Hebei province higher education self-study exam
Review and Guidance of Comprehensive Graduation Examination for Chinese Language and Literature Major (Undergraduate)
General description of evaluation
First, the nature of the comprehensive assessment of graduation
Graduation comprehensive examination is a practical examination, and it is an alternative examination for graduation thesis and dissertation writing and defense stipulated in this professional examination plan. In other words, candidates who pass the comprehensive examination will no longer write and defend their graduation thesis; Candidates who apply for a bachelor's degree must have a comprehensive assessment score of 70 or above (including 70 points). The change of graduation thesis writing defense to graduation comprehensive examination takes into account the actual situation and characteristics of self-taught candidates. It is a curriculum plan adjustment to comprehensively check the candidates' mastery of the basic knowledge of this major and their comprehensive application ability, which is approved and implemented by the provincial self-study examination Committee.
Two, the content and form of graduation comprehensive assessment
The content of graduation comprehensive assessment covers six main courses of this major. Namely, literary theory, China ancient literature, China modern literature, foreign literature, ancient Chinese and modern Chinese. Every course has subjective questions, but no objective questions. The examination takes the form of on-site book opening, and the examination time is 3 hours. Considering the limited time, candidates can choose to answer four questions from six questions, but they must choose to answer 1 language question (that is, "modern Chinese" or "ancient Chinese").
Third, the description of teaching materials
The comprehensive examination of graduation does not need a unified version of textbooks and reference books.
Literary theory
Literary theory is a course to explain the basic principles and knowledge of literature. Learning this course is mainly to systematically understand and master the basic principles and knowledge of literature, and to have certain ability to appreciate and comment on literary works, as well as the ability to analyze literary phenomena at home and abroad. As a comprehensive examination of this course, the purpose is consistent with the above requirements. But since it is a comprehensive exam, the requirements are different from those of the general exam. This is manifested in the following aspects: it is an alternative form of graduation thesis in content, and its nature is equivalent to graduation thesis; Formally, it is an open book, which requires writing a short article of about 500 words to complete the answer. Therefore, this examination examines not the recitation, understanding and simple application of literary theory, but the ability to analyze and solve problems by using theory. Based on this requirement, we need to understand and pay attention to the following points:
First, the scope of teaching materials and review
It is best to use the "Introduction to Literature" compiled by the National Higher Education Self-study Examination Steering Committee. This textbook is edited by Tong Qingbing and published by Wuhan University Press. Its advantages are novel viewpoint, rich content, comprehensive discussion and popular narration. If you can't find this textbook due to conditions, you can use other textbooks instead, but you should pay attention to using a slightly updated textbook. It should be pointed out that no matter which textbook is used, the review should be comprehensive, and the content of the whole textbook is the object of the exam. Specifically, the contents of the five theories (essence theory, creation theory, works theory, development theory and reception theory) of An Introduction to Literature should be reviewed, and one should not be neglected. In the whole textbook, essentialism is the key, especially when reviewing. At the same time, how to understand the aesthetic effect and function of literature and the characteristics of literary spiritual enjoyment and emotional catharsis? How is the cognitive function of literature and the function of promoting personality realm embodied? What does the aesthetic education function of literature contain? How to understand typical characteristics? What is the typical historical implication? What are the characteristics of typicalization of literary creation? And other specific issues should also be combined with teaching materials for thinking and review.
Second, the proposition principle and question type
Determined by the nature of comprehensive examination, its proposition principle highlights flexibility, practicality and application. These questions are as follows:
(1) Topic writing is to give candidates a topic, and candidates can answer flexibly according to their own understanding. There is no limit to opinions, and it makes sense. This kind of proposition is generally based on classic views, famous sayings or popular views, and requires candidates to explain their meanings, meanings, comments and discussions. For example:
1. Some people think that writers are both slaves and masters of life. Try to talk about your views on this point of view.
2. An old writer summed up his creative experience and said: The most important thing in literary activities is social life. Please talk about your views on this point of view.
The above example only gives the scope of discussion, and there is no ready-made answer. Candidates should answer according to their own understanding. To answer this kind of question, we must first understand the meaning of the question, and then analyze it with familiar theories and facts. Take 1 as an example, the topic is about creation, and it is correct to think that creation should not only go deep into life, but also process and refine life. If you can understand the meaning of this question and make a judgment in the exam, it is not a problem to refer to the textbook and write an article on this basis.
