写在前面：今天是祝余京墨的新伙伴喵子学姐给大家带来的第一份原创作文解析，喵子的写作风格追求情节与逻辑的连贯，语言不刻意追求生词难词，比较适合内陆地区的备考，江浙地区的考生可以酌情选用~
今天我们一起来分析浙江首考2026年1月普通高等学校招生全国统一考试试卷的第四部分——写作。
第一节（15分）
你发现学校图书馆的书籍存在勾画涂写的现象，请你向该校英文报投稿，内容包括：
（1）说明具体情况；
（2）呼吁爱护书籍。
注意：（1）写作字数应为80词左右；（2）可适当增加细节，使行文连贯。
标题已给出：Treasure Library Books:Our Shared Responsibility
这是一个常见的投稿类作文，属于应用文。题目要求学生向校英文报投稿有关于校图书馆内存在的勾画涂写现象，完成一篇80字左右的应用文写作。
学生得分少的原因：
（1）觉得字数要求少，提笔直接去写。这样就很容易导致内容的完成度不够，同时影响卷面的整齐程度；
（2）词汇滥用。高中生在写作词汇应用中，有时使用过度浮夸的词汇（我们口中常说的大单词、高级词汇），有时使用过度简单的词汇（比如形容某一个东西好，只会使用good、wonderful等词汇）
（3）语法问题突出。这个问题现阶段对于学生作文的影响比较大，阅卷老师会下意识的第一时间去捕捉学生的语法问题。
那么，作为高三生，我们该如何去避免这类问题呢？我们从这篇作文着手一一为大家解决。
完整的一个写作过程应该包含以下过程：审题、列框架、写作
一、审题
审题时，我们要了解很多信息：我们要写什么体裁的作文（如果是书信，则需要注意格式问题）？作文的内容是什么？
本题对于写作内容的要求在文字表面上有两个：（1）说明图书馆书籍存在勾画涂写的具体情况；（2）呼吁同学们爱护书籍。
但是文章还暗含一个关键信息。为什么我们要爱护书籍呢？如果单单只写书籍存在勾画涂写的具体情况和呼吁同学们爱护书籍，逻辑上不通顺。所以我们可以补充一下书籍的价值，给下文呼吁保护书籍给出一个合理的借口，这样的补充也符合题目要求。
二、列框架
列框架的作用其实类似于思维导图，帮助学生梳理写作框架，理清写作思路。
以下的结构图可供参考（数字代表第几段）：
三、写作（范文）
第一段：
近日我发现一件令人痛心的事情,图书馆里的书籍被涂鸦，书页也被胡乱折叠。这些行为不仅会损害书籍本身，还会破坏其他读者的阅读体验。
In recent days, it is heartbreaking to see some books in library defaced with scribbles and folded pages.These actions not only damage the books but also ruin the reading experience for others.（33 words）
（汉语属于动态表达，一个句子中使用动词很多。英语习惯静态表达，一个句子中只有一个动词。关键的动作做谓语，其余动作处理成分词、名词化表达。defaced with scribbles和folded pages,过去分词短语做后置定语修饰名词）。因为前一句已经说明图书损坏的情况，接着我们可以说说这种损害带来的影响。“这些行为不仅会损害书籍本身，还会破坏其他读者的阅读体验”，使用亮点句式结构：“not only...but also...”，可以增强逻辑层次感，提升表达能力。
第二段：
书籍是人类进步的阶梯。它们承载着知识，并将我们与更广阔的世界相连。与其在图书馆书籍上做标记，我们不如在笔记本上做笔记，以便将其保存下来供所有人使用。
Books are the ladder of human progress. They carry knowledge and connect us to the wider world. Instead of marking up library books, we can take notes in a notebook to preserve them for everyone. (35 words)
引用名人名言来说明书记的价值，更具有说服力。接着提出解决办法，让大家去做读书笔记记录重要信息，避免在书上勾画，减少翻页对书本造成的损害。在写作过程中尽量避免使用过多的简单句也避免使用过多的复杂句。
“ Instead of...”意思是“代替，而不是”，后面可以接名词、代词、动名词（doing）等等。
第三段：
让我们共同承担起责任，成为图书馆书籍的守护者，这样阅读的乐趣就能惠及更多的学生。
Let us all take responsibility and become guardians of our library books, so that the joy of reading can be shared by more students.(24 words)
呼吁大家保护书籍，与题目所给出的标题呼应，整个文章形成一个逻辑闭合。
范文：
Treasure Library Books: Our Shared Responsibility
In recent days, it is heartbreaking to see some books in library defaced with scribbles and folded pages. These actions not only damage the books but also ruin the reading experience for others.
Books are the ladder of human progress. They carry knowledge and connect us to the wider world. Instead of marking up library books, we can take notes in a notebook to preserve them for everyone.
Let us all take responsibility and become guardians of our library books, so that the joy of reading can be shared bymore students.
第二节故事续写
接下来我们聚焦写作部分的第二节：
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。
On a sunny Saturday morning, I was driving my daughter to her weekly swimming lesson.As we came to a heavily traveled street, we saw an unusual procession approaching:a bony,wild-eyed cow followed by many cars,and boys on bicycles and on foot.
"That poor cow!" I said angrily."Those ignorant city people are frightening her."
At that time,my daughter,aged nine,believed that her papa was equal to any crisis."What are you going to do?" she asked.
