What are the 02 best sample social argumentative essays on wasting time of Vietnamese youth? What are the orientations in writing teaching methods for Literature in Vietnam?

What are the 02 best sample social argumentative essays on wasting time of Vietnamese youth?

Sample No. 1

In modern society, time is regarded as one of the most valuable assets each person possesses. However, a significant proportion of today's youth has not yet learned how to use time judiciously. Instead of utilizing free time for learning, self-improvement, or participating in beneficial activities, many young people spend most of their time on fleeting entertainment, even futile activities, such as browsing social media excessively, playing games excessively, or watching unrestrained movies. This is a matter of concern as it not only devalues time but also negatively affects personal development and future prospects of each individual.

Spending an excessive amount of time on activities that do not bring real value hinders youth development. Instead of investing in education or skill development, many are drawn into superficial, momentary pleasures. This not only squanders the opportunity to gain knowledge but also causes them to lag behind their peers. When time is wasted without yielding any progress, the consequence is that valuable years pass by without acquiring the necessary knowledge and skills to be successful in life.

Moreover, the habit of wasting time affects social relationships negatively. Instead of spending time talking with family or meeting friends, many young people focus solely on the virtual world, withdrawing into their private space, glued to screens of phones or computers. This gradually creates distance in relationships, diminishing the emotional connections between people.

In addition, the lack of awareness on how to use time appropriately can lead to mental consequences. When there is no clear plan for their time, young people easily fall into a state of stagnation, loss of direction, and lack of motivation in life. If this situation persists, they can become disheartened, lose confidence in themselves, and face psychological issues such as stress and anxiety.

In conclusion, the idle waste of time among young people is becoming a concerning issue. To avoid falling into the cycle of procrastination and inefficiency, individuals need to recognize the value of time, build habits to use time wisely, and engage in activities that foster personal development. Only by valuing each moment can we create a meaningful and more successful life.

Sample No. 2

Time is a precious resource, but not everyone knows how to use it effectively. In the context of rapid technological development, the explosion of online entertainment platforms makes it easy for young people to squander hours on activities like gaming, watching movies, or surfing social media without gaining practical value. To curb this situation, each person needs to take concrete steps to use their free time rationally and effectively.

First and foremost, young people need to raise awareness of the importance of time and clearly define their personal goals. With a clear direction, they will know how to allocate time wisely, spending more time learning, developing skills, or participating in beneficial activities instead of indulging in fruitless hobbies. Planning out each day and week specifically will help them manage their time better and avoid being drawn into uncontrolled entertainment activities.

Furthermore, the role of family and school is crucial in orienting young people to use time effectively. Parents and teachers can encourage students to join extracurricular activities, engage in sports, participate in social work, or learn new skills like programming, writing, or languages. These activities not only help young people use their free time effectively but also provide opportunities to learn and develop the necessary critical thinking and soft skills for their future.

Moreover, creating healthy entertainment environments is also a necessary solution to help young people stay away from negative pastimes. Organizations and schools can organize workshops, academic clubs, volunteer programs, or creative playgrounds, offering young people more meaningful options for utilizing their free time. With more beneficial activities to participate in, they will gradually form the habit of using time in a scientific and effective way.

Finally, it is equally important for young people to take the initiative in creating good daily habits. They can practice time management skills by listing tasks to be done, setting limits for entertainment time, and consistently executing their plans. By balancing study, work, and play, they will no longer waste time on unproductive activities.

In general, the idle waste of time among young people is an issue that needs attention and prompt resolution. Only when each individual learns to cherish every moment, sets clear goals for themselves, and builds positive habits, can they effectively utilize time for personal development and create a better future.

Note: The content is for reference purposes only!

What are the 02 best sample social argumentative essays on wasting time of Vietnamese youth? What are the orientations in writing teaching methods for Literature in Vietnam? (Image from Internet)

What are the orientations in writing teaching methods for Literature in Vietnam?

Under Section 6 of the Appendix of the General Education Program for Literature issued in conjunction with Circular 32/2018/TT-BGDDT on the teaching methods for Literature:

The purpose of teaching writing is to train thinking and writing skills, thereby educating qualities and developing students' personalities. Thus, when teaching writing, teachers focus on the requirement to generate ideas and know how to present ideas coherently, creatively, and persuasively.

Teachers focus on guiding students through the steps of composing texts and practicing writing according to the steps and characteristics of text styles. Through practice, teachers guide students to analyze texts in the reading comprehension and supplementary texts to grasp the characteristics of text styles, and the procedure of text composition; use questions to help students determine the purpose and content of writing; introduce resources, guiding how to find ideas and outline drafts; guiding students in writing texts; self-editing and exchanging based on writing evaluation criteria.

At the primary level, teaching writing has two requirements: teaching writing techniques and teaching to write paragraphs and texts. Teaching writing techniques (practice writing, spelling) primarily employs the model practice method. Teaching to write paragraphs, and essays flexibly can use methods such as practicing according to models, questioning, group discussion, creative writing,...

At the lower and upper secondary levels, teachers require students to undertake more complex tasks such as gathering information for writing from various sources (printed materials, online materials, interviews, collecting data from reality); discussing, and analyzing writing evaluation criteria; knowing how to self-edit, exchange in groups to complete writing and learn from each writing experience. At these two levels, in addition to continuing the analysis of text types, teachers focus on guiding active writing techniques to help students master skills for each type of text creation and develop critical thinking, problem-solving abilities, and creativity in writing. Besides regular texts, students are also trained to create digital and multimodal texts.

Teachers use methods such as sample analysis, posing questions, problem-posing, suggestion, etc., to guide students in forming outlines, choosing deployment and expression methods; organize student practice in writing, possibly in parts: introductions, conclusions, or several paragraphs within the main body.

Organizing writing teaching for paragraphs and essays typically includes activities such as: task assignment to students; individual, pair, or group work; organizing the presentation of results, discussing assigned tasks, and drawing conclusions from lessons; evaluation and feedback,...; after writing, students should have opportunities to discuss and present what they have written.

What are the regulations on the duration of the Literature curricula in Vietnam?

Under the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, there are specific regulations on the duration of the Literature curricula as follows:

[1] Duration at different grades (based on the number of lessons)

At the upper secondary level, each grade is allotted an additional 35 lessons for elective academic topics.

[2] Duration for educational content

The duration allocated for educational content is arranged by the textbook authors and teachers based on the required outcomes at each grade and actual teaching conditions. However, it is essential to ensure a reasonable ratio between the following components:

- Between knowledge acquisition and skill training (focusing on practical skill training and application).

- Between types of text reading, writing, speaking, and listening (allocating more time for literary text reading).

- Among reading, writing, speaking, and listening skills (allocating more time for training reading skills). The specific time ratio for skills at each grade level is as follows: