What is the sample analysis essay on the poem "Tự Tình 1"? What are the regulations on organizing entrance exams of upper-secondary schools for the gifted in Vietnam?
What is the sample analysis essay on the poem "Tự Tình 1"?
The poem "Tự Tình 1" by Ho Xuan Huong is a representative work reflecting the mood and fate of women in feudal society. To comprehensively analyze the poem "Tự Tình 1", it is necessary to focus on its ideological content, linguistic artistry, and the unique imagery used by Ho Xuan Huong.
Below is a template for analyzing the poem "Tự Tình 1" that students can refer to.
Ho Xuan Huong has three poems titled "Tự Tình". The "Tự Tình" poems by Ho Xuan Huong belong to the pure lyrical poetry genre, intense yet lacking mocking, sensual, and vulgar elements. After acts of jesting, sarcasm, and uproarious laughter, this passionate poetess returns to her own solitary realm. Even in these lines of sorrowful and resentful confessions, we recognize the talent and courage of an extraordinary woman. "Tự Tình 1" is one of her remarkable poems, part of the "Tự Tình" series representing the compassionate voice toward the fate of women. “The rooster crows faintly at the bomb The author’s choice of the sound “om” (rhyme) is truly unique. The “om” sound forms an echo in an arch-like space (even the sky under Xuan Huong’s eyes is just an arch) that stubbornly does not escape, perfectly matching the repressed and pent-up state of the lyrical character. The artistic space here is also quite special and conceals numerous mysteries. Where is the poetess that she hears "the rooster crow faintly at the bomb"? What or where is “at the bomb”? Many researchers find the term “bomb” unclear. “Literature 11” (Social Sciences Group) explains it as “at the stern of a boat where fishermen often raise chickens cooped in a pen.” Thus, there is a boat in the dark night, a plausible scenario as in many of Xuan Huong’s poems about her own fate often feature the image of a boat, even in "Tự Tình 3" there is a boat: “A cake is sorrowful over a drifting fate Xuan Huong’s fate is like a boat drifting in darkness. The “faint rooster crow” at the closing watch awakens a deep-seated agony that spreads torrentially wherever the sound reaches with “resentment” pouring out continuously. This is no longer a personal "resentment" but the deep regret and sorrow of unfortunate beauties in the society of that time. “The melancholy gong is not rung yet also knocks Xuan Huong’s word choice is strangely transformative, with the gong being melancholy and the bell sorrowful. The author has internalized the external sounds, making it seem as though it’s the poetess’s heart speaking. The rooster crow that arouses poignant pain; the closing watch’s rooster crow startles the beauty, raising the sound of desolation into a dry sound: “knock”, and a heart-wrenching, sombre cry: “hum.” A lament of external scenes and inner feelings plays out in the closing watch. Yet, listening closely, we recognize the strong reverberation of this sorrowful harmony with harsh sounds (crow, resent, melancholy, cause...) and verbs (crow, knock, strike), turning the sorrowful harmony into a sad yet not weak melody, the sadness of a strong-willed wave. The voice of the heart seems to resist the harshness of worldly treatment and the cruelties of fate. “Once heard these sounds adding to melancholy Not as distinctive as the previous two lines, but these reveal the true state of the poetess, a very human and womanly sadness of an expiring affinity. The artistic language remains skillful. The abstract (fate) becomes concrete (fickle mouth). Even in the challenge (rhyme constraint), Ho Xuan Huong still finds precise, emotionally charged imagery. Speaking of “fading into old age,” about “exhausted fate” what image could better capture it than “fickle mouth” like an overripe or rotten fruit. Indeed, Ho Xuan Huong’s romantic and marital paths were marred by misfortune. She married late, and both marriages were secondary and she soon became a widow. “Talented scholars, anyone who might visit The poetic turn is truly unexpected. Only Xuan Huong could muster the spiritual strength to lift herself from such numbing sorrow. The poetess turns to “talented scholars” (not looking up because it’s hard to find a scholar above Ho Xuan Huong) seeking the best parts of her own soul. Xuan Huong only resonates with “talented scholars,” not dropping like overripe fruit into the hands of just anyone. There's a yearning in that hopeless call. The poetess cries out, amplifying the solitude within like the rooster at the closing watch enhances the silence of the scene. Yet, Ho Xuan Huong still shows her mettle, the determination of a woman deeply aware of individuality and the right to live, ready to challenge her fate. “This body isn't willing to grow old yet” The rhyme "om" is dark. For Ho Xuan Huong, darkness equates to solitude, bleakness, widowhood, and aging. Xuan Huong resists this with fierce spirit. It seems behind the dark rhyme (tom), there's a smile, youthful and mischievous, challenging the cruel fate. |
Note: The information is for reference only.
