专题01 读后续写（考情分析、低分原因、评分标准、备考策略） （教师版+学生版）-2024新高考英语满分作文读后续写

这是一份专题01 读后续写（考情分析、低分原因、评分标准、备考策略） （教师版+学生版）-2024新高考英语满分作文读后续写，文件包含专题01读后续写考情分析低分原因评分标准备考策略教师版-2024新高考英语满分作文读后续写docx、专题01读后续写考情分析低分原因评分标准备考策略学生版-2024新高考英语满分作文读后续写docx等2份试卷配套教学资源，其中试卷共25页， 欢迎下载使用。


考情分析、低分剖析、评分标准、备考策略
【考情分析】
读后续写是从2016年开始应用于高考综合改革试点省份的高考中、并将随着高考综合改革试点的推广在全国范围内使用。所提供短文词数在350左右，以记叙文或者夹叙夹议文为主，所考察的主题为人与自然，人与动物或者人与自我。
读后续写是创造性地将“阅读”与“写作”融为一体的新题型，难度较大。能够更加有效地考查考生的语言综合运用能力、思维能力、学习能力和书面表达能力。反映考生在面对生活实践或学习探索情境中，运用正确的思维方法，有效结合英语语言学科知识，认识问题、分析问题和解决问题的综合素质。
读后续写所提供的材料一般都是故事性较强的文章。文章通俗易懂，故事线索的逻辑性较强，要求考生续写的部分多是故事发展的高潮或结局。情节曲折跌宕，线索性和逻辑性较强。
2021年-2023年新高考英语读后续写考情分析
【低分剖析】
缺乏逻辑性： 续写部分只顾文字无效堆砌，内容偏离文章主题。
忽视每段首句的导向性：续写最常犯的错误，就是只考虑故事情节的延续，忽视了与段落开头的衔接， 这样很容易偏离主题。
忽视语法结构的准确性：错用动词时态、语态、人称等都会影响得分，各种特殊句式或从句的错用也是扣分的一大原因。
忽视词汇和句式的丰富性：不能充分运用丰富的词汇和多变的句法结构也使文章过于平淡。
过度运用对话：为追求长句，过多使用对话，使文章过于口语化，缺乏深度和阅读体验。
情节平铺直叙，缺乏创新：古人云：“文似看山不喜平”。即写文章就像观赏山峰那样，喜欢起伏，不喜欢平铺直叙。所以续写应当体现跌宕起伏和矛盾冲突。
缺乏细节描写：人物的外貌、心理、肢体动作、环境等细节描写都会增加立体性和饱满度。
字迹潦草，卷面缺乏美感：卷面脏乱容易引起阅卷不适，也是扣分点。
【评分标准】
1. 本题总分为25分，按七个档次进行评分。
2. 评分时，主要从内容、语言表达和篇章结构三个方面考查，具体为：
（1）续写内容的质量、续写的完整性以及与原文情境的融洽度。
（2）所使用词汇和语法结构的准确性、恰当性和多样性。
（3）上下文的衔接和全文的连贯性。
3. 评分时，应先根据作答的整体情况确定其所属的档次，然后以该档次的要求来综合衡量，确定或调整档次，最后给分。
4. 评分时还应注意:
（1）词数少于120的，酌情扣分；
（2）单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以考虑，英、美拼写及词汇用法均可接受；
（3）书写较差以致影响交际的，酌情扣分。
【评分标准分析】
总体来看，读后续写以读为辅，以写为主，其目标是考查学生的综合语言运用能力。评分标准是评分的依据和绝对标准。
依据评分标准，读后续写主要考查阅读理解能力，由读到写的思维能力和语言表达运用能力三个方面。评卷时，评卷老师先根据考生所续写短文的内容和语言初步确定其所属档次，然后以该档次的要求来衡量，确定或调整档次，最后给分。
阅卷老师在阅卷时，主要考虑以下内容：
1.与所给短文及段落开头语的衔接程度；
2.内容的丰富性；
3.应用语法结构和词汇的丰富性和准确性；
4.上下文的连贯性。
【备考策略】
一 把握故事主题
续写故事要符合积极的世界观和价值取向，逻辑合理，情节连贯，从人与自我、人与社会、人与自然三个主题语境进行分析，读透文本信息，把握故事主题，防止主题跑偏和故事情节荒诞离奇。
二 合理分析情节
读后续写能否拿否拿高分某种程度上取决于故事情节的构思。这就要求考生做到学会分析情节。分析故事情节一般从故事六要素着手，即我们通常所说的“5W1H”，即wh, when, where, what, why, hw。然后根据故事情节发展线和主人公的情感变化理清文章脉络，续写文章。
三 构思续写情节
分析段首句，根据其关键信息，提出问题，预设故事情节发展走向，即第一段情节内容。
关注段首句和续写部分的衔接，思考续写第一段和第二段的衔接，推出第二段的情节。续写评分标准中的其中一项是上下文的连贯。所以在写作中，我们要注意续写部分与原文的形式和意义两方面都要保持连贯。我们可以通过恰当准确地使用过渡词，来达到文章形式上的连贯性。
思考故事如何结尾，如何与前文做好首位呼应，逻辑性强，展现故事主题。第二段尾句则应有文章主旨以及感情的升华，以正能量的语句（或自己从中得到的感悟等）进行总结，传递真挚的情感，弘扬人性的真善美。通过抒情、议论等方式表达人物的情感或人生的哲理，使文章完美收尾。
