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It is impossible to imagine a single nation that does not have its own native language. Without a language there is no people, and without a people there is no language for this people to speak. Language is a system-forming element of national culture, but some languages ​​reach a more global level, becoming languages ​​of international communication. One of them is our native Russian language...

composition:

The Russian language is amazingly rich and beautiful; it is the main formative core of Russian culture. Without language, Russian culture cannot exist, therefore every cultured person is obliged to take care of his native language.

There are many languages ​​in the world, each of which is unique, unusual, and interesting to study. Each nation has its own original characteristics, its own mentality, its own cultural experience - all this is reflected in the language, and it is with the help of language that the people can preserve and increase their national heritage.

Russian is the language of high culture; outstanding works of world literature, world theater and cinema have been created in Russian. Russian is the native language for such universally recognized geniuses as Leo Tolstoy, Fyodor Dostoevsky, Alexander Pushkin and many other writers, poets, playwrights, critics, public and cultural figures. The modern Russian language did not arise out of nowhere; it is a consequence of long-term transformations of the East Slavic languages. Also, modern literary Russian is a consequence of the interaction between different dialects, between the characteristics of the language of different social groups and segments of the population. This interaction took place over several centuries and led to the formation of the modern living Russian language.

Language is a system-forming part of culture; with its help, not only communication between people is carried out, each language imprints the peculiarities of the mentality of the people, the native language is the main factor in determining national identity. With the death of a language, culture also dies, so everyone who belongs to Russian culture and considers himself a cultured person must take care of the language he speaks. The Russian language is certainly not in danger of extinction now; several hundred million people speak it. Russian is still a relatively young language that has yet to develop and change in the future. The protection of the language is inextricably linked with its development; one should not only protect the traditions and heritage of Russian culture, but also enrich the culture with new opportunities. The greatest opportunities for language open up when a society develops its language and develops with it.

Russian is the language of international communication. For many centuries, the Russian language has served as the most important basis for mutual understanding between the peoples of multinational Russia and other nearby states. Perfect command of the Russian language not only enriches a person spiritually, but also makes him involved in the great heritage of Russian culture.

Even more essays on the topic: “Russian language”:

Today I am one of 170 million people who consider Russian their native language. I am proud of this, because Russian is a great world language. Russian is one of the languages ​​of interethnic communication; it is one of the ten most common languages ​​on the planet. It is the official language of the largest state in the world by territory - Russia, and also the second state language in Belarus. Russian is the working language of the United Nations.

In the modern world, another 110 million people speak Russian for whom it is not their native language. There are dozens of countries in the world where Russian is taught in schools and universities. This is especially common in the countries of the former USSR, because Russian was the main language in the Union. For example, half of the population of Ukraine speaks Russian, and in a number of areas it is recognized as a regional language.

Why is the Russian language so widespread? Firstly, the borders of the Russian Empire, and then the USSR, were very wide. Russians have had, and continue to have, great political, economic and cultural influence on other nations.

Nowadays, not everyone likes the spread of the Russian language in the countries of the former USSR. Some politicians are trying to oust it and argue that it oppresses national languages. But people still communicate with each other in Russian, read Russian-language newspapers and books. The importance of the Russian language cannot be eliminated by artificial methods.

The second reason why Russian is widespread in the world is that many emigrants from Russia live in European countries, the USA, and Canada. Russians also love to travel the world and communicate with people. I heard that in some American or Israeli cities all sellers speak Russian: their buyers are Russian-speaking. Arabs and Turks teach Russian: Russians come to them to relax.

The third reason for the importance of the Russian language in the world is literature. Russian literature is one of the greatest in world culture. The names of Dostoevsky, Tolstoy, Chekhov and other great writers are known in the far corners of the planet. Germans, French, and Spaniards study Russian at universities in order to read the works of these authors in the original.

Currently, English is the world's leading language of interethnic communication. English words penetrate even into the Russian language, often clogging it. But I think it's all relative.

Firstly, now a whole army of translators is working, translating from Russian into English: Russian culture influences English-speaking culture too. Secondly, it was once fashionable: everyone spoke French. Then fashion changed, and people rushed to something new. And the great and rich Russian language, Russian culture live on for centuries.

Source: ycilka.net

The Russian language is the national, interstate language of a great people and our heritage. I am proud that I am a citizen of the Russian Federation, that I was born on our Russian soil. The Russian language has filled my life since my birth and is of great importance not only in my life, but also in the life of each of us. Therefore, we are obliged to protect our native language.

From birth we hear Russian speech around us. She accompanies us all our lives. No matter what corner of Russia we go to, our faithful assistant – the Russian language – accompanies us everywhere. At school, at home, in the theater, in the cinema - everywhere we hear Russian speech. But few people think about how important a role our native language plays in our lives. Without it, we would not be able to talk with friends, read an interesting book, or write a letter to relatives.

Thus, the Russian language is the language of global communication and is of great importance in our lives and on the world stage. Language acts as a necessary tool of communication. During school breaks you can often hear statements like this: “I’m so tired of this Russian language lesson! We've been teaching it since first grade! And why teach him? Everyone already knows him!” But it is impossible to know the Russian language thoroughly, even though it is our native language. After all, its possibilities are endless! You can study the Russian language all your life, always learning something new, but never learn all its secrets.

I would compare the significance of the Russian language in my life with the significance of the Motherland for me. Just as I can’t imagine my life without my Motherland, I can’t imagine it without the Russian language. The Russian language is the basis of our entire spiritual culture, our priceless gift. I owe him a lot. He gave me the opportunity to join the rich, centuries-old culture of the peoples inhabiting Russia, to learn everything about the life around us. I am sure that the Russian language will help me find a worthy place in adult life.

I am grateful to fate that I live in Russia, study at a Russian school and study Russian language and Russian literature, and I speak Russian.

Therefore, I affirm: “The importance of the Russian language in my life is great!”

Source: nsportal.ru

Russian language is the greatest language in the world and it has the status of an international language. Why? Firstly, a large number of people know him, talk to him, and he is also widely known throughout the world. Secondly, the working language of the United Nations is Russian. Thirdly, our language is informative and expressive, i.e. There are synonyms for each word, and there is a name for each object.

The Russian language was praised by many writers and poets. They were not only Russian, but also foreign poets and writers. For example, I would like to cite the statement of Prosper Merimee: “The Russian language, as far as I can judge, is the richest of all European dialects and seems deliberately created to express the subtlest shades. Gifted with wonderful conciseness, combined with clarity, he is content with one word to convey thoughts when another language would require whole phrases for this.” Yes, our Russian language is indeed rich, I am sure of that. I am proud that my native language is Russian, and I will not be ashamed of it!

The very famous writer Anna Akhmatova wrote poems about our mighty language during the Great Patriotic War in 1941-1945:

It's not scary to lie dead under bullets,
It's not bitter to be homeless,
And we will save you, Russian speech,
Great Russian word.
We will carry you free and clean
We will give it to our grandchildren and save us from captivity
Forever!

Such a “strong” poem that it touches the soul. Every soldier, going into battle, recited this poem; it served as an anthem for them. The poem gave them strength, masculinity, stimulation and adrenaline.

But, unfortunately, our powerful and rich in expressions and words, the Russian language is in fifth place in the list of international languages. It's a pity, it's a pity. Using the statement of the Russian writer Ivan Sergeevich Turgenev, I would like to urge people to take care of our beautiful Russian language and not forget about it: “Take care of our language, our beautiful Russian language is a treasure, this is an asset passed on to us by our predecessors. Handle this powerful weapon with respect; in the right hands it can work wonders.”

I love the Russian language and am proud of it! After all, the Russian language for me is like a breath of fresh air, like a sip of thirst-quenching water after a long thirst, and like a ray of bright and warm sunshine after a long, long darkness. There is no language more native than the Russian language!!!

