资源简介

读后续写原题
In our weekly staff meeting, our editor Ashley was not pleased with the quality of our reporting.“Our readership is way down. We need better stories for this Thursday's school newspaper. Does anybody have any ideas ” she said.
I handed her my article about our basketball team beating Deerfield High School the previous night by one point. “Sports stories are fun,” she said,
“but not good enough for the front page. We need something to really get people’s attention.”
After our meeting, we left the newsroom together and heard someone screaming,“Perry is missing!” Perry was a big red parrot and had been our school mascot (吉祥物) for ten years. He played an important role in students' lives, both in and out of class. He had also been a constant presence at school events, inspiring a sense of unity among students.
Everyone gathered around Perry's empty cage, heartbroken. Suddenly, a student from the crowd came over and showed me a photo. "You're a reporter for the school paper, right I happened to take this yesterday," he said. In the photo was a Deerfield High School basketball player with something large hidden under his shirt around the size of a parrot.
“He must have stolen Perry to get back at us for winning the game!” Ashley cried. We hurried back to the newsroom, agreeing to run the photo on the front page with the headline "Deerfeld Stole Perry.”
“This is just the story we need. Everyone will read it,” Ashley said confidently.
After she left, I took a closer look at the photo. The clock in the background read 4:15 pm, but our game against Deerfield hadn't started until 4:30 pm. Why would the boy have taken Perry before we even played An uneasy feeling came over me that we might have falsely accused someone.
I went to Perry’s usual caretaker to ask if he knew Perry was missing. “He’s not missing. He’s retired. He's ready for some quieter days,” he said. Learning the truth, I immediately told Ashley and suggested writing a story to say goodbye to Perry.
注意:
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。
To my surprise, Ashley insisted on reporting the “Deerfield Stole Perry” story.
On Thursday, the paper came out with the headline “Bye Bye, Perry” on the front page.
原文大意
编辑Ashley对学校报纸的报道质量不满，寻求引人注目的故事以提高读者量。当得知校吉祥物、大红鹦鹉Perry“失踪”后，一张照片暗示Deerfield High School的一名篮球队员可能为报复比赛失利而偷走Perry，引起了编辑和报社的极大关注，决定将此事作为头版新闻。然而，进一步调查后发现Perry并未失踪，而是退休了，决定发表一篇关于向Perry告别的故事。
续写构思
首尾夹击法
本文将使用“首尾夹击分析法”来分析上述文本的续写情节要点。
这种方法通过分析续写文本和续写两段的首句，确定每段（尤其是续写的第一段）开头和结尾的主要情节要点，然后利用这两个要点来倒推中间部分必须包含的内容。
这种方法有助于确保续写内容的连贯性和逻辑性，同时确保文章能够紧密地围绕核心主题展开，从而避免偏题。通过首尾夹击分析法，作者可以更有效地构思文章的框架和发展路径，确保续写部分既符合文章的整体方向，也能够有效地传达文章想要表达的核心信息和情感。
第一段要点：
1. Ashley坚持的原因：根据该段首句可知，Ashley坚持报道“Deerfield Stole Perry”的故事，这提示我们需要解释她为什么这么坚持，可能是因为她认为这个故事能够吸引读者的注意力，增加报纸的销量。
3. （该处序号没标错，先确定下方的2，再回来）作者的劝说：既然Ashley最终改变了主意，这意味着该段的中间部分需要描述作者是如何成功说服Ashley改变报道方向的过程。这可能涉及强调真实性的重要性、错误指控的后果，以及对报纸声誉的考虑，总之晓之以情动之以理。
2. 达成一致，报道Perry退休：从续写第二段首句可得知Ashley被说服，这表明两人最终达成了一致，决定放弃原来的计划，转而报道一个关于Perry退休的真实故事。（好了，现在再看上方的3）
第二段要点：
1. 报道的发布和反响：根据第二段首句，报道最终以“Bye Bye, Perry”为标题发表。这提示我们需要紧接着描述这篇文章的发布效果以及它是如何在学校中引发讨论的。
2. 学生的情感反应和参与：进一步探讨学生的情感反应和他们对Perry的回忆。比如：许多学生对Perry的离开感到失望但又因他得到妥善照顾而感到安慰；一些学生甚至希望分享他们自己与Perry的故事等等。
3. Ashley的认识和故事的影响：Ashley最后向作者承认“这是一个好故事”，意味着我们需要描述Ashley并承认作者的观点是正确的；强化了真实报道的价值。
下水作文
To my surprise, Ashley insisted on reporting the “Deerfield Stole Perry” story. She was convinced that it would skyrocket our readership, believing that controversy and drama would definitely capture attention. However, as I presented the facts—the timestamp on the photo and Perry’s retirement—her confidence began to waver. “We have the responsibility to inform, not mislead. Let’s honor Perry’s legacy truthfully,” I urged. It was a tense moment, filled with silent contemplation. Finally, Ashley’s eyes softened, and she nodded in agreement. “Alright,” she conceded, “Let’s give Perry the farewell he deserves.” （78）
On Thursday, the paper came out with the headline “Bye Bye, Perry” on the front page. The article detailed Perry’s decade of service, highlighting the collective memories he helped create. This heartfelt farewell struck a chord with the readers. Students shared their stories and encounters with Perry, recalling the joy he brought to our school. Ashley, witnessing the genuine connection and conversation sparked by our article, acknowledged, “You were right. This was the story we needed.” It was a moment of justification, not just for the truth, but for the values that would define our paper’s legacy. （81）
高分表达练习
1. 她相信这将会大幅提升我们的读者量，认为争议和戏剧性一定会吸引人们的注意。（宾语从句；现在分词短语作原因状语）
She was convinced that it ___________, ____________ would definitely capture attention.
2. 当我呈现事实：照片上的时间戳和Perry的退休(的消息)，她的信心开始动摇。（时间状语从句；破折号的使用）
_______________—the timestamp on the photo and Perry’s retirement—_______________.
3. 那是一个紧张的时刻，充满了沉默的思考。（过去分词短语）
It was a tense moment, ____________________.
4. 文章详细描述了Perry十年的服务，强调了他帮助创造的集体记忆。（现在分词短语作状语）
The article detailed Perry’s decade of service, _________________ he helped create.
5. 学生们分享了他们与Perry的故事和遭遇，回忆起他给我们学校带来的快乐。（动作链；现在分词短语作状语）
Students ____________________ with Perry, _______________ he brought to our school.
6. Ashley, 在见证了我们文章激起的真诚联系和对话后，承认说：“你是对的。这正是我们需要的故事。”（现在分词；过去分词；直接引语及涉及到的标点符号）
Ashley, _________ the genuine connection and conversation _______________, acknowledged,______________________________
原句及参考答案
1.She was convinced that it would skyrocket our readership, believing that controversy and drama would definitely capture attention.
2.As I presented the facts—the timestamp on the photo and Perry’s retirement—her confidence began to waver.
3.It was a tense moment, filled with silent contemplation.
4.The article detailed Perry’s decade of service, highlighting the collective memories he helped create.
5.Students shared their stories and encounters with Perry, recalling the joy he brought to our school.
6.Ashley, witnessing the genuine connection and conversation sparked by our article, acknowledged, “You were right. This was the story we needed.”

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