What is the sample 600-word social argumentative essay on cannabis use among today's Vietnamese youth? How many types of argumentation are there in the 12th-grade Literature curriculum?

What is the sample 600-word social argumentative essay on cannabis use among today's Vietnamese youth?

Below is a sample 600-word social argumentative essay on cannabis use among today's Vietnamese youth:

In the context of modern society, the issue of cannabis use among youth has become a great concern. Accessing and using cannabis not only severely affects the health and character of young people but also results in alarming consequences for the community and society.

Cannabis is a stimulating substance that can cause addiction, directly affecting the brain and nervous system. For many young people, using cannabis initially aims to entertain, relieve stress, or express individuality. However, they do not realize that this can lead to unimaginable harm. According to medical studies, cannabis impairs memory, reduces concentration, and can lead to mental disorders. Many young people, after using cannabis, lose control of their behavior, commit crimes, or fall into prolonged depression.

The causes of this issue originate from multiple sources. Partly, it stems from curiosity, lack of understanding, and peer influence. Many young people are easily attracted by improper promotion on social media or online platforms regarding cannabis use as a way to "live freely." Furthermore, lack of attention and education from families is also a factor leading youth down this path. Some families do not fully recognize the dangers of cannabis, thus, failing to promptly warn or properly guide their children.

The consequences of cannabis use are extremely serious. It affects not only physical and mental health but also impacts learning, careers, and the relationships of young people. Cannabis addiction serves as a stepping stone to using harder drugs, increasing the risk of legal violations and causing societal instability. Additionally, it imposes a significant burden on healthcare costs and public order.

To address this issue, there must be coordinated efforts between families, schools, and society. Families need to educate their children about the harms of cannabis from an early age, building a loving and sharing environment. Schools should incorporate drug prevention education into their curricula, organizing discussions and seminars to raise students' awareness. Furthermore, authorities need to strengthen control, strictly handle illegal cannabis trade and use, while promoting education through media outlets.

In summary, the use of cannabis among youth is a concerning issue that requires collective action from the whole society to prevent and overcome. Each young person should be aware of their responsibilities to themselves and the community, staying away from stimulants to build a healthy, successful, and meaningful future.

Note: The above sample essay is for reference only!

What is the sample 600-word social argumentative essay on cannabis use among today's Vietnamese youth? How many types of argumentation are there in the 12th-grade Literature curriculum? (Image from Internet)

What are the orientations in writing teaching methods for Literature in Vietnam?

Under Section 6 of the Appendix of the General Education Program for Literature issued in conjunction with Circular 32/2018/TT-BGDDT on the teaching methods for Literature:

- Writing teaching methods

The purpose of teaching writing is to train thinking and writing skills, thereby educating qualities and developing students' personalities. Thus, when teaching writing, teachers focus on the requirement to generate ideas and know how to present ideas coherently, creatively, and persuasively.

Teachers focus on guiding students through the steps of composing texts and practicing writing according to the steps and characteristics of text styles. Through practice, teachers guide students to analyze texts in the reading comprehension and supplementary texts to grasp the characteristics of text styles, and the procedure of text composition; use questions to help students determine the purpose and content of writing; introduce resources, guiding how to find ideas and outline drafts; guiding students in writing texts; self-editing and exchanging based on writing evaluation criteria.

At the primary level, teaching writing has two requirements: teaching writing techniques and teaching to write paragraphs and texts. Teaching writing techniques (practice writing, spelling) primarily employs the model practice method. Teaching to write paragraphs, and essays flexibly can use methods such as practicing according to models, questioning, group discussion, creative writing,...

At the lower and upper secondary levels, teachers require students to undertake more complex tasks such as gathering information for writing from various sources (printed materials, online materials, interviews, collecting data from reality); discussing, and analyzing writing evaluation criteria; knowing how to self-edit, exchange in groups to complete writing and learn from each writing experience. At these two levels, in addition to continuing the analysis of text types, teachers focus on guiding active writing techniques to help students master skills for each type of text creation and develop critical thinking, problem-solving abilities, and creativity in writing. Besides regular texts, students are also trained to create digital and multimodal texts.

Teachers use methods such as sample analysis, posing questions, problem-posing, suggestion, etc., to guide students in forming outlines, choosing deployment and expression methods; organize student practice in writing, possibly in parts: introductions, conclusions, or several paragraphs within the main body.

Organizing writing teaching for paragraphs and essays typically includes activities such as: task assignment to students; individual, pair, or group work; organizing the presentation of results, discussing assigned tasks, and drawing conclusions from lessons; evaluation and feedback,...; after writing, students should have opportunities to discuss and present what they have written.

How many types of argumentation are there in the 12th-grade Literature curriculum in Vietnam?

According to the General Education Program for Literature promulgated under Circular 32/2018/TT-BGDDT, specific regulations on types of argumentation are as follows:

- Social Argumentation

- Literary Argumentation