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一、为什么要使用时序逻辑词？
衡量一篇文章的好坏，有很多标准。这其中很重要的一条是：结构紧凑、衔接连贯。也就是说，文章的词与词、句与句，乃至段与段之间得有必要的逻辑衔接，从而使得语义前后贯通。这种逻辑衔接，可以是显性的，也可以是隐性的。英汉两种语言，英语更侧重于显性的逻辑衔接，而汉语则是隐性的逻辑衔接，这用学术语言来说，便是：英语重“形合”，汉语重“意合”。例如：
1. 冬天来了，春天还会远吗？ If winter comes， can springbe far behind ？
2. 聪明一世， 糊涂一时。He is smart as a rule， but thistime a fool.
上述两句中，汉语没有逻辑连词，而相应的英语则必须加上逻辑连词if 与but。
不少中国教育工作者已意识到这种差别。一方面，在指导中学英语教学的纲领性文件《普通高中英语课程标准》中，专家明确指出“语篇的衔接与连贯”是学生应该掌握的语篇知识;另一方面，有着教学指挥棒之称的“高考”在写作中也明确提出了写作中要注意行文连贯。这使得一线教师在英语教学实践中，异常重视写作中的“显性衔接”。例如老师总是强调：并列意义的陈述，务必使用first of all， in addition，last but not least;句与句之间尽量彰显逻辑，用上because，however， therefore 等。
那么在读后续写中，如何做好语篇的衔接呢？最明显的答案便是――适切地使用一些表示时间的词或词块，即时序逻辑词。为什么这是最明显的答案？因为读后续写的文体绝大部分都是记叙文，而记叙文通常都是按照时间的推移来行文，适当地使用一些时序逻辑词，可以清晰地彰显文脉，从而带给读者流畅的阅读体验。与此同时，不少时序逻辑词都是比较地道且高级的表达，使用它们可以有效地提高文章的“颜值”。
综上，本文对这些时序逻辑词进行了总结，并用2021年新高考I 卷的读后续写例析它们的应用。
二、时序逻辑词有哪些？
依据词或词块“颜值”的高低，笔者将时序逻辑词分为“低级、中级与高级”三类。在这里，需要强调的是：词或词块无所谓“颜值”，能够适切地传达意义，就是高颜值。之所以在此分为三类，主要是基于“提分”的考量。某种程度上，使用“高颜值”词，更能够体现同学们掌握知识的深度与精度，因此更能博得阅卷老师的青睐。
（一）低级类
【练一练】请同学们根据汉语意思用上述词填空。
1.Sally started daydreaming about joining other school clubs. ， she created a picture in her mind： she scored manypoints and won waves of applause as a basketball player.
Sally 开始幻想加入其他的学校俱乐部。很快，她就在脑子里构筑了一幅画面：她作为一名篮球运动员多次拿分，由此赢得阵阵掌声。
2.When I heard that news， a ripple of excitement passedthrough me. ， my classmates all cheered， expressingtheir congratulations on my success.當我听到那个消息，整个人都兴奋了起来。同时，我的同学也欢呼起来，对我的成功表示祝贺。
3. ， I came to realize that God helps those who helpthemselves.最后，我终于明白天助自助者。
【答案】1.soon enough;2.Meanwhile;3.Eventually。
（二）中级类
（三）高级类
下文中的高级表达主要集中在“表示事情发展”的范畴内。它们主要是一些十分地道的短语或句型。为了更好地展示结构，下列句中的X 或Y 均表示句子成分，或从句，或主句。同时，句子结构的动词都用过去时。
【练一练】请同学们根据汉语意思用上述词填空。
1. Staring at my son gently， I told him that the man washungry and we could help him get through this cold night. ，he was lost in thought.
