考英语试题读后续写部分及参考答案2016年10月：读后续写（满分25分）阅读短文，根据所给情节续写，使之构成一个完整的故事。
One weekend in July, Jane and her husband, Tom, had driven three hours to camp overnight by a lake in the forest. Unfortunately, on the way an unpleasant subject came up and they started to quarrel. By the time they reached the lake, Jane was so angry that she said to T om, "I'm going to find a better spot for us to camp" and walked away.With no path to follow, Jane just walked on for quite a long time. After she had climbed to a high place, she turned around, hoping to see the lake. T o her surprise, she saw nothing but forest and, far beyond, a snowcapped mountain top. She suddenly realized that she was lost."Tom!" she cried. "Help!"No reply. If only she had not left her mobile phone in that bag with Tom. Jane kept moving, but the farther she walked, the more confused she became. As night was beginning to fall, Jane was so tired that she had to stop for the night. Lying awake in the dark, Jane wanted very much to be with Tom and her family. She wanted to hold him and tell him how much she loved him.Jane rose at the break of day, hungry and thirsty. She could hear water trickling(滴落) somewhere at a distance. Quickly she followed the sound to a stream. T o her great joy, she also saw some berry bushes. She drank and ate a few berries. Never in her life had she tasted anything better. Feeling stronger now, Jane began to walk along the stream and hope it would lead her to the lake.As she picked her way carefully along the stream, Jane heard a helicopter. Is that for me? Unfortunately, the trees made it impossible for people to see her from above. A few minutes later, another helicopter flew overhead. Jane took off her yellow blouse, thinking that she should go to an open area and flag them if they came back again.注意: 1. 所续写短文的词数应为150左右；2. 应使用5个以上短文中标有下划线的关键词；3. 续写部分分为两段,段的开头语已为你写好；4. 续写完成后，请用下划线标出你所使用的关键词语。
2024年浙江省1月高考英语读后续写试题分析讲义高三英语一轮复习
2024年浙江首考作文第四部分写作（共两节，满分40分）第一节（满分15分）请你写一篇短文向校英文报“Sports and Health”栏目投稿，向同学们推荐一项适合课间开展的运动，内容包括：1.介绍这项运动；2. 说明推荐理由。
注意：1. 写作词数应为80 个左右；2. 请按如下格式在答题纸的相应位置作答。
Stand Up and Exercise, Everybody!Everybody! Are you tired of sitting in class all day? How about incorporating some physical activity into your daily routine? One great option is the “Stand Up and Stretch” exercise. This simple routine involves standing up from your desk, stretching your arms, legs and back, and taking a few deep breaths. It’s a quick and easy way to get your blood flowing and reenergize your body and mind. This exercise