专题2.01 续写中的衔接与连贯-2024年新高考英语读后续写提分技能

这是一份专题2.01 续写中的衔接与连贯-2024年新高考英语读后续写提分技能，共15页。试卷主要包含了01 续写中的衔接与连贯，照应，连接词，词汇衔接等内容，欢迎下载使用。

知识回顾
1
高考英语作文的评分标准强调文章语言的“连贯性”和“复杂性”。高考英语作文最高一档的给分范围和要求：“覆盖所有的内容要点；应用了较多的语法结构和词汇；语法结构或词汇方面有些许错误，但为尽力使用复杂结构或较高级词汇所致；具备较强的语言运用能力；能有效地使用语句问的连接成分，使全文结构紧凑”。显然，考生要得高分，除了文章要点全、语法正、表达准、结构整、逻辑顺、卷面洁外，考生还得掌握句型与词语的运用及行文(过渡承启)技巧，以增强语言的表达力和文章的逻辑性，提高文章档次。
语篇结构的“连贯性”在语言表达中起着非常重要的作用。“连贯性”主要是就句子之间的衔接和文章段落的过渡而言的。它要求段落中句与句之间、全文段落与段落之间的组织与安排以一种明晰的、合乎逻辑的顺序进行，做到条理清楚、层次分明。这样的篇章结构才能让评卷老师迅速而准确地捕捉文章信息。反之，叙述顺序混乱、前言不搭后语的文章会因“缺乏可读性”而被判为较低的得分档次。因此，英语读后续写中，考生就必然要关注促进语篇连贯的衔接方式的使用。
▲读后续写常用语篇衔接手段分析
1.照应
照应指用代词等语法手段来表示语义关系，即在语篇中某个名词或概念第二次或重复出现时应使用恰当的代词或其他成分替代它。根据韩礼德和哈桑的观点，英语中的照应主要分为3 类：人称照应、指示照应、比较照应。
（1）人称照应：人称照应是通过人称代词（如I、yu、he、she、they、him、her、them 等）、所属限定词（如yur、his、her、their等)和所属代词(如mine、his、hers、theirs 等）来实现的。
（2）指示照应：用于指示照应的词也可以分为3 类：名词性指示词：this、that、these、thse；定冠词the；副词性指示词：her，their、nw、then。
（3）比较照应： 比较照应指使用一些有比较意义的形容词或副词的比较级表达连贯的语义（如same、as、s、equal、such、similarly、differently、ther、therwise、likewise等表示的照应关系）。
2.替代和省略
（1）替代：替代是用其他词代替上文的提及的内容，这样可以避免重复，达到语言凝练，语句连贯的目的。替代有名词性替代（如ne、nes、sme 等）、动词性替代（如d、des、did、ding、dne 等）和从句性替代（如s、nt 等）。
（2）省略：省略的作用同替代相似，省略可以使上下语义联系紧密，强调作者要表达的中心意思。省略大致分为3类：名词性省略、动词性省略、分句性省略。
3.连接词
连接词指表示能把两个或多个短句衔接起来的表达一定逻辑关系的词。韩礼德（1976）把它们表示的关系分为4 大类：增补（如and、als、t、furthermre等）、转折或对比（如but、yet、still、nevertheless、thugh、while、hwever等）、原因或结果（如because、fr、as、since等）和时间（如first、secnd、third等）。
4.词汇衔接
词汇衔接指通过词的重复、同义、反义、上下义、互补、整体与部分等关系来使语篇语义连贯。
方法策略
2
表1：高考英语读后续写中的衔接手段举例
▲实现读后续写语篇衔接与连贯策略
一、整体审视语篇，确定话题主题
文章语篇的连贯是以内容的合理布局为前提的。因此，要想写出一篇高分作文，审题是关键的一步，
一般坚持以下几个步骤：
（1）审读情景材料：即对试题所提供的“情景” (包括目的、对象、时间、地点、内容等)及其“形式” (一般为图画、图表、提纲等)予以全面的了解，同时不可忽视最后提供的“注意”。
（2）提取主题思想：在审题的同时，要注意从所给材料中提炼出一个主题，即作文的中心。它是全文成败的关键所在，因
为“评分说明”明确指出： “对紧扣主题的适当发挥不予扣分”。一般来讲，文章的中心不超出高中生学习和日常生活中的所见所闻。
（3）进行信息取舍：确定主题之后，就要依据所需文体(多为应用文、记叙文或说明文)，围绕中心对所获取的信息进行筛选，以突出重点。
（4）列举表述要点：这是评分标准规定的最主要标准，即是否“覆盖了所有内容要点”。动笔写作之前，最好在草稿纸上列出要点，以免因时间紧等原因而遗漏。
（5）确定主题句：段落通常由一个表示段落中心思想的主题句和一些用来说明、描写、论证该主题的发展句构成。段落的主题句非常重要，对段落的各句起到提纲挈领的作用。一般情况下，主题旬的位置都在段落的开头，清楚明了地告诉读者该段落将要陈述的内容。为了便于展开下文，主题句一般要具备以下两个特点：
①内容要明确具体，具有特定性和单一性，切忌笼统。比较：
a. Learning English is imprtant.
