1. How to teach primary school students how to review the topic of their compositions
It is a taboo in writing that the article is not on the topic. If the topic is incorrect, the composition will go completely wrong. "A slight difference can lead to a mistake." Students in the same grade (or class) have low and high ability to examine questions. Each student's ability to examine questions has a process of development from low to high. So how does the relationship between low and high develop? In practice, how to guide students step by step and at different levels to improve their ability to review questions? This is the main problem that this article attempts to solve. Below, using the high school entrance examination essay questions from various places in recent years as materials, I will share my personal views on the training of essay review ability from the three levels and thinking processes of reviewing "accurate" questions, reviewing questions from multiple perspectives, and improving the quality of thinking.
1. Examine the "correct" questions, determine the correct ideas, and be targeted. This is the basic level of question review ability. This ability can be achieved by everyone as long as they are willing to learn, have the right learning methods, and undergo appropriate training. In this process, we should focus on the following three aspects:
1. Verify the intention of the proposition. The essay questions for the "High School Entrance Examination" seem to be enigmatic, confusing, complicated and difficult to grasp. In fact, as long as we review the title, materials and composition requirements, we can accurately grasp the intention of the proposition. The materials and requirements for the "High School Entrance Examination" essay are generally not very difficult. As long as you are careful, you will not go off topic. The topics of the "High School Entrance Examination" essays have rules to follow. For example: in 1995, Henan Province wrote "Birthday", in 1997 Anhui Province wrote "My Day", in 1998 Shandong Zibo City wrote "Sunday", etc. The composition must write about people and things within a limited time; in 1991 Shenyang City The title of the essay is "What's New in the Class". In 1996, the title of Guangdong Province was "On the Way After School". In 1997, the title of Heilongjiang Province was "On the Way Home". The content of the composition must be written in a limited place; in 1992, the title of Chengdu City was "Mother". ", in 1997 Fuzhou City titled "My Best Partner and Me", in 1998 Jiangxi Province titled "Friends", etc. The composition must be about a limited character; in 1992 Guangzhou City titled "One Thing in My Growth", The 1995 Guangdong Province title was "My Afterschool Life", the 1998 Sichuan Province title was "Childhood Fun Stories", the Hebei Province title was "Mind Affairs", etc. The essay must be about a limited matter; the 1997 Guangdong Province title was "Love", the Guangxi Province title was "Love", and the Guangxi Province title was "Love". "Warmth", Jiangxi Province's "Beauty, Among Us", Shanghai Minhang District's "Enjoyment in It" in 1998, etc. The content of the composition must express a limited theme. Limiting time, place, characters, things, themes, etc. This is one of the rules for composition propositions in the "High School Entrance Examination". By approving this feature, you will find the starting point of the composition.
2. Scope of approval. This requires candidates to determine the content scope of the writing based on the topic, materials and requirements of the composition. The scope of the content of the "High School Entrance Examination" composition is both broad and narrow. It is said to be broad because the "high school entrance examination" essay questions must be based on life, and life is colorful and all-encompassing; it is said to be narrow because it must take students as the "center" and their lives as the "radius." For example, in 1997 the Beijing title was "I have a pair of hands", the Xinjiang title was "I have grown up", and the Shanxi Province title was "My future is not a dream". In 1998 the Beijing title was "The story of me and the book", and the Shandong Province title was "My Happiness and Troubles" and so on are about self-life; the 1992 Liaoning Province title is "My Family Tradition", the 1995 Chengdu City title is "My Family Gives Me", the 1996 Nanjing City title is "Today's Family Matters" and so on are about family. Life; in 1994 Tianjin City titled "Me and the Class", in 1997 Hunan Province titled "Salute, Teacher", in 1998 Liaoning Province titled "A Unique Class Meeting" and other topics should write about campus life; in 1991 Tianjin City titled "Hometown Changes" "," Guangdong Province in 1996 titled "On the way home from school", Heilongjiang Province in 1997 titled "On the way home", etc. can write about social life. Some essay questions can write about a variety of lives. For example, the title "Applause" in Nanjing City in 1994 can be written about the applause at the morning meeting, or the applause in the classroom, or the applause at the school meeting, or the applause at home, or the applause from the neighbors, etc.