Source: testsoch.ru

Many people do not even think that its language is considered the richest. Why Russian? The answer is very simple, the Russian language is the only language in the world in which words can be replenished again and again. Our language and our culture are replenished from many expressions and invented words, because much that was popular with our grandparents passes into our colloquial vocabulary, and our grandchildren will also speak in our phrases.

The Russian language is very difficult, but this does not make it any less attractive. Many writers have said that you can conduct any conversation in Russian: a declaration of love, communication with an enemy, a friendly conversation, because it can convey all feelings and emotions better than any other language. The main thing is to learn to be a literate person; you shouldn’t shout to the whole world that it’s too complicated and that they’ve come up with too many stupid rules.

It should be remembered that the language we speak is a gift from our ancestors and not a learning of the language - this is tantamount to forgetting about our relatives, not accepting their culture, becoming a stranger among our own. It is especially sad to hear this from the small, still growing generation. They don’t yet know that by knowing it, you can discover a new world for yourself. In the Russian language there are many words that are synonymous, so composing poetry will not be difficult for anyone; by choosing the right word, its meaning will not change. It’s very fun to learn new words, because a word that means one object or action can be associated by sound with a completely different object.

Once you fall in love with a language, it will open up many opportunities for you, I have verified all this from my personal experience. After reading a large number of books, you no longer remember the rules, and you write sentences freely without making any mistakes. This is what it means - a rich Russian language. So it’s better to take care of your language from a young age.

Topics of projects in literature and Russian language

5th grade

1. Ancient mythology in The Chronicles of Narnia (The Lion, the Witch and the Wardrobe).

2. The epic "Ilya Muromets and the Nightingale the Robber" in modern cinema
(animated films 1978 and 2007).

3. The myth of Orpheus in paintings

4. The image of Hercules in paintings

5. The image of the dragon in children's literature

6. Labors of Hercules on antique vases

7. Speech is beautiful with a proverb

8. A literary fairy tale is a direct descendant of a folk tale

9. We are in the mirror of proverbs

10. Small genres of folklore

11. Russian folk topics in the 5th grade mathematics course

12. My family's folklore

13. Folklore box

14. Mythopoetic basis of the story by V.P. Astafiev "Dark, dark night."

15. Mythopoetic basis of the book by V.P. Astafiev’s “Last Bow” (using the example of the stories “Dark, Dark Night” and “Feast after the War.”

16. Images of animals in the stories of V.P. Astafiev “Geese in the wormwood” and “Belogrudka”

17. The image of music in the story by V.P. Astafiev "Far and Near Fairy Tale".

18. Gogol N.V. - verbal cook.

19. The objective world in the story by N.V. Gogol "Old World Landowners"

20. The symbolism of color in Gogol’s story “Taras Bulba”

21. Fables by Krylov and fairy tales by Saltykov-Shchedrin.
“I love, where there is an opportunity, to pinch vices...” (Features of the fable as a literary genre).

22. The image of a wolf (fox) in folk tales and in Krylov’s fables

23. Story by N.S. Leskova "Lefty" and its cinematic interpretation.

24. Word creation and folk etymology in the works of N.S. Leskova

25. Ancient images in the poetry of A.S. Pushkin.

26.

27. Antique names in the early stories of A.P. Chekhov

28. The names of the heroes of Greek mythology in the early stories of A.P. Chekhov

29. "Ranks and titles" of heroes in the early stories of A.P. Chekhov

30. Means of expressing the comic in L. Filatov’s fairy tale “About Fedot the Archer.”

31. Herodotus' story about the Scythians and Tolstoy's story “Does a man need much land?”

32. Language game in L. Carroll's work "Alice in Wonderland".

33. Heroes of English limericks

34. Literary portraits of heroes in "The Adventures of Huckleberry Finn" and illustrations for the book.

35. "The Adventures of Huckleberry Finn": travel map.

36. Literature and my land

37. My peers in literary works

38. What riddles do modern schoolchildren know?

39. Writers, poets nearby

40. Works interpreted by illustrators

6th grade

Selflessness, love and suffering in Andersen’s fairy tale “The Little Mermaid”

The mythoepic basis of Astafiev’s story “Trees Grow for Everyone”

The mythoepic basis of Astafiev’s book “The Last Bow”

Mysticism and reality in Gogol’s story “The Night Before Christmas”

The role of mysticism in Gogol's works

“Colored” adjectives in Gogol’s work “Evenings on a Farm near Dikanka”

The role of landscape in the artistic world of Green’s extravaganza “Scarlet Sails”

Color images in Green's extravaganza “Scarlet Sails”

The image of a sea wave in Lermontov's poetry

The theme of the duel in Lermontov's lyrics

Life and customs of the Russian nobility (using the example of Pushkin’s novel “Dubrovsky” and the collection “Belkin’s Tales”)

The image of a nanny in the life and work of Pushkin

Tomorrow's book day

Ilf and Petrov: irony and satire in the story “Football Lovers”

Literary places of our city

Literary places in our region

Features of the organization of artistic space in travel novels

The image of a teacher in the works of 20th century writers

In the footsteps of literary heroes

Proverbs and sayings in the speech of modern schoolchildren and their analogues in modern language.

Nicknames of my classmates and their meanings.

Lyrics of modern songs: poetry or anti-poetry.

What are my peers reading?

What are they reading in my class?

The theme of love in the works of Dragunsky, Nagibin, Fraerman.

The role of epithets and metaphors in I. Khristolubova’s story “Topalo and the little devil Trishka”

Richard the Lionheart in A. Lindgren's story and historical legend.

Why are pseudonyms needed?

Semantics of the image of a stone in the artistic world of O. Mandelstam’s collection “Stone”

Word-formation innovations in the speech of adolescents

7th grade

1. Geographical knowledge in A. Belyaev’s novel “The Island of Lost Ships.”

2. Cinematographic techniques in A. Belyaev’s novel “The Island of Lost Ships.”

3. Poeticization of everyday life in the works of B. Okudzhava.

4. The life of the Zaporozhye Cossacks as depicted by Gogol (based on the story “Taras Bulba”).

5. The image of St. Petersburg in “Petersburg Tales” by N.V. Gogol.

6. Servants and gentlemen (based on the works of A.S. Pushkin and N.V. Gogol).

7. Biological knowledge of the heroes of J. Verne’s novel “The Fifteen-Year-Old Captain” and modern science.

8. Latin “catchphrases” in J. Verne’s novel “The Fifteen-Year-Old Captain.”

9. Terminological vocabulary in J. Verne's novel "The Fifteen-Year-Old Captain".

10. Ancient images in the poetry of A.S. Pushkin.

11.

12. The motive of the game in the story by A.S. Pushkin’s “The Young Lady-Peasant Woman” and in the film adaptation of the same name by A. Sakharov.

13. Family theme in the works of A.S. Pushkin on the example of the novel “Dubrovsky” and the story “The Young Lady-Peasant Woman”.

14. From the comic poems of A.S. Pushkin ("Count Nulin", "House in Kolomna") to the comic poems of M.Yu. Lermontov (“Sashka”, Treasurer”, “Fairy Tale for Children”).

15. Biblical quotes in fairy tales by M.E. Saltykov-Shchedrin (any work).

16. The comic and its forms in fairy tales by M.E. Saltykov-Shchedrin.

17. Laconism of prose: functions of verbal vocabulary in a literary text (using the example of A.P. Chekhov’s story “The Death of an Official”).