Learning English is imprtant fr middle schl students.
b. Tm is a gd student．
Tm is a hard-wrking student.
上述例句中的第二句要比第一句具体、明确得多。
②语言要简洁，开门见山。如下面是题为“Hnesty(谈诚实)”一文中的开头：
Hnesty is ne f the best virtues. An hnest man is always trusted and respected. On the cntrary, ne wh tells lies is regarded as a “liar”, and is lked dwn upn by hnest peple.
二、拓展主题语句，注意语篇连贯
主题句仅仅是提出基本观点，而要使评卷老师理解你的观点，就必须展开主题，就要考虑如何组织安排语句，也就是说，文章词与词、句与句之间必须衔接密切，具有连贯性。因此，文章语句和段落就要进行适当排序，并要根据所表达的具体内容选择适当的连接方式，常用的方法有以下几种：
巧用过渡词语，理顺句子逻辑关系。为了使文章在整体上结构严密，浑然一体，增强文章的说服力和感染力，保证段落或文章的连贯，考生应该在句子与句子之间，甚至段落与段落之间，恰当地使用一些过渡性词语，使文意表达清晰、流畅。过渡连接词按语义划分为以下最常见的几种类型：(见下表)
表2：过渡衔接词举例
例如：
The rm was disgusting. By the far windw was a trash can piled high with crumpled papers. In the middle f the rm was a rund size bed with rtting fruits. The path between the bed and the drway, where 1 was standing, was full f dirty clthes and ld newspapers. (通过选择参照物，然后巧妙运用表示空间顺序的连接词，给读者一个清楚的空间观念。用准确的方位词说明空间的具体位置，就仿佛给了阅卷老师一幅空间布置图或导游图。)
（2）使用平行结构，增强语感节奏和顺畅度。平行结构的使用是一种修辞手法，其中既有词汇的重复，又有纯粹的语法结构的重复。重复使用相同的结构，不仅能使句子或段落节奏匀称，还可以起到强调或承上启下的作用，从而引起评卷老师的注意。
词的重复是常用的连接手法，它可强调你所要表达的意思，也必然让人把眼前的句子与前面的句子联
系起来，如同用一根线将整个段落贯穿成一个整体，从而增强句子的语感节奏，使句与句之间的衔接更加
紧密、顺畅。例如：
a.I lve life; I lve nature; and I lve peace.
b. I am a by f 17 and I am studying at high schl nw. I am gd at English and I can talk with freign turists in English freely.
上述例子使用的是词汇的重复，下面的段落则通过使用相同的语法结构保证了文章的连贯与流畅。
a.If I have the hnr t be chsen as a vlunteer, besides the abve, I will wrk hard and creatively, but never be lazy. I will fllw the law and discipline, but never break them. I will take the pprtunity t make fiends with the athletes and visitrs, and help them make the 2008 Olympic Games a great success.
b. My mther has passed alng t me certain rules fr getting alng with thers. Dn’t argue with parents; they will think yu dn’t lve them. Dn’t argue with children; they will think themselves victimized. Dn’t argue with spuses; they will think yu are a tiresme mate. Dn’t argue with strangers; they will think yu are nt friendly. My mther’s rules, in fact, can be summed up in tw wrds. Dn’t argue.
(3)灵活运用代词，避免成分冗余。除了过渡性词语外，省略、替代和所指等技巧同样可以连句成段，避免罗嗦和重复，以保持段落的连贯性。名词或代词是很重要的关系指引词，它们不仅能指明句子内部某些词之问的关系，而且能沟通和建立句子和句子之间意义上的联系，从而使段落中前后句子的意义逻辑地、有条理地联系起来，起到承上启下的作用。例如：
a.Hwever, the number f students wh enjy reading ppular science articles dubles that f thse wh pre-reading articles abut learning methds. (句中使用代词that代替the number, thse代替students, 既避免了重复和单调，又显得简洁明了，过渡自然。)
b.While surfing the Internet, I happened t see yur ntice frm which I knew yu were eager t have a Chinese friend. (句中关系代词which引导的非限制性定语使得主从句意义连贯。)试比较：While surfing the Internet, I happened t see yur ntice. Frm the ntice I knew yu were eager t have a Chinese friend.
