Vietnam: What is putting ideas in order? What are the guidelines for the identification of putting ideas in order in a literary work? What literary works are compulsory in the General Education Program for Literature?

What is putting ideas in order? What are the guidelines for the identification of putting ideas in order in a literary work in Vietnam?

Currently, many students do not know what putting ideas in order is. The following article will explain to students what putting ideas in order is.

Putting ideas in order refers to the way an author arranges and organizes ideas, images, or content in a work according to a certain sequence to express the main idea.

Putting ideas in order is one of the important elements in literary creation, helping to create coherence, logic, and intellectual depth for a work. It serves as the framework for details, emotions, and thoughts to be developed logically and artistically.

For example, in poetry, putting ideas in order can be the sequence of expression from vast space to minute detail, or from a specific image expanding into an abstract meaning. In prose, putting ideas in order is often the sequence of story development, the construction of climax, or the integration of ideological meaning.

Below are some specific examples of putting ideas in order:

(1) In Poetry:

- The poem "Qua Đèo Ngang" by Ba Huyen Thanh Quan:

Putting ideas in order of the poem unfolds through the emotional journey of the author when facing the scene of Deo Ngang. From describing the wild scenery to feelings of being lost and lonely, and ultimately the deep sadness of being far from home.

+ Beginning: Describes natural scenery (grass, mountains).

+ Middle: Interweaves human emotions with the scenery (sad scene, sad person).

+ End: Loneliness reaches its peak through the image "not a single soul."

- The poem "Từ ấy" by To Huu:

Putting ideas in order of the poem is organized by the emotional flow from awakening, and newfound awareness to integration and dedication to the revolutionary ideal. Images like "sun of truth," "my soul" are used to express the strong transformation in the author's soul.

- The poem "Việt Bắc" by To Huu:

Putting ideas in order: The poem is constructed on the foundation of the farewell between the one staying and the one leaving. Natural and human images of Viet Bac are arranged alternately, creating a vibrant picture of attachment and gratitude.

(2) In Short Stories:

- "Lão Hạc" by Nam Cao: The ideas are put in order through the ordinary life story of the character Lao Hac, from his love for his son to the tragedy of poverty and his decision to commit suicide to preserve dignity. The narrative is developed in sequence: poor circumstances, Lao Hac's love, the pain of selling the dog, and the tragic end.

How to Identify put ideas in order in a Literary Work:

- Identify the main theme of the work: Read and thoroughly understand the content to recognize the ideas the author wants to convey. The theme is often the core of putting ideas in order.

- Examine how parts are presented: Observe how the author arranges content according to the flow of time, space, or emotions. The parts may be tightly linked or opposing.

- Analyze the flow of emotions or logic: Follow the development of emotions from the beginning to the end of the work. For example, emotions may change from joy to sadness, or from simplicity to complexity.

- Look for repeated or prominent images and details: These images or details are often highlights, helping you recognize how the author puts ideas in order to emphasize the theme.

Note: Information is for reference only!

What is putting ideas in order? What are the guidelines for the identification of putting ideas in order in a literary work in Vietnam? What literary works are compulsory in the General Education Program for Literature? (Image from the Internet)

What literary works are compulsory in the General Education Program for Literature in Vietnam?

According to subsection 1, Section 5 of the General Education Program for Literature enclosed with Circular 32/2018/TT-BGDDT, some compulsory works and optional compulsory works in the General Education Program for Literature are specified as follows:

(1) Compulsory Works:

- "Nam quốc sơn hà" (Ly Dynasty)

- "Hịch tướng sĩ" by Tran Quoc Tuan

- "Bình Ngô đại cáo" by Nguyen Trai

- "Truyện Kiều" by Nguyen Du

- "Văn tế nghĩa sĩ Cần Giuộc" by Nguyen Dinh Chieu

- "Tuyên ngôn Độc lập" by Ho Chi Minh

(2) Compulsory Optional Works:

- Vietnamese Folk Literature

+ Select at least 4 representative works for 4 types in the Vietnamese folk tale repository: legend, fairy tale, fable, comedy.

+ Select at least 3 folk songs about the themes: homeland; love, family affection; people and society (lyrical or satirical).

+ Select at least 1 Vietnamese epic.

+ Select at least 1 poetry story from the Vietnamese ethnic minorities.

+ Select at least 1 traditional cheo or tuong script.

- Vietnamese Written Literature, choose at least 1 work from each of the following authors:

+ Nom poetry, prose discussions of Nguyen Trai.

+ Chinese character poetry of Nguyen Du.

+ Nom poetry of Ho Xuan Huong.

+ Nom poetry of Nguyen Dinh Chieu.

+ Nom poetry of Nguyen Khuyen.

+ Stories and poems of Nguyen Ai Quoc - Ho Chi Minh.

+ Short stories, novels of Nam Cao.

+ Novels, and reports of Vu Trong Phung.

+ Poems of Xuan Dieu before the August Revolution.

+ Poems of To Huu before and after the August Revolution.

+ Short stories, and essays of Nguyen Tuan.

+ Plays of Nguyen Huy Tuong.

+ Plays of Luu Quang Vu.

- Foreign literature, select at least 1 work for each of the following literatures: English, French, American, Greek, Russian, Japanese, Chinese, and Indian.

What are the criteria for selecting literary works according to the General Education Program for Literature in Vietnam?

According to subsection 1, Section 5 of the General Education Program for Literature enclosed with Circular 32/2018/TT-BGDDT, the criteria for selecting text corpus in general and literary works specifically are as follows:

- Directly serve the development of qualities and competencies according to the program's objectives and required outcomes.

- Be suitable for the experiences, cognitive abilities, and psychological-sociological characteristics of students at each grade level.

Words selected as teaching text corpus at the primary school level must be chosen from the cultural vocabulary scope, have positive meanings, ensure educational qualities, language education, aesthetic education, and be in line with students' psychology.

- Possess particular values in content and art, represent the type of text and genre, standard and creative in language.

- Reflect achievements in national thought, literature, and culture; demonstrate patriotism, and national independence awareness; have humanistic values, educate compassion, tolerance, love for the good and the beauty, love for nature, international integration spirit, aiming at universal values of humanity.

The program has an open orientation regarding text corpus.

However, to ensure the core educational content is consistent nationwide, in addition to the texts suggested for textbook authors and teachers' selection, the program specifies some compulsory texts and compulsory optional texts.