18. Speaking surnames in the works of writers.

19. The names of ancient heroes in the everyday life of a modern schoolchild.

20 What literary prizes exist today?

21. Literary communities on the Internet.

22. The image of rain in the works of modern poets

23 Ancient images in the poetry of F.M. Tyutcheva.

24. Old Russian "The Tale of Peter and Fevronia" and its cinematic interpretations

25. Images of plants and flowers in literature

26. Monuments to literary heroes

27. Letters of heroes and their role in the plots of Pushkin’s works

28. The symbolism of the apple in Russian literature as the wonderful past of the native country

29. Word-symbols in Japanese poetry

30. Linguistic means of creating humor in works

8th grade

1. The symbolism of yellow in the works of F.M. Dostoevsky and A.A. Akhmatova

2. “Heart of a Dog” by M. Bulgakov and V. Bortko

3. The artistic nature and function of the grotesque in Gogol’s “Petersburg Tales”.

4. The image of a sea wave in the poetry of M.Yu. Lermontov

5. The use of Old Church Slavonicisms in the lyrical works of A.S. Pushkin

6. Traditions of the “Gothic novella” genre in Pushkin’s story “The Queen of Spades”.

7. Cossacks in the poetic and historical consciousness of A.S. Pushkin

8. Folklore traditions of Russian folk tales in the story by A.S. Pushkin "The Captain's Daughter".

9. Landscapes of Turgenev and their place in the structure of artistic narrative

10. The originality of “folk portraits” in “Notes of a Hunter” by I.S. Turgenev.

11. Analysis of a thematic group of proverbs and sayings that include personal names in their structure

12. Old Russian and Western European versions of a similar plot (a comparison of “The Tale of Peter and Fevronia of Murom” and the novel “Tristan and Isolde”).

13. Playing with morphemes and morphological features in modern Russian literature

14. Using antonyms to create contrast, antithesis, oxymorons

15. The image of the Virgin Mary in Russian icon painting and Russian literature

16. The image of an object-symbol in Russian and foreign literature

17. The rite of initiation in Homer’s poem “The Odyssey” and in Russian fairy tales.

18. The Odyssey and Russian folk tales

19. The role of newspaper headline in the effectiveness of print media

20. Symbolism of the poem "The Bronze Horseman".

21. Collecting “mirrors”! (“The Snow Queen”, “The Tale of the Dead Princess and the 7 Knights”, “Svetlana”, “Alice Through the Looking Glass”, “The Nights Before Christmas”

22. Stylistic functions of synonyms in works of fiction.

23. Stylistic use of professional and terminological vocabulary in works of fiction

24. Stamps and stereotypes in modern public speech.

25. Landscape in the late stories of Leo Tolstoy.

9th grade

1. Features of the poetic language "Woe from Wit".

2. Interpretation of the image of Chatsky, the main character of the comedy A.S. Griboedov's "Woe from Wit", staged by Russian theaters.

3. Heroes of the century in the novels of M.Yu. Lermontov “Hero of Our Time” and A. Musset “Confession of a Son of the Century”.

4. Zilov and Pechorin based on the play “Duck Hunt” by A. Vampilov and the novel by M.Yu. Lermontov

5. The theme of the prophet in the lyrics of M.Yu. Lermontov

6. The relevance of fantastic images of N.V. Gogol for modern Russia

7. Ghosts and phantom images in the works of N.V. Gogol.

8. Intertextuality of the novel by I.S. Turgenev "Fathers and Sons"

9. The world of a noble estate and the world of the city in the novels “Pride and Prejudice” by Jane Austen and “Fathers and Sons” by I.S. Turgenev.

10. Arina Rodionovna Yakovleva in the life and work of A.S. Pushkin

11. The ball as an element of noble life on the pages of the novel by A.S. Pushkin "Eugene Onegin".

12. The biblical legend of the prodigal son and its transformation in the story by A.S. Pushkin "Station Warden".

13. Duel in the life and work of A.S. Pushkin

14. Onegin's bookshelves

15. Poetry in the novel by A.S. Pushkin "Eugene Onegin".

16. Signs of time and everyday life in the novel in verse “Eugene Onegin” by A.S. Pushkin.

17. Funny and sad in the stories of A.P. Chekhov: "Little Trilogy".

18. E. Dickinson and M. Tsvetaeva: similar motives of the lyrics.

19. Women's destinies in poems in the lyrics of Tsvetaeva and Akhmatova.

20. The influence of J. Byron's work on Russian classical literature

21. Testing heroes with a duel (based on works of Russian literature

22. Communicative function of the teenage questionnaire

23. The concept of love in the works of A.I. Kuprina

24. The image of the city in the works of S. Dovlatov

25. The image of the sea in Russian classical literature

26. The image of a dog in 20th century literature

27. Bird surnames in literature

28. The color palette in the novel by F.M. Dostoevsky "White Nights".

29. Language palette in “The Tale of Igor’s Campaign...”.

30. Ecological context of Herman Melville's novel Moby Dick

Grade 10

1. Zoomorphic symbolism of the novel by I.A. Goncharov "Break".

2. Biblical motifs in the novel by F.M. Dostoevsky "Crime and Punishment"

3. The reforms of Alexander II and their reflection in the novel "Crime and Punishment"

4. Rhetorical devices in the dialogues of F.M.’s characters Dostoevsky (based on several episodes of the novel “Crime and Punishment”).

5. “Shakespearean” in Russian prose of the second half of the 19th century (based on one of the works of F.M. Dostoevsky).

6. What do the heroes of Dostoevsky’s novel “Crime and Punishment” read?

7. Proverb in the works of A.N. Ostrovsky (any work)

8. The meaning of Pushkin’s poem “The Poor Knight” in the structure of Dostoevsky’s novel “The Idiot”

9. The image of St. Petersburg in the works of A.S. Pushkin

10. Pushkin intertext of Goncharov’s novel “An Ordinary Story”

11.Armament of the Russian and French armies in Tolstoy’s novel “War and Peace”

12. Depiction of military operations in the works of Tolstoy

13. Herodotus’ story about the Scythians and Tolstoy’s story “Does a man need much on earth?”

14. The role of comparisons in Tolstoy’s novel War and Peace

15. Traditions of Russian and German romanticism in Turgenev’s essay “Ghosts”

16. Ancient images in the poetry of A.A. Fet

17. Tyutchev's reflections on space and chaos

18. Sound images in poems by F.I. Tyutchev about nature

19. Ring composition in poems by A.A. Fet

20. A. Menshikov in history and literature (based on A. Tolstoy’s novel “Peter 1”)

21. Hero of modern Russian and French literature

22. Hero-truth-seeker in the literature of the late 20th and early 21st centuries

23. Cards and card games in 19th century literature

24. Women's destinies in the poems of our contemporaries

25.The image of food in the works of Russian writers

26. Images of trees in Russian poetry of the 19th century

27. Language and humor in the work of Ilf and Petrov “The Twelve Chairs”

28. Teacher...What is he like on the pages of Russian literature?

29. Flora and fauna in the poetry of the Silver Age

30. Sholokhov geography: from origins to Nobel triumph.

Grade 11

1. A. Pushkin in the lyrics of A. Akhmatova

2. Color symbolism of the image of a rose in Akhmatova’s poetry

3. Flowers in Akhmatova’s poetry

4. Epigraph as a means of forming the dialogical modality of a literary text in Akhmatova’s works

5. Game as a technique of postmodernism in Akunin’s work

6. Artistic techniques and features of Akunin’s novels

7. Biblical motifs in Bulgakov’s novel “The Master and Margarita”

8. Eternal themes in Bulgakov’s novel “The Master and Margarita”

9. “The Master and Margarita” by Bulgakov and “Faust” by Goethe

10. Roman Bulgakov in the assessment of clergy

11. Your choice: life or... (the problem of drug addiction in the works of Bulgakov “Morphine” and Aitmatov “The Scaffold”)

