Analysis of letters online. Semantic text analysis

From removing unnecessary words to analyzing the author’s mood.

Here is a small selection of useful services that will be useful to anyone who occasionally writes coherent texts in Russian. They will help speed up the editing process and improve its final result.

1. Typographer Lebedev

This service processes text so that it looks good inside the HTML code or layout. Namely:

• Changes English quotes to Russian;
• If necessary, replace a hyphen with a dash;
• Connects words with prepositions and conjunctions with a non-breaking space so that there are no ugly hyphens.

You can read more about typography in paragraph 62 Leadership. If your activity is somehow related to content filling/website design, then I strongly recommend that you take a closer look at this book

2. Editor in Chief

The famous copywriter Maxim Ilyakhov created his own school several years ago, where he teaches people to write in the so-called “infostyle” - as clearly as possible and without unnecessary fluff. In order for a person to find out which words in his text do not carry a semantic load, this online service was developed. He finds newspaper cliches, ballast adjectives, possessive pronouns, modal verbs and other elements, the excess of which bores the reader.

Maxim Ilyakhov demands that his work be graded no lower than 7 on the Glavred scale. If it is more than 9, then the text may turn out dry and hard. Sometimes I check my texts, and, as a rule, 6.5 - 7 points are scored even before edits. But the main problems shown in the screenshot migrate from article to article and spoil the impression of the text. I hope to get rid of them soon.

3. Selection of synonyms

If you are a responsible and hardworking person, then you probably try to avoid tautologies. This service will help you find words with similar meaning and give the text a little more artistic expressiveness.

4. Character counter

5. Selection of rhymes

I don’t know how many readers of the site are poets, but without this site the selection would be incomplete. If you have small children, you can use it to play the “Write a Rhyme” game with them to develop their language skills.

6. Gramota.ru

All currently valid rules of the Russian language, textbooks, online exercises to improve your literacy level are collected here, and the forum contains experts who you can consult in a difficult situation. You can also check how this or that word is spelled.

7. Checking text readability

This service evaluates the readability of text on several scales (approximate explanations are given in parentheses; you can easily find the exact formulas for calculating indices yourself, if you are interested):

• Flesch Readability Index (calculated by the ratio of the number of words to the number of sentences and the number of syllables to the number of words);
• Colman–Liau index (calculated by the ratio of the number of words to the number of sentences and the number of letters to the number of words);
• Dale–Chall index (takes into account the complexity of words);
• Automatic readability index (takes into account the ratio of the number of letters in the text to the number of words);
• SMOG index (takes into account the number of words longer than three syllables)

As a result, a verdict is made for which age group the text being tested will be understandable. The opuses of IT journalists are usually defined as intended for people 15-16 years old. This is not very good, since the site recognizes the excellent texts of the Russian classics I have checked as suitable for children aged 9-11.

8. Search for repetitions of words

Here you can check whether Zipf's law is observed in the text. I’ll explain very roughly what this means.
For each word in the language, its frequency of use is calculated. Conditionally: for the preposition “in” it is equal to 3, for the word “once” 1000, and for “cornflower blue” 10000. If a word appears in the text much more often than it should according to its popularity rank, then there is a violation of the law, which reduces the quality of perception of the text .
After checking the text, a list of the 20 most popular words will be displayed and recommendations for the optimal number of repetitions for each word that would comply with Zipf's law.

9. Analysis of the mood of the author of the text

This is a funny service with a design that preserves the fond memory of the early two thousandths, which finds words in the text that correspond to certain emotions and makes assumptions about the state of mind of the person who wrote it. If someone gets a positive result, please write about it.

10. Comparison of two texts

And finally, a site where you can find the differences between the two texts. Yes, most text editors have this option, but sometimes it is convenient to do it online.

Then the frosts began.

V. Bianchi

Task No. 1. Read the text.

Task No. 2.

Task No. 3.

Why did Peak return to the hole?

Task No. 4.

Task No. 5.

Task No. 6.

Monitoring the development of 2nd grade students

semantic text reading skills

FI________________________________________________class________________

The birds no longer came to peck the grain. The grass lay densely on the ground, and a cold wind walked freely across the island.

By that time, Peak had become terribly fat. A kind of lethargy came over him. He was too lazy to move much. He came out of his hole less and less often.

One morning he saw that the entrance to his home was blocked. He dug through the cold, loose snow and went out into the meadow. The whole earth was white. The snow sparkled unbearably in the sun. The mouse's bare paws burned with cold. Peak quickly returned to his hole.

Then the frosts began.

The mouse would have had a bad time if he had not stocked up on food. How to dig grains out from under deep frozen snow?

Sleepy lethargy increasingly overcame Peak. Now he didn’t leave the bedroom for two or three days and kept sleeping. Having woken up, he went to the cellar, ate his fill there and fell asleep again for several days.

He stopped going outside completely.

