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Emily Harper sat at her desk, staring blankly at the math problems in front of her. Numbers and variables danced confusingly across the page, laughing at her every effort. At school, Emily was known for her artistic talents, but math had always been her weakness, No matter how hard she tried, she just couldn’t make sense of it.
Her struggles only worsened in the 10th grade. The pressure to keep up with her classmates grew, and the poor grades shook her confidence. Her parents decided to step in. “We need to find you some help,” her mother gently suggested one evening.
Then came Mr. Jenkins, a retired local teacher known for his unique teaching style. Emily was initially resistant; the idea of spending extra hours on a subject she hated seemed like a punishment. But - she unwillingly agreed, knowing something had to change.
Their first session was tense. Mr. Jenkins, sensing her frustration, didn’t dive straight into problems. Instead, he asked about her interests. When Emily spoke passionately about her painting, he smiled. “Math is like art, Emily. It has patterns and beauty if you know where to look.”
Doubtful but inspired, Emily listened as he began to explain concepts through visual examples. He used colors and shapes, turning abstract numbers into something almost tangible (有形的). For the first time, math seemed less like a foreign language and more like a puzzle waiting to be solved.
However, progress was slow. Weeks passed with, minimal improvement, and Emily’s patience wore thin. A particularly difficult quiz left her in tears, convinced she was sure to fail. Mr. Jenkins said, “Remember, Emily, every artist starts with a blank canvas. Masterpieces aren’t created overnight.”
Encouraged by his firm belief, Emily pushed on. She began to see the connections between the steps, how each solution followed a logical path. Small victories in practice problems gave her some hope. Mr. Jenkins was always there, celebrating her successes, no matter how minor.
注意：
1.续写词数应为150个左右;
2.请按如下格式在答题卡的相应位置作答。
Gradually, Emily’s confidence grew with Mr. Jenkins’ help.
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Emily’s heart raced when the results day arrived.
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文章大意
艾米丽 哈珀擅长艺术，却在数学学习上困难重重，十年级时压力倍增，成绩不佳，自信心受挫。父母找来退休教师詹金斯先生为她辅导。起初艾米丽很抵触，但詹金斯先生独特的教学方式，如通过视觉示例，用颜色和形状讲解数学概念，让她对数学有了新的认识。然而学习进展缓慢，一次困难的小测验让她落泪，詹金斯先生鼓励她坚持，在他的鼓励下，艾米丽看到了进步，在练习中取得小胜利，逐渐有了信心。
故事山分析
开端：艾米丽数学成绩差，在十年级面临巨大压力，父母决定为她找辅导老师。
发展：詹金斯先生用独特方式教学，艾米丽起初怀疑，但逐渐被吸引。尽管进步缓慢，在詹金斯先生的鼓励下，她看到了一些小胜利。
高潮：成绩公布日到来，艾米丽的成绩将揭晓，这决定了她的努力是否有回报。
结局：根据成绩，艾米丽会有不同的反应，也会对自己的学习和未来有新的思考，同时也体现了詹金斯先生教学的成果。
伏笔以及在续写中的回应
伏笔：艾米丽有艺术天赋，詹金斯先生将数学与艺术联系。回应：在后续学习中，艾米丽能更好地利用艺术思维理解数学，成绩提升，更深刻体会到两者联系。
伏笔：学习进展缓慢，艾米丽耐心耗尽。回应：面对成绩公布，她会格外紧张，成绩理想会让她明白坚持的意义。
伏笔：詹金斯先生鼓励艾米丽，坚信她能学好。回应：若成绩好，艾米丽会感激詹金斯先生的信任和鼓励。
伏笔：艾米丽在练习中取得小胜利，看到进步。回应：成绩公布时，小胜利积累的信心能让她更坦然面对结果。
伏笔：艾米丽起初对辅导抵触，后来逐渐接受。回应：成绩理想会让她庆幸自己当初的转变，对学习更积极。
续写要点（两段）
第一段：描述艾米丽信心增长后的表现，如更主动学习数学，在课堂上积极回答问题，与同学讨论数学问题，老师和同学对她的变化感到惊讶。
第二段：着重刻画艾米丽等待成绩时的紧张心理，看到成绩后的反应，如惊喜、激动，以及她对未来数学学习的展望，和对詹金斯先生的感激。
情感线
起初艾米丽因数学成绩差而自卑、抵触辅导，后来在詹金斯先生引导下，虽怀疑但有了一丝希望。进步缓慢时她焦虑、沮丧，取得小胜利后有了信心。成绩公布前紧张不安，看到好成绩后喜悦、自信，对未来充满期待。
故事线
艾米丽数学成绩差，十年级压力大，父母找詹金斯先生辅导。
詹金斯先生用独特方式教学，艾米丽从抵触到被吸引。
学习进展慢，艾米丽耐心耗尽，詹金斯先生鼓励她。
艾米丽取得小胜利，信心逐渐增长。
成绩公布日，艾米丽紧张等待成绩。
看到成绩，艾米丽有了新的感悟和展望。
主旨升华句
With the right guidance and a change in perspective, even the most challenging subjects can be conquered, just like an artist transforms a blank canvas into a masterpiece.