In 1997, the title "Hope" in Chongqing City can be written about my expectations (self life), the expectations of my family (family life), the expectations of teachers and students (campus life), or the society. The expectations of all walks of life (social life), etc. There have been more and more such "high school entrance examination" essay questions in recent years, and there is a trend of further development. When writing this kind of composition, you must first clarify the scope of content you want to write before writing. 2. How to guide primary school students in essay review
1. Clarify the writing object.
When reviewing a topic, students must first identify the stylistic type of the composition from the title, that is, the review is a narrative essay, and explanatory essays such as "Remembering a Competition" have written characters and belong to the genre. The prompt words for narrative and expository texts are sometimes words such as explanation and introduction, such as "Introduction to Computers" and so on. Titles such as "Summer Evening" and "On the Road to School" do not have obvious hints about the genre like the above titles, but they also have indirect hints, which requires us to carefully review the topic with the help of the conditions given in the title.
2. Teach students to determine the writing scope of the article and focus on the topic. In addition, students can also be taught to grasp the title of the essay to determine the focus of the writing scope.
The title is the key word in the title. Grasping the title means grasping the focus of the title and the focus of the composition. Otherwise, the composition will miss the topic. For example, in "Playing also requires using your brain", using your brain is the question.
3. Teach students to carefully identify the person in the title and understand the requirements thoroughly. Some essay titles are very clear in person, such as "My Class Teacher" should be written in the first person.
For some topics, the person is not clearly defined. For example, in "On the Road from School," you can write about me, us, or he or them. Which person to use depends on the material you choose and the center you want to express. Thoughts decide. In addition, some essay questions also have requirements and prompts, which often impose specific requirements on the genre, materials, word count, writing, etc. of the essay in addition to the essay title.
Students can be taught to think carefully when reviewing questions, try to understand them thoroughly, and strictly follow the requirements. For example, "My ***" requires: reflect the character's good qualities through one thing.
You must write down the whole story and be specific. If students do not read the requirements and do not write as required.
The title "My Mother" is likely to be written as "My Pencil Box". Even if it is written as a person by luck, it is difficult to understand that this is a person and an incident, and it is difficult to focus on reflecting the personality of a character. Quality of thought. If you fail to write about people, fail to write about people through one thing, and instead write about things, and fail to clearly describe the cause, process, results, details, etc. of the thing, then the article you write will not meet the purpose of the topic. .
This does not meet the meaning of the question. In fact, it means that the requirements have not been carefully understood. Therefore, when teaching students to review questions, they should also carefully review the requirements of the first review of the composition to ensure that nothing goes wrong.
〖You are browsing articles provided by "Laobaixiao Online"〗. 3. How to guide primary school students in reviewing essays
1. Clarify the writing target.
When reviewing a topic, we need to teach students to first identify the genre type of the composition from the title. That is, the review article is a narrative essay. They are words such as explanation and introduction, such as "Introduction to Computers" and so on. Titles such as "Summer Evening" and "On the Road to School" do not have obvious hints about the genre like the above titles, but they also have indirect hints, which requires us to carefully review the topic with the help of the conditions given in the title.
2. Teach students to determine the writing scope of the article and focus on the topic.
In addition, students can also be taught to grasp the title of the essay to determine the focus of the writing scope. The title is the key word in the title. Grasping the title means grasping the focus of the title and the key points of the composition. Otherwise, the composition will miss the topic. For example, in "Playing also requires using your brain", using your brain is the question.
3. Teach students to carefully identify the person in the title and understand the requirements thoroughly.
Some composition titles have very clear person names. For example, "My Class Teacher" should be written in the first person.
For some topics, the person is not clearly defined. For example, in "On the Road from School," you can write about me, us, or he, or them. Which person to use depends on the materials you choose and the central idea you want to express.
In addition, some essay questions also have requirements and prompts, which often impose some specific requirements on the genre, materials, word count, writing, etc. of the essay in addition to the essay title. Students can be taught to think carefully when reviewing questions, strive to understand them thoroughly, and strictly follow the requirements. For example, "My ***" requires: reflect the character's good qualities through one thing. You should write down what happened completely and in detail. If students do not read the requirements and do not write as required. The title "My Mother" is likely to be written as "My Pencil Box". Even if it is written as a person by luck, it is difficult to understand that this is a person and an incident, and it is difficult to focus on reflecting the ideological quality of a character. If you fail to write about people, fail to write about people through one thing, but write about things, and fail to clearly describe the cause, process, results, details, etc. of the thing, then the article you write will not meet the purpose of the topic. . This does not meet the meaning of the question. In fact, it means that the requirements have not been thoroughly understood. Therefore, when teaching students to review questions, they should also carefully review the requirements of the first review of the composition to ensure that nothing goes wrong. 〖You are browsing the article provided by "Laobaixiao Online"〗 4. How to cultivate students' essay review ability in composition teaching
Based on the actual situation of students in our school, I think that cultivating students' essay review ability is writing The first step in training.