What is the sample analysis essay on the poem "Tự Tình 1"? What are the regulations on organizing entrance exams of upper-secondary schools for the gifted in Vietnam? (Image from the Internet)
What are the regulations on organizing entrance exams of upper-secondary schools for the gifted in Vietnam?
Under Clause 3, Article 17 of the Regulation on organization and operation of upper-secondary schools for the gifted issued together with Circular 05/2023/TT-BGDDT, the organization of entrance exams for upper-secondary schools for the gifted in Vietnam is as follows:
1) Department of Education and Training (for gifted schools in the province), the higher education institution (for gifted schools in higher education institutions) shall:
- Regulate exam subjects, exam form and allotted time for each exam subject according to each specialized subject; the weight value of each exam subject (if any), cut-off score;
- Issue decisions on the establishment of question paper setting council, invigilation council, marking council, grade review council;
- Approve the list of students who have been admitted to the gifted school.
2) The question paper setting, invigilation, marking and grade review shall comply with the Regulation of upper secondary school graduation exams.
What are the regulations on the education program of upper-secondary schools for the gifted in Vietnam?
Under Clause 1, Article 20 of the Regulation on the organization and operation of upper-secondary schools for the gifted issued together with Circular 05/2023/TT-BGDDT, the education program of upper-secondary schools for the gifted is specified as follows:
- As for specialized subjects: Implement advanced education programs for specialized subjects prescribed by the Minister of Education and Training;
- As for the remaining subjects: Implement the general education program promulgated by the Minister of Education and Training;
- The principal of the gifted school shall decide the teaching in foreign languages according to regulations; develop teaching materials according to the advanced education program for specialized subjects prescribed by the Minister of Education and Training.
- What are the guidelines for writing the report on the Apacthai regime? What are the professional ethics standards for 7th-grade History and Geography teachers in Vietnam?
- Vietnam: Which months do Jan, Feb, Mar, Apr, May, Jun, Jul, Aug, Sep, Oct, Nov, and Dec stand for?
- What is the comparative formula in English? In Vietnam, is English a tool subject?
- Vietnam: What is the expression of the third identity? What are the regulations on assessing educational results for Mathematics in general education?
- Vietnam: What are the guidelines for writing a report on some historical events of the Republic of South Africa in recent decades?
- Which document of the Communist Party of Vietnam prioritized the anti-imperialist? What are the features of 12th-grade History in Vietnam?
- What are the guidelines for preparing the lesson "Thánh Gióng"? What are the required outcomes regarding the writing skills of 6th-grade students in Vietnam?
- What are the 03+ descriptive essays on mothers when cooking for 5th-grade students in Vietnam? Does the 5th-grade Vietnamese language curriculum help students discover themselves and the world around them?
- What are the 5+ sample descriptive essays on a person you’ve only met a few times but remember forever? What are the required outcomes for 5th-grade students regarding language and literary competencies in the Vietnamese language curriculum?
- What are the guidelines for writing argumentative essays on the concept of patriotism among Vietnamese youth for 12th-grade students? What are the regulations on the structure of 12th-grade textbooks in Vietnam?