What is the sample argumentative essay on comparing and evaluating two poems for 12th-grade students? What learning outcomes are required for writing practice content in the 12th-grade Literature curriculum in Vietnam?
What is the sample argumentative essay on comparing and evaluating two poems for 12th-grade students in Vietnam?
Comparing and evaluating two poems is a familiar type of argumentative essay in the 12th-grade Literature curriculum, helping students not only deeply understand each work but also hone their comprehensive thinking, analysis, and connection skills.
Students can refer to the following sample argumentative essay on comparing and evaluating two poems:
Argumentative essay on comparing and evaluating two poems: "Tây tiến" and "Đồng chí"
Writing on the theme of soldiers in the French resistance war, countless stories and poems have been composed on this subject. Among the famous authors are Quang Dung and Chinh Huu. The poems "Tây tiến" and "Đồng chí" remain beloved and highly appreciated works. Let's write about soldiers during the French resistance, highlighting not just the similarities but also the differences between them.
The first difference lies in their backgrounds. The soldiers in the two poems come from different backgrounds, leading to distinct personalities.
The "Tây tiến" soldiers, depicted by artist Quang Dung, primarily originate from the youthful intellectual spirit of Hanoi. They embark on their journey with a strong belief in love for their homeland, sacrificing personal happiness for the happiness of the country. This creates their romantic spirit:
'Night in Hanoi cushions itself in dreams'
Despite facing fierce difficulties in battle, the romantic spirit never fades from the hearts of these young soldiers. They cherish the image of beloved women to enrich their lives, balancing the harsh reality. They immerse themselves in the beauty of nature, admiring the majestic landscape of the Northwestern mountains, their guns held high, reaching for the sky. And notably, these soldiers carry a youthful, joyful spirit.
The soldiers in Chinh Huu's poem "Đồng chí" are not individuals from the intellectual class but are simple farmers living in peaceful villages:
'My hometown, salty sea waves
Beloved poor village, pebbles scattered all around
You and I, two strangers
Unscheduled, becoming comrades in distant skies'
They are peasant soldiers from poor villages with salty sea waves, where pebbles abound. They are both strong and full of compassion. Previously accustomed to a life of farming, driven by love for their homeland and hatred for the enemy, they left everything to 'leave' their peaceful home, ready to enter the battlefield. Leaving behind the fragrant well, the familiar brown cloth jacket, the peasant soldiers donned the green military uniform, guns in hand to protect their homeland.
The second difference between the soldiers in the two poems is their physical appearance. Poet Quang Dung depicts the "Tây tiến" soldiers with a commanding appearance, though they may appear frail, they are never weak:
'"Tây tiến" battalion, hair does not grow
Uniform green as leaves, mighty and fierce
Eyes glaring across the border
Dreaming of Hanoi, fragrant and charming'
With the lack of conditions in warfare and the combat environment in the wilderness of the mountains, the "Tây tiến" soldiers appear with shaved heads, their olive uniforms blending in either as a camouflaging foliage or possibly symbolizing the color of the military uniform, or even suggestive of a deficiency in vitamins. However, they are not weak but rather exhibit a 'mighty aura.' With glaring eyes, they convey their hatred for the enemy, and even in sleep, they dream of victories on the border.
In contrast to the "Tây tiến" soldiers, Chinh Huu's peasant soldiers exhibit a rustic, sincere beauty with tattered clothing:
'Your shirt torn at the shoulder
My trousers patched with silk pieces
Smiling coldly in the cutting cold
Barefoot, without shoes
Loving each other, grasping each other's hands!'
The physical traits of peasant soldiers do not focus on facial features but emphasize the shortages in their clothing. They have to wear a patched shoulder shirt, with trousers pieced together from silk scraps. In the early frost, they stand close, barefoot, smiling coldly in the darkness. They appear simple yet warm due to their camaraderie. Despite the biting cold or tattered clothes, this is precisely what makes their camaraderie special.
Both poems express camaraderie, but the way soldiers demonstrate this camaraderie differs.
The "Tây tiến" soldiers, the intellectuals, express their feelings subtly. The poet does not directly describe care but through reminiscences and feelings about comrades, showing deep bonds. It forms a tight-knit connection that makes the "Tây tiến" soldier willing to:
'Who will ascend "Tây tiến" in the coming spring
Back to Sam Nua, never to return'
In Chinh Huu's portrayal of camaraderie, the peasant soldiers describe it directly. For them, camaraderie is unplanned, coming from distant places but:
'Gun against gun, head close to head
Cold night, sharing a blanket became companions
Comrade!'
Or:
'Holding hands, tonight the jungle tastes salty
Leaning close, waiting for the enemy in the mist
Gun against gun, moon hanging over the barrel'
Through these poems "Tây tiến" and "Đồng chí", we see the unique beauty of soldiers during the French resistance created by the artistry of Quang Dung and Chinh Huu. Despite their differences, these unique points together create a common beauty for Vietnamese soldiers. No matter where they are, who they are, or their backgrounds, they share the same patriotic heart, ready to sacrifice for their people's happiness.
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Note: The information is for reference only.

What is the sample argumentative essay on comparing and evaluating two poems for 12th-grade students in Vietnam? What learning outcomes are required for writing practice content in the 12th-grade Literature curriculum in Vietnam? (Image from the Internet)
What learning outcomes are required for writing practice content in the 12th-grade Literature curriculum in Vietnam?
According to the Section 5 of the General Education Program in Literature issued with Circular 32/2018/TT-BGDDT, the learning outcomes required for writing practice content in the 12th-grade Literature curriculum in Vietnam include:
- Being able to write a speech for the launch of a movement or a social activity; clearly presenting the system of arguments; having a tight structure with an impressive introduction and conclusion; using accurate, reliable, appropriate, and sufficient arguments and evidence; being able to present rebuttal opinions for exchange and debate; using explanatory and emotional elements.
- Being able to write a discursive essay about an issue related to youth.
- Being able to write a comparative and evaluative essay on two literary works.
- Being able to write a text in the form of a letter discussing work-related or concerning issues.
- Being able to write a report on the results of a project task or research findings on a natural or social issue; using diagrams, and charts, explaining illustrative images, using citations, and footnotes, and presenting the reference materials appropriately.
What is the eligibility for high school graduation recognition for 12th-grade students in Vietnam?
Under Article 42 of the Regulations on High School Graduation Exam issued with Circular 15/2020/TT-BGDDT, the eligibility for high school graduation recognition for 12th-grade students in Vietnam is as follows:
- Candidates who meet the requirements of taking the exam, have no discipline record at the level of score disposal and above, have all papers and component subjects in combined papers scored greater than 1 point in scale 1-10 and have the grade-point average for graduation assessment from 5 and above are qualified to be recognized as high school graduates.
- Candidates who meet the requirements of taking the exam and have the grant of exemption from all of papers as prescribed in Article 36 of the Regulations on High School Graduation Exam issued with Circular 15/2020/TT-BGDDT shall be recognized as high school graduates.