So how to cultivate primary school students’ question review ability? I started from the following aspects: (1) Teach students to grasp the "eye of the question" in the question. Once the "eye of the question" is found correctly, the focus of writing is found, which is to reveal the meaning of thoughts or express feelings*** Color words.
Then by selecting and arranging materials around the "topic", you can achieve appropriate details and clear levels. For example, "A person I admire", "admire" is the title of this title.
Focus on why you "admire". Another example is "Remembering a Hard-Working Teacher". "Diligence" expresses the center of the article, which is the "title". If you write about how this teacher "lives a simple life" and "cares about his classmates", it would be off topic. .
Of course, some questions have prominent “eyes” that are obvious at a glance. For example: "One thing that makes me happy", "I love...", "An unforgettable little thing", etc. As long as you grasp the "happy", "love", "unforgettable" and other "questions", you will not There will be digressions.
So when I get an essay title, I have to read the title silently several times and think about what the title literally means. For example, "An Interesting Thing During the Holidays" writes "things" rather than remembering people; it writes "one thing" rather than two or three things; it writes "interesting" things rather than ordinary things. The thing is not an ordinary good thing; the time is "during the holiday", it neither happens "before" nor "after" the holiday, but "during"; the place cannot be at school.
These must be thought through word by word while silently reading the questions. (2) Teach students to determine the writing genre. After determining the writing object, it is necessary to see what the writing genre is, whether it is a narrative or other genres.
Narrative is a common style of writing in primary school, and narrative is divided into descriptions of scenes, events, people, objects, etc. Reviewing the narrative title can help primary school students determine the genre of the article.
Therefore, teachers should also provide guidance in this aspect to avoid the phenomenon of students having nowhere to write when given composition topics. The author believes that teachers should correctly understand how students determine "how to write" based on the topic.
For example: "Two or three things about campus life", if you grasp the "things" in the title, you can be sure that it is an article about events that happened on campus; "Beautiful Campus", as long as you grasp the "things" in the title If the word "beautiful" is used, it can be directly determined as describing scenes; "My Classmate xxx" and "My Classmate xxx" and "My Classmate xxx" are both about people, but the former is about the classmate xxx alone, while the latter is about a person. Write "I" and my classmate xxx.
Another example is "My Good Partner". You can write about people, such as good classmates, children, etc.; Cats, etc., can be the writing objects of this topic.
In the composition "Little Grass", students should focus on "Little Grass". It can be seen that it is an article about things. It can be seen that guiding students to determine genre is the key to writing.
(3) Further clarify the scope of topic selection. The writing scope of the article is reflected in the time, place, quantity and content.
For example, "Ten Minutes Between Classes" requires you to write about what is happening; "Interesting Stories from Childhood" requires you to write about things that have already happened. Another example is "The New Look of Campus" written about "campus", and "Interesting Extracurricular Activities", the location can be on campus or off campus.
Therefore, teachers should teach students to carefully review the scope of material selection and clarify the writing scope of the topic. Teachers should guide students to be good at keeping within the scope of writing, so that their writing will meet the meaning of the question.
For example: In my composition teaching, for the composition "The Discovery of Autumn", I guided students to determine the scope of writing from the following aspects. You can write about fields, mountains, and visits to scenic spots and historic sites; you can write about things you saw during your autumn outing or unforgettable things you experienced during your autumn outing; if you write about scenery, you must reflect the characteristics of the autumn scenery; when you write about the scenery, you must set the time Write clearly what kind of scenery you saw when you went to a certain place with whom, and what feelings you had.
In short, writing about the characteristics of autumn is the focus of this composition. (4) Let students open their minds and broaden their horizons.
At the primary school level, there are already quite a few types of compositions that have no actual material and cannot hear or see the development process of things. Faced with this type of imaginary composition, students find it difficult to write and often cannot start writing.
