Vietnam: What is the sample argumentative essay on analysis of the Literary Work "Vinh Khoa Thi Huong/Vịnh Khoa Thi Hương"? What literary knowledge is included in the 8th-grade Literature curriculum?
What is the sample argumentative essay on analysis of the Literary Work "Vinh Khoa Thi Huong/Vịnh Khoa Thi Hương" in Vietnam?
Below is a sample argumentative essay on analysis of the Literary Work "Vinh Khoa Thi Huong/Vịnh Khoa Thi Hương" in Vietnam:
| Introduction to the author and the poem; general opinion about the poem Tran Te Xuong (1870 - 1907), commonly known as Tu Xuong, was a prominent poet, particularly known for satirical poetry. He was renowned for works that critically depicted the harsh reality of late 19th-century Vietnamese feudal society with acerbic satire. In that social context, many values, including the Confucian examination system, which should have played a noble role in selecting talents, became degenerate. The poem "Vinh Khoa Thi Huong/Vịnh Khoa Thi Hương" by Tu Xuong was written to criticize this degeneration through a satirical yet poignant tone. The work lively sketches a caricature of the provincial examination, reflecting the author's disappointment with the education system and the current societal state. Analyze the satirical content of the poem to clarify the theme "Vinh Khoa Thi Huong/Vịnh Khoa Thi Hương" opens with satirical imagery: “Loi thoi si tu vai deo lo, / Am oe quan truong mieng thet loa.” The chaotic and undignified scene of the examination is vividly portrayed with images of candidates sloppily dressed, carrying 'jars' to smear on their faces - symbolizing deceit and hypocrisy. Not only describing the disheveled image, Tu Xuong also uses the term "am oe" to mock the examiners, who were supposed to be serious and fair, but instead carried out their duties haphazardly and irresponsibly. The imagery of struggling scholars, exhausted by the examination in the line “Com tam gioi duong sap san ca, / Leu chong di thi nhoc lam ma” is a satire of the reality where academic achievements are disregarded and the examinations lack substance. This is a mocking laughter but also a bitter sorrow of Tu Xuong regarding an educational system that lost its noble values, reducing learners to parrots, taking exams only for fame and fortune. The effect of specific satirical art features Tu Xuong excelled in using sharp words and vivid imagery to create deep and meaningful satire. The choice of words like "loi thoi," "am oe," "leu chong" carries a bitter tone, reflecting both true imagery and the dire state of the feudal examination system. The quick, concise, and urgent rhythm of the verses also enhances the satirical effect, creating a lively rhythm behind which lies disillusionment and disappointment. Particularly, the satirical tone combined with the contrast between expectation and reality highlights Tu Xuong's irony. What should have been a place honoring intelligence and virtue became a chaotic, boisterous mess. This humorously yet bitterly described scene not only makes readers laugh but also stirs a pain in the heart regarding the degraded educational state. Affirm the value and significance of the poem "Vinh Khoa Thi Huong/Vịnh Khoa Thi Hương" by Tu Xuong is not only an outstanding satirical poem but also deeply criticizes contemporary society. Through this work, Tu Xuong exposed the degeneration of the education system while expressing sorrow over a society where core values were eroded. The work not only stops at satirical laughter but also acts as a warning about the degradation of ethics and knowledge. Hence, the poem possesses both artistic value and stands as an educational lesson, reminding of the importance of a genuine and serious educational system. In the flow of Vietnamese literature, "Vinh Khoa Thi Huong/Vịnh Khoa Thi Hương" by Tu Xuong has become a clear testament to the poet’s talent and patriotism, leaving a deep impression in readers’ minds. |
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What is the sample argumentative essay on analysis of the Literary Work "Vinh Khoa Thi Huong/Vịnh Khoa Thi Hương" in Vietnam? What literary knowledge is included in the 8th-grade Literature curriculum? (Image from Internet)
What literary knowledge is included in the 8th-grade Literature curriculum in Vietnam?
Under Section 5 of the General Education Program for Literature promulgated with Circular 32/2018/TT-BGDDT, the following literary knowledge is included in the 8th-grade Literature curriculum in Vietnam:
- Imagination in literary works
- Title and ways to title a text
- Theme and main idea, determining the main idea; structure
- Plot, setting, character, language in comedy, historical stories
- Single-track plot and multi-track plot
- Main artistic techniques of satirical poetry
- Some elements of the poetic rules of traditional Vietnamese eight-line and four-line poems: composition, rhythm, rules, rhyme, beat, correspondence
- Some formal elements of a poem: vocabulary, imagery, composition, emotional flow
- Conflict, action, character, dialogue, and satirical techniques in literary scripts (comedy)
- Some formal elements of free verse (six, seven words): number of lines, words, rhyme, beat
- Reader and individual ways of receiving a literary text
- Reflected content and the author’s viewpoint on life and people
What learning outcomes are required for the speaking and listening content in the 8th-grade Literature curriculum in Vietnam?
Under the General Education Program for Literature promulgated with Circular 32/2018/TT-BGDDT, the learning outcomes required for the speaking and listening content in the 8th-grade Literature curriculum in Vietnam include:
(1) Speaking
- Present ideas about a social issue; clearly express opinions and arguments; use persuasive reasoning and evidence (may use information technology to enhance presentation effectiveness).
- Be able to present a short introduction of a book (by personal choice): provide the reader with the most important information; state the book's theme or topic and some distinctive features of artistic form.
(2) Listening
- Listen and summarize the content of another’s presentation.
- Grasp the main content discussed by the group and be able to present that content again.
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