He felt good underground. He lay on a soft bed, curled up in a warm, fluffy ball. His heart beat less and less, more and more quietly. Breathing became weak and weak. The sweet long sleep completely overpowered him.

Little mice do not sleep all winter, like marmots or hamsters. From long sleep they lose weight and become cold. Then they wake up and take to their supplies.

Peak slept peacefully: after all, he had two full cellars of grain.

V. Bianchi

Task No. 1. Read the text.

Task No. 2. Title the text and write a title

___________________________________________________

Task No. 3. Read the text. Mark × which question is not answered in the text.

Why did Peak return to the hole?

Why did he feel good underground?

Why did the mouse sleep peacefully?

How much grain does a mouse eat during the winter?

Task No. 4. Write a general word for each group.

1.__________________: berry, toy, dress.

2. _________________: seaside, stone, sad.

3. _________________: go out, build, come.

________________________________

Task No. 5. Explain the meaning of the word "reserve"

__________________________________________________________________________________________________________________________________________________________

Task No. 6.

Preview:

semantic text reading skills

FI________________________________________________class________________

Squirrel

grains

Task No. 1. Read the text.

Task No. 2. Title the text and write a title

___________________________________________________

Task No. 3. Mark the answer with a icon✓

		Mushrooms				Raspberries
		grains				Nuts

Task No. 4.

Task No. 5. Explain the meaning of the word:

Monitoring the development of 1st grade students

semantic text reading skills

FI________________________________________________class________________

Autumn has arrived, bringing cold and rain. Beetles and spiders were hiding, and the seeds and berries were just about to be covered in snow. It's time for the forest dwellers to stock up for the winter and take care of themselves.

The water rat snatched potatoes from the garden and hid them in its hole. Chipmunk husked the sunflower seeds and put them in an underground storage room. Squirrel I hung the mushrooms on the branches and dried them for the winter...

One titmouse - a corydalis not for itself alone, but for everyone for the winter! Beetles - spiders, seeds - grains She stuck it in all the cracks and hid it. Whoever finds it in winter, let him help himself.

Task No. 1. Read the text.

Task No. 2. Title the text and write a title

___________________________________________________

Task No. 3. Mark the answer with a icon✓ , which of the named objects has the titmouse stored for the winter?

		Mushrooms				Raspberries
		grains				Nuts

Task No. 4.

Re-read the story about the titmouse. How do you think the titmouse will hide its supplies? Write your answer.

__________________________________________________________________________________________________________________________________________________________________________________________________________

Task No. 5. Re-read the story about the titmouse. Underline the words you don't know.Explain the meaning of the word:

“Husle” - ______________________________________________________________

Preview:

semantic text reading skills

FI________________________________________________class________________

Monitoring the development of 3rd grade students

semantic text reading skills

FI________________________________________________class________________

Preview:

Results of monitoring the formation of UUD semantic reading of text

3rd grade ____ students

3rd quarter of the 2016-2017 academic year

No.	F.I. student	Technical side	Semantic side
		Exercise 1. reading text (number of words)	Task 2. ability to highlight essential information from text (+,-)	Task 3. ability to establish cause-and-effect relationships (+,-)	Task 4. Ability to analyze and synthesize objects highlighting essential features (+,-)	Task 5. the ability to build reasoning in the form of connecting simple judgments about an object (+,-)	Task 6. ability to prove, put forward hypotheses and justify them (+,-)
	Total (% of total):

Right answers:

1. 7 0-80 words per minute

2. Knights, Life of Knights, etc.

3. a+, b-, c+, d-, d+

4. dark, damp and gloomy inside, you can only warm up by the fireplace

5 . military competition of knights

6. Features of the life of knights in the Middle Ages

Federal State Educational Standards (hereinafter referred to as the Federal State Educational Standards) for primary general education classify “mastery of various styles and genres at school in accordance with goals and objectives” as mandatory meta-subject results for students to master.

In the Federal State Educational Standard we mean understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts of various genres; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media. In fact, this definition contains a list of basic skills that students in primary school should gradually master.

In 2015, the first graduation of primary school students who have mastered basic educational programs that meet the requirements of the Federal State Educational Standard will take place in the Perm Territory. According to these requirements, all graduates must possess semantic reading skills at a basic level in school. But the question of how to check at what level it is formed among primary school graduates remains open.

This is useful to know

Competencies associated with the increasing informatization of society, mastery of technologies for searching and processing information, understanding their strengths and weaknesses, as well as the ability to make critical judgments regarding information disseminated by the media and advertising, are classified by UNESCO as one of the five key competencies of an educated person. The ability to read information provided to us by the world around us is the main source of human development. In a broad sense, the word “read” is understood as the ability to explain and interpret the world: read the stars, read faces, read and interpret natural phenomena, etc. In a narrow sense, reading is the process of perceiving a text. Meaningful reading at school is immersion in the material, understanding its external and hidden plan, and interpretation of the text.

