What are the sample descriptive essays on the Character Tam in the story "Tấm Cám"? What are the specific competencies required in Literature for students in Vietnam?
What are the sample descriptive essays on the Character Tam in the story "Tấm Cám"?
Below are 03 sample descriptive essays on the Character Tam in the story "Tấm Cám":
Sample 1
| Tam is one of the prominent characters in Vietnamese folk tales, embodying the characteristics of a gentle, loving, hardworking girl who is also full of determination, intelligence, and strength. Even when faced with unfair treatment by life, Tam never gives up on her dreams and always fights to achieve happiness. Tam is an orphan girl living with a wicked stepmother and a half-sister named Cam. From a young age, she had to labor tirelessly at home, doing all kinds of chores from herding cattle, washing to cooking. Despite the tough circumstances, Tam remained gentle, patient, and diligent. She often had to endure poor treatment from her stepmother and Cam. However, with her kind-hearted nature, Tam never complained and always completed her tasks to the best of her ability. One of Tam's most outstanding features is her intelligence and talent. When she became the queen, Tam used not only her beauty but also her intelligence to help others. By secretly entering the palace, Tam helped everyone, even in difficult situations. She also had a compassionate heart; despite Cam's mistreatment, she did not seek revenge but only hoped Cam would realize her mistakes. Tam is also a resilient girl, who never gives up hope despite experiencing many sufferings and difficulties. From living in poverty to being resented by her stepmother who found ways to harm her, Tam always sought ways to overcome and rise above. Therefore, Tam is the epitome of patience and perseverance, a shining example of endurance and faith in life. Despite enduring many challenges and afflictions, Tam maintains her virtues. The image of Tam in the story "Tấm Cám" is a model of a gentle, courageous, and compassionate woman, deserving of being a symbol in Vietnamese folk culture. |
Sample 2
| Tam is a gentle, obedient, and hardworking girl who is the central character of the story "Tấm Cám" in the treasure trove of Vietnamese folk tales. With her admirable qualities, Tam represents not only the traditional girl but also symbolizes compassion and resilience, unfaltering in the face of adversity. Born into a poor family, orphaned of her parents, Tam lived with her cruel stepmother and her half-sister, Cam. Despite being treated harshly, she remained a gentle girl who diligently worked. Every day, Tam had to perform heavy chores from dawn to dusk, herding cattle, washing, cooking, doing every chore at home, yet never complaining. No matter how difficult life was, Tam always maintained a humble attitude, enduring and without resentment. Tam is not only beautiful but also intelligent and talented. When the prince noticed her, Tam stood out not only for her gentle beauty but also for her understanding and skillful demeanor. She has a kind heart, always ready to help others, even though she herself had to endure many hardships. Tam also shows the ability to discern and forgive. After suffering greatly due to the jealousy of her stepmother and Cam, Tam had no intention to seek revenge but only hoped for everything to pass and to find her own happiness. Especially, Tam is a model of resilience. Throughout the story, despite undergoing many transformations, from a girl harmed by her stepmother and turned into a golden bird, to being reborn and finding happiness with the prince, Tam always kept faith in justice and never gave up. Even when cornered, Tam persisted, and eventually, through magical support, she overcame everything and triumphed. Tam is a character that not only embodies human virtues but also demonstrates the inner strength of women. Through Tam's character, the story delivers a profound message about endurance, patience, and faith in life, teaching us that no matter how arduous life may be, as long as one maintains uprightness and kindness, happiness will always smile upon them. |
Sample 3
| Tam is a kind-hearted, gentle, and resilient girl, one of the outstanding characters in the folk tale "Tấm Cám". Although her life was filled with hardships and challenges, Tam always displayed her admirable qualities, serving as a model of the traditional woman in Vietnamese society. From a young age, Tam lived in a less than ideal situation. Orphaned of her parents, she lived with her stepmother and her half-sister, Cam. Despite being treated poorly by her stepmother, Tam continuously worked hard, doing chores from herding cattle, washing to cooking. Day by day, Tam bore the harsh words and strenuous work without a word of complaint. Tam embodied the typical girl with a kind nature, enduring, hardworking, and always considerate of others. Tam was not only gentle in appearance but also intelligent and talented. She knew how to cope with every difficulty and challenge that life presented. Despite being harmed by her stepmother and Cam, Tam never gave up. She always found ways to overcome those challenges, from turning into a golden bird to retrieving the lost blouse and shoe. Tam not only possessed patience but also had the courage to confront the wicked forces trying to destroy her. Tam's resilience is most evident in her journey to reclaim her happiness. Despite facing many trials, from wrongful death to being transformed into an animal, Tam never lost hope. She always believed that justice would prevail, and ultimately, she was reunited with the prince and lived a happy life. Tam's image overcoming all difficulties and returning to happiness is a powerful symbol of resilience and the relentless struggle of humans against adversity. Through the character of Tam, the folk tale "Tấm Cám" not only praises the virtues of Vietnamese women but also conveys messages about patience, kindness, and strength in life. No matter how many challenges one may face, as long as faith and kindness are maintained, happiness will finally belong to those who deserve it. |
Note: The sample essays are for reference purposes only!
