Zoya Leshcheva managed to surpass her entire family. This is how it was. Her father, mother, grandparents and older teenage brothers were all scattered to distant camps for their faith in God. And Zoya was only ten years old. They took her to an orphanage (Ivanovo region). There she announced that she would never remove the cross from her neck that her mother put on her when they parted. And she tied the thread in a tighter knot so that it would not be removed while sleeping. The struggle went on for a long time, Zoya became embittered: you can strangle me, you’ll take me off dead! Whereas, unable to be educated, she was sent to an orphanage for the disabled! The struggle for the cross continued. Zoya held out: even here she did not learn to steal or use foul language. “A holy woman like my mother cannot have a daughter who is a criminal. I’d rather be political, like the whole family.” And she became political! The more teachers and radio praised Stalin, the more accurately she guessed in him the culprit of all misfortunes. And, having not succumbed to the criminals, she now carried them along with her! There was a standard plaster statue of Stalin in the courtyard. Mocking and obscene inscriptions began to appear on it. (Little kids love sports! It’s just important to guide them correctly.) The administration paints the statue, sets up surveillance, and reports to the MGB. And the inscriptions keep appearing, and the guys laugh. Finally, one morning the head of the statue was found broken off, turned over and in its emptiness - feces. Terrorist act! The KGB officers have arrived. According to all their rules, interrogations and threats began: “Give up the gang of terrorists, otherwise we will shoot everyone for terror!” (And it’s nothing marvelous, just think, to shoot one and a half hundred children. If he himself had found out, he would have ordered it himself.) It is not known whether the youngsters would have stood firm or faltered, but Zoya Leshcheva announced: “I did it all alone!” What else is daddy's head good for? And she was tried. And they sentenced him to capital punishment, without any laughter. But due to the unacceptable humanity of the law on the reintroduction of the death penalty, it seemed that the 14-year-old was not supposed to be shot. And so they gave her a ten (surprisingly, not twenty-five). Until she was eighteen she was in regular camps, and from eighteen she was in special camps. For her directness and language, she received a second prison sentence, and, it seems, a third. Zoya’s parents and brothers had already been released, but Zoya still sat. Long live our religious tolerance! Long live the children - the masters of communism! Respond, the country that would love its children as much as we love ours! (According to A.I. Solzhenitsyn)
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Before me is a text by A. I. Solzhenitsyn, in which the author considers problem of how to keep faith. The topic chosen for conversation with the reader, in my opinion, is very interesting.
The author of the analyzed text claims that Zoya Leshcheva did not give up her faith in God, although this was forbidden: “There she announced that she would never remove the cross from her neck...” The writer also says that “Zoya resisted: she did not learn to steal or use foul language.”
Pedagogical University "First of September"
Narushevich Andrey Georgievich– Candidate of Philological Sciences, Associate Professor of the Department of Linguistic Education of the Southern Federal University, teacher of Russian language and literature at the Taganrog Municipal Secondary Educational Lyceum. Author of scientific and methodological articles, textbooks on the Russian language, regular contributor to the newspaper “Russian Language”. Winner of the final round of the All-Russian competition “For exemplary command of the Russian language in professional speech” for employees of institutions of higher professional education in the Russian Federation (Belgorod, 2006).
Since 2002, she has been involved in preparing students for the Unified State Exam in the Russian language, and is an expert in checking assignment C1 (essay).
A.G. NARUSHEVICH
Methodology for preparing for the Unified State Exam
in Russian: lesson planning,
lesson organization, exercise system
Course curriculum
| Newspaper no. | Lecture title |
| 17 | Lecture 1. Phonetics. Orthoepy. Typology of tasks. Modern spelling standards. Phonetic-graphic exercises and tests. Accentological minimum. |
| 18 | Lecture 2. Vocabulary. Phraseology. Typology of tasks. Basic lexical categories and units. Lexical and phraseological analysis. Lexico-phraseological exercises and test tasks. |
| 19 | Lecture 3. Morphemics. Word formation. Typology of tasks. Difficult cases of morphemic and word-formation parsing. Morphemic and word-formation exercises and test tasks. Test No. 1. |
| 20 | Lecture 4. Morphology and culture of speech. Typology of tasks. Morphological norms of the Russian language. Difficult cases of morphological analysis. Morphological exercises and tests. |
| 21 | Lecture 5. Syntax and culture of speech. Typology of tasks. Difficult cases of syntactic analysis of phrases and sentences. Syntactic norms of the Russian language. Syntax exercises and tests. |
| 22 | Lecture 6. Spelling and punctuation. Typology of tasks. Principles of Russian spelling and punctuation. Organization of generalization repetition. Difficult questions of punctuation. Exercises and test tasks. Test No. 2. |
| 23 | Lecture 7. Work with text. Semantic and compositional analysis of the text. Style and type of speech. Typical cases of text analysis. Analysis of the expressive means of the text. Exercises and test tasks. |
| 24 | Lecture 8. Writing an essay. Basic requirements for an essay. Identifying text problems. What is a comment? Difficulties in identifying the author's position. Methods of argumentation in the composition of the Unified State Examination in the Russian language. |
| Final work. |
LECTURE No. 8. Writing an essay
Basic requirements for an essay. Identifying text problems. What is a comment?