is remended for several reasons.First, it helps to bat the negative effects of prolonged sitting, such as back pain and stiffness. Second, it can improve your focus and concentration, making it easier to stay engaged in class. Lastly, it promotes a healthy and active lifestyle, which is essential for overall wellbeing.So, next time you feel a bit sluggish during class, remember to stand up and stretch! It’s a small change that can make a big difference in your day.本篇书面表达属于应用文，要求考生写一篇短文向校英文报“Sports and Health”栏目投稿，向同学们推荐一项适合课间开展的运动。
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高考英语作文读后续写教学策略探究【内容摘要】随着新课标改革在高中英语教学中不断推进和深化，对于高三学生的培养目标和方式也在不断的发生改变和进化。
越来越多新题型的出现需要我们针对题型进而培养学生更加全面、实际、具有意义的能力。
在高考英语作文的教学中，读后续写教学策略的引出，需要我们进行更加全面的对于学生个人英语实践能力的培养。
而高中学生在英语读后续写题型作答过程中，存在着诸多的典型问题，如情节构思设置缺乏逻辑性，情节顺序欠妥当，续写内容不丰满，英语表达不生动等等问题。
教师就需要高考英语教学中从读写结合的角度出发，引导学生从多方面进行引导和教学。
本文在新课标改革的理念深入贯彻背景下，阐述了高考英语作文读后续写教学模式的概述，教学所存在的问题分析以及具体优化改革的策略分析。
【关键词】高中教育英语作文读后续写教学全面发展高考读后续写题型是读写整合在高考英语作文教学中的重要实践载体。
随着新课标改革的不断落实和发展，我们在高中英语的作文教学中越来越关注与语言技能之间的相互影响。
读写教学的紧密结合更是需要我们进行整合，以保证学生得到更好的实践和提升。
而读后续写教学的引入，就是保证了学生对于英语作文综合的理解和实践能力的提升。
一、高考英语作文读后续写模式概述高考对于高中教育最为突出的作用就是，教师得到如何进行教学的反馈和意见，引导学生进行更为有效的学习并加以实践。
而在当今的高考英语作文的教学中，读后续写教学新题型模式的引入，要求学生对于文章的阅读拥有更加全面的，实际的理解，对于情感的把握，对于续写内容的确定都需要拥有进一步的深入领悟，从而更好地实现学生能力和素养的提升，让学生可以进行读写结合，真正的实现对于英语学科的语言实践应用并在作文新题型中进行优化和实践，从而得到个人实践能力和综合英语素养的提升。
读后续写新题型模式是读写有机整合的部分，在试卷题目中提供一段350词以内的语言材料，然后根据考生根据所阅读的英语材料内容、所给材料的段落开头以及所标示的关键词等等部分，将其进一步发展为与所给材料有关的、具有严密的逻辑衔接的、情节结构较为完整的短文。
在这种新型的英语作文读后续写模式的考核中，反映出英语作文的教学中学生的核心素养，更好的实现学生的实践能力的提升和英语表达能力的构建。
二、高考英语作文读后续写存在的问题1.情节设置缺乏逻辑性在过去的高考英语作文的读后续写教学中，部分学生由于在续写过程中不会进行对于所给出的文章片段的阅读和思考。
在续写过程中不能进行事件发展是否符合客观的规律和文章结构的思考，从而导致更多的天马行空，不切实际的写作续写出现。
在情节设置上较为缺乏逻辑性，续写过程中与所给的文章内容的联系较为不紧密。
从而导致了内容文章内容的发展不符合实际生活的逻辑，不符合所给文章的人物性格，跨越了时间和空间，进而导致更多的续写情节设置存在的问题。
2.续写情节顺序欠妥当在高考英语作文的读后续写教学中是对于学生的整体英语实践能力的培养和提升。
而在过去的高考英语作文的读后续写模式中由于学生文化素养和更加深层次的文体知识基础相对来说较为薄弱，从而导致了学生对于在实际问题的解决中和文章的阅读过程中对于问题知识和行文线索没有进行重视。
而对于高考英语的作文的写作来说，整体文章的情节顺序和行文的线索都是整篇文章极为重要的部分，学生知识基础的薄弱导致了续写情节顺序的欠妥。
3.文章整体把握不到位在高考英语作文的读后续写模式的考查中，不少学生对于所给出的文章资料往往得不到较好的整体把握和主体的确定，进而导致后面续写过程中的情节构思和语言表达的问题漏洞的出现，导致前后文不一致，甚至不能够很好的表达和接壤所给文章材料所表达的主旨，进而偏离了对于英语作文读后续写的教学的意义。
例如，有些学生在续写过程中，很随意的就偏离了主旨，甚至提出了一些没有依据的表达和论述，违背了作者的写作意图，从而没办法和所给文章和首段句进行衔接。
4.语言表达方式欠生动对于高考作文的读后续写来说，我们需要的不仅仅是学生对于所给材料的理解和领悟更是需要学生能够加以延伸和发散，从而发挥自己的创造力和分散性思维进行实践。
而在语言表达的过程中，我们也不再是仅仅进行意义的表达更需要提高标准，引导学生进行较为深层次的意义，情感的表述，采用较为生动有意义的英语表达形式，从而获得更为优异的读后续写作文文章，从而激发学生的自主探究积极性，获得学生综合读写结合能力的提升。
三、高考英语作文读后续写教学策略1.合理设置安排情节对于学生的英语作文的读后续写模式学习来说，对于文章的情节、主体以及对于语言表达是十分重要的。
