知識(shí)回顧
1
風(fēng)格是指能夠引發(fā)讀者的持久審美享受的、作者的創(chuàng)作個(gè)性在作品中的有機(jī)整體中所顯現(xiàn)出來(lái)的基本特色。作者的創(chuàng)作個(gè)性很大程度上體現(xiàn)在其對(duì)語(yǔ)言的選擇與組合上，包括對(duì)詞匯、語(yǔ)法結(jié)構(gòu)、修辭等的選擇。風(fēng)格的構(gòu)建依靠語(yǔ)言符號(hào)手段（語(yǔ)音、詞匯、語(yǔ)法）和非語(yǔ)言符號(hào)手段（修辭、語(yǔ)體、文字標(biāo)點(diǎn)、圖表符號(hào)、篇章結(jié)構(gòu)等）。語(yǔ)言風(fēng)格是因語(yǔ)言表達(dá)方式、美學(xué)效果等的不同而形成的一種語(yǔ)言風(fēng)貌和格調(diào)；語(yǔ)體風(fēng)格是在特定的交際領(lǐng)域中語(yǔ)言社會(huì)功能變體所呈現(xiàn)的一種語(yǔ)言風(fēng)貌和格調(diào)。語(yǔ)體風(fēng)格是語(yǔ)言風(fēng)格的一部分。就語(yǔ)體功能而言，一個(gè)語(yǔ)篇的語(yǔ)體風(fēng)格往往具有整體性，同一語(yǔ)篇單位里的每個(gè)語(yǔ)體要素都要指向同一語(yǔ)體類型才有統(tǒng)一的語(yǔ)體風(fēng)格與效果。
▲語(yǔ)體與風(fēng)格
語(yǔ)體與風(fēng)格的生存基礎(chǔ)不同。語(yǔ)體的生存基礎(chǔ)是語(yǔ)言運(yùn)用的功能域。域場(chǎng)的性質(zhì)決定體的類屬。風(fēng)格生存的基礎(chǔ)是語(yǔ)體，語(yǔ)體所轄的具體語(yǔ)篇 是風(fēng)格得以生成、存在的根基是風(fēng)格賴以生存的物 質(zhì)基礎(chǔ)沒(méi)有語(yǔ)體就沒(méi)有風(fēng)格。風(fēng)格則是附著在語(yǔ)體之上的美學(xué)形態(tài)對(duì)語(yǔ)體的具體語(yǔ)篇起著一種修飾作用。這種修飾作用可以是正向的也可以是負(fù)向。
語(yǔ)體與風(fēng)格在物化程度上?存在著差別。語(yǔ)體的物化程度遠(yuǎn)高于風(fēng)格，其物質(zhì)上可把握的形式標(biāo)記使其具有可復(fù)制性、可重復(fù)性和可預(yù)測(cè)性。正因?yàn)槠渚哂羞@三性才為語(yǔ)言運(yùn)用提供了廣闊的空間人們才有可能以相同的語(yǔ)用模式創(chuàng)造出無(wú)限的語(yǔ)篇。而風(fēng)格則不然，因其物化程度較低無(wú)論從表達(dá)者或接受者的角度看都存在著個(gè)體的差異性。
語(yǔ)體對(duì)于言語(yǔ)社群具有公眾的規(guī)約功能，凡處在同一個(gè)言語(yǔ)社群的成員，一旦進(jìn)入特定的交際領(lǐng)域就必須遵守約定俗成的語(yǔ)體模型進(jìn)行交際。而風(fēng)格對(duì)于語(yǔ)用者來(lái)講卻疏于這種公眾的規(guī)約性，它允許個(gè)體在語(yǔ)言運(yùn)用中，充分發(fā)揮主觀上的能動(dòng)作用，創(chuàng)造出個(gè)性各異的風(fēng)格。
方法策略
2
風(fēng)格不僅反映在原文的語(yǔ)言形式上，如詞匯選擇、語(yǔ)法選擇或修辭的使用等，還體現(xiàn)在原文的思想觀點(diǎn)、主題及語(yǔ)氣等這些隱形的因素上。例如，在下面這篇讀后續(xù)寫(xiě)任務(wù)中，原文的首句“A funny thing happened t Arthur when he was n the way t wrk ne day”中的“a funny thing”已經(jīng)奠定了本文的歡快、幽默或輕松等文章表述風(fēng)格，因此在對(duì)文章結(jié)尾部分的續(xù)寫(xiě)中，我們也應(yīng)考慮這種風(fēng)格，這樣才能在使原文的故事有個(gè)結(jié)局的同時(shí)，在語(yǔ)篇的形式與內(nèi)涵方面也實(shí)現(xiàn)連貫性。
A funny thing happened t Arthur when he was n the way t wrk ne day. As he walked alng Park Avenue near the First Natinal Bank, he heard the sund f smene trying t start a car. He tried again and again but culdn’t get the car mving. Arthur turned and lked inside at the face f a yung man wh lked wrried. Arthur stpped and asked, “It lks like yu’ve gt a prblem,” Arthur said.
