What are the sample social argumentative essays on a social issue raised from a literary work in the 8th-grade Literature curriculum in Vietnam?

What are the sample social argumentative essays on a social issue raised from a literary work in the 8th-grade Literature curriculum in Vietnam?

Within the studied literary works, some pieces address issues currently faced by society.

Below are sample social argumentative essays on a social issue raised from a literary work in the 8th-grade Literature curriculum in Vietnam:

Sample 1: Chi Pheo

The work "Chi Pheo" by Nam Cao has long been regarded as an outstanding short story representative of the critical realist literary trend, showcasing Nam Cao's artistic talent. From this work, we also witness a miraculous aspect of life, the power of love between people.

Reading the initial passages of the story, it's difficult for readers to imagine that the main character – a man who spent years intoxicated in alcohol, a demon of Vu Dai village – could awaken both body and soul thanks to budding love. It's even harder to imagine Chi being awakened by an exceptionally unattractive woman, her appearance gruesome, yet possessing simple kindness unseen in others in Vu Dai. A warm bowl of onion porridge and the gestures from Thi No woke in Chi the buried "human" part of him. This person, who yesterday still got drunk and cursed the village, his birth, and feigned madness to blackmail others, could now calmly recognize simple daily rhythms, shed tears, revive numb feelings, love, and yearn for a return to a virtuous life, dreaming of a happy family. Notably, Chi was not awakened by the power of Ba Kien's authority nor by the strength of the villagers of Vu Dai; rather, it was the pure and naive love in Thi No that achieved this.

From Chi Pheo's awakening, we see that love between people possesses the power to swiftly and forcefully educate and reform individuals. In reality, we've often encountered such power, in a teacher wholly dedicated to his problem student, or a warden empathetic and willing to assist prisoners in rehabilitation. Sincere love stirs and calls out the buried conscience behind a mountain of sin, rescuing many from falling into an abyss of despair. Love has saved the world from many genocidal horrors, planting in us the hope of a brighter future...

There are many ways to regain happiness and justice for people, but if love can heal all pain and erase wrongdoing, then why don't we amplify it in every heart and harness its strength? As poet To Huu once wrote:

Is there anything more beautiful in life than this?

Man loves man; they live to love each other.

Existence and Regular growth – that is the life law. To develop, in the war between good and evil, unjust forces must succumb to the strength of righteousness. Darkness and evil immerse people in suffering. Therefore, lifting individuals from the brink, bringing them to the light and virtue, must be love. Thus, the existence of love, its strength between people, is inevitable and invincible. We have the right to believe in the eternal endurance of this power.

Nam Cao's "Chi Pheo" does not idealize love with romance or poetic charm; he instead focuses his pen on depicting a very genuine love. Thanks to that pen, we see the power of love manifesting in a unique way, reaching a new, more meaningful, noble, and influential height. This love not only awakens Chi Pheo – Thi No amid a demented life but also offers readers a fresh perspective on love. That love is majestic but must always accompany reality. Love and life must harmonize to build complete happiness.

Sample 2: Lao Hac

"Lão Hạc" by Nam Cao appeared before readers in 1943. The story about the miserable fate of the Vietnamese farmer under the threat of famine and poverty left a deep emotion in the hearts of readers.

Lao Hac – a poor, unfortunate man. Three sao of garden, a dilapidated thatched hut, and a golden dog are his only assets. After his wife passed away, he raised his son alone. His son, due to financial difficulties preventing marriage, left in distress to work at a rubber plantation, and five or six years have since passed without his return. That is why people commonly say "Rubber, easy to go, hard to return." Old age loneliness, misfortune layers upon layers. Lao Hac suffered a grave illness without a relative beside him to provide a bowl of porridge or a cup of medicine during sickness. Lao Hac's situation was pitiful. After the storm, his garden and crops were wiped out. The village faced mass unemployment, and Lao Hac was among those as he became too weak post illness for anyone to hire. He and the golden dog – a gift from his son before leaving – faced poverty, insufficiency of food, and clothing.

Oh! How poignant and compassionate one feels for those impoverished and desperate individuals who seek death as a solution, like Chi Pheo's suicide, Lang Ran's hanging, or Lao Hac's death by dog poison. "If life were painful, what should we do to be truly happy?" – the utmost suffering of Lao Hac. Nam Cao expressed deep empathy for the unfortunate fates of farmers before the August Revolution.

Sample 3: The Tale of Kieu

A social issue discussed in the work “Truyện Kiều” by the great poet Nguyen Du involves filial piety towards parents.

Filial piety refers to the attitude and emotion, the manner of treating and interacting with grandparents and parents. A filial child always listens and makes parents happy, caring for them when ill, while a filial grandchild ensures the well-being of grandparents and supports them in old age. Sometimes filial piety is simple: a question of health, a thoughtful gesture, an act of love. It cannot be measured since each's perception is unique, the expressions vary, but what's in common is that any display of filial piety makes grandparents, and parents feel warm and loved. We have only one set of parents in this world, thus we should be dutiful children to repay the vast ocean-like恩 of our parents, lest we become unfilial, causing our parents' anguish. Filial piety not only repays this恩 but also fosters within us noble feelings. By loving our grandparents, and parents, we learn to care, share, and help those around us.

Let us be dutiful children, rich in compassion so that our parents' sacrifices in nurturing us are not in vain.

Note: Information is for reference only!

What are the sample social argumentative essays on a social issue raised from a literary work in the 8th-grade Literature curriculum in Vietnam? (Image from the Internet)

What is the code of conduct for 8th-grade students in general education institutions in Vietnam?

According to Article 8 of Circular 06/2019/TT-BGDDT, the code of conduct for 8th-grade students in general education institutions in Vietnam is specified as follows:

- Behavior with administrative officers, teachers and staff: Show respect, politeness, honesty, sharing, and observe the requirements as prescribed. Do no fabricate information; do not offend spirit, honor, dignity, or inflict violence.

- Behavior with other learners: Use language which is proper, friendly, honest, cooperative, helpful and respect differences. Do not use bad language, swear, insult, cause disunity; do not fabricate; do not spread information to slander, affect honor and dignity of other learners.

- Behavior with parents and relatives: Show respect, politeness, honesty, and love.

- Behavior with visitors to educational institutions: Show respect, politeness

What are the forms of assessment for 8th-grade Language in Vietnam?

According to Section 7 of the general education program for Language issued in Circular 32/2018/TT-BGDDT, the forms of assessment for 8th-grade Language in Vietnam are as follows:

- Regular Assessment

+ Teachers assess students, students assess each other, and students self-assess. For Regular assessment, teachers may rely on daily observations and notes about students, student responses, or presentations, written analysis, literary comments, report drafts, project-based homework, etc.

- Periodic Assessment

+ Periodic assessment will be conducted at the end or near the end of a learning phase (end of semester, end of school year) organized by educational institutions to manage teaching activities and assure quality education, assisting curriculum development and study materials.

+ Periodic assessments are typically through question papers or script question papers. Question papers may require a script (one or several questions);

+ Objective tests (multiple-choice questions) may be combined with script questions (open-ended questions) to assess reading comprehension and require essays on a learned genre.

+ Oral assessments (to evaluate speaking and listening) may be used if deemed necessary and feasible. For yearly or final assessments, innovate in assessment methods (structure, question formulation, difficulty level...);

+ Text corpus ensuring assessment of student ability may be used, avoiding mere memorization or copying of available materials;

+ It is required to avoid reusing previously taught literary texts to accurately gauge reading comprehension and the ability to analyze and appreciate literary works.