運用敘事語篇分析對“讀后續寫”有效性的探討

徐躍芳

摘 要 “讀后續寫”不僅是寫作促進手段，近年又成為浙江省高考新題型之一。“讀后續寫”應建立在對原文準確分析基礎上，同時續作是否有效也可通過語篇分析得到驗證。

關鍵詞 讀后續寫;高考新題型;敘事語篇分析

中圖分類號：G632???????? 文獻標識碼：A?????? 文章編號：1002-7661（2019）10-0161-02

浙江省自2016年10月于高考中首次采用“讀后續寫”題型以來，對讀后續寫理論與教學實踐的探索已有了大量的積累。然而在習作中，除了語言運用本身的準確和豐富性外，忽視段首句的啟示性、與原文無法融合;細節展開手段有限;情景詳略處理分寸捏不準;對文意理解強行拔高或曲解;銜接生搬硬套等問題屢見不鮮，得分能力較低。這些問題的出現背后有語篇解讀與生成、修辭學等等方面的原因。本文運用敘事語篇分析，探討“讀后續寫”的續作有效性。

一、從語篇角度解讀“讀后續寫”題型的依據

從高考讀后續寫的評分標準來看，要求與原文和所給段落的首句融洽，內容、語法和詞匯要豐富，文章能有效銜接。對讀后續寫題型的續作評價包含幾個關鍵詞 ：內容、銜接、連貫、修辭。這符合《現代英語修辭學》（胡曙中，2004）中關于有效的語篇要考慮的最基本的五個因素：目的、內容、統一、連貫和強調。單純評價續作是無意義的。讀的材料和續寫的段落共同構成了一個語篇。在讀后續寫題型中，作為續作者的身份具有雙重性，既是受話人又是發話人。他完成的是對既有語篇的解構，對續寫段落的建構以及篇章整體的重構。所以語篇分析不僅要運用于原作中，也應擴展至結合了續作的整個語篇中。

二、敘事語篇分析模式

黃國文（1987）在《語篇分析概要》一書中介紹拉波夫（Labov，1972）的敘事語篇分析模式：（1）點題（abstract）（2）指向（orientation）（3）進展（complicating action）（4）評議（evaluation）（5）結果或結局（result or resolution）（6）回應（coda）

在續寫題型中，學生被要求根據兩個段落的開頭句往下寫，屬于較小的敘事結構，不需要包含上述所有結構，但因要求續寫段落和原文融洽、連貫，原文材料和續寫段落實際應共同構成較大敘事結構。所以，讀后續寫題型是在較大敘事結構和較小敘事結構的結合。

以2018年浙江名校協作體3月英語試題為例：

1Once upon a time in a faraway land，lived two young men，much like many young men you may know today…

The two brothers were likeable，but undisciplined（不守紀律的），with a wild character in them.They behaved badly，which turned serious when they began stealing sheep from the localfarmers—a serious crimein this rural5place，so long ago and far away.In time，the thieves were caught.The local farmers decided their fate：The two brothers would be branded on the forehead with the letters ST for“sheep thief”This sign they would carry with them forevermore.The younger brother was so embarrassed by this branding that he ran away;he was never heard from again.

The elder brother，filled with deep regret，accepted his fate and chose to stay and try to makeamends（改過自10新）to the villagers he had wronged.At first the villagers had doubts about his behavior and would have nothing to do with him.But this brother was determined to make reparation for his wrongdoing.Whenever there was a sickness，the sheep thief came to care for the ill with soup and a soft touch.Whenever there was work needing to be done，the sheep thiefcame to help with a lending hand.It made no difference whether the person was rich or poor.The sheep thief was there to help.Never accepting pay for his good deeds，he lived his life for others.

15Many years later，a traveler came through the village sitting at a sidewalk caféeating lunch.He saw an old man with a strange brand on his forehead seated nearby.The stranger noticed that all the villagers who passed the old man stopped to share a kind word，to pay their respects;children stopped their play to give and receive a warm hug.

Curious，the stranger asked the caféowner after the old man left，“What does that strange brand on the old20mans forehead stand for？”

“I dont know.It happened so long ago…”the caféowner replied.Then，pausing briefly for a moment ofreflection，he continued：“…but I think it stands for‘saint.”

