Teachers of classes that do not provide for in-depth study of philological disciplines know that the Unified State Examination C1 task - writing an essay-argument on the proposed text - is difficult for many students. Graduates completing this task must, firstly, after analyzing the proposed text, identify the author’s position, and secondly, correctly and convincingly express their own attitude to what they read. In literature lessons, students often perform similar tasks. But if high school students analyzing an episode, scene, or poem in a literature lesson are already familiar with the author’s worldview and the peculiarities of his creative style, then at the Unified State Exam the situation is completely different: often the literary texts offered to graduates during the exam are not included in the school curriculum. It is even more difficult for high school students if they are offered texts of popular science and journalistic styles (most Unified State Examination texts are of journalistic style), because in Russian language lessons at the secondary level only partial analysis of texts of these styles is performed and tasks for the examination presentation focus students on fragmentary analysis : Thus, after writing a presentation, teenagers are asked to either identify the problem posed by the author, or express their attitude to the author’s position, or find features of a particular style in the text. Thus, in the last two years of study, high school students must master a comprehensive analysis of the text and learn to write an essay-argument on the proposed text.

To successfully solve this problem, you can offer students the following model for writing an argumentative essay.

I. What to write about?

1. We begin the analysis of any text by determining the topic of the text, and for this we select key words (words related to the same topic, synonymous words and phrases).

Let's take, for example, the text of G. Smirnov and highlight the key words.

(1) Now that it became harder to think how to notify the whole world about your thoughts in our lives some things began to take root stunning absurdities fruits of the new Russian education . (2) For some reason Suvorov was especially unlucky here. (3) No, no, and you will hear from the lips of a television observer: they say, as Suvorov said, it’s hard in training - easy in battle.

(4) But Suvorov - great person , he basically couldn't say that nonsense ! (5) Who knows, he understood: in a battle where your comrades are being killed, where your mortal enemy is coming at you with a weapon in his hands, it cannot be easy! (6) Suvorov said something different: it’s hard to study, but it’s easy to go on a campaign! (7) On a campaign, not in battle! (8) For there is nothing more terrible and difficult than battle!

(9) More more absurdly widespread interpretation now Suvorov's words that the war is not over until the last soldier is buried. (10) Understanding the word "buried" literally , volunteer gravediggers, having appropriated to themselves the unjustified mission of ending the Great Patriotic War, convince us from television screens: not all soldiers are buried; the war is not over; the heroic deeds of the Russian army can only be recognized at the moment when they, the funeral workers, bury the remains of the last Russian soldier in the ground! (eleven) Yes think about what you are saying ! (12) Tens of thousands of soldiers disappeared without a trace, not a shred of flesh remained from them, they really disappeared. (13) It is impossible to bury them! (14) So what? (15) Not a single war in history should be considered over? (16) Isn’t it easier to assume: you didn’t understand what Suvorov said ! (17) He said: the war, the fighting is not over until it is buried, that is, until it is killed, while it is alive, while it is fighting, while it is holding a weapon in its hands and while the last soldier is fighting! (18) This is a military duty: to fight to the last fighter. (19) And until this last soldier is killed, figuratively speaking, buried, the war is not over!

Highlighting keywords (“it became more difficult to think” ; some things began to take root stunning absurdities fruit Novorussian education ”; great person …couldn't say that nonsense" ; “understanding the word... in the literal sense”; “think about what you are saying ”; “you didn’t understand what Suvorov said”), You can determine the topic of the text: This text is about inaccurate quoting and superficial interpretation of the words of famous people.

It can be difficult for students to identify a topic, so we offer them cliches that will help them do this:

This text is about...

2. Having determined the topic, we formulate the problem of the text (the problem of the text is the question that the author is thinking about). The problem of the proposed text can be formulated as follows: Why do absurd interpretations of the words of great people take root in the public consciousness?

Clichés that will help formulate the problem:

... ? The author of the text suggests thinking about this problem.

3. Comment on the problem. When commenting on a problem, we, firstly, note either its novelty and topicality, or classify the problem as “eternal” (What is good and what is evil? What is love? What can be considered beautiful? etc.) If the author of the text is thinking about an “eternal” problem, you can remember how this problem was solved in literature before him, and note the author’s adherence to tradition or originality. If the problem is new, you can speculate about the reasons that prompted the author to think about it.

Secondly, when commenting on a problem, we must identify the author’s attitude towards it. The author's attitude can be expressed directly (“ I love you, Petra’s creation!” A. Pushkin; “ Sadly I look at our generation…” M. Lermontov) or indirectly (using linguistic means). For example, a word with a diminutive suffix in the first line of Yesenin’s poem “Letter to Mother” (“You are still alive, my old lady ...”) conveys the love and tenderness of the lyrical hero.

A commentary on the problem of the text we have taken could be as follows:

shchin gives the word a negative and disparaging connotation (cf. Bazarovschina, Oblomovschina, Khlestakovschina)).

4. Determine the author’s position and the idea of ​​the text. When identifying the author's position, we must talk about how the author solves the stated problem(s), what arguments he gives in defense of his position, what is the purpose of writing this text and with the help of what linguistic means the author achieves persuasiveness.

The following clichés will help formulate the idea of ​​the text:

The idea of ​​the text is:

... - this is the main idea of ​​the text.

The idea of ​​the proposed text can be formulated as follows:

Solving the problem, the author leads the reader to the idea that people who do not have sufficient knowledge, speaking on television, distort the words of the great, and therefore “stunning absurdities” take root in the minds of viewers and listeners who trust the media. Proving this idea, G. Smirnov cites two phrases from Suvorov, one of which is incorrectly quoted, the other is misinterpreted. And the reader understands how absurd these often reproduced interpretations of Suvorov’s aphorisms are: after all, the great commander could not believe that it was easy to fight and that the war could not be over until the last soldier was buried (in the literal sense of the word).

The goal of the author of the text is to convince us that, preparing to “notify the whole world of their thoughts” (the book words “notify”, “thoughts” here acquire an ironic connotation) and at the same time intending to quote the greats, speakers must take care of correct reproduction and interpretation words of famous people; and the rhetorical exclamation “Think about what you are saying!” sounds like a call.

