Analysis of Gaokao English Composition

Author: Qi Shihé
Publisher:
Publish Date: 2004-08-01
Features: The writing of this book adopts the approach of "coming from students and returning to students," a method that we have proven effective through our recent teaching practices and textbook compilation. We first conducted a broad call for submissions among high school students, who came from key municipal high schools, key district high schools, and ordinary high schools. The submissions included various genres and topics covered in the Gaokao (China's college entrance examination), drawn from students' regular exercises, preparation drills, and mid-term and final exam papers. This collection process lasted for about half a year.
Next, we selected the submitted writings and had experienced teachers provide comments, revisions, and translations. The compilers of this book are from Tianjin Normal University and senior high school teachers who have been responsible for the final year of high school education for several years. This book is the crystallization of our years of teaching experience and wisdom, and we believe it will be of great help to readers.
The question-setting method for Gaokao English essays generally provides Chinese outlines, tables, Chinese outlines, comic strips, or Chinese and English prompts. Based on this, the content of this book is divided into three main parts, totaling 60 units. Each unit consists of six parts:
(1) Title and Prompt;
(2) Student Work;
(3) Teacher's Comments;
(4) Revised Essay by the Teacher;
(5) Vocabulary Notes;
(6) Translation.
The names of the students and teachers are respectively signed after the student work and the revised essay. The errors made by students are underlined and marked with numbers. The teacher's comments are divided into two parts: one is a macro analysis of the essay's structure, and the other is a detailed analysis of the underlined parts. All revision suggestions are reflected in the revised essay. The same errors are explained wherever they appear, and the same vocabulary is annotated in the corresponding unit—this repetition is intentional, aiming to reinforce the learner's memory.
The key to benefiting from this book lies in its correct use: readers should first carefully read the student work and thoughtfully consider the underlined parts to think of ways to correct them. Then, they should read the teacher's comments to see how well they identified the errors. After that, they should read the revised essay, comparing it with the original work to see how their ideas are expressed by the teacher. Understanding the method is the way to improve.
The revised essays often contain brilliant insights, and readers can not only gain inspiration and learn correct English expression but also enjoy a spiritual feast from them.