In elementary school, it seems that I didn't read many books. I don't remember the content of some books, such as "The Secret in the Attic" and "Anne of Green Gables". At that time, I may not have read them carefully. I only read the beginning and the end of "Treasure Island". Since elementary school, we have had post-reading feedback in our homework, and other classes even have reading comprehension questions. When writing these post-reading feedback, I would unconsciously write them as excerpts, but I don't remember the content of the excerpts now. The things in "Goats Don't Eat Grass Backwards", "Bronze Sunflower", "Childhood", and "Mother" are still fresh in my memory.
There are many recommended books in junior high school, but there are always reading comprehension questions in Chinese exams. These questions would ask how much money Xiangzi used to buy the yellow cart, who the operator of the car factory was, where Captain Nemo went, and so on. Whether these questions can test whether a person has read the classics is another matter (the answers are also obvious), but if a person reads books just to answer these strange questions, then reading has changed its taste. It seems that our class has changed in the high school entrance exam, and they no longer ask questions that cannot be answered.
I still remember "Camel Xiangzi", "Gulliver's Travels", and "Jane Eyre" in junior high school, but if you ask me to write post-reading feedback for these books, I would probably only write "sympathy, novelty, and freedom".
I feel like I accept all kinds of reading materials. At least I won't stop reading just because the content is highly theoretical. I was able to read "Rural China" in the first year of high school, but I was excluded from "Dream of the Red Chamber". I didn't read much of it, and during the reading process, I only perked up a bit because of the low-level jokes in it, and I didn't really get into it. In the first year of high school, because I planned to do research-based learning, I read some social science papers, and after reading them all at once, my head would feel a bit dizzy.
In high school, there are tasks for post-reading feedback, and I repeatedly search for methods to write post-reading feedback on the internet. Some people say that you should grasp the main contradictions of the characters, but when I read "Oliver Twist", I only paid attention to Oliver, feeling relieved about his life after being adopted, and feeling sad and angry about his days in the gang of thieves. I don't have much to write about. "Mountain" and "Morning Enlightenment" are the same, the novels themselves are short, and there's not much to talk about. If I have to talk about my feelings, "shock" is enough. The novel "The Three-Body Problem" is long, but what feelings can I have?
There is a sample post-reading feedback for "David Copperfield", each paragraph roughly describing what kind of person David is, what kind of person his mother is, what kind of person the Murdstones are... It's easy to write, but also boring. When I read it myself, I don't expect to write post-reading feedback that can win a prize in a city-level essay competition. As long as I feel moved and shocked while reading, and feel that someone's life is just like mine, then it's a success.