“The Reading Comprehensions in the Chinese Language Tests are ridiculous. Unlike SATs and TOEFLs, which ask students to show their comprehension and make summaries of articles, Chinese Language Tests ask students to show the authors’ intentions. They ask students why the author writes there are seven people in the room not six; They ask why the author wrties that the dress is blue not white; They also ask why the author writes down that the princess’s power can treat prince’s blind. The test creators always focus on the details which have nothing to do with the keystones. It is preposterous. All the scholars and students in China are clear about how Chinese teachers make out questions which are that they never make time to contact any author for their true feeling in the articles, instead, they just believe what they feel in the articles must be the same as what those authors think and make them standard-correct answers. They can just feel an author’s pain of attending his grandma’s funeral ceremony in a way of sitting in a snug office, drinking a cup of delectable coffee and feeling the cool air blowing from air-conditioners and write down: ‘The true answer of why the author wanted to use white lilies on that day because he felt a great weight of sorrow inside him and white is the best colour for sorrow.’ However, in fact, white lilies mean pureness, solemnness and noble which are the best wishes to departed saints. Therefore, they are often chosen as the best flowers in a funeral ceremony. “The only-model-answer-are-correct systems in liberal arts tests is strict. In the United States, whether the short writing answers are correct or not depends on whether the answers convince the readers or not. Although what students write is different from what readers think, they still get scores because the readers think students’ opinions are reasonable. Those students who write children are not necessary to tell their parents their secrets still gets score from those rea