What is the sample argumentative essay on analysis and comparison of two poems "Thu vịnh" and "Đây mùa thu tới" in Vietnam?

What is the sample argumentative essay on analysis and comparison of two poems "Thu vịnh" and "Đây mùa thu tới" in Vietnam?

Introduction:

Autumn has always been a rich and captivating theme in Vietnamese literature, closely associated with lingering melancholic emotions, yet filled with romance and lyricism. Nguyen Khuyen and Xuan Dieu, two prominent authors of Vietnamese literature, each composed distinguished poems about autumn.

Among these are "Thu vịnh" by Nguyen Khuyen and "Đây mùa thu tới" by Xuan Dieu, both being representative works with distinct characteristics, yet sharing commonalities in expressing the inspiration of autumn. Comparing and assessing these two works will help us better understand the beauty and differences in how each author perceives and feels about autumn.

Main Body:

1. Context and Circumstances of Creation:

"Thu vịnh" (1889), composed by Nguyen Khuyen, was created during a time when the author was retiring peacefully in his hometown, away from the hustle and bustle of life. The poem reflects a nostalgic, sad view of autumn, linked to the melancholic mood of a man who has passed his prime, reflecting on life and societal changes.

"Đây mùa thu tới" (1938) by Xuan Dieu was composed during a challenging period in the country's history. Despite the differing social circumstances, Xuan Dieu's poem depicts freshness, yearning, and the joy of life in autumn, showcasing the sensitive and rich soul of a romantic poet.

2. Inspiration of Autumn in Both Poems:

"Thu vịnh" is a poem imbued with a sad, subdued tone. Autumn in Nguyen Khuyen's poetry is a season of sadness and reflection. Images of the autumn landscape such as "cold autumn pond" and "blue waves" depict tranquility and emptiness, resonating with the author's lonely demeanor. Autumn is not only a season of nature but also one of separation and fade, evoking nostalgia and longing for a bygone era.

In contrast, "Đây mùa thu tới" by Xuan Dieu views autumn with a fresh and vibrant perspective. Instead of nostalgia, Xuan Dieu's poem expresses joy and exuberance with vivid images like "autumn comes, autumn comes," "golden autumn hue." Autumn is no longer a season of silence but one of overflowing energy and life. Xuan Dieu skillfully combines romantic inspiration and a love for life with beautiful natural images, creating a space filled with color and fragrance.

3. Style and Artistry:

Nguyen Khuyen, in "Thu Vinh," uses simple and natural language, deeply infused with folk nuances. His expression is very discreet and delicate, profoundly reflecting the author's inner feelings. Natural images such as "cold autumn pond," "blue waves" are used to convey human emotions, thus reflecting the subdued beauty of autumn.

Xuan Dieu employs a more modern, lyrical poetry style, with fresh and vivid imagery and expression. He uses literary devices such as metaphors, comparisons, and repetition ("autumn comes, autumn comes") to create a dynamic rhythm, expressing a love for nature and a belief in life. Autumn in Xuan Dieu's poetry becomes a joyful symphony, filled with creative inspiration.

4. Author's Sentiments and Emotions:

In "Thu vịnh", Nguyen Khuyen's mood is one of sadness, a feeling of weariness, and powerlessness in the face of life and the passage of time. He no longer expects anything from life but silently reflects on the past and present.

In contrast, in "Đây mùa thu tới", Xuan Dieu expresses a very different attitude towards life, filled with vigor and yearning. The author continuously expresses excitement and a desire to admire the beauty of nature, of autumn, and especially a strong longing to live fully in every moment.

Conclusion:

Overall, "Thu vịnh" by Nguyen Khuyen and "Đây mùa thu tới" by Xuan Dieu are both outstanding poetic works about autumn, but each author presents it differently. While Nguyen Khuyen presents a nostalgic, quiet autumn with subtle melancholy, Xuan Dieu brings a fresh, lively, and joyful autumn. Both works capture the beauty of autumn, yet in each poem, we perceive the artistic style and soul of each author. These differences not only reflect the composers' personalities and moods but also enrich the autumn landscape in Vietnamese poetry.

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>>>Sample Comparative Essay on Two Poems with Similar Style?

Note: The sample argumentative essay on analysis and comparison of two poems "Thu vịnh" and "Đây mùa thu tới" in Vietnam is for reference!

What is the sample argumentative essay on analysis and comparison of two poems "Thu vịnh" and "Đây mùa thu tới" in Vietnam? (Image from Internet)

What are the perspectives for developing the 12th-grade Literature curriculum in Vietnam?

According to the General education program in Literature issued in conjunction with Circular 32/2018/TT-BGDDT, the perspectives for developing the 12th-grade Literature curriculum in Vietnam are as follows:

The Literature curriculum adheres to the basic regulations stated in the General Program while emphasizing several perspectives:

- The Literature curriculum is developed on theoretical and practical foundations, updates on research achievements in education, psychology, and teaching methodology of Vietnamese literature; achievements in literature and linguistics research; achievements in Vietnamese literature across various periods; experiences in developing Vietnamese literature curricula, particularly from the early 21st century until now, and international trends in curriculum development in general, and the Literature curriculum in particular over recent years, especially from developed countries; societal practice, education, economic conditions, and Vietnamese cultural tradition, especially the diversity of students in terms of regions, conditions, and learning abilities.

- The Literature curriculum focuses on training communication skills (reading, writing, speaking, and listening) as a central theme throughout all three education levels to meet the program's capacity-oriented direction and ensure coherence and continuity across all grades and levels. Fundamental, foundational knowledge about the Vietnamese language and literature is formed through activities in comprehending and creating texts; directly serving the requirement of training in reading, writing, speaking, and listening skills.

- The Literature curriculum is developed with an open approach, reflected in not specifying detailed teaching content but stipulating the outcomes needed in reading, writing, speaking, and listening for each grade; delineating some basic, core knowledge about the Vietnamese language, literature, and some texts with a significant, crucial position in national literature as mandatory content for students nationwide.

- The Literature curriculum meets both the innovation requirements and emphasizes inheriting and enhancing the strengths of existing Vietnamese literature curricula, especially the current one.

What are the orientations of educational methods for 12th-grade Literature in Vietnam?

Under Section 6 of the Appendix of the General education program in Literature issued together with Circular 32/2018/TT-BGDDT, the orientations of educational methods for 12th-grade Literature in Vietnam are stipulated as follows:

The Literature curriculum applies educational methods with a general orientation towards integrated and differentiated teaching; diversifying forms, methods, and means of teaching; promoting positive, proactive, creative learning and application of students' knowledge and skills.

- Based on the program, teachers actively and flexibly develop and organize lessons according to the following orientation:

+ Implementing intradisciplinary integration (both knowledge and skills), interdisciplinary integration, and the integration of prioritized educational content (cross-disciplinary); conducting differentiated teaching according to student groups at all levels and differentiation contributing to career orientation in high school.

+ Training students in reading, writing, speaking, and listening methods; practicing, and experiencing Vietnamese language and literature knowledge through various learning activities both inside and outside the classroom; emphasizing the use of teaching aids, overcoming the reading-copy teaching style, developing thinking, practicing skills in using means for students.

+ Enhancing and promoting students’ positivity and autonomy; allowing students more time to study textbooks and learning materials, practice, apply, present, discuss, and defend study results so they know how to read, write, speak, and listen according to different requirements and levels; evaluating students' performance in learning tasks.