Difficulties in identifying the author's position. Methods of argumentation in the Unified State Exam essay
In Russian
The main requirements for the content of the essay are formulated in task C1. Write an essay based on the text you read. Formulate and comment on one of the problems posed by the author of the text (avoid excessive quoting). State the author's position. Write whether you agree or disagree with the point of view of the author of the text you read. Explain why. Justify your answer based on knowledge, life or reading experience (the first two arguments are taken into account). The volume of the essay is at least 150 words. Work written without reference to the text read (not based on this text) is not graded. If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is scored zero points.
We can distinguish the following stages of work on preparing high school students to write an essay:
1) familiarizing students with the requirements for an essay and the criteria for checking it;
2) step-by-step analysis of each substantive criterion:
a) the problem of the text, types of problems, methods of highlighting problems of the text, ways of formulating the problem;
b) comment, types of comment, method of formatting;
d) argumentation of one’s own position, types of arguments;
3) work on the composition of the essay;
4) writing and checking essays according to developed assessment criteria.
So, we will describe an approximate system of lessons on preparing to write an essay.
Lesson 1. The text problemKey questions of the lesson:
What is the problem?
How to identify a text problem?
How to formulate the problem of the text?
By turning to explanatory dictionaries, we get the answer to the first question.
A problem is a complex practical or theoretical issue that requires solution, research, for example: the problem of preserving the environment, the problem of the meaning of life, the problem of the connection between language and thinking, etc.
Such questions can affect different aspects of existence: the structure of the universe, the life of nature or society, the inner world of man and many others. There are various categories (types) of problems.
Philosophical problems affect the most general features of the development of nature, society, and thinking. Social problems relate to the structure and life of society. Political problems associated with the activities of government authorities, parties or public groups. Ecological problems reflect the interaction between man and the environment. Moral (ethical) problems are associated with the internal spiritual qualities that guide a person, with certain rules of behavior.
What to do when you are very lonely?
The feeling of loneliness is typical for young people (nature pushes us to create a nest, a family). Another thing is that loneliness more often stems from the devaluation of the “context”: the parents are not the same, the friends are not the same, the girl is not the same. The sooner you recognize the unique preciousness of everything around you, the more pleasant your life will be and the stronger your mood will be. Offer to others your concern for them, and to whom we give, we value.
Feelings of loneliness can also occur in the absence of stress in life. Happiness in general lies in the pressure of life; in a feeling of bright composure. Longing and melancholy come to visit only during voluntary or involuntary inactivity.
(V.K. Kharchenko)
The text begins with a question that states the problem: what to do when you are very lonely? Next, the author sets out his vision of the problem and offers options for solving it.
However, the texts offered in the exam are designed to test mastery of the most important type of speech activity - conscious reading. Therefore, they most likely will not be too simple from the point of view of the author’s plan and its implementation. The student needs to independently identify the problems of the text, and this presupposes the ability to summarize information.
When defining a problem, you must think about how the content of the text concerns you, other people, and all of humanity. Remember that the specific situation described in the text, the facts of someone’s biography, etc. – this is an illustration, a special case, an example of the manifestation of some abstract idea considered by the author. Therefore, formulate the problem so that it covers not only the case discussed in the text, but also many similar situations.
TRAFFIC EDUCATION
There is a joyful event in the Drill family: a son is born.
Parents can’t stop looking at their son, the neighbors look at him and are surprised: he looks just like his father!
And they named their son Corkscrew.