四 优化语言结构
可以从人物外貌描写、心理情绪描写、动作描写、场景描写等细节进行分类训练，提升语言表达的质量。续写文章语言不但要优美，而且遣词造句更要多样化。润色语言，提高文采，体现出多样化语句。要求考生不仅要熟练掌握语法知识、句式结构，（比如倒装句、强调句、非限制性定语从句、分词作状语、各种状语从句、独立主格、虚拟语气等），还要掌握大量的词汇和短语。
五 运用细节微描写
要点和细节描写是得高分的关键。细节描写对加强文章的表现力发挥着重要的作用，考生应当善于捕捉细节、刻画细节（如心理描写、动作描写、环境描写、外貌描写、神态描写），并从这些方面进行润色，提升语言表达质量，还可以用上比喻、拟人、夸张等修辞手法以完成语言风格契合度高的短文。
六 避免常见失分点
七 避免常见失分点
保持字迹工整，卷面优美，让文章阅读赏心悦目也是平时需要有效训练的要点。
【 高考真题】
（2023年新高考II卷）
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。
When I was in middle schl, my scial studies teacher asked me t enter a writing cntest. I said n withut thinking. I did nt lve writing. My family came frm Brazil, s English was nly my secnd language. Writing was s difficult and painful fr me that my teacher had allwed me t present my paper n the sinking f the Titanic by acting ut a play, where I played all the parts. N ne laughed harder than he did.
S, why did he suddenly frce me t d smething at which I was sure t fail? His reply: “Because I lve yur stries. If yu’re willing t apply yurself, I think yu have a gd sht at this.” Encuraged by his wrds, I agreed t give it a try.
I chse Paul Revere’s hrse as my subject. Paul Revere was a silversmith (银匠) in Bstn wh rde a hrse at night n April 18, 1775 t Lexingtn t warn peple that British sldiers were cming. My stry wuld cme straight frm the hrse’s muth. Nt a brilliant idea, but funny; and unlikely t be anyne else’s chice.
What did the hrse think, as he sped thrugh the night? Did he get tired? Have dubts? Did he want t quit? I sympathized immediately. I gt tired. I had dubts. I wanted t quit. But, like Revere’s hrse, I kept ging. I wrked hard. I checked my spelling. I asked my lder sister t crrect my grammar. I checked ut a half dzen bks n Paul Revere frm the library. I even read a few f them.
When I handed in the essay t my teacher he read it, laughed ut lud, and said, “Great. Nw, write it again.” I wrte it again, and again and again. When I finally finished it, the thught f winning had given way t the enjyment f writing. If I didn’t win, I wuldn’t care.