Success in learning is not just about achieving good grades; it's about the journey of self - discovery and the growth of confidence that comes from overcoming difficulties.
When we find the connection between our passions and the things we struggle with, we unlock the potential to turn weaknesses into strengths.
A teacher's belief in a student can be the spark that ignites the fire of learning, leading to unexpected achievements.
Through Emily's story, we learn that perseverance in the face of setbacks is the key to achieving our goals, and that every small victory is a step towards greater success.
写作示范一
Gradually, Emily’s confidence grew with Mr. Jenkins’ help. She started to look forward to their tutoring sessions, eager to learn more. In math class, she raised her hand more often, answering questions with newfound certainty. Her classmates were amazed at her transformation. She even formed a study group with some of them, sharing the new ways she had learned to approach math problems. Mr. Jenkins’ teaching methods had truly opened her eyes.
Emily’s heart raced when the results day arrived. She nervously stood in line, waiting to receive her report card. When she finally got it, her eyes widened in disbelief. There, in bold numbers, was a much - improved grade. She let out a scream of joy. Tears of happiness welled up in her eyes as she thought of all the hard work she and Mr. Jenkins had put in. She couldn’t wait to thank him and was determined to keep up the good work in the future.
写作示范二
Gradually, Emily’s confidence grew with Mr. Jenkins’ help. She began to practice math problems on her own during breaks. She would draw diagrams and use colors to solve complex equations, just as Mr. Jenkins had taught her. Her teacher noticed her dedication and praised her in front of the class. Encouraged by this, Emily became more and more involved in math - related activities at school.
Emily’s heart raced when the results day arrived. Her hands trembled as she opened the envelope. A huge smile spread across her face when she saw her excellent grade. She rushed to Mr. Jenkins’ office, thanking him profusely. “You believed in me when I didn’t believe in myself,” she said. Looking ahead, Emily was excited about further exploring the world of math, knowing that with hard work and the right guidance, she could achieve anything.
【答案】
Gradually, Emily’s confidence grew with Mr. Jenkins’ help. She found herself approaching math problems with a newfound curiosity instead of anxiety. The once confusing numbers and symbols began to become patterns she could understand. Mr. Jenkins continued to teach her in his unique way. Emily started to enjoy the challenge, and her once hesitant hand now moved steadily across the paper. The joy she felt when a solution clicked into place was something she had never expected to experience with math.
Emily’s heart raced when the results day arrived. She sat in the classroom, her hands trembling slightly as she received her test paper. Her eyes widened in disbelief as she saw the grade – a solid A. Tears of relief and happiness welled up in her eyes. She looked up at Mr. Jenkins, who stood at the back of the classroom, watching her with a proud smile. In that moment, Emily knew that she had not only conquered her fear of math but also discovered the power of perseverance.

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