What is the sample outline of a persuasive essay on societal matters of interest in the Grade 8 Literature program in Vietnam?

What is the sample outline of a persuasive essay on societal matters of interest in the Grade 8 Literature program in Vietnam?

Students may refer to the sample outline of a persuasive essay on societal matter:

Introduction:

- Introduce the matter being discussed.

- Clearly express the writer's opinion on the matter.

Body:

- Explain the matter that needs discussion;

- Present two specific arguments to justify the writer’s opinion, along with examples;

- Arrange the arguments and evidence in a logical sequence.

Conclusion:

- Reaffirm the opinion.

- Provide a lesson in awareness and a direction for action.

Below are some sample essays on societal matters that students may refer to:

Sample 01: Friendship

Friendship brings wonderful things to people's lives. That’s why: “Life without friendship is impossible.”

Simply put, friendship is the affection and bond between friends—people who share common interests, ideals, and circumstances. They share all the joys and sorrows, and help each other in life. Humans cannot live in solitude. Everyone needs a companion. Therefore, one cannot live without friendship.

I feel that the statement above is entirely correct. Friendship plays a crucial role in human life. It exists as a source of life, a spiritual support for each person. Friends may not be with us every day, but when faced with any difficulty, a true close friend is always willing to help. Friends also give us the confidence to share joys or sorrows. We can cry together or laugh together. In life’s challenging paths, having a friend beside you to offer advice is invaluable. Good friends will be forgiving of our mistakes.

Surely everyone knows the touching friendship story of Lu Binh and Duong Le. Lu Binh and Duong Le were close friends from childhood. Duong Le's family was poor, while Lu Binh was wealthy. He often invited his friends over to share meals and study together, forming a strong bond. Duong Le studied diligently, whereas Lu Binh, relying on his family's wealth, was lazy and playful. At the time of the exams, Duong Le passed while Lu Binh failed, becoming disheartened and engaging in even more reckless behavior, eventually squandering his wealth.

In that situation, Lu Binh turned to Duong Le for help but did not meet him. Duong Le arranged for someone to serve him plain rice with an eggplant dish, showing disdain. Lu Binh left in anger and on his way encountered Chau Long at an inn. Encouraged by her words, Lu Binh devoted himself to studies and later succeeded. Upon returning to his hometown to celebrate, Chau Long was nowhere in sight. It was only when he visited Duong Le’s house to vent his past anger that he saw Chau Long. He realized then that Duong Le, wanting him to focus on his studies, had sent his concubine, Chau Long, to help and guide him. The two friends grew even closer from that experience. Through this story, it is clear that thanks to Duong Le’s concern and sacrifice for his friend, Lu Binh was able to become a better, more successful person.

In modern society, emotional values are gradually fading. Therefore, people must learn to appreciate those friends who are always by our side. In conclusion, humans “cannot live without friendship.”

Sample 02: Smoking

As society develops, social vices are becoming increasingly common. Smoking has not yet become a vice, but it is causing significant harm to human life.

Cigarettes are a widely used consumer product. They are made from ingredients harmful to human health, particularly affecting the lungs—a critical respiratory organ. Cigarettes, like other addictive substances, are challenging to quit once used. Smoking has become a habit for many, especially among males. Currently, the number of smokers is increasing, not only in numbers but also in age range (many age groups). Most concerning is the prevalence among adolescents—those with vibrant health.

The causes for this situation can stem from various factors. In life, many people face considerable stress from work and resort to cigarettes as a "remedy" to relieve stress. Tobacco contains stimulants that provide a sense of euphoria. Sometimes, peer influence can play a role as friends encourage smoking. For young people, curiosity or a desire to assert individuality in front of others can also lead to smoking. Many youths believe smoking is a sign of personality, thus smoking to stand out. Particularly, regulations on smoking restrictions are not yet robust.

Firstly, smoking poses significant health risks. Cigarette smoke contains harmful substances that penetrate the body. Tars in tobacco smoke can paralyze cilia cells in the throat, bronchi, and lung sacs, causing chronic coughing, and after many years, may lead to bronchitis; the tars permeate cells, causing cancer. Carbon monoxide adheres tightly to blood, preventing red cells from accessing oxygen. Nicotine in tobacco smoke constricts arteries, leading to high blood pressure, artery blockage, heart attack, etc. Second-hand smoke endangers people around smokers, causing bronchitis, cancer, and poses risks to pregnant women, affecting the fetus. Moreover, smoking can impact personal ethics. Adults who smoke set bad examples for children. The smoking rate among teenagers is rising, and the need for cigarettes may lead to theft or easier access to alcohol or drugs.

Thus, measures like banning smoking in public places, strict penalties for violators, and active anti-smoking campaigns with slogans to overshadow tobacco advertising are necessary. Adults should also set an example for the younger generation.

In conclusion, smoking is detrimental to human health. Therefore, everyone should consciously say no to cigarettes to protect themselves and those around them.

Note: Information is for reference only!

What is the sample outline of a persuasive essay on societal matters of interest in the Grade 8 Literature program in Vietnam? (Image from the Internet)

What are the objectives of the Grade 8 Literature program in Vietnam?

Under Subsection 3, Section 3 of the Literature program in the General Education Program issued together with Circular 32/2018/TT/BGDDT, the objectives of the Grade 8 Literature program in Vietnam are specified as follows:

- To help students continue to develop the good qualities already formed in elementary school; to enhance and broaden the requirements for quality development with specific expressions such as pride in national history and literature; having dreams and aspirations, a spirit of self-study and self-esteem, civic consciousness, and respect for the law.

- To continue developing general competencies, language competencies, and literary competencies formed in elementary school with higher attainment requirements. To develop language competence with the requirement to distinguish different types of literary texts, argumentative texts, and informational texts; to understand both explicit and implicit content of texts; to write coherent, logical narratives, descriptions, expressive compositions, argumentative texts, expositions, and practical essays with the integration of various expression methods; to speak clearly and coherently; to maintain confidence and appropriateness in communication contexts; to listen with an appropriate attitude.

To develop literary competence with the requirement to distinguish story genres, poems, scripts, literary narratives, and specific sub-genres; to recognize the characteristics of literary language, and to recognize and analyze the effects of formal elements and artistic devices associated with each literary genre; to recognize expressive value, cognitive value, and aesthetic value; to analyze the figurative nature, content, and form of literary works; to be capable of creating literary-inclined products.

What literary competencies are required for students after completing the Grade 8 Literature program in Vietnam?

According to Subsection 2, Section 4 of the General Education Program for Literature issued with Circular 32/2018/TT/BGDDT, the following literary competencies are required for students after completing the Grade 8 Literature program in Vietnam:

- Recognize and distinguish types of literary texts: stories, poems, plays, and some representative genres for each type; analyze the effects of several artistic formal elements within each literary genre; understand explicit and implicit content of literary texts

Present feelings, and thoughts about literary works and their impact on oneself; initially create some literary-inclined products.

- Understand the messages, thoughts, emotions, and attitudes of authors in texts; recognize literary scripts, novels, and Nôm poetic stories, regulated and free verse, tragedies, and comedies; comprehend the content and form of literary works, literary figures; recognize and analyze the effects of several formal elements and artistic devices within each literary genre (the combination of narrator and character voices, point of view, conflict, poetic rhythm, structure, words, emotional flow; rhetorical devices such as repetition, wordplay, sarcasm, oxymoron). Identify general features of the history of Vietnamese literature; understand literature's impact on personal life.