part 1 读后续写故事的冲突与预设

part 1 故事的冲突与预设
Q1：什么是故事？
故事是在一件事件中突发的“事故”，即在一件看似平常的事件中去设置误会或制造障碍，使这个平常事件产生戏剧性的矛盾冲突与悬念，以设置矛盾---制造障碍----激化高潮为基本创作模式，决不能让故事一帆风顺走下去。

而悬念的设计就体现在个人的矛盾冲突之中，但必须做到合乎自然且在情理之中，又在让人有感于意料之外，则所制造的误会或障碍都必须符合自然生活与常理。

Q2：故事的冲突是什么？
冲突是小说的一个必要的元素。

剧作家伊利亚.卡赞把冲突比喻为“两条狗抢一根骨头”。

威廉.福克纳提出冲突既存在于角色本身，也存在于角色之间。

换言之，冲突的表现可以分为两个层次，一个是阻碍故事主人公前行的外部障碍；另一种是潜在于主人公内心的矛盾。

冲突的原意是两种力量的对抗，在故事创作中，冲突是使情节富有张力，吸引读者注意力的重要元素，一般表现为人物在追求目标过程中所遭遇的阻力和压力。

如，人物内心矛盾冲突是故事中的某一人物（往往是主要人物），在面对某一突发事件时出现困惑、疑难、困难与危机之中所产生的心里纠结。

其在面对某一事件中左右为难，难于决断而产生的内心犹豫与挣扎，构成了个人的内心矛盾冲突，这种个人内心矛盾冲突是故事中常见的表现手法。

Q3：读后续写的冲突是怎么样的？
读后续写首先要读懂原文，找出记叙文的六要素（时间、地点、人物、起因、经过、结果），找到故事情节中到底有什么冲突或问题。

然后读懂需要续写的两段的首句，根据首句推测故事发展的走向和两段的大致内容。

读后续写的文章属于叙事类文体，大部分故事都是围绕conflict（冲突）和solution（问题解决）来运转的。

Q4：续写的宏观策略有哪些？
（1）分析冲突起因，了解背景：通过找到每个部分的人物和故事发生地点，并且关注每个部分发生的事，概括出本文的大意，从而了解故事冲突的原因，也就是故事的背景。

（2）进入故事场景，直面冲突：细读文本，了解、感受到人物内心的矛盾，这是冲突的其中一个层次---存在于角色本身的矛盾。

同时，体会人物在冲突的问题上截然不同的态度，这是故事冲突的另一个层次---阻碍人物的外部障碍，即存在于角色之外的矛盾。

（3）转移故事场景，解决冲突：冲突的解决并不是只有一个结局，冲突的解决多半追求的是让矛盾双方和谐共处。

我们需要针对预设的故事冲突的解决与故事的结局，找出人物面对各种冲突所采取的行动。

（4）生成故事场景，填补冲突：作品的结束常常以矛盾的结束来象征故事的结束。

矛盾结束的方式主要有以矛盾双方和解而结束，以矛盾第三方的介入而结束，以矛盾双方分裂结束等。

可以在结局出现需要设置相应的场景。

如何通过矛盾设计来写好续写？
三大冲突
1.人物自身的冲突（主要表现为人物内心，或者人物的动作和内心）
2.人与人的冲突
3.人与环境（自然、社会环境）的冲突
围绕冲突进行合理的拓展
人物自身的冲突（主要表现为人物内心，或者人物的动作和内心）
适当添加心理描写最能够凸显出人物内心的冲突，或者围绕人物内心的情感变化将整个故事串联起来。

比如：平淡无奇→愤怒→懊悔→开心我们应该要写的是为什么会有这样的心理变化，什么导致的心理变化，一般这个要与心理描写和动作描写相结合。

人与人之间的冲突
人与人之间的冲突，仅仅限于文章中给出的人物，尽量不要随意自己增设新的新人，如果实在不得不增设的时候，一定要对这个人进行描写，一般情况下不建议引入新的人物。