Since today there is no single, understandable toolkit for monitoring and assessing the development of semantic reading skills in school, educational organizations have the right to independently approach the development of an appropriate system for assessing the educational achievements of students and the selection of control and measurement materials. Taking into account the indicated situation in three municipal districts of the Perm Territory, a decision was made to conduct trial monitoring in the form of comprehensive work based on a single material.

Approbation of control and measuring materials when assessing the skill of semantic text reading

To conduct a trial municipal monitoring, a complex exercise was prepared based on literary and popular science texts and 10 tasks for them. A codifier and specification were developed for the content of the tasks. Completion of the complex task was designed to take 45 minutes. The purpose of the monitoring was to assess the level of proficiency of 3rd and 4th grade students in semantic reading skills of texts of various styles in accordance with the requirements of the educational task, as well as to test an experimental package of test and measurement materials (hereinafter referred to as CMM).

The tasks (one of the KIM options is given in the appendix) were aimed at testing the following semantic reading skills at school:

• understanding and fulfilling assignment requirements;
• understanding the text;
• text style recognition;
• determining the main idea of ​​the text (the purpose of the text);
• finding specific information in the material in accordance with the learning task.

The tasks differed in the form of presentation (5 - with the choice of one correct answer; 3 - with a free short answer; 2 - with a detailed answer).

Results of a trial municipal monitoring of students’ development of semantic text reading skills

241 3rd grade students and 243 4th grade students from 14 secondary schools in three municipal districts of the Perm Territory took part in the municipal monitoring of the development of semantic text reading in primary schoolchildren.

When interpreting the results of municipal monitoring, four levels of students' mastery of the spectrum of tested meta-subject skills were identified - high, basic, low (acceptable) and low (unacceptable). A low (unacceptable) level shows that the student can read literary and informational material and perceives information in a general way.

A low (acceptable) level of semantic reading in school indicates that the student can read information in the material that is presented explicitly and that is easy to localize. The basic level means that the student can find information in the material and make conclusions based on it, using some features of the form and language of the material.

A high level of meaningful reading in school indicates that the student can understand significant messages; make your own conclusions based on the material; evaluate both the content and form of the material; pay attention to language features. The accepted minimum criterion for mastering educational material is in the range from 50 to 60% of the maximum score (the maximum score for completing the entire work is 10), since such work is being carried out for the first time, 50% is accepted as the minimum criterion.

The majority of 3rd grade students (47%) participating in tests of semantic reading skills at school completed tasks at a low (unacceptable) level, while some of them completed only 1-2 individual tasks; 5-6 points (low (acceptable) level) were received by 26% of students; 20% received 7-8 points; and only 7% of third graders completed the work at a high level.

In 4th grade, the result is much better: 31% of students received 5-6 points based on the results of completing assignments (low (acceptable) level); 27% coped with the work at a basic level, 17% of students showed a high level, 19% of fourth graders completed less than 5 tasks. More than half of the 4th grade students (58%) completed the tasks, scoring from 5 to 8 points (low (acceptable) and basic levels).

The exercise to determine the style of materials caused practically no difficulties for younger schoolchildren - 83.9% of third-graders and 96.2% of fourth-graders completed it successfully.

At the same time, only 40% of the students of two parallels who took part in testing semantic reading skills were able to confirm their conclusions about the work’s belonging to the artistic style of presentation (the task required highlighting 3-5 phrases in the artistic material that prove its belonging to the artistic style of presentation). At school. This exercise caused the most difficulty. Typical mistakes: not individual phrases are underlined, but sentences or the entire material.

Approximately 60% of students in grades 3-4 are able to determine the main idea of ​​a text, while the rest have not developed the concept of “main idea of ​​a text.” Typical mistakes: the first sentence has been copied from the material; replacing the main idea with the theme of the text, a condensed retelling of events.

After the first stage of testing the CMM package, the exercise for determining the main idea of ​​the material was changed. In the new edition, students were asked to recognize the purpose of a text on a well-known topic when information explicitly presented in the material was required. Approximately 65% ​​of participants in testing semantic reading skills at school completed the task; these are students in grades 3-4. Three sequentially interconnected tasks are aimed at testing the ability to use information presented in various forms (text, table, diagram).

One of the tasks testing semantic reading skills at school included the ability to use information presented in popular science material to fill out a summary table. The exercise required accurate reading of the material, highlighting information given explicitly, and using the keywords “types of lakes” as a guide for target reading. Not all students demonstrated the skill being tested: 42.1% of third-graders and 60.6% of fourth-graders completed the task. Typical mistakes: failure to understand the requirements of the educational task (the name and size of the lake, the number of islands and rivulets are indicated); searching for answers in the material without relying on keywords.