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。
A few weeks later, when I almst frgt the cntest, there came the news.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I went t my teacher’s ffice after the award presentatin.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
A few weeks later, when I almst frgt the cntest, there came the news. I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. I was s happy t hear the news that I immediately shared it with my teacher. “I knew yu’d win! I am prud f yu. Yu made it!” he said excitedly. Then came the big day. When I was invited t the stage t receive the award, I expressed my thanks t my teacher. I said, “It’s yu wh make me fall in lve with writing, my scial studies teacher. Withut yur recgnitin and guidance, I culdn’t have written this article. Again thank yu very much!”
I went t my teacher’s ffice after the award presentatin. My teacher was waiting fr me. Hlding my hands, he said “Cngratulatins! Yu are a gd writer, s keep writing.” “Yu knw I didn’t like writing befre, but nw I am crazy abut it! I will try my best t create gd wrks.” I said seriusly. Since then, I have written many gd wrks and nw I am a famus writer. I we my success t my scial teacher wh is a beacn in my life n the rad t writing.
【解析】
【导语】本文以人物为线索展开，讲述了作者上中学的时候，社会学老师邀请作者参加一个写作比赛。作者不喜欢写作，于是想都没想就拒绝了。但是在老师的鼓励下，作者同意试一试。作者在写作过程中虽然很累，但是没有放弃，坚持下来了。在作者最终完成写作时，作者感到写作让他很快乐，他已经不在乎输赢了。
【详解】1.段落续写：
①由第一段首句内容“几个星期后，当我几乎忘记比赛的时候，传来了消息。”和第二段首句“颁奖后我去了老师的办公室。”可知，第一段可描写作者获得比赛一等奖，在颁奖典礼上作者表达了对社会老师的感激。
②由第二段首句内容“颁奖后我去了老师的办公室。”可知，第二段可描写老师鼓励作者继续写作，自此作者坚持写作取得了成功，作者将这一切归功于自己的老师。
2.续写线索：比赛消息传来——作者获奖——高兴——颁奖典礼感谢老师——颁奖后来到老师办公室——老师告诉作者坚持写作——作者表达了对写作的喜爱——作者写作取得了成功——感激老师
3.词汇激活
行为类
①告知：infrm/tell
②成功做到：make it/succeed
③表达：express/cnvey
情绪类
①高兴的：happy/glad
②激动地：excitedly/with excitement
【点睛】[高分句型1] I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. （运用了由连接词that引导的宾语从句）
[高分句型2] It’s yu wh make me fall in lve with writing, my scial studies teacher.（运用了强调句）
[高分句型3] I we my success t my scial teacher wh is a beacn in my life n the rad t writing.（运用了wh引导的限制性定语从句）
【 名校模拟题提升练】
1．（2023·湖北襄阳·襄阳四中校考三模）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。
My great-grandmther Eileen is fierce, lyal and strng and a bit f a legend in her lifetime, which nw stretches t 92 years. We’re nt allwed t call her Gran, because it makes her feel ld.
That summer, I lst my jb and felt hpeless. One day, I visited her. She picked up a bx. “There yu g,” she said. “Yu are gd at these things, aren’t yu?” It was a new phne. Her current mbile was ancient. I was surprised it still wrked.
“Yes, ”I said. “That’s why I ask yu. Yung peple knw mre abut such things than us ldies. Yu can take it hme and get it all set up,” she went n. “Then, when yu bring it back, yu can shw me hw t use it, such as surfing the Internet, sending e-mails and s n.” She smiled s sweetly that I felt a surge f lve fr her.
I grabbed the bx. Setting up the phne wuld be easy. It was teaching her hw t use it that may prve challenging. The fllwing day I headed back t my great-grandmther’s with the phne.
“Here’s yur phne. All ready t use.” Fr the next hur, I was busy setting up her passcde and fingerprint recgnitin, which she said was like smething ut f James Bnd.
