一、逐句翻译
"I didn't like the ending," I said to my favorite college professor.
“我不喜欢这个结局，”我对我最喜欢的大学教授说。
It was my junior year of undergraduate, and I was doing an independent study on Victorian literature.
那是我本科三年级的时候，我正在做一项关于维多利亚文学的独立研究。
I had just finished reading The Mill on the Floss by George Eliot, and I was heartbroken with the ending.
我刚读完乔治·艾略特的《弗洛斯河上的磨坊》，结局让我心碎不已。
Prof. Gracie, with all his patience, asked me to think about it beyond whether I liked it or not.
格雷西教授以他全部的耐心，让我思考这个结局，而不是仅仅停留在喜欢或不喜欢的层面。
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.
他建议我思考一下两者之间的区别：一种是我希望角色拥有的结局，另一种是适合这些角色的结局——那些即使没有传统意义上的圆满结果、却能让故事本身得到圆满的结局。
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.
当然，我本希望汤姆和玛吉·塔利弗能有一个不同的结局，但他们得到的结局对他们来说确实是最合情合理的。
This was an aha moment for me, and I never thought about endings the same way again.
这对我来说是一个顿悟时刻，从那以后，我对结局的看法彻底改变了。
From then on, if I wanted to read an ending guaranteed to be happy, I'd pick up a love romance.
从那时起，如果我想读一个保证圆满的结局，我会选爱情小说。
If I wanted an ending I couldn't guess, I'd pick up a mystery.
如果我想读一个猜不到结局的故事，我会选悬疑小说。
One where I kind of knew what was going to happen, historical fiction.
如果我想读那种大致能猜到会发生什么的故事，就选历史小说。
Choosing what to read became easier.
选择读什么书变得更容易了。
But writing the end—that's hard.
但写结尾——那才是难事。
It's hard for writers because endings carry so much weight with readers.
对作家来说这很难，因为结局在读者心中分量极重。
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.
你必须取得平衡：创作的结局既要出人意料，又不能显得毫无来由，还要贴合角色的应有归宿。
That's why this issue of Writer's Digest aims to help you figure out how to write the best ending for whatever kind of writing you're doing.
这就是为什么本期《作家文摘》旨在帮助你找到方法，为你正在创作的任何类型的作品写出最好的结局。
If it's short stories, Peter Mountford breaks down six techniques you can try to see which one helps you stick the landing.
如果你是写短篇小说，彼得·芒特福德拆解了六种技巧供你尝试，看哪一种能帮你完美收尾。
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.
伊丽莎白·西姆斯分析了五部伟大小说的最后几章，看它们包含了哪些关键要素，以及你如何将这些要素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.
本期杂志不会告诉你你的结局应该是什么——那取决于你和你在讲的故事——但它可能会为你提供达到那个目标所需要的东西。
二、练习题（含答案解析）
32. 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.
A. 讨论一部小说。
B. To submit a book report.
B. 提交读书报告。
C. To argue for a writer.
C. 为一位作家辩护。
D. To ask for a reading list.
D. 索要阅读清单。
答案解析： A。根据文章开头作者对教授说的“I didn't like the ending”及后续讨论《弗洛斯河上的磨坊》的内容，可明确作者是为了和教授讨论这部小说，故选A。
33. What did the author realize after seeing Prof. 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.
A. 写作是个人偏好的问题。
B. Readers are often carried away by characters.
B. 读者常常被角色冲昏头脑。
C. Each type of literature has its unique ending.
C. 每种文学类型都有其独特的结局。
D. A story which begins well will end well.
D. 开头好的故事结尾也会好。
答案解析： C。教授启发作者后，作者表示若想要快乐结局就选爱情小说，想要难以预测的结局就选悬疑小说等，表明她意识到不同类型的文学有各自独特的结局模式，故选C。
34. What is expected of a good ending?
一个好的结局应该具备什么？
A. It satisfies readers' taste.
A. 满足读者的口味。
B. It fits with the story development.
B. 贴合故事发展。
C. It is usually positive.
C. 通常是积极的。
D. It is open for imagination.
D. 为想象留白。
答案解析： B。由教授所说的“endings that were right for the characters, endings that satisfied the story”及后文“fits what's right for the characters”可知，一个好的结尾应当贴合故事情节发展，故选B。
35. 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.
