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

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1、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，

2、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 s

3、chools 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 an

4、d asked him why he wasnt 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 schools coach and asked him what had happened. “I was afraid that kids from other schools would laugh at hi

5、m, 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 rockin

6、g 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 o

7、f the children thought it unusual that David had decided to join the cross-country team. It just took him longer -thats all.David had not missed a single practice and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school

8、, I was familiar with the challenges David faced and was proud of his strong determination.We sat down next to each other but David wouldnt look at me._I watched as David moved up to the starting line with the other runners._(1)点题(Abstract)点题:叙述者在叙述前对故事的简要概括，提前告诉读者“What was the narration(of the stor

9、y)about?”。叙事者一般在故事开头用一两句话来总结故事梗概。除此以外，像小说的标题、电影的片名、戏剧的剧名都可以作为点题。高考的读后续写有时不会提供标题，需要学生结合阅读概括故事内容，这就对学生的阅读提出了更高的要求。同时，点题部分的缺席也大大增强了读后续写的开放性和包容性，有利于学生在猜读命题者思路的过程中培养构建故事的想象力和创造力。正如2022年的真题，既没有文章题目作为点题，学生也不能仅仅通过阅读头一两句话概括出文本的主要内容，学生则需要通过继续阅读，才能得出文章的主要内容：David hesitated whether to run or not.(2)指向(Orientati

10、on)指向：叙述者在故事的开头对时间、地点、人物、活动和情景(situation)等的描述，提供“When and where did the story happen? ”“Who was involved in the story?”等背景信息。这一部分是帮助读者建立故事的时空概念，很容易将读者或考生卷入到故事中，吸引人往下联想“What would happen then?”。需要指出的是，用来表示指向的基本上是非叙事句和时间、地点状语等。本题的指向是：When: the day of the big cross-country runWhere: the competition sce

11、neWho: David, I (a special education teacher), the school coachWhat(situation): It was the day of the big cross-country run. Students were taking part, but David with a brain disease which prevented him from walking or running like other children hesitated whether to run or not.(3)进展(Complicating Ac

12、tion)进展:故事本身的发生、事态的发展。叙述过程一般用过去时，将事件按照一定的顺序呈现，也可以是时间和空间的转换。进展是叙述结构中的核心部分，占据语篇大多数篇幅，提供“How did the story evolve?”的信息。通常由一系列以时间为顺序排列的叙事句构成，也会包含一些对话，因而我们需要关注谓语动词，一般叙事句的谓语动词以一般过去时的形式为主。故事随着时间的推移不断地发展演变，呈现出线性的结构，让读者有一条清晰可循的思路。因此，考生在阅读过程中只要抓住核心人物，重点关注一连串的动词，就能够把握叙事的进展，理清故事的情节。进展部分出现的矛盾和冲突应该是学生最需要关注的，因为所有主

13、人公的动作和核心情节都是围绕相关矛盾展开的，只有找到了矛盾和冲突之所在，进展部分的情节才能很好地被梳理。进展这一块的呈现，大家可以借助故事山(板书可以呈现，文本制作不上来，很抱歉)进行展示，其中省略号是学生需要续写的部分：Studentswere warming up and walkingthe route.IspottedDavid standing off to the side. Iwalked over and askedwhy not take part. Hehesitated and saidnot to run. Isearchedfor coach and asked wh

14、at happened. The coachexplained and gaveDavid the choice to run or not. Davidcame towardsme.Wesat downnext to each other but David wouldnt look at me.Iwatched as David moved upto the starting line with the other runners. (4)评议(Evaluation)评议:指叙事者或者故事中相关的人物对事件的看法、态度和心理，包含对故事的起因、结果以及过程中事件要点的看法和评论，也可指别人

15、对某种情况的看法和态度。大家刻意关注一些有情感色彩的描写，比如形容词副词的表达等。评议可以出现在叙事之后，也可以与叙事穿插进行，可以分析或评价人物，也可以描述人物的心理活动，还可以刻画人物的性格与态度，甚至可以有叙述者的情感倾向。“对同一个故事，每一个人都会有不同的叙写，这个不同之处往往就是评议的价值所在评议是对情节动态呈现的一种搁置与静止，从而使后文结局的出现既在情理之中，又在情理之外，更具震撼。”（Labov,1972）比如：He was small for ten years old. His usual big toothy smile was absent today.表明David

16、的失落He had worked so hard for this event! 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 to

17、ok him longer -thats all.表明David的努力。I was afraid that kids from other schools would laugh at him, he explained uncomfortably.表明教练的担忧。I bit back my frustration. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination.表明我对他