II. How to start an essay? You can start your essay with the construction “nominative topic”. This emotional beginning is especially suitable for essays on texts in which the authors address “eternal” topics. Here is an example of such a beginning to an essay:

“Love... Thousands of books have been written about it and hundreds of films have been made, both inexperienced teenagers and experienced people talk about it... Probably, this topic interests each of us, so N.’s text is also dedicated to love. ”

At the beginning of the essay, you can talk about your feelings, thoughts, associations that were caused by the first reading of the text.

Clichés to help you start your essay:

When you read this text, you imagine (think, feel, experience, understand, etc.)…

Probably, each of us once (thought, reflected, observed, felt)... After reading the text, I again (imagined, remembered, thought, etc.)

This could be the introduction to an essay based on the text by G. Smirnov:

Many times I myself used a distorted Suvorov expression “hard in learning - easy in battle,” heard or read somewhere, without thinking about whether Suvorov really said exactly that. It is not very pleasant to realize one’s own ignorance, but if a person constantly hears the same phrase, even an absurd one, it involuntarily settles in the memory.

III. How to end an essay? We end the essay-reasoning with an expression of our own attitude to the author’s position. When proving our own opinion, we must give at least three arguments (when providing evidence, you can refer to your life and reading experience). When expressing our own position, we observe correctness: for example, in case of disagreement with the author, you should not write “the author is wrong,” it is better to use the expression “it is difficult to agree with the author.”

Here are cliches with which you can formulate your own position:

The essay based on the text by G. Smirnov can be completed like this:

For myself

Here is the entire essay - reasoning based on the text by G. Smirnov:

When you read G. Smirnov’s text, you understand that in many ways our horizons, our consciousness are shaped by the media, that it is human nature to trust television observers, journalists and simply people appearing on television screens.

Many times I myself used a distorted Suvorov expression “hard in learning - easy in battle,” heard or read somewhere, without thinking about whether Suvorov really said exactly that. It is not very pleasant to realize one’s own ignorance, but if a person constantly hears the same phrase, even an absurd one, it involuntarily settles in the memory.

G. Smirnov writes about such inaccurate, superficial, often absurd interpretations of the words of famous people.

Why do these dubious interpretations take root in the public consciousness? The author of the text thinks about this question.

G. Smirnov is extremely surprised and outraged by the “stunning absurdities” that take root in our lives after such speeches; and the author defines the phenomenon of mass imaginary education with the neologism “education” (suffix shchin gives the word a negative and disparaging connotation).

Solving the problem, the author leads the reader to the idea that people who do not have sufficient knowledge and do not want to think when speaking on television distort the words of the great, and therefore “stunning absurdities” take root in the minds of viewers and listeners who trust the media. Proving this idea, G. Smirnov cites two phrases from Suvorov, one of which is incorrectly quoted, the other is misinterpreted. And the reader understands how absurd these often reproduced interpretations of Suvorov’s aphorisms are: after all, the great commander could not believe that it was easy to fight and that the war could not be over until the last soldier was buried (in the literal sense of the word).

The goal of the author of the text is to convince us that, preparing to “notify the whole world of their thoughts” (the book words “notify”, “thoughts” here acquire an ironic connotation) and at the same time intending to quote the greats, speakers must take care of correct reproduction and interpretation words of famous people; and the rhetorical exclamation “Think about what you are saying!” sounds like a call.

It is difficult to disagree with the author of the text. Indeed, the supposed education of many public speakers, combined with the desire to demonstrate their erudition, leads to the fact that the statements of great people are distorted and often acquire a completely different meaning. And, unfortunately, not only Suvorov is “unlucky” in this.

The famous phrase of K. Marx “Religion is the opium of the people” is very often quoted as follows: “Religion is the opium For people." There is a distortion of meaning: K. Marx said that the people myself seeks solace in religion, and interpreters of this phrase claim that someone is imposing religion on the people.

Pushkin’s famous “the people are silent” is often heard from journalists when talking about people’s indifference, lack of initiative, and their reluctance to make an independent decision. But in Pushkin’s “Boris Godunov” the people are silent not because of indifference to what is happening, in Pushkin the people are silent from horror, realizing that a murderer has ascended the throne.

Thus, the fact that “some stunning absurdities have begun to take root in our lives” is partly to blame for people speaking before a wide audience; after all, many of them, relying on their education and memory, tell viewers and listeners distorted facts.

However, in my opinion, no one will impose an incorrect interpretation of something on a well-read and educated person. And if we ourselves doubt, read, look for answers to questions, then not a single arrogant speaker will make us believe obvious stupidity.

Writing an essay-reasoning

I. What to write about?

1. We begin the analysis of any text by determining the topic of the text, and for this we select key words (words related to the same topic, synonymous words and phrases).

Let's take, for example, the text of G. Smirnov and highlight the key words.

(1) Now that it became harder to think how to notify the whole world about your thoughts in our lives some things began to take root stunning absurdities fruits of the new Russian education. (2) For some reason Suvorov was especially unlucky here. (3) No, no, and you will hear from the lips of a television observer: they say, as Suvorov said, it’s hard in training - easy in battle.

(4) But Suvorov - great person, he basically couldn't say that nonsense! (5) Who knows, he understood: in a battle where your comrades are being killed, where your mortal enemy is coming at you with a weapon in his hands, it cannot be easy! (6) Suvorov said something different: it’s hard to study, but it’s easy to go on a campaign! (7) On a campaign, not in battle! (8) For there is nothing more terrible and difficult than battle!

