What are the guidelines for preparing the outline for an argumentative essay on a literary work for students in Vietnam? What are the requirements regarding the development of literary competency for lower secondary school students in Vietnam?

What are the guidelines for preparing the outline for an argumentative essay on a literary work for students in Vietnam?

Students can refer to the following guidelines for preparing the outline for an argumentative essay on a literary work:

(1) Introduction

- Introduce the work:

+ Name of the work, author.

+ Context of composition (if necessary).

+ Brief overview of the main content of the work.

- Introduce the topic for discussion: state the main aspect that needs analysis (theme, artistic value, character...).

Example:

"Vo nhat" by Kim Lan is one of the outstanding works about the famine of 1945. The short story not only depicts the harsh reality but also praises the will to live and humanity amid hardship. In this essay, we will analyze the realistic and humanitarian values of the work.

(2) Body

- Overview of the author, work

+ Introduction of the author: Composing style, artistic viewpoint.

+ Summarize the work (if necessary): Brief summary of the content to clarify the discussion topic.

Example:

Kim Lan is a writer specializing in the theme of rural Vietnam. The short story Vo nhat realistically reflects the backdrop of the 1945 famine, while also revealing a strong belief in life and humanity.

- Analyze the content of the work as required by the discussion

+ Main theme: What does the work reflect? (social reality, humanistic values, humanitarian thoughts…).

+ Analyze the main character: Psychology, actions, personality, role in the work.

+ Distinctive art: How to build the plot, language, symbolism…

Example: When analyzing the humanitarian value in Vo nhat:

Compassion for the poor (through the detail of the character Trang taking in the wife).

Praise for the will to live (through the actions of the old woman Tu accepting the daughter-in-law, hoping for the future).

Condemnation of the unjust society (context of famine, people pushed to the brink).

- Compare, relate for expansion (if any)

+ Compare with works of the same topic to clarify the issue.

+ Relate to reality or meaningful implications for current life.

Example: Compare Vo nhat with Mot bua no by Nam Cao to see the similarities and differences in reflecting on hunger.

(3) Conclusion

- Reaffirm the discussion issue: Summarize the content and artistic value of the work.

- Express personal thoughts: Personal feelings, lessons learned from the work.

Example:

The short story "Vo nhat" is not only an indictment of the corrupt feudal society but also a song about warm humanity. Kim Lan has conveyed a profound message about the desire to live and faith in the future.

Note: The information is for reference only!

What are the guidelines for preparing the outline for an argumentative essay on a literary work for students in Vietnam? What are the requirements regarding the development of literary competency for lower secondary school students in Vietnam? (Image from the Internet)

What are the requirements regarding the development of literary competency for lower secondary school students in Vietnam?

Under Section 3 of the General Educational Program for Literature included with Circular 32/2018/TT-BGDDT, the objectives for each educational level as follows:

- Objectives for the lower secondary level

+ Help students continue to develop the good qualities formed at the primary level; enhance and expand the requirements for developing qualities with specific manifestations such as: knowing pride in national history and literature; having dreams and aspirations, self-study spirit, and self-respect; having civic consciousness and respect for the law.

+ Continue to develop general competencies, linguistic competencies, and literature competencies formed at the primary level with higher achievement requirements. Develop linguistic competency with requirements: differentiate types of literary texts, argumentative texts, and informational texts; understand both explicit and implicit contents of various texts; be able to write coherent, logical, complete, and procedural narrative, descriptive, expressive, argumentative, explanatory, and utilitarian essays, combining diverse expression methods; speak clearly and coherently; show a confident attitude, appropriate to the communication context; listen and understand with an appropriate attitude.

Develop literature competency with requirements: differentiate between genres of stories, poetry, memoirs, scripts, and some specific subgenres; recognize literary language characteristics, identify and analyze the effects of formal elements and artistic measures associated with each literary genre; recognize expressive values, cognitive values, aesthetic values; analyze the figurative nature, content, and form of literary works; be able to create some products with literary characteristics.

What are the 06 rights of lower secondary school students in Vietnam when attending school?

Under Article 35 of the lower secondary school, upper secondary school and multi-level school charter issued by the Ministry of Education and Training in Circular 32/2020/TT-BGDDT, 8th-grade students have several rights as follows:

1. Receive comprehensive education with fairness, be provided with time, facilities, hygiene and safety to learn in class and self-learn at home, be informed of their education and training, and be able to use learning, cultural and sport equipment of their schools as per the law.

2. Receive respect, protection and fair and democratic treatment, complain to their schools and education authorities about decisions concerning themselves; transfer school with legitimate reason as per existing regulations; enter school before the compulsory starting age, skip a grade and study at an age higher than the compulsory attendance age according to regulations in Article 33 of this charter.

3. Participate in activities for development of their gifts in academic subjects, sports and art organized by their schools if able to.

4. Students eligible for social benefits, disadvantaged students and gifted students may receive sponsorship or other benefits as per the law.

5. Transfer school if eligible according to regulations following school transfer procedures stipulated by the Minister of Education and Training.

6. Enjoy other rights as per the law.

One of the rights of 8th-grade students is to enter school before the compulsory starting age, skip a grade and study at an age higher than the compulsory attendance age according to regulations in Article 33 of the lower secondary school, upper secondary school and multi-level school charter issued by the Ministry of Education and Training in Circular 32/2020/TT-BGDDT.