阅读下面材料,根据其内容和所给段落开头语续写两段,使之构成一篇完整的短文。续写的词数应为150左右。
For many years, I had a recurring (重复出现的) dream. I was a little girl again, rushing about, trying to get ready for school.
“Hurry, you'll be late for school,” my mother called to me.
“I am hurrying, Mom! What did I do with my books?”
Deep inside I knew where the dream came from. It was about some unfinished business in my life. As a kid, I loved everything about school. I loved books, teachers, tests and homework. Most of all 1 longed to someday march down the aisle (通道) to receive my diploma. That seemed more appealing even than getting married.
But at 15, I had to drop out because my parents couldn't afford tuition. My hope of getting a diploma(毕业证书) was dead, or so I thought. Pretty soon, I married and had three children, and I thought: “There goes my diploma.”
Even so, I wanted my children to be educated. But Linda, our youngest child, had juvenile arthritis (幼年型关节炎) in her hands and knees, which made it impossible for her to function in a normal classroom. I felt really sorry for her and I didn't want her to live her life with regret. I didn't give up hope of her being back to school in some way.
One day, I saw an ad in the newspaper for evening courses. “That's the answer,” I said to myself. Linda always feels better in the evening, so I'll just sign her up for night school.
Linda was busy filling out enrollment (入学) forms when the secretary said: “Mrs. Schantz, why don't you come back to school?”
I laughed: “There's no way! I'm 55!” But he persisted, and before I knew what I had done, I was enrolled for classes in English and crafts. “This is only an experiment,” I warned him, but he just smiled. So, I told myself to try for just a semester and to see if it would work. Anyway, my dream was still there in my heart.
Paragraph 1:
It was exciting to go to school again but it was no game.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Linda and I helped each other through the time. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
It was exciting to go to school again but it was no game. Sitting in a classroom full of kids was awkward, even if most of them were respectful and encouraging. During the day, I was still a busy married woman having loads of housework to do. In the evening, I was a hardworking student working on my courses. To my surprise, both Linda and I did very well in night school. I went back again the next semester, and my grades steadily improved.
Linda and I helped each other through the time. When I was down, Linda encouraged me. “Mom, you can’t quit now!” And when she was down, I encouraged her. I have to say it was a time which was really hard on both of us. But neither of us gave up. At last, I got my diploma. To my surprise, almost all of my classmates voted for me to be class speaker, and I got a $3,000 college scholarship. The unfinished business in my dreams was eventually finished.
解析：【分析】
本篇书面表达是读后续写。本文讲述了作者努力完成自己的梦想—完成学业,和自己的小女儿Linda一起上夜校的故事。
【详解】读写任务型写作是将阅读与写作有机结合,要求考生既能读懂文章信息,又要依据要求规范连贯地表达内容,其中准确概括很有挑战且十分重要,根据记叙文、议论文、说明文等不同文体作相应概括,总的来说,遵循以下步骤:确定主题句;寻找关键词;重构主题句;重组支持句,写作时注意准确运用时态,上下文意思连贯,符合逻辑关系,尽量使用自己熟悉的单词句式,同时也要注意使用高级词汇和高级句型使文章显得更有档次,平时需注意积累短语和重要句型。
通过阅读所给文章可知,文章在开头向我们谈起了作者重复出现的梦:重回小女孩的时期,上学。接着讲到了因为经济原因,在15岁时被迫辍学。结婚后,尽管已经是三个孩子的母亲,但作者想实现自己求学,获得毕业证书的报负并未消逝。在一次偶尔看报纸广告的时候,得知可以通过上夜校实现自己的夙愿。最终选择和身患疾病的小女儿---无法在正常的教室里上学,一起报名参加了夜校的学习。
续写部分分为两段,第一段开头是:再次去学校的感觉很刺激,但这不是游戏。所以接下来的描写中要写自己在学校的生活是如何的刺激。
第二段开头是:琳达和我互相帮助渡过难关。本段应该写到自己和女儿是通过什么方式来互帮互助通过难关,最终实现自己的夙愿。
提纲作文的概念：
提纲作文就是把文章的情景和内容要求分成块，以条目的形式列出以进行写作。
提纲作文写作要领：
第一步：审题：
审题是否清楚是一篇书面表达成功与否的关键所在，在整个写作过程中起着决定性作用。审好题会让我们做到“磨刀不误砍柴工”，审题时要做到以下几点：
（1）审要求：书面表达试题一般都由“情景”和“要求”两部分构成。“情景”中包括所写材料的目的、对象、时间、地点、内容等，一般在书面表达题的前半部分；而“要求”一般在书面表达的后半部分，以“注意”形式给出，实际上是对考生提出的要求。因而考生对于题目所提供的说明，应认真分析、反复推敲，搞清提出的内容要求，抓住所要表达的信息点。 （2）审文体：高考书面表达的体裁一般有三大类：记叙文、说明文和应用文，具体形式有便条，日记，通知，书信，人物、事情、情景故事的描写，看图说话，缩写，扩写，改写等。审题时要审清文体，注意格式上的不同，避免出错。
（3）审人称：审查书面表达题干中隐含的读者对象和撰写人，即搞清楚此篇文章是“由谁写给谁”的。写稿人是谁一般都已明确指出，给出形式假设环境中的“某人”，如“假设你是李华”，写作时即用第一人称“我”，即李华。而读者对象有时没有明示，要考生自己去进行判断。
（4）审时态：根据情景判断短文需要的主体时态，即搞清楚要写的是什么时候的事，过去的就用过去时。比如日记，是叙述过去发生的事情，自然用过去时；通知多用将来时。
第二步：抓中心，列要点，列出写作提纲：
写作文时，一定要切题，抓住中心，紧扣要点。不要任意发挥，画蛇添足，也不要丢三落四，要点不全。通过对众多提示或图画、图表的观察和分析，获取与写作内容有关的主要信息，并按一定的逻辑顺序排列起来，找出最密切相关的要点，列出写作提纲。
第三步：选词组句：
在体裁明确、中心突出、要点清晰的前提下，应该选择自己最熟悉、最有把握的词语、句型，将要点逐条表达出来。表达时应该综合运用所掌握的知识，避开生僻的词汇，并克服母语的干扰，按照英语的习惯方式，用地道的英语表达出来，力求做到语言准确无误。
第四步：连句成篇：
根据要点选词组句，然后按照篇章结构连句成篇。在这一过程中要注意选择恰当的表示并列、递进、因果或转折意义的过渡词，把所有要点、句子连接起来，使句与句意思连贯，结构衔接，力求准确生动、条理清楚。
第五步：复查纠错：
通读全文，检查内容是否符合要求，要点是否齐全，格式是否正确，词数是否合乎要求。最主要的是要检查句子是否符合英语习惯，句型是否正确，语法是否正确（包括句子结构、时态、语态、主谓一致等），检查单词是否误写、少写，习语搭配是否得当等，以及字母大小写、标点符号是否正确等，这就要求考生在定稿认真检查，仔细核对，及时发现并改正问题，保证要点齐全，句子完整通顺，力争减少失误。
第六步：书写规范，卷面整洁：
书面表达不仅反映在表达内容上，也反映在书面形式上。一定要注意单词拼写正确，书写规范，字迹工整，卷面力求整洁，正确使用标点符号，使别人看起来耳目一新，具有整体美感，从而提高自己的得分档次。
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