A. 举出伟大小说家的例子。
B. To stress the theme of this issue.
B. 强调本期的主题。
C. To encourage writing for the magazine.
C. 鼓励为杂志撰稿。
D. To recommend their new books.
D. 推荐他们的新书。
答案解析： B。文章最后一段点明本期《作家文摘》旨在帮助读者写好结尾，并以Peter Mountford和Elizabeth Sims的文章内容为例，其目的是强调杂志的这一主题，故选B。
三、长难句解析
句子一
It was my junior year of undergraduate, and I was doing an independent study on Victorian literature.
结构分析：
- 本句为并列句，由 and 连接两个分句。
- 分句一主干：It was my junior year of undergraduate。主语 It，系动词 was，表语 my junior year of undergraduate。
- 分句二主干：I was doing an independent study。主语 I，谓语 was doing，宾语 an independent study。on Victorian literature 为介词短语作后置定语，修饰 study。
语法要点：
- and 连接并列分句，两个分句在时间上相互关联。
- was doing 为过去进行时，表示当时正在进行的活动。
- on 在此处表示“关于”，相当于 about。
翻译： 那是我本科三年级的时候，我正在做一项关于维多利亚文学的独立研究。
句子二
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.
结构分析：
- 主干：He suggested + 宾语从句。主语 He，谓语 suggested，宾语从句省略了连接词 that。
- 宾语从句主干：I think about the difference。主语 I，谓语 think about，宾语 the difference。
- between... and... 结构连接两个对比对象：
- 对象一：endings that I wanted for the characters
- that 引导定语从句，修饰 endings，that 作 wanted 的宾语
- for the characters 为介词短语，表示“为角色”
- 对象二：endings that were right for the characters
- that 引导定语从句，修饰 endings，that 作主语
- were right for 为固定搭配
- 对象一：endings that I wanted for the characters
- 逗号后的 endings that satisfied the story 为同位语，进一步说明对象二。that 引导定语从句，修饰 endings，that 作主语。
- even if they didn't have a traditionally positive outcome 为让步状语从句，嵌于同位语的定语从句中。they 指代 endings，a traditionally positive outcome 为宾语，traditionally 修饰 positive。
语法要点：
- suggest 后接宾语从句，从句用虚拟语气，谓语用动词原形，此处 think 为原形。
- between A and B 结构连接两个对等成分，两个成分中各含一个 that 引导的定语从句。
- 同位语对前面的名词进行进一步说明。
- even if 引导让步状语从句，意为“即使”。
- traditionally 修饰 positive，表示“传统意义上的”。
翻译： 他建议我思考一下两者之间的区别：一种是我希望角色拥有的结局，另一种是适合这些角色的结局——那些即使没有传统意义上的圆满结果、却能让故事本身得到圆满的结局。
句子三
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.
结构分析：
- 本句为并列句，由 but 连接两个分句。
- 分句一主干：I would have preferred a different ending。主语 I，谓语 would have preferred，宾语 a different ending。for Tom and Maggie Tulliver 为介词短语作状语，表示“为……”。
- 分句二主干：the ending did make the most sense。主语 the ending，谓语 did make（did 为强调用法），宾语 the most sense。they got 为省略了关系代词 that 的定语从句，修饰 the ending。for them 为介词短语作状语。
语法要点：
- would have preferred 为虚拟语气，表示“本希望”（与过去事实相反）。
- did make 中 did 为助动词，起强调作用，意为“确实”。
- they got 为省略 that/which 的定语从句，修饰 the ending。
- make sense 为固定搭配，意为“有意义，合情合理”，the most sense 为最高级。
翻译： 当然，我本希望汤姆和玛吉·塔利弗能有一个不同的结局，但他们得到的结局对他们来说确实是最合情合理的。
句子四
From then on, if I wanted to read an ending guaranteed to be happy, I'd pick up a love romance.