The data entered by the students into the summary table had to be displayed on a bar chart when completing the second task: 40.9% of 3rd grade students and 61.5% of 4th grade students completed the exercise correctly. Typical mistakes: misunderstanding the requirements of the educational task, for example, when signing columns on a diagram, students indicate the names of lakes of each type or provide numerical data from the text.

In the third task testing semantic reading skills at school, it was necessary to solve a new mathematical problem based on a bar graph; the correct answer depends on the results of the 1st and 2nd tasks, but, as an analysis of children’s work showed, some primary schoolchildren who made mistakes in these tasks or those who did not complete them, randomly selected the correct answer. 46.2% of 3rd grade students and 74.7% of 4th grade students completed the task.

To test semantic reading skills, the school provided tasks where students had to find a specific passage from a popular science publication containing relevant information and formulate a definition. The answer should not contain verbatim quotes; accurate reading, understanding of the meaning, and establishment of connections (lake - source - river) were required. 45.7% of 3rd grade students and 60.4% of 4th grade students completed the exercise correctly.

An analysis of children's work, when testing semantic reading skills at school, showed that, firstly, while reading, students did not understand the material; secondly, many younger schoolchildren do not know how to define a concept; it is easier for them to use examples. Typical mistakes: essential features are not highlighted when defining a concept; instead of a definition, a special case is named or an explanation is given why Lake Baikal is a wastewater; along with the correct definition, additional information about Lake Baikal is indicated (for example, the size or number of flowing rivers).

The greatest difficulty when testing semantic reading skills at school was caused by an exercise in which students needed to work with information given in an implicit form, using targeted reading techniques; based on the conclusions, they were required to name lakes that are salt water in origin. Few students (approximately 20% of each parallel) coped with this task. Typical mistakes: answers do not meet the requirements of the educational task, for example, Lake Baikal, Angara, Olkhon, flora, fauna.

A separate exercise testing semantic reading skills at school required students to confirm the following thesis with facts from fiction and popular science materials: “Baikal is a large lake.” Through accurate reading, it was necessary to make notes from the texts to prove the thesis; a suitable answer should not contain verbatim quotations. 35.2% of 3rd grade students and 51.5% of 4th grade students completed the exercise correctly. Typical errors: based on artistic material, information is indicated that is not related to the task, for example, “early in the morning the travelers went to the shore of the reservoir”; Based on popular scientific material, data not related to the size of the lake was written out. The development of the ability of younger schoolchildren to plan their actions when working with material was also tested. It can be stated that 68.3% of 3rd grade students and 83.5% of 4th grade students are able to determine the sequence of their actions when performing complex work.

Conclusions based on the results of monitoring semantic text reading skills

Based on the results of the monitoring, the following conclusions were made:

1. The results of the development of semantic text reading skills among 4th grade students are 15% higher than in 3rd grades. The final result of 4th grade graduates is within the low (acceptable) level and indicates the need to build systematic work with students.

2. Mistakes made by students when performing semantic reading tasks at school are mainly associated with a superficial understanding of what they read, with the fact that many of them do not re-read to complete tasks, but act from memory. Despite the fact that the information presented was quite clear, when completing the tasks, many students showed a lack of understanding of the content of what they had read, both literary material with descriptive elements and popular science text. Difficulties in perceiving popular science material are due to the presence in it of numerical data, names of geographical objects, words unfamiliar to students, the meaning of which must be understood from the context.

3. Students who performed at a high level (7% of 3rd grade students and 17% of 4th grade students) are able to use various strategies for meaningful reading in school: indicative reading to understand the material as a whole, and precise rereading to finding and processing individual information; is able to detect several pieces of information given explicitly in the material, and is also able to interpret the content when the information is not obvious at first glance; can find information in the material based on elementary inference.

4. At the same time, the majority of 3rd and 4th grade students only read the material verbally, that is, they perceive it visually, often without understanding the meaning of what they read; these students are not yet ready to work with materials unfamiliar in form and content, or cope with distracting information . Completing work at a low (acceptable) level (50-65%), and even more so at a low (unacceptable) level (less than 50%), indicates only the students’ elementary reading ability. For 4th grade students who performed work at an unacceptable level, problems in learning in primary school can be predicted. The reasons for the low level of development of reading competence lie in the unsystematic (fragmentary) use of semantic reading techniques in school lessons.

Current recommendations for developing semantic reading skills at school

For the purposeful development of semantic reading skills in primary school students, it is recommended:

Introduce into practice the interdisciplinary program “Reading: working with information” in elementary schools;

To develop semantic reading skills at school in different subject content (lessons of literary reading, the Russian language, the outside world, the foundations of religious cultures and secular ethics), in extracurricular activities, through family reading;

Begin the formation of these meta-subject skills with material familiar to students in content and form, when the information is presented explicitly;

Purposefully teach students special techniques for two types of semantic reading at school: studying and assimilating;

Include mastery of semantic reading skills in school in the system of pedagogical and administrative control, select or independently develop complex works containing material and assignments for it.

