What are the sample argumentative essays on the use of free time? What literary knowledge is required for 9th-grade students in Vietnam after completing the Literature curriculum?

What are the sample argumentative essays on the use of free time?

Students may refer to the following sample argumentative essays on the use of free time:

*Note: Information is for reference only./.

What are the sample argumentative essays on the use of free time? What literary knowledge is required for 9th-grade students in Vietnam after completing the Literature curriculum? (Image from the Internet)

Must the assessment of 9th-grade students in Vietnam ensure objectivity?

According to Article 4 of Circular 22/2021/TT-BGDDT, the assessment requirements for 9th-grade students include:

1. Conduct assessment based on requirements under formal education program.

2. Conduct assessment while ensuring accuracy, integrity, fairness, honesty, and objectivity.

3. Conduct assessment via multiple methods, forms, techniques, and tools; combine regular assessment and periodic assessment.

4. Conduct assessment for student’s improvement; prioritize motivating and encouraging efforts of students in training and learning; do not compare students with one another.

Thus, the assessment of 9th-grade students in Vietnam must ensure objectivity

What literary knowledge is required for 9th-grade students in Vietnam after completing the Literature curriculum?

Under the General Education Program issued together with Circular 32/2018/TT-BGDDT, the literary knowledge required for 9th-grade students in Vietnam after completing the Literature curriculum includes:

* Literature

- Literary knowledge circuits

+ Literary Theory: some practical literary theory issues relevant to comprehension of literary texts.

+ Literary Genres: stories, poems, plays, memoirs, and some typical genres.

+ Elements of a literary text: story, plot, character, space, time, narrator, point of view, rhyme, rhythm,...

+ Literary History: some major authors and an overview of Vietnamese literary history briefly summarized at the end of lower and upper secondary education.

- Allocation of literary knowledge circuits for each educational level

+ Primary level: basic understanding of stories and poetry, fictional and non-fictional texts; characters in literary texts, plot, time, space, vocabulary, rhyme, rhythm, imagery, characters’ speech, dialogue.

+ Lower secondary level: understanding of genres (folktales, short stories, lyrical poetry, narrative poetry; lyrical prose, narrative prose; novels and Nom narrative poetry, classic poetry and free verse, tragedies and comedies); lyrical subject and character; the expressive and cognitive value of literary works; some formal elements and artistic techniques of each literary genre (narrator, first-person narrator, third-person narrator, character, point of view, narrator and point of view shifts, conflict, space and time, narrator’s speech, character’s speech, lyrical emotional flow, vocabulary, imagery, rhyme, rhythm, poetic rules, structure); a brief summary of literary history at the end of 9th-grade.

+ Upper secondary level: understanding of less-common genres and sub-genres requiring higher reading skills (mythology, epic, cheo or tuong, modern stories and poetry; modern and post-modern novels); some literary history, literary theory knowledge essential for reading and writing literary texts (story, omniscient narrator, limited narrator, narrator and point of view shifts, narration style, poetic concept, features of literary figures; literary style; understanding of literary history and major authors); some study topics focusing on knowledge about periods, trends, and styles in literary creation.