AS CAIE Chinese: Common Mistakes and Correction Methods | AS CAIE 中文：常见误区与纠正方法

📚 AS CAIE Chinese: Common Mistakes and Correction Methods | AS CAIE 中文：常见误区与纠正方法

Students preparing for the AS CAIE Chinese examination often encounter a range of recurring pitfalls that can prevent them from reaching the top grade bands. These errors are not simply the result of poor vocabulary recall; they stem from fossilised habits carried over from a learner’s first language, misconceptions about how Chinese structures meaning, and insufficient awareness of register and nuance. Understanding these common mistakes and knowing practical correction methods will not only help you avoid lost marks but also sharpen your overall command of the language. This article identifies twelve of the most frequent problem areas in AS Chinese and provides clear, actionable strategies to overcome them.

准备 AS CAIE 中文考试的学生常常会遇到一系列反复出现的误区，这些误区会让他们无法拿到高分。这些错误不单单是词汇记忆不牢造成的，更是来自学习者母语带来的固化习惯、对汉语建构意义方式的误解，以及语体和语感意识的不足。了解这些常见的错误，并掌握实用的纠正方法，不仅能帮助你避免失分，还能让你的中文水平整体上一个台阶。本文梳理了 AS 中文考试中最常见的十二个问题领域，并给出了清晰可行的克服策略。

1. Mixing Up ‘的’, ‘地’, ‘得’ | 混淆“的”“地”“得”

One of the most persistent errors among AS learners is the misuse of the three structural particles ‘的’ (attributive), ‘地’ (adverbial) and ‘得’ (complement). Because English does not distinguish between these functions through separate particles, students frequently default to ‘的’ in all positions, producing sentences such as “他高兴的说” instead of “他高兴地说”, or “他跑的快” instead of “他跑得快”. This error causes a breakdown in the logical flow of a sentence and is explicitly penalised in writing and grammar-focused tasks.

AS 学生最顽固的错误之一就是结构助词“的”“地”“得”的混用。由于英语不用不同的助词来区分这些功能，学生往往在所有位置都使用“的”，写出“他高兴的说”而不是“他高兴地说”，或“他跑的快”而不是“他跑得快”。这种错误会破坏句子的逻辑衔接，在写作和语法相关的题型中会被明确扣分。

A reliable correction method is to internalise the formula: ‘的’ + noun (e.g. 美丽的姑娘); ‘地’ + verb (e.g. 慢慢地走); verb + ‘得’ + complement (e.g. 吃得很饱). Whenever you write a descriptive phrase, pause and ask whether the next word is a noun, a verb or a result. A daily drill of five sentences where you consciously insert the correct particle will help make the distinction automatic.

一个可靠的纠正方法是把公式内化：“的”+ 名词（如美丽的姑娘）；“地”+ 动词（如慢慢地走）；动词 +“得”+ 补语（如吃得很饱）。每次写描述性短语时，停下来问自己，后一个词是名词、动词还是补充说明。每天有意识地用正确的助词造五个句子，这种刻意练习会让区分变成自动化反应。

Consider the following contrasting pairs: “她穿了一条很漂亮（的）裙子。” (attributive modifying 裙子) versus “她很漂亮（地）完成了表演。” (adverbial modifying 完成). In the second case, using ‘的’ would be grammatically wrong. Similarly, “他累（得）说不出话。” uses ‘得’ to introduce the result of being tired. Practice such minimal pairs until the flow feels natural.

对比下面这些句组：“她穿了一条很漂亮（的）裙子。”（定语修饰裙子）与“她很漂亮（地）完成了表演。”（状语修饰完成）。第二种情况用“的”就错了。同样，“他累（得）说不出话。”用“得”引出累的结果。多做这样的最小差异对，直到表达变得自然。

2. Measure Word Errors | 量词使用错误

Measure words are a feature of Chinese that has no direct equivalent in most European languages. AS candidates often either omit them entirely (“一书” for “一本书”) or use the all-purpose ‘个’ where a specific measure word is required, e.g. “一个衣服” instead of “一件衣服”. Another frequent error is the misuse of ‘张’, ‘把’, ‘条’, ‘只’ etc., which creates an impression of imprecise and learner language.