(9) More more absurdly widespread interpretation now Suvorov's words that the war is not over until the last soldier is buried. (10) Understanding the word"buried" literally, volunteer gravediggers, having appropriated to themselves the unjustified mission of ending the Great Patriotic War, convince us from television screens: not all soldiers are buried; the war is not over; the heroic deeds of the Russian army can only be recognized at the moment when they, the funeral workers, bury the remains of the last Russian soldier in the ground! (eleven) Yes think about what you are saying! (12) Tens of thousands of soldiers disappeared without a trace, not a shred of flesh remained from them, they really disappeared. (13) It is impossible to bury them! (14) So what? (15) Not a single war in history should be considered over? (16) Isn’t it easier to assume: you didn’t understand what Suvorov said! (17) He said: the war, the fighting is not over until it is buried, that is, until it is killed, while it is alive, while it is fighting, while it is holding a weapon in its hands and while the last soldier is fighting! (18) This is a military duty: to fight to the last fighter. (19) And until this last soldier is killed, figuratively speaking, buried, the war is not over!

Highlighting keywords (“it became more difficult to think”; some things began to take root stunning absurdities fruit Novorussian education”; great person…couldn't say that nonsense"; “understanding the word... in the literal sense”; “think about what you are saying”; “you didn’t understand what Suvorov said”), you can determine the theme of the text: this text is about inaccurate quoting and superficial interpretation of the words of famous people.

It can be difficult for students to identify a topic, so we offer them cliches that will help them do this:

This text is about…

2. Having determined the topic, we formulate the problem of the text(the problem of the text is the question that the author is thinking about). The problem of the proposed text can be formulated as follows: why do absurd interpretations of the words of great people take root in the public consciousness?

Clichés that will help formulate the problem:

... ? The author of the text suggests thinking about this problem.

3. Comment on the problem. When commenting on a problem, we, firstly, note either its novelty and topicality, or classify the problem as “eternal” (What is good and what is evil? What is love? What can be considered beautiful? etc.) If the author of the text is thinking about an “eternal” problem, you can remember how this problem was solved in literature before him, and note the author’s adherence to tradition or originality. If the problem is new, you can speculate about the reasons that prompted the author to think about it.

Secondly, when commenting on a problem, we must identify the author’s attitude towards it. The author's attitude can be expressed directly (“ I love you, Petra’s creation!” A. Pushkin; “ Sadly I look at our generation…” M. Lermontov) or indirectly (using linguistic means). For example, a word with a diminutive suffix in the first line of Yesenin’s poem “Letter to Mother” (“You are still alive, my old lady...”) conveys the love and tenderness of the lyrical hero.

A commentary on the problem of the text we have taken could be as follows:

G. Smirnov is extremely surprised and outraged by the “stunning absurdities” that take root in our lives after such speeches; and the author defines the phenomenon of mass imaginary education with the neologism “obrazovanshchina” (the suffix shchin gives the word a negative and disparaging connotation (cf. Bazarovshchina, Oblomovshchina, Khlestakovshchina)).

4. Determine the author’s position, the idea of ​​the text. When identifying the author's position, we must talk about how the author solves the stated problem(s), what arguments he gives in defense of his position, what is the purpose of writing this text and with the help of what linguistic means the author achieves persuasiveness.

The following clichés will help formulate the idea of ​​the text:

The idea of ​​the text is:

... - this is the main idea of ​​the text.

The idea of ​​the proposed text can be formulated as follows:

Solving the problem, the author leads the reader to the idea that people who do not have sufficient knowledge, speaking on television, distort the words of the great, and therefore “stunning absurdities” take root in the minds of viewers and listeners who trust the media. Proving this idea, G. Smirnov cites two phrases from Suvorov, one of which is incorrectly quoted, the other is misinterpreted. And the reader understands how absurd these often reproduced interpretations of Suvorov’s aphorisms are: after all, indeed, the great commander could not believe that it was easy to fight and that the war could not be over until the last soldier was buried (in the literal sense of the word).

II. How to start an essay? You can start your essay with the construction “nominative topic”. This emotional beginning is especially suitable for essays on texts in which the authors address “eternal” topics. Here is an example of such a beginning to an essay:

“Love... Thousands of books have been written about it and hundreds of films have been made, both inexperienced teenagers and experienced people talk about it... Probably, this topic interests each of us, so N.’s text is also dedicated to love. ”

At the beginning of the essay, you can talk about your feelings, thoughts, associations that were caused by the first reading of the text.

Clichés to help you start your essay:

When you read this text, you imagine (think, feel, experience, understand, etc.)…

Probably, each of us once (thought, reflected, observed, felt)... After reading the text, I again (imagined, remembered, thought, etc.)

This could be the introduction to an essay based on the text by G. Smirnov:

Many times I myself used a distorted Suvorov expression “hard in learning - easy in battle,” heard or read somewhere, without thinking about whether Suvorov really said exactly that. It is not very pleasant to realize one’s own ignorance, but if a person constantly hears the same phrase, even an absurd one, it involuntarily settles in the memory.

III. How to finish an essay? We end the essay-reasoning with an expression of our own attitude to the author’s position. When proving our own opinion, we must give at least three arguments (when providing evidence, you can refer to your life and reading experience). When expressing our own position, we observe correctness: for example, in case of disagreement with the author, you should not write “the author is wrong,” it is better to use the expression “it is difficult to agree with the author.”

Here are cliches with which you can formulate your own position:

The essay based on the text by G. Smirnov can be completed like this:

Here is the entire essay - reasoning based on the text by G. Smirnov:

When you read G. Smirnov’s text, you understand that in many ways our horizons, our consciousness are shaped by the media, that it is human nature to trust television observers, journalists and simply people appearing on television screens.

Many times I myself used a distorted Suvorov expression “hard in learning - easy in battle,” heard or read somewhere, without thinking about whether Suvorov really said exactly that. It is not very pleasant to realize one’s own ignorance, but if a person constantly hears the same phrase, even an absurd one, it involuntarily settles in the memory.

G. Smirnov writes about such inaccurate, superficial, often absurd interpretations of the words of famous people.

Why do these dubious interpretations take root in the public consciousness? The author of the text thinks about this question.

G. Smirnov is extremely surprised and outraged by the “stunning absurdities” that take root in our lives after such speeches; and the author defines the phenomenon of mass imaginary education with the neologism “education” (the suffix shchin gives the word a negative and disparaging connotation).