She chse a picture fr her screen and it was all ging s well until I tried t shw her hw t swipe（滑动屏幕）. “Swipe?” she asked. She was 92, I reminded myself. This had been tiring fr her.
She pressed at the up arrw and gt angry when nthing happened. When I finally gt her t swipe, she didn’t put the right amunt f pressure n and the menu slipped away. After what seemed like hurs, she threw the phne n the sfa. “Take it away!” she hwled. “I want my ld phne back!”
I picked up the phne and was abut t leave t give her time t cl dwn when I realized I didn’t want t g hme when she was angry and upset.
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。
“Cme n, Eileen. One mre try.” I said.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Seeing this, I was nt feeling hpeless any mre.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
“Cme n, Eileen. One mre try.” I said. “N,” Eileen insisted, “I just want my ld phne back!”, heading t retrieve (拿回) her repaired device. Gathering my patience, I stepped frward, hugged my Gran and gently explained that the ld phne, just like an antique, was incapable f prviding internet access r sending emails. “Please let g ff the ld ne, and embrace the brand-new wrld.” I encuraged her. Empwered by my wrds, she mustered the curage t give it ne mre sht. Smthly and magically, thrugh the fingerprint recgnitin, this time, she swiped with the right amunt f pressure and lcated the email app n the menu.
Seeing this, I was nt feeling hpeless any mre. Mre surprisingly, a newly received e-mail blew me away, it reading “Please let g ff the ld jb, just embrace anther new pprtunity.” The knwing (会意的) chuckle frm my wise grandmther cnfirmed what I already knew deep dwn. The familiar yet pwerful wrds lifted the weight frm my shulders, mtivating me t seek ut a better career. Hw wise and strng my Gran was! The wrds kept eching in my mind ever since. Even nw, I am cnstantly reminded f the transfrmative experience, where I gt the lessn— Out with the ld, in with the new!
Pssible Versin 2
“Cme n, Eileen. One mre try.” I said. “Yu have been making prgress, and I have distilled (提炼) sme skills frm the frmer experience.” I added, in an attempt t calm her anger. Such praise seemed always t stimulate peple t further effrts. Althugh still frwning, grandma wasn’t resistant t trying again. This time, I held her finger, with them pised (稳定) abve the screen, and began t swipe. Despite sme glitches (差错), gradually, she achieved mastery — thrilled t send selfies (自拍) t her friends and even cmment n vides n Tik Tk. “Thank yu s much my dear. Yu have dne a superb jb!” she praised me, with gratitude and ecstasy (狂喜).
Seeing this, I was nt feeling hpeless any mre. Her little higher pitch (音调) and excitement inspired me. Thrugh the whle prcess f teaching, it struck me that if we were in a bind (身处困境), a shw f temper did n gd. Instead, effrt is the best antidte (解药) t srrw. If the 92-year-ld Eileen culd vercme the difficulties and embrace a new digital era, certainly s culd I. N matter hw bad the situatin seemed, we shuld always nurish (怀有) a hpe in ur mind. And the legendary wman fueled my dream — taking a deep breath f fresh air, I believed there must be a mre suitable jb awaiting.
【导语】本文以人物为线索展开，讲述作者92岁高龄的曾祖母喜欢尝试新鲜的事物。作者失业在家，非常绝望。一次去拜访曾祖母时，她让作者把她的新智能手机安装好并教她使用。作者为她设置了密码和指纹锁后，教她如何滑动屏幕，但却在这里卡住了。她就是学不会。于是，她很生气，把手机扔到了沙发上，并且吼着让作者拿走。但作者觉得曾祖还在生气，她不能就那样离开。
【详解】1.段落续写：
①由第一段首句内容““来吧，艾琳。再试一次。”我说。”可知，第一段可描写作者如何鼓励曾祖母，曾祖母最终学会以及曾祖母的反应。
②由第二段首句内容“看到这些，我不再感到绝望了。”可知，第二段可描写作者通过曾祖母学习使用手机的故事得到启发：也能学会新技能。
2.续写线索：鼓励——曾祖母终于学会——曾祖母高兴并感谢作者——作者被曾祖母的情绪感染——作者相信只要有耐心就能找到新工作——感悟
3.词汇激活
行为类
①激发：stimulate/mtivate
②掌握：achieve mastery/get the hang f
③突然想到：it strikes sb./it ccurs t sb.
