This set covers the five skills in First-language textual analysis: emphasis, language choice, viewpoints, structure and stock phrases. Questions run from easier to harder, and all passages are invented for practice.
Write your own answer first, then open the worked answer. For each of your sentences, mark whether it holds a quotation, an effect and a link. The summary selection studio and the mistake log help you record what to retest.
Passage A (invented)
老李修了三十年的自行车，铺子门口那块“修车”的木牌已经褪色。去年他在旁边添了一块小牌子：“也修手机”。顾客不多，他便常常坐在门口，看路上的人来来往往。
Q1 (emphasis). What does the writer stress about 老李?
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The writer stresses that 老李 holds on to his old trade while quietly adapting. Evidence: 三十年 and 褪色 stress age and tradition, while 添了一块小牌子 and 也修手机 show a small, modest change. 小 keeps the change low-key.Q2 (language). Explain the effect of 褪色.
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褪色 (tuìsè, "fade") suggests the passing of time and a trade that is losing its brightness. It links to 三十年 and the quiet decline suggested by 顾客不多.Q3 (language). Explain the effect of 来来往往.
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The repeated 来 and 往 suggest a steady stream of passers-by who keep moving and do not stop. Next to 顾客不多, it shows 老李 watching life pass his shop, which suggests quiet isolation.Q4 (structure). How does the order of the three sentences help the meaning?
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The passage moves from the old sign (past), to the new sign (change), to 老李 sitting and watching (present). The last image is passive, so the change has not brought busy days, and the passage ends on quiet waiting.Q5 (stock phrase). Rewrite 生动形象地写出了老李的孤独 so that it uses evidence.
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Sample: 顾客不多 and 坐在门口，看……来来往往 show 老李 with time to watch others, which suggests he is alone and waiting for customers.Passage B (invented)
①星期一，教室里的话题全是考试。②星期二，也是。③到了星期三，后排的小华突然问：“如果考不好，我们还剩什么？”④没有人回答，只有风扇在转。
Q6 (structure). What does the repetition of ② after ① suggest, and what does ③ change?
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也是 repeats the topic and shows that the exam talk is constant, so the days feel the same. ③ breaks the pattern with a question from one student, which reveals an anxiety the earlier talk was covering.Q7 (language). Explain the effect of 只有风扇在转 in ④.
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Only a mechanical sound remains, so the silence is obvious. 只有 stresses that nobody speaks, which shows the question was too heavy for anyone to answer.Passage C (invented)
全班都在为运动会彩排，只有阿美留在教室里擦黑板。她擦得很慢，每个角落都擦了一遍。
Q8 (emphasis). What does the writer emphasise about 阿美? Give two pieces of evidence.
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The writer stresses her careful, solitary effort. Evidence one: 只有 sets her apart from the class. Evidence two: 很慢 and 每个角落都擦了一遍 show thoroughness. A reader could also sense she is left out, because the passage gives no reason for her staying behind.Two viewpoints (invented)
甲：有人带路，能省下不少走弯路的时间。
乙：弯路也是路，自己摔过才记得牢。
Q9 (comparison). Compare the two views, naming shared ground and the exact difference.
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Shared ground: both think about how people reach a skill or place. The difference: 甲 treats 弯路 as lost time, which a guide can save, while 乙 treats 弯路 as part of learning, because 摔过才记得牢. 甲 values efficiency, 乙 values experience.Q10 (stock phrase). Rewrite the flattened answer 甲和乙都讲学习方法，只是不同.
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Sample: Both are about the route to learning, but 甲 sees 弯路 as time to be saved by 有人带路, while 乙 says 弯路也是路 and that learning sticks after 自己摔过.If you got these wrong
| Where the answer went wrong | Revisit |
|---|---|
| Named a topic but no evidence (Q1, Q8) | Identify a writer’s emphasis |
| Labelled a technique without an effect (Q2, Q3, Q7) | Explain a language choice |
| Said the writers just differ (Q9, Q10) | Compare viewpoints |
| Listed what happens, not why (Q4, Q6) | Connect structure with meaning |
| Used a generic phrase (Q5) | Avoid stock literary phrases |
For answer-by-answer feedback, see Chinese tuition.