Solving the problem, the author leads the reader to the idea that people who do not have sufficient knowledge and do not want to think when speaking on television distort the words of the great, and therefore “stunning absurdities” take root in the minds of viewers and listeners who trust the media. Proving this idea, G. Smirnov cites two phrases from Suvorov, one of which is incorrectly quoted, the other is misinterpreted. And the reader understands how absurd these often reproduced interpretations of Suvorov’s aphorisms are: after all, the great commander could not believe that it was easy to fight and that the war could not be over until the last soldier was buried (in the literal sense of the word).

The goal of the author of the text is to convince us that, preparing to “notify the whole world of their thoughts” (the book words “notify”, “thoughts” here acquire an ironic connotation) and at the same time intending to quote the greats, speakers must take care of correct reproduction and interpretation words of famous people; and the rhetorical exclamation “Think about what you are saying!” sounds like a call.

It is difficult to disagree with the author of the text. Indeed, the supposed education of many public speakers, combined with the desire to demonstrate their erudition, leads to the fact that the statements of great people are distorted and often acquire a completely different meaning. And, unfortunately, not only Suvorov is “unlucky” in this.

The famous phrase of K. Marx “Religion is the opium of the people” is very often quoted as follows: “Religion is the opium of the people.” There is a distortion of the meaning: K. Marx said that the people themselves seek solace in religion, and the interpreters of this phrase claim that someone is imposing religion on the people.

Pushkin’s famous “the people are silent” is often heard from journalists when talking about people’s indifference, lack of initiative, and their reluctance to make an independent decision. But in Pushkin’s “Boris Godunov” the people are silent not because of indifference to what is happening, in Pushkin the people are silent from horror, realizing that a murderer has ascended the throne.

Thus, the fact that “some stunning absurdities have begun to take root in our lives” is partly to blame for people speaking before a wide audience; after all, many of them, relying on their education and memory, tell viewers and listeners distorted facts.

However, in my opinion, no one will impose an incorrect interpretation of something on a well-read and educated person. And if we ourselves doubt, read, look for answers to questions, then not a single arrogant speaker will make us believe obvious stupidity.

GRAMMATICAL ERRORS

There are three types of grammatical errors:

Word formation - the structure of the word is broken;

theirs, evon, near him

Errors in forming verb forms

lays down, puts, rides, waits, educates

Negotiation violation

Paustovsky talks about the Meshchera region, near and dear to his heart, which has become a small homeland for him.

Impaired control

Disruption of connection between subject and predicate

This excerpt is taken from Likhachev’s notes “On the Russian” and is devoted to the problems of culture and intelligence.

Errors in constructing sentences with participles

After reading this text, we clearly see the problems that the author discusses.

Errors in constructing sentences with participial phrases

Paustovsky describes his native land with knowledge and love, having lived there for a long time.

Errors in constructing sentences with homogeneous members

I am confident in the power of my word and there is nothing to be afraid of.

Errors in the construction of complex sentences

From Ershov’s article we know that mastering computer knowledge is very important for improving general education, which has been actively introduced into the school curriculum over the last decade.

Displacement of direct and indirect speech

Turgenev says “that I was in awe of the little bird.”

Omissions of required words

The dog and sparrow must have been a huge monster.

Violation of sentence boundaries

Learning calm, intelligent speech takes a long time and carefully. Because it will be more pleasant for everyone to talk with a cultured person.

The third part of the examination paper in the Russian language in the form of the Unified State Examination is an essay-reasoning. This essay is written on the basis of the text, which is presented for analysis in the work version. This presentation presents recommendations, algorithms, and examples of performing Part C.

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Features of part C The third part of the examination paper in the Russian language in the form of the Unified State Exam is an essay - a reasoning. This essay is written on the basis of the text, which is presented for analysis in the work version. This is a small work (at least 150 words) By its type it is an essay-reasoning.

Criteria K1 - K4 essays According to the first three criteria (K1 - K3) for assessing the completion of tasks with a detailed answer (part C1), the student’s ability to analyze the text is checked: 1) determine the topic of the text; formulate a problem; 2) comment on it; 3) identify the author’s position; Criterion 4 (K4) tests the ability to express one’s own opinion on an issue 4) the position of the writer (“my position”)

ALGORITHM FOR WORKING ON PART C We carefully read the text and determine the type and style of speech. Let's formulate the problem. “Problem” (Greek task, task) is a question posed in the text and requiring resolution. It is advisable that the problem be formulated in the form of a question, this will make it possible not to escape from the main problem. Find a paragraph in the text that states the main idea of ​​the text (the main thesis). Ask the question so that this thesis becomes the answer. This is the problem.

PROBLEM PROBLEM (another gr. something thrown forward, i.e. isolated from other aspects of life) is the most important question (range of questions) for the author, associated with one or another side of real life or the character and actions of the heroes, so the problem can often be formulated using an interrogative sentence. Often a problem is an acute contradiction in life, a point of tension between the existing and the should, the desired and the real. So, the PROBLEM is often generated by a contradiction in life: personality - society, creator - art, man - man, man - nature, man - history.

Ways to formulate a text problem: 1) in question-and-answer form; 2) in the form of a thesis sentence requiring explanation; 3) in the form of a nomination (name) of the topic; 4) using lexical and syntactic means of expressiveness: lexical repetition, key repeated expressions (single-topic vocabulary), rhetorical questions, gradation, etc.; 5) in the form of a quotation sentence reflecting the main idea of ​​the text.

Let's move on to commenting on the problem When commenting on the problem, we, firstly, note either its novelty and topicality, or classify the problem as “eternal”. If the author of a text is thinking about an “eternal” problem, you can remember how this problem was solved in literature before him, and note the author’s adherence to tradition or originality. If the problem is new, you can speculate about the reasons that prompted the author to think about it.

Commentary Commentary – 1) an explanation of the text, its interpretation, explanation; 2) reasoning, explanatory notes about something... It can be textual (that is, it must explain the text, as if to trace the course of the author’s thought). It can be conceptual (that is, it should be an interpretation of the problem, an indication and explanation of its relevance. There is more freedom here, but this is the difficulty: you can get away from the text. It is better to opt for a textual commentary).