(2) Discriminatory writing takes ambiguous or wrong and one-sided views in literary theory as the object, allowing candidates to analyze and judge and discuss according to certain theories. For example:
1, "The fundamental difference between art and science lies not in the content, but in the method of dealing with specific content." Please talk about your views on this point of view.
2. "Literature is the reappearance of social life." How to understand this view? Please give your opinion.
The above examples are not fundamentally different from the first question in nature, but their views are either wrong or one-sided, and the above principles should still be followed when answering questions. Taking the second subtitle as an example, the view is that the essence of literature is the reproduction of social life. This is a bit one-sided. Literature takes social life as its object and source. In this sense, it is the reappearance of social life. However, in the process of creation, writers have to transform their lives and express their feelings. In this sense, it is expressive. Therefore, literature is the unity of appearance and expression, and it is wrong to emphasize only one aspect.
(3) Comment writing is that candidates use theory to analyze and comment on short essays from one angle. For example, on the realistic characteristics of Du Fu's Shi Quguan.
Critical writing requires the combination of theory and works, grasping a theoretical aspect to analyze and comment, and not seeking everything.
Third, the problems that need attention
As can be seen from the above propositional methods and questions, the comprehensive test is flexible and applicable. In the face of this kind of examination, we should pay attention to two points: First, pay attention to the examination of questions. Generally speaking, the comprehensive test questions only provide arguable materials, there is no ready-made answer, and the meaning of the questions is hidden and implicit. Candidates must repeatedly review the questions before analyzing and discussing them, and don't blindly answer them until they understand the meaning of the questions. In recent years, the phenomenon of losing points due to unclear questions and irrelevant answers is very serious and should be paid attention to. The second is to pay attention to mastering the basic principles. Although the comprehensive test questions are flexible and diverse, they are all related to the basic principles, and they are extensions or extensions of the basic principles. The basic principle is the theoretical basis for solving problems and answering questions. It is very important to be familiar with and master the basic principles for answering any questions.
ancient Chinese literature
The comprehensive test of ancient literature in China requires candidates to fully grasp the history of the occurrence and development of ancient literature in China, understand the literary trends of thought, literary schools and literary achievements in various periods, and have relevant basic knowledge; Be able to analyze the thoughts and art of China's ancient excellent works, and master the classic works emphasized in the textbook.
The comprehensive test of this course mainly discusses major issues in the history of ancient China literature in the form of essay questions; Or analyze the artistic characteristics of famous works. Therefore, in addition to essay questions or works analysis, we don't specifically examine specific or scattered knowledge of literature and history and common sense of style, but mainly examine students' grasp of major issues and classic works. Candidates' answers are not less than 500 words.
Candidates should have a clear understanding of the development of China's ancient literature. Candidates should not only be able to grasp the development stages of China ancient literature as a whole, the development characteristics of each stage, the style of representatives, the characteristics of representatives, and other macro issues, such as the style differences between Tang poetry and Song poetry; We should also take this assurance to a more specific level. For example, a representative style should not only understand the overall characteristics of poems, novels, essays, ci, qu and other genres as a whole, but also implement them at a more detailed level, such as regular poems, Yuefu poems, classical Chinese novels, novels, parallel prose, ancient prose, bold words, graceful words, southern songs, northern songs and so on. In the classic theme, we should not only grasp the development stages, characteristics and representative writers of love theme, life and death theme, landscape and pastoral theme and frontier fortress theme as a whole, but also compare the characteristics of different stages and writers, thus forming a profound understanding of the development of China ancient literature.
Candidates should have a certain understanding of the literary trends of thought, literary schools and the formation of literary achievements in various periods. Literary thoughts and literary schools are not only the result of literary development, but also promote the development of literature in turn. Understanding them is helpful to better understand the development history of China ancient literature. Candidates should be familiar with the general situation, theoretical propositions, causes and influence on later generations of literary thoughts and schools in different periods, and be able to compare literary thoughts and schools in different periods in a similar form. For example, the ancient prose movement in the Tang Dynasty and the poetry innovation in the Northern Song Dynasty are two literary innovation movements with great influence in the history of China literature. They are similar in many aspects, but they are quite different. How to understand the similarities and differences between the two innovation movements will help us to understand the different directions of the development of literature in Tang and Song Dynasties. For another example, in the history of poetry development, there were many literary groups in the Han, Wei and Six Dynasties, while there were many literary schools in the Ming and Qing Dynasties. How to understand the similarities and differences between the two? In the history of the development of Ci, Su Shi's Ci is a Family and Li Qingzhao's Ci is a Family are very similar in form, but they are very different in essence. What is the theoretical support behind the tit-for-tat between Linchuan School and Wujiang School in the Ming and Qing Dynasties? Candidates should have a deeper understanding of these issues.
