A male student who achieved an IELTS score of 8.0 chose Literature as his major to "live authentically."

Notable achievements:

- Gold, Silver, and Bronze medals in regional gifted student selection exams in the Northern Coastal and Delta regions, and the Hung Vuong Summer Camp.
- She was the contestant representing Thai Nguyen Specialized High School in the 25th season of the "Road to Olympia" competition.
- Won first prize in the 2024 Online Young Poets Competition organized by the Thai Nguyen Provincial Association of Literature and Arts.

- High school exam scores: Math: 9.00 points, Literature: 9.00 points, History: 9.25 points, English: 8.25 points.

- In combination D14 (Literature: 9.00 points, History: 9.25 points, English (converted): 10 points, bonus points: 2 points).

- In combination D09 (Mathematics: 9.00 points; History: 9.25 points; English (converted): 10 points, bonus points: 2 points).

- Third prize in Literature at the National Excellent Student Competition.

- Achieved an IELTS score of 8.0.

"Literature is where I can be myself."

For Duong Ngo Minh Duc, choosing Literature was never a question of whether or not to pursue a career in literature. What troubled him for a long time was simply finding the most suitable field of study and training environment to continue nurturing his passion and developing his abilities.

"For me, literature has always been my greatest passion, a place where I can find a sense of belonging, where I can be myself, and understand myself more deeply," Duc shared.

Having considered the Literature Education program at Hanoi Pedagogical University and the Literature program at the University of Social Sciences and Humanities, Duc spent time thoroughly researching the training programs and also sought advice from teachers and senior students.

After much consideration, the male student decided to choose Literature at the University of Social Sciences and Humanities, because he felt that his career path was more aligned with the training program there.

From a young age, the boy loved reading, but when he started studying Literature, his initial goal was simply to study seriously and systematically to prepare for the entrance exam to the specialized class. Even after entering the specialized environment, Duc didn't really think that Literature would become a long-term passion for him.

It was only after taking numerous exams, reading more, and gaining deeper access to literary works and theoretical knowledge that Duc gradually realized he had a special affection for literature. The more he studied and read, the more he realized that this was a field that inspired him, a place where he had the ability and the desire to contribute.

Besides the literary works he has read, Duc's love for literature has also been nurtured by the support of his family and teachers. This inspiration, encouragement, and motivation have become an integral part of his journey, helping him gradually determine that literature is not just a subject he is pursuing, but also a path he wants to follow further.

Not every journey is easy.

Winning third prize in Literature at the National Excellent Student Selection Exam is a memorable milestone for Duong Ngo Minh Duc. However, to achieve that result, the student had to go through a difficult period, when failures made him doubt his abilities and even consider giving up the path he was pursuing.

Duc participated in the National Excellent Student Competition twice and only won an award once. The first time, when he was in 11th grade, he returned without a prize. All his classmates who participated won awards, while Duc was the only one who came away empty-handed.

That failure plunged the student into a crisis. Duc began to doubt his own abilities, believing he wasn't good enough and perhaps incapable of achieving anything. Comparing himself to his award-winning friends only made him more disappointed.

After the exam, Duc realized he still had many limitations. He felt he hadn't tried hard enough, but more importantly, he didn't know how to focus his efforts in the right direction. Throughout the second semester of 11th grade, he was in a state of limbo, while his writing became increasingly convoluted and difficult to understand. At times, Duc thought his situation was beyond repair, that perhaps he should give up and find another path to start over from scratch.

But in the end, Duc didn't give up. The student shared that it wasn't because he hadn't doubted himself or felt tired, but because the goal was still there and hadn't been achieved. Instead of continuing to dwell on failure, he began to reflect on his past, analyze the reasons why he hadn't achieved the desired results, and from there, change his study methods and build a more scientific and systematic study plan.

More importantly, Duc learned to trust himself while accepting that bad things could still happen. For the male student, the important thing after a setback is not to deny failure, but to learn from it, find a suitable method, and keep moving forward.