12 The concept of the world and man in the works of Bunin and Hemingway

13. Kawabato and Bunin: dialogue with beauty, love and death.

14. Transformation of the idea of ​​eternal femininity in V. Solovyov in the image of the Beautiful Lady in Blok’s work

15. Television and literature: which will be stronger?

16. The originality of the style of satirical stories by M. Zhvanetsky

17. The role of dreams in literary works.

18. Means of speech expression in various types of political text (based on election publications)

19. Development of the dystopian genre in literature of the 20th century

20. Techniques of speech influence in newspaper publications.

21. Monuments to literary heroes in Russia.

22. The world of fantasy in modern literature

23. The concept of “sadness” and “longing” in Russian folklore and Koltsov’s poetry

24. Using outdated words in everyday life.

25. The influence of precious stones on the fate of literary heroes.

26. The concepts of “truth” and “truth” in the Russian language and the works of Platonov.

27. The concept of “desert” in Russian poetry of the 19th-20th centuries

28. Interpretation of images of Slavic mythology in the novel by M. Vishnevetskaya “Koschei and Yaga or Heavenly Apples”

29. “Their eyes are focused on the sky” (star motif in Russian poetry of the 19th-20th century)

Nickname as a type of modern anthroponyms

Secondary general education

Line UMK I. V. Gusarova. Russian language (10-11) (basic, advanced)

Line UMK Pakhnova. Russian language (10-11) (B)

Line UMK V. V. Babaytseva. Russian language (10-11) (in-depth)

Line UMK Kudryavtseva. Russian language (10-11)

Preparing for the Unified State Exam in Russian: main topics to review

Work with text

This year the text part has strengthened, become more diverse and, therefore, more complex. Tasks No. 1 and No. 2 of the demo version immediately lead to the provisions that define the very concept of “text”: content and structure. To perform them, it is necessary to automate the skill of preliminary analysis of material. In task No. 3 there is a transition directly to vocabulary: the student must determine the meaning of a polysemantic word in context. This is an important skill, since all the nuances of the meaning of words are revealed in the texts. Task No. 26 (essay) is formulated vaguely. In terms of its components, the final text must correspond to the “reasoning” type, however, this is not directly indicated. In this task, in principle, there are no suggestive terms.

Textual material, important for successfully passing the Unified State Exam, is fully presented in the teaching and learning complex by V.V. Babaytseva. The textbooks cover, among other things, the framework of the test, patterns of connecting sentences, keywords and much more - topics, knowledge of which will help the student cope with the tricky tasks of the text part.

Unstressed vowels and other spellings

The Unified State Exam is still aimed at basic knowledge. However, now one task can include several spellings at once, which complicates the work. When starting to prepare for the Unified State Exam in high school, you need to identify which spelling patterns the student has already mastered and which ones he has not. It is important for a child to know what exactly he has to learn. In most cases, he is already familiar with the basis of certain rules, and understanding this gives him confidence. High-quality preparation for the Unified State Exam starts in the 5th grade. For example, the study of paronyms, discussed in task No. 5, begins in the fifth grade and requires periodic repetition.

Let's look at several spellings that cause the greatest difficulties for students, and consider how they can be presented.

Unstressed vowels are the most “dangerous” place. Back in Soviet times, statistics showed that they accounted for 85% of all writing errors. Now the situation is even worse, since children’s vocabulary has become poorer, and the fewer words in a student’s arsenal, the more difficult it is for him to find a test word.

Vocabulary development exercise

We organize a regular competition “Who can write down the most words.” We give 5 minutes to complete. The student writes down one- or two-syllable words in a column, such as “goat” or “leg”. Mandatory conditions: words must be without the letters Y and U (unchanged in unstressed position), and we also do not take into account words with full consonance and partial consonance. Prize for the winner: a mark in the journal. Experience shows that with constant training, a student can imagine 45-50 words at a time.

Alternating vowels in the root

It is also better to introduce students to the morpheme principle, the main principle of Russian spelling, from the fifth grade (or even from elementary school). To begin with, you can hang up a poster with a funny text that children will remember: “The word is divided into parts. Oh, what happiness this is! Every literate person can construct a word from parts.” Well, the scientific principle sounds like this: each morpheme is written uniformly. It is recommended to present the writing rules using a template: where, under what conditions, what happens. For example: when alternating E/I at the root of a word, before the suffix -A- we write I.

The methodological manual has been prepared for the textbook by V.V. Babaytseva “Russian language and literature. Russian language. Advanced level. 10-11 grades." The manual presents the content of the Russian language course, subject and meta-subject results of its mastery, approximate lesson and thematic planning, types of student activities, topics of search and research work, recommendations for using the electronic supplement to the textbook.

Common roots:

• KOS- / KAS-, LOG- / LAG- (at the root, before the suffix -A-, write A),
• GOR- / GAR-, ZOR- / ZAR- (it is better to remember the spelling of these roots, relying on key phrases or sentences, for example: “the dawn has burned out”)
• ROS- / RAST- (at the root, before -ST- and -SH-, write A)
• MOK- / MAK-, ROVN- / RAVN- (we rely on the same root words: MOK - like wet, MAK - like dipping, etc.)

Spelling Y/O after sibilants

Here the morpheme can be root or affix. In the second case, you just need to memorize the writing. If we are dealing with a root, then when alternating with E we write E, and in suffixes and endings under stress we write O. This rule applies only to names: nouns, adjectives and adverbs.

Spelling I/Y after C

We write I in the root, and Y in suffixes and endings. An interesting fact is connected with this. If we look at words with I after C in the root (digit, encyclopedia, zinc), we will find that they are borrowed from the Latin language, in which C was soft. Words in -TSIA also come from Latin. But in Russian endings and suffixes (fighters, Sinitsyn) the hardened Russian Ts appears.

The junction of the prefix and the root

This is basically a hard character spelling rule. Ъ is written in one place of the word: after the prefix on a hard consonant before the root E, Yo, Yu, Ya.

Another important rule on the topic of prefixes and roots: the transition of root AND to Y. We write as we hear - but there are a lot of exceptions that need to be remembered.

The textbook meets the requirements of the Federal State Educational Standard of Secondary (complete) general education, is recommended by the Ministry of Education and Science of the Russian Federation and is included in the Federal List of Textbooks. The textbook, consisting of a theoretical and practical part, deepens students' knowledge of language as a multifunctional developing system, ensures the improvement of communicative, linguistic, linguistic (linguistic) and cultural competencies.

Spelling of prefixes

The prefixes are written uniformly, but two pairs have a special nature. Firstly, these are prefixes on Z/S, where we put S before the voiceless one. The prefixes PRE- and PR- need to be given special attention: most often PRI- means joining, approaching, being in close proximity, and PRE- is equal to the prefix PERE- or the word very.

Noun suffixes

• You need to remember: -ET- / -OT-, -IS / -OST, -ESTV- - -INSTV-, -ISM).
• Subject to the rules: -CHIK (written after the root D, T, Z, S, F), -ETS- (in the noun male) / -IC- (in the noun female), EK- (E is dropped when changing a word) / -IK, -IN- - -INK-).
• Diminutive-increasing: -ENK- / -ONK-, -ISCH- (always stressed, but remember that after it -E is written in a noun masculine word, -A in a noun feminine word), -YSHK- (we remember that in the noun wed. r. after it the ending is -O).

These rules are easy to remember in table form.

Adjective suffixes

Similarly, adjective suffixes can be divided into 3 categories and included in a table:

• You need to remember: -EV- / -OV-, -IV-, -CHIV-, -LIV-, -CHAT-.
• They obey the rules: -N-, -AN-, -YAN-, -IN-, -ENN-, -ONN-.
• Diminutives: -ENK- / -ONK-.

Verb forms

This topic is studied for two years, in grades 6-7. The question often arises: why do we write the same verb differently, for example: “I saw the sky” and “You will not see the sky”? The point is the formation of verb forms from two stems: the present tense and the infinitive. All past tense forms are formed from the infinitive stem.

Spelling adverbs

Consider 3 ways of writing:

Together

• Formed from full and short adjectives: again, round.
• Formed from other adverbs: the next day.
• Formed from an adverb of place: down, up, above.