Candidates should be able to make a detailed analysis of the ideological and artistic characteristics of ancient excellent works. Literary works are the crystallization of China's ancient literature and the concentrated expression of the aesthetic characteristics of China's ancient literature. Candidates should grasp the artistic personality of different writers. Such as Tao Yuanming's simplicity and sincerity, Li Bai's boldness and elegance, and Du Fu's depression and frustration. Candidates should also be able to understand the artistic characteristics of a large number of classic works in the history of literature and form their own views. On this basis, candidates should be able to compare not only writers and works of different styles, but also the styles of similar writers and works. For example, candidates should not only have a deep understanding and judgment of writers who have great similarities with Wang Wei, Meng Haoran, Gao Shi and Cen Can, but also grasp the internal differences between works with the same theme and style, and understand these differences in combination with the overall characteristics of poetry styles in different periods.
Contemporary literature in China
Modern literature in China refers to the literature from 19 17 to 1949. The comprehensive test of this course is mainly to comprehensively sort out, analyze and discuss the literary phenomena, literary schools and works of important writers in this period, so as to achieve the purpose of testing.
First, we should have a general grasp and understanding of China's modern literature in the past 30 years. For example, why is modern literature a literature with a strong sense of mission? To answer such a question, we must discuss the relationship between the changes of modern literary themes and the times. The May 4th literary revolution was related to the ideas of modern progressives exploring the road to saving the country, which led to the enlightenment theme of literature in the first decade, that is, literature with human discovery, human awakening and human liberation as its core content; With the intensification of social struggle and class struggle, literature has been politicized as never before, and it has become the mainstream form of literature in the second decade with the cooperation of social revolution. After the outbreak of War of Resistance against Japanese Aggression, due to the geopolitical region formed by the war, literature was divided into literature in Kuomintang-controlled areas, literature in liberated areas and literature in enemy-occupied areas. In addition to the traitor literature, the literature in three different regions is trying to serve the national liberation war. After the above analysis and discussion, we can easily draw the conclusion that modern literature is literature with a sense of mission. Candidates should also be able to analyze and discuss the relationship between literary phenomena and social and cultural trends of thought in a certain stage of literature. For example, the guiding significance of Zhou Zuoren's thought of "human literature" to literary creation in the first ten years. Discussing this problem involves "problem novels"; Literature Research Association "Art for Life"; Lu Xun's creation and the "local novel" under its influence: the "self-novel" of the Creation Society. This is an echo of Zhou Zuoren's theory in creation.
Secondly, in the history of modern literature in China, Lu Xun is undoubtedly the most important writer. His "Scream" and "Wandering" have become models of modern national literature in China with their profound ideological and artistic achievements. Its achievements are as follows: (1) the structural model centered on characterization; Deeply reveal the deep connection between the soul of the characters and China culture and the strong shock it brings; Learn from China's traditional opera and painting art; Pay attention to the aesthetic pursuit of "spirit likeness" and "poetry"; Absorb the advantages of other styles in many ways and enrich the ideological capacity and artistic expression of the novel. Candidates should be able to combine the important works in Scream and Hesitation, and make in-depth analysis and demonstration on a certain aspect.
3. Shen Congwen was an important novel writer in 1930s. The village world in western Hunan supports the mansion of his novel art world, which is opposite to the "city" world. His novels are far from politics and close to human nature. The exploration of cultural and moral reconstruction and the meaning of life not only reflects his political and cultural position, but also reflects his artistic view. Shen Congwen is the most representative of "Beijing School" writers, both in subject matter and artistic style. The theme, artistic achievements and genre significance of Shen Congwen's novels should be discussed in combination with representative works such as Border Town, Husband and Sasha Vujacic.