【答案】1. At this;2. Before long;3. Before we had time tothink;4. Before I could say anything further;5. It was some timebefore;6. It was not a second or two before;7. In a split second;8.It was not until this moment that;9. It was in a flash that;10. Afterwhat seemed a century;11.What followed;12. What came next;13. Everything settled;14. ① No sooner had， ② Hardly had， ③as soon as 或 the moment;15.witnessed 或saw。
三、应用实践
下面以2021 年新高考I 卷的读后续写为例，呈现上述时序逻辑词的使用。原题如下： A MOTHER’S DAY SURPRISE
The twins were filled with excitement as they thought of thesurprise they were planning for Mother’s Day. How pleased andproud Mother would be when they brought her breakfast in bed.They planned to make French toast（ 法式面包）and chickenporridge（ 鸡肉粥）. They had watched their mother in the kitchen.There was nothing to it. Jenna and Jeff knew exactly what to do.
The big day came at last. The alarm rang at 6 a.m. The pairwent down the stairs quietly to the kitchen. They decided to boilthe porridge first. They put some rice into a pot of water and left itto boil while they made the French toast. Jeff broke two eggs intoa plate（盘碟）and added in some milk. Jenna found the breadand put two slices into the egg mixture. Next， Jeff turned on thesecond stove（ 炉）burner to heat up the frying pan. Everythingwas going smoothly until Jeff started frying the bread. The pan wastoo hot and the bread turned black within seconds. Jenna threw theburnt piece into the sink（洗涤槽）and put in the other slice ofbread. This time， she turned down the fire so it cooked nicely.
Then Jeff noticed steam（ 蒸汽）shooting out of the pot（罐） and the lid（盖子）starting to shake. The next minute， theporridge boiled over and put out the fire. Jenna panicked（恐慌）.Thankfully， Jeff stayed calm and turned off the gas quickly. But thestove was a mess（混乱）now. Jenna told Jeff to clean it up sothey could continue to cook the rest of the porridge. But Jeff’s handtouched the hot burner（燃烧器）and he gave a cry of pain. Jennamade him put his hand in cold water. Then she caught the smell ofburning. Oh dear！ The piece of bread in the pan had turned black aswell.
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。
【简要分析】文章讲述了一对双胞胎兄妹在母亲节为妈妈煮早餐的故事。由于兄妹俩不熟悉做饭流程，导致最后情况一团糟。根据给定的两段续写的首句，我们可以确定续段一的内容包括：兄妹与父亲间的互动，以及完成早饭的过程;而续段二的内容则包括：兄妹与母亲的互动。
续写内容时，无论是情节的推移，还是细节的转换，我们都可以用时序逻辑词实现过渡，从而实现衔接紧密、连贯通畅。
【范文呈现】范文中画横线的“时序逻辑词”有效地促进了句子间的衔接，能够带给读者顺畅的阅读体验。
Paragraph 1 As the twins looked around them in disappointment，their father appeared.
（1）With surprise written on his face， father asked what theywere doing.
（2）After what seemed a century， Jenna stammered“， We...wejust want to make breakfast for our mother. Today is Mother’sDay.”
（3）At this， the father smiled an approving smile， sayingsoftly“， Oh， my kids. How understanding you are！”
（4）Simultaneously， he volunteered to offer some help，which couldn’t excite the twins more.
（5）It was in a flash that the twins re-started their meaningfulwork， with the father’s help.
（6）It didn’t take long before they got their tasty food ready.Paragraph 2 The twins carried the breakfast upstairs andwoke their mother up.
（1）The moment the mother opened her eyes， the twinspresented their work， saying“， Happy Mother’s Day！”
（2）In a split second， mother’s face cracked into a smile.
（3）“Mom， thank you for caring for us these years. We loveyou！” The twins added.
（4）It was at this moment that some tears sparkled in themother’s eyes.
（5）In the meanwhile， a short distance away， father stoodstill， with eyes glued to this warming scene in front， and his eyesobviously radiated pride and satisfaction.