Apart (derived from nouns with prepositions)

• Former noun, begins with a vowel: point blank.
• It has case forms: abroad.
• Answers the question “how?”: at a gallop, on the fly.

Hyphenated

• The prefix B-, VO- plus an ordinal number: firstly, secondly...
• Repeat: a long time ago, exactly.
• Prefix PO-, suffix -EMU, -SKI, -TSKI, -I.

NOT with different parts of speech

We are guided by the following rules:

Together

• Nouns, adjectives and adverbs, when they can be replaced with a synonym without NOT.
• Without NOT it is not used.

Apart

• Verbs, gerunds.
• Nouns, adjectives, adverbs in the presence of comparison or opposition.

There are other rules for NOT spelling, particularly with participles and pronouns, that require separate study.

The reference book is intended to prepare high school graduates for the Unified State Exam (USE) in the Russian language. The publication contains theoretical material on all sections of the school course of the Russian language in grades 6-11, recommendations for completing tasks of parts of all types of parts 1 and 2 of the examination paper. The practical part includes samples of test tasks that are close in volume, structure and selected material to the control measurement materials of the unified state exam. The answers to the test tasks are given at the end of the manual.

Knowledge control

Simple tasks will help you see how well a student has mastered the rules on a particular topic. It is better to do them not in a notebook, but on a separate sheet of paper.

• Write down from memory, without changes, the studied formulas or tables.
• Write down in words one or two rules on the topics studied.
• Write down 5 or more examples of one of the rules in a column.
• Make up a sentence with one of the words and do a syntactic analysis.

Depending on the level of preparation of students, tasks may become more difficult. Such control takes only 5 minutes, without taking much time from the lesson. At the same time, completing assignments deserves a grade in the journal.

The media often blame teachers for turning their studies into continuous training for the Unified State Exam. However, teachers themselves know that only a systematic, integrated approach can achieve the desired result.

The Russian language in skillful hands and experienced lips is beautiful, melodious, expressive, flexible, obedient, dexterous and capacious.
(c) A.I. Kuprin

What distinguishes a cultured person? That's right - his speech. It can be used to judge the education, outlook and even the mood of the interlocutor.

Unfortunately, the literacy rate of the population in our country is falling every year. Fortunately, the number of people striving for it is increasing.

Speaking and writing Russian correctly is difficult. Even professionals who work with texts every day make mistakes from time to time.

Linguistic knowledge and skills need to be constantly updated and improved. That is why we have collected for you the 5 best portals dedicated to the Russian language.

GRAMOTA.RU

– perhaps the most famous reference and information portal about the Russian language.

Sowing “Russian language for everyone,” the developers have collected all kinds of dictionaries in it: from spelling to anthroponymic.

Among them, audio dictionaries deserve special attention. For example, the dictionary “We Speak Correctly” - the editor-in-chief of the portal, together with the host of one of the Moscow radio stations, teaches how to “strike” words correctly, and also talks fascinatingly about their origin.

On GRAMOTE.RU you will find a wealth of theoretical material on the Russian language, and, more importantly, practical tasks (exercises and dictations). So everyone can check their language level and fill in the gaps in their knowledge.

In addition, if you are in doubt about the spelling of a particular word, you can ask the appropriate question and receive a qualified answer from GRAMOTA employees.

Culture of writing

– an unofficial portal created by a group of enthusiasts from St. Petersburg teachers of Russian language and literature. They provide consultations, edit texts, but most importantly, they accumulate educational and reference material on the Russian language.

We are talking about journalistic and scientific articles, as well as dictionaries, spelling, punctuation, orthoepic and other rules.

Particularly interesting is the section that contains typical mistakes that we make in Russian oral and written speech.

The site also contains a lot of normative and methodological material. Therefore, it will be useful for Russian language teachers, as well as their students preparing to take exams.

Web edition of Russian language rules

– a reference site created by a designer and blogger (together with Roman Parpalak and Shurik Babaev).

Here you will not find any dictionaries, tests or question-answer forms. Only spelling and punctuation rules of the Russian language. But! They are well structured according to the morphemic principle, concise and provided with examples.

At the same time, the main feature of the portal is search. Fast and convenient. You can enter the suffix you are interested in or the entire word with it into the search bar; You can write “commas in complex sentences” or simply put a “,” sign.

This site is indispensable for journalists, copywriters, bloggers and anyone for whom efficiency in editing texts is important.

Textual criticism

– a site about Russian language and literature. The target audience is quite wide: from philologists and linguists to high school students.

The site presents all the basic language rules, dictionaries; There is a forum and a help desk to help you understand complex cases.

From the point of view of the Russian language, there is nothing new on the portal, but the “Literature” section is very interesting and informative. You will find there a variety of materials on the theory of literature (kinds, genres, text and much more) - an excellent help for aspiring writers and publicists.

Best-language

– a site-collection of rules for the Russian language. As with therules.ru, it contains all the basic rules (plus sections on phonetics, vocabulary and morphology), but they are even more concise.

It is stated that the site will help you improve your literacy and pass exams. This should also be facilitated by tests, a link to which is provided after some of the rules. But, alas, the links are not working.

In conclusion, a short survey: what services and portals about the Russian language do you use? Share links in the comments.

Writing well is a useful skill, and it's not that difficult to develop. The best way is through "", a free and cool writing course from the editors of Lifehacker. Theory, many examples and homework await you. Do it - it will be easier to complete the test task and become our author. Subscribe!

“Sinking” topics of the Unified State Exam and State Examination

on the Russian language and ways to solve them

From the work experience of Zamorovskaya T.I.,

Russian language teachers

MKOU "Sorochinskaya Secondary School"

Kalachinsky district

Omsk region

Kalachinsk, 2013

PART 1. INTRODUCTION

When completing test papers in the Unified State Exam format, students often encounter difficult tasks and make mistakes both when completing tasks A B and task C (writing an essay).

The main problem is that studying the Russian language according to the school curriculum and preparing for the Unified State Exam in the Russian language are significantly different. Every year graduates face the same problems:

1. inability to apply knowledge of the Russian language on the Unified State Examination;
2. lack of testing skills;
3. erroneous understanding of the wording of questions for Unified State Examination tasks;
4. ignorance of one’s mistakes, ignorance of the statistics of the Unified State Examination results in the Russian language (typical mistakes are repeated);
5. incorrect allocation of time to complete tasks;
6. creating an essay without taking into account the criteria for its verification.

All these problems have a solution, so I think it is relevant to generalize and systematize this experience.

PART 2. THEORETICAL PART

1. “Sinking” Unified State Exam topics

1 hour is allotted for studying the Russian language in the 11th grade, which is insufficient for high-quality preparation for the Unified State Exam, therefore the presented experience is designed to be worked on in elective classes. Preparation for passing the Unified State Exam should be strictly focused on a specific form of the exam and a specific testing system.

When completing Unified State Exam assignments in the Russian language, students are faced with the following difficult topics:

In Part A:

1. orthoepic norms of the Russian language;
2. morphological norms of the Russian literary language;
3. syntactic norms of the Russian literary language (use of participial phrases in speech, norms of coordination and control).
4. Punctuation norms of the Russian literary language (isolated members of a sentence; punctuation marks before the conjunction KAK).

In Part B:

1. ways of connecting words in phrases (coordination, control, adjacency);
2. morphology of the modern Russian language (categories of pronouns, adverbs, participles and gerunds, particles, derived prepositions);
3. types of complex sentences and their specifics;
4. analysis of linguistic means of expression.

In Part C:

Definition of the problem;

Compositional and logical design of the essay (including paragraph division);

Grammatical, lexical, syntactic and stylistic norms of the Russian language;

Theory of argumentation.

What to do? How to avoid these mistakes? There is only one solution - you need to clearly plan your work.