The result of studying meaningful reading at school is a deep, comprehensive understanding of educational information. To master this type of reading, a primary school student needs to master the following techniques for understanding educational material: asking questions about the material; dividing the text into semantic parts; planning; drawing up a diagram, support, table; highlighting keywords; return to what you read; finding out the meaning of unfamiliar words, etc.

However, in order not only to understand, but also to remember educational information, schoolchildren also need to master some techniques, such as answering questions, retelling according to a question plan, composing messages from several sources, creating a so-called on-board dictionary (using notes in the margins). These techniques form the basis of assimilation of semantic reading in school, i.e., they contribute to a deeper understanding and memorization of information.

Application

Comprehensive work on semantic reading at school based on a single text for students in grades 3(4)

The purpose of the work is to assess the achievement of planned results in two interdisciplinary programs: “Reading: working with information” and “Formation of universal educational activities”, i.e. assessing students’ abilities to work with information presented in various forms (texts, tables, diagrams), and solve educational problems based on the formed individual universal educational actions.

The work consists of a complex task on semantic reading at school based on literary and popular science texts and 10 tasks for them (Tables 1, 2).

The time to complete the work is one lesson (45 minutes). Students complete tasks sequentially.

The work uses a variety of types and forms of tasks. Based on the form of the answer, the following types of tasks can be distinguished:

• with the choice of one correct answer (hereinafter referred to as VO);
• with a free short answer (hereinafter - KO) - you need to write down a short answer in words in the space provided;
• with a detailed answer (hereinafter - RO) - you need to write down the full answer or continue the sentence.

Completion of individual tasks on semantic reading at school can be assessed with a different number of points (from 0 to 2) depending on the structure of the task, the format of the answer and the characteristics of the skills being tested. Testing the completion of tasks is carried out on the basis of developed criteria that take into account the real answers of primary school students. The number of points awarded is determined taking into account the completeness and correctness of the assignment.

For completing tasks where one correct answer is selected, the student receives 1 point. If more than one answer is selected, including the correct one, then the exercise is considered completed incorrectly (0 points are given). For completing tasks with a short or long answer, a student can receive from 0 to 2 points.

Assessment of the completion of semantic reading tasks in school with a short and free detailed answer is carried out in compliance with the following general rules: if, along with the correct answer, an incorrect answer is also given, then the exercise is considered to be completed incorrectly; If, along with the correct answer, an additional answer is given that does not correspond to the task, the exercise is considered partially completed.

Correct answers to tasks, descriptions of complete and partially correct answers to these tasks are given in the recommendations for assessing the completion of complex work tasks.

The results of completing complex work on semantic reading at school are presented for each student as a percentage of the maximum score for completing the tasks of the entire work.

The accepted minimum criterion for mastering educational material is in the range from 50 to 65% of the maximum score (the maximum score for completing the entire work is 14), since such work is being carried out for the first time, we will take 50% as the minimum criterion.

The conclusion about the results of completing complex work is made taking into account the score received for its completion:

• 14-12 points (100-85%) - high level;
• 11-10 points (80-70%) - basic level;
• 9-7 points (65-50%) - low (acceptable) level;
• less than 50% - low (unacceptable) level.

If a student scores an insufficient number of points (less than 50%), then we can predict that he will have difficulties in studying certain academic subjects during further education.

Table 1

Basic information about comprehensive work on semantic reading in school based on a single text

Structure	Object of assessment		Connections with academic subjects and programs		Number of individual jobs	Execution time (min)		Maximum score
Complex work “Lake Baikal”	Reading fiction and popular science materials. Working with information		Literary reading. The world. Universal learning activities. Working with information

table 2

The structure of complex work on semantic reading in school based on a single text

		2.2. Confirming conclusions about style features with words from the text	IN
3. Recognizing the purpose of a text on a known topic when information that is clearly presented in the material is required		3.1. Recognizing the purpose of the material	IN
4. Using information presented in various forms (text, table, diagram) to solve assigned problems		4.1. Filling based on material data in a pivot table	KO
		4.2. Interpret table data and capture it in a bar chart	KO
		4.3. Solving a new problem based on a bar graph	IN
		4.4. Statement of the definition	RO
		4.5. Isolating essential information from text	KO
		4.6. Confirmation of the thesis with facts from the material	RO
5. Planning your actions when working with the material		5.1. Determining the sequence of work to complete a written assignment for the material	IN

Comprehensive work on semantic reading at school based on a single text for students in grades 3 (4) “Lake Baikal”

Read the works. Compare them.