(4)巧用同义反义词，文章连贯中见文采。同义词与反义词用得好，可以避免出现单词重复，避免文章内容单调。文章在连贯的同时还能适当增加文采，给人耳目一新的感觉。例如：
I like music, especially classical music. I am als interested in phtgraphy because it allws me t recrd the beautiful mments in my life. In fact, I like meeting peple and enjy talking with them. Believing we all need help frm each ther, I appreciate friend’s help and I am willing t help anyne in need.
（5）巧用分词短语或独立结构。简化句子结构可以增强表达效果。巧妙利用分词短语或独立主格结构能使句子化繁为简，把复合句变为简单句；恰当使用独立成分可以使句子的表达形式丰富多样，从而起到增强语言表达效果的作用。它们各有特点：分词要坚持逻辑主语一致原则，而独立主格结构要坚持主语不一致原则；独立成分为约定成俗的固定形式，不受逻辑主语限制。如：Judging frm…, Frankly speaking (T be frank)等。试看下列句子：
(1)Cmpared with ther teachers, Mr. Mre pays mre attentin t his way f teaching. (分词短语)
(2)Weather permitting, we are ging t visit yu tmrrw. =If weather permits we are ging t visit yu tmrrw. (独立主格结构)
试比较以下两个例句：
(原句)The driver escaped; he left the ld man lying n the rad.
(修正句)The driver escaped, leaving the ld man lying n the rad. (分词短语)
（6）使用同位语。避免重复，明晰句意。同位语的应用不仅能避免重复，还可以使文章表述自然、流畅，起到很好的连接作用。例如：
Als we can bth write and talk t each 0theT n the Skype, a prgram that can carry sunds as well as wrds.
I am Wangshan, a girl f sixteen, presently attending Beijing Yangguang Middle schl.
（7）使用过渡句，自然衔接句子和段落。过渡句在句子与句子、段落与段落之间起到承上启下的作用，使句子或段落之间的衔接自然、连贯，逻辑合理，结构严谨，故极为重要。例如：
The summer hliday is cming. Our class have had a discussin abut what t d during the
hliday…Sme are in favr f staying at hme…
Hwever, thers prefer t g ut fr traveling since it can increase their knwledge and braden their hrizns. But they will lse the chance f getting t knw the utside wrld.
三、文末阐释结论，确保首尾呼应
文章结尾的作用是概括全文内容，进一步强调或肯定文章的中心思想，使文章意义表达得更加深刻，
也使文章首尾呼应，结构完整，连贯自然。用于结论段的常用语有：frm this pint f view(从这个观点来看) /in a wrd(总而言之)/in cnclusin(综上所述) /Thus, it can be cncluded that…(因此，我们可以得知...)
等。例如：
In a wrd, t read the riginal wrk is better than t see the film based n it.
Obviusly, we can draw the cnclusin that gd manners arise frm pliteness and respect fr thers.
综上所述，语言的连贯性主要体现在句与句、段与段之间。句与句之间要前后呼应，形成句句相连，环环相扣，读起来一气呵成；同样，段与段之间也要过渡自然，不可各自独立使文章失去整体性。语言连
贯性是评价一篇文章优劣的标准之一。缺乏连贯性，叙述顺序混乱，前言不搭后语的文章会因“缺乏可读
性“而被判为较低的得分档次。只有有效地使用语句间的连接成分，使全文结构紧凑，语篇连贯性强的文
章才能得到高分档次。
实践强化
3
基础演练
A
（2022·福建福州·三模）阅读下面材料，报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 was angry abut my father in the first year f cllege, because he didn’t care abut my feelings all.
One day I had a serius quarrel with him. I was fed up with his directin and crrectin. Hw culd he interfere with my life and my study plans? Hw culd he understand the imprtance f my university activities? The nly thing that he cared abut was my academic perfrmance! He didn’t understand my wrld and I didn’t understand his, either.
