What are the sample essays analyzing Mi's journey to seek light? What is the time allocated for educational content in the Literature curriculum in Vietnam?
What are the sample essays analyzing Mi's journey to seek light?
Below are sample essays analyzing Mi's journey to seek light:
Sample 1
| To Hoai is one of the outstanding writers of Vietnam's realistic literature, particularly with works about the life and fate of ethnic minorities. The short story "Vợ chồng A Phủ" is a representative work, not only realistically depicting the harsh oppression and exploitation in the Northwest mountains but also praising the desire to live and the path to revolution of the people there. The character Mi represents the journey from darkness to light, from suffering and endurance to awakening and action. First, Mi's life before entering the house of the district lord Pa Tra was beautiful and full of aspirations. Mi was a beautiful, filial, talented, and lively Hmong girl, full of life. She had loved, dated, and played the flute with the exuberance of youth. However, tragedy struck when Mi was forced to become a debt-repayment bride for the Pa Tra family lord. Because of the family's longstanding debt, Mi was deprived of freedom, turned into a slave, living a humiliating life in the lord's house. From here, darkness began to envelop Mi's life, pushing her into painful days of acceptance and endurance. Mi's journey to seek light begins in the darkness of oppression and suffering. From a girl full of life, Mi gradually became emotionally indifferent to life. She lived like a shadow, quietly and spiritually paralyzed. Long nights found her sitting spinning, with her face lowered, not even bothering to look up. To Hoai described Mi's extreme endurance through the image of "plodding like a turtle caged in a corner." Exploited for labor, subjected to violence, deprived of love and aspiration, Mi almost lost herself. Even when her father died, she could not cry, as pain had become habitual, and the laird's cruelty suffocated all her emotions. However, even though she was buried in darkness, Mi's desire for life still smoldered and blazed intensely during the spring love night. The breath of the Northwest spring, with the flute calling for lovers and the intoxicating wine, rekindled memories in Mi. Hearing the flute, Mi suddenly remembered the days of freedom, the times she played the flute, was loved, and lived as a real human. These feelings made Mi conscious of her current pain, realizing she was too young to bury her life in Pa Tra's lord's cold house. Mi's desire to live flared up when she drank wine, felt her spirit revive, and wanted to go out. The action of tying her hair, preparing her clothes was the first sign of inner resurgence, a silent but fierce resistance. Nonetheless, this hope was cruelly extinguished when A Su tied Mi to the house post, turning her back into an inanimate object. Mi sank back into suffering, but the light had sparked in her soul. The biggest turning point in Mi's journey to find light was the night she untied A Phu. Initially, when A Phu was tied up, Mi remained indifferent, accustomed to the injustices of her miserable life. But when she saw A Phu's tears rolling down, Mi suddenly awakened. She realized that if she did not save A Phu, he would die, and likewise, she too would wither away in this house. Mi’s awakening was not the fleeting emotions of the spring love night but was a powerful enlightenment, driving her to act. Cutting A Phu loose and deciding to flee with him marked the turning point of Mi’s self-liberation. It was not just an act of saving someone but saving herself from the chains of the laird, oppressive authority, and deity rule. Mi’s journey to light does not just stop at escaping the laird's house but opens a new path when she and A Phu turn to the revolution. In Phieng Sa, Mi is no longer a submissive girl but becomes a different person—a woman who dares to stand up, fight, and take up arms against the enemy. This is the end of Mi's journey from darkness to light—a challenging but meaningful journey that reflects To Hoai’s profound humanitarian thought. In summary, Mi's journey to seek light in "Vợ chồng A Phủ" is a process from unconsciousness to consciousness, from endurance to resistance, from oppressed victim to self-liberated and free individual. To Hoai has crafted the character Mi as both realistic and deeply humane, reflecting faith in the vigorous vitality of people. Through this, the author not only condemns the brutal feudal policies but also praises the resilient spirit, desire to live, and path to revolution of the oppressed. |
Sample 2
| To Hoai is an excellent realist writer with works about the lives of ethnic minorities. "Vợ chồng A Phủ" not only realistically portrays the fate of mountain people under feudal rule but also deeply depicts the struggle of people to liberate themselves from a life of slavery. The character Mi is a typical figure for the desire for freedom, for awakening from darkness to light, from acceptance to resistance. Before becoming a debt-repayment bride in the house of the district lord Pa Tra, Mi was a youthful, beautiful, lively girl full of life. She played the flute well, had many suitors, and lived a free, carefree life. However, due to her parents' long-standing debt, Mi was forced to become A Su's wife in difficult circumstances, without love. Since then, Mi’s life plunged into the darkness of oppression and torment. She was turned into an unpaid labor tool, exploited both physically and mentally. Gradually, Mi lost her zest for life, became hardened and enduring to the point of "plodding like a turtle caged in a corner." Nonetheless, even when suppressed, the light in Mi's soul never completely extinguished. Mi's desire to live smoldered, waiting for a chance to blaze brightly. That opportunity came during the spring love