我们需要在教学过程中借助思维导图，借助一些有利工具来让学生可以简明扼要的对于所给材料进行整体分析和整理，通过故事情节的还原，得到对于文本的进一步深层次解，从而更好地结合思考进行拓展和延伸，进行续写。
例如，在一试题材料中讲述了一对夫妻在航海过程中救助了一条被人捕获的虎鲸Lucky的故事，续写段落以“At that time，Jimmy was nine hundred meters away out in the sea .”为开始。
这就需要学生借助思维导图进行整体故事梗概和故事发展顺序的整理和分析，进而抓住故事中的主角，一对夫妻和被救虎鲸进行阐述，从而不会忽视了作者的写作意图，进而得到读后续写的教学目的，让学生进行想象和表达。
2.培养学生批判性思维对于当代的高中学生的英语写作能力培养来说，学生需要具有对于文章，片段以及表达的判断和批判性思维，才可以更好地进行准确的情节把握和发展联想。
而批判性思维是指基于合理思考的基础上进行反思，分析，说明，推论以及评估等的思维。
这在学生的英语写作过程中是十分有利的工具，以让学生更好地进行情节的整体和归类，在读后续写过程中进行思考。
例如，可以进行班级小组的划分，让学生彼此之间进行互相评判和意见的提出，使学生更好地理解和归类情节，并加以延伸。
例如，在前文所提到的夫妻救虎鲸Lucky故事的续写中，可以引导学生进行在班级中的表达和展示，自主的进行对于自己以及同学的文章逻辑和可行性，以及英语表达的问题的分析，进而在今后的读后续写过程中加以实践和运用。
3.构建学生文体意识对于高考英语的读后续写作文题型教学中，对于文体知识的准确把握是十分重要的前提。
文体相关知识对于学生的续写来讲，是十分有效而必要的工具和续写基础。
在英语作文的读后续写过程中，所给的材料大多以记叙文为主，而记叙文的基本要素，阅读的基本步骤，以及文章的基本组成部分和各部分的作用，写作的潜在方式都是学生进行所给材料深刻把握所需要具备的基础。
例如，对于一篇读后续写材料的分析来说，记叙文的六要素：时间、地点、人物、起因、经过以及结果都是我们进行整体文章把握的基础。
而记叙文的顺叙、插叙、倒叙的描写顺序更是在一些比较复杂的文章中学生理清文章的逻辑和思路，从而进行文本的解读和创设情节的基础准备。
4.列出续写内容提纲在学生进行初步的所给材料的分析过后，就需要进行更为重要的一部分，进行写作表达，基于自己对于所给的读后续写材料的理解进行故事的延伸和扩展。
而这一过程中，学生假如随手即来，极其容易下手过后发现偏离了自己所想，甚至出现偏题，不知道怎么进行等问题，进而导致读后续写的质量的低下。
通过有效的读后续写提纲的列出，为学生们进行所学文章的把控，更好的契合所给的材料进行创作，根据自己的喜好和语言能力，基于续写的基本要求进行情节的筛选，从而进行读后续写。
例如，在A Dime and Flowers的续写过程中，可以列出一些提纲问题，what was in his hand？What did it look like？What was Bobby's reaction on seeing it？通过自主的对于这些问题的解答和列出，从而清晰的明确自己进行表达的文章的梗概和发展顺序。
5.准确把握文章主基调对于高考英语作文的读后续写来说，整体文章材料所给的文章基调的确定并加以利用到写作中是十分重要的。
而文章的主基调往往反映在了文章的开头和结尾，文章的开头往往起到了点明主旨，开宗明义，奠定文章主基调等等作用，而文末更是起到了升华主题，强化作者所富含的情感，卒章显志的作用。
因此在进行所给的读后续写的解读的过程中，可以从文章的开头和结尾进行切入。
例如在一篇开题提到了“A funny thing happened to Arthur“的文章中的找寻小偷的续写过程中，我们就需要把握住文章开头提到的“funny thing”进行续写，而不是一味的进行小偷的描述和编造。
学生一所描述的“He slowly stopped and turned around.The young man said，with a hint of hesitation，"Actually，I am the bank thief.I could have escaped from the loud noise of an alarm and continued my life."”描述了小偷被绳之以法而结束，学生二所描述的“The young man came to police in hurry. Breathless as he was，he steadily told the truth.The robbery in the bank wasn′t caused by Arthur.”最终故事以一场误会而结束。
显然学生二的描述更加符合所给的文章的总基调，这就是学生在阅读材料过程中对于文章开头一些重要词汇把握的结果，不论他们怎样对于人物和物品进行描述都无关紧要，最为重要的就是整体基调的把握。
6.合理运用符合语境语言在整体的主基调和文章框架的确立过后，就是对于具体的情节描述和字词表达的不同带来的读后续写文章的质量的不同。
在情节构思后，文章的提纲和大框架进行了搭建，进而需要我们进行更加丰富的细节填充。
例如，在表达过程中的对于人物的描述词语的鲜活，对于动作和物品的阐述不同也为学生的不同习作带来的极大的差异性。
例如在写作过程中对于所给材料中文章基调情感的掌握，对于修辞，比较级等等的运用，给学生的文章带来了不同的活力。
例如在对于快速的表达来说，“as fast as a fish”与“rapidly”两种的表达就是截然不同的效果。
在例如，前文提到的找寻抢劫犯的过程中，应该使用较为严谨严肃的词语，而在最后的有趣结果出现之后，就可以使用一些较为有趣，幽默的词句，与整体文章的情感变化和基调进行匹配和结合。
结束语读后续写新题型模式在高考英语作文中的引入，为教师的英语教学带来了新一轮的挑战，也更加致力于学生的综合文章把控能力和实践表达能力的提升和培养。