The pressure continued into the next national-level gifted student competition. Duc admitted that he was still very nervous, which significantly affected the quality of his work. However, the third-place finish ultimately proved that the changes in his learning methods and preparation techniques had been effective.

Therefore, for Duc, that award was not simply an achievement. It was also the result of a process of daring to confront failure, recognizing his own limitations, and persevering enough to change.

Studying Literature isn't about memorizing a lot, but about understanding deeply.

After his failure, Duc not only studied more but also studied differently. His method was built on a continuous process: expanding his knowledge through reading works, books, and scientific journals; systematizing what he had learned; applying it to his writing; and then, from that very process, further expanding into new areas of knowledge.

Whether approaching a literary work or a scholarly study, male students always ask broader questions: In what context was the work created? How does it reflect the thinking, style, and social reality of that era? What limitations of the era does it challenge, and what possibilities does it open up for future generations to continue the dialogue? How have later authors identified, overcome, and expanded upon those limitations?

By placing the work within a historical context, Duc wanted to understand literature in a broader picture, rather than just appreciating the work at its surface level. For male students, this was also a way to avoid misunderstanding or viewing a work superficially.

The male student observed the thinking, writing style, and structure of the authors, and then tried to apply them to his own writing. He noted down the best and most unique sentences in his notebook for future reference. Through this process, the student gradually identified shortcomings and unscientific aspects in his own writing style, and then sought ways to overcome and improve them.

It's noteworthy that Duc didn't choose to study late into the night or extend his study time to an extreme. During the team selection period, the male student usually spent the afternoons systematizing his knowledge, filling in weak areas, and practicing writing supporting evidence. In the evenings, he would create outlines and then go to bed early.

Duc believes that studying late into the night offers few benefits and can even have long-term effects on health and mental clarity. Therefore, instead of extending study time, the male student focuses on developing a method that suits his abilities and physical condition.

IELTS 8.0 and the gateway to a wider world of literature.

Besides winning third prize in Literature at the National Excellent Student Selection Exam, Duc achieved an IELTS score of 8.0. For this male student, foreign languages ​​are not only a supplementary skill for studying Literature but also open up a broader space of knowledge.

Duc spends a considerable amount of time reading scientific articles, theoretical works, and literary pieces that have not been translated or published in Vietnamese. Accessing these texts in English helps the student broaden his understanding of literature and also shifts his aesthetic taste.

More importantly, Duc gained more ways of reading, understanding, and evaluating literary works in a more impartial and scientific manner. From the texts he could access in English, the male student gradually learned about theoretical trends and literary phenomena that were being widely studied in foreign academic environments.

This knowledge was then selected, learned, and applied by Duc to his writing in order to increase the informational content and academic rigor.

For male students, learning a foreign language is therefore not simply about knowing another language. It is also a way to open more doors to access a wider world of knowledge, thereby viewing literature from more perspectives.

Having been admitted directly to the Literature program at the University of Social Sciences and Humanities, Duc entered university with a relatively clear direction: to continue researching literature while simultaneously developing his creative abilities.

The male student aspires to continue improving his abilities, expanding his horizons, and overcoming existing limitations. In particular, Duc wants to develop a more academic and scientific approach to studying literary works, while also enhancing the quality of his writing in a way that is informative and scholarly.

Although he has identified research as his main career path, Duc doesn't want to neglect his creative abilities. The student hopes to develop both skills simultaneously, as he believes they can complement each other.

Research helps Duc write more thought-provoking and intellectually stimulating works. Conversely, writing helps the male student gain a deeper understanding of the life of a literary work, thereby better serving his research process.

Related articles:

People's Representatives Newspaper: A male student who achieved an IELTS score of 8.0 chose Literature as his major to "live authentically."

Vietnamnet newspaper: A male student who scored 9 in the high school math exam and has an IELTS score of 8.0 has chosen to major in Literature.