四、結语
“先森林后树木”“先整体后部分”――这是分析问题的重要方法之一。于英语写作而言，这种“先大后小”的思想尤其重要，因为在某种意义上，逻辑是先于且重于修辞的。同学们在学习写作时，首要之事就是把宏观结构理顺，然后再进行微观词句的打磨。从这个意义上讲，本文所提出的观点以及总结的方法是具有“首要性”与“优先性”的。希望同学们认真记诵上述相关内容，并进行模仿使用，最终达到熟能生巧的程度，进而造就流畅、连贯之行文，带给读者顺畅的阅读体验，获取令人满意的高分。
衡量一篇文章的好坏，有很多标准。这其中很重要的一条是：结构紧凑、衔接连贯。也就是说，文章的词与词、句与句，乃至段与段之间得有必要的逻辑衔接，从而使得语义前后贯通。这种逻辑衔接，可以是显性的，也可以是隐性的。英汉两种语言，英语更侧重于显性的逻辑衔接，而汉语则是隐性的逻辑衔接，这用学术语言来说，便是：英语重“形合”，汉语重“意合”。例如：
1. 冬天来了，春天还会远吗？ If winter comes， can springbe far behind ？
2. 聪明一世， 糊涂一时。He is smart as a rule， but thistime a fool.
上述两句中，汉语没有逻辑连词，而相应的英语则必须加上逻辑连词if 与but。
不少中国教育工作者已意识到这种差别。一方面，在指导中学英语教学的纲领性文件《普通高中英语课程标准》中，专家明确指出“语篇的衔接与连贯”是学生应该掌握的语篇知识;另一方面，有着教学指挥棒之称的“高考”在写作中也明确提出了写作中要注意行文连贯。这使得一线教师在英语教学实践中，异常重视写作中的“显性衔接”。例如老师总是强调：并列意义的陈述，务必使用first of all， in addition，last but not least;句与句之间尽量彰显逻辑，用上because，however， therefore 等。
那么在读后续写中，如何做好语篇的衔接呢？最明显的答案便是――适切地使用一些表示时间的词或词块，即时序逻辑词。为什么这是最明显的答案？因为读后续写的文体绝大部分都是记叙文，而记叙文通常都是按照时间的推移来行文，适当地使用一些时序逻辑词，可以清晰地彰显文脉，从而带给读者流畅的阅读体验。与此同时，不少时序逻辑词都是比较地道且高级的表达，使用它们可以有效地提高文章的“颜值”。
综上，本文对这些时序逻辑词进行了总结，并用2021年新高考I 卷的读后续写例析它们的应用。
二、时序逻辑词有哪些？
依据词或词块“颜值”的高低，笔者将时序逻辑词分为“低级、中级与高级”三类。在这里，需要强调的是：词或词块无所谓“颜值”，能够适切地传达意义，就是高颜值。之所以在此分为三类，主要是基于“提分”的考量。某种程度上，使用“高颜值”词，更能够体现同学们掌握知识的深度与精度，因此更能博得阅卷老师的青睐。
（一）低级类
【练一练】请同学们根据汉语意思用上述词填空。
1.Sally started daydreaming about joining other school clubs. ， she created a picture in her mind： she scored manypoints and won waves of applause as a basketball player.
Sally 开始幻想加入其他的学校俱乐部。很快，她就在脑子里构筑了一幅画面：她作为一名篮球运动员多次拿分，由此赢得阵阵掌声。
2.When I heard that news， a ripple of excitement passedthrough me. ， my classmates all cheered， expressingtheir congratulations on my success.當我听到那个消息，整个人都兴奋了起来。同时，我的同学也欢呼起来，对我的成功表示祝贺。
3. ， I came to realize that God helps those who helpthemselves.最后，我终于明白天助自助者。
【答案】1.soon enough;2.Meanwhile;3.Eventually。
（二）中级类
（三）高级类
下文中的高级表达主要集中在“表示事情发展”的范畴内。它们主要是一些十分地道的短语或句型。为了更好地展示结构，下列句中的X 或Y 均表示句子成分，或从句，或主句。同时，句子结构的动词都用过去时。
【练一练】请同学们根据汉语意思用上述词填空。
1. Staring at my son gently， I told him that the man washungry and we could help him get through this cold night. ，he was lost in thought.