Formulation and commentary of the main problem of the text What category does the problem chosen by the author belong to? How topical is it? What makes it topical? Is this problem traditional or new? If traditional, then what points of view are there about it? If it is new, then what caused its appearance, is it viable, explain what allows us to draw such conclusions? How did the author manage to attract the reader's attention to this problem? How does the author’s choice of this problem characterize him (a true citizen of his Fatherland, not an indifferent observer, but a man of an active life position, an internationalist, a deep connoisseur of the human soul?

The most common problems: Social: the relationship between a person and society (“housing issue”, right to work, choice of profession; problems of the disabled, pensioners, medicine, education, economics...); problems of social insecurity or injustice, rich and poor; the problem of nationalism; the problem of the intelligentsia, the lack of demand for scientists in their homeland; problems of civilization...

2. Moral: the problem of the moral essence of man; moral choice; human internal culture; humane and inhumane attitude towards people; honor and duty; mercy, compassion, conscience; spirituality / lack of spirituality.

3. Philosophical: the problem of good and evil, life and death; searching for the meaning of life; the problem of loneliness, alienation, loss of faith in humanity; the problem of the ideal structure of the world (utopia), the problem of subordination of the individual to the state (totalitarian society or dystopia); the problem of an impersonal personality, the problem of superpersonality (egocentrism); the problem of creativity (creative personality), personal freedom.

Family: the problem of fathers and children; the problem of old age (children’s care for their parents), childhood problems associated with the formation of personality; the problem of the father's house; loss of roots of the past, family traditions, historical memory.

Ecological: problems of the relationship between man and nature; the problem of environmental pollution, destruction of natural resources; indifferent attitude towards nature, utilitarian attitude towards nature; the problem of caring for nature, concern for increasing natural resources, responsibility to future generations for preserving nature...

Information and communication: problems of the development of the Russian language, the problem of linguistic culture or lack of culture; problem of the media space; the problem of commercialization of culture; mass culture; marginal culture (marginality is an intermediate, borderline position between any social groups, loss of previous social connections and inability to adapt to new living conditions)

The list of problems is called PROBLEMATICS. In the examination essay it is necessary to formulate and comment on only ONE problem. The graduate expresses his opinion on the problem raised in the text and considers it in the context of modernity, revealing its significance, relevance and expressing his attitude towards it.

Particular problems 1 The problem of heroism and betrayal “Taras Bulba” by N. Gogol “Destruction” by A. Fadeev “The Fate of a Man” by M. Sholokhov “Sotnikov” by V. Bykov Any work about the Great Patriotic War

The problem of moral duty by L. Tolstoy “War and Peace”, “After the Ball” N. Leskov “Cadet Corps” M. Sholokhov “The Fate of a Man” K. G. Paustovsky “Telegram”

The problem of choosing a life path “War and Peace” by L. Tolstoy “Fathers and Sons” by I. Turgenev “Woe from Wit” by A. Griboedov “Quiet Don” by M. Sholokhov

1. The problem of man and nature. 2. The problem of a ruthless attitude towards nature 1. A. Kuprin “Olesya” L. Tolstoy “War and Peace” M. Prishvin “Pantry of the Sun” 2. V. Rasputin “Farewell to Matera” V. Astafiev “The Tsar Fish” B. Vasiliev “Don’t shoot white swans”

The problem of compassion and mercy F. Dostoevsky “Crime and Punishment” L. Tolstoy “War and Peace” M. Gorky “At the Demise” M. Bulgakov “The Master and Margarita” A. Solzhenitsyn Matrenin Dvor”

We formulate the author's position. The author’s position is the author’s attitude to the problem, his answer to the question posed, the main idea. Re-read the text and find the author's answer to the question you asked. When identifying the author's position, we must talk about how the author solves the stated problem(s), what arguments he gives in defense of his position, what is the purpose of writing this text and with the help of what linguistic means the author achieves persuasiveness.

We express our attitude to the problem (“My position”). Re-read the question you posed (the problem you formulated) again. Your position must contain the answer to this question! Even if you agree with the author, formulate your position again in different phrases.

We present the arguments “Argument” - reason, evidence, conviction, argument (according to Dahl). The point of argumentation is to show the importance, relevance, and value of the ideas expressed. There should be 2 arguments: literary and factual. Factual - interesting facts from public life, history, politics, art, biographies of famous people, eyewitness accounts...

Working on the conclusion Here it is necessary to return once again to the problem posed (re-read the problematic question) and write down a conclusion that should correspond to this problem.

Text by G. Smirnov (1) Now, when it has become more difficult to think than to notify the whole world about your thoughts, some stunning absurdities, the fruits of the new Russian education, have begun to take root in our lives. (2) For some reason Suvorov was especially unlucky here. (3) No, no, and you will hear from the lips of a television observer: they say, as Suvorov said, it’s hard in training - easy in battle. (4) But Suvorov is a great man; in principle, he could not say such nonsense! (5) Who knows, he understood: in a battle where your comrades are being killed, where your mortal enemy is coming at you with a weapon in his hands, it cannot be easy! (6) Suvorov said something different: it’s hard to study, but it’s easy to go on a campaign! (7) On a campaign, not in battle! (8) For there is nothing more terrible and difficult than battle! (9) Even more absurd is the now widespread interpretation of Suvorov’s words that the war is not over until the last soldier is buried.

(10) Taking the word “buried” in the literal sense, volunteer gravediggers, having appropriated to themselves the unjustified mission of finishing the Great Patriotic War, convince us from television screens: not all soldiers are buried; the war is not over; the heroic deeds of the Russian army can only be recognized at the moment when they, the funeral workers, bury the remains of the last Russian soldier in the ground! (11) Think about what you are saying! (12) Tens of thousands of soldiers disappeared without a trace, not a shred of flesh remained from them, they really disappeared. (13) It is impossible to bury them! (14) So what? (15) Not a single war in history should be considered over? (16) Isn’t it easier to assume: you didn’t understand what Suvorov said! (17) He said: the war, the fighting is not over until it is buried, that is, until it is killed, while it is alive, while it is fighting, while it is holding a weapon in its hands and while the last soldier is fighting! (18) This is a military duty: to fight to the last fighter. (19) And until this last soldier is killed, figuratively speaking, buried, the war is not over!