Material A. Early in the morning, travelers came to the shore of a reservoir, the way to which they could not find the night before because they got lost in the dark. They had heard about the great lake, but the scope and space that appeared before their eyes amazed their imagination. In the morning, in the rays of the golden dawn sun peeking out from behind the mountain peaks, the water surface seemed to them not only endless, it was felt as the only element surrounding the travelers at that moment. It seemed that the shore on which the travelers stood was the only solid point of support - it was so impossibly far from the opposite shore. It was as if the sky did not exist at all - it seemed to have turned into a serene expanse of water, and all this soft blue space seemed to be a single whole in the awakening world. It was here, on the shores of Lake Baikal, that they were able to realize the true greatness of the lake created by Mother Nature.

material B. Lake - an accumulation of water in a natural depression on land. The natural depression is called a lake basin. Based on the origin of lake basins, the following types of lakes are distinguished: glacial, river (oxbow lakes - in former river beds), coastal (lagoons and estuaries formed near the seas, part of them), volcanic and others. Lakes are of two types based on the composition of their water: fresh and salty. Baikal is a freshwater lake of tectonic origin, formed in a giant fault in the earth's crust. This is the deepest lake in the world (about 1620 meters). Its length is 636 km, average width is 48 km. 336 streams flow into Baikal, only one river originates from it - the Angara, therefore the lake is considered a waste lake (there is a source of at least one river). There are 27 islands on the lake, the largest of which is Olkhon. Baikal is rich in plants and animals: flora and fauna are represented by approximately 1800 species.

Complete the tasks

No. 1. Use arrows to indicate the correspondence between materials A, B and their presentation styles.

A Popular Science

B Artistic

c) About how travelers greeted the morning on Lake Baikal.

d) About the great Lake Baikal, that its size amazes the imagination. Please mark as required./

Types of lakes based on water composition	Types of lakes based on the origin of the basins

“types of lakes based on the origin of basins”, “types of lakes based on water composition”.

No. 5. Using the diagram, note how many times there are more types of lakes based on the origin of the basins than based on the composition of the water in them:

a) Approximately 2 times. b) About 3 times. c) About 4 times. Please mark as required./

No. 6. Using material B, write down the definition. Sewage Lake is

No. 8. Prove with facts from the records from texts A and B that Baikal is a large lake.

material A	material B

4. Complete a written exercise for the material.

a) 4, 1, 3, 2 b) 3, 1, 4, 2 c) 3, 4, 2, 1

Please mark as required./

Recommendations for assessing the completion of complex work tasks for students in grades 3 (4) based on the single text “Lake Baikal”

The ability, as part of the complex work of students, to evaluate material in terms of content and form - to make judgments about the features of style, to determine the style of texts.

No. 1. Use arrows to indicate the correspondence between materials A, B and their presentation styles. Sample answer:

A Popular Science

B Artistic

0 points - exercise not completed

The ability, as part of the complex work of students, to recognize the purpose of a text on a well-known topic when information that is clearly presented in the material is required.

a) That the journey to Lake Baikal was very difficult. b) About how the travelers got lost in the dark.

c) About how travelers greeted the morning on Lake Baikal.

d) About the great Lake Baikal, that its size amazes the imagination. Sample answer:

d) About the great Lake Baikal, that its size amazes the imagination.

The maximum score for completing the task is 1.

1 point - exercise completed correctly.

The ability, as part of the complex work of students, to use information presented in various forms (text, table, diagram) to solve assigned problems, to fill out a summary table based on the material data.

No. 3. Using information from text B, fill out the table.

2 points - the exercise was completed correctly, both cells of the table were completely filled out.

1 point - the exercise was partially completed, not all types of lakes are indicated (for example, the types of lakes based on water composition are indicated correctly, but one or more errors were made in the names of lake types based on the origin of the basins).

0 points - exercise not completed.

The ability, as part of the complex work of students, to use information presented in various forms (text, table, diagram) to solve assigned problems, interpret table data and record them in a bar chart.

No. 4. Look at the diagrams and make the following entries under them based on the table data:

Sample answer:

The maximum score for completing the task is 1.

1 point - exercise completed correctly.

0 points - exercise not completed.

The ability, as part of the complex work of students, to use information presented in various forms (text, table, diagram) to solve assigned problems, to solve new problems based on a bar chart.

No. 5. Using the diagram, note how many times there are more types of lakes based on the origin of the basins than based on the composition of the water in them.

a) Approximately 2 times. b) About 3 times. c) About 4 times. Sample answer: a.

The maximum score for completing the task is 1.

1 point - exercise completed correctly.

0 points - exercise not completed.

The ability, as part of the complex work of students, to use information presented in various forms (text, table, diagram) to solve assigned problems, to formulate a definition.

No. 6. Using material B, write down the definition. Sample answer:

A drainage lake is a lake that has the source of at least one river. Or

A drainage lake is a lake from which at least one river originates.

The maximum score for completing the task is 1.

2 points - the exercise was performed correctly.

1 point - an error was made in the formulation of the definition, for example, a waste lake is when at least one river flows out.