“I’m afraid s. I’m in a big hurry and I can’t start my car.”
“Is there smething I can d t help?” Arthur asked. The yung man lked at the tw suitcases in the back seat and then said, “Thanks. If yu’re sure it wuldn’t be t much truble, yu culd help me get these suitcases int a taxi.”
“N truble at all. I’d be glad t help.”
The yung man gt ut and tk ne f the suitcases frm the back seat. After placing it n the grund, he turned t get the ther ne. Just as Arthur picked up the first suitcase and started walking, he heard the lng lud nise f an alarm.
It was frm the bank. There had been a rbbery (搶劫)!
Park Avenue had been quiet a mment befre. Nw the air was filled with the sund f the alarm and the shuts f peple running frm all directins. Cars stpped and the passengers jined the crwd in frnt f the bank. Peple asked each ther, “What happened?” But everyne had a different answer.
Arthur, still carrying the suitcase, turned t lk at the bank and walked right int the yung wman in frnt f him.
She lked at the suitcase and then at him. Arthur was surprised. “Why is she lking at me like that?” He thught. “The suitcase! She thinks I’m the bank thief!”
Arthur lked arund at the crwd f peple. He became frightened, and withut anther thught, he started t run.
注意：
1. 所續(xù)寫(xiě)短文的詞數(shù)應(yīng)為150左右；
2. 應(yīng)使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；
3. 續(xù)寫(xiě)部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫(xiě)好；
4. 續(xù)寫(xiě)完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。
Paragraph 1:
As he was running, Arthur heard the yung man shuting behind, “Stp,stp!”

Paragraph 2:
The taxi stpped in frnt f the Plice Statin and Arthur...

（材料來(lái)源：教育部考試中心.2015.普通高等學(xué)校招生全國(guó)統(tǒng)一考試英語(yǔ)科考試說(shuō)明[M].北京：高等教育出版社）
分析原文的風(fēng)格必須從反復(fù)研讀原文、并進(jìn)而弄懂原文的語(yǔ)言表層含義和深層意蘊(yùn)，進(jìn)一步領(lǐng)會(huì)其文化、藝術(shù)意境，感受其風(fēng)格特征。因此，在續(xù)寫(xiě)結(jié)尾的過(guò)程中，除了要把握記敘文這一語(yǔ)言表述風(fēng)格之外，我們還要把握原文作者對(duì)語(yǔ)體的選擇。在很大程度上，除了保證續(xù)寫(xiě)的語(yǔ)言的規(guī)范性外，我們還需要在續(xù)寫(xiě)中保留原文的語(yǔ)體風(fēng)格。例如，我們可以從原文中的作者的語(yǔ)言表達(dá)的選擇，推測(cè)出原文的風(fēng)格與基調(diào)：
表1：語(yǔ)言表述的風(fēng)格分析舉例
實(shí)踐強(qiáng)化
3
基礎(chǔ)演練
A
（2022·福建龍巖·三模）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。
“Are we really planning n staying here?” Sphie asked me. “I feel like we have n chice!” I respnded t her. The place in questin was the Starfish Hliday In, a mtel (汽車旅館) f dubtful character n the beach in Jacksnville, Flrida. We ended up here because f ur wn irrespnsibility. It was ur freshman year f cllege, and being eager t escape the cld and upsetting weather fr spring break, we decided t travel t the sunny suth, fr we had frequently been tld in TV prgrams and mvies abut the fascinating scenery f its beaches. Flrida’s natural beauty and lively cities make it the tp destinatin in the wrld. With mre than 1, 200 miles f sand beaches and 160 state parks, turists can find a crner t enjy all t themselves.