What are the sample descriptive essays on the Character Tam in the story "Tấm Cám"? What are the specific competencies required in Literature for students in Vietnam? (Image from the Internet)
What are the specific competencies required in Literature for students in Vietnam?
According to the General Education Program for Literature promulgated by Circular 32/2018/TT-BGDDT, the specific competencies required in Literature for students in Vietnam are:
Required competencies at the primary level
- Language competency
+ Read correctly, fluently, and expressively; understand the main content of texts, primarily explicit content; initially understand implied content such as themes and lessons from texts read.
+ At the primary level, reading requirements include reading technique and comprehension skills. For students in the beginning grades (grade 1, grade 2), focus on both reading correctly at an appropriate speed and comprehending simple content. For students in grades 3, 4, and 5, focus more on comprehending specific content, and understanding themes, and lessons drawn from texts.
+ From grades 1 to 3, write correctly with spelling, vocabulary, and grammar; be able to write some sentences or short paragraphs; by grades 4 and 5, begin to write short complete essays, mostly narratives, descriptive essays, and simple introductions.
+ Write narratives of stories read, events witnessed, participated in, imagined stories; describe familiar objects or phenomena; introduce objects and activities close to students' lives. Write paragraphs expressing students' feelings and thoughts when reading a story, poem, witnessing an event, expressing opinions on a simple issue in study and life; write some text types like autobiographies, messages, invitations, schedules, applications, etc.; begin writing step-by-step; writings should contain an introduction, body, and conclusion.
+ Present ideas and emotions with clarity; begin to use appropriate gestures and expressions when speaking; retell stories read or heard clearly; share and discuss personal emotions, attitudes, thoughts towards discussed issues; explain an object or simple process.
+ Listen with an appropriate attitude and grasp basic content; recognize speakers' emotions; know how to respond effectively to what is heard.
- Literature competency
+ Distinguish between story and poetry texts (prose passages vs. rhymed passages); recognize content and attitude, feelings of the writer; initially understand the effects of some literary forms (words, characters, plots, rhymes, comparisons, personifications). Be able to relate, imagine, and express literature in writing and speaking.
+ For students in grades 1 and 2: recognize what the text talks about; identify characters in stories, rhymes in poems; recognize stories and poems.
+ For students in grades 3, 4, and 5: know how to read literary texts expressively; retell, and summarize the main content of stories, and poems; comment on characters, events, and writers' feelings and attitudes in the text; recognize time and place, some rhymes, rhythm, beautiful, unique words, images, and effects of rhetorical devices like personification, comparison. Understand the meaning or lesson from the text. Write narrative, descriptive paragraphs/pages expressing emotions and the ability to relate, and imagine.
Required competencies at the lower secondary level
- Language competency
+ Be able to apply Vietnamese knowledge, personal experiences, and reasoning abilities to comprehend texts; know how to read texts by types; understand the explicit and implicit contents of texts.
+ Recognize and initially analyze and evaluate textual content and notable features of expression; compare this text to another, relate to personal life experiences; thus forming personal views, perceptions, and feelings about life, enriching spiritual life.
+ In grades 6 and 7: write narrative, descriptive, and expressive essays; initially know how to write argumentative, explanatory, practical essays. In grades 8 and 9: write complete narrative, argumentative, and explanatory essays, following steps and combining modes of expression.
+ Write narrative texts focusing on creative retellings of stories read; experienced, participated incidents; imagined stories combined with descriptive, expressive elements; descriptive texts mainly focusing on describing daily life scenes; expressive texts towards scenes, people, and literary works; be able to write simple poems mainly to recognize particular features of familiar poetic forms; write argumentative texts on issues that require personal thoughts and arguments, relatively simple reasoning, easily accessible evidence; write explanatory texts about issues close to students' lives and knowledge with common structures; fill out some forms, draft practical documents like memoranda, emails, reports, advertisements, and interviews. Write correctly following procedures, know how to source materials for writing requirements; have awareness of intellectual property rights and know how to cite texts.
+ Present ideas and emotions understandably; confidently speak before many people; use appropriate language, gestures when speaking; clearly recount stories read, heard; share personal emotions, attitudes, experiences, ideas on discussed topics; discuss opinions on read, heard issues; explain an object or process; know how to speak appropriately with purpose, audience, communication context; use images, symbols, diagrams, etc., to present issues effectively.