Fourthly, Lao She's uniqueness in the history of modern literature in China is as follows: firstly, his works show unique charm with the consciousness of cultural criticism in creation; The second is the successful expression of the fate, thoughts and psychology of the citizen class, which is not only a unique contribution to the theme of China's modern literature, but also second to none among modern writers in depth and breadth; The third is the breakthrough in the pursuit of nationalization and individualization of modern novels. The "Beijing flavor", humorous style and vulgar, concise and pure language in Lao She's novels are a rare breakthrough in the pursuit of nationalization and personalization in modern novels. Need to be able to combine specific works to conduct in-depth analysis and discussion on the above issues.
5. Ba Jin's series of novels about family life are the most successful, including Riptide Trilogy (Home, Spring and Autumn), Resting Garden and Cold Night. Among the "family" novels in China's modern literature, Ba Jin has the highest creative achievement and the greatest influence. We should be able to sort out the importance of Ba Jin's family novels in the history of modern literature in China from the perspective of "exposing the evil of family and ethics".
6. Poetry has made outstanding achievements in the history of modern literature in China. There are not only important poets such as Guo Moruo, Xu Zhimo, Dai Wangshu and Ai Qing, but also new metrical poetry school, symbolism poetry school, modern poetry school, July poetry school, China new poetry school, Crescent Society, Hubin Poetry Society and China Poetry Society. There are a lot of famous poems. It is necessary to sort out the poetic concepts, creative characteristics and influences of the above-mentioned important poets and discuss them in combination with their works; We should be able to sort out the contribution, context and development of different societies and poetry schools in the history of poetry.
Seven, drama is a kind of "imported" drama, from the "civilized drama" in the Revolution of 1911 to the "American drama" in the May Fourth Movement, and then after the expansion in the 1920s and 1930s, it matured in the Cao Yu period. Based on the history of China's drama development, we should sort out the ideological and artistic features of Cao Yu's plays such as Thunderstorm, Sunrise, Yuan Ye and Peking Man, and fully understand the achievements and historical significance of Cao Yu's plays.
Eight, to be able to sort out and evaluate the schools of homogeneous literary phenomena. For example, the development and changes of local novels in modern literature in the past 30 years. The 1920s was a genre of local novels influenced by Lu Xun. In 1930s, the novels of "Beijing School" and "Social Analysis School" achieved the highest achievements in rural subjects with different styles. In the 1940s, the Liberated Areas achieved the highest achievements, represented by Zhao Shuli and Sun Li. We should be able to talk about development and deepening in comparison with the politics and culture of the times. Another example is the urban literature in the 1930s, with Lao She's description of the imperial capital, Mao Dun's exploration of Shanghai from the social and political perspective and the description of urban life by the New Sensation School as the highest achievements, which should be able to sort out and discuss their similarities and differences. "Problem novels", local novels and social analysis novels are also characterized by realism and show gradually mature logic.
Nine, the liberated area literature is an important part of modern literature in China. In the literary movement in the liberated areas, the most important event is undoubtedly the publication of Mao Zedong's speech at the Yan 'an Forum on Literature and Art. It should be possible to talk about the influence of Mao Zedong's speech on novels, poems, dramas and literary movements in the liberated areas in combination with the reality of literary creation in the liberated areas.
Foreign Literature
First of all, as a comprehensive test instead of graduation thesis and dissertation, we should first embody the principle of comprehensiveness, that is, integrate the knowledge of writers, works and literary history under the same topic, and emphasize the organic connection between each component. This means that the comprehensive examination is no longer just an investigation of a writer or work, but a comprehensive investigation of writers and works in a period under the background of literary history, and it should be able to summarize and analyze the literary characteristics of a specific period in combination with the works of specific writers. For example, the characteristics of English realistic novels in the 18th century. Candidates should not only be able to answer some features of English realistic novels in the18th century summarized in textbooks, but also combine the creations of important writers (including Defoe, Richardson, Fielding, etc.). This chapter involves expounding the characteristics of literature in this period, thus reflecting the comprehensiveness of candidates' mastery of relevant knowledge.
The comprehensiveness is also reflected in the systematic mastery of a country's knowledge of literary history. For example, in the history of English literature, Shakespeare's plays, realistic novels in18th century and critical realistic literature in19th century are in the same strain in the development of realistic literature, but realism in each period has its similarities and characteristics. This requires candidates to accurately grasp and summarize on the basis of fully studying the teaching materials. For example, the comparison between Shakespeare's plays and19th century critical realism literature can be made from many angles. For example, in terms of themes, Shakespeare's plays are mostly based on history and legends, while critical realism emphasizes the reality of themes, that is, contemporary and daily life that writers are familiar with.
