Vietnam: What is the sample social argumentative essay on the analysis and evaluation of two poems "Tràng giang" and "Đây thôn Vĩ Dạ"? What are the orientations of educational methods for 12th-grade Literature?
What is the sample social argumentative essay on the analysis and evaluation of two poems "Tràng giang" and "Đây thôn Vĩ Dạ"?
Below is a sample social argumentative essay on the analysis and evaluation of two poems "Tràng giang" and "Đây thôn Vĩ Dạ" as follows:
| [1] Introduction The New Poetry Movement (1930 – 1945) was a unique period in Literature, sparking a profound exploration of the individual self and the diverse emotions of poets. Among the outstanding works of this period, "Đây thôn Vĩ Dạ" by Han Mac Tu and "Tràng giang" by Huy Can stand out with their unique content and style. Both works offer deep insights into nature and express human sorrow, but each author's perception, description, and expression are distinctly different. This comparison will help us see the similarities, differences, and unique artistic values of the two poems. [2] Body Ideological Content "Đây thôn Vĩ Dạ" by Han Mac Tu was composed from a sense of distance and nostalgic affection for the Hue girl - who brought the poet the beautiful and warm image of Vi village. The poem begins with a suggestive question: "Sao anh không về chơi thon Vi?" This is like a reminder, evoking a clear natural space, where there is "sunshine on the betel nut," "whose garden is lush green like jade." Vi village appears bright and simple but also conveys a sense of distance. Han Mac Tu's regrets are expressed through the contrast between nature's beauty and the poet's inner sadness. "Tràng giang" by Huy Can, on the contrary, expresses a vast sadness, merging with the immense riverine nature. The opening verse “Sóng gợn tràng giang buồn điệp điệp” evokes a vast natural space and the loneliness of man. Nature in "Tràng giang" carries a somber, deserted look, from the vast waters to the "dry branch" and the "sand dunes," all imbued with tranquility. Through this, Huy Can conveys the human sorrow when faced with the infinite universe, expressing a longing for homeland. Both poems reveal the isolated self of New Poets in their sorrow and desire to integrate with nature and life. "Đây thôn Vĩ Dạ" by Han Mac Tu is a gentle reproach, amorous, sent to the dream girl while expressing a longing before the nature of Vi village in Hue. Starting with a suggestive invitation, the poem depicts images of "sunshine on the betel nut," "whose garden is green like jade" and the bamboo leaf covering a face, creating a romantic, familiar but also distant space. Conversely, "Tràng giang" by Huy Can carries a melancholic tone with vast space and a desolate natural landscape. The immense Tràng giang river appears in the sunset, with sand dunes, stray branches, and drifting boats, all steeped in human sadness and loneliness before the vast nature. Similarities Both poems draw inspiration from nature, but nature in "Đây thôn Vĩ Dạ" and "Tràng giang" is not merely scenery. For Han Mac Tu, nature is a romantic, clear picture of Vi village – inspiring closeness and love for life and people. The image "sunshine on the betel nut" in "Đây thôn Vĩ Dạ" creates a familiar feeling, alleviating the poet's loneliness. For Huy Can, nature reflects human isolation. "Tràng giang" brings a vast, expansive space but is drenched in solitary sadness, the symbol of the "dry branch" on the water also symbolizes a lonely, lost soul in life. In terms of form, both works utilize the seven-word poetic form, with rhythmic verses creating depth and nostalgia. Images in the poetry are rich in symbolism, vividly portraying space while deeply embedding the poet's sentiments, making the work full of lyricism. Differences in Artistic Style - In "Đây thôn Vĩ Dạ" Han Mac Tu has crafted a lyrical and romantic natural landscape of Vi Da village. Right from the opening verses, the poet opens an idyllic and vibrant scene with the images "sunshine on the betel nut" and "whose garden is lush green like jade." Every word in Han Mac Tu's poetry is carefully chosen, both delicate and vividly depicting the living nature. "Sunshine on the betel nut" is not merely light, but a gentle golden light, spreading over the tall betel nut trees, creating a warm and familiar feeling. Using terms like “lush green” and “green like jade” further allows the readers to perceive the garden's freshness, vibrancy, and vitality. The image of the Hue girl glimpsed behind "bamboo leaves" evokes the discreet, charming beauty of the Hue girl while also expressing the traditional, modest, and gentle beauty. It presents an elusive, distant figure, making the poetic space mysterious and dreamlike. The scenery in the poetry is not just a natural landscape but also an evocative image of a silhouette, a feeling, a hidden thread of longing in the poet's heart. Han Mac Tu combines realistic and surrealistic elements to deeply express his vague, yearning emotions. Images like “moon river,” and “distant guests” are not merely scenery; they symbolize fragility and distance. "Moon river" evokes a scene of a river sparkling in the moonlight, dreamy and shimmering like a fantasy. "Distant guests" is a cryptic image of someone from afar, emphasizing separation, like a longing that cannot be reached. These details show how Han Mac Tu employed surrealism to lead readers into a dreamy world where natural images intertwine with the poet's hidden emotions. The rhythmic division in the verse "Wind follows the wind path, clouds the cloud path" is also special. The rhythm clearly divides "wind" and "clouds" as if separating two paths, emphasizing division and separation. The images of "wind" and "clouds" usually bonded in nature, but in the poetry, they "follow their paths," evoking the sadness of separation, and estrangement that cannot be reconciled, reflecting the poet's emotions in the face of separation in love. The entire poem is a colorful lyrical painting, both realistic and dreamy, expressing Han Mac Tu's deep yearning and longing for love and life. - In "Tràng giang" In contrast to Han Mac Tu's romantic hues, "Tràng giang" by Huy Can inherently carries a classic style, influenced by Tang poetry with melancholic, profound traits. From the opening verse, "Sóng gợn tràng giang buồn điệp điệp," Huy Can paints an expansive, desolate, and