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VCE Vietnamese First Language study materials
VCE Vietnamese First Language study resources

VCE Vietnamese First Language: Writing in Vietnamese

VCE Vietnamese First Language · Work through your exam, one topic at a time.

All guide sections

Writing in Vietnamese

What the task demands

You will produce written Vietnamese in a specified text type - bài nghị luận, thư, báo cáo, bài phát biểu, truyện ngắn - for a specified audience and purpose. Assessment covers content and ideas, structure, range and accuracy of language, and appropriateness of register.

Core concepts to master

  • Kiểu văn bản và đặc điểm: an argumentative essay needs a thesis, arguments, and counterargument; a letter needs salutation, body, and closing; a report needs headings and findings.
  • Bố cục: clear introduction, logically sequenced body paragraphs with topic sentences, and a conclusion that synthesises.
  • Liên kết câu và đoạn: cohesive devices (do đó, hơn nữa, tuy vậy, thứ nhất, thứ hai) and pronoun reference.
  • Vốn từ và đa dạng cấu trúc: varied sentence types, precise vocabulary, idiomatic phrasing.
  • Độ chính xác ngữ pháp: word order, classifiers (cái, con, chiếc), tense and aspect markers (đã, đang, sẽ, vừa mới), and preposition use.
  • Giọng điệu phù hợp: formal versus informal address (bạn, anh/chị, quý vị) and consistent register.

Traps to avoid

  1. Ignoring the text type. A letter written like an essay loses marks for form.
  2. Under-planning. Five minutes of planning prevents rambling.
  3. Thin paragraphs with a claim but no example or explanation.
  4. Mixing registers, e.g. slang inside a formal report.
  5. Repeating the same connectives; vary them.
  6. Neglecting accuracy under time pressure - leave time to check agreement, spelling, and punctuation.

Rule of thumb

Plan with a skeleton: thesis, three main points each with evidence, conclusion. Write one idea per paragraph, open with a topic sentence, and reserve the final five minutes for proofreading.

Worked example: Topic sentence: "Việc đọc sách mang lại lợi ích lớn cho học sinh." Then support: "Thứ nhất, đọc sách mở rộng vốn từ... Thứ hai, đọc sách rèn khả năng tập trung..." Then conclude with a synthesis, not a new point.