Hwever, it was a last minute decisin; we did nt make reservatins anywhere ahead f time. When we arrived in Flrida, we tried t bk a rm in a gd but affrdable htel. After ging t six htels and finding n rm left at all, we stpped at an infrmatin centre. A kind and helpful wman delivered the discuraging news that, if we didn’t have reservatins anywhere, it wuld be very difficult fr us t find a safe place t stay. She recmmended that we check a cuple f places, but they all seemed t expensive fr us. Then she said that the Starfish Inn prvided rms that were reasnably priced, but that she wuld nt want her daughters t stay there!
S that is hw we gt int ur difficult situatin. After paying the wner f the mtel, we dragged ur luggage t the rm, where we pened the dr with great shck. Everything in the rm was in shades f blue and green, with real and painted starfish n nearly every surface; the place lked like it hadn't been redecrated since 50 years ag! It lked like a mess. Hw culd we spend the whle night in such a rm?
注意：
1. 續(xù)寫(xiě)詞數(shù)應(yīng)為150左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
We lked at each ther and then decided t further check ut the place.
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All these prblems challenged us.
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源語(yǔ)篇風(fēng)格分析導(dǎo)引
【答案】
We lked at each ther and then decided t further check ut the place. With great care, we made ur way acrss the flr. In the living rm, Sfie cleared up the sfa and sat n it but was sacred half t death by the sharp nise it let ut. Hpefully, I turned n the TV; n picture r sund came ut. In the dining sectin, we fund the small table was s shaky that it seemed that it wuld fall apart at any mment. The rm was shabby and nt a bit inviting.
All these prblems challenged us. Sphie and I figured that we had ne ptin t make the best f it and enjy urselves! We realized it was abut time t escape the false undersea atmsphere f the rm. T make a cmfrtable rm ut f it, we set ut t clean the rm, put away all the decratins that gave us unpleasant feelings and drew the curtains pen. Sn, t ur relief, a tidy, bright rm came int ur sight. A big brad smile spread ver ur face. As the ld saying ges: “When life gives yu lemns, make lemnade. ”
【寫(xiě)作解析】本文以人物線索展開(kāi)，講述了作者和Sphie決定去佛羅里達(dá)度假，沒(méi)有預(yù)定旅館。當(dāng)她們到達(dá)當(dāng)?shù)匾院蟀l(fā)現(xiàn)所有的旅館都已經(jīng)滿員，只剩下一家叫做“海星假日”的旅館。她們進(jìn)去以后發(fā)現(xiàn)這家旅館的房間破舊不堪，最后自己動(dòng)手，重新整理旅館房間，將它變成了一個(gè)可以居住的舒適房間的故事。
1.段落續(xù)寫(xiě)：
①由第一段首句內(nèi)容“我們互相看了看，然后決定進(jìn)一步看看這個(gè)地方?！笨芍?，第一段可描寫(xiě)作者和Sphie檢查房屋的設(shè)備和布置，發(fā)現(xiàn)房間破舊不堪。
②由第二段首句內(nèi)容“所有這些問(wèn)題都向我們提出了挑戰(zhàn)?！笨芍?，第二段可描寫(xiě)作者和Sphie一起整理房間，將它變成了一個(gè)可以居住的舒適房間。
2.續(xù)寫(xiě)線索：檢查房間——房屋破舊——感受到挑戰(zhàn)——整理房間——將房間變得舒適——感悟
3.詞匯激活
行為類：（1）打開(kāi)、開(kāi)啟：turn n/switch n；（2）著手做：set ut t d/get dwn t ding；（3）認(rèn)為：think/figure
情緒類：（1）害怕：scared/frightened；（2）令人討厭的：unpleasant/annying
【典型句式】
[句型1]. In the dining sectin, we fund the small table was s shaky that it seemed that it wuld fall apart at any mment. （that引導(dǎo)的賓語(yǔ)從句和s…that…引導(dǎo)狀語(yǔ)從句）