Time passes, Corkscrew grows stronger and matures. He should really study, try himself on metal (after all, Drills are all hereditary metalworkers), but his parents don’t let him: he’s still young, let him first learn something soft.
Father takes home corks - special corks - and with them Corkscrew learns drilling skills.
This is how Drill's son is raised - in traffic jams. When the time comes and they try to give him something harder (they drilled it, they say, he’s already learned it) - no matter what! Corkscrew doesn't even want to listen! He begins to look for corks for himself and look closely at bottles.
The old Drills are surprised: how did their son get away with it?
(F. Krivin)
Writer Felix Krivin in an allegorical form poses to the reader the problem of educating the younger generation. The author is concerned with the following questions: How should children be raised? Why do children sometimes become spoiled and unadapted to life? In the personified images of inanimate objects, we can easily recognize parents who, with the best intentions, protect their son from life’s difficulties, but in this way they only pamper him, turning him into a lazy person, not fit for serious work and independent life.
The difficulty of identifying a problem also lies in the fact that several problems can be raised in one text. The most reasonable thing in this case is to try to identify the main problem and make it the basis of your essay.
Let's try to analyze a multifaceted text and highlight several problems in it.
Zoya Leshcheva managed to surpass her entire family. This is how it was. Her father, mother, grandparents and older teenage brothers were all scattered to distant camps for their faith in God. And Zoya was only ten years old. They took her to an orphanage (Ivanovo region). There she announced that she would never remove the cross from her neck that her mother put on her when they parted. And she tied the thread in a tighter knot so that it would not be removed while sleeping. The struggle went on for a long time, Zoya became embittered: you can strangle me, you’ll take me off dead! Whereas, unable to be educated, she was sent to an orphanage for the disabled! The struggle for the cross continued. Zoya held out: even here she did not learn to steal or use foul language. “A holy woman like my mother cannot have a daughter who is a criminal. I’d rather be political, like the whole family.”
And she became political! The more teachers and radio praised Stalin, the more accurately she guessed in him the culprit of all misfortunes. And, having not succumbed to the criminals, she now carried them along with her! There was a standard plaster statue of Stalin in the courtyard. Mocking and obscene inscriptions began to appear on it. (Little kids love sports! It’s just important to guide them correctly.) The administration paints the statue, sets up surveillance, and reports to the MGB. And the inscriptions keep appearing, and the guys laugh. Finally, one morning the head of the statue was found broken off, turned over and in its emptiness - feces.
Terrorist act! The KGB officers have arrived. According to all their rules, interrogations and threats began: “Give up the gang of terrorists, otherwise we will shoot everyone for terror!” (It’s nothing marvelous, just think, to shoot one and a half hundred children. If he himself had found out, he would have ordered it himself.)
It is unknown whether the youngsters would have stood or wavered, but Zoya Leshcheva announced:
- I did it all alone! What else is daddy's head good for?
And she was tried. And they sentenced him to capital punishment, without any laughter. But due to the unacceptable humanity of the law on the reintroduction of the death penalty, it seemed that the 14-year-old was not supposed to be shot. And so they gave her a ten (surprisingly, not twenty-five). Until she was eighteen she was in regular camps, and from eighteen she was in special camps. For her directness and language, she received a second prison sentence, and, it seems, a third.
Zoya’s parents and brothers had already been released, but Zoya still sat.
Long live our religious tolerance!
Long live the children - the masters of communism!
Respond, the country that would love its children as much as we love ours!
(According to A.I. Solzhenitsyn)
Before us is an excerpt from the book “The Gulag Archipelago” by Alexander Isaevich Solzhenitsyn. Literally an acronym GULAG means the Main Directorate of Camps - a body within the system of the Ministry of Internal Affairs in the 1930s–1950s, which was in charge of prisons and camps. Archipelago is a group of sea islands located close to each other. Thus, the title of the book is a metaphor: GULAG archipelago - it is a network of camps that has entangled the country. After the publication of the book, a word GULAG received a new meaning - a system of surveillance, denunciation, suppression of dissent, lack of democratic freedoms, a state of general suspicion, spiritual, political, religious lack of freedom. Questions from some of my students indicate that the text needs commentary: MGB– Ministry of State Security. Gebist (colloquial)- employee of state security agencies. Unfortunately, not everyone sees that the author’s bitter irony is heard in the last three sentences. Thus, the typical Soviet slogan “Children are the masters of communism” against the background of this and many other stories about child prisoners sounds like a cynical, blatant lie.