0 points - exercise not completed.

The ability, as part of the complex work of students, to use information presented in various forms (text, table, diagram) to solve assigned problems, to highlight essential information from the text.

No. 7. Using the information from one of the texts, clarify and write down which lakes will have salt water in origin.

Sample answer: coastal (lagoons and estuaries) or seaside

The maximum score for completing the task is 2.

1 point - exercise completed correctly.

0 points - exercise not completed.

The ability, as part of the complex work of students, to use information presented in various forms (text, table, diagram) to solve assigned problems, to confirm the thesis with facts from the text.

No. 8. Prove with facts from the records from texts A and B that Baikal is a large lake. Sample answer:

The maximum score for completing the task is 2.

2 points - complete answer, both cells of the table are filled in, two or more examples are given from text A; Based on text B, the depth, length, and width of the lake are indicated.

1 point - incomplete answer, both cells of the table are filled in.

Options are possible: one example is given from text A, based on text B the depth, length, width of the lake are indicated; from text A one or more examples are given, based on text B unnecessary data is indicated (336 streams flow into Baikal and/or there are 27 islands on the lake, Baikal is rich in plants and animals: flora and fauna are represented by approximately 1800 species).

0 points - other options.

The ability, as part of the complex work of students, to plan their actions when working with the material, to determine the sequence of work to complete a written assignment for the material

No. 9. Restore the sequence of work to complete the written assignment for the material. 1. Select the answer to the educational task from the text.

2. Check the correctness of the written assignment.

4. Complete a written exercise for the material. Sample answer: b) 3,1,4,2

The maximum score for completing the task is 1.

1 point - exercise completed correctly.

0 points - exercise not completed.

No. 10. Return to material A, underline 3-5 phrases in it that prove that it belongs to the artistic style of presentation.

Sample answer:

Early in the morning, the travelers came to the shore of a reservoir, the way to which they could not find the night before because they got lost in the dark. They had heard about the great lake, but the scope and space that appeared before their eyes amazed their imagination. In the morning, in the rays of the golden dawn sun peeking out from behind the mountain peaks, the water surface seemed to them not only endless, it was felt as the only element surrounding the travelers at that moment. It seemed that the shore on which the travelers stood was the only solid point of support - it was so impossibly far from the opposite shore. It was as if the sky did not exist at all - it seemed to have turned into a serene expanse of water, and all this soft blue space seemed to be a single whole in the awakening world. It was here, on the shores of Lake Baikal, that they were able to realize the true greatness of the lake created by Mother Nature.

The maximum score for completing the task is 2.

2 points - 5 phrases are underlined, which prove that the material belongs to the artistic style of presentation.

1 point - 3-4 phrases are underlined, which prove that the material belongs to the artistic style of presentation.

0 points - other options.

The maximum number of points for completing the work is 14.

Online spelling and punctuation checking service is a unique free service for finding errors and typos.

An effective website algorithm finds many errors, including:

• unpaired parentheses and apostrophes;
• two commas or periods in a row;
• separating introductory words with commas;
• errors in coordination;
• grammatical and logical errors;

• typos;
• extra spaces;
• repetition of words;
• lowercase letter at the beginning of a sentence;
• hyphenated spelling;
• and much more.

On our service you can not only find out the uniqueness of the text, but also check its spelling and punctuation. When checking text, you can also easily get rid of typos, which are not always noticeable when typing quickly. When using this service, you will be confident in the quality of the text.

Checking text for errors online, correcting errors in text from the website

Correcting errors in text online, checking spelling and punctuation will allow you to check the literacy of the text.

Online error checking will help you find errors and typos in the text. Checking text for errors is useful when analyzing any text if you want to check its quality and find any errors. If you're having trouble primarily with punctuation rather than spelling, consider checking commas. The service will point out problem areas where extra or missing punctuation marks were found, for example, several commas in a row or unpaired parentheses.

One of the key features of a free website error checker is the ability to correct them directly in the text. The verification algorithm is simple.

• Paste the desired text into the spelling and punctuation checker.
• Click on the “Check for errors” button.
• Pay attention to the areas highlighted in a contrasting color and the number of errors found under the verification field.
• Click on the highlighted word and select the correct spelling from the list that opens.

Semantic analysis of SEO texts: how to evaluate whether it turned out well

What should I do to properly optimize my article? Webmasters check the text on different services, discuss some numbers and argue among themselves. If you don't understand anything about this, we will explain everything. We'll tell you how to check whether the article is normal and what to fix so that it gets to the top.

What does semantic analysis provide?

Semantic analysis of SEO texts calculates the percentage of nausea and wateriness and shows which words are included in the semantic core. It shows whether the text is optimized - whether it meets user requests. Checking allows you to understand how search engines will react to the page: whether they will consider it over-optimized and lower it in the search results; and for what keywords they will show.

