What are the sample essays analyzing the humanitarian values in Kim Lan's short story "Vợ nhặt"? What is the general content of the Literature curriculum in Vietnam?
What are the sample essays analyzing the humanitarian values in Kim Lan's short story "Vợ nhặt"?
Below are the sample essays analyzing the humanitarian values in Kim Lan's short story "Vợ nhặt":
Sample 1
| Kim Lan is a writer deeply connected with the life of Vietnamese rural farmers. "Vợ nhặt" is one of his representative works, written about the horrific famine of 1945. Through a realistic yet humane pen, Kim Lan not only reflects the harsh reality but also expresses profound humanitarianism. The humanitarian value in the story is manifested through sympathy for human fate, condemnation of the brutal society, appreciation for the beauty of humanity, and a strong desire to live even in dire circumstances. Firstly, the story shows deep sympathy for the fate of impoverished people during the 1945 famine. The character Trang—a poor laborer living by pulling hired rice carts—despite his precarious situation, decides to take in a stranger as his wife. Thi—the "picked-up wife"—embodies millions of destitute women during the famine, driven to desperation, willing to follow an unknown man in hopes of survival. The image of emaciated, pale people scraping around for food, the scene of hunger deaths lying about, portrays the tragic reality they endure. Through this, Kim Lan raises a poignant voice about the harsh fate of people in a society full of injustice. Not only does it express compassion, "Vợ nhặt" also contains a strong indictment against the feudal colonial society’s brutality. The exploitation by colonialists and fascists forced the people into destitution, reducing humanity to the point where wives could be "picked up" in the marketplace of life. Hunger ravages not only human life but also dismantles established societal norms. Marriage—essentially built on love and affection—now becomes a simple exchange, just for a meal to get by. Trang's act of "picking up" a wife illustrates the devaluation of human beings, while also condemning a society that pushes individuals into hopelessness. Though the reality in the story is full of suffering, Kim Lan still praises the high values of humanity. In the darkest places, love still shines. Trang—a poor man—extends his arms to care for the miserable woman. He offers her not just a meal but also a home, a resting place amidst starvation. Mrs. Tu—the mother of Trang—when learning of her son's marriage, felt no reproach but only an overwhelming emotion. She knows that having each other now is precious, and merely staying alive is worth cherishing. Her care and protection for the new daughter-in-law show not only her tolerance but also deep humanitarianism. Moreover, "Vợ nhặt" not only reflects reality, expresses compassion but also praises the intense desire to live. Even in the most tragic situations, Trang, the "picked-up wife," and Mrs. Tu continue to hope. The morning after the wedding, Trang feels a new joy, realizing he must take more responsibility for the family. Mrs. Tu advises the daughter-in-law to work diligently for a better life. The first meal, though only thin porridge and a pot of bitter "che khoan," is still warm with love and faith in the future. Notably, the image of the red flag waving in Trang’s mind signals the revolutionary path unfolding, promising significant change. This is the positive humanitarian value Kim Lan instills in the work. Thus, the short story "Vợ nhặt" bears profound humanitarian value by showing compassion for people, condemning a brutal society, respecting humanity, and affirming the desire to live. Through a realistic, sophisticated pen and language rich with suggestion, Kim Lan has created a profoundly moving story that leaves a deep resonance in readers' hearts. "Vợ nhặt" not only reflects a painful historical period but also embodies an epic of the resilient vitality of small yet determined people. |
Sample 2
| Kim Lan is a writer skilled in exploring the life of farmers with a realistic and humane pen. In the short story "Vợ nhặt", he depicts a society full of tragedy during the 1945 famine, where people scramble for each morsel to survive. Yet above all, the work not only reflects the destitution of human life but also contains profound humanitarian values. Kim Lan expresses compassion for the fate of the impoverished, denounces the cruel reality, cherishes the love among people, and praises the intense desire to live even in the darkest circumstances. Firstly, the humanitarian value of the work is shown through deep sympathy for the downtrodden. The character Trang—a poor laborer who suddenly "picks up" a wife during hunger days—reflects a heart-wrenching reality: humanity is so diminished that one could be "picked up" like a commodity. The character Thi—the picked-up wife—vividly portrays the bleak fate of impoverished women during the famine. Hunger not only emaciates them but also strips away their self-respect when forcing them to follow a stranger merely for a meal. Not only Trang and Thi, but also Mrs. Tu—the old, suffering mother—bears the pain of poverty. Kim Lan uses a humanitarian pen to sketch the fate of these individuals, evoking sympathy and compassion in readers. Besides sympathy, the story holds deep humanitarian value in condemning the brutal feudal colonial society. Colonial policies with severe exploitation drove people to dire straits, leading millions to a tragic famine death. The sentences describing scattered corpses along roadsides, families in distress, and turmoil reflect the ultimate injustice of that society. Particularly, Trang’s situation of "picking up" a wife is a desperate cry against the dark reality: the hunger driving humanity to the point where marriage is no longer about love but becomes a temporary transaction for survival. Through this, Kim Lan not only recounts people's suffering but also indirectly points to the deep-rooted causes of these tragedies. Though the reality in the story is bleak, Kim Lan devotes much writing to extolling the love between people. Despite poverty, despite precarious living, Trang is