Solzhenitsyn's book contains many stories of people who were unfairly accused of various crimes against the existing political system and ended up in prisons or labor camps. What problems can be identified in the above fragment?
First, as throughout the book, it raises the problem of inhumane treatment of a child (and a person in general) in a totalitarian state (why is human life devalued in a totalitarian state?).
Secondly, let us remember that the heroine, like her entire family, suffers for her faith in God. Therefore, the author raises the problem of freedom of religion (does the state have the right to persecute a person for his religious beliefs?).
Thirdly, the story of Zoya Leshcheva is a stunning example of human courage and loyalty to one’s ideals. Here we see the problem of spiritual resilience (what helps a person maintain human dignity in inhuman conditions?).
Each of the problems considered can become the basis for writing an essay, and yet, in my opinion, the author’s focus is primarily on the heroine’s courage and spiritual fortitude.
As we remember, the problem of the text should not only be identified, but also formulated. Can you suggest The two simplest ways to formulate the problem are:
2. Formulation in the form of a question(let me remind you that a problem is a question that requires a solution) provides more opportunities in cases where it is impossible to briefly formulate the problem of a text: What should be the proper way to raise a child? Felix Krivin's text is devoted to this complex problem. After reading the text, I thought about the question: should a person be afraid of loneliness? What should a person be guided by when choosing a profession? – the author reflects on this problem in his text.
Please note that it is these two ways of formulating problems that are proposed in response models for experts checking USE essays.
So, you need to be careful when identifying the problem of the text. An incorrectly identified problem jeopardizes the content of the entire essay!
Lesson 2. Commenting on an issueand identifying the author's position 1.
Key questions of the lesson:
What is a comment?
What are the types of text commenting?
To answer the question of what a comment is, we again turn to the explanatory dictionary: comments - reasoning, explanatory notes about something.
It is the commentary that shows how deeply and fully the problem is understood, how the writer was able to see its aspects outlined by the author, and followed the course of the author’s thought.
There are two types of comments.
1. Textual a commentary is an explanation of the text, following the author in revealing the problem.
2. At conceptual comments focus on the interpretation of the problem of the text, its relevance, the clash of different opinions on this issue, etc.
It should be remembered that in any case The comment should be based on the text read.
You can specify the content of the comment using the following questions:
What does it focus on?
What aspects of the problem are discussed in the text?
What means of expression help to reveal the author’s attitude to the problem?
The commentary represents a logical transition from the formulation of the problem to the presentation of the author's position on this problem.
To distinguish a commentary from a paraphrase, you need to remember the following. When retelling, we talk about what the characters do, and when commenting, we talk about what the author does.
Let us give an example of a commentary on one of the problems of the previously analyzed text by A.I. Solzhenitsyn.
problem spiritual fortitude of a person A.I. Solzhenitsyn reveals with an example the difficult fate of Zoya Leshcheva, who, like other members of her family, was persecuted for her religious beliefs. Author It is no coincidence that he emphasizes that we are talking about the fate of the child. After all, it is difficult for even an adult to maintain faith in himself and his ideals when he is faced with violence, hatred, lies, and Zoya, in spite of everything, did not want to learn to steal and use foul language, i.e. to become like the juvenile delinquents around her. The writer admires the courage of a teenage girl who managed to resist the evil surrounding her, was not afraid to challenge the inhuman regime, because she was convinced that she was right, sincerely believed in God, in genuine human values - goodness, mercy, justice.
Let us remind you that when evaluating a comment, factual errors associated with distortion of text information are taken into account.
If the problem of the text is a question, then author's position- This is the answer to the question posed in the text. Thus, by formulating a problem in the form of a question, the writer should already know exactly how the author answers it. There is a misconception that to express the author's position it is enough to provide a suitable quotation from the text. You can object to this as follows: firstly, it is not always possible to select a quote that accurately and fully expresses the main idea of the text, and secondly, it is your formulation that must demonstrate the ability to analyze the text.
By the way, it should be remembered that first-person speech in a literary text usually belongs to the hero, the narrator, who should not be confused with the author - their positions may not coincide. Confusing the concepts of “author” and “narrator” can lead to a factual error: not so long ago, in essays based on an excerpt from the story by A.P. Chekhov’s “A Boring Story,” some students wrote quite seriously about “the problem of A.P.’s attitude.” Chekhov to his children!