2). Work planning

The preparation system for the Unified State Exam is an educational and methodological set, which includes training programs, textbooks, programs of optional and elective courses, KIMs, and individual programs.

Having analyzed the “sinking” topics of the examiners, I adjusted the preparation program for the exam: calendar and thematic planning in the subject “Russian Language”, an elective course “Russian Language. Preparation for the Unified State Exam", an individual plan of work with the student, diagnostic work.

In the calendar and thematic planning of Russian language lessons, I include in each lesson a section “Repetition” (the topic is taken from the codifier) ​​in accordance with the actualization of personality-oriented, activity-based and competency-based approaches to determining the goals, content and methods of teaching the Russian language.

The examination paper does not test content elements that go beyond the general educational minimum in the Russian language. However, such preparation does not exclude the necessary generalization and systematization of what was learned at school.

Over the years of preparing students for the Unified State Exam, aa system of work on repeating difficult topics in Russian language lessons and elective classes in 11th grade.

1. September October.

Repetition of difficult topics:(Appendix 5)

a) orthoepia (A1);

b) spelling:

Spelling n/nn in words of various parts of speech (A12);

Spelling of vowels in the root of a word (A13);

Spelling of prefixes (A14);

Spelling of personal endings of verbs and suffixes of participles (A15);

Spelling not and neither (A17);

Integrated, hyphenated, separate spelling of words (A18);

c) syntax and punctuation:

Types of one-part sentences;

Types of complex sentences;

Types of complex sentences;

d) the most difficult tasks of part B:

Basic methods of word formation (B1);

Type of subordinating connection in the phrase (B3);

Language means of expression in text (B8) (Appendix 6)

At this stage of preparation for the Unified State Exam, information is presented in diagrams, tables, blocks, information and communication technologies are used, which provide the basis for systematization and generalization of what has been studied in grades 5-9, creating a basis on the basis of which one can continue in-depth development of the norms of Russian spelling.

Work with text: (Annex 1)

a) determination of style and type of speech; determining the means and methods of connecting sentences in the text;

b) preparation for performing part C:

Familiarity with the assessment criteria for assignment C;

Work on formulating a problem, commenting on the text and determining the author’s position, the ability to argue one’s point of view;

Analysis of similar essays in accordance with the criteria;

Writing, analyzing and editing your own essays.

At first, the student tries to write according to a certain template (see Appendix), but gradually he begins to deviate from the model and creatively designs his essay.

Test work in Unified State Exam format. (Mock exam).

Carrying out diagnostic work, it allows not only to identify typical errors, but also to determine what problems need to be worked on directly with each student (Appendix 3).

Work on preventing mistakes in the exam.

1. Comprehensive analysis of the text and writing an essay on it.

2. Testing (completing tasks based on sample versions of the Unified State Examination).

3. Differentiated homework (taking into account the difficulties of each student).

4. Constant reference in lessons to such topics as “Divisions of pronouns”, “Derivative and non-derivative prepositions”, “Dispositions of particles”, “Participines and gerunds”

5. Syntactic and punctuation analysis of sentences (with tasks on word formation, determining the type of subordinating connection in a phrase, morphological analysis of words).

6. Pre-examination control.

I structure the lesson model in this way:

1. Lexico-spelling work.

2. Selective testing (A1 – A30).

3. Text analysis (B1 – B 8).

4. Work with program material (using examples from the text).

5. Workshop (group work).

6. Test dictation.

7. Essay-reasoning (based on the text of the dictation).

8. Essay analysis.

3) Essay – a task of increased complexity

What is Part C assignment? This is an essay-reasoning, i.e. constructive reflection, expressing one’s opinion about the text given for reading and analysis, which is difficult for many students. The teacher needs a fundamentally new strategy to prepare graduates for such a task.

The key to success when completing Part C of the Unified State Examination in the Russian language is compliance with all formal criteria that guide experts when assigning grades. There are only 12 criteria, and they are divided into3 main groups:

1) content of the essay (K1 – K4);

2) speech composition of an essay (K5 – K6);

3) literacy (K7 – K12).

The main thing that needs to be taught to students is to compose the content of an essay in the light of the requirements that include K1 - K4.

K1 – formulation of problems in the source text. The maximum score is 1, if one of the problems of the text is correctly formulated, there are no factual errors associated with understanding the text.

The specificity of writing an essay in this case is that the essay must be written on an unfamiliar text (an excerpt from some large work, the general topic is not indicated in any way). However, it is a text and has a specific theme. Therefore, based on the knowledge gained, I teach children to identify a topic, and through it, a problem.

The topic of the text is what the text is about. You also need to pay attention to the paragraph division of the text, because each paragraph is a micro-theme, and you can also determine the topic in them.

To avoid vagueness of the formulation, the word “problem” must be present specifically; the author of the essay should not leave the possibility for experts to “guess” the problem he named (see Appendix 3 Template)

K2 – a commentary on the formulated problem of the source text.

When approaching this point, it is necessary to remember that this is the student’s position. The commentary boils down to the fact that the student must explain why this problem, in his opinion, is relevant, what is its significance. For example: “The problem raised by the author is relevant and topical today...”. K2 should contain the words “relevant, significant” in order to avoid vagueness of the formulation, behind which there is often no thought.

K3 – reflection of the position of the author of the source text. There is a very unclear boundary between K2 and K3, so there is a danger of replacing one with the other. It is necessary to teach students to clearly understand that K2 is the student’s position on the relevance of the problem, and K3 is the author’s position on the problem raised: why did the author raise such a problem? What did he want to say?

You need to reason specifically about this text, highlighting the author’s position. Quoting is possible here, but you can’t get too carried away. We need to teach students different ways of citing. Learning to quote figures of speech, phrases, inserting part of a sentence from the text into your reasoning - all this makes the language of the essay richer and more colorful.

This paragraph should also contain certain lexical means. For example: “The author believes..., warns...”, “The author’s position is as follows...”, etc. You cannot be distracted by reasoning outside the text! (Appendix 3. Template)

K4 – the examinee’s argumentation of his own opinion on the problem.

At this point there is again a danger of going into discussions outside the text. You need to present the necessary arguments with an eye to the text and the named problem. Often resort to introductory words, phrases, sentences. For example: “The text says that such a phenomenon occurs often in life. It's hard to disagree with the author. Recently there was an article in print that raises the same problem. It talked about... Probably...". To receive the highest score, you need at least two arguments confirming your own position (based on knowledge, life or reading experience). That is, these should be your own arguments, different from the author’s, as if complementing them (if you agree with the author), and, when selecting them, you can rely on works of art studied in class or read independently.

The examinee must think about how he will end the essay.

The essay should consist of 6 paragraphs: an introduction, 4 criteria points, and a conclusion. It is advisable to start each argument presented with a new paragraph.

The main stages of preparing the text of an argumentative essay in accordance with the assignment of Part C of the Unified State Examination

1) familiarizing students with the requirements for an essay and the criteria for checking it;

2) step-by-step analysis of each criterion:

a) the problem of the text, types of problems, methods of highlighting problems of the text, ways of formulating the problem;

b) comment, types of comment, method of formatting;

d) argumentation of one’s own position, types of arguments;

3) work on the composition of the essay;

4) writing and checking essays according to developed assessment criteria.
The need for special preparation of each of the named substantive sections of the essay-reasoning determines the specifics of organizing the work to complete the creative task of Part C of the Unified State Examination in the Russian language and the main stages of this work.

The teacher needs to know thatYou should proceed to creating an essay-argument only after performing a content-linguistic analysis of the source text, as a result of which the topic of the text, its ideological meaning and problematics have already been determined.