What could an essay be like based on this text?

Reference notes for an essay-reasoning 1. Introduction (1-3 sentences). 2. The topic of the text (will help you find keywords). a) Who among us has not thought about... b) an excerpt from (a story, an essay article) by a famous publicist is devoted to the topic... 3. The main problem: a) the author of the argument solves (a philosophical problem, a social... war, peace, politics, ideology, education, relationships, man and nature...) b) is it possible...? How? What can help...? This problem is raised by the author of the text. 4. Comments (explanations on the article, problem). a) this problem (important, complex, relevant, topical) the minds of scientists, writers at all times... b) this problem is relevant in our time, because... Who among us has not encountered a similar phenomenon? 5. The author’s positions (what he wanted to say when creating this text). 1) the author believes that... 2) your position (one cannot but agree with this point of view...). Two of your own arguments! 6) Conclusion. Thus…

K1 Problem Very often we come across inaccurate, superficial, almost absurd interpretations of the words of famous people. Why do these dubious interpretations take root in the public consciousness? G. Smirnov, the author of the proposed text, is thinking about this problem. When you read G. Smirnov’s text, you understand that in many ways our horizons, our consciousness are shaped by the media and that it is human nature to trust television observers, journalists and simply people appearing on television screens. Each of us has more than once heard or used a distorted Suvorov expression “hard in training - easy in battle,” heard or read somewhere. Have we ever thought about whether Suvorov really said exactly that? But if a person constantly hears the same phrase, even an absurd one, then it involuntarily settles in the memory.

K2 Commentary on the problem The author of the text himself speaks about the novelty of the stated problem. He very emotionally expresses his indignation at the reluctance of people speaking in front of television viewers to try to understand what the quoted authors meant (“...You didn’t understand what Suvorov said!”). G. Smirnov is extremely surprised and outraged by the “stunning absurdities” that take root in our lives after such speeches. The author defines the phenomenon of mass imaginary education with the neologism “obrazovanshchina” (the suffix - schchin gives the word a negative and disparaging connotation, remember - Khlestakovshchina, Oblomovshchina).

K3 Author's position Solving the problem, the author leads the reader to the idea that people who do not have sufficient knowledge, speaking on television, distort the words of the great, and therefore errors take root in the minds of viewers and listeners who trust the media. Proving this idea, G. Smirnov cites two phrases from Suvorov, one of which is incorrectly quoted, the other is misinterpreted. And the reader understands how absurd these often reproduced interpretations of Suvorov’s aphorisms are: after all, the great commander could not believe that it was easy to fight and that the war could not be over until the last soldier was buried (in the literal sense of the word).

The purpose of the author of the text is to convince us that, preparing to “notify the whole world of their thoughts” (the book words “notify”, “thoughts” acquire an ironic connotation here) and intending to quote the great, speakers must take care of correct reproduction and interpretation words of famous people; and the rhetorical exclamation “Think about what you are saying!” sounds like a call.

K4 My position It’s hard to disagree with the author of the text. Indeed, the supposed education of many public speakers, combined with the desire to demonstrate their erudition, leads to the fact that the statements of great people are distorted and often acquire a completely different meaning. And, unfortunately, not only Suvorov is “unlucky” in this.

1 argument The famous phrase of K. Marx “Religion is the opium of the people” is very often quoted as follows: “Religion is the opium of the people.” There is a distortion of the meaning: K. Marx said that the people themselves seek solace in religion, and the interpreters of this phrase claim that someone is imposing religion on the people.

Argument 2 The famous Pushkin “the people are silent” is often heard from the lips of journalists when it comes to the indifference, lack of initiative of people, and their reluctance to make an independent decision. But in Pushkin’s “Boris Godunov” the people are silent not because of indifference to what is happening, in Pushkin the people are silent from horror, realizing that a murderer has ascended the throne.

Conclusion (conclusion) Thus, the fact that “some stunning absurdities have begun to take root in our lives” is partly to blame for the people speaking in front of a wide audience. Many of them, relying on their education and memory, tell viewers and listeners distorted facts. However, in my opinion, no one will impose an incorrect interpretation of anything on a well-read and educated person. And if we ourselves doubt, read, look for answers to questions ourselves, then not a single arrogant speaker will make us believe obvious stupidity.

THEME OF THE TEXT THEME (ancient gr., literally means something underlying) is the subject of the image, the range of events and phenomena underlying the text, the area of ​​reflection of reality, or the main content of the text. Very often the topic is indicated in the title of a work of art, a journalistic article, or a scientific text. In journalistic and scientific texts, the theme is embodied openly, directly, and declaratively.

TOPICS broad and narrow. Eternal themes are themes common to all times and peoples, interesting and relevant throughout the centuries: RELATIONSHIP OF FATHERS AND CHILDREN; LOVE AND FRIENDSHIP; WAR AND PEACE; MORAL CHOICE; FAITH AND UNBELIEF, SIN AND HOLINESS; HUMAN IN THE WORLD OF NATURE; SCIENCE, DISCOVERIES AND PEOPLE OF SCIENCE...

Topics related to literature, art in general THESE ARE TOPICS: CREATIVE SEARCHES OF THE POET AND POETRY; CREATIVE PROCESS, SELF-KNOWLEDGE OF THE ARTIST; ROLE OF LITERATURE IN THE LIFE OF PERSON AND SOCIETY; INFLUENCE ON AUDIENCES OF ARTISTS, SINGERS; INFLUENCE OF MASS CULTURE ON PERSON

Thematic blocks Support diagrams to help students

Science and scientific discoveries Nature and man Society and politics Language and society Literature, books, reading Philosophy Art Thematic blocks

science, scientific discoveries

How to preserve the richness and expressiveness of the language? Why are language norms not respected? The problem of clogging the Russian language What is the purpose of language: to serve peace or hostility? How do a person’s speech and his thoughts relate? What are the ways of language development? What is the state of modern language Language and society

If desired, each teacher can change and add his own materials and ideas. Good luck everyone! The presentation was prepared by Mustafina Gulnur Adgamovna, teacher of Russian language and literature at the Novokishitskaya Secondary School.

