10:46 | 18/02/2025

What are the 05+ sample essays analyzing and evaluating a poem for 11th-grade students in Vietnam? Are students taking more than 45 half-day offs in the second semester in Vietnam eligible for grade advancement?

What are the 05+ sample essays analyzing and evaluating a poem for 11th-grade students in Vietnam? Are students taking more than 45 half-day offs in the second semester in Vietnam eligible for grade advancement?

What are the 05+ sample essays analyzing and evaluating a poem for 11th-grade students in Vietnam?

An essay analyzing and evaluating a poem uses arguments and evidence to clarify the content value and artistic elements of the poem.

Students can refer to the following 05 sample essays analyzing and evaluating a poem:

Sample 1: Analyzing and evaluating the poem "Mùa xuân chín" by Han Mac Tu

Spring in literature is always an inexhaustible source of inspiration for poets. Particularly for Han Mac Tu, spring is not only the beginning of nature but also a symbol of life, emotions, and the human soul. The poem "Mùa xuân chín" by Han Mac Tu, with its vivid imagery and profound layers of emotion, delicately depicts the beauty of spring and the nostalgic feelings for the homeland and the passage of time.

From the very first lines, the poem reveals an incredibly vibrant and lively spring scene. Han Mac Tu describes "soft sunlight," "dreamlike smoke dispersing," "the thatched roof dotted with gold," all creating a bright and warm atmosphere. Natural images like "blue dress tails" in the wind, "gerbera trellis," or "fresh green waves rolling to the sky" not only depict the freshness of spring but also evoke the youthfulness of life and humanity.

In the poem, spring is not merely a season of the earth's rebirth but a season of youth and hope. Especially, the scenery in the poem closely links nature and humans, like the village girls singing on the hill. They are not just rustic villagers but emblematic images of youth flowing abundantly in the spring air.

2. The Intersection of Joy and Sorrow

However, the poem does not stop at depicting a beautiful spring. Within this beauty, Han Mac Tu cleverly interweaves profound feelings, vague emotions. The young village girls, despite singing joyfully in spring, have to face the reality that they will "follow their husbands, leaving youthful play behind." This line evokes separation, an end to youth, and days of freedom.

The poem also contains regret and nostalgia for the homeland. The song in the poem echoes not only in the space but also in the reader's soul, a longing for a peaceful place where those "sisters" still carry rice by the scorching white riverbanks. The combination of beautiful natural imagery and the emotions of separation and nostalgia creates a blend of joy and sorrow, making the poem both gentle and profound.

3. Artistry in the Poem

Artistically, "Mùa xuân chín" is distinguished by its lively, refined poetic images, rich in the resonance of nature and human life. The author uses evocative words, with images like "dreamlike smoke dispersing," "rustling wind teasing blue dress tails," to craft a spring space that is both real and dreamy. The concise and easily understandable verses are nevertheless full of poetry, evoking a sense of time and space that is both realistic and magical.

The use of juxtaposition and contrasting images is also a strength in the poem. From the bright, vibrant images of spring, the author shifts to silent, tranquil images, reminiscent of the passage of time and changes in human life. "Mùa xuân chín" is a poem that is at once fresh and deep, offering readers much to contemplate.

4. Overall Evaluation

In summary, Han Mac Tu's "Mùa xuân chín" is not just a poem describing the beauty of spring but also a poem of reflection, nostalgia for time, people, and homeland. Han Mac Tu skillfully combines lively natural images with delicate emotions, giving readers a gentle yet profound sensation. The poem not only captivates readers with its beautiful language but also encourages them to ponder the deeper values of life, time, and youth.

With its smooth poetic images and rich emotional expressions, "Mùa xuân chín" deserves to be a representative work in Han Mac Tu's poetry and a piece for us to reflect upon and treasure.

Sample 2: Analyzing and evaluating the poem "Winter Road" by Aleksandr Pushkin

Winter in poetry is not just a bleak landscape but also a symbol of human solitude and melancholy. "Winter Road" by Aleksandr Pushkin, one of Russia's greatest poets, vividly depicts the icy winter landscape, the endless road, and the nostalgic, yearning emotion of the lyrical character. The poem harmoniously combines nature and human emotion, creating a poetic piece full of lyrical and profound philosophy.

From the very first lines, Pushkin introduces a distinctly Russian winter with cold, desolate scenes:


"Through the rippling mist

The moon emerges,

Gloomy moon cast its light

Upon a melancholy field."


The natural picture carries a vague, silent atmosphere. The gloomy moon, the melancholic field, and the rippling mist create a sense of coldness, solitude. Pushkin not only describes the scene but also uses it to convey emotions: the winter sky is as vague as the expansive spirit of the lyrical character.

The space continues to expand with the image of the dreary winter road, where the troika speeds away:


"On the dreary winter road

The troika swiftly dashes by,

Bell tones monotonous

Wearily ring out."