When instructing the writing of this type of composition, teachers should make great efforts to cultivate students' imagination and creativity. Guide them to review the topic and grasp the central words. The fictitious materials must serve the center. Encourage them to say whatever they think and write whatever they say. However, tell them that what they imagine must conform to objective reality, reflect life, and make people feel like they are seeing it. Immerse yourself in the scene, as if the real situation is right in front of you.
Whether it is a direct observation composition or a fictional composition, teachers should pay attention to guiding students to fully use their imagination in combination with real life. This is also a key issue when reviewing the topic. Every essay topic always has some restrictions on writing, but don't let these restrictions block your ideas or tie your hands and feet.
When reviewing a question, you must see what is restricted in the question and what is unrestricted, so that students can keep their ideas within the range of restrictions and find broad space for free exploration. . 5. About how to review questions for primary school students' compositions
How to review questions. Composition writing is the most troublesome thing for primary school students, but it is also one of the most important teaching activities for our primary school Chinese teachers.
When it comes to writing essays, students feel at a loss as to how to write and what to write. Therefore, teachers must first teach students to review topics. If they are not able to review topics, they will not be able to write essays. Even if they write a thousand words, they will be thousands of miles away from the topic, and it will be impossible to talk about conception, material selection, and arrangement of the structure of the article.
Let me talk about my experience in guiding primary school students to review essays. 1. Teach students to review the genre of the article and clarify the writing object.
When reviewing a topic, students must first identify the stylistic type of the composition from the title, that is, whether it is a narrative, an explanatory, or a practical essay? For example, "Remember a Game" has the word "remember" and is a narrative text. The prompt words for expository texts are sometimes words such as "explanation" and "introduction", such as "Introduction to Computers". Titles such as "Summer Evening" and "On the Road to School" do not have obvious hints about the genre like the above titles, but they also have indirect hints, which requires us to carefully review the topic with the help of the conditions given in the title.
2. Teach students to determine the writing scope of the article and focus on the topic. Determining the scope of the article is as important as reviewing the genre and clarifying the target of the article.
Teachers can teach students to grasp the words that indicate the scope of the question, analyze it carefully, and determine the scope of their writing. Titles such as "Unforgettable Morning", "Unforgettable Moment", "Unforgettable Day", etc. all limit the time of writing. You can grasp these words to determine the scope of writing.
Another example is "My Mom" ??which only writes "Mom"; "I Love Mom": it is necessary to write not only "love" but also "why you love" and "how to love"; "My Mom and I" ", it is necessary to write both "mother" and "I", and it is required to write what happened between "I" and "mother". In addition, students can also be taught to grasp the title of the essay to determine the focus of the writing scope.
The title is the key word in the title. Grasping the title means grasping the "center of gravity" of the title and the key points of the composition. Otherwise, the composition will miss the topic. For example, "Use your brain when playing" is the title of the question, which is the focus of this article.
"I Love Campus in Autumn" The title of this article is "love". The article should grasp and highlight this key point. While writing about the autumn scenery of campus, it must also reflect why and how to love. 6. How to teach middle school students writing skills
The level of writing is a reflection of students’ comprehensive language ability.
There are many students whose writing skills change, and teachers often feel at a loss as to what to do. What is the problem? I think the main reason is that students have a limited scope of life, lack of observation, have not developed their ability to experience life, have limited materials for their exercises, and cannot express what they have in mind. In this regard, I will talk about my own experience on how to improve students' writing ability.
1. Cultivate students to be thoughtful people in life. Mr. Ye Shengtao once said: Life is like a source, and articles are like streams. The sources are rich but not exhausted, and the streams flow naturally and lively. Ye Lao's words incisively expressed the inseparable relationship between practice and life.
Life is the source of creation. Only by immersing yourself in life, experiencing the true feelings of the world, enriching personal emotions, and accumulating materials for practice can you have things to talk about, scenes to describe, feelings to express, and feelings to make. It can be published, and only then can the written articles be vivid and expressive, embodying emotions and scenes. Only in this way will the readers find it interesting and interesting to read.
In teaching, teachers should consciously guide students to develop good habits of careful observation, careful thinking, and hands-on writing. As the saying goes, if there is ink in the belly, why worry about it not pouring out.