Practice 3. Work on the content of the essay. Conclusion to the essay.

(Before reading this article, please read the first part: " Analysis of the source text (Unified State Examination in Russian, Part C) and creation of an essay. Theory")

A good composition requires the presence of the necessary compositional parts: an introduction, a main part and a conclusion. In the essay, characterized by semantic integrity and compositional harmony, the introductory and final parts are proportionate in volume and comparable in content. To see the validity of this statement, try reading the introductory and concluding parts of each of the essays below.

The final part of the essay sums up everything that has been said and makes a generalization; the idea expressed in the introductory part can also be expanded. At the end of the discussion, the graduate can express a position in relation to the problem posed in the text, and thoughts can be expressed in connection with the topic raised by the author of the text. Below are several possible options for the final part: essays - reasoning.

Text 1 (Introduction to the essay. Text 1).

Conclusion.

V. Soloukhin leads us to a very important understanding: we live in this world, but we do not know it. We often deprive ourselves of the opportunity to experience that indescribable state of mind and body that communication with nature gives us. But the world of beauty and harmony is open to each of us, and we can always experience closeness to nature, see it as we have not seen it before. You just have to want it.

Text 2.

(1) Now, when it has become more difficult to think than to notify the whole world about your thoughts, some stunning absurdities, the fruits of the new Russian education, have begun to take root in our lives. (2) For some reason, Suvorov was especially unlucky here. (3) No, no, yes, and you will hear from the lips of a TV observer: they say, as I said Suvorov, hard in training - easy in battle!

(4) But Suvorov is a great man, he basically couldn’t say such nonsense! (5) Who knows, he understood: in a battle where your comrades are being killed, where your mortal enemy is coming at you with a weapon in his hands, it cannot be easy! (6) Suvorov but he said something different, namely: hard in learning, easy in marching! (7) On a campaign, not in battle! (8) For there is nothing more terrible and difficult than battle!

(9) Even more absurd is the now widespread interpretation Suvorov's words as if the war is not over until the last soldier is buried. (10) Taking the word “buried” in the literal sense, volunteer gravediggers, having appropriated to themselves the unjustified mission of finishing the Great Patriotic War, convince us from television screens: not all soldiers are buried; the war is not over; the heroic deeds of the Russian army can only be recognized at the moment when they, the funeral workers, bury the remains of the last Russian soldier in the ground! (11) Think about what you are saying! (12) Tens of thousands of soldiers disappeared without a trace, not a shred of flesh remained from them, they really disappeared. (13) It is impossible to bury them! (14) So what? (15) Not a single war in history should be considered over? (16) Isn’t it easier to assume: you didn’t understand what he said? Suvorov! (17) He said: the war, the fighting is not over until it is buried, that is, until it is killed, while it is alive, while it is holding a weapon in its hands and while the last soldier is fighting! (18) This is a military duty: to fight to the last fighter. (19) And until this last soldier is killed, figuratively speaking, buried, the war is not over!

(According to G. Smirnov)

Introduction.

The author of the text is concerned about the thoughtless use of catchphrases that have passed through time and were preserved for us by our ancestors. These words of talented and experienced people contain the wisdom of life, but it is understandable only to thinking people.

Conclusion.

History prepares us for the future, teaching us from the past—this is the idea that G. Smirnov helps us understand. And we must be attentive to these teachings of history, and for this we need to know how its most important events took place, what kind of people were who participated in them and carried them out, and we need to be careful about all the popular expressions that contain the great wisdom of our ancestors.

Texts from the “Open Unified State Exam Task Bank” 2014 FIPI (for essays)

G. Smirnov. Now that it's harder to think

According to S. Kokorina. Education... (2) This word has a great many definitions

According to E. Vinokurov. It's safe to say that there are few poets in the world

S. Lvov. Reading aloud at home brings us closer together...

According to S. Zalygin. Nothing provides such opportunities for personal development...

According to V. Soloukhin. The editors told me...

S. Soloveichik. Usually the word “faith” is associated with “faith in God”...

According to K.G. Paustovsky. There are many preconceptions and prejudices about writing

E. Rich. What is the meaning of our communication with art, literature...

According to D. Granin. Is mercy practiced in our lives?

K.G. Paustovsky. Autumn this year was dry and warm all the time.

According to K. Balmont. Three years ago I left Moscow...

According to G. Chernikov. Earthquakes, tsunamis, floods, eruptions...

N.V. Gogol. It must be said that in Rus', if...

G. Smirnov. The globe lives its own, unpredictable life

V. Rozov. People want to be happy...

According to F. Iskander. Now, no matter where I live, I have no trace of that hot, joyful craving for the city

Alexey Andreev. What we now have in abundance are television series.

V. Soloukhin. I remember when leaving, I promised to write letters to you

According to N. Gal. A young father sternly reprimands his four-year-old daughter

S. Mikhalkov. One day I heard two people talking

According to G. Smirnov. About fifteen years ago, the famous Bulgarian writer Dimitar Peev...

According to K. G. Paustovsky. Katerina Ivanovna never complained about anything

Yu. Kotlyarsky. - Nadenka, so you love me?

According to S. Zalygin. Nothing provides such opportunities for personal development as culture

S. Soloveichik. Even the most developed people, I have noticed, are deeply convinced that living a spiritual life

According to S. Kaznacheev. You're walking down the street, and suddenly a bright poster catches your eye.

According to K. Paustovsky. Gaidar's life was a continuation, and sometimes the beginning of his books

According to V. Konetsky. Once upon a time, starlings flew to my watch in October, autumn, and rainy weather.

According to A.F. Losev. Leaving aside all material benefits for now

According to V. Ivanov. Do you love literature as much as I love it?