Various ways of formulating the author’s position can be proposed:
Lesson 3. Argumentation of your own position.The text proves the idea that...
The main idea of the text is that......
Types of arguments
Key questions of the lesson:
What is argumentation?
What are the main types of arguments?
Having formulated the author’s position, the graduate must express his attitude to his point of view on this problem. Please note: it is not enough to just formally state your opinion (I agree/disagree with the author). The writer's position must be supported by two arguments. Let's understand what argumentation is and what types of arguments can be used in an essay.
In this part of the work, you must strictly follow the rules for constructing a text-argument. The purpose of this type of speech is to convince the addressee of something, to strengthen or change his opinion. For this, a logically coherent system of evidence is used.
A typical (complete) argument is built according to a scheme in which three parts are distinguished:
1) thesis (a position that needs to be proven);
2) argumentation (evidence, arguments);
3) conclusion (overall).
Argumentation- this is the presentation of evidence, explanations, examples to substantiate any idea in front of listeners (readers) or interlocutor.
Arguments- this is evidence given in support of the thesis: facts, examples, statements, explanations - in a word, everything that can confirm the thesis.
From thesis to arguments you can pose a question Why?, and the arguments answer: because…
Supporting and refutingargumentation
Distinguish arguments for"(your thesis) and arguments against"(someone else's thesis). Thus, if you agree with the author’s position, then his theses and yours coincide. Please note that you should try not to repeat the author’s arguments used in the text, but bring your own.
Attention! Typical mistake! If you support the author's position, you should not specifically analyze his arguments: To confirm his position, the author uses arguments such as...... Don't waste your precious exam time on work that is not covered by the assignment!
Arguments for" must be:
Accessible, simple, understandable;
Reflecting objective reality, consistent with common sense.
Arguments against" must convince that the arguments given in support of the thesis being criticized are weak and do not stand up to criticism. In case of disagreement with the author, the graduate will have to build a refuting argument, which requires tact and emphasized correctness from him (by the way, the need for ethical correctness in the essay is especially emphasized in the assessment criteria for part C).
TYPES OF ARGUMENTS1. Natural evidence.
Natural evidence is the testimony of witnesses, documents, examination data, etc. A striking example of such argumentation is argument "to the obvious." The use of this argument presupposes a situation in which there is an eyewitness (eyewitnesses) of some event or fact. For example:
– Have you done major renovations to this house? – No. I've lived in it since it was built and I know it hasn't been renovated..
– Did everyone like the new film? - No, not everyone. I haven't seen it myself yet, but I've heard from many who have seen it that they didn't like it.
1.1. In its usual form, this argument can hardly be used in an essay, but as an “eyewitness” you can involve the person who is being convinced (i.e., an expert who will check the essay). In this case, we use as an argument a reference to a universally valid experience that every person has (or could have), those. We appeal to experience, which is the same for the majority and therefore obvious: everyone has experienced pain, everyone is familiar with the feeling of resentment, most are familiar with the state of inspiration, etc.
Using this type of argumentation, you should strive to ensure that the description contains specific details, is vivid, imaginative, and psychologically convincing. You should take the position of an observer, a witness of events and describe them as if they were before your eyes.
Landscape art is the most exciting and most influential of all the arts. This statement seems strange at first glance. It seems difficult to agree with him. Why, in fact, should gardening art be more effective than poetry, literature, philosophy, theater, painting, etc.?
But think about it impartially and remember your own impressions from visiting the historical parks that are most dear to us all, even if they are neglected.
You go to the park to relax - to surrender to impressions without resistance, to breathe in the clean air with its aroma of spring or autumn, flowers and herbs. The park surrounds you on all sides. You and the park face each other; the park opens up new views for you - clearings, alleys, perspectives; and by walking you only make it easier for the park to show itself.
1.2. Can be used as an argument evidence from the author of the essay. In this case, the student refers to events from his life or the lives of others, referring to facts that are directly or indirectly related to the thesis being proven.
A typical mistake when using this method of argumentation is that the life situations addressed by the author of the essay do not confirm the thoughts of the author of the original text. For example, discussing the problem of spirituality/lack of spirituality in art, a student writes the following:
So, for example, an incident happened to me during the winter holidays. My parents wanted to go to the theater with me. But I told them that I don’t like this kind of event and won’t go with them, even though I am an art connoisseur. They didn't listen to me. And so I wasted my time.