The rhythm of the poem increases with the motion of the troika, but it's not a hurried, joyful speed rather a monotonous, aimless journey. The weary ringing of bell tones echoes a repetitive melody, further emphasizing the dullness and solitude of the trip.

The lyrical character searches for something to hold onto amidst the long, cold path. When hearing the coachman's singing, he feels a hint of warmth:

"Something familiar rings out

In the coachman's singing:

Sometimes joyful,

Other times melancholic…"


Though the song varies in spirit, it doesn't seem enough to dispel the fatigue and monotony. Between the deep forest and the white snow, only the milestones appear, reminding of the solitary journey:


"Not a single light, nor a hut.

Deep forest and snow... Against my direction

Only the milestones

Run towards..."


Everything around is silent, lifeless, making the journey seem endless, with no destination in sight. This is not just the winter path but also an allegory for life's journey—a long journey with lonely, dreary paths.

Amidst the cold space, a ray of hope appears in the image of Nhina, the girl the lyrical character loves:

"Tired, bored… Tomorrow, Nhina

Tomorrow, returning to my dear

I will quietly sit by the fireplace,

Watch you without tiring."


The name Nhina emerges like a bright spot in the winter night. If the winter road is the cold present, the image of the beloved is the warm future. The lyrical character desires nothing more than to be by the fireplace, quietly watching the one he loves—a simple action but one that holds immense happiness.

However, this joy doesn't last, as time continues to pass:

"The clock ticks and tocks

Rotating evenly its round,

And dismisses the dull crowd,

At midnight, no separation between us."

Time does not pause, like the clock hands turning steadily, coldly, and indifferent. The lyrical character worries that happiness will be swept away by time, that the dull life will continue to stretch on, whether there is love or not.

The poem's final lines further emphasize the sadness and emptiness:

"So sad, Nhina: my road tedium so follows,

The coachman silently dozing,

The monotonous bell rings,

The moon is enshrouded in mist."

The melancholy, emptiness return. The path remains tedious, the coachman dozes off, the bell still rings monotonously, and the moon is still veiled in mist, offering no warmth. Thus, even with the hope of reuniting with Nhina, the solitude of the lyrical character never fully dissipates.

The poem "Winter Road" is not only a scenic depiction but also a mood painting, where nature and human emotions interlace. Through images of the icy winter, the solitary road, Pushkin articulates the solitude of humans amidst life's flow.

Content-wise: It expresses loneliness and emptiness on life's journey while also portraying longing and hope in love as a form of salvation.

Artistically: Pushkin uses symbolic images, repetitive, monotonous rhythm to evoke the journey's prolonged weariness. The poem's structure contrasts the lone present with the warm future, yet it ends with a lingering melancholic undertone.

"Winter Road" is a poem embodying a lonely beauty but rich in poetry. It is not only a journey on the icy road but also a journey in the human soul, with indeterminate, expectant, and nameless sorrows. The poem allows readers to deeply perceive human loneliness yet reminds us that in life's cold, love remains a fire warming the soul.

Sample 3: Analyzing and evaluating the poem "Tràng giang" by Huy Can

Huy Can is one of the prominent poets of the New Poetry movement (1932-1945), known for poems filled with melancholy, loneliness, and deep nostalgia. "Tràng giang," written in 1939, is one of his exemplary works. The poem not only depicts the majestic, vast beauty of nature but also conveys a lingering sadness, loneliness, and a subtle patriotic feeling of the poet.

From the very first line, the poem opens up a vast but melancholy, desolate riverscape:

"Waves ripple on the river, a forlorn sadness,

The boat flows in parallel with the water."

The phrase "forlorn sadness" evokes an endless, persistent sadness that does not cease. "Waves ripple on the river" refers not to strong waves but only ripples, like the quiet yet persistent emotion of the poet. The image of "the boat flowing in parallel with the water" suggests separation, distance, as the boat and water, though close, never unite, eternally parallel, never meeting.

This sadness is accentuated in the following line:

"The boat returns to the water, a hundredfold sadness;

A dry branch floats adrift."

The boat and the stream are like separated beings, drifting towards different paths, evoking the sorrow of separation and loss. Particularly, the image of "a dry branch floating" is one of the loneliest in the poem. The small, aimless dry branch drifts in the vast water, unsure of its shore. Perhaps, this is an allegory for the small, solitary human in the endless flow of life?

The second stanza continues to expand the natural space with lonely, deserted images:

"Small mounds sparsely, the wind is desolate,

Where are the distant village's evening market sounds."

The words "sparsely" and "desolate" highlight the emptiness and silence of the scenery. Small patches of land on the extensive river, with no signs of life except the weary wind blowing. The poet listens to the distant sounds of a market that has closed, a faint, distant sound that only heightens the poet's solitude.

"The sun goes down, the sky rises deep and high;

Long river, vast sky, lonely quay."

"The sun goes down, the sky rises" creates a sense of vastness in height and length, further emphasizing the grandeur and infinity of nature. But amidst such vastness, humanity seems lost and lone, like the desolate, lonely quay.