量词是中文的一大特色，大多数欧洲语言中没有直接的对应。AS 考生要么完全省略量词（“一书”代替“一本书”），要么在所有地方都用万能量词“个”，比如“一个衣服”而非“一件衣服”。另一个常见错误是“张”“把”“条”“只”等的混用，这会给人语言粗糙、不地道的印象。

The correction strategy involves grouping measure words by semantic categories: flat objects often take ‘张’ (一张纸, 一张桌子); long, flexible things take ‘条’ (一条路, 一条鱼); objects with a handle take ‘把’ (一把伞, 一把刀). Create a personal chart with these categories and add new nouns you encounter. When learning a new noun, always learn its obligatory measure word as a pair, e.g. “一只猫” not just “猫”.

纠正策略是按语义类别对量词进行分组：扁平的东西常用“张”（一张纸、一张桌子）；长条状柔韧的东西用“条”（一条路、一条鱼）；有把儿的东西用“把”（一把伞、一把刀）。自己制作一张分类图表，遇到新名词就加进去。每次学一个新名词，一定连同它的专属量词一起记，比如“一只猫”，而不是只记“猫”。

In the exam, when you need to refer to a countable item and are unsure, use the generic ‘个’ only as a last resort, but recognise that precise usage signals a higher level of competence. For writing tasks, a purposeful use of varied measure words (e.g. “一轮明月”, “一盏灯”) can significantly enhance stylistic marks.

考场上，如果实在不知道某个物品的量词，把“个”作为最后手段，但要明白精确使用量词是语言水平更高的标志。在写作题中，有意识地使用变化多样的量词（如“一轮明月”“一盏灯”）能明显提升文采分。

3. Word Order Interference from English | 英语语序干扰

Because English and Chinese follow different topic-comment and modifier-head principles, literal transfer of English word order often results in ungrammatical Chinese. Common examples include placing time phrases at the end of the sentence (“我吃饭在晚上”) instead of before the verb, or putting prepositional phrases after the verb (“我给书他” for “我给他书”). These errors make the message confusing and show a weak grammatical foundation.

由于英语和汉语在话题—说明和修饰语—中心语的结构上存在不同的原则，把英语语序逐字搬过来常常会造出不符合汉语语法的句子。常见的例子是把时间短语放在句末（“我吃饭在晚上”）而不是动词前，或者把介词短语放到动词后（“我给书他”而不是“我给他书”）。这类错误会让信息混乱，也暴露出语法基础薄弱。

The most effective correction is to memorise the Golden Rule of Mandarin word order: Subject – Time – Manner – Place – Verb – Object. For instance, “我昨天在家里认真地写了作业。” Practise rearranging scrambled sentences daily. Take an English sentence like “I gave a book to him yesterday at the library”, and produce the correct Chinese order: “我昨天在图书馆给了他一本书。” Repeat this transformation drill until the sequence feels natural.

最有效的纠正方法是记住汉语语序的黄金法则：主语—时间—方式—地点—动词—宾语。例如：“我昨天在家里认真地写了作业。”每天练习重新排列打乱的语序。拿出一个英语句子，如 “I gave a book to him yesterday at the library”，然后产出正确的汉语顺序：“我昨天在图书馆给了他一本书。”反复做这种转换练习，直到语序变得自然。

Pay special attention to the position of ‘在’ phrases and ‘给’ constructions. Never end a sentence with ‘在图书馆’ as you might in English; it must precede the verb. Also, double-object verbs in Chinese do not require a preposition before the indirect object: “送她礼物” not “送礼给让她”.

要特别注意“在”字短语和“给”字结构的位置。决不能像英语那样把“在图书馆”放在句末，它必须放在动词前。另外，汉语双宾动词不需要在间接宾语前加介词：应该是“送她礼物”，而不是“送礼给让她”。

4. Near-Synonym Confusion | 近义词误用

AS learners often struggle with pairs like ‘了解’ vs ‘理解’, ‘明白’ vs ‘清楚’, or ‘帮忙’ vs ‘帮助’. Although these words carry overlapping meanings in English (often both translating to ‘understand’ or ‘help’), their collocational restrictions differ sharply. For instance, “我了解你的困难” is correct, but “我理解你的困难” is more idiomatic when speaking of personal empathy; “他帮忙我” should be “他帮助我” or “他帮我的忙”.

