Đề thi kiểm tra môn viết đại học văn lang

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<b>Topic 1:</b>

Title: Exploring Facebook as a Tool for Improving English Writing Skills In today's digital era, many learners believe that using Facebook can help them enhance their English writing abilities. While there are benefits to be gained, it's crucial to understand the extent of its effectiveness. This essay will delve into the potential of Facebook in improving English writing skills, acknowledging its advantages and limitations.

Facebook offers an immersive environment for language practice, allowing learners to engage in written communication with a diverse range of

individuals. According to Liaw (2008), such interactions can expose learners to different writing styles and grammatical structures, fostering confidence and fluency in writing. Moreover, joining language learning groups on Facebook provides opportunities for peer feedback and collaboration, as noted by Peterson (2019).

However, it's important to recognize the drawbacks of relying solely on Facebook for language improvement. The informal nature of interactions may prioritize speed over accuracy, potentially reinforcing incorrect

language usage. Additionally, the presence of distractions on Facebook, such as notifications and unrelated content, can hinder focused learning

(Warschauer, 2010).

To maximize the benefits of using Facebook for language learning, learners should adopt a disciplined approach. They can seek out reputable language learning communities, actively engage in meaningful written communication, and supplement their learning with structured resources like textbooks and online courses.

In conclusion, while Facebook can be a useful tool for improving English writing skills, its effectiveness depends on how it's used. By combining the opportunities provided by Facebook with other learning strategies, learners can optimize their language learning experience.

Liaw, M. L. (2008). Blogs and the Development of Students' Writing Skills. The CALL Review, 11(1), 17-31.

Peterson, M. (2019). The Impact of Social Media on Language Learning: A Literature Review. TESL Canada Journal, 36(1), 12-30.

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44(2), 230-245.

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<b><small>Topic 2:</small></b>

Title: The Debate on Free University Education: Exploring Perspectives The question of whether university education should be free for everyone regardless of their financial situation sparks considerable debate. Some argue it's a basic right, while others worry about the practicality and consequences. Let's look at both sides with the help of some research. Supporters of free university education believe it promotes fairness. They say education is a right and should be available to all. Research by Belfield and Bailey (2011) shows that investing in education reduces inequality and helps create a skilled workforce. Studies by Hout and Elliot (2011) also suggest educated individuals tend to have better lives and contribute positively to society.

Furthermore, advocates argue that free education can reduce student debt, making it easier for everyone to attend university. Dynarski (2002) and Baum and Payea (2015) found that high student debt can discourage people from seeking higher education and lead to financial stress later on.

However, critics worry about the practicalities of free education. They say it could strain government budgets and lead to overcrowded classrooms.

Feldstein and Turnovsky (2001) highlight concerns about maintaining quality when resources are stretched thin.

In conclusion, while free university education seems fair, there are

challenges to consider. Governments must strike a balance between making education accessible and ensuring its quality and affordability in the long term.

Belfield, C. R., & Bailey, T. (2011). The Benefits of Attending Community College: A Review of the Evidence. Community College Review, 39(1), 46–68. Baum, S., & Payea, K. (2015). Trends in Student Aid 2015. College Board. Dynarski, S. (2002). The Behavioral and Distributional Implications of Aid for College. American Economic Review, 92(2), 279–285.

Feldstein, M., & Turnovsky, S. J. (2001). The Economics of Financing Higher Education: An Introduction. Economics of Education Review, 20(2), 109–110.

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of Income and Wealth, 57(s1), S17–S42.

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<b><small>Topic 3:</small></b>

Title: Exploring the Benefits of Studying Abroad and Domestic Education for Career Success

In today's globalized world, there's a debate about whether studying abroad or staying in your home country for education is better for finding a good job. Let's look at both sides.

Those who support studying abroad say it helps you learn about different cultures and languages, making you more adaptable and open-minded. Byram (2008) says this can make you more attractive to employers who work internationally. Plus, studying abroad may offer unique programs and internship opportunities.

They also argue that studying abroad can help you build a global network, which can lead to more job opportunities worldwide, according to Rutledge and Karabulut (2013).

On the other hand, supporters of domestic education say that local

universities can provide high-quality education tailored to local job markets. They argue that studying at home may be more affordable and convenient, as Hoxby (2009) suggests.

In conclusion, both studying abroad and staying home for education have their advantages. It depends on your goals and circumstances, so it's essential to consider what's best for you.

Byram, M. (2008). From Foreign Language Education to Education for Intercultural Citizenship: Essays and Reflections. Multilingual Matters.

Hoxby, C. M. (2009). The Changing Selectivity of American Colleges. Journal of Economic Perspectives, 23(4), 95–118.

Rutledge, J., & Karabulut, G. (2013). International student employability in global and local contexts: Lessons from a transnational university. Journal of Studies in International Education, 17(4), 409–428.

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Title: Embracing Life's Challenges vs. Striving for Improvement: Finding Balance

In life, we often encounter unexpected situations like a job we don't enjoy, marital dissatisfaction, or financial struggles. Some say we should accept these situations, while others believe in trying to make them better. Let's look at both views.

Those who advocate for acceptance say it's essential to adapt to challenges. Bonanno (2004) suggests that accepting and adapting to unexpected events can reduce stress and improve overall well-being. Additionally, Tedeschi and Calhoun (2004) found that acceptance can lead to personal growth even in difficult times.

Furthermore, they argue that constantly striving for improvement can lead to stress and dissatisfaction, according to Diener and Biswas-Diener (2008). Sometimes, we need to accept things as they are and find peace in the present moment.

However, supporters of improvement argue that taking action can lead to positive changes. Sheldon and Lyubomirsky (2006) found that setting and working towards goals can increase happiness and life satisfaction.

Additionally, Seligman (2011) suggests that addressing problems head-on can lead to greater resilience and effectiveness in overcoming challenges. In conclusion, both accepting life's challenges and striving for improvement have their merits. It's essential to find a balance between accepting what we cannot change and working towards making positive changes in our lives. References:

Bonanno, G. A. (2004). Loss, Trauma, and Human Resilience: Have We Underestimated the Human Capacity to Thrive After Extremely Aversive Events? American Psychologist, 59(1), 20–28.

Diener, E., & Biswas-Diener, R. (2008). Happiness: Unlocking the Mysteries of Psychological Wealth. Wiley-Blackwell.

Seligman, M. E. P. (2011). Flourish: A Visionary New Understanding of Happiness and Well-Being. Free Press.

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Sheldon, K. M., & Lyubomirsky, S. (2006). Achieving Sustainable Gains in Happiness: Change Your Actions, Not Your Circumstances. Journal of Happiness Studies, 7(1), 55–86.

Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic Growth: Conceptual Foundations and Empirical Evidence. Psychological Inquiry, 15(1), 1–18.

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