The semantics of the text are important, but the search engine evaluates hundreds of other factors along with it. The first thing you need to pay attention to is the benefit and meaning of the text. Search engines are working to ensure that only useful content is in the top: Yandex has released a new “Korolev” algorithm, and Google has been using the RankBrain system since 2015. Dmitry Skalubo conducted his research and confirmed that the benefits of the text are important, not its technical characteristics.

First - the benefit and meaning, then - the technical characteristics of the text and everything else. There is no need to adjust indicators to the detriment of the semantic component.

Semantic core of the text

The “semantic core” check shows what words and phrases the text consists of and how often they occur. The words that appear most often usually set the theme of the material. Search robots evaluate these phrases and determine whether the content of the page matches user queries - phrases that they enter into the search engine.

The semantic core of the text - in the first 3-4 lines - should contain words that correspond to the topic of the content. Otherwise, the search engine will consider the article irrelevant and will lower it in the search results or will not show it at all for the necessary key queries.

What to do: if there are no thematic phrases in the semantic core, increase the number of occurrences of relevant words. Add thematic phrases to the article that characterize the material and allow the user to understand what it is about.

But don’t forget about the rules of the Russian language - you don’t need to insert unnatural keys in direct occurrences. Direct occurrences of keys are one of the most common mistakes in SEO texts.

Nausea

Nausea shows the number of repeated words in the text and calculates their ratio to the number of all words in the text. If a certain word or phrase is repeated many times, search algorithms will consider the content over-optimized.

Everyone's acceptable percentage of maximum nausea is different. BEST SEO BLOG found that academic nausea should be between 2-7%. The 1PS.RU agency assessed the nausea of ​​texts on top sites and calculated that nausea should not go beyond the range of 5–9%. And in the editorial policy of the IQOnline agency, the maximum permissible nausea is 8.5%.

What to do: If text nausea is high, remove occurrences of the most frequently occurring words. If nausea is low, add several occurrences of key and topic-relevant words.

Word frequency

In addition to the general nausea of ​​the text, the services calculate the percentage of occurrences of each individual word. Words with the highest frequency form the semantic core.

Opinions about the maximum permissible frequency of one word or phrase also do not converge. For example, on the ContentMonster exchange they believe that the maximum frequency of keywords should not exceed 3–5%. The DocTxT studio believes that the maximum permissible key density in the text is 2–5%.

What to do: If the word frequency is more than 5-6%, remove several occurrences. If the frequency of relevant words is low and they are at the end of the semantic core, increase the number of occurrences.

Water content

The percentage of water content shows the number of stop words that have no semantic meaning. The higher the water content indicator, the more unnecessary prepositions, conjunctions, and sentences in the text that will not bring any benefit to the reader. Most services classify pronouns, prepositions, and introductory words as stop words.

The algorithms for all verification services are different, so the optimal percentages of water content also differ:

• Text.ru - up to 15%
• Advego - up to 75%
• Istio - up to 60%
• Miratext - up to 10%

You can “feel” the wateriness yourself: if the text has a long introduction that is not related to the topic, a lot of meaningless phrases and unnecessary words, the content is watery. The article without water answers the user’s question in detail, but does not lead him into the jungle of history and does not deviate from the given topic.

What to do: if the water level is small, but the text is easy to read, leave everything as is. If the water content is low and the text is difficult to read, dilute it with prepositions and pronouns. If the water content is high, remove unnecessary introductory words, prepositions, pronouns, and introductions.

Services for checking SEO text

Each service has its own algorithms for calculating nausea, water content, and semantic core. There is no single exact indicator that one could focus on when checking on all services.

The most popular semantic analyzers:

Advego. Shows classical and academic nausea, wateriness, semantic core, frequently occurring words and stop words. According to the service itself, the normal level of academic nausea is 5–15%, the water level is 55–75%.

Text.ru. Shows the level of water and spam - text nausea, semantic core, list of frequency words. Highlights stop words in the text. According to the service itself, the normal level of spam is 30–60%; the normal level of water is up to 15%.

Istio. Shows wateriness, nausea, core dictionary, statistics for words with and without stop words. According to the service, the normal water level is 30-60%. The calculation of nausea here is very similar to the calculation of the Advego service, so we can consider the optimal indicator to be up to 15%.

Miratext. Shows nausea, wateriness, Zipf quality, density and number of repetitions of words and phrases. According to the service itself, the optimal indicators of nausea are less than 3.5%, wateriness is less than 10%.

Remember

• First - the benefit and meaning, then - the technical characteristics of the text
• The semantic core of the text should contain words and phrases that correspond to the topic of the article
• If nausea score is high, remove multiple occurrences of topic words
• If the text is watery, remove stop words that don't make sense

Do you check the text in a semantic analyzer, and what indicators do you use when evaluating the content? Tell us in the comments, we are very interested!