AS 学生常常被“了解”和“理解”、“明白”和“清楚”、“帮忙”和“帮助”这类近义词困扰。虽然这些词在英语中意思有重叠（往往都翻译成 understand 或 help），但它们的搭配限制差别很大。例如，“我了解你的困难”是通顺的，但表达个人共情时，“我理解你的困难”更地道；“他帮忙我”应为“他帮助我”或“他帮我的忙”。

To correct this, compile a “collocation log” each time you encounter a pair. Write authentic example sentences from your textbook or from CAIE past papers, not from translation software. For ‘了解’ vs ‘理解’, note that ‘了解’ implies factual knowledge or acquaintance, while ‘理解’ implies deeper reasoning and emotional comprehension. Test yourself by filling in blanks in sentences until you can choose instinctively.

纠正方法是每次遇到一组近义词，就编写一份“搭配日志”。例句要从你的课本或 CAIE 往年试卷中摘取，而不是依赖翻译软件。对于“了解”和“理解”，要记住“了解”侧重事实上的知道或熟悉，而“理解”侧重更深层的推理和情感上的懂。用填空句的方式自我测试，直到能本能地选择正确的词。

Another example: ‘反应’ (response, reaction) vs ‘反映’ (to reflect, to mirror). Many students write “他的态度反应了他的性格”, which is incorrect; it should be “他的态度反映了他的性格”. Creating mnemonics like ‘心+反=反应’ vs ‘手+反=反映’ (though not etymologically exact) can provide a mental hook.

另一个例子：“反应”（response）和“反映”（reflect）。很多学生写“他的态度反应了他的性格”是错误的，应为“他的态度反映了他的性格”。编一个记忆口诀，比如“心字旁反应，手字旁反映”，虽然字源上不完全准确，但能提供记忆的抓手。

5. Visually Similar Character Confusion | 形近字混淆

Chinese characters that look alike cause frequent reading and writing mistakes in AS exams. High-frequency pairs include ‘己’ (self) vs ‘已’ (already) vs ‘巳’ (a rare zodiac character), ‘未’ (not yet) vs ‘末’ (end), and ‘人’ (person) vs ‘入’ (enter). Miswriting these can completely change the meaning of a word, turning ‘未来’ (future) into ‘末来’ (a non-word) or ‘自己’ into ‘自已’.

外形相似的汉字在 AS 考试中经常引发读写错误。高频易混字组包括“己”与“已”与“巳”、“未”与“末”，以及“人”与“入”。写错这些字可能彻底改变词义，比如把“未来”写成“末来”，或把“自己”写成“自已”。

The corrective approach is to study each pair through component analysis. For ‘己’ vs ‘已’, the mnemonic “开口己，半口已，闭口巳” (open mouth for 己, half-closed for 已, fully closed for 巳) works well. For ‘未’ and ‘末’, remember that ‘未来’ (future) has the longer upper horizontal stroke because the future is still ahead and growing, while ‘末日’ (doomsday) has the longer lower stroke as things come to an end. Draw these characters big, exaggerating the stroke length difference.

纠正策略是通过部件分析来学习每一对形近字。对于“己”和“已”，口诀“开口己，半口已，闭口巳”非常管用。对于“未”和“末”，记住“未来”的上横更长，因为未来还在前面、正在延长；而“末日”的下横更长，因为一切走向终结。把字写大，夸张地画出笔画长短的差别。

In reading comprehension, learners should develop the habit of “radical scanning” to avoid misreading. If a sentence contains ‘拨开’ (push aside with the hand) and you confuse ‘拨’ with ‘拔’ (pull out, radical 扌+ 犮 vs 扌+ 友), the whole plot can be misunderstood. Slow down and note which component carries the semantic clue: 扌 (hand) tells you it’s a hand action, but the phonetic component gives you the correct word.

在阅读理解中，学习者应养成“部首扫描”的习惯，以防看错字。如果一个句子有“拨开”（用手拨开），而你把它和“拔”搞混，整个情节可能被误解。放慢速度，留意哪个部件提供了语义线索：扌提示这是手部动作，但声旁帮你读出正确的词。

6. Tone Errors in Speaking | 口语中的声调错误

The AS Chinese speaking component requires clear, accurate pronunciation, and tones carry lexical weight that can alter meaning entirely. Typical tone errors involve the third tone (low dipping) being pronounced as a falling second tone, or the fourth tone (falling) being flattened. For example, confusing ‘mǎ’ (马, horse) with ‘mā’ (妈, mother) or ‘mà’ (骂, scold) can create embarrassing or absurd situations.