I strmed ut and sighed all the way t schl. Suddenly I realized that I didn’t have the assignment that was due: a thught card. This class was taught by Dr. Sidney B．Simn. The thught card was the admissin ticket t his class. He wuld return them t us with his cmment.
My first thught card read, “All that glitters(发光) is nt gld.” He cmmented, “What des this qute mean t yu? Is it significant?” Obviusly, he was taking it seriusly. I surely didn’t want t reveal myself t him.
The week prgressed. Dr. Simn’s class was quite brilliant. He challenged us t think and cme up with ur wn respnses. But I had n handling strategies t deal with it.
The secnd Tuesday came. I wrte n my card, “The mst imprtant thing in cmmunicatin is t hear what isn’t being said.” The next day the card came back: “Yu seem t need a listener. Is this imprtant t yur life?” I culdn’t remember a teacher caring persnally abut me since primary schl.
With all these memries filling my mind, I raced t class. Just utside th dr, I tk a card and wrte, “I have the mst terrible Dad f the wrld!” Then I dashed in. Lking up at me, he reached ut fr the card, and I tk my seat. The mment I sat dwn, I felt terrible. I didn’t mean t let that ut. That night I had difficiulty sleeping. What if he cntacted my dad?
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。
On Wednesday mrning I came t class with mixed feelings.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I held the card tightly, thinking abut his wrds.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
源语篇衔接机制分析导引
【答案】
On Wednesday mrning I came t class with mixed feelings. At first, Dr. Sidney B. Simn. did nt return the card t me. I sat in my usual seat, pening the bk with wrry and fear. I thught that Dr. Sidney B. Simn must have tld my father abut this. What was waiting fr me was anther mre severe argument. After class, as I was walking t the dr f the classrm, it was Dr. Sidney B. Simn wh was calling my name. Then he tld me that he wuld be my listener and exchanged the card with the wrds “Gd medicine is hard, but gd advice is hard t hear”.
I held the card tightly, thinking abut his wrds. I was wndering whether I shuld tell my father what had happened these days. I fund my father waiting fr me at the schl gate with the gift I had always wanted. That day, I walked hme with my father. The setting sun shne n us, casting ur shadws n the rad. Cars f varius clrs passed by us, but they did nt affect ur cnversatin. We talked a lt that day, and it seemed that the jurney frm hme t schl had als been shrtened.
【写作解析】本文是一篇记叙文，以人物为线索展开，讲述了作者与父亲之间发生矛盾后，在课堂上写的卡片中，老师了解到了作者当下所遇到的问题。充当学生的倾听者，谆谆教诲学生。最后学生受启发，且与父亲和解的故事。
1.段落续写：
①由第一段首句内容“星期三早上，我怀着复杂的心情来上课。”可知，第一段可描写作者在课堂上的心理活动以及和老师之间互动。
②由第二段首句内容“我紧紧握着卡片，想着他的话。”可知，第二段可描写作者受到老师的启发后，与父亲之间发生的事情。
2.续写线索：与父亲争吵——写卡片——回卡片——和老师交谈——与父亲和解
3.词汇激活
行为类：①认为：think /cnsider /suppse；②走向：walk t/mve twards/head fr；③影响：affect/influence /impact
情绪类：①复杂的：mixed /cmplex /cmplicated；②担心：wrry /anxiety/cncern
【典型句式】
[句型1]What was waiting fr me was anther mre severe argument.（由连接词what引导的主语从句）
[句型2]After class, as I was walking t the dr f the classrm, it was Dr. Sidney B. Simn wh was calling my name.（由as引导的时间状语从句，从句中包含强调句型It is…wh/that…）
[句型3] I was wndering whether I shuld tell my father what had happened these days.（由whether引导的宾语从句，从句部分又是包含由what引导的宾语从句）
综合演练
B
1．（2022·福建南平·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。
Yu’re Never T Old t Learn
The student arrived early, sat frnt and center, and std ut in my classrm in mre ways than ne. I’d say that he had abut 40 years n his classmates in my class at Califrnia State University Ls Angeles. He eagerly jumped int class discussins, with his humr and wisdm f experience. And he was always respectful f the ther students’ viewpints, as if each f them were a teacher. Jerry Valencia walked in with a smile—and he left with ne t.
“These students gave me the cnfidence that I didn’t need t feel bad abut my age,” Valencia says.
One day, I sptted Valencia n campus. He said he wuld have t stp taking classes that term and reapply fr next year. By then, he hped t have earned enugh mney frm cnstructin jbs and have his student-lan papers in rder. But he said he was still cming t campus t attend events r see friends. He asked whether he culd still sit in n my class.
