運用敘事語篇分析對“讀后續(xù)寫”有效性的探討

徐躍芳

摘 要 “讀后續(xù)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(xù)寫”應(yīng)建立在對原文準(zhǔn)確分析基礎(chǔ)上，同時續(xù)作是否有效也可通過語篇分析得到驗證。

關(guān)鍵詞 讀后續(xù)寫;高考新題型;敘事語篇分析

中圖分類號：G632???????? 文獻標(biāo)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(xù)寫”題型以來，對讀后續(xù)寫理論與教學(xué)實踐的探索已有了大量的積累。然而在習(xí)作中，除了語言運用本身的準(zhǔn)確和豐富性外，忽視段首句的啟示性、與原文無法融合;細(xì)節(jié)展開手段有限;情景詳略處理分寸捏不準(zhǔn);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(xiàn)背后有語篇解讀與生成、修辭學(xué)等等方面的原因。本文運用敘事語篇分析，探討“讀后續(xù)寫”的續(xù)作有效性。

一、從語篇角度解讀“讀后續(xù)寫”題型的依據(jù)

從高考讀后續(xù)寫的評分標(biāo)準(zhǔn)來看，要求與原文和所給段落的首句融洽，內(nèi)容、語法和詞匯要豐富，文章能有效銜接。對讀后續(xù)寫題型的續(xù)作評價包含幾個關(guān)鍵詞 ：內(nèi)容、銜接、連貫、修辭。這符合《現(xiàn)代英語修辭學(xué)》（胡曙中，2004）中關(guān)于有效的語篇要考慮的最基本的五個因素：目的、內(nèi)容、統(tǒng)一、連貫和強調(diào)。單純評價續(xù)作是無意義的。讀的材料和續(xù)寫的段落共同構(gòu)成了一個語篇。在讀后續(xù)寫題型中，作為續(xù)作者的身份具有雙重性，既是受話人又是發(fā)話人。他完成的是對既有語篇的解構(gòu)，對續(xù)寫段落的建構(gòu)以及篇章整體的重構(gòu)。所以語篇分析不僅要運用于原作中，也應(yīng)擴展至結(jié)合了續(xù)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(jié)果或結(jié)局（result or resolution）（6）回應(yīng)（coda）

在續(xù)寫題型中，學(xué)生被要求根據(jù)兩個段落的開頭句往下寫，屬于較小的敘事結(jié)構(gòu)，不需要包含上述所有結(jié)構(gòu)，但因要求續(xù)寫段落和原文融洽、連貫，原文材料和續(xù)寫段落實際應(yīng)共同構(gòu)成較大敘事結(jié)構(gòu)。所以，讀后續(xù)寫題型是在較大敘事結(jié)構(gòu)和較小敘事結(jié)構(gòu)的結(jié)合。

以2018年浙江名校協(xié)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(jì)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(xiàn)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(dāng)年犯下的罪所遭受的懲罰的態(tài)度截然不同，弟弟因覺恥辱而遠(yuǎn)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(yīng)用于擔(dān)負(fù)起責(zé)任，以善行悔過，重新贏回他人的尊重。

再分析兩段需續(xù)寫段落的開頭句，L23續(xù)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(jié)構(gòu)。整個故事是由若干小的敘事結(jié)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(jié)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(dāng)時與哥哥見面，因為他已經(jīng)走出咖啡館了。L24續(xù)寫第二段開頭句The villagers looked at him curiously.屬于延續(xù)上一個敘事結(jié)構(gòu)的進展，其中l(wèi)ook at him curiously屬于評議。暗示第一段中的內(nèi)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(xù)寫段落在篇章中的位置相當(dāng)于進展、評議、結(jié)局和回應(yīng)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(yīng)得到貫徹和體現(xiàn)。

習(xí)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？”O(jiān)ut 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(xí)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(jié)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(jié)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(yù)期的陳述設(shè)置了懸念，與續(xù)作第二段中開頭句形成了銜接過渡，推動情節(jié)發(fā)展。續(xù)作第二段中作者對原文中已經(jīng)敘述清楚的情節(jié)以The old man told them the story which happened long ago帶過，與上文形成照應(yīng)關(guān)系。在結(jié)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(lǐng)會貫徹。同時，對照上文哥哥贏回尊重的過程和結(jié)果，給讀者留下了弟弟的改過之路留有想象空間。作者在續(xù)作中穿插的評議如a tough smile，in a regretful tone很好的傳達了弟弟內(nèi)心的悔意和糾結(jié)，使得結(jié)局順理成章。整個續(xù)寫與原文融洽度高，有效。

三、結(jié)語

續(xù)作者身份不僅是作者，同時又應(yīng)像讀者一樣對整個篇章進行評價，這反過來這促進續(xù)作者更合理設(shè)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(chuàng)作。

參考文獻：

[1]胡曙中.現(xiàn)代英語修辭學(xué)[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.