敘述有序促連貫時序邏輯不等閑

杜銳

一、為什么要使用時序邏輯詞？

衡量一篇文章的好壞，有很多標準。這其中很重要的一條是：結構緊湊、銜接連貫。也就是說，文章的詞與詞、句與句，乃至段與段之間得有必要的邏輯銜接，從而使得語義前后貫通。這種邏輯銜接，可以是顯性的，也可以是隱性的。英漢兩種語言，英語更側重于顯性的邏輯銜接，而漢語則是隱性的邏輯銜接，這用學術語言來說，便是：英語重“形合”，漢語重“意合”。例如：

1. 冬天來了，春天還會遠嗎？ If winter comes， can springbe far behind ？

2. 聰明一世， 糊涂一時。He is smart as a rule， but thistime a fool.

上述兩句中，漢語沒有邏輯連詞，而相應的英語則必須加上邏輯連詞if 與but。

不少中國教育工作者已意識到這種差別。一方面，在指導中學英語教學的綱領性文件《普通高中英語課程標準》中，專家明確指出“語篇的銜接與連貫”是學生應該掌握的語篇知識;另一方面，有著教學指揮棒之稱的“高考”在寫作中也明確提出了寫作中要注意行文連貫。這使得一線教師在英語教學實踐中，異常重視寫作中的“顯性銜接”。例如老師總是強調：并列意義的陳述，務必使用first of all， in addition，last but not least;句與句之間盡量彰顯邏輯，用上because，however， therefore 等。

那么在讀后續寫中，如何做好語篇的銜接呢？最明顯的答案便是――適切地使用一些表示時間的詞或詞塊，即時序邏輯詞。為什么這是最明顯的答案？因為讀后續寫的文體絕大部分都是記敘文，而記敘文通常都是按照時間的推移來行文，適當地使用一些時序邏輯詞，可以清晰地彰顯文脈，從而帶給讀者流暢的閱讀體驗。與此同時，不少時序邏輯詞都是比較地道且高級的表達，使用它們可以有效地提高文章的“顏值”。

綜上，本文對這些時序邏輯詞進行了總結，并用2021年新高考I 卷的讀后續寫例析它們的應用。

二、時序邏輯詞有哪些？

依據詞或詞塊“顏值”的高低，筆者將時序邏輯詞分為“低級、中級與高級”三類。在這里，需要強調的是：詞或詞塊無所謂“顏值”，能夠適切地傳達意義，就是高顏值。之所以在此分為三類，主要是基于“提分”的考量。某種程度上，使用“高顏值”詞，更能夠體現同學們掌握知識的深度與精度，因此更能博得閱卷老師的青睞。

（一）低級類

【練一練】請同學們根據漢語意思用上述詞填空。

1.Sally started daydreaming about joining other school clubs.， she created a picture in her mind： she scored manypoints and won waves of applause as a basketball player.

Sally 開始幻想加入其他的學校俱樂部。很快，她就在腦子里構筑了一幅畫面：她作為一名籃球運動員多次拿分，由此贏得陣陣掌聲。

2.When I heard that news， a ripple of excitement passedthrough me.， my classmates all cheered， expressingtheir congratulations on my success.當我聽到那個消息，整個人都興奮了起來。同時，我的同學也歡呼起來，對我的成功表示祝賀。

3. ， I came to realize that God helps those who helpthemselves.最后，我終于明白天助自助者。

【答案】1.soon enough;2.Meanwhile;3.Eventually。

（二）中級類

（三）高級類

下文中的高級表達主要集中在“表示事情發展”的范疇內。它們主要是一些十分地道的短語或句型。為了更好地展示結構，下列句中的X 或Y 均表示句子成分，或從句，或主句。同時，句子結構的動詞都用過去時。

【練一練】請同學們根據漢語意思用上述詞填空。

1. Staring at my son gently， I told him that the man washungry and we could help him get through this cold night.，he was lost in thought.