According to V. Kharchenko. Doing science is difficult.

According to V.V. Kolesov. A proper name “belongs to itself...

According to V. Kostomarov. Everyone knows that the hour hand on a dial moves...

According to T. Zharova. What a mirror of life our language is!

According to V. Astafiev. In the train compartment where I entered late...

According to I. Novikov. It was one of those autumn days...

According to P. Izmailov. “Take your head on vacation!”

According to V. Lakshin. There is a whole ocean of problems in modern society.

According to D. Granin. Many consider the concept of honor to be outdated and outdated

According to I. Gontsov. For some reason, many modern pop stars

According to V. Soloukhin. We sometimes say about other people: “Limited person.”

According to V.G. Lidin. The Germans were expelled from Uman...

According to L. Mozgovoy. I recently read in an interview with a city official

According to V. Konetsky. Shatalov lit the stove...

According to M. Khudyakov. He carried me for eight kilometers...

According to G.N. Bocharov. One day in winter, a doctor’s appeal was heard from the television screens of Omsk...

According to V. Soloukhin. Moscow absorbs a huge amount of flowers, and their prices are always high...

According to A. Gelasimov. The boss looked me carefully in the eyes...

According to A. Morozov. - Friend, whose are you?

According to I. Kosolapov. I called the book a selfless and loyal friend...

According to F. Iskander. Perhaps the most touching and deepest feature of childhood...

According to I. Smolnikov. Volzhskaya HPP, Cheboksary HPP.

According to G.I. Kositsky and I.N. Dyakonova. In autumn near a house built in the forest

According to E. Sikirich. It's a waste of time to try to evaluate relationships...

According to S. Pokrovsky. Prut campaign of Peter the Great

According to I. Maslov. Today's teenagers, born in the early nineties of the twentieth century...

According to V. Peskov. Shrubs and small forests...

According to S.S. Kachalkov. Sergei Nikolaevich Pletenkin returned home...

According to A. Vladimirov. In the evening, the young shepherd Grishka Efimov...

According to M.S. Kryukov. “I’m better, I’m smarter than everyone else.”

According to R. Savinov. As a child, I read books about Indians...

According to K.G. Paustovsky. People are always tormented by a variety of regrets

According to Inna Kabysh. I remember patriotic education in my school years...

According to L.I. Skvortsov. Ecology is the science of the interaction of living organisms...

According to V.V. Vorobyov. In the Russian language there is a wonderful word “ascetic”...

According to E. Bruskova. Galina Ulanova had universal fame.

According to K. Akulinin. During a business trip I slipped...

L.N. Gumilev. Children's years are always busy exploring a multicolored, diverse world...

G. Smirnov. For more than a century and a half, Great Russians have lived in spiritual and emotional kinship...

According to V. Soloukhin. TV movie based on a literary work...

E.B. Tager. Tsvetaeva’s poems are sometimes difficult...

According to L. Pavlova. Did you know that there are many different styles of arguing?

According to I. Goncharov. Lying down with Ilya Ilyich was not necessary

According to A. Kondratov. Everyone knows that archaeological research...

1. G. Smirnov. Now that it's harder to think

(1) Now, when it has become more difficult to think than to notify the whole world about your thoughts, some stunning absurdities, the fruits of the new Russian education, have begun to take root in our lives. (2) For some reason, Suvorov was especially unlucky here. (3) No, no, and you will hear from the lips of a TV observer: they say, as Suvorov said: hard in training - easy in battle!

(4) But Suvorov is a great man; in principle, he could not say such nonsense! (5) Who knows, he understood: in a battle where your comrades are being killed, where your mortal enemy is coming at you with a weapon in his hands, it cannot be easy! (6) Suvorov said something different, namely: hard in learning - easy in campaign! (7) On a campaign, not in battle! (8) For there is nothing more terrible and difficult than battle!

(9) Even more absurd is the now widespread interpretation of Suvorov’s words that the war is not over until the last soldier is buried. (10) Taking the word “buried” in the literal sense, volunteer gravediggers, having appropriated to themselves the unjustified mission of finishing the Great Patriotic War, convince us from television screens: not all soldiers are buried; the war is not over; the heroic deeds of the Russian army can only be recognized at the moment when they, the funeral workers, bury the remains of the last Russian soldier in the ground! (11) Think about what you are saying! (12) Tens of thousands of soldiers disappeared without a trace, not a shred of flesh remained from them, they really disappeared without a trace. (13) It is impossible to bury them! (14) So what? (15) Not a single war in history should be considered over? (16) Isn’t it easier to assume: you didn’t understand what Suvorov said! (17) He said: the war, the fighting is not over until it is buried, that is, until it is killed, while it is alive, while it is holding a weapon in its hands and while the last soldier is fighting! (18) This is a military duty: to fight to the last fighter. (19) And until this last soldier is killed, figuratively speaking, buried, the war is not over!

(G. Smirnov)

2 According to p. Kokorina. Education... (2) This word has a great many definitions

(1) Education... (2) This word has a great many definitions. (3) There is an opinion that education is a person’s immersion in the past, present, and future of culture. (4) The past is those foundations, moral values, way of life that gradually developed over many centuries among one or another people, nation. (5) The present is the reality that surrounds a person and is created by him throughout his own life. (6) The future is hopes expressed in different ways. (7) Such a dream is based on cultural examples. (8) Every moment of a person’s life, starting from infancy, is the moment of his mastering culture. (9) And this moment must be beautiful, as the sculptors aptly say, “it cannot be ugly, but it cannot be without an image.” (10) Perhaps this idea is embedded in the very word “education”: the ability to understand the world through the images that a person himself creates. (11) The image of relationships, the image of the objective-material world, in other words, the image of I plus the image of the World and my ways of interacting with this world.

(12) What should be the amount of knowledge that a person needs in order to consider himself educated? (13) Everyone decides for themselves. (14) But it seems to me that the psychologist Landreth said this very accurately: “Education is what remains when everything learned is forgotten.”

(According to S. Kokorina)