Secondly, the comprehensive test answers should be innovative. The principle of proposition makes it clear that ready-made conclusions are not the only criterion for evaluating grades, and can give students room to give full play to propositions. As long as it is well-founded, self-evident, and especially has its own opinions, it will be fully affirmed. In the examination room, students can refer to self-taught textbooks. Most of the materials may come from textbooks when answering questions, and even a large number of ready-made conclusions are copied from textbooks. However, this situation has been taken into account in the proposition. To enable candidates to find clues in the given materials, we can't simply copy the materials. Therefore, candidates have room for further development in topic design, including further summarizing and sorting out the scattered materials in the textbook. For example, when comparing the psychological descriptions of Dostoevsky's and Tolstoy's novels, in addition to the conclusions provided by the textbooks for the two writers, you need to find out their similarities and differences in psychological descriptions, especially to discuss different aspects in more detail, instead of listing the characteristics of the psychological descriptions of the two writers alone, even if the task is completed.
Third, pay attention to contrast. Comparison is the characteristic of foreign literature discipline, because it involves the literature of many countries and nationalities, and it is an important task of this discipline to study the literature of different countries and nationalities in comparison. Therefore, it is one of the characteristics of comprehensive test to guide students to study foreign literature in depth by means of comparative literature. The so-called comparative literature is not a comparative study of different writers and works within a country, but a study of writers, works and literary phenomena between different countries. In the history of modern European literature, traditional literary powers include Britain, France and Russia. A comparative study of writers and works in these countries can present the literary characteristics of different countries more clearly and clarify the relationship between them. For example, Britain and France in the19th century are both great countries of critical realism, but their critical realism literature has its own distinct characteristics due to different national conditions and cultural traditions. For example, English literature criticizes the industrial bourgeoisie, while French literature criticizes financial capital. Similarly, as great humanitarian writers, Dickens and Hugo belong to Britain and France, and the humanitarian thoughts embodied in their works are both great and obviously different. For example, they have different attitudes towards violent revolution.
Fourth, pay attention to the original reading. Foreign literature not only pays attention to the examinee's knowledge of literary history, but also pays attention to reading the original literature. I hope that through the comprehensive test, I can guide the candidates to pay more attention to the reading of the original works, and then I can use the relevant knowledge I have learned in Chinese major to analyze and discuss specific literary works. On the basis of requiring students to have a basic understanding of the original works, some paragraphs are selected from some of the most famous foreign literary works, and candidates are required to analyze them from any angle in combination with the given materials. For example, in a passage in Jane Eyre, Jane Eyre said to Rochester, "Do you think I will stay and be your nobody?" Do you think I am a machine-a machine without feelings? Who can eat a bite of bread from my mouth and drink a drop of water of life from my cup? Do you think I am poor, humble, short and unattractive, so I have no soul and no heart? You are wrong! My soul is as important as you, and my heart is as brave as you. If God gives me some beauty and a lot of wealth, I will make it as hard for you to give up on me as it is for me to leave you. I'm not talking to you through customs, traditions or even flesh and blood-my soul is talking to your soul. It's as if we all passed through the grave and stood at God's feet, equal to each other-equal now! "Through the meeting, candidates are required to analyze Jane Eyre's thoughts and character in combination with this passage. But the really profound analysis not only comes from this passage, but also requires candidates to understand Jane Eyre and the ins and outs of Jane Eyre's relationship with Rochester.
contemporary Chinese language
I. Basic requirements
Modern Chinese is a basic course for Chinese language and literature majors. This course tells the basic knowledge of modern Chinese, such as pronunciation, writing, vocabulary, grammar, rhetoric, etc., paying equal attention to theory and practice, aiming at cultivating students' comprehensive analysis and application ability of language. Students are required to review the basic knowledge of modern Chinese comprehensively and systematically after completing undergraduate courses, so as to rationalize and systematize their knowledge and enhance their consciousness of using language rules. Master the necessary knowledge and skills, and be familiar with the methods of analyzing language phenomena. Use the knowledge, skills and methods learned to explain common language phenomena and correct mistakes in language use.
