In recent years, the relationship between China and South Korea has been developing rapidly, and the upsurge of Chinese learning has been increasing. In addition, a large number of Chinese characters in Korean have similar pronunciation or meaning to Chinese, which makes the beginners feel that learning Chinese is easy and interesting. Under many inducements, more and more people choose to learn Chinese. However, in the process of Chinese teaching, I found that many intermediate level students stopped learning Chinese because they lost points in their compositions. I am very sad for this. Chinese composition is not only a barrier for students, but also a big problem for many teachers whose mother tongue is not Chinese. We have to admit that the course of Chinese composition is indeed a very comprehensive course. It not only inspects students' mastery of vocabulary and grammar, but also requires students to overcome the interference of Korean language habits on Chinese writing, and use Chinese word order and language habits to write articles. This paper uses the methods of analysis, induction and synthesis. A total of 64 students from the Department of Chinese language of ** University who are in the middle level of Chinese in the first semester of 2017, 2018, and 2019, are selected as the research objects. A 600-word essay entitled “Introduction to Chinese festivals I am familiar with” is collected, with a total of about 390000 words. This paper analyzes the phenomenon of losing scores in writing compositions. It is found that these missing points include: Chinese character errors, punctuation errors, word use errors, faulty sentences, the article's semantic barrier or biased topic. This paper also summarizes the causes of the loss of marks, including language environment factors, mother tongue transfer phenomenon, the characteristics of Chinese itself, teachers' teaching, students themselves, teaching materials and so on. Finally, this paper tries to put forward the corresponding countermeasures from various angles, including teachers' teaching, students' learning, teaching material quality and Chinese teaching related education departments. I hope this paper will be helpful to more Chinese teaching workers, especially Chinese composition educators.