What is the sample outline of an essay on theanalysis ofthe Character Mi in the work "Vợ chồng A Phủ"for 12th-grader students in Vietnam?
The character Mi in the work "Vợ chồng A Phủ" by author To Hoai is one of the iconic figures of modern Vietnamese literature. To thoroughly write an essay on her, we need to construct a coherent, detailed outline for analyzing Mi's character. Below is a sample outline for analyzing the character Mi that you can refer to.
Introduction
- To Hoai is a writer sensitive to the lifestyle and customs of regional areas, he possesses a rich language vocabulary and a natural narration style.
- "Vợ chồng A Phủ" is a short story representative of To Hoai's style, written about the resilient people of the Northwest who rose up to fight against the oppressors.
- The character Mi serves as a beautiful symbol of the inherent strength of oppressed women.
Body
Argument 1: Mi was inherently a girl with admirable qualities
- Before becoming the daughter-in-law of the governor Pa Tra:
+ Mi was a youthful, spontaneous Mong girl, talented in playing the flute, "blowing leaves as melodiously as playing the flute with so many admirers."
+ Mi once loved, was loved, always yearned to follow the call of love.
+ Filial, hardworking, aware of the value of free life, willing to work in the cornfield to pay off her father's debt.
Argument 2: Victim of unjust oppression
- Upon becoming the daughter-in-law of the governor Pa Tra: subjected to “ritual offering to the spirits” at the governor's house, being an indebted daughter-in-law, exploited in labor, “not worth more than oxen or horses,” “women in this house only know to bury their heads in work,” tormented like a hell on earth, beaten, punished, tied up, ...
- Mi gradually became numb to the pain: a girl who always, whether weaving or cutting grass, kept her face down, “a sullen face,” oblivious to time, “square holes the size of a hand... unaware whether it was mist or sunshine.”
- Mi lived reservedly “like a turtle reared in a corner,” “being in suffering for a long time, Mi got used to it.”
Argument 3: Latent vitality in Mi's character
- When forced into the role of an indebted daughter-in-law, Mi contemplated suicide by herbal poison, refusing to accept a life without freedom.
- During the spring night festival in Hong Ngai, Mi's vitality awakened:
+ The sound of life outside (the sound of children spinning tops, the flute calling lovers, ...) flooded into her mind, reviving Mi's past memories.
+ Mi hummed lyrics, momentarily returning to her bright youth, yearning for a happy love.
+ Mi became conscious of her existence “feeling rejuvenated,” “Mi is still young. Mi wants to go out,” with a desire for freedom.
+ Strong rebellion: using a piece of fat to light up the dim room, rebelliously wanting to “go out for Tet” ending the oppression.
+ When A Su tied her up, Mi's mind lingered on the flute, the song of love to distant gatherings. When she awoke, she suddenly returned to reality.
- Comment: Mi always had a latent fierce vitality, a vitality that quietly existed in her heart, only waiting for an opportunity to explode vigorously.
- When A Phu lost a cow, sentenced to being tied:
+ Initially, Mi was indifferent because after the spring love night, she returned to being a soulless shell.
+ Seeing A Phu's tear made Mi empathize, suddenly recalling her plight in the past, Mi began to sympathize with herself and with the plight of the tormented “perhaps tomorrow that person will die, die painfully, ... must die.”
+ Outraged by the crimes of the authoritarian, Mi cut the hemp rope freeing A Phu.
+ Mi feared death, feared the suffering she would endure in the governor's house, she fled with A Phu to find a way out, escaping the earthly hell.
- Comment: Mi is a quiet yet strong girl, inherently resilient, Mi's actions toppled the authoritarianism, spiritual power of the ruling mountain tyrants.
Conclusion
- State thoughts on the image of the character Mi.
- Artistic merit: language, deeply mountain-like dialect, flexible narration style with switching narrative viewpoints, successfully depicting character psychology and natural scenery imagery.
- The work embodies profound humanitarian value: sympathy for the suffering fate of the oppressed, denouncing the ruling mountain clans and colonialists, and praising the beauty and latent vitality in each Northwest person.
Note: Information is for reference only.
What is the sample outline of an essay on the analysis of the Character Mi in the work "Vợ chồng A Phủ" for 12th-grader students? What are the required literary competencies for 12th-grade students in Vietnam? (Image from the Internet)
What are the required literary competencies for 12th-grade students in Vietnam?
Under Section 4 of the Appendix to the General Education Program for Literature issued withCircular 32/2018/TT-BGDDT,the required literary competencies for 12th-grade students in Vietnamare stipulated as follows:
- Analyze and evaluate literary texts based on an understanding of artistic style and literary history. Recognize the characteristics of literary imagery and some distinctions between literary imagery and other forms of artistic imagery (painting, music, architecture, sculpture);
- Analyze and evaluate the ideological content and how such content is expressed in a literary text; recognize and analyze the characteristics of literary language, narratives, plots, and storytelling methods;
- Recognize and analyze some characteristics of artistic styles in folk, medieval, and modern literature; the artistic style of some prominent authors and works.
- Summarize key points about the history of national literature (development process, major themes and topics, major authors, works; some content and form values of national literature) and apply this understanding in reading literary works.
- Create certain types of literary texts that demonstrate the ability to express emotions and ideas through aesthetically pleasing words.
What is the text corpus used in the 12th-grade Literature curriculum in Vietnam?
Section 5 of the General Education Program in Literature issued withCircular 32/2020/TT-BGDDTstipulatesthe educational content for 12th-grade students with the following text corpus:
- Literary Texts
+ Legendary tales, short stories, and modern novels
+ Modern lyric poetry
+ Comedy
+ Reports, diaries, or memoirs
- Argumentative Texts
+ Social Argumentation
+ Literary Argumentation
- Informational Texts
+ Explanatory texts interwoven with elements such as description, narration, expression, argumentation
+ Research reports, work-related correspondence
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