23Just at that moment，another old man came in.________________________________________________________

24Thevillagers looked at him curiously.__________________________________________________________

這篇文章屬于敘事體，它沒有出現點題，首段的作用是指向，交代了故事開始的背景。L3開始至L22大部分為故事進展，部分評議穿插其中。例如：L3的The two brothers were likeable，but undisciplined，with a wild character in them.L4behave badly，turn serious，a serious crime.L8The younger brother was so embarrassed by this branding that he ran away.L9The elder brother，filled with deep regret，L11the villagers had doubts…But this brother was determined to…L15he lived his life for others.評議對敘事語篇非常重要，通過穿插的評議，讀者能了解兩兄弟面對因當年犯下的罪所遭受的懲罰的態度截然不同，弟弟因覺恥辱而遠走高飛，哥哥則誠心改過并獲得他人原諒。原作者借此表達，犯了過錯，應用于擔負起責任，以善行悔過，重新贏回他人的尊重。

再分析兩段需續寫段落的開頭句，L23續寫的第一段開頭句Just at that moment，another old man came in.屬于指向，開啟了一個小的新的敘事結構。整個故事是由若干小的敘事結合起來，原文中L15Many years later，a traveler came through the village sitting at a sidewalk caféeating lunch和L19Curious，the stranger asked the caféowner after the old man left也是指向。結合原文材料時間與地點指向順序，所以無論新來的old man是誰，他不能當時與哥哥見面，因為他已經走出咖啡館了。L24續寫第二段開頭句The villagers looked at him curiously.屬于延續上一個敘事結構的進展，其中look at him curiously屬于評議。暗示第一段中的內容有某種懸念，引起了村民們的好奇。第一段開頭句為固定的指向句。第二段開頭帶有評議。兩段續寫段落在篇章中的位置相當于進展、評議、結局和回應部分。這里全文推向高潮。隨著懸念的解開，作者的寫作意圖應得到貫徹和體現。

習作：

Just at that moment，another old man came in.There was the same brand on his forehead as the former old man.The stranger thought to himself，“What does this brand stand for？Does it also stand for‘saint？”Out of curiosity and doubt，he came up to the old man and said，“I feel sorry for asking you such an impolite question but I couldnt hold back my curiosity.I really wonder what the brand on your forehead stand for.Does it stand for‘saint？”After hearing his question，the old man responded with a tough smile on his face.“Everyone can be saint if Im saint.Actually，Im a thief.”

The villagers looked at him curiously.The old man told them the story which happened long ago.After telling the story，he said，“Im the younger brother who stole sheep but didnt make amends for my wrongdoing，so Im not saint at all.”He buried his face in his hands and said in a regretful tone.“In the past several decades，I felt regretful for running away and I was guilty for my wrongdoing.So I came back and I hope I can make reparation for what I have done.”Tears slid down his face.The stranger gave him a hug and said，“It will never be late as long as you realize your fault.”

在習作第一段中the traveler因為對新來老者額頭的刺字感到好奇，作者點出he came up to the old man…，由此順利展開了兩者之間的對話，符合原文指向。同時主體的情節推動由the traveler完成，承接原文中L16Many years later，a traveler came through the village sitting at a sidewalk caféeating lunch的指向。第一段的結尾處，作者以“Everyone can be saint if Im saint.Actually，Im a thief.”這樣出乎the traveler及村民預期的陳述設置了懸念，與續作第二段中開頭句形成了銜接過渡，推動情節發展。續作第二段中作者對原文中已經敘述清楚的情節以The old man told them the story which happened long ago帶過，與上文形成照應關系。在結尾處，借the traveler之口，告訴弟弟，正視錯誤，勇于改正，為時未晚。對原文作者意圖有較好的領會貫徹。同時，對照上文哥哥贏回尊重的過程和結果，給讀者留下了弟弟的改過之路留有想象空間。作者在續作中穿插的評議如a tough smile，in a regretful tone很好的傳達了弟弟內心的悔意和糾結，使得結局順理成章。整個續寫與原文融洽度高，有效。

三、結語

續作者身份不僅是作者，同時又應像讀者一樣對整個篇章進行評價，這反過來這促進續作者更合理設置進展與人物塑造。敘事語篇分析不僅是評價手段，也是寫作分析手段。它幫助作者進行更有效地創作。

參考文獻：

[1]胡曙中.現代英語修辭學[M].上海：上海外語教育出版社，2004：116-137.

[2]黃國文.語篇分析概要[M].長沙：湖南教育出版社，1998：147-153.

[3]LabovW.LanguageinInnerCity[M].PennsylvaniaUniversityofPennsylvaniaPress，1972.