night when the sounds of life outside resonated through the flute calling for lovers. The flute’s sound awakened Mi's memories and feelings, reminding her of the beautiful days, the times she was loved and free. This awakening made Mi realize she was still young and shouldn’t live like a beast of burden in the house of the lord. The actions of drinking wine, lighting a lamp, and preparing clothes clearly manifested her awakening to resist. However, A Su quickly extinguished this flame by tying Mi for the entire night, pushing her back into silence and numbness. A real turning point in Mi's journey to find light occurred when she saw A Phu tied up in the cold. Initially, Mi was indifferent, being too familiar with the violence in the lord's house. But when she saw A Phu's tears of desperation, Mi was startled. She realized that if she did not save A Phu, he would die. And likewise, if she continued to endure, she would wither away in this house. This realization led to a bold action—Mi cut the ties for A Phu, then decided to run away with him. This was the most significant transition in Mi's journey from an oppressed victim to a self-liberated individual. The escape with A Phu not only helped Mi escape the lord’s rule but also opened the way to revolution. In Phieng Sa, Mi was no longer the weak, submissive girl she once was. She became a new person, stronger, more proactive, ready to stand with A Phu and fight. This is the destination of the journey to find light—the light of freedom, revolution, and a new life. Overall, the character Mi in "Vợ chồng A Phủ" is a typical symbol for the fate and liberation path of mountain people under feudal rule. Mi's journey from darkness to light is not just an individual journey but also holds profound social significance. To Hoai affirmed a truth: no matter how oppressed they are, people have the capacity to rise, fight, and liberate themselves. Through this, the work expresses profound humanitarian spirit and faith in the powerful vitality of people. |
Note: The essays are for reference only!
What are the sample essays analyzing Mi's journey to seek light? What is the time allocated for educational content in the Literature curriculum in Vietnam? (Image from the Internet)
What is the time allocated for educational content in the Literature curriculum in Vietnam?
According to the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the time allocated for educational content in the Literature curriculum in Vietnam is as follows:
The time allocated for educational content is determined by the textbook authors and teachers based on the required outcomes for each grade and actual teaching conditions. However, it is necessary to ensure a reasonable proportion among the following components:
- Between knowledge acquisition and skill practice (focus on skill practice, application).
- Between types and genres of reading, writing, speaking, and listening (allocate more time for reading literary texts).
- Between reading, writing, speaking, and listening skills (allocate more time for reading skills practice); specifically, the proportion of time allocated for skills in each grade is as follows:
| Grade Group | Reading | Writing | Speaking and Listening | Periodic Evaluation |
| From Grade 1 to Grade 3 | about 60% | about 25% | about 10% | about 5% |
| From Grade 4 to Grade 5 | about 63% | about 22% | about 10% | about 5% |
| From Grade 6 to Grade 9 | about 63% | about 22% | about 10% | about 5% |
| From Grade 10 to Grade 12 | about 60% | about 25% | about 10% | about 5% |
What are the assessment criteria for the learning results in Literature of students in Vietnam under Circular 32?
According to the General Education Program in Literature issued with Circular 32/2018/TT-BGDDT, the assessment criteria for the learning results in Literature of students in Vietnam under Circular 32 are as follows:
- For Literature, teachers assess general traits, common competencies, specific capabilities, and students' progress through activities in reading, writing, speaking, and listening.
- Assessment of reading activities: Focus on the requirement for students to understand the content, theme of the text, the writer's viewpoints and intentions; identifying characteristics related to the mode of expression, especially in terms of text type, genre, and language used; answering questions at various cognitive levels; reasoning, explaining their understanding; evaluating the value and impact of the text personally; expressing emotions about issues raised in the text; relating, comparing between texts and text with life.
- Assessment of writing activities: Focus on the requirement for students to create text types: narrative, descriptive, expressive, argumentative, explanatory, and practical. Assessment of writing skills should be based on main criteria such as content, text structure, expression, argument ability, language form, and presentation,...
- Assessment of speaking and listening activities: Focus on the requirement for students to speak on topic and goal; speaker's confidence and activity; awareness of listeners; ability to argue and persuade; appropriate speaking techniques; use of non-verbal communication and technological support. For listening skills, students should grasp the content spoken by others; understand and evaluate the speaker's viewpoint and intentions; know how to question, raise issues, discuss to verify unclear information; have a positive listening attitude and respect for the speaker; know how to listen and respect differing opinions.
- Assessment of main traits and common competencies in Literature: Focus on behaviors, actions, manners, expressions of emotion, and feelings of students when reading, writing, speaking, and listening; mainly performed qualitatively through observation, note-taking, commenting,...
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