At the same time, teachers must teach them how to observe. Suhomlinsky said: Every child is a poet by nature, but in order to let the poetic strings in his heart ring and open up the source of his creation, he must be taught to observe and discover. Many relationships between various things.
Teachers should encourage students to go out of the classroom and into life, and guide students to observe, discover, and experience on their own; encourage students to go into nature, be in nature, enjoy it, and observe while enjoying it, Gain insights while playing and appreciate the exercises. Students must be allowed to truly achieve four things: use their own eyes to see carefully; use their own ears to listen carefully; use their own brains to think and experience; and use their own pens to make necessary records.
In teaching, I insist on letting students keep diaries, asking students to use their sharp eyes to discover the wonderful shots in life, use their intelligence and wisdom to perceive profound moments, and try to expand students' activities. I often use the five minutes before class and the time in extracurricular activities to let students read their diaries. Teachers and students evaluate them together to identify good diaries with unique discoveries and unique experiences.
In this way, students' enthusiasm for writing diaries has been greatly improved. Writing diaries is no longer a mere formality, and the content of diaries has become richer and richer. Students have also gradually developed the good habit of careful observation, which has enabled students to truly become the masters of life and be thoughtful people in life, accumulating rich materials for their homework assignments.
2. Create situations and experience real life. Personal experience is a valuable kind of writing for students. Only with personal experience can they act and speak.
If the content of the teacher's proposition is divorced from the students' real life, and the students have no real life experience, how can they stimulate students' desire to express themselves? Students can only make up nonsense out of desperation, and the articles they write can only be incoherent, inconsistent, and lack true feelings.
Therefore, teachers should create situations appropriately, give students real feelings, and guide students to use their eyes, nose, tongue, and hands to absorb life materials, so that students can see things in their eyes before writing in writing. In particular, listening to Professor Qi Baijian’s observation class on happy composition opened my eyes and benefited a lot.
Professor Qi Baijian is good at creating original situations, allowing students to use their eyes, ears, hands, nose, and tongue to conduct in-depth and detailed observations and students’ unique experiences, appropriately guiding students on the basic points of writing, and letting students freely Learn to compose while being in high spirits and full of interest. When I returned to school, I immediately used two classes to organize the students to hold a "Blowing Balloon" competition, and arranged the rules of the competition. Whoever blows the biggest balloon within three minutes will win. Of course, the one who blows the balloon will be eliminated.
During the competition, I properly guided the students to use their eyes, ears, brains, and pens simultaneously. After the competition, I asked the students to write, and the students wrote their compositions in one class. Now, all the students’ faces are filled with joyful smiles, and the sad faces they used to have when writing are gone. Of course, every practice cannot be performed first and then practiced, which requires the teacher to slow down the memory lens.
Although students have accumulated a wealth of practice materials in their daily lives, due to psychological resistance, they are unable to enter the reenactment situation or their impressions and perceptions are not deep enough during the reenactment. At this time, teachers must be good at using rich language to organize and inspire, or use vivid pictures and beautiful music to relax students and evoke memories of the people, scenery, and emotions at that time.
Under the guidance of the teacher, the past events appear in the students’ minds as clearly as a movie replay. At this time, writing comes naturally. 3. Cultivate students to accumulate good words and sentences in reading. People are all dependent on clothes and makeup. In fact, the same is true for articles. Accurate and beautiful words and sentences are more contagious and persuasive.
Mr. Ye Shengtao also said that writing relies on daily accumulation. This is not only true for writers and writers, but also for primary school students who practice composition. The primary school students writing a certain article today is actually a comprehensive expression of their today. The accumulation of previous knowledge, language, thoughts, etc. This shows the importance of accumulation to writing.
An effective way to accumulate rich vocabulary is to guide students to read a lot. Extensive reading can not only broaden students' horizons and cultivate their sense of language, but also accumulate writing materials for students and enrich their vocabulary.
On the other hand, students read too little and have limited vocabulary accumulation. The students’ compositions can only be about boiling dumplings in a teapot but not pouring them out. They cannot express their hearts to their heart’s content. Therefore, teachers should encourage students to read widely. Drawing on the strengths of others, students are required to read more, think more, remember more, use more, and enrich their brains. When writing, these good words and sentences can accurately add luster to their articles. Of course, accumulating good words and sentences cannot be achieved overnight, but must be persevered.