【答案】1. At this;2. Before long;3. Before we had time tothink;4. Before I could say anything further;5. It was some timebefore;6. It was not a second or two before;7. In a split second;8.It was not until this moment that;9. It was in a flash that;10. Afterwhat seemed a century;11.What followed;12. What came next;13. Everything settled;14. ① No sooner had， ② Hardly had， ③as soon as 或 the moment;15.witnessed 或saw。

三、應用實踐

下面以2021 年新高考I 卷的讀后續寫為例，呈現上述時序邏輯詞的使用。原題如下：

A MOTHERS DAY SURPRISE

The twins were filled with excitement as they thought of thesurprise they were planning for Mothers Day. How pleased andproud Mother would be when they brought her breakfast in bed.They planned to make French toast（ 法式面包）and chickenporridge（ 雞肉粥）. They had watched their mother in the kitchen.There was nothing to it. Jenna and Jeff knew exactly what to do.

The big day came at last. The alarm rang at 6 a.m. The pairwent down the stairs quietly to the kitchen. They decided to boilthe porridge first. They put some rice into a pot of water and left itto boil while they made the French toast. Jeff broke two eggs intoa plate（盤碟）and added in some milk. Jenna found the breadand put two slices into the egg mixture. Next， Jeff turned on thesecond stove（ 爐）burner to heat up the frying pan. Everythingwas going smoothly until Jeff started frying the bread. The pan wastoo hot and the bread turned black within seconds. Jenna threw theburnt piece into the sink（洗滌槽）and put in the other slice ofbread. This time， she turned down the fire so it cooked nicely.

Then Jeff noticed steam（ 蒸汽）shooting out of the pot（罐） and the lid（蓋子）starting to shake. The next minute， theporridge boiled over and put out the fire. Jenna panicked（恐慌）.Thankfully， Jeff stayed calm and turned off the gas quickly. But thestove was a mess（混亂）now. Jenna told Jeff to clean it up sothey could continue to cook the rest of the porridge. But Jeffs handtouched the hot burner（燃燒器）and he gave a cry of pain. Jennamade him put his hand in cold water. Then she caught the smell ofburning. Oh dear！ The piece of bread in the pan had turned black aswell.

注意：1. 續寫詞數應為150 左右;2. 請按如下格式在答題卡的相應位置作答。

【簡要分析】文章講述了一對雙胞胎兄妹在母親節為媽媽煮早餐的故事。由于兄妹倆不熟悉做飯流程，導致最后情況一團糟。根據給定的兩段續寫的首句，我們可以確定續段一的內容包括：兄妹與父親間的互動，以及完成早飯的過程;而續段二的內容則包括：兄妹與母親的互動。

續寫內容時，無論是情節的推移，還是細節的轉換，我們都可以用時序邏輯詞實現過渡，從而實現銜接緊密、連貫通暢。

【范文呈現】范文中畫橫線的“時序邏輯詞”有效地促進了句子間的銜接，能夠帶給讀者順暢的閱讀體驗。

Paragraph 1 As the twins looked around them in disappointment，their father appeared.

（1）With surprise written on his face， father asked what theywere doing.

（2）After what seemed a century， Jenna stammered“， We...wejust want to make breakfast for our mother. Today is MothersDay.”

（3）At this， the father smiled an approving smile， sayingsoftly“， Oh， my kids. How understanding you are！”

（4）Simultaneously， he volunteered to offer some help，which couldnt excite the twins more.

（5）It was in a flash that the twins re-started their meaningfulwork， with the fathers help.

（6）It didnt take long before they got their tasty food ready.Paragraph 2 The twins carried the breakfast upstairs andwoke their mother up.

（1）The moment the mother opened her eyes， the twinspresented their work， saying“， Happy Mothers Day！”

（2）In a split second， mothers face cracked into a smile.

（3）“Mom， thank you for caring for us these years. We loveyou！” The twins added.

（4）It was at this moment that some tears sparkled in themothers eyes.

（5）In the meanwhile， a short distance away， father stoodstill， with eyes glued to this warming scene in front， and his eyesobviously radiated pride and satisfaction.

四、結語

“先森林后樹木”“先整體后部分”――這是分析問題的重要方法之一。于英語寫作而言，這種“先大后小”的思想尤其重要，因為在某種意義上，邏輯是先于且重于修辭的。同學們在學習寫作時，首要之事就是把宏觀結構理順，然后再進行微觀詞句的打磨。從這個意義上講，本文所提出的觀點以及總結的方法是具有“首要性”與“優先性”的。希望同學們認真記誦上述相關內容，并進行模仿使用，最終達到熟能生巧的程度，進而造就流暢、連貫之行文，帶給讀者順暢的閱讀體驗，獲取令人滿意的高分。