+ Listen with appropriate attitudes and summarize content; recognize and initially evaluate reasoning, evidence used by the speaker; identify speaker's emotions; know how to respond effectively to what is heard.
- Literature competency
+ Recognize and differentiate between literary text types: stories, poetry, drama, diary, and some representative genres for each literary type; analyze the effects of some artistic elements in each literary genre; understand explicit and implicit content of literary texts. Present feelings, thoughts about literary works, and their impact on oneself; initially create literary products.
+ In grades 6 and 7: recognize themes, understand text themes, meanings; identify folk tales, short stories, lyrical poems, narrative poems; subjective feelings, literary character traits, emotional, cognitive values of literary works; analyze artistic formal elements and rhetorical devices associated with literary genre characteristics (storyline, narrator's voice, character's voice, space and time, rhyme, rhythm, images, rhetorical devices like metaphor, metonymy, hyperbole, litotes).
+ In grades 8 and 9: understand messages, thoughts, feelings, attitudes of authors in texts; recognize play scripts, novels, Nom poetic stories, metered, free verse, tragedies, and comedies; literary content and form, literary imagery; recognize and analyze artistic formal elements and rhetorical devices in each literary genre (combination of narrator and character voices, perspective, conflict, poetic laws, structure, vocabulary, emotional pathways in lyrics; rhetorical devices like repetitism, wordplay, sarcasm, irony). Recognize basic features of Vietnamese literary history; understand the impact of literature in personal life.
Required competencies at upper secondary level
- Language Competence
+ Apply knowledge of Vietnamese and the knowledge of historical, social, ideological, philosophical, and aesthetic perspectives of various periods to understand more complex texts (demonstrated by length, complexity, and comprehension requirements).
+ Analyze and evaluate the content and prominent features of the expressive form of the text, especially creative explorations in language, writing style, and text types. Students form their own worldview and life perspectives; understand the role and benefits of reading for themselves.
+ From grade 10 to grade 12: proficiently write argumentative and expository texts on topics linked to life and career orientation; write according to proper processes, combining expressive methods, argument styles, and artistic elements; have opinions on social issues.
+ Write argumentative and informational texts on relatively complex topics; argumentative texts require the analysis, evaluation, and comparison of literary work values; discussing issues suitable for those approaching adulthood, which demand relatively complex structures and argument styles, with evidence needing to be sourced from multiple channels; expository texts on scientific issues in the form of a properly conventional research report; adhere to intellectual property rights and avoid plagiarism.
+ The writing reflects emotions, attitudes, experiences, and personal ideas regarding the issues raised in the text; shows a personal perspective and style.
+ Engage in debates on issues where conflicting opinions exist; exhibit a willingness to learn and an appropriate debate culture; possess the ability to listen to presentations and evaluate their content and expressive form; cultivate an interest in expressing opinions and personal style in debates; confidently and convincingly present scientific issues. Speak and listen flexibly; understand the methods and processes of conducting a debate.
- Literature Competence
+ Analyze and evaluate literary texts based on insights into artistic styles and literary history. Recognize the distinct features of literary imagery and some differences between literary imagery and other artistic forms (painting, music, architecture, sculpture); analyze and evaluate the ideological content and its presentation in a literary text; recognize and analyze the characteristics of literary language, stories, plots, and narration methods; recognize and analyze some artistic style features in folklore, medieval, and modern literature; artistic styles of some major authors and works.
+ Summarize general insights into the history of national literature (development process, major themes and topics, major authors and works; some content and form values of national literature) and apply them when reading literary works.
+ Create certain types of literary texts that demonstrate the ability to express emotions and ideas through aesthetic language.
What does the Vietnamese language subject help primary school students in Vietnam develop?
According to the objectives set forth in the General Education Program for Vietnamese Language and Literature issued together with Circular 32/2018/TT-BGDDT, the Vietnamese language subject will help primary school students develop the following factors:
- Help students form and develop essential qualities with specific manifestations: love for nature, family, and homeland; consciousness of their origins; appreciation for beauty and virtue with healthy emotions; enthusiasm for learning and labor; honesty and integrity in study and life; awareness of responsibilities towards themselves, family, society, and the surrounding environment.
- Help students initially form general competencies, developing language competence in all skills: reading, writing, speaking, and listening at a basic level: read texts accurately and fluently; understand the main content and information of the text; relate, compare beyond the text; write correctly in terms of spelling and grammar; write some sentences, short paragraphs, and essays (primarily narrative and descriptive essays); speak clearly; listen and understand the speaker's opinions.
Develop literary competence with the requirement to distinguish between poetry and stories, know how to read poetry and stories; recognize the beauty of artistic language; have imagination, and understand and be moved by the beauty and virtue of people and the surrounding world as expressed in literary texts.