结构分析：
- 主干：I'd pick up a love romance。主语 I，谓语 would pick up（'d = would），宾语 a love romance。
- From then on 为时间状语，意为“从那时起”。
- if I wanted to read an ending guaranteed to be happy 为条件状语从句。主语 I，谓语 wanted to read，宾语 an ending。guaranteed to be happy 为过去分词短语作后置定语，修饰 ending，相当于 which was guaranteed to be happy。
语法要点：
- from then on 为固定短语，意为“从那时起”。
- if 引导条件状语从句，与主句的 would 构成条件句（表示习惯性行为）。
- 过去分词短语作后置定语：an ending guaranteed to be happy。
- guaranteed to be 为固定搭配，意为“保证是……”。
翻译： 从那时起，如果我想读一个保证圆满的结局，我会选爱情小说。
句子五
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.
结构分析：
- 主干：You have to balance creating an ending。主语 You，谓语 have to balance，宾语 creating an ending（动名词短语）。
- that's unpredictable 为定语从句，修饰 an ending。that 作主语，is 为系动词，unpredictable 为表语。
- but doesn't seem to come from nowhere 为与 that's unpredictable 并列的定语从句部分，共享关系词 that。doesn't seem 为谓语，to come from nowhere 为不定式作表语补足语。
- one that fits what's right for the characters 为 an ending 的同位语，one 指代 an ending。that fits what's right for the characters 为定语从句，修饰 one。fits 为谓语，what's right for the characters 为 what 引导的宾语从句，作 fits 的宾语。
语法要点：
- balance doing sth. 为固定搭配，意为“在做某事中取得平衡”。
- 两个并列的定语从句共享一个关系词：that's unpredictable, but doesn't seem to come from nowhere。
- come from nowhere 为固定搭配，意为“毫无来由”。
- one 作同位语，指代前面的 an ending。
- what 引导宾语从句，作 fits 的宾语。
翻译： 你必须取得平衡：创作的结局既要出人意料，又不能显得毫无来由，还要贴合角色的应有归宿。
句子六
That's why this issue of Writer's Digest aims to help you figure out how to write the best ending for whatever kind of writing you're doing.
结构分析：
- 主干：That's why this issue aims to help you。主语 That，系动词 is，why 引导表语从句。
- 表语从句内部：主语 this issue of Writer's Digest，谓语 aims，目的状语 to help you。
- figure out how to write the best ending 为省略 to 的不定式，作 help 的宾语补足语。figure out 为动词短语，how to write the best ending 为“疑问词 + 不定式”结构，作 figure out 的宾语。
- for whatever kind of writing you're doing 为介词短语作状语，修饰 write。whatever kind of writing 为 whatever 修饰名词结构，you're doing 为省略了关系代词 that 的定语从句，修饰 writing。
语法要点：
- why 引导表语从句，说明原因。
- aim to do sth. 为固定搭配，意为“旨在做某事”。
- help + 宾语 + 省略 to 的不定式作宾语补足语。
- figure out 为动词短语，意为“弄清楚，搞明白”。
- 疑问词 + 不定式（how to write）作宾语。
- whatever 修饰名词，引导让步概念，意为“无论什么样的”。
- 省略 that 的定语从句：writing（that）you're doing。
翻译： 这就是为什么本期《作家文摘》旨在帮助你找到方法，为你正在创作的任何类型的作品写出最好的结局。
句子七
If it's short stories, Peter Mountford breaks down six techniques you can try to see which one helps you stick the landing.