情绪类
①兴奋：thrilled/excited
②感激：gratitude/thankfulness
【点睛】[高分句型1] Althugh still frwning, grandma wasn’t resistant t trying again. (由althugh引导的让步状语从句和省略)
[高分句型2] Thrugh the whle prcess f teaching, it struck me that if we were in a bind (身处困境), a shw f temper did n gd. (由it作形式主语，that引导主语从句和if引导的条件状语从句)
2．（2023·重庆·高三市实验中学校考期中）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。
I gt thrugh anther lng, annying day teaching high schl English via Zm. Upn reaching my ffice, I pulled up my wrk email. There was a message frm a wman wh I didn’t knw: Gigi Shepherd, wh asked hw she culd jin my class. “Was she a new teaching assistant?” I wndered. I’d never dne any c-teaching. And I certainly wasn’t interested in ding it nw with a stranger.
The email must be a mistake. Befre I culd figure it ut, the principal called. She explained that Ms. Shepherd had gt the passcde that wuld grant(同意) her admittance t my Zm space.
“It’s gd news!” the principal said. “Our district is trying t imprve teachers’ skills by placing experienced part-time teachers with new full-time educatrs. It means mre help fr yu.”
“Can’t yu put her in anther classrm?” I said. “I’m just fine alne.”
“The assignments have been made,” she said. “This will be fine.”
Deep dwn, I disliked changes. When things didn’t g as I wanted, I tended t get anxius. That evening, I emailed the stranger, as I’d cme t think f her, with directins fr jining us nline.
The next mrning, my screen was filled with the image f Gigi’s husband, as he helped her sign n. Gigi lked t be abut my age. I put her n the spt, asking her t teach a lessn supprting the students’ emtinal needs. T my surprise, the students became cheerful and lively as Gigi led them in a discussin n ways t stay cnnected. “Remember-even when we’re apart physically frm friends and family, we needn’t feel alne, " she said in a breathy, sweet yet deliberate(从容的) vice, like a grade schlteacher. And all the students respnded. That was ttally different frm my teaching style.
Her kind wrds weren’t reserved nly fr students. “What a wnderful lessn,” she said befre we signed ff. “I really like the way yu express yurself, Lri,” she tld me.
注意：1.续写词数应为150个左右;
2.请按照图如下格式在答题卡的相应位置做答。
After schl that day, Gigi and I gt t knw each ther.
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Since then, I had learned a lt frm Gigi.
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【答案】
After schl that day, Gigi and I gt t knw each ther. She’d studied English in cllege and taught English fr 12 years befre becming a stay-at-hme mm when her sn Dylan was brn. When Dylan’s high schl English teacher had given birth, Gigi agreed, with her sn’s supprt, t take classes fr her. Gigi was all abut heartfelt praise and careful listening in class. And the students respnded. In the days that fllwed, the kids were quite active, and they filled the chat windw with cmments that shwed they were engaged in what was ging n in class.
Since then, I had learned a lt frm Gigi. In my class, I tried t take a mre psitive tne with students and practiced speaking mre calmly and smthly. I lked frward t seeing her each mrning, t the lessns we wuld teach, and t ur after-schl chats. She wasn’t a stranger. We were a team. As usual, she did better at teaching. But I didn’t mind. It wasn’t a cmpetitin. I wuld be grateful t share every day with my trusted clleague Gigi, the wnderful new friend I needed even befre I did.