18、的认可。评议渗透在叙事结构当中，在相对单调的叙事过程中增强了故事的感染力，生动地刻画了人物的形象，有助于读者形成对人物和事件的看法。仔细地揣摩评议能帮助学生正确理解叙事者的意图和蕴含的情感，是让读者与叙事者进行深度对话的关键所在，因此应引导学生格外关注。在阅读材料的教学中，教师引导学生寻找融合在情节之中的“画外音”。(5)结局(Result or resolution)结局:对故事核心矛盾的一个交代，标志着叙事的结束，包括人物的下场、目的的实现与否等，主要回答“How did the narrator close the story?”。极少数的叙事结构是没有结局的，也有一些结局是开放性的(o

19、pen-ended)。同样也是高考真题需要续写的部分。在日常阅读教学中，对于结局的把握，教师不能仅仅满足于寻找文章的表层信息，更应该通过设置思辨性的问题来引导学生挖掘作者向读者传递的真正内涵。思辨性的问题往往具有启发性、开放性，能促进学生思考，激起学生的思维碰撞，使他们在此过程中实现认知层次的不断发展。（莫影春，2019）如果阅读材料没有结局，教师可以鼓励学生发挥想象，给出自己个性化的续写；教师也可以引导学生对文本的结局大胆质疑，通过对文本深层次含义的理解进行改写。在这一过程中，学生的推理思维能力和批判性思维能力得到了培养和提升。(6)回应(Coda)回应:用一两句话来接应主题，使读者对叙述有

20、一个完整的了解，对故事的主题进行点明或升华，把人们从故事中带回到现实世界，使人们对某个方面有更深的理解和思考。回应则是六个部分当中出现频率最低的一个。很多故事没有回应，目的在于把故事的价值和意义留下旁白，让读者细细品味；也有的故事的回应只有寥寥几笔，让读者意犹未尽，非常不过瘾，需要读者辩证性地进行评价。在记叙文中，以上六要素并不总是同时出现，也并不一定按照固定的顺序出现。拉波夫叙事分析模式对于学生从整体语篇分析的视角进行阅读具有很强的指导性，很好地回答了读后续写中的“读什么”和“如何读”的问题，有利于提高学生语篇分析的能力，加强文本理解的品质，进而为接下来“写什么”和“如何写”做好了铺垫，指明

21、了方向。 二、利用拉波夫叙事分析模式进行续写读后续写只提供了两个续写段落的开头语，需要学生在阅读前文的基础上进行合理的构思和想象，对故事的进展继续推进，写出一个合情合理的圆满结局。根据拉波夫叙事分析模式，续文的写作要重点关注故事后续的进展、结局、回应这三个方面内容，可以适当穿插评议。1.后续的进展应聚焦核心人物，注重前后协同读后续写是以协同效应作为理论基础的，这就意味着续写所用的语言和前文的语言在形式、风格、思想等方面应尽量保持一致。考生可以基于前文的阅读对自身运用的语言进行模仿，与前面的文本保持统一、一致，进而做到内容上的丰富和创新。2.结局的位置不定，可放续文第一段或第二段在构思续文内容时

22、，考生可顺着文章的思路，结合对两个段首句的分析推理，进行合理预测和想象。一般而言，我们首先需要考虑结局可能会放在续文的哪个段落。结局的不同位置决定了后续事件发展的主要方向和叙事框架。特别喜欢2016年的案例，给我们提供不一样的续写视角：根据两个段首句“But no more helicopters came and it was getting dark again.”和“It was daybreak when she woke up.”可以预测两种不同的结局位置。【预测一】续文第一段：If Jane and Tom finally found each other, she may spe

23、nt the second night at home/in the hospital.续文第二段：Jane woke up and they might share loving words.【预测二】续文第一段：If Jane and Tom still didnt find each other, she probably spent another night in the forest.续文第二段：Jane might reunite with Tom by her own effort or was finally rescued.3.回应可有可无，并且回应的主题不是唯一的回应也可

24、以理解为点题，让人回到叙述的起点，引发人们对整个故事的思考，有时会传递一定的价值观。作为拉波夫叙事分析模式的重要组成部分，它根据叙述者的想法可以存在于故事的结尾，但也不强制要有。孰优孰劣，考生自己权衡判断。 熟悉了拉波夫叙事分析模式，在以后碰到类似的叙事语篇时，就可以激活已有的叙事语篇图式，为该文体的续写打下理论基础。在阅读中运用此模式不但可以让我们掌握叙事语篇的主题大意和文本脉络，而且由此可以生成故事，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，提高写作能力。需要指出的是，虽然此模式在读写教学中具有一定的指导意义，但是现实生活中的叙事文本往往体现出语篇的多样性和差异性，因此我们在运用此模式来指导读后续写教学时也要注意其局限性。学科网（北京）股份有限公司