Second, teaching materials and examination points
Modern Chinese is a textbook edited by Zhang Bin and published by Chinese Publishing House. At present, candidates are mainly divided into two parts. Some candidates are Chinese language and literature majors and have studied modern Chinese. This group of people falls into three categories. First, they passed the college-level self-study exam, and they used this textbook. Second, they study in a junior college. The textbook they used was Modern Chinese edited by Huang Borong and Liao Xudong, which was published by Higher Education Press. Third, junior college students study in RTVU with Modern Chinese edited by Zhang Bin or Concise Modern Chinese published by CCTV Press. There are also some candidates who have studied mathematics, physics, chemistry, foreign languages, politics, sports and other majors in junior college. They didn't major in Chinese language and literature until they were promoted to undergraduate level. They have never studied modern Chinese at all, so they have to study hard from beginning to end. Those who have studied modern Chinese, try to use the textbooks they have learned, which makes it easier to review; For those who have never studied modern Chinese at all, the textbook can be Modern Chinese edited by Zhang Bin.
The textbook Modern Chinese includes six parts: introduction, pronunciation, vocabulary, grammar, writing and rhetoric. Vocabulary, grammar and rhetoric are the key points of assessment and need to be taken seriously. The following are the review requirements and assessment points of each chapter for your reference.
Introduction
(1) Review requirements:
Understand the meaning, characteristics and regional branches of modern Chinese.
(2) Evaluation points:
1, the meaning of modern Chinese.
2. Phonetic, lexical and grammatical features of modern Chinese.
3. Mandarin and dialects.
Phonetic part
(1) Review requirements:
Memorize the initial consonant, vowel, tone, syllable structure and sound change law of Putonghua; Proficient in Chinese pinyin scheme, able to spell and read correctly; Be able to use the basic knowledge learned to understand and analyze some basic phonetic phenomena in Putonghua.
(2) Evaluation points:
1, the nature of pronunciation, phonetic unit and phonetic symbol.
2. Pronunciation position and method of initials, the structure of vowels and four tones, the relationship between initials, vowels and consonants, vowels, tone and category, and even tone and rhyme.
3. Syllable structure (rhyme head, rhyme belly, rhyme tail) and combination rules.
4, the voice is soft, children's voice, and the pronunciation is constantly changing.
5. The principle and application of phoneme induction.
6. Pronunciation norms of light tone, different reading and polysemous words.
Straight matter
(1) Review requirements:
Understand the nature and characteristics of Chinese characters, the law of font development and evolution, the knowledge of Chinese character application and arrangement, be familiar with the body structure of commonly used Chinese characters, and master the norms of Chinese characters.
(2) Evaluation points:
1, the relationship between form, sound and meaning of Chinese characters.
2. Radicals and radicals.
3. Analyze the font structure and construction method of modern Chinese characters.
4. Be able to identify and correct typos.
Lexical part
(1) Review requirements:
1, which can distinguish words from other language units.
2. Understand the structure, meaning and composition of words.
3, can distinguish the meaning and usage of commonly used words, and can use words correctly.
4. Be able to look up the dictionary skillfully.
(2) Evaluation points:
1, the relationship between morphemes and words.
2. Simple words and compound words, the structure, roots and affixes of compound words, analyze the structure of compound words, and distinguish the roots and affixes with the same writing form.
3. The nature, original meaning, basic meaning, extended meaning and figurative meaning of the word meaning.
4. Homophones and polysemous words.
5. Synonyms, antonyms and their applications in language, and distinguish synonyms.
6, basic vocabulary and general vocabulary, vocabulary development.
7. Idioms, idioms and proverbs
Grammar section
(1) Review requirements:
Understand the grammatical characteristics of words, be able to classify content words and master the usage of common function words; Analytic hierarchy process can be used to analyze phrases; Can correctly analyze the sentence components of single sentences and the levels and relationships of complex sentences; Understand the structural characteristics of various sentence patterns and sentence patterns and the transformation relationship between them; Be able to identify and correct common grammatical errors.
(2) Evaluation points:
1. Grammatical features of all kinds of notional words and the double classification of words.
2. The commonly used function words "Du, Ye, Jiu, Hot, Still, No, No, Don't, Fang, Yes, About, Harmony, Existence, Connection, Comparison, Harmony, Or, Still, Regardless, Besides, Harmony, Otherwise, Only, as long as, because.
3. Identify and correct grammatical errors in misuse of parts of speech.
4. Analyze the structural levels of phrases.