【导语】本文以人物为线索展开，讲述了作者因为新来的实习助教要加入学习这一变化而感到苦恼而后面助教的特别的教学方法让作者对她有所改观。
【详解】1.段落续写：
①由第一段首句内容“那天放学后，琪琪和我认识了。”可知，第一段可描写琪琪的个人信息以及琪琪的教学方法很受孩子们喜欢。
②由第二段首句内容“从那以后，我从琪琪身上学到了很多。”可知，第二段可描写作者开始改变自己的教学方法，并且和琪琪成为好朋友。
2.续写线索：琪琪个人信息——琪琪的教学方法很受欢迎——作者改变自己的教学方法——和琪琪成为好朋友
3.词汇激活
行为类
①同意：agree/cnsent
②回应：respnd/answer
③参与：be engaged in/be invlved in
情绪类
①感谢的：be grateful/be thankful
②积极的：active/psitive
【点睛】[高分句型1]When Dylan’s high schl English teacher had given birth, Gigi agreed, with her sn’s supprt, t take classes fr her.（由when引导的状语从句）
[高分句型2]And the students respnded. In the days that fllwed, the kids were quite active, and they filled the chat windw with cmments that shwed they were engaged in what was ging n in class.（由关系代词that引导的限制性定语从句和what引导宾语从句）
[高分句型3]I wuld be grateful t share every day with my trusted clleague Gigi, the wnderful new friend I needed even befre I did.（省略关系词that或者whm引导的限制性定语从句）
3．（2023·湖南·高三湖南师大附中校考阶段练习）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。
I wuldn’t say that my sister Thika and I were particularly clse. I was the naive little ne, while she appeared t me t be walking n water—She was literally the symbl f perfectin, and I wanted t be just like her. If she wre her hair in twin pnytails with a blue clip ne day, I wuld d the same with mine the fllwing day. I used t fllw her and her friends arund and beg t be included, but a thirteen-year-ld’s life desn’t really have much space fr a bther s me ten-year-ld sister. Over time, my admiratin fr her turned int indifference. Living in the same apartment as strangers, we shared meals but barely spke t ne anther.
I was s uncncerned when she infrmed me last year that she wuld be spending eight mnths studying abrad in Lisbn, Prtugal. I assumed I’d get t use her CD player and wear the dresses she left behind. That was the nly way I thught her leaving wuld affect me.
I sat in my rm that first evening after she departed and tried t finish my assignment. I culdn’t get rid f the feeling that smething was wrng, smething was missing. The apartment was far t silent. Bth Thika’s CD player and her vice giggling n the phne with her friends were absent. As I sat there, I became acutely aware f hw different life was withut her. Even thugh we didn’t always talk, just having her there made me feel secure.
I sbbed that evening. We wasted years trying t live ur wn lives and verlking each ther’s, and that made my heart ache. I sbbed that I did nt even give her a hug befre she barded her plane. But as the night went n, my sbs turned int tears f peace, tears f new beginnings.
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。
I picked up the phne and called her halfway acrss the wrld.
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Fr a lng time there was nthing but silence n the ther end.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
I picked up the phne and called her halfway acrss the wrld. I waited fr her t pick up, my dubts grwing with every secnd. “Hell?” Her vice sunded as thugh it came frm nearby and nt Prtugal. “Hey Thika. It’s me, Anna. I just called t tell yu I miss yu.” My wrds came ut in a rush. I knew that if I stpped in the middle, I wuldn’t have the curage t cntinue. “I knw we aren’t as clse as sme sisters, but that desn’t mean I’m nt missing yu a tn.”
Fr a lng time there was nthing but silence n the ther end. Finally she spke. “I’ve been sitting here, all alne, thinking abut yu guys back hme,” she said. “Yur vice makes me feel as thugh I were right there with yu.” And befre she hung up she said, very quickly just as I had, “I miss yu, t.” I’m cunting dwn the days until my sister returns hme, s I can give her the hug I never gave her when she left and tell her hw glad I am t have her back hme.