AS 中文口语部分要求发音清晰准确，而声调承载着区分词义的重量，声调错误会完全改变意思。典型的声调错误包括把三声（低降升）发成下降的二声，或者把四声（高降）拉平。比如把“马”（mǎ）发成“妈”（mā）或“骂”（mà），可能造成尴尬甚至滑稽的场面。

A practical correction drill is the “Tone Pair Grid” exercise. Practice all 20 combinations of two-tone pairs (e.g. 1st+1st: fēi jī; 1st+2nd: zhōng guó; 3rd+3rd: nǐ hǎo becomes ní hǎo in sandhi, etc.). Record yourself reading a list of minimal pairs and listen back critically. Pay special attention to the third tone, which in isolation is full dipping, but in connected speech often becomes a half third (low level without rising) unless at the end of a phrase.

一个实用的纠正练习是“声调搭配网格”训练。练习全部二十种双音节声调组合（如一声+一声：飞机；一声+二声：中国；三声+三声：你好变为 ní hǎo 的变调等）。把自己的朗读录下来，边听边严格检查。特别要注意三声，它在单独发音时是全降升，但在语流中除非在短语末尾，否则往往变成半三声（低平不升）。

In the AS speaking exam, do not rush to deliver your response; a measured pace gives you time to consciously shape each tone. If you are unsure of a character’s tone, use a darker, slightly slower articulation rather than guessing wildly. Also, link tones to physical gestures: for the fourth tone, make a decisive downward hand gesture to reinforce the sharp fall.

在 AS 口语考试中，不要急着把回答说完；保持节奏，给自己时间有意识地塑造每个声调。如果不确定某个字的声调，可以用稍沉、稍慢的方式发音，而不要胡乱猜测。另外，你可以把声调和肢体动作联系起来：发第四声时，做一个果断的下劈手势，强化急促下降的感觉。

7. Over-Applying English Sentence Structures in Writing | 写作中套用英语句式

Many AS essays suffer from a “translationese” style where candidates mentally compose in English and transliterate into Chinese. This results in heavy noun phrases, excessive passive constructions, and unnatural use of pronouns. For instance, “It is widely believed that…” becomes “它是广泛被相信的…” instead of the idiomatic “人们普遍认为…”. The essay then lacks flow and reads like an awkward textbook translation.

许多 AS 作文带有明显的“翻译腔”，考生在脑内用英语构思，再逐字转写成汉语。这就导致名词短语臃肿、被动句式过剩、代词使用不自然。例如 “It is widely believed that…” 被写成“它是广泛被相信的…”，而不是地道的“人们普遍认为…”。整篇文章缺乏流畅感，读起来像蹩脚的课本译文。

The core correction is to think in Chinese from the planning stage. Use a “topic-comment” structure instead of a subject-predicate one. Instead of “This problem must be solved by the government”, write “这个问题，政府必须解决”. Practise paraphrasing English headlines into concise Chinese topic chains. The 把-construction and the absence of a formal passive with ‘被’ in many contexts should be actively used.

核心纠正是从构思阶段就用中文思考。使用“话题—说明”结构，而不是主谓结构。与其写“这个问题必须被政府解决”，不如写“这个问题，政府必须解决”。练习把英语新闻标题改写为简洁的汉语话题链。多多使用“把”字句，并注意在很多语境下汉语并非必须用“被”来表被动。

Another common example: “There is a rapid increase in the number of…” becomes “有一个在数量方面的快速增长…” – a typical literal rendering. The correct Chinese pattern is “……的数量迅速增加”。Keep subjects concrete and often front the sentence with a time or location phrase. Editing your drafts specifically to remove each instance of unnecessary ‘的’ and ‘是’ can drastically improve authenticity.

另一个常见例子：”There is a rapid increase in the number of…” 被写成“有一个在数量方面的快速增长…”，这是典型的直译。正确的汉语表达是“……的数量迅速增加”。要把主语变得具体，并常常把时间词或地点词放在句首。修改草稿时，专门删除所有多余的“的”和“是”，就能显著提升中文的地道感。

8. Connected Speech and Discourse Marker Misuse | 语篇衔接词误用

To sound more sophisticated, students often pepper their writing and speaking with transition words like ‘但是’, ‘所以’, ‘而且’, and ‘然后’, but they misuse them. ‘但是’ is frequently used without a preceding concessive context, ‘所以’ is overused to link every cause-effect pair loosely, and ‘然后’ becomes a filler word in narratives (“然后…然后…然后…”). This not only disturbs the logical cohesion but also signals a limited range of discourse devices.