结构分析：
- 主干：Peter Mountford breaks down six techniques。主语 Peter Mountford，谓语 breaks down，宾语 six techniques。
- If it's short stories 为条件状语从句。主语 it，系动词 is，表语 short stories。
- you can try 为省略了关系代词 that 的定语从句，修饰 six techniques。
- to see which one helps you stick the landing 为目的状语。which one helps you stick the landing 为 which 引导的宾语从句，作 see 的宾语。helps 为谓语，you 为宾语，stick the landing 为省略 to 的不定式作宾语补足语。
语法要点：
- if 引导条件状语从句。
- break down 为动词短语，意为“拆解，分解”。
- 省略 that 的定语从句：six techniques（that）you can try。
- to see 为目的状语，后面接 which 引导的宾语从句。
- help + 宾语 + 省略 to 的不定式：helps you stick the landing。
- stick the landing 为比喻用法，原指体操中稳稳落地，此处指“完美收尾”。
翻译： 如果你是写短篇小说，彼得·芒特福德拆解了六种技巧供你尝试，看哪一种能帮你完美收尾。
句子八
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.
结构分析：
- 主干：Elizabeth Sims analyzes the final chapters。主语 Elizabeth Sims，谓语 analyzes，宾语 the final chapters。of five great novels 为介词短语作后置定语，修饰 chapters。
- to see 为目的状语。
- what key points they include 为 what 引导的宾语从句，作 see 的宾语。what key points 为从句宾语（前置），they 为主语，include 为谓语。
- and how you can adapt them for your work 为与 what 从句并列的宾语从句，共同作 see 的宾语。how 为连接副词，you 为主语，can adapt 为谓语，them 为宾语，for your work 为介词短语作状语。
语法要点：
- of five great novels 为后置定语。
- to see 为目的状语，后接两个并列的宾语从句。
- what 引导宾语从句，what 在从句中作定语修饰 key points。
- how 引导宾语从句，作 see 的宾语。
- adapt A for B 为固定搭配，意为“将A调整以适应B”。
翻译： 伊丽莎白·西姆斯分析了五部伟大小说的最后几章，看它们包含了哪些关键要素，以及你如何将这些要素运用到自己的作品中。
句子九
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.
结构分析：
- 本句为并列句，由 but 连接两个分句。
- 分句一主干：This issue won't tell you what your ending should be。主语 This issue，谓语 won't tell，宾语 you，直接宾语为 what 引导的宾语从句 what your ending should be。
- 破折号中间 that's up to you and the story you're telling 为插入语，对前文进行补充说明。that 为主语，is up to 为谓语，you and the story 为宾语。you're telling 为省略了关系代词 that 的定语从句，修饰 the story。
- 分句二主干：it might provide what you need to get there。主语 it，谓语 might provide，宾语为 what 引导的宾语从句 what you need to get there。what 为从句宾语（前置），you 为主语，need 为谓语，to get there 为不定式作定语，修饰 what。
语法要点：
- what 引导宾语从句，作 tell 的直接宾语。
- 破折号引出插入语，对前文进行解释说明。
- be up to 为固定搭配，意为“取决于”。
- 省略 that 的定语从句：the story（that）you're telling。
- but 连接并列分句，形成转折。
- what 引导宾语从句，作 provide 的宾语。
- to get there 为不定式作定语，修饰 what，there 指代前文所述的目标。
翻译： 本期杂志不会告诉你你的结局应该是什么——那取决于你和你在讲的故事——但它可能会为你提供达到那个目标所需要的东西。
四、高考高频核心词
junior n. 三年级学生；adj. 年少的
→ 文中：my junior year 本科三年级
→ 拓展：senior（四年级）；sophomore（二年级）；freshman（一年级）
undergraduate n. 本科生
→ 文中：my junior year of undergraduate
→ 拓展：graduate n. 研究生；postgraduate n. 研究生
independent adj. 独立的
→ 文中：an independent study
→ 拓展：independently adv. 独立地；independence n. 独立
literature n. 文学
→ 文中：Victorian literature 维多利亚文学
→ 拓展：literary adj. 文学的
heartbroken adj. 心碎的，伤心的
→ 文中：I was heartbroken with the ending
→ 拓展：heartbreaking adj. 令人心碎的
patience n. 耐心
→ 文中：with all his patience
→ 拓展：patient adj. 耐心的；n. 病人
beyond prep. 超出，超越
→ 文中：think about it beyond whether I liked it or not
→ 熟词生义：此处表示“超越……的层面”
suggest v. 建议
→ 文中：He suggested I think about...