【导语】本文以人物为线索展开，讲述了作者小时候认为姐姐Thika是完美的象征，喜欢当姐姐的跟屁虫并模仿她。但是她并没有留出太多的时间给作者，久而久之，作者对姐姐的仰慕变成了冷漠。两个人之间的沟通逐渐变少。去年Thika告诉作者她将在葡萄牙的里斯本留学八个月。起初作者并没有什么感觉，但当独自呆在房间的时候，作者强烈意识到没有姐姐的生活是多么不同。作者非常难过，意识到这么多年两人忽略了彼此的生活，在姐姐登机前甚至都没给她一个拥抱。
【详解】1.段落续写：
①由第一段首句内容“我隔着半个地球给她打了电话。”可知，第一段可描写作者隔着电话诉说对姐姐的思念。
②由第二段首句内容“很长一段时间，电话那头一片寂静。”可知，本段可描写姐姐的回应以及作者期盼姐姐回来。
2.续写线索：作者打电话——等待姐姐接电话——作者诉说思念——姐姐沉默片刻——姐姐回应浓浓思念——期待姐姐归来
3.词汇激活
行为类
①暂停：stp/pause
②继续：cntinue/prceed
③拥抱某人：give sb a hug/embrace sb/hld sb in a tender embrace
情绪类
①怀疑：dubt/suspicin
②鼓起勇气：have the curage /wrk up the nerve
③高兴的：glad/pleased/delighted
【点睛】[高分句型1]. I waited fr her t pick up, my dubts grwing with every secnd.（运用了“独立主格”结构）
[高分句型2]. “Yur vice makes me feel as thugh I were right there with yu.”（运用了as thugh引导的表语从句以及虚拟语气）年份
卷别
类型
话题
2023
新高考I&II卷
人与自我
在老师的鼓励下参加作文比赛
2023
浙江1月卷
人与自然
“我”与蜂鸟的神奇邂逅
2022
新高考I&II卷
人与自我
鼓励身残志坚男孩继续参加越野赛
2022
浙江6月卷
人与社会
为无家可归的人们发放食物
2022
浙江1月卷
人与社会
与“最不合拍”搭档成为好友
2021
新高考I&II卷
人与自我
双胞胎在母亲节给妈妈做早餐
2021
浙江6月卷
人与社会
作者上学时的一次打工挣钱的经历
2021
浙江1月卷
人与社会
少年意外将头卡在南瓜中而爆红网络
档次
得分
评分标准
第七档
22-25
—创造了丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高:
—使用了多样且恰当的词汇和语法结构，表达流畅，语言错误很少，且完全不影响理解:
—自然有效地使用了段落间、句间衔接手段，全文结构清晰，前后呼应，意义连贯。
第六档
18-21
—创造了比较丰富、合理的内容，比较有逻辑性，续写比较完整，与原文情境融洽度较高:
—使用了比较多样且恰当的词汇和语法结构，表达比较流畅，有个别错误，但不影响理解:
—比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
第五档
15-17
—创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境相关:
—使用恰当的词汇和语法结构，表达方式不够多样性，表达有些许错误，但基本不影响理解:
—使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
第四档
11-14
—创造了基本完整的故事内容，但有的情节不够合理或逻辑性不强，与原文情境基本相关:
—使用了简单的词汇和语法结构，有部分语言错误和不恰当之处，个别部分影响理解:
—尚有语句衔接的意识，全文结构基本清晰，意义基本连贯。
第三档
6-10
—内容和逻辑上有一些重大问题，续写不够完整，与原文有一定程度脱节:
—所用的词汇有限，语法结构单调，错误较多且比较低级，影响理解:
—未能有效地使用语句间衔接手段，全文结构不够清晰，意义欠连贯。
第二档
1--5
—内容和逻辑上有较多问题，或有部分内容抄自原文，续写不完整，与原文情境基本脱节:
—所使用的词汇非常有限，语法结构单调，错误极多，严重影响理解:
—几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯。
第一档
0
—未作答:所写内容太少或无法看清以致无法评判:所写内容全部抄自原文或与题目要求完全不相关。
随意偏离文本主题
违背逻辑常理常识
添加无关人物
情节荒诞离奇
运用过多对话
续写体现负能量
段落之间无联系
卷面脏乱不整洁