为了让语言显得更高级，学生常常在写作和口语中滥用“但是”“所以”“而且”“然后”这样的过渡词，但往往用得不对。“但是”常常在没有任何让步语境的条件下出现，“所以”被过度用来连接每一个松散的因果关系，而“然后”在叙述中成了万能的填充词（“然后…然后…然后…”）。这不仅破坏了逻辑衔接，也暴露了语篇手段的贫乏。

The remedy is to build a richer repertoire of discourse markers: ‘然而’ (yet, formal), ‘因此’ (therefore, formal), ‘此外’ (furthermore), ‘与此同时’ (at the same time), ‘尽管如此’ (nevertheless). For narratives, instead of chaining ‘然后’, use temporal phrases like ‘接着’, ‘随后’, ‘不一会儿’, ‘过了一阵子’. Practise linking sentences using contrastive and consequential pairs: “虽然……但是……”, “由于……因此……”, “不但……而且……”. However, use these pairs correctly; ‘虽然’ mandates a ‘但是’ later, but never use ‘但是’ alone if there is no conflict.

补救方法是积累更丰富的语篇标记词：“然而”（转折，正式）、“因此”（因果关系，正式）、“此外”（递进）、“与此同时”（并列）、“尽管如此”（让步）。叙述时，不要一味用“然后”串联，而要用“接着”“随后”“不一会儿”“过了一阵子”等时间短语。练习使用成对的关联词连接句子，比如“虽然……但是……”“由于……因此……”“不但……而且……”。但是一定要注意正确使用：“虽然”后面一定要有“但是”，而不能在没有矛盾关系的句子里单独用“但是”。

In the speaking test, a well-placed ‘其实’ (actually) or ‘总的来说’ (in summary) can raise the register, whereas a string of ‘然后’ will bring the rating down. Record yourself telling a short story and count the number of ‘然后’s; then retell it using at least three different connectors. The goal is to make logical relationships explicit without overworking the same few words.

在口语考试中，恰到好处地用上“其实”“总的来说”可以提升语体档次，而一连串的“然后”只会拉低评分。录下自己讲一个小故事的音频，数一数出现了多少个“然后”；然后改用至少三种不同的连接词重讲一遍。目标是清晰表达逻辑关系，而不是反复用那几个词。

9. Register and Formality Imbalance | 语体与正式度失衡

AS Chinese tasks require sensitivity to formal and informal registers. Students often mix colloquialisms into a formal letter or use stiff, literary phrases in a casual dialogue. For example, writing “俺觉得这个方案不好” in a letter to a newspaper editor is inappropriate, while saying “此事令人甚感遗憾” in a conversation with a friend sounds unnatural. Register mismatch can cost marks in both writing and speaking.

AS 中文考试要求对正式语体和非正式语体有敏锐的分辨。学生经常在正式信件中混入口语词，或者在随性对话里使用生硬的书面语。比如，给报社编辑写信时写“俺觉得这个方案不好”是不合适的，而跟朋友聊天时说“此事令人甚感遗憾”听起来就很不自然。语体失当会在写作和口语中同时丢分。

To correct this, categorise your vocabulary and sentence patterns by situation. Maintain a “formal list” including words like ‘阁下’ (you, honorific), ‘敝校’ (our school, humble), ‘恳请’ (earnestly request), ‘鉴于’ (in view of), and an “informal list” with ‘你’, ‘咱们学校’, ‘请’, ‘因为’. Before you start writing, identify whether the task demands a letter, a report, a speech or a dialogue, and then consciously switch your mental register filter.

纠正方法是根据场景对自己的词汇和句型进行分类。准备一份“正式语体清单”，包括“阁下”“敝校”“恳请”“鉴于”等，以及一份“非正式语体清单”，包括“你”“咱们学校”“请”“因为”。动笔前先判断题目要求的是信件、报告、演讲稿还是对话，然后有意识地切换心中的语体开关。

Practise rewriting a given paragraph from formal to informal and vice versa. For example, change “尊敬的先生/女士：本人写此信，旨在投诉……” to a casual text message style: “你好，我想说下那个……的问题。” This exercise sharpens your awareness of how pronouns, sentence endings (啊, 吧, 吗 vs 否, 哉, 乎), and lexical choices shift with the audience.

