【先读懂，再运用，发挥高考真题的育人功能】

---译评2024年高考英语全国甲卷阅读理解D篇

【短评】​本文体现文学赏析与创作指导的实践价值，突出文本分析与批判性思维能力，彰显读者与作者双向的文学素养，展示学术探讨与写作教学融合的情景，具有指导阅读鉴赏与写作提升的社会意义。文章以作者对小说结局的困惑为切入点，通过教授的引导，揭示不同文学体裁结局的特点，点明写作结局的难点，并借《作家文摘》本期内容给出解决方案，启发读者从阅读中领悟结局逻辑，于写作时构建合理收尾。​

【英汉对照】​

“I didn’t like the ending,” I said to my favorite college professor. It was my junior year of undergraduate, and I was doing an independent study on Victorian literature. I had just finished reading The Mill on the Floss by George Eliot, and I was heartbroken with the ending.​ “我不喜欢这个结局。” 我对我最喜欢的大学教授说道。那是我本科三年级，当时我正在独立研究维多利亚文学。我刚读完乔治・艾略特的《弗洛斯河上的磨坊》，对这个结局深感痛心。​

Prof. Gracie, with all his patience, asked me to think about it beyond whether I liked it or not. He suggested I think about the difference between endings that I wanted for the characters and endings that were right for the characters, endings that satisfied the story even if they didn’t have a traditionally positive outcome. Of course, I would have preferred a different ending for Tom and Maggie Tulliver, but the ending they got did make the most sense for them.​ 格雷西教授极有耐心，他让我跳出 “喜欢与否” 的局限去思考这个问题。他建议我思考自己期望角色拥有的结局，与真正适合角色的结局之间的差异，后者指那些即便没有传统意义上的圆满结局，却能让故事完整自洽的收尾。当然，我本希望汤姆和玛吉・塔利弗能有不同的结局，但他们最终的结局确实最符合他们的人物逻辑。​

This was an aha moment for me, and I never thought about endings the same way again. From then on, if I wanted to read an ending guaranteed to be happy, I’d pick up a love romance. If I wanted an ending I couldn’t guess, I’d pick up a mystery (悬疑小说). One where I kind of knew what was going to happen, historical fiction. Choosing what to read became easier.​ 这对我来说是顿悟的一刻，自那以后，我对结局的看法彻底改变。从那以后，如果我想读必定幸福的结局，就会选择爱情小说；如果想读意料之外的结局，就会选择悬疑小说；要是想读某种程度上能预见走向的故事，就会选择历史小说。选择阅读的书籍变得容易多了。​

But writing the end—that’s hard. It’s hard for writers because endings carry so much weight with readers. You have to balance creating an ending that's unpredictable, but doesn’t seem to come from nowhere, one that fits what’s right for the characters.​ 但写结局 —— 这很难。对作家来说，结局很难写，因为它在读者心中举足轻重。你必须权衡，创作出既出人意料，又不显突兀，还符合人物设定的结局。​

That’s why this issue (期) of Writer’s Digest aims to help you figure out how to write the best ending for whatever kind of writing you’re doing. If it’s short stories, Peter Mountford breaks down six techniques you can try to see which one helps you stick the landing. Elizabeth Sims analyzes the final chapters of five great novels to see what key points they include and how you can adapt them for your work.​ 正因如此，本期《作家文摘》旨在帮助你掌握为各类作品撰写最佳结局的方法。如果是写短篇小说，彼得・芒特福德拆解了六种可尝试的技巧，助你找到合适的收尾方式；伊丽莎白・西姆斯分析了五部经典小说的最后章节，探究其中要点以及如何将其运用到自己的作品中。​

This issue won’t tell you what your ending should be — that’s up to you and the story you’re telling — but it might provide what you need to get there.​ 本期不会告诉你结局应该是什么样 —— 这取决于你和你要讲述的故事 —— 但它或许能为你提供实现理想结局所需的方法。​

【题干与选项】​

1. Why did the author go to Prof. Gracie?​ 作者为什么去找格雷西教授？​

A. To discuss a novel. 为了讨论一部小说。（选 A，文中明确提到作者读完《弗洛斯河上的磨坊》后，因不喜欢结局去找教授讨论，符合文意。）​

B. To submit a book report. 为了提交读书报告。（干扰项 B，文中未提及提交读书报告相关内容。）​

C. To argue for a writer. 为一位作家争辩。（干扰项 C，作者并非为作家争辩，而是讨论小说结局。）​

D. To ask for a reading list. 为了索要阅读书单。（干扰项 D，文中没有提到索要阅读书单的情节。）​

2. What did the author realize after seeing Gracie?​ 见过格雷西教授后，作者意识到了什么？​

A. Writing is a matter of personal preferences. 写作是个人偏好的问题。（干扰项 A，文章重点并非阐述写作是个人偏好，与文意不符。）​

B. Readers are often carried away by character. 读者常常被人物所打动。（干扰项 B，文中未体现读者被人物打动这一内容。）​

C. Each type of literature has its unique end. 每种文学体裁都有其独特的结局。（选 C，作者在教授引导后，根据不同文学体裁结局特点选择阅读，体现了该选项内容。）​

D. A story which begins well will end well. 好的开始会有好的结局。（干扰项 D，文中未提及故事开头与结局的这种关联。）​

3. What is expected of a good ending?​ 一个好的结局应具备什么？​

A. It satisfies readers’ taste. 它满足读者的喜好。（干扰项 A，文中强调结局要符合故事逻辑，而非单纯满足读者喜好。）​

B. It fits with the story development. 它符合故事的发展。（选 B，文中提到结局要 “fits what’s right for the characters”，即符合故事发展和人物设定。）​

C. It is usually positive. 它通常是积极的。（干扰项 C，文中表明好结局不一定是传统意义上积极的。）​

D. It is open for imagination. 它留有想象空间。（干扰项 D，文章未提及好结局需留有想象空间。）​

4. Why does the author mention Peter Mountford and Elizabeth Sims?​ 作者为什么提到彼得・芒特福德和伊丽莎白・西姆斯？​

A. To give examples of great novelists. 为了列举伟大小说家的例子。（干扰项 A，提到两人不是为了举例伟大的小说家，而是为说明杂志本期主题。）​

B. To stress the theme of this issue. 为了强调本期的主题。（选 B，两人对写作结局的分析，是为了突出本期《作家文摘》关于如何写好结局的主题。）​

C. To encourage writing for the magazine. 为了鼓励为杂志写作。（干扰项 C，文中无鼓励为杂志写作相关内容。）​

D. To recommend their new books. 为了推荐他们的新书。（干扰项 D，未提及推荐新书。）