[句型2].T make a cmfrtable rm ut f it, we set ut t clean the rm, put away all the decratins that gave us unpleasant feelings and drew the curtains pen. （由關(guān)系代詞that引導(dǎo)限制性定語(yǔ)從句）
綜合演練
B
1．（2022·浙江紹興·二模）閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫(xiě)，使之構(gòu)成一個(gè)完整的故事。
In the back f my clset is a small bx that has fllwed me t every new address. It’s the first thing I find a place fr as the mving truck pulls away. The nly remaining cntents in it are dzens f ntes in my mther’s tidy writing.
My mther, wh put her business degree t use running a small cmpany with my father, while raising me, was always prepared and always gave me abundant lve. By day she made marketing slgans and distributin strategies. By night: bubble baths and bedtime stries. She and I had the same February birthday. Each year my parents arranged wnderful parties.
When I was 3, she learned she had advanced breast cancer and immediately began t prepare by researching every available treatment. Each day, she wuld sit fr hurs at ur dining table, her straight dark hair tied back, surrunded by piles f paper, studying, technical paragraphs.
When I was 7, the materials n the dining table began t change. Wrapping (包裝) paper and ribbns tk the place f her highlighted pages. Scissrs swished thrugh gift wrap. Paper creased (折) under her fingers. Ribbn cut t length with ne snip. Knts came tgether with a tiny creak. Swish, crease, snip, creak. She had begun assembling (裝配) a gift bx fr me.
Inside, she packed presents and letters fr the milestnes f my life she wuld miss —graduatin, wedding, and every birthday until the age f 30. My mther died 10 days befre ur shared birthday. That mrning, when I turned 12 and she wuld have turned 49, I wke up early and pened the bx as my mther had shwn me.
Neat rws f brightly wrapped presents glwed like the spring tulips (郁金香) that were just cming up in the frnt yard. In the package marked “12th Birthday”, I fund a little ring with an amethyst (紫水晶) at its center. A white card curling arund the present read: “I always wanted a birthstne ring when I was a little girl. I hpe yu like it, t. Happy birthday, darling girl! Lve, yur Mmmy.”
注意：
1. 所續(xù)寫(xiě)短文的詞數(shù)應(yīng)為150左右；
2. 至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；
3. 續(xù)寫(xiě)部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫(xiě)好；
4. 續(xù)寫(xiě)完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。
Paragraph ne:
On the mrning f my high schl graduatin, I walked t the bx.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph tw:
Tday I hit 31, and I sat in my rm, hlding the nearly empty bx.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
On the mrning f my high schl graduatin, I walked t the bx. The bx sat quietly at the ft f my bed, as if waiting fr me. I pened it, fund ut the package labeled “graduatin” and unwrapped it. A strand f pearls made a sund like a maraca as I drew them frm the bx. Her nte read, “There seemed t be a traditin in my family that when girls graduated frm high schl, they received a string f pearls. Yu must be shiny at the ceremny.” As I read, I wanted t fall thrugh the white, lightly textured page and int her arms. Wearing the pearls that afternn, I accepted my diplma.