练习把一段文字在正式和口语体之间互转。例如，将“尊敬的先生/女士：本人写此信，旨在投诉……”改写为发短信的口吻：“你好，我想说下那个……的问题。” 这种练习能让你敏锐地感知代词、语气词（啊、吧、吗 对比 否、哉、乎）和词汇选择如何随着对象变化而变化。

10. Misreading Question Prompts in Comprehension | 阅读理解审题失误

A surprisingly common mistake in the AS Chinese reading paper is answering a question based on general topic knowledge rather than the precise wording required. Students skim the prompt and write everything they know about ‘环保’ (environmental protection), ignoring the specific angle asked, such as ‘个人可以采取的措施’ (measures individuals can take). The answer then becomes diffuse and loses focus, leading to a low content mark even though knowledge exists.

AS 中文阅读理解中一个出人意料的常见错误是，根据自己对话题的泛泛了解来答题，而不是根据题目所要求的确切关键词。考生扫一眼题干，就把自己对“环保”的所有了解都写上去，却忽略了题目要求的具体角度，比如“个人可以采取的措施”。于是答案变得散漫、失焦，即便有相关知识，内容分也很低。

Correct this by employing a forced three-step approach: (1) Underline the key verb and the noun phrase in the question; (2) Rephrase the question in your own Chinese words before reading the passage; (3) In the answer, mirror the exact terms from the question stem. For instance, if the question asks “作者对科技发展持什么态度?”, your first sentence should echo “作者的态度是……”. Never start with a general discussion of technology.

用强制三部法来纠正：（1）用下划线标出题干中的关键动词和名词短语；（2）在阅读文章之前，用自己的汉语把问题重述一遍；（3）作答时原样呼应题干中的字眼。比如题目问“作者对科技发展持什么态度？”，你的第一句话就应该是“作者的态度是……”。千万不要上来先泛谈科技。

Additionally, many students fall into the trap of quoting huge chunks of the passage instead of paraphrasing. The CAIE mark scheme rewards selective, synthesised summary in the candidate’s own words. Highlight only the specific evidence that answers the question and explain it briefly. A useful ratio is: two lines of your own interpretation per one line of short quotation.

此外，很多学生会落入大段照抄原文的陷阱。CAIE 评分标准奖励的是考生用自己的话进行选择性、综合性的概述。只摘出能直接回答问题的具体证据，并简要解说。一个很好用的比例是：每用一行短引文，就要跟上两行自己的解释。

11. Character Writing Incompleteness | 汉字书写缺笔少画

Under the time pressure of the AS written paper, handwriting often deteriorates, and characters lose essential strokes. Common examples include missing the dot in ‘找’ (making it look like ‘我’), omitting the middle horizontal stroke in ‘真’, or writing ‘日’ when ‘目’ is required. Such errors can change the character identity entirely, or at the very least indicate a lack of character accuracy, which is penalised.

在 AS 笔试的时间压力下，书写往往会潦草生变，汉字失去关键笔画。常见例子包括漏掉“找”字头上的点（写得像“我”），少了“真”中间的一横，或者把“目”写成“日”。这些错误能彻底改变汉字本身，至少也表明你对字形的精确度不够，会被扣分。

The correction is to practise “deliberate stroke-order writing” with a focus on component assembly. Take ten frequently miswritten characters and write each one ten times, articulating the stroke order aloud. Use a character decomposition method: for ‘赢’ (win, 亡+口+月+贝+凡), write each part clearly and only combine them once you can reproduce them perfectly. Do not let cursive shortcuts replace structural clarity.

纠正的办法是练习“刻意笔顺书写”，重点放在部件组合上。挑十个常写错的汉字，每个写十遍，写的时候大声说出笔顺。采用部件拆分法：比如“赢”（亡+口+月+贝+凡），先把每个部件写清楚，能完全写对之后再组合起来。绝不要让潦草的连笔替代了结构上的清晰。

In the exam, allocate a mental “character-check” pass during the last five minutes of the writing section. Scan your essay specifically for characters that could be ambiguous: 已/己, 即/既, 侯

Published by TutorHao | AS Chinese Revision Series | aleveler.com

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