→ 语法要点：suggest 后接宾语从句时，从句用虚拟语气（should + 动词原形），should 可省略
satisfy v. 使满意，使满足
→ 文中：endings that satisfied the story
→ 拓展：satisfaction n. 满意；satisfying adj. 令人满意的
traditionally adv. 传统上，传统意义上
→ 文中：a traditionally positive outcome
→ 拓展：traditional adj. 传统的；tradition n. 传统
positive adj. 积极的，正面的
→ 文中：a traditionally positive outcome
→ 反义：negative 消极的
outcome n. 结果，结局
→ 文中：a positive outcome
→ 同义替换：result, consequence
prefer v. 更喜欢，宁愿
→ 文中：I would have preferred a different ending
→ 高频搭配：prefer A to B 比起B更喜欢A
aha moment n. 顿悟时刻
→ 文中：This was an aha moment for me
→ 拓展：a moment of sudden realization
guarantee v. 保证；n. 保证
→ 文中：an ending guaranteed to be happy
→ 高频搭配：guarantee to do sth. 保证做某事
romance n. 爱情小说；浪漫
→ 文中：a love romance
→ 拓展：romantic adj. 浪漫的
mystery n. 悬疑小说；谜
→ 文中：pick up a mystery
→ 拓展：mysterious adj. 神秘的
fiction n. 小说
→ 文中：historical fiction 历史小说
→ 拓展：fictional adj. 虚构的
weight n. 重量；分量，重要性
→ 文中：endings carry so much weight
→ 熟词生义：常见义为“重量”，文中为“分量，重要性”
balance v. 平衡；权衡
→ 文中：balance creating an ending
→ 高频搭配：balance A and B 在A和B之间取得平衡
unpredictable adj. 不可预测的
→ 文中：an ending that's unpredictable
→ 构词：un-（否定前缀）+ predictable（可预测的）
→ 拓展：predict v. 预测
figure out 弄清楚，搞明白
→ 文中：help you figure out how to write
→ 同义替换：work out, find out
technique n. 技巧，手法
→ 文中：six techniques you can try
→ 同义替换：skill, method
analyze v. 分析
→ 文中：Elizabeth Sims analyzes the final chapters
→ 拓展：analysis n. 分析
chapter n. 章节
→ 文中：the final chapters
→ 拓展：the opening chapter 开篇章
adapt v. 调整，改编；适应
→ 文中：adapt them for your work
→ 高频搭配：adapt A for B 将A调整以适应B；adapt to 适应
key points n. 关键要点
→ 文中：what key points they include
→ 同义替换：essential points, main points
五、熟词生义
junior
- adj. 年少的；资历浅的（常见义）
- ✅ 文中 n./adj. 三年级（的）
→ my junior year 本科三年级
→ 拓展：freshman 大一，sophomore 大二，junior 大三，senior 大四
beyond
- prep. 在……那边（常见义）
- ✅ 文中 prep. 超出，超越
→ think about it beyond whether I liked it or not
→ 超越“喜欢与否”这个层面去思考
satisfy
- v. 使满意，使满足（常见义）
- ✅ 文中 v. 使（故事）圆满
→ endings that satisfied the story
→ 不是“让故事满意”，而是“让故事本身得到圆满”
positive
- adj. 积极的，正面的（常见义）
- adj. 阳性的；确定的（其他义）
- ✅ 文中：a traditionally positive outcome 传统意义上的圆满结局
weight
- n. 重量（常见义）
- ✅ 文中 n. 分量，重要性
→ endings carry so much weight with readers
→ 结局在读者心中分量极重
→ 拓展：carry weight 有分量，有影响力
balance
- n. 天平；余额（常见义）
- v. 平衡；权衡（文中义）
→ You have to balance creating an ending
→ 你必须在创作结局时取得平衡
figure out
- 常见义：计算出
- ✅ 文中：弄清楚，搞明白
→ help you figure out how to write the best ending
→ 帮你弄明白如何写出最好的结局
break down
- 常见义：出故障；崩溃（常见义）
- ✅ 文中：拆解，分解