Tday I hit 31, and I sat in my rm, hlding the nearly empty bx. Fr 20 years I have pulled mthering frm the bx. When I was a child, pening the next package felt like a treasure hunt. As I grew lder, it began t feel like smething far mre fundamental, her messages meeting me like guidepsts in a dark frest. There is n gifts left in the bx nw, but these letters are a cnstant reminder that I have already been given what every child, what every human, needs. I have been fiercely, extravagantly, wildly lved. The lve is pwerful enugh t help me carve my life in the next 20 years, and my whle life.
2．（2022·江蘇江蘇·三模）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。
The dark sky, filled with angry, swirling cluds, reflected Greg Ridley's md as he sat n the stp（門廊）f his building. His father's vice came t him again, first reading the headmaster's letter, then lecturing endlessly abut his pr effrts in maths.
“I had t leave schl when I was thirteen. That's a year yunger than yu are nw. If I'd had half the chances yu have, I' ．nid yu want t play basketball? That must be sme kind f a jke. Nw yu just get int yur rm and hit thse bks.
It was beginning t cl. Sn large drps f rain splashed nt his jeans. Dwn the blck there was an abandned huse. Withut much thught, Greg made a dash acrss the street and entered a rm. Suddenly he heard a man's vice behind him.“What are yu ding here?"
“Wh are yu?" Greg hardly recgnized his wn vice.
“I'm Lemn Brwn," came the answer.
He was an ld man. It didn't seem that he was dangerus. “Yu aren't lking fr my treasure, are yu?” he asked.
“N. It is raining ut." Greg answered, smiling. “Yu have a treasure?"
"Every man has a treasure." Lemn Brwn said, “Yu want t see mine?"
“If yu want t shw it t me," Greg shrugged.
The ld man carefully untied the strings, and revealed sme yellwed newspaper clippings （剪報(bào)）.
Then he started telling the stry f his life. He was a famus blues singer in the past. His wife died yung, and his nly sn went abrad t wrk.
“I gave him these newspaper clippings that tld him wh I was, and where he came frm. One time I came hme, there was a letter saying that he gt killed in an accident. It brke my heart. They sent back these clippings. That was my treasure, and when I gave it t him, he treated it just like that, a treasure."
Lemn Brwn put his rags in place and lked ut f the windw.
注意：
1. 續(xù)寫(xiě)詞數(shù)應(yīng)為150左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
“Yu get n ut f here and get yurself hme," said Lemn Brwn.
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When Greg was walking in the street, the night had warmed and the rain had stpped.
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【答案】
“Yu get n ut f here and get yurself hme,” said Lemn Brwn. Ndding his head, Greg fllwed the ld man silently. When they reached the frnt dr, the ld man lked ut first, saw the street was clear and tld Greg t hurry hme. Greg pened his arms and hugged the ld man tightly, “Take care f the treasure f yurs.” “That I’ll d,” said Lemn Brwn, the wrinkles abut his eyes suggested a smile. Then Greg walked int the darkness, the ld man watching him frm behind.
When Greg was walking in the street, the night had warmed and the rain had stpped. Greg didn’t even want t think hw late it was. He thught ahead what his father wuld say and wndered if he shuld tell him abut Lemn Brwn. He thught abut it until he reached his stp and decided against it. Lemn Brwn wuld be all right with his memries and his treasure. Greg pushed the buttn ver the bell marked Ridley, thught f the lecture he knew his father wuld give him, and smiled.
3．（2022·福建莆田·三模）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。
Andrew Kirby, is 16 years ld, He is nw a student f Biling Springs Senir Middle Schl. Since the first day he went t schl, Andrew Kirby nrmally ate alne at schl and it made his mther, Kay Kirby, heartbreak. She was always wrried abut his being left alne when eating.
But n Aug. 20, the first day when he went t junir schl, as sn as he gt in the car after schl, he said t his mm, “Mm, I didn’t cat alne! Sme student cuncil members asked me and 3 thers eating alne t cne sit with them, and said we culd eat with them again tmrrw t!” Kay Kirby was s excited that her eyes were wet. After arriving hme, she shared a pht f Andrew and gave thanks t the student cuncil at his high schl fr asking him t jin their lunch table.