【答案】1. At this;2. Before long;3. Before we had time tothink;4. Before I could say anything further;5. It was some timebefore;6. It was not a second or two before;7. In a split second;8.It was not until this moment that;9. It was in a flash that;10. Afterwhat seemed a century;11.What followed;12. What came next;13. Everything settled;14. ① No sooner had， ② Hardly had， ③as soon as 或 the moment;15.witnessed 或saw。
三、应用实践
下面以2021 年新高考I 卷的读后续写为例，呈现上述时序逻辑词的使用。原题如下： A MOTHER’S DAY SURPRISE
The twins were filled with excitement as they thought of thesurprise they were planning for Mother’s Day. How pleased andproud Mother would be when they brought her breakfast in bed.They planned to make French toast（ 法式面包）and chickenporridge（ 鸡肉粥）. They had watched their mother in the kitchen.There was nothing to it. Jenna and Jeff knew exactly what to do.
The big day came at last. The alarm rang at 6 a.m. The pairwent down the stairs quietly to the kitchen. They decided to boilthe porridge first. They put some rice into a pot of water and left itto boil while they made the French toast. Jeff broke two eggs intoa plate（盘碟）and added in some milk. Jenna found the breadand put two slices into the egg mixture. Next， Jeff turned on thesecond stove（ 炉）burner to heat up the frying pan. Everythingwas going smoothly until Jeff started frying the bread. The pan wastoo hot and the bread turned black within seconds. Jenna threw theburnt piece into the sink（洗涤槽）and put in the other slice ofbread. This time， she turned down the fire so it cooked nicely.
Then Jeff noticed steam（ 蒸汽）shooting out of the pot（罐） and the lid（盖子）starting to shake. The next minute， theporridge boiled over and put out the fire. Jenna panicked（恐慌）.Thankfully， Jeff stayed calm and turned off the gas quickly. But thestove was a mess（混乱）now. Jenna told Jeff to clean it up sothey could continue to cook the rest of the porridge. But Jeff’s handtouched the hot burner（燃烧器）and he gave a cry of pain. Jennamade him put his hand in cold water. Then she caught the smell ofburning. Oh dear！ The piece of bread in the pan had turned black aswell.
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。
【简要分析】文章讲述了一对双胞胎兄妹在母亲节为妈妈煮早餐的故事。由于兄妹俩不熟悉做饭流程，导致最后情况一团糟。根据给定的两段续写的首句，我们可以确定续段一的内容包括：兄妹与父亲间的互动，以及完成早饭的过程;而续段二的内容则包括：兄妹与母亲的互动。
续写内容时，无论是情节的推移，还是细节的转换，我们都可以用时序逻辑词实现过渡，从而实现衔接紧密、连贯通畅。
【范文呈现】范文中画横线的“时序逻辑词”有效地促进了句子间的衔接，能够带给读者顺畅的阅读体验。
Paragraph 1 As the twins looked around them in disappointment，their father appeared.
（1）With surprise written on his face， father asked what theywere doing.
（2）After what seemed a century， Jenna stammered“， We...wejust want to make breakfast for our mother. Today is Mother’sDay.”
（3）At this， the father smiled an approving smile， sayingsoftly“， Oh， my kids. How understanding you are！”
（4）Simultaneously， he volunteered to offer some help，which couldn’t excite the twins more.
（5）It was in a flash that the twins re-started their meaningfulwork， with the father’s help.
（6）It didn’t take long before they got their tasty food ready.Paragraph 2 The twins carried the breakfast upstairs andwoke their mother up.
（1）The moment the mother opened her eyes， the twinspresented their work， saying“， Happy Mother’s Day！”
（2）In a split second， mother’s face cracked into a smile.
（3）“Mom， thank you for caring for us these years. We loveyou！” The twins added.
（4）It was at this moment that some tears sparkled in themother’s eyes.
（5）In the meanwhile， a short distance away， father stoodstill， with eyes glued to this warming scene in front， and his eyesobviously radiated pride and satisfaction.
四、結语
“先森林后树木”“先整体后部分”――这是分析问题的重要方法之一。于英语写作而言，这种“先大后小”的思想尤其重要，因为在某种意义上，逻辑是先于且重于修辞的。同学们在学习写作时，首要之事就是把宏观结构理顺，然后再进行微观词句的打磨。从这个意义上讲，本文所提出的观点以及总结的方法是具有“首要性”与“优先性”的。希望同学们认真记诵上述相关内容，并进行模仿使用，最终达到熟能生巧的程度，进而造就流畅、连贯之行文，带给读者顺畅的阅读体验，获取令人满意的高分。