Sure, I said. But he wuldn’t get any credit.
N prblem, he said.
Sn there he was again, back at his ld desk, frnt and center, jumping int ur discussins n hw t find and tell stries in Ls Angeles—a 63-year-ld junir with as much energy and curisity as any f the yungsters in class.
A lt f Valencia’s classmates apparently knew he culdn’t affrd that term’s tuitin but was still ding the hmewrk.
“Here he is, willingly taking a class fr the jy f it and benefit f learning,” says Jessica Espinsa, a 25-year-ld junir. “Yu dn’t see that in ur generatin.”
Valencia shwed up and tk the final exam t. Afterward, students were chatting, and I happened t hear Valencia say he wanted t stay in schl until he earned a master’s degree, and befre that it had taken him 12 years t finish cllege.
Twelve years?
I needed t hear mre.
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。
Brn int a pr big family, life was nt easy fr yung Valencia.
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In the years that fllwed, Valencia struggled t finish cllege.
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【答案】
Brn int a pr big family, life was nt easy fr yung Valencia. He was s pr that he ften did nt knw where his next meal was cming frm. But he has always been full f desire fr learning. When he was thirteen, he began t wrk in cnstructin. He didn’t give up his dream f ging t schl. He went t schl while making mney. Althugh it was hard, learning brught him hpe and strength. After unremitting effrts, he was finally admitted t the cllege. He felt excited and happy.
In the years that fllwed, Valencia struggled t finish cllege. He was in and ut f schl, he said, subject t his wrk schedule and whether he had mney fr classes. He had earned his assciate f arts degree ver the summer, then transferred t Cal State LA t start n his bachelr’s. He believes that learning is the mst imprtant thing in life and age can’t hinder yur pace f learning. He always says it’s never t ld t learn.
2．（2022·山东泰安·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。
A Christmas Gse Kept Them Warm
This late in December, my yunger brther, Buddy Earl, and I were n an imprtant missin: G t Uncle Tmmie’s place and get a gse. The hike ver Little Muntain and back t get there wuld be wrth it. Uncle Tmmie raised the best geese arund, and he’d ffered t give us ne fr Christmas dinner.
Dark cluds were gathering in the sky abve and a cld wind came in frm the nrth. The snw wuld be falling sn enugh. Uncle Tmmie met us at the dr with a wrried expressin. “I’m nt rushing yu bys ff, ” he said, “but the way the wind is picking up, yu better get the gse and head fr hme. ”
I didn’t argue. Having scped（迅速抱住）up a gse in the yard and held him tightly under my arm, I said a quick thank yu and gdbye. Buddy and I had what we came fr: the best Christmas dinner ever. A light snw started as we began climbing up Little Muntain. We didn’t talk fr a while. The snw came dwn harder and the wind seemed t blw straight thrugh my cat. I strked（轻抚）the gse’s head and said , “I wish we had feathers t keep us warm like yu, r heavier cats.”
The gse hid his head clser t his feathered bdy. By the time we reached the tp f the muntain, bth Buddy Earl and I were in hrrr. We culd barely see thrugh the snw spinning （旋转）arund us. Thunder crashed and flashes f lightning made the trees appear as giant mnsters reaching ut with fingers.
“Dug, I'm freezing,” Buddy Earl said. “I think we shuld g back.” But we were clser t hme than t Uncle Tmmie’s huse. We had t push n. I was s cld, my legs getting s stiff, I hnestly wndered if we wuld make it.
I grasped Uncle Tmmie’ s gse clser t my chest. That bird was the nly thing warm abut me.
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。
With an idea ccurring t me, I stepped t my brther and asked him t pen his cat.
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Settled in frnt f the warm stve, we explained hw the gse had kept us frm freezing.
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【答案】
With an idea ccurring t me, I stepped t my brther and asked him t pen his cat. “Are yu crazy?” he was cnfused. When he saw I was serius he slwly unzipped his cat and pened it. I placed the warm gse inside his cat and zipped it back up. “Keep the gse’s head ut s he can breathe.” Buddy Earl sighed happily. My plan was wrking. We passed the gse back and frth between us all the way dwn. He didn’t cmplain abut it either. At the ft f the muntain, we left the wind and whirring snw behind. When Mum met us with her pen arms. I shwed Mum the gse inside my cat.