At the same time, we should also pay attention to the accumulation method. When I guide students in reading exercises, I require students to hook, memorize, and write good words and sentences while reading. The accumulated content can be famous quotes, poems, or beautiful sentences using various rhetorical techniques, or it can also be the appearance of characters, or details. Descriptive sentences can also be good beginnings and endings or novel topics.
Take it out when you have free time, read it, memorize it and write it down silently. I always use extracurricular activities to open the school library to guide students to read more and accumulate more.
The activity class every Friday afternoon allows students to show the good words and phrases they have accumulated during the week and give them a praise class. 7. How to review the topic of primary school compositions
1. Teach students to review the genre of the article and clarify the writing object.
When reviewing a topic, students must first identify the stylistic type of the composition from the title, that is, whether it is a narrative, an explanatory, or a practical essay? For example, "Remember a Competition" contains the word "note", which is a narrative essay. For example, "Talk about the Importance of Learning Chinese Well" contains "talk" and "discussion", which is an argumentative essay. The prompt words for expository essays are sometimes "explanation" and "explanation". Words such as "Introduction", such as "Introduction to Computers", etc. Titles such as "Summer Evening" and "On the Road to School" do not have obvious hints about the genre like the above titles, but they also have indirect hints, which requires us to carefully review the topic with the help of the conditions given in the title.
After reviewing the genre of the article, students must determine whether they are writing about people, things, scenes, or objects, as well as what kind of people and what kind of things they are writing about. Students can be taught to classify compositions about people as follows: writing about themselves, such as "I"; writing about others, such as "Remembering a Person" (writing about one person); "Several Good Neighbors" (writing about several people); writing about themselves and others, etc. In this way, students can clearly understand the writing target, and the articles they write will be in line with the topic.
2. Teach students to determine the writing scope of the article and focus on the topic.
Determining the writing scope of the article is as important as reviewing the genre and clarifying the writing target. Teachers can teach students to grasp the words that indicate the scope of the question, analyze it carefully, and determine the scope of their writing. Titles such as "Unforgettable Morning", "Unforgettable Moment", "Unforgettable Day", etc. all limit the time of writing. You can grasp these words to determine the scope of writing. Another example is "My Mom", which only writes "Mom"; "I Love Mom": it is necessary to write "love", but also "why you love" and "how to love"; "My Mom and Me", it is necessary to write "Mom". ", you also need to write "I", and you are required to write what happened between "I" and "Mom".
In addition, students can also be taught to grasp the title of the essay to determine the focus of the writing scope. The title is the key word in the title. Grasping the title means grasping the "center of gravity" of the title and the key points of the composition. Otherwise, the composition will miss the topic. For example, "Use your brain when playing" is the title of the question, which is the focus of this article. The title of this article "I Love Campus in Autumn" is "Love". The article should grasp and highlight this key point. While writing about the autumn scenery of campus, it must also reflect why and how to love.
3. Teach students to carefully identify the person in the title and understand the requirements thoroughly.
Some composition titles have very clear person names. For example, "My Class Teacher" should be written in the first person. For some topics, the person's pronoun is not clearly stipulated. For example, "Add Glory to Hometown" and "On the Road after School" you can write "I", "we", or "he" or "them". Which person to use depends on the subject. It depends on the materials you choose and the central idea you want to express.
In addition, some essay questions also have "requirements" and "tips", etc., which often put forward some specific requirements for the genre, materials, word count, writing, etc. of the essay in addition to the essay title. . These actually tell us how to write this article well. Students can be taught to think carefully when reviewing questions, strive to understand them thoroughly, and strictly follow the requirements. For example, "My ***" requires: reflect the character's good qualities through one thing. You should write down what happened completely and in detail. If students don’t read the “requirements” and don’t write as required. The title "My Mother" is likely to be written as "My Pencil Box", "My Cactus", etc. Even if you are lucky enough to write about a person, it is difficult to understand that this is a person and one thing, it is difficult to focus on reflecting the ideological quality of a character, and it is difficult to write a complete thing. If you fail to write about people, fail to write about people through one thing, but write about things, or write about two things, and fail to write clearly the cause, process, results, details, etc. of the things, then write The articles that came out were “not relevant to the topic.” This "not meeting the meaning of the question" actually means that the "requirements" have not been carefully understood. Therefore, when teaching students to review questions, they should also carefully review the requirements of the first review of the composition to ensure that nothing goes wrong.
Hope this helps