What is an argumentative essay? What is structure of an argumentative essay according to Vietnamese Literature knowledge?

What is an argumentative essay? What is structure of an argumentative essay according to Vietnamese Literature knowledge?

According to Subsection 1, Section 8 of the General Education Program for Literature issued along with Circular 32/2018/TT-BGDDT, an argumentative essay is primarily used to persuade the reader (listener) on a particular issue.

Characteristics of Argumentative Texts:

Thesis: The main opinion that the writer wants to present and persuade the reader to believe.

Arguments: The reasoning and evidence to support the thesis.

Argumentation: The process of using arguments to prove the thesis.

Purpose of Argumentative Texts:

Persuasion: To make the reader or listener believe in the writer’s viewpoint.

Explanation: To clarify an issue or phenomenon.

Evaluation: To provide commentary and evaluation on an issue or phenomenon.

Structure of an Argumentative Essay typically includes 3 parts:

Introduction: Introduce the issue to be discussed and present the thesis.

Body: Provide evidence and arguments to support the thesis.

Conclusion: Reinforce the thesis, expand the issue, or offer recommendations.

Examples of Argumentative Topics:

Regarding People: Love, compassion, ethics, lifestyle...

Regarding Society: Education, environment, friendship, love...

Regarding Literature: Analyzing literary works, the value of a work...

Note: The above content is for reference purposes.

What is an argumentative essay? What is structure of an argumentative essay according to Vietnamese Literature knowledge? (Image from the Internet)

What is the implementation duration of the 2018 General Education Program for Literature at each educational level in Vietnam?

According to Section 8 of the General Education Program for Literature issued along with Circular 32/2018/TT-BGDDT, the implementation duration of the Literature program at various levels is as follows:

(1) Implementation duration by grade levels (number of periods):

At the upper secondary school level, each grade has an additional 35 periods for elective study topics.

(2) Duration allocated for educational content:

The duration allocated for educational content is arranged by the textbook authors and teachers based on the required achievements for each grade and practical teaching conditions. However, it must ensure a reasonable balance between the following components:

- Between providing knowledge and practicing skills (focusing on practicing practical skills and application).

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

- Between reading, writing, speaking, and listening skills (allocating more time for practicing reading skills); specifically, the allocated time ratios for these skills in each grade are as follows:

Additionally, the distribution of periods for elective study topics in each grade is as follows:

What are the requirements for teaching writing to primary school students?

According to Subsection 3, Section 6, General Education Program for Literature issued along with Circular 32/2018/TT-BGDDT, the purpose of teaching writing is to train thinking and writing skills, thereby educating students' qualities and developing their personality.

Thus, when teaching writing, teachers should focus on creating ideas and presenting them coherently, creatively, and persuasively.

Teachers should focus on guiding students through the steps of text creation, practicing writing according to these steps, and the characteristics of the text type.

Through practice, teachers guide students to analyze texts in the reading comprehension section and supplementary texts to grasp the characteristics of text types and the process of text creation; use questions to help students determine the purpose and content of writing; introduce sources, guide idea finding and outlining; guide students to write texts; and self-edit and exchange based on writing assessment criteria.

At the primary level, writing instruction has two requirements: teaching writing techniques and teaching paragraph and text writing.

Teaching writing techniques (handwriting, dictation) primarily uses model-based practice methods. Teaching paragraph and essay writing flexibly can employ methods such as model-based practice, questioning, group discussion, creative writing, etc.

At the lower secondary school and upper secondary school levels, teachers require students to undertake more complex tasks such as collecting information for writing from various sources (printed materials, online materials, interviews, real-world data collection); discussing and analyzing writing assessment criteria; knowing how to self-edit, and exchange in groups to perfect the writing and gain experience after each writing task, etc.

In these two levels, besides continuing the model analysis method for text types, teachers should focus on guiding positive writing techniques to help students master each text type's creation skills while developing critical thinking, problem-solving abilities, and creativity in their writing.

In addition to regular texts, students are also trained to create electronic texts and multimodal texts.

Teachers employ methods such as model analysis, questioning, problem posing, suggestive methods, etc., to guide students in outlining, selecting development methods, expressing their ideas; organizing students to practice writing texts, possibly in parts: introduction, conclusion, one or several paragraphs of the body.

Organizing the teaching of paragraphs and essays generally includes main activities such as stating the task students need to perform; requiring students to work individually, in pairs, or in groups; presenting results, discussing assigned tasks, and drawing lesson content; commenting, evaluating, etc.; after writing, students need opportunities to speak about and present what they have written.