willing to support a stranger because he understands that in hunger days, having each other is a fortune. Mrs. Tu—though surprised by her son’s sudden marriage—does not scold but only sobs, paining over the young people's plight. She not only accepts the new daughter-in-law but also tries to nurture and encourage the young couple to believe in a brighter tomorrow. The image of Mrs. Tu meticulously cleaning the house, rekindling hope in her children is the clearest evidence of the love and tolerance of a poor mother. This love helps the miserable find refuge in one another, continue living and hoping. Beyond this, the work also reflects faith in the strong vitality and the aspiration for a better life. The next morning, Trang feels like a different person, becoming more conscious of his responsibilities toward his wife and family. Mrs. Tu also talks about working, aiming for the future. Even in the sparse first meal of thin porridge and bitter "che khoan," one sees the faint light of hope. Especially, the image of the red flag appearing at the end of the work opens a revolutionary path, offering a way out of darkness toward a better future for the impoverished. This is a positive humanitarian thought, demonstrating faith in the people's transformative potential in the upcoming revolution. In summary, the short story "Vợ nhặt" not only truthfully reflects human tragedy during the famine but also encompasses profound humanitarian value. This includes sympathy for the downtrodden, condemnation of unjust society, appreciation for human love, and faith in tomorrow. With a truthful, delicate pen and emotionally rich storytelling, Kim Lan has created a work that moves hearts, making "Vợ nhặt" a shining gem in modern Vietnamese literature. |
Note: The sample essays are for reference only!
What are the sample essays analyzing the humanitarian values in Kim Lan's short story "Vợ nhặt"? What is the general content of the Literature curriculum in Vietnam?
What is the general content of the Literature curriculum in Vietnam?
According to the General Education Program in Literature issued under Circular 32/2018/TT-BGDDT, there are specific regulations regarding the general content of the Literature curriculum in Vietnam as follows:
The teaching content is determined based on the required achievements for each grade level, including: reading, writing, speaking, and listening activities; knowledge (Vietnamese language, literature); and text corpus.
Required outcomes regarding reading, writing, speaking, and listening skills
[1] Required outcomes regarding reading skills
- Reading techniques: include requirements on posture while reading, skills in reading aloud, silent reading, skimming, note-taking while reading,...
- Reading comprehension: subjects include literary texts, argumentative texts, and informational texts. Reading comprehension of each text type and genre generally requires:
+ Reading comprehension of text content manifested through details, topics, themes, ideas, messages,...;
+ Reading comprehension of form manifested through features of text types and genres, components of each text type and genre (storyline, plots, narratives, characters, space, time, narrator, perspective, rhyme, meter, reasoning, evidence,...), expressive language…;
+ Relation, cooperation between texts, connection the text with historical, cultural, and social context, connecting the text with personal reader experience; multi-modal text comprehension,…;
+ Extensive reading, memorization of selected segments, and literary texts.
[2] Required outcomes regarding writing skills
- Writing techniques: include requirements on writing posture, skills in writing and spelling, presentation skills,...
- Writing sentences, paragraphs, texts: includes requirements on text creation process and practical writing based on characteristics of text types.
[3] Required outcomes regarding speaking and listening Skills
- Speaking skills: include requirements on volume, speed, continuity, expression, presentation, attitude, a combination of gestures, expressions, and supporting tools while speaking,...
- Listening skills: include requirements on listening, note-taking, Q&A, attitude, a combination of gestures, and expressions while listening, and listening through technical means,…
- Interactive speaking and listening skills: include requirements on attitude, and respecting conversational principles and rules in discussions, and interviews,…
What are the regulations on teaching equipment for Literature in Vietnam?
Under Section 8 of the General Education Program in Literature issued under Circular 32/2018/TT-BGDDT, there are regulations on teaching equipment for Literature in Vietnam as follows:
The minimum teaching equipment for the Literature subject is a reference library, sufficiently stocked with major text types: literary texts, argumentative texts, informational texts; various forms of storybooks, and comics.
In each major text type, there are sufficient subtypes: literary texts include stories, poetry, plays, memoirs; argumentative texts include literary argumentation and social argumentation; informational texts include expository texts and practical texts.
Some pictures such as portraits of major authors in the curriculum; illustrations for the content, art of major works like "Nam quốc sơn hà", "Hịch tướng sĩ", "Bình Ngô đại cáo", 'Truyện Kiều", "Văn tế nghĩa sĩ Cần Giuộc", "Tuyên ngôn Độc lập",...
Schools with conditions should connect to the Internet, have computers, screens, and projectors; additionally equip some Vietnamese language teaching software; CDs, video clips with content introducing scenic spots, historical sites of the country, homelands of authors (for teaching and learning expository texts);
Additionally, there should be some animated films, movies adapted from literary works or CDs, video clips recording some plays from literary scripts; CDs recording music from selected poems used as learning texts or other reading text corpus, topic lectures by authors, literary researchers, critics; electronic versions of Language textbooks, literary books, and literature education documents.
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