北大附中副校长程翔是位语文老师。一次在批改学生作文时,发现一篇题为《一块手帕》的文章构思精巧,立意新颖,读后回味无穷。程老师被深深吸引住了。他决定利用作文评讲课朗读这篇优秀作文,让全班同学分享这分愉悦。当程老师刚刚读完文章,一位同学“唰”地举起手说:“这篇文章是抄来的!”他的话音刚落,全班哗然。同学们议论纷纷,并把目光投向那住抄袭作文的同学。她羞愧地低下了头。面对这样的突发事件,程老师一下懵住了。经过短暂的思考,程老师立刻转换话题:“同学们,这篇文章写得好不好?”“好是好,可是……”“我问的是这篇文章写得好不好,不管其他。”“太好了。”“那就请同学们谈谈这篇文章好在哪里。请发言的同学 Cheng Xiang, the vice president of the middle school attached to Peking University, is a language teacher. One time when the students’ composition was criticized, they found that the article titled “A Handkerchief” had a concise idea, a novel idea, and a long aftertaste. Cheng was deeply attracted. He decided to use the composition commentary class to read this excellent composition and let the whole class share this happiness. When Cheng’s teacher had just finished reading the article, one of the classmates “raised” his hand and said, “This article was copied!” His voice just fell and the whole class was stunned. The students talked about each other and turned their attention to the students who lived in the plagiarized composition. She bowed her head in shame. In the face of such emergencies, Teacher Cheng was stunned. After a short period of thinking, Cheng immediately changed the subject: “Classmates, is this article written well?” “It’s good to be good, but...” “I asked if the article was written well or not, whatever else.” “That’s great.” "Then ask the students to talk about where this article is really good. Please send your classmates