Exam questions for students a sky of ideas

Commenting on the Literature exam for grade 10 in Ho Chi Minh City, Mr. Vo Kim Bao, a teacher at Nguyen Du Secondary School, said that the content of the exam was very close and suitable for the students' age. With the theme "THE JOURNEY TO GROWING UP", the exam was highly open, students certainly would not feel pressured but would have many good, unique, and creative ideas while doing the test.

In terms of content, the questions are familiar but it is not easy to get a high score. An average student who does not study in the right direction, has the habit of relying on solutions, and memorizing sample essays will not be able to write a quality essay.

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Students take the 10th grade entrance exam in Ho Chi Minh City. Photo: Nguyen Hue

Commenting on each part of the exam, Mr. Bao said that in part I, Reading and understanding literary texts and writing literary argumentative paragraphs, the questions were arranged very delicately by the test maker according to the level of cognition as well as the order of thinking. Students with good skills will know how to apply the answers to the previous questions to continue developing and answering the following questions. But a student with poor skills, who reverses the order of answering these questions, will inadvertently break the thinking flow that the test maker has "installed" in advance.

Teachers believe that answering these questions well will be a solid foundation for students to write a literary argumentative paragraph in question 2. Because the nature of the above questions is to open up and stimulate thinking, helping students have a correct understanding of the work.

Question 2 is not too unfamiliar and most students will not feel pressured in this part. In particular, if students are smart enough to include Che Lan Vien's comments on Te Hanh's poetry in their writing, making the writing more profound, they will certainly receive favor from the examiner.

In the exam, this question is the most clearly differentiating. Writing a literary argumentative paragraph is familiar but not easy. With the cognitive level of 15-year-old students, students are not required to have a deep, comprehensive view like an adult about the content or art of the work. However, if during the 4 years of study, if students are negligent and do not have much literary experience, they certainly cannot do well.

Mr. Bao believes that students who score high in this section often have good skills, have literary experience, make good comments, and have their own thoughts. The essay will be highly appreciated if students can make comments about the unique way the poem is broken up.

In Part II - Reading and understanding argumentative texts and writing social argumentative essays, question 1 is quite simple. Question 2 has a high level of differentiation in the exam. The problem is quite new but not unfamiliar to students. "I think most of you will understand the question and its requirements because the question is very clear and explicit, but many students will think for the first time that "knowing how to read" - knowing how to recognize good values ​​that are being hidden - is a sign of maturity", said Mr. Bao.

“I look forward to reading in-depth articles and sincere thoughts from students who are progressing on their “JOURNEY TO GROWING UP”. Therefore, I think this question is a notable highlight of this year’s 10th grade entrance exam in Ho Chi Minh City”, Mr. Bao concluded.

To fully perform the function of touching people's hearts

Master Nguyen Phuoc Bao Khoi, lecturer of Literature, Ho Chi Minh City University of Education, commented that the exam differentiated well and fully performed the function of "touching people's hearts".

First, the test has very good differentiation, suitable for the purpose and requirements of the test. Differentiation is clearly shown in the following content.

A. Question 1b in part I asks students to “understand” two lines of poetry. For this question, students need to state two ideas. - Idea 1 is to answer the question “What do these two lines of poetry talk about/what content do they refer to?” - Idea 2 is to answer the question “What attitude, feeling did the writer talk about/refer to that content with/for what purpose?”. However, students will most likely miss idea 2.

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The Literature exam is considered good, promising many innovative and creative articles with many unique ideas. Photo: Nguyen Hue

B. The essay question of literature and the thesis statement have covered both directions clearly stated in the structure of the entrance exam (analysis of the content of the topic and artistic features). This requires students to synthesize skills, identify the topic and clearly analyze each aspect of the content and each formal element (artistic features) to meet the requirements of the question.

C. Question 1b in Part II is similar to the given sample test, however, identifying evidence and arguments is not easy. Likewise, the argument is not obvious for easy detection, students need to connect important phrases in the first sentence of paragraph one with the argument below to be more accurate.

According to Mr. Khoi, the exam touched the hearts. The exam topic evoked many valuable perceptions for students, helping them to love and bond more with their families, to sympathize with others, to distinguish clearly and discover the true values ​​in life.

To reduce pressure on students during the test, the structure of the exam according to the subject axis has been kept stable similar to previous years and closely follows the direction given by the Department of Education and Training.

The exam questions focus on familiar issues, while encouraging creativity and motivating students to express their own opinions and feelings about the issue. They also create a sense of sharing with students, so we must give more respect to the person who created the questions.

Mr. Do Duc Anh, Literature teacher at Bui Thi Xuan High School, said that the 10th grade exam in Ho Chi Minh City was good, humane, balanced, modern, evoked emotions and made students interested in picking up a pen to write right away.

“As a literature teacher, I think this test both evokes sincere emotions and helps students express deep thinking - in line with the innovative spirit of Literature in the new curriculum. It is very suitable for the psychology and age of 9th grade students,” said Mr. Anh.

The exam is not focused on testing memorization, but rather on assessing thinking, perception, and reasoning abilities. Students are not shocked by the exam because they do not have to face macro social issues or heavy philosophical thoughts, but have the opportunity to express their own thoughts.

However, the question of writing a literary argumentative paragraph (question 2, part I) requires students to write a paragraph of about 200 words analyzing the content, theme and some special features of the poem, which is a bit too much, so many students may write more than the required amount and waste time on this question.

This teacher said that the entrance exam for grade 10 in Ho Chi Minh City is more challenging than the high school graduation exam because it has 2 reading comprehension texts. Candidates will have to have a solid knowledge and skills to be able to complete it in 120 minutes. The social argumentation question is a bit tricky in the "know how to read" part, which may make it difficult for some students to determine the argumentative topic. They have to think carefully about the question to determine the correct argumentative topic, if they rush, they may stray from the topic. The social argumentation question requires depth and critical thinking, students who only review by "memorizing the sample outline" are likely to get low scores.

Master Ho Tan Nguyen Minh, Luong Van Chanh High School for the Gifted, Phu Yen, commented that the exam was good and suitable for the purpose of enrolling students in grade 10 in the largest and most populous city in the country.

The text in the exam is good, meaningful, suitable for the age and level of students. There is harmony, covering both literary and argumentative texts.

On the other hand, the exam closely follows the 9th grade curriculum. The system of questions is rigorous, logical, and is given at many levels, ensuring differentiation, covering both reading comprehension questions, paragraph writing requirements, and essay writing requirements, with a level of difficulty appropriate to the purpose of the entrance exam.

The whole test focuses on a theme that is presented right at the beginning of the test. The theme that the test focuses on is also very meaningful.

Source: https://vietnamnet.vn/de-thi-mon-ngu-van-vao-lop-10-tphcm-nam-2025-cham-den-tim-nguoi-nhung-khong-de-2408727.html