silent scene of the immense Tràng giang river. The repetitive word "buồn điệp điệp" not only describes the scene but also conveys the author's inner thoughts – an endless, overlapping sadness. The vast and silent space of Tràng giang seems overwhelming, not just reflecting the natural scenery but also the loneliness and estrangement of the poet in the face of the infinite nature. In the poem, repeated words like "desolate," "sparse," "buồn điệp điệp" not only help describe the silent, desolate atmosphere but also create a somber, solitary melody for the poem. This is Huy Can's linguistic technique to create a lively yet bleak natural space, fitting with the human mood. Sceneries like "small islet with sparse wind," "dry branch adrift in waves" symbolize loneliness and being lost. The image of a "dry branch" drifting without an anchor, floating amidst the vast river, symbolizes the loneliness of humans when adrift in the endless life. Huy Can creates a contrast between the vast waters and solitary small objects like "a boat," "dry branch" to emphasize the feeling of loneliness before immense nature. These images not only carry a classical hue but also evoke a philosophy about human insignificance when confronting the infinite universe. In that space, humans seem weak, lost, and feel their smallness and insignificance before the vast nature. With "Tràng giang," Huy Can not only describes nature but also conveys a philosophy about the human’s fate, about profound loneliness. Familiar images like river, boat, dry branch, and sand dune all intertwine in the vast and silent space, but through this, deepen the poet's sadness. The poem concludes with the image "desolate wharf" - an open ending to a deep sentiment, further emphasizing the distance and solitude of humans in life. Evaluation of Content and Artistic Value In terms of content: Both poems are odes to human sorrow, but Han Mac Tu leans toward a sorrow of loving life, yearning to integrate with life through the image of the Vi village girl; while Huy Can leans toward worldly sorrow, the emptiness in the soul when confronting the vast nature. In terms of artistry: "Đây thôn Vĩ Dạ" stands out with a lyrical, romantic style and the combination of realistic and surreal elements in poetry. "Tràng giang" is a harmonious blend of classical and modern elements, portraying a silent space with poetic language imbued with philosophical nuances. [3] Conclusion Both "Đây thôn Vĩ Dạ" and "Tràng giang" affirm their high artistic value, each work being a natural painting, a slice of the poet's soul. If "Đây thôn Vĩ Dạ" is a sorrow of loving life and people with a romantic, surreal color, then "Tràng giang" is cosmic sorrow, a feeling of loneliness before the vast nature with a classical, calm style. Through this, we further understand the unique creative style of Han Mac Tu and Huy Can – the talented poets of the New Poetry Movement, who created deeply poetic works rich in artistic value, brimming with hidden sentiments about life and humans. |
Note: The sample social argumentative essay on the analysis and evaluation of two poems "Tràng giang" and "Đây thôn Vĩ Dạ" is for reference only!
What is the sample social argumentative essay on the analysis and evaluation of two poems "Tràng giang" and "Đây thôn Vĩ Dạ"? What are the orientations of educational methods for 12th-grade Literature in Vietnam? (Image from the Internet)
What are the orientations of educational methods for 12th-grade Literature in Vietnam?
Under Section 6 of the Appendix of the General education program in Literature issued together with Circular 32/2018/TT-BGDDT, the orientations of educational methods for 12th-grade Literature in Vietnam are stipulated as follows:
The Literature curriculum applies educational methods with a general orientation towards integrated and differentiated teaching; diversifying forms, methods, and means of teaching; promoting positive, proactive, creative learning and application of students' knowledge and skills.
- Based on the program, teachers actively and flexibly develop and organize lessons according to the following orientation:
+ Implementing intradisciplinary integration (both knowledge and skills), interdisciplinary integration, and the integration of prioritized educational content (cross-disciplinary); conducting differentiated teaching according to student groups at all levels and differentiation contributing to career orientation in high school.
+ Training students in reading, writing, speaking, and listening methods; practicing, and experiencing Vietnamese language and literature knowledge through various learning activities both inside and outside the classroom; emphasizing the use of teaching aids, overcoming the reading-copy teaching style, developing thinking, practicing skills in using means for students.
+ Enhancing and promoting students’ positivity and autonomy; allowing students more time to study textbooks and learning materials, practice, apply, present, discuss, and defend study results so they know how to read, write, speak, and listen according to different requirements and levels; evaluating students' performance in learning tasks.
What learning outcomes are required for reading comprehension in the 12th-grade Literature curriculum in Vietnam?
According to the General education program in Literature issued together with Circular 32/2018/TT-BGDDT, learning outcomes required for reading comprehension in the 12th-grade Literature curriculum in Vietnam are as follows:
- Content Comprehension
+ Identifying and analyzing the content of the thesis, arguments, logic, and unique, distinctive evidence in texts; indicating their connections; evaluating the appropriateness between the argumentative content and the title of the text.
+ Capable of receiving and critically evaluating the content; recognizing the purpose.
- Form Comprehension
+ Analyzing and evaluating how the author utilizes certain argumentative procedures (such as proving, explaining, commenting, comparing, analyzing, or refuting) in texts to achieve the purpose.
+ Analyzing rhetorical measures, vocabulary, affirmation, and negation sentences in argumentative texts and evaluating the effectiveness of using these forms.
+ Identifying and analyzing the roles of argumentative structures and expressive language in argumentative texts.
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