"See that piece of rope around her neck?"I said."After I leave you at the swimming center, I'll go back and catch her and hold her for her owner,who's probably trying to find her."Having milked cows as a boy and worked with beef cattle,I knew-so I thought-all about cows.
Later I learned that this particular cow had come from at least seven miles away and,on the way, had knocked down several people. She had passed a baseball field,breaking up the game and flattening the umpire(裁判)in passing.In brief, ruins lay behind her.The crowd was not following her with intent to harm her,but merely to see what she would do next.
I left my daughter at the swimming center, circled back and found the cow standing at the grassy edge of a side street,breathing heavily.The crowd surrounded her-at a respectful distance.I parked my car, pitying their ignorance,walked up to the cow in what the onlookers assumed to be a fearless manner.
She watched me narrowly as I approached,turning her head to view me with one big eye,then the other. At thirty feet from her I have a slight hesitation,at twenty a serious doubt.At ten feet I stopped and realized the truth.Here was a cow foreign to my experience.Driven completely crazy,she was ready to charge anything that moved.
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。
读后续写进一步考察学生的英语应用能力，相较于自己创作写作更难。续写要求不能偏离文章主旨大意，文体风格与原文不能偏差过大。因此想要在读后续写部分得分，需要各位同学在日常学习过程中多多阅读英语相关的文章，提升自己的阅读能力的同时也要熟悉英文表达，避免中式英语。
这道题容易失分的原因有以下几点：
（1）对原文理解出现较大的偏差；
（2）大多数同学在续写的过程中容易脱离原文，导致续写的内容与原文逻辑不通，文章结构杂乱。
（3）写作过程中，语法问题突出，句子多数为简单句或者多数为冗长的复杂句。
那么接下来我们一起来分析这道题。
首先，我们需要快速浏览全文，总结每个段落。
P1：我开车送女儿去上游泳课，突然在大街上看到一群人围着一头牛。
P2-P4：牛受到惊吓，我告诉女儿，把她送到游泳中心后我回来解救这头牛。
P5：我自幼放牧过牛，而且从事过与肉牛相关的工作。
P6：决定去解救牛。
P7：走进后发现牛被逼疯了。
故事线的大致已经出来，接着我们继续了解题目要求。
题目要求续写两段，并且已经给出第一句。
Paragragh 1:As I was about to turn ang run,two police arrived.
Paragragh 2:We tied the rope around the tree ang began to discuss what to do with the cow.
在续写第一段时，我们不仅要考虑原文，更要结合第二段给出的第一句。
第一段的第一句意思是“我正准备跑开时，两个警察到了。”
第二段第一句意思是“我们把绳子系 在树上，然后开始讨论该如何处置这头牛。”
由此可知，第一段就是警察的到来让主人公看到希望，最终他们用绳子将牛控制住。我们可以补充一些细节，让故事更有连贯性。
承接原文“我发现牛狂躁想逃跑”的情节，写:警察赶到→告诉警察当前牛的情况(此时很疯狂，还毁了一场棒球比赛)→合力用绳子制服牛（让主人公想到自己小时候的经历）→绑到树上（折腾这么久，大家肯定都很累了，我们可以就此时大家的状态进行描写），动作链清晰，符合现实逻辑，没有突兀的情节跳跃，顺利过渡到下一段。
Paragraph 1: As I was about to turn and run, two policemen arrived.They jumped out of their patrol car immediately, quickly understanding how dangerous the cow was. I told them anxiously about the damage the cow had done along the way—knocking down several people and even ruining a baseball game. They nodded seriously, taking out a strong rope from the car. We moved forward slowly, and I tried to calm the cow with a soft voice, just like I did with cattle when I was a boy. Her eyes were still wild, and she stamped her hooves hard on the grass, ready to charge at any moment. Seizing the chance when she turned her head, one policeman looped the rope around her neck, and the other helped pull it tight. The cow let out a loud moo and tried to break free, but we worked together to drag her to a big tree by the roadside. It took all our strength to hold her down, and finally, we tied the rope to the tree trunk firmly,all of us gasping for breath.（148 words）
第二段的续写相对比较自由,我们可以从不同的角度去续写。最后让牛回到它的主人的身边这种大团圆式是我们都希望看到的。
第二段写:给牛找主人（向动物管理中心或者附近的农场发去信息）→农场主赶来认牛（农场主赶来前，可以添加一点情节，如主人公向大家分享自己与牛有关的童年经历）→牛走丢的原因→接女儿回家，和女儿的互动，这样既呼应了原文女儿对“我”的信任（“I knew you could handle it”），也让故事有完整的收尾，也回扣了原文的情感线。
Paragraph 2: We tied the rope around the tree and began to discuss what to do with the cow. The policemen called animal control and the local farms at once, hoping to find the cow’s owner as soon as possible. While waiting, I shared my childhood experience with cattle, feeling a little embarrassed about my overconfidence at first—I had thought I knew everything about cows, but this one was far more fierce than I expected. Soon, a farmer drove over in a truck, and he recognized the cow at a glance—it had escaped from his farm that morning, scared by a sudden thunderstorm. He thanked us again and again, then carefully led the cow into the truck with some hay. When I went to pick up my daughter later, I told her the whole story. She smiled proudly and said, “I knew you could handle it, Papa!” I laughed, happy that the crazy cow adventure had a warm and safe ending.(152 words)
