Vietnam: What are the top 05 sample 200-word paragraphs about maternal love? What are the orientations in writing teaching methods for Literature?

What are the top 05 sample 200-word paragraphs about maternal love in Vietnam?

A paragraph on maternal love is one of the engaging contents that students get to practice. Therefore, students can refer to the following top 05 sample  200-word paragraphs about maternal love in Vietnam:

*Note: The above top 05 sample 200-word paragraphs about maternal love in Vietnam for reference only./.

What are the top 05 sample 200-word paragraphs about maternal love in Vietnam? What are the orientations in writing teaching methods for Literature? (Image from the 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:

- Writing teaching methods

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 objectives of the General Education Program for Literature in Vietnam?

According to Section 3 of the Appendix to the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT specifying the objectives of each education level, including the objectives for the lower secondary level in Literature are as follows:

- Objective 1: Help students continue to develop the good qualities formed at the elementary level; enhance and expand the requirements for quality development with specific manifestations such as: being proud of the nation's history and literature; having dreams and aspirations, being self-taught and self-respecting, having civic awareness, and respecting the law.

- Objective 2: Continue to develop general abilities, language abilities, and literary capabilities formed at the elementary level with higher achievement requirements. Developing language abilities with the requirement to differentiate between literary texts, argumentative texts, and informational texts; comprehend both explicit and implicit content of each type; write complete, coherent, logical narratives, descriptions, expressions, arguments, explanations, utilitarian essays, following correct processes and combining different expressive methods; speak clearly and coherently; have self-confidence and be contextually appropriate in communication; listen and understand with the appropriate attitude.

- Objective 3: Develop literary abilities requires the ability to distinguish between genres such as stories, poems, essays, scripts, and specific sub-genres; recognize the characteristics of literary language, recognize and analyze the impact of formal elements and artistic measures associated with each literary genre; recognize expressive, cognitive, and aesthetic values; analyze the imagery, content, and form of literary works; and create some literary products.