描写人与人之间的冲突，一般有帮助、道歉、原谅、生气等等。

所以人与人之间的冲突是故事发生的主线索，也就是续写的重点。

人与环境（自然、社会环境）的冲突
从文章情节的角度讲，可以写为，想出去玩但是天下雨了，想爬山但是下雪了，及环境使人的想法得不到满足。

另外，可以从环境对人物的角度来讲，比如阳光明媚表现人物的心情不错。

用语储备1（每种类型至少背默一个）
“感到一阵…”：feel a flush of...= feel a wave of...= feel a feeling/sense of...
[joy(高兴), excitement(兴奋), pride (骄傲), anger(愤怒), rage(狂怒), panic(惊慌), alarm(惊慌) , terror(恐惧), horror(恐惧), fear(恐惧), unease (不安), sorrow (悲伤), sadness(悲伤), grief(悲伤), embarrassment(尴尬), disappointment(失望), shame(羞愧), guilty(愧疚)]。

用语储备2（每种类型至少背默一个）
（1）心里想：think /say to oneself
（2）害怕；恐慌：with fear /panic /terror; tremble; shiver; shake; quake; tremble with fear; be seized with panic; scream with panic/terror; freeze/shake with terror
（3）生气；愤怒：with rage; be red-cheeked with rage; tremble /shake with rage; feel like crying with rage; be speechless with rage; be boiling with rage
（4）兴奋；激动：with excitement; yell with excitement; jump up and down with excitement; scream with excitement; go wild with excitement
（5）悲伤；流泪：Tears blurred one’s eyes.泪水模糊了她的双眼。

/One’s eyes got misty.一个人的眼睛都模糊了。

/One’s eyes misted /dimmed with tears.泪眼模糊。

/tears roll down one’s eyes /cheeks /face泪水落下
用语储备3（每种类型至少背默一个）
（1）常用词语：open one’s mouth; widen one’s eyes; rise to one’s feet; jump to one’s feet; shout at the top of one’s lung; reach out（伸出手）
用语储备4（每种类型至少背默一个）
（1）不幸的是(unfortunately)
But bad luck for sb, ... 但是某人真不走运
She tried her best, but in vain. 她尽力了，但没有成功。

（2）某人做了某事，不知道下一步该做什么。

Sb did sth, wondering what to do next.
Sb did sth, not knowing what to do next.
用语储备5（每种类型至少背默一个）
（1）鼓起勇气(做某事):take /gather /one’s courage (to do sth)
（2）毫不犹豫/选择：
without a second thought
without delay
without hesitation
having no choice
用语储备6（每种类型至少背默一个）
（1）直到…… 才意识到……
倒装句：Not until... did sb realize /notice that...
强调句：It was only... that sb realized that...
（2）表达经历与教训
What a valuable lesson I have learned from...! 我从……中得到了宝贵的教训。

What an unforgettable experience! 多么难忘的经历啊!
（3）结尾点题
God helps those who help themselves.天助自助者。

Everyone is the architect of his own fate.每个人都是自己命运的建筑师。

Life is full of laughter and tears. Only by accepting both can we enjoy life.生命就是充满欢笑和泪水的。

只有同时接受两者，我们才能享受生活。

Never underestimate the power of your action.永远不要低估你的行为的力量。

实战演练
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 he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination.
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。

para1. We sat down next to each other, but David wouldn’t look at me.
para2.I watched as David moved up to the starting line with the other runners.
理解材料：
回答下列问题，检测你是否读懂了材料
1、Why was David’s big toothy smile absent today?
2、What was David’s fear?
3、Why couldn’t David walk or run like other children?
4、What did David’s classmates think of him?
5、What sort of kid is David?
6、What is the author?
阅读完材料，试着完成以下的故事情节吧！
1、opening
2、build-up
3、climax
4、resolution
5、ending
研读两段续写开头句，你能获得什么信息？
Para. 1 : We sat down next to each other, but David wouldn’t look at me.
Q1: How should I talk David into doing the cross-country run? What was David’s reaction to my arguments?
Q2: “David moved up to the starting line” in para. 2 suggests David agreed to run. How can we describe his reaction to connect the two paragraphs?
Para. 2: I watched as David moved up to the starting line with the other runners.
Q3: How can we describe David’s running to relate to the given text?
Q4: How might the audience react to David’s running?
Q5: What is a proper ending?
实练操作（homework）
para1. We sat down next to each other, but David wouldn’t look at me.
para2.I watched as David moved up to the starting line with the other runners.。