The third stanza reflects the emptiness within the poet's soul, as everything around seems disconnected, separated:

"Where do the drifting hyacinths wander, rows upon rows;

Vast, no ferry crossing."

The drifting hyacinths evoke waywardness and aimlessness, like humans adrift in life. Though in rows, there is no bonding, each hyacinth branch drifts aimlessly along the water. Especially, the poet emphasizes the absence of ferries—symbols of connection and interaction among people. No ferry, no bridge, nature seems to isolate humans in a vast but desolate world.

"No bridge evokes some closeness,

The quiet green bank follows the yellow sand."

The image of "green bank follows yellow sand" suggests the monotony and unending expanse of nature. Banks lining up but without interaction or sign of humanity, furthering the sense of solitude and isolation.

The final stanza is a blend of majestic nature and the poet's longing for home:

"Layer upon layer of cloud heap up silver mountains,

The bird tilts its small wing: The evening shadow falls."

The scenery suddenly becomes more magnificent, with layers of clouds like silver mountains. Yet amid such vastness, the image of "the bird tilts its small wing" renders the landscape solitary and fragile. A lone bird amid the descending evening shadows—an allegory for the poet's solitary, lost spirit.

Then, the poet's homesickness fills his heart:

"The feeling of homeland arises with the waves,

Without the evening smoke, I still remember home."

The phrase "arises" not only depicts the waves on the river but also the waves of emotion in the poet's heart. The vast water evokes an intense longing for home, a longing that does not require familiar signs like "evening smoke" but remains restless and persisting.

"Tràng giang" is not just a scenic depiction but a poetic expression of mood, where scenery and human emotion are intertwined.

Content-wise, the poem depicts the vast beauty of nature’s rivers and waters that are serene yet desolate. It expresses the poet's loneliness, isolation, and deep nostalgia for his homeland.

Artistically: the poem employs powerful imagery (long river, dry branch, small bird...). The slow, gentle rhythm evokes a quiet, melancholy feeling. The language is elegant, classical, bearing the influence of Tang poetry but with a modern breath.

"Tràng giang" is a beautiful, melancholic yet profound poem, reflecting Huy Can's solitary, sensitive soul before nature and life. The poem leaves an impression not only through the majestic images of nature but also by the profound humanitarian sentiment—a longing for home, the solitude amidst the endless flow of life.

Perhaps everyone in life has, at some point, been the "dry branch adrift"—drifting, solitary amid life's vastness, and the poem "Tràng giang" is the resonance for such souls.

See More

Download Sample 4: Analyzing and evaluating the poem "Cảm xúc mùa thu" by Do Phu
Download Sample 5: Analyzing and evaluating the poem "Nhớ Đồng" by To Huu

5+ argumentative analyses assessing a poetry work for grade 11? Absent for more than 45 days in the second semester, can a student be promoted?

What are the 05+ sample essays analyzing and evaluating a poem for 11th-grade students in Vietnam? Are students taking more than 45 half-day offs in the second semester in Vietnam eligible for grade advancement? (Image from the Internet)

Are students taking more than 45 half-day offs in the second semester in Vietnam eligible for grade advancement?

Under point c, clause 1, Article 12 of Circular 22/2021/TT-BGDDT, the regulations are as follows:

Grade advancement, re-assessment during summer break, and grade retention

1. A student who meets following eligibility may advance to the next grade or be recognized as to have completed lower education program or upper education program:

a) Training results of the entire school year (including re-assessment results after training during summer break according to Article 13 hereof) are Qualified or higher.

b) Learning results of the entire school year (including re-assessment results of all subjects according to Article 14 hereof) is Qualified or higher.

c) Number of days leave does not exceed 45 half-days (calculated according to education plans which is 1 half-day for every day under formal education plan, including permitted leave, unpermitted leave, continuous leave, and intermittent leave).

...

Students absent for over 45 half-days (calculated according to education plans which is 1 half-day for every day under formal education plan, including permitted leave, unpermitted leave, continuous leave, and intermittent leave) in a school year will not be eligible for grade advancement.

What are the duties of 11th-grade students in Vietnam?

According to Article 34 of the lower secondary school, upper secondary school and multi-level school charters issued with Circular 32/2020/TT-BGDDT, 11th-grade students have the following duties:

- Learn and train according to curricula and education plans of their schools.

- Respect their parents, officials, teachers and staff of their schools, and those older than them; maintain solidarity and mutual support in learning and training; conform to the charter and rules of their schools; and abide by the law.

- Take exercises and maintain personal hygiene.

- Participate in group activities of their schools and classes, Ho Chi Minh Young Pioneer Organization and Ho Chi Minh Communist Youth Union; help their families, join physical and social activities and environmental protection activities, and maintain traffic order and safety.

- Protect school and public property; contribute to fostering, preservation and enhancement of school traditions.

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