續寫思路：遭遇困難（學業不順、交友困難、家境貧困、突發事故）→→→伸出援手（老師、長輩）情況改善（措施、改變）升華主題（感謝、感悟）“學校一—師者引導〞“學校一師者引導〞的一個重要預設情節是學生在學校中遇到的一些困難，如學習上落后、自我認知失調（自牛、意志消遠、缺乏進取心)、人際關系上和他人相處不愉快，或是生活上的挫折（家庭重大變故，經濟困難）等；續寫情節中通常是受到了老師或長輩的幫助后，情況得到改善，最后表示感謝和表達感悟。續寫情節中，在描寫具體的幫助方法或是最終情況的改善時，通常可以對應預設情節中所遇困難的細節來展開。在處理學校生活中遇到的問題時，常見的措施有：語言上，師長可以找同學談心（conversation），表揚鼓勵學生(praiseandencouragement)，使其重拾自信心，為克服困難做好情緒保障。行動上，針對具體問題，師長提供相應的幫助。若學習上遇到因難，可提供鋪導或傳授學習方法(tutororsharestudyingmethods)；若家庭生活中遇到困難，可走訪家庭(a

homevisit)，提供物質上的幫助（materialhelp）等。Yearsago,mydaughterHopewasinafourth-gradeclasswithagroupofchildrenintheneighborhood.MostofthechildreninHope'sclasshadatleastoneparentworkinginafactory.Hopelovedherclassandoftentoldmestoriesofherclassmates,includingaboynamedRobertwhowasintroublealot.Healwaysstoodinthecornerforpoorbehaviorinclass.Ivolunteeredtoactas"theclassroommom",meaningbringingsnacksandplanningpartiesandspecialoutingsforherclass,eventhoughIworkedfull-timeasasocialworker.OnedayIsawRobertstandinginthecornerandaskedtheteacherifhecouldjoinourMother'sDayparty.Sherefused,sayingheneededtolearnalesson.Iwasn'tsurewhathehaddonetomaketheteacherplacehiminthecorner,butIfeltsadforhimasweatecakesandplayedgameswhilehecontinuedtofacethecorner.Aftertheparty,IaskedHopewhatwaswrongwithRobert.“Itseemedthathewenttoschoolonlyforbasketball.Hedidn'tlistentoourteacherinclassandhetalkedback.Ifyouwerehismother,Ibethewouldn'ttalkback,”Hopesaid.IknewRobert'smotherworkedlonghoursinthepaper-makingfactory.Iknewshewasagoodwoman,whofoundithardtocareforherfourchildrenalone.Shetriedherbest,butIwassurethereweredayswhenshefelthopelessandwasunabletomanageit.HopesaidRobertoftengotangryinclasswhenhedidn'tknowtheanswertoaquestionandcouldn'treadaswellastheotherchildren.Hope'swordsstruckmeandmademethinkaboutwhetherIcouldhelpRobertonaone-to-onebasis.HisteacherallowedmetocometwodaysaweekduringmylunchbreakandhelpRobertwithreading.Wereadsecond-grade-levelbooks,thehighestlevelhecouldmaster.Slowlyhebegantomasterthesebooks,almostenjoyingthem.

Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams.

典例故事模型分析本篇讀后續寫中，預設情節提到Robert在校的主要問題—一上課注意力不集中、頂嘴、回答不上問題時惱羞成怒、閱讀能力只能達到2年級水平。續寫情節中描寫Robert在“我”的幫助下所取得的進步就可以和問題一一對應，即：“上課注意力不集中”→“頂嘴、回答不上問題時惱羞成怒”→“閱讀能力只能達到2年級水平”→預設情節中的人物除了“我”和Robert之外，還有Hope，以及學校的老師，在續寫情節中，可以加人這些人物的情感或動作來推動故事的發展。切忌再憑空捏造其他不重要的人物。“思維更靈活，上課更專注”；“因課堂認真并正確回答問題而受到老師的表揚”“閱讀能力提升到4年級水平”1）由第一段首句內容“Slowlyhebegantomasterthesebooks,almostenjoyingthem.（慢慢地，他開始掌握這些書里面的內容，而且幾乎喜歡上了。）”可知，第一段應該主要描寫Robert在作者的幫助下取得進步的具體表現。同學們可以嘗試著思考以下問題：Q1:HowdidRobertbehaveinclassnow？（對照預設情節中badbehavior的三點表現來思考）Q2:Howdidtheteacherencouragehim?03：WhatprogressdidRobertmakeinreading？（對照預設情節中他原來的readingability來思考)Q1:HowdidRobertbehaveinclassnow？（對照預設情節中badbehavior的三點表現來思考）Q2:Howdidtheteacherencouragehim?03：WhatprogressdidRobertmakeinreading？（對照預設情節中他原來的readingability來思考)Hebegantomasterthesebooks,almostenjoyingthem.Hewasmorefocusedinclass.Hebegantomakebigprogress.Theteacherpraisedhimandaskedhimtocontinuewithhisefforts.Hecouldanswertheteacher'squestioncarefullyandcorrectly.Slowlyhebegantomasterthesebooks,almostenjoyingthem.Beingmoreflexibleinthinkingandmorefocusedinclass,hemanagedtomakebigprogress.AccordingtoHope,Robertalmostturnedintoadifferentperson,whocouldanswertheteacher'squestioncarefullyandcorrectly.Theteacherpraisedhimandaskedhimtocontinuewithhisefforts.Inourfollowingreadingtaskduringlunchtime,Roberthappilysharedhisideasandrequestedtobegivenmorebooks.Afterthatday,IraisedthelevelofreadingtoGrade3andGrade4,muchfasterthanIexpected.2）由第二段首向內容“Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams.（四年級結束時，Robert和他的同學參加了期未考試。）”可知，第二段可描寫Robert覺得他在考試中表現很好，來作者家里感謝作者。同學們可以嘗試著思考以下問題：Ql:WhatnewsdidRobertbringme？（往正向結局的方向思考)Q2:WhatdidIdotoencouragehim?Q3:Howdidhereacttomyencouragement?04:Whatwasmythinkingintheend?Ql:WhatnewsdidRobertbringme？（往正向結局的方向思考)Q2:WhatdidIdotoencouragehim?Q3:Howdidhereacttomyencouragement?04:Whatwasmythinkingintheend?Hetoldmethathethoughthedidwellintheexam,muchbetterthanbefore.Ipattedhimonhisshoulderandsaidwithasmile,"Youareacleverboy.Iknowyoucanmakeit,notjustinlearning."Withablushflashingonhisface,hecameforwardandhuggedme,sayinggently,"Thankyou,thankyou..."Iknewthischildwouldhaveapromisingfuture,nomatterwhattheresultoft