→ Peter Mountford breaks down six techniques
→ 彼得·芒特福德拆解了六种技巧
stick
- v. 粘贴；卡住（常见义）
- ✅ 文中：stick the landing 完美收尾（比喻用法）
→ helps you stick the landing
→ 原为体操术语“稳稳落地”，引申为“完美收官”
adapt
- v. 适应（常见义）
- ✅ 文中：改编，调整运用
→ how you can adapt them for your work
→ 如何将它们调整运用到你的作品中
up to
- 常见义：直到；多达（常见义）
- ✅ 文中：取决于
→ that's up to you and the story
→ 那取决于你和你的故事
六、重点短语汇总（阅读积累）
junior year of undergraduate 本科三年级
independent study 独立研究
Victorian literature 维多利亚文学
be heartbroken with 对……感到心碎
with all one's patience 以全部的耐心
beyond whether... or not 超越“是否……”的层面
think about the difference between A and B 思考A与B之间的区别
endings right for the characters 适合角色的结局
satisfy the story 使故事本身圆满
a traditionally positive outcome 传统意义上的圆满结果
make the most sense for 对……来说最合情合理
an aha moment 顿悟时刻
from then on 从那时起
guaranteed to be happy 保证圆满的
pick up 拿起；选择（此处指“选一本书来读”）
a love romance 爱情小说
a mystery 悬疑小说
historical fiction 历史小说
carry so much weight 分量极重
come from nowhere 毫无来由
fit what's right for the characters 贴合角色的应有归宿
figure out 弄清楚，搞明白
break down 拆解，分解
stick the landing 完美收尾
the final chapters 最后几章
key points 关键要点
adapt them for your work 将它们调整运用到你的作品中
be up to sb. 取决于某人
get there 达到目标
七、写作可迁移句子素材
表达“用耐心对待”
Prof. Gracie, with all his patience, asked me to think about it.
格雷西教授以他全部的耐心，让我思考这个问题。
仿写：My teacher, with all her patience, guided me through the difficult problem.
表达“超越……的层面”
He asked me to think about it beyond whether I liked it or not.
他让我思考这个问题，而不是仅仅停留在喜欢或不喜欢的层面。
仿写：We should look at the issue beyond whether it benefits us personally.
表达“顿悟时刻”
This was an aha moment for me.
这对我来说是一个顿悟时刻。
仿写：Realizing that failure is part of success was an aha moment for me.
表达“从那时起”
From then on, I never thought about endings the same way again.
从那时起，我对结局的看法彻底改变了。
仿写：From then on, she decided to take every opportunity seriously.
表达“分量极重”
Endings carry so much weight with readers.
结局在读者心中分量极重。
仿写：A teacher's words carry so much weight with students.
表达“取得平衡”
You have to balance creating an ending that's unpredictable but doesn't come from nowhere.
你必须取得平衡：结局既出人意料，又不能显得毫无来由。
仿写：Parents need to balance giving children freedom and setting rules.
表达“弄清楚”
This issue aims to help you figure out how to write the best ending.
本期旨在帮助你弄明白如何写出最好的结局。
仿写：This guide helps you figure out how to manage your time effectively.
表达“取决于”
That's up to you and the story you're telling.
那取决于你和你在讲的故事。
仿写：Whether you succeed or not is up to your own efforts.
年度赞助者支付后若无法下载,请添加客服微信：yxyh29661 咨询领取。电脑端下载更快捷。有些大文件，可能下载比较慢，请耐心等待，或者加微信，私发给您
