Vietnam: What is the sample outline of an essay on analysis of the poem "Chạy Giặc" in the 11th-grade Literature curriculum? What is the duration allotted for skills in the 11th-grade Literature curriculum?

What is the sample outline of an essay on analysis of the poem "Chạy Giặc" in the 11th-grade Literature curriculum in Vietnam?

The poem "Chạy Giặc" by Nguyen Dinh Chieu is one of the exemplary works that profoundly reflects the context of the country during the French colonial invasion, while also portraying the pain and patriotism of the people. To fully comprehend it, a structured outline for analyzing the poem "Chạy Giặc" should be developed, focusing on the various aspects presented by the work. Below is a sample outline for analyzing the poem "Chạy Giặc" for 11th graders that you can refer to.

Introduction

- Nguyen Dinh Chieu (1822-1888), often called Do Chieu, was the greatest and most illustrious poet of Southern Vietnam during the latter half of the 19th century.

- There is an opinion that states: "The works of Nguyen Dinh Chieu awaken and bring us patriotic songs," which can be clearly seen through the work "Chạy Giặc," one of the earliest patriotic poems during the anti-French period.

Body

First two lines: Evoke the timing and circumstances of running from the invaders at that time.

- Time: The market disperses, the crowded people gather, recreating the everyday life scene of the Gia Dinh residents.

- Image of the "Western gun" suggests unfamiliar terror and mass destruction.

- The image "Chessboard situation at the time of downfall" opens up a connection to the state of the country at that time, also falling into a passive and unexpected situation, unable to react in time.

Next two lines: Scene of fleeing the invaders in the people's terrifying panic.

- The images of "children" and "flock of birds" symbolize the tragic fate of the people at that time, all sharing the fate of losing homes and nests, forced to leave the familiar places to escape.

- Adjectives such as "lơ xơ", "dáo dác" evoke a sense of bewilderment, directionless, fleeing in a daze, and fear.

- The two particularly realistic lines emphasize the haunting scene of fleeing the devastation and sorrow during the early years of the French colonial invasion of our country.

Following two lines: The contrasting vision of the country before and after the invaders ransacked.

- Ben Nghe was once rich, prosperous, and the people lived peacefully and traded happily, but now, after the invaders, how much "wealth dissipates like bubbles," the legacy built over generations evaporates into thin air.

- Dong Nai, with its bright red tiled roofs, warm yellow thatched roofs, now only has towering columns of smoke resembling the grey sky, immensely mournful and sorrowful.

Concluding two lines: The author's immensely sorrowful voice:

- The poignant rhetorical question, with a sorrowful tone, resonating with grief and indignation, reflects the heartbreaking reality of a powerless, cowardly feudal court.

- The hope for extraordinary talents to stand with the people against the invaders—the deep patriotism and compassion of the author.

Conclusion

- Nguyen Dinh Chieu's heart-wrenchingly laments the devastation of the country and the tragic dispersal of its people.

- Strongly criticizing and condemning the puppet feudal policies and those who sold the country for vile, ignorant, and shameful luxury, along with the French colonizers—cruel invaders causing unjust wars and oppressing the people.

Note: The content is for reference purposes only.

What is the sample outline of an essay on analysis of the poem "Chạy Giặc" in the 11th-grade Literature curriculum in Vietnam? What is the duration allotted for skills in the 11th-grade Literature curriculum? (Image from the Internet)

What is the duration allotted for skills in the 11th-grade Literature curriculum in Vietnam?

Under Section 8 of the General Education Program in Literature issued with Circular 32/2018/TT-BGDDT, the duration allotted for the 11th-grade Literature curriculum is 105 lessons/year. The duration allotted for each skill is as follows:

- Reading skills: approximately 60% (about 63 lessons)

- Writing skills: approximately 25% (about 26 lessons)

- Speaking and listening skills: approximately 10% (about 11 lessons)

- Periodic assessment: approximately 5% (about 5 lessons)

What literary texts do 11th-grade students in Vietnam learn?

Under Section 5 of the General education program in Literature issued with Circular 32/2018/TT-BGDDT, the text corpus used in the 11th-grade Literature curriculum in Vietnam includes:

Text corpus

1.1. Literary Texts

- Epics, short stories, and modern novels

- Poems, Nôm poetry narratives

- Tragedies

- Memoirs, essays, or prose

1.2. Argumentative Texts

- Social argumentation

- Literary argumentation

1.3. Informational Texts

- Expository writing with elements like description, narration, expression, argumentation

- Research report

2. Suggested text selections: See the suggested list

...

Thus, 11th-grade students in Vietnam learn the following literary texts:

- Epics, short stories, and modern novels

- Poems, Nôm poetry narratives

- Tragedies

- Memoirs, essays, or prose