Stage I. At this stage of work, based on materials obtained as a result of a multidimensional content-linguistic analysis of the source text, it is necessary to write down in a draft some general arguments (phrases) concerning the topic of the text (what is this text about? What is it devoted to?) and its problematics (what problems discussed in the text?). In this case, special attention should be paid formulation general and specific problems raised by the author in the text.
Problem Statement- this is a brief and accurate statement of the essence of a complex or controversial issue raised in the text. The correct formulation of the main problems of the source text is one of the main indicators of the correct understanding and interpretation of the source text.

Remember! Comment on the issue- these are explanatory or explanatory remarks, reasoning showing what the problem is, between what phenomena there are contradictions or conflicts, what are they or how are they expressed? Such a comment involves characterizing the significance and relevance of this problem, as well as expressing one’s own attitude to the problem.

The problem comment must be related to the proposed text. At the same time, as a commentary, one should not give a simple retelling of the text or any part of it, or quote a large fragment of the analyzed text. It is necessary in your own words (you can use small quotes) to explain the essence of the problem, write what the author is talking about and what he is thinking about.

Attention! Creating your own text and its good language design are quite difficult tasks. Therefore, starting from the first stage of working on the text of the essay, you should remember about its competent and expressive linguistic design. Some clichéd phrases that can be used in different parts of the essay text are suitable for this.

To characterize the topic of the text, its problems and relevance For the issues under consideration, the following constructions can be used:
The article (text, essay) reveals (develops, interprets) the topic...
The topic... is one of the eternal (inexhaustible, common, especially favorite)...
Many of the problems discussed in the text truly concern modern people. Such problems include the question...
Stage II. This stage of preparing the text of the essay involves clearly formulating the author’s position on the problem being characterized and recording the relevant provisions in the draft.

Remember!
1. The author’s position can be expressed both directly and in subtext.
2. The method of expressing the author’s position depends on the chosen style and type of speech.
3. In texts of artistic and artistic-journalistic styles, the author’s position is expressed, as a rule, in the subtext.

To convey the position of the author of the source textThe following phrases may be appropriate:
The author expresses (expresses, formulates, carries out) a thought (deep, important, bold, wise, brilliant)...
The author's position cannot be considered detached...
The author's position cannot be overlooked in...

Stage III. An important stage in working on an essay is determiningown positionon the problems of the text (or on one of the problems posed by the author). You should clearly formulate your attitude to what you read (or your attitude to the commented problem), justify it and make appropriate notes in the draft.

Attention! It is important to remember: you can agree or disagree with the opinion of the author of the text, but in any case it is necessaryargueyour point of view, provide explanations and evidence that can be based on life or reader’s impressions.

Argument - this is an argument, proof of a position or statement. Arguments can be compressed, representing individual sentences, or expanded, consisting of several or even many sentences.
Arguments based on life experience, suggest that the author of the essay refers to facts from real life (including his own).
Arguments based on reader experience, involve the use of information gleaned from fiction.
If facts from life are cited as arguments, it is necessary that these are not some sketches from everyday life, but thoughtful observations. If fiction material is used as evidence, it is necessary to correctly, without distortion and as briefly as possible, in a generalized form, convey information that will become convincing arguments in favor of one’s own point of view. You need to present your point of view not only with reasoning, but also with ethical correctness.
When presenting your own point of view and its argumentationThe following phrases may be in demand:
The author turned to the topic (problem), in my opinion, not by chance...
I often think about...
In my opinion, the questions raised in the text will always be relevant, because...

Stage IV. A separate stage of work on an essay-reasoning may bespecial analysis of linguistic featuresthe source text and the role of means of expression used to convey the ideological meaning of the text and the author’s position.
When carrying out such an analysis, it is necessary:
a) note the most characteristic linguistic features of the author’s chosen style of speech (for example, a combination of expressive and evaluative vocabulary with book vocabulary in a text of a journalistic style or the use of words-terms in the absence of colloquial and emotional-evaluative words in a text of a scientific style);
b) identify the means of linguistic expression chosen by the author from a variety of possible ones (for example, metaphors, comparisons, nominative themes, series of homogeneous members, expressive repetitions, etc.);
c) determine the role of these linguistic means in the text (for example, they give precision and clarity to the statement, make speech more vivid, figurative, emotional; they are used to convey the author’s attitude to the subject of speech, the author’s assessment, etc.).
The found means of linguistic expression should be written down in a draft along with examples and comments. (What is this language device used for?)
When characterizing visual and expressive means, used in the text, and their role, the following figures of speech would be appropriate:
In his text, the author skillfully uses...
With the help of the expressive means of language used by the author... a vivid (living, light, memorable, visual, typical, beautiful, generalized) image is created...
With the help... a comic effect is created.
To emphasize... the author is trying to use...
This technique helps the author more accurately (vividly, convincingly) express his position (point of view, thought, opinion)... The author of the text is a real (great, talented, outstanding, wonderful, brilliant) writer (master of words, artist of words, master of landscape ).

V stage. After the materials for all the main substantive sections of the essay-argument have been prepared in the draft, you should think about the composition of the examination work, its speech format (where to start? What to talk about in the main part of the work? How to finish the essay? What language means to use in the work to clearly and convincingly state your position?) and write a coherent text.

Attention! When thinking about the structure of an essay, you must strive to ensure that its composition is harmonious and complete, which presupposes the presence in the worklogically connected compositional parts, including introductory, main and final.

The simplest option for the compositional design of an argumentative essay is to combine into a single coherent text the materials prepared in the draft on the main substantive sections of the work relating to: a) the topic and problem of the text; b) the author’s position on the highlighted issues; c) the graduate’s personal position and its argumentation. In this case, the materials on the first and last sections can act as the introduction and conclusion of an essay-reasoning and are formatted using the appropriate paragraph division.
However, another construction of a creative final work is also possible, suggesting a different sequence of arrangement of the substantive parts of the essay-discussion, various options for combining them, as well as the presence of a special introduction and conclusion.

Beginning of the essay

The introductory part of an argumentative essay can be formatted in different ways. Most often it is directly related to the definition topics and issues source text.
In this case, the named part of the examination work may be:
a) the actual definition of the topic of the text;
b) the formulation of its main problems that are raised or touched upon by the author of the source text;
c) a statement of the writer’s own position on the issues that were raised by the author of the source text;
d) a brief information about the author of the text, about the main problems that he addressed in his works, and about the connection of the problem raised in the text with the general orientation of the writer or publicist’s work;
e) lyrical reflection related to the theme of the text.
The introductory part of an argumentative essay can also be associated with the idea of ​​the text or the main conclusion of the author. In this case, it takes on the appearance of an “overturned beginning.” (“...This is how the article, essay, story ends.”)

It is undesirable to start an essay (especially on artistic and artistic-journalistic texts) with phrases like “The topic of the text is...”, “This text says...”, “The main problems of the text are...”, etc.

In cases where the theme and problems of the source text are determined at the very beginning of the essay, you can use some stylistic figures, for example, nominative representations, rhetorical exclamations, rhetorical questions, question-and-answer form of presentation, etc.:
a) Talent... How often do people use this word without thinking about its true meaning! Sometimes used to reward friends for the simplest actions, often in an ironic sense. It's time to return the word to its true meaning! But how to do that? Let's try to understand the essence of the concept of “talent” together with the author.
b) Book... Can humanity do without it in the age of electronics and computerization? Are other media capable of replacing the live dialogue with the writer that occurs during reading? We will find answers to these questions in the article...
c) Childhood! Who doesn’t know the phrase “We all come from childhood”? Who hasn’t remembered with a warm feeling their first steps into the world?
d) Native nature... What does it mean to us? For some it is a shrine that must be preserved and passed on to the next generation, but for others it is only a source of enrichment.

The introduction to the argumentative essay can be short (3-5 sentences). The content of the syntactic figures used in the introduction to the essay must necessarily correlate with the topic and problems of the source text.