Kay Kirby is a mm f fur, She and her husband Tyler Kirby adpted Andrew when they were fstering him as a baby. Andrew was brn with a drug addictin and has a kind f rare disease, which is a genetic cnditin that causes tumrs (腫瘤) t frm in the brain, and nerves. He has had majr back and neck peratins.
Andrew is a shy kid, and he had ften sat by himself at lunch since he went t schl. He’s mre f a lner. In his mther’s eyes, he is a gd kid, but he’s just different. It desn’t make him strange r bad. He’s very lyal and everybdy that meets him, lves him.
In previus schl years, Kay wuld text Andrew t ask if he was having lunch with any-ne at schl. When he said ‘N’, the mther wuld have t turn her head a lt f time and try nt t cry. Andrew wuld send cmfrting message: “Mm, it desn’t matter. I am OK”. Hwever, the mther wuld still wrry abut him.
注意：
1.續(xù)寫(xiě)詞數(shù)應(yīng)為150左右；
2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
But when Andrew gt int his mm’s car after the first day f his junir year, he was rather excited.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kay shared the stry n Facebk where it gained mre than 14, 000 likes and even mre cmments.
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【答案】
But when Andrew gt int his mm’s car after the first day f his junir year , he was rather excited. He tld his mther that he n lnger ate alne. The student cuncil had nticed Andrew. They fund him a little different and was eating alne. They knew hw a teenage wuld feel eating alne. And they als fund that a few ther classmates were eating lunch alne, s they invited them all t sit tgether. He said prudly t his mther that he had made new friends and that he was nt alne any lnger.
Kay shared the stry n Facebk where it gained mre than 14,000 likes and even mre cmments. She earnestly expressed her thankfulness t thse wh wuld like t eat with her sn. She als met the kids that be-came friends with Andrew and expressed her gratitude in persn. She said that it may seem small t them, but they made a difference in his life because they tk the time t make smene feel special. Andrew has been sit-ting with the same grup ever since he returned t schl. He als chats n a grup text with them and attended their mvie night last weekend.
語(yǔ)言符號(hào)手段
原文所用材料列舉
功能
對(duì)續(xù)寫(xiě)的影響
語(yǔ)音
例如，作者對(duì)一些形容詞的選用：（1）funny,big, yung, lud；（2）wrried, afraid, surprised, frightened
(1)組發(fā)音比較短，給人以歡快的感覺(jué)，（2）組發(fā)音低沉，暗示了這個(gè)故事中人物的心理是比較沉悶的
在結(jié)尾的續(xù)寫(xiě)中，需要交代最終故事中的人物的心理變化
詞匯
例如，Arthur與那位年輕人的對(duì)話中的用語(yǔ)：yu’ve gt a prblem/I’m in a big hurry/get these suitcases int a car/N truble at all/I’d be glad t help
這些純口語(yǔ)化的表述，正好與原文第一句中的“a funny thing”相統(tǒng)一，因?yàn)檫@些話語(yǔ)的選用讓外人看來(lái)，故事的開(kāi)始及其發(fā)展都是日常生活中非常常見(jiàn)的現(xiàn)象
越是平常的開(kāi)場(chǎng)形式，則越是需要一個(gè)不平常的結(jié)尾，這樣才能凸顯“funny”的意味
語(yǔ)法
例如，表達(dá)Arthur內(nèi)心變化的兩個(gè)感嘆句：The suitcase! She thinks I’m the bank thief!
原文用直接引語(yǔ)的形式突顯了語(yǔ)篇的主人公的恍然大悟之意。
結(jié)尾部分必然要交代Arthur在“醒悟”之后該如何脫身
項(xiàng) 目
內(nèi) 容
語(yǔ)篇類型
（抒情記敘文/記事記敘文/議論文？）
語(yǔ)篇主題
主要人物
人物語(yǔ)言分析
舉例
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人物典型語(yǔ)言1
人物典型語(yǔ)言2

作者用語(yǔ)分析
舉例
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人物刻畫(huà)用語(yǔ)1
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