Settled in frnt f the warm stve, we explained hw the gse had kept us frm freezing. “We can’t have time fr dinner,” Buddy Earl and I said in chrus. This gse might have saved ur lives. We had t save his! Mama agreed and prmised nt t eat him either. I dn’t remember what we ate. I just knw it wasn’t gse. Charley, as we named him, lived ut his life piddling arund the yard and pnd, bssing arund the chickens we kept fr eggs. Daddy even bught a cuple mre geese t keep Charley cmpany. A life as the mst imprtant bird this side f Little Muntain was fitting fr ur her and the answer t my prayer.
试题
句子表达举例
衔接手段分析
2016/10，浙江
By the time they reached the lake, Jane was s angry that she said t Tm. “I’m ging t find a better spt fr us t camp” and walked away.
照应：she/us
连接词：
2017/6，浙江
As Mac pedaled (骑行) alng alne, he thught fndly f his wife and tw yung daughters at hme. He hped t shw them this beautiful place smeday.
照应：he/them
词汇衔接：as/and
2018/6，浙江
It was s peaceful and quiet and the clrs f the brwn rcks, the deep green pine trees, and the late afternn sun mixed t create a magic scene. It lked like a beautiful wven(编织的) blanket spread ut upn the grund just fr us.
照应：it/us
连接词：and
2020/1，浙江
The huse seemed quiet as a tmb withut the by living there.
照应：there
2020，新高考I卷
“I wish yu culd see him,” she said t her wn children, Jhn, Harry, and Clara. “He is such a help t his mther. He wants very much t earn sme mney, but I dn't see what he can d.”
照应：her/his
连接词：and/but
2021/1，浙江
My excitement was shrt- I gt int a panic as I pressed firmly against the table and mved my head arund trying t find the right angle， but it was n use. "I can't get it ut!" I shuted， my vice sunding unnaturally lud in the enclsed space.
照应：my/I
连接词：as/and/but
2021年，新高考I卷
But Jeff’s hand tuched the ht burner and he gave a cry f pain. Jenna made him put his hand in cld water. Then she caught the smell f burning. Oh dear! The piece f bread in the pan had turned black as well.
照应：he/his
连接词：and/but/then/as well
逻辑关系
常见过渡词语
表示添加信息
and, als, t, besides, mrever, as well as, either…r, neither…nr…, furthermre, in additin, what is mre, nt nly…but als, wrse still
表示转折关系
but, yet, hwever, althugh, n the ther hand, therwise, while, rather, still, nevertheless，in spite f, n the cntrary, whereas, in cntrast
表示递进关系
besides, again, mrever, wrse still, abve all, certainly, furthermre, what’s mre, in additin, imprtant f all, t make matter wrse
表示因果关系
s, fr, therefre, as a result, because, wing t, due t, thanks t, therefre, since, thus, hence, n accunt f, cnsequently, as a cnsequence, it fllws that…
表示条件关系
as(s)lng as, if, unless, n cnditin that
表示解释、说明关系
actually, in fact, such as, fr example／instance, and s n, accrding t, after all, even, indeed, it is time, f curse, specifically, truly, namely, that is, that is t say, in ther wrds, t tell yu the truth, an illustratin f, t be specific, t illustrate
表示强调
Indeed, in fact, surely, certainly, truly, especially, n dubt, withut any dubt, bviusly, abve all, It is…that…
表示时间顺序关系
nw, after, after that, at first, in the beginning, t begin with, later, next, finally, sn, suddenly, befre, when, while, as, during, first…secnd…, then, in the end, afterwards, after a while, immediately, all f a sudden, at that mment, as sn as, frm nw n, frm then n, meanwhile, nt…until, eventually
表示空间顺序关系
n the right／left, in the middle／center f／back／frnt f, here, there, next t, n ne side f…n the ther side f, n the ft／tp／end
表示结论
as yu knw, as far as I knw, n the whle, in ne’s pinin, in shrt, in brief, in a wrd, in general
段落
句子
衔接方式分析
1
I was angry abut my father in the first year f cllege, because he didn’t care abut my feelings all.
2
He didn’t understand my wrld and I didn’t understand his, either.
3
Suddenly I realized that I didn’t have the assignment that was due: a thught card.
4
Obviusly, he was taking it seriusly. I surely didn’t want t reveal myself t him.
5
He challenged us t think and cme up with ur wn respnses. But I had n handling strategies t deal with it.
7
Then I dashed in. Lking up at me, he reached ut fr the card, and I tk my seat. The mment I sat dwn, I felt terrible.