Completion of an essay

The final part of the work, summing up everything that has been said, can also have several options: it can generally express the position of the author of the source text in relation to the problems under consideration; the graduate’s own position and his assessment of the author’s point of view can be formulated; the general impression of what was read can be conveyed.
The final part of the argumentative essay can be formatted as:
a) ending-conclusion (a condensed summary of the entire essay in a few lines), for example:
Having analyzed the content of the text and its linguistic features, we can conclude that spirituality is a quality that many would like to develop in themselves, often without even knowing how it manifests itself. The author teaches us that spirituality should not be confused with education. A person needs to maintain in himself the desire for goodness, truth, beauty, and not formal skills like good manners. Probably, our ideal will turn out to be unattainable, but there is no other way to become a spiritual person;
b) ending-answer (an energetic answer to the question posed at the beginning of the essay), for example:
So why do people go mountaineering? Although this sport does not fit into the framework of sober everyday calculations, it is precisely this sport that allows one to reveal the true essence of a person. Mountaineering hardens not only physically, but also spiritually, since “you learn to see and appreciate the main thing, the present, in yourself and others”;
c) ending-aphorism (a short expressive saying containing a generalizing conclusion and putting a certain semantic point in the essay), for example:
After reading this text, you understand that the native land is the most precious thing a person has. No wonder they say: “The native land is the mother, the foreign land is the stepmother”;
d) ending-quote (a vivid saying, a statement of some outstanding person, corresponding to the main idea of ​​the essay and confirming the validity of the opinion of its author), for example:
“The sun is hidden in everyone!” - wrote the famous Russian poet and writer V. Soloukhin. This is exactly how it is: everyone has a sun, but it is hidden, and it is necessary that its rays joyfully illuminate our earth with the light of love and goodness.

Stage VI. The final stage of creating an argumentative essay is to carry outproofreadingprepared creative work. Now you should carefully re-read what you have written and, if necessary, make corrections regarding the composition of the text, the logic and sequence of presentation, possible factual, logical, spelling, punctuation, grammatical errors, as well as speech errors and omissions (Appendix 4)

4). Diagnostic work

Diagnostic work to determine the level of mastery of the compulsory minimum education in the Russian language is carried out by me in two stages. First, students perform work based on demo versions of CMMs (parts A and B), then I analyze the quality of test tasks. Works are analyzed after each test. A table of individual mastery of sections and topics of the Russian language by graduating class students is compiled, in which the completion/failure of KIM tasks is noted (Appendix 2. Table 1)

Then a summary table is compiled (Appendix 2. Table 2), which helps to draw a conclusion about the level of mastery of individual sections and topics and eliminate gaps in knowledge. This table also allows you to determine:

1. percentage of students who failed a particular task;
2. dynamics of the state of the quality of knowledge and skills on Russian language topics, both in relation to each student individually and in relation to the entire class as a whole (Appendix 2. Table 3)

Table basedAn individual file of errors is compiled. This work is performed on the back of the student’s form (the student is given one form for the whole year, the test is completed in pencil, errors are recorded on the back of the form). This gives each student the opportunity to see their mistakes, repeat the “sinking” material and perform a series of tests on this topic - to eliminate the gaps (Appendix 2. Table 1).

You can adjust the results of the next diagnostic work by planning further activities, organizing frontal, group and individual work in order to eliminate gaps in the knowledge and skills of students identified as a result of the previous diagnosis.

Thus, first a starting test is given, the mistakes of each student are highlighted, then the “sinking” topics are repeated, thematic tests, a test and a control test are performed.

PART 3. PRACTICAL PART

Practicing skillsidentify, articulate, and comment on problems in the source text.

Ex. 1.

How many large and small villages are scattered across the Russian expanses! And each of them has its own face, its own story. You rarely find in printed sources or in folk memory the year of birth of a particular village. Sometimes only a chronicle line or an old book will bring to us from time immemorial the name of the founder or an interesting event that happened in this village. And we spend hours thinking about our past life, trying to find in it something we need today. What are we looking for there? Your ancestry? Origins of folk character?
Whatever we are looking for, one thing is clear: we cannot live without memory.

(According to I. Vasiliev)

Tasks

1. Determine the topic, ideological meaning and problems of the text. Highlight his main problem.
2. Which of the proposed formulations of the theme and main problem of the text seem to you to be the most consistent with the content of the text and the most successful in terms of the accuracy of expression of thought and its verbal presentation?
1) Human memory.
2) Historical memory, its significance for man and people.
3) Why does every person need memory?
4) What does the memory of the historical past give a person?
3. Which of the proposed formulations of the problems of the text do not correspond to its content? What formulations reflect particular problems?
1) The problem of the loss of information about the founding of cities and villages.
2) The problem of the difficulty of living without memory of the past.
3) The problem of preserving the historical memory of the people.
4) The problem of the loss of ancient books.
4. Describe the methods used by the author to pose problems in the text. Are the main and particular problems stated directly or are they derived from the content of the text and the position of the author?

Ex. 2. Read the text, conduct a content-linguistic analysis of it. Complete the tasks.

Christian teaching contains an amazing truth: the one who gives is more blessed than the one who receives. And in the language of the Bible, blessed is nothing more than a synonym for happy.
So, the one who gives is happier than the one who receives. Why? Yes, because when we give something to a person, we involuntarily give up a particle for him in our own soul, in our own inner world, we let him into our inner life, hidden from prying eyes. We make him our neighbor, which means we enrich ourselves, we establish such contact with this person that, perhaps, there is nothing more valuable in the world. After all, the concept of human happiness is determined by the system of human relationships. And if these human relationships become enlightened by this inner closeness emanating from our heart, then this is the condition for genuine and lasting human happiness.
This is how amazing it is: a person becomes happy because he gives. ...Yes, human happiness is built contrary to the logic of our physiological instincts. It is this Human, with a capital H, happiness that is created in opposition to this biological logic.
...Centuries of experience testify that self-giving, complicity, mercy in the full and true sense of this wonderful word enrich a person and create his happiness. In a sense it is a mystery. Like many things related to human existence. And this secret is revealed only through experience. (From the Sunday Sermon of Archbishop Kirill)

Tasks

1. Determine the ideological meaning and main issues of the text.
2. Read the language suggested to identify problems in the text. Which of the following problems correspond to the content?
Problem statements:
1) Why is the one who gives happier?
2) Why do happiness and mercy enrich a person?
3) What does a person’s happiness consist of?
4) What is happiness?
5) Is it possible to fully understand the secret of human happiness?
6) What is the Christian understanding of happiness?
7) How should we treat our neighbors?
8) Who is a blessed person?
9) Why is the secret of happiness revealed only through experience?
3. Which of the above problems can be classified as private?
4. Which of the listed problems is the most significant, from the author’s point of view?
5. Describe the author’s chosen method of posing the main problem of the text (is the main problem stated directly or does it follow from the entire logic of presentation?). Think about whether the way you pose the main problem is related to the style of the text.

Ex. 3. Read the text, conduct a content-linguistic analysis of it. Complete tasks.

What is beauty? Do we perceive beauty in the same way? Is it possible to appreciate beauty? Do ideas about beauty change over time?
We often call beautiful what corresponds to the norms and ideals of our time. Each era has its own ideals and fashion. But there is imperishable, enduring beauty, to which humanity necessarily returns. We will never cease to be pleased with the proportions of the Parthenon, the harmony and unity with nature of the Church of the Intercession on the Nerl... I am upset every time I hear the phrase: “There are no comrades for the taste and color...” Just the opposite - you are surprised at how many people there are appreciate beauty equally. (According to L. Migdal)

Tasks

1. Determine the ideological meaning and problems of the text. Identify the main problem.
2. Describe the ways and techniques of conveying information about the main problem of the text.
3. Carefully read the proposed comments on the main problem of this text. Which formulation of the main problem seems most correct to you?