It is easy to notice that the described situation has little in common with the specified problem and in a certain way characterizes the student himself.
Another drawback is that the student, following the author’s logic, comes up with some “life” situations, which usually look naive and sometimes funny:
I have one illiterate, but very spiritual acquaintance who never goes to the theater or cinema, but it is always interesting to be with him.
I have another classmate. She constantly visits museums, exhibitions, theaters, but cannot explain the meaning of the film she watched or the book she read, but only sees entertainment, a game in everything.
I know an elderly woman who has strived for good all her life, and even in her old age she experiences a “thirst for truth” and an insatiable “hunger for beauty.”
1.3. Links to authority. It is often beneficial for the persuader to turn to a “third party” - to refer to the opinion of an authoritative public figure, scientist, specialist in any field, to mention a proverb, a saying, appealing to folk wisdom. The strength of such arguments is that by using them we appeal to the collective stock of knowledge, which is always greater than that of individuals.
A “third party” may be a specific or general person, or a group of persons. The name of a person is usually accompanied by additional characteristics: famous Russian writer, outstanding scientist, philosopher and so on. For example: Prominent civil rights activist Martin Luther King taught that......; The brilliant Russian scientist D.I. Mendeleev once said that......; Peter I also said that...; Any historian will tell you that......; Most doctors believe that......; As established by Japanese scientists......
Attention! Typical mistake! Since the graduate will not have the exact text of the quote, it is better to use indirect speech: in such constructions it is enough to convey the general meaning of the statement. This way, the writer will not put an expert in a difficult position who cannot verify the accuracy of the given phrase, and will avoid accusations of distorting the quote.
1.3.1. Proverbs, sayings. Proverbs and sayings by themselves are unlikely to be a convincing argument. Demonstration plays a special role here, i.e. an explanation of the connection between the quoted fragment and the problem of the text. For example: “Be patient, and the pot will be full,” “Be patient, and the stone will crack,” - popular proverbs say caustically but aptly. Three hundred years under the Tatars, three hundred years under the Romanovs developed not only heroic patience, which ended in explosions of popular uprisings, but also servile patience - forbearance.
(E. Yevtushenko)
1.3.2. Unfortunately, examples from fiction not frequent guests in the essays of the unified exam. Schoolchildren either do not find suitable examples in their intellectual baggage at all, or avoid them for fear of inaccuracy. It must be said that there are many different types of errors associated with the distortion of examples from fiction. Let's list some of them.
I agree with the author's position. I immediately remember one of the heroes of Gorky’s work “At the Lower Depths,” who always had a dusty book open on the same page on his table. This indicates the lack of spirituality of a person, his lack of desire for something new, to comprehend art.
You can also cite as an example a person of high spirituality, the hero A.S. Pushkin - Evgeniy Onegin. He not only read new literature, but also took notes. He strove to learn new things, he was tormented by spiritual thirst and was truly a man with a soul.
Publicist S. Soloveichik uses lines from a poem by A.S. in his text. Pushkin's "Prophet", showing the suffering of the lyrical hero due to the lack of spirituality.
And yet, successful examples can be found in the works of strong students. Thus, discussions on the problem of spirituality were illustrated by the spiritual searches of Pierre Bezukhov and Andrei Bolkonsky; or in an essay on patriotism, examples of false and true patriotism from the novel by L.N. were appropriately given. Tolstoy "War and Peace". Of course, fiction provides a wealth of material for constructing an argument, and sometimes it is enough to prompt students in the direction of their search in order to connect their literary knowledge with life.
2. Logical proofs.
They are also called arguments "to logos" or food for thought. Ancient Greek word logos means “concept; thought, mind." Thus, arguments to logos are arguments that appeal to human reason, to reason.
2.1. One version of this type of argument is reasoning with definition 2 . Such an argument is based on defining or clarifying a concept when it is necessary to establish the essential (most important) characteristics of an object or phenomenon.
Typically, reasoning begins with a question about the content of the concept being specified. Then an incorrect definition is given, reflecting initial, inaccurate ideas about the subject. Then this definition(s) is replaced by the correct one, which completes the argument. We should limit ourselves only to those definitions that have at least some features that coincide with the correct ones. Each difference between a correct definition and an incorrect one should be analyzed.
For example: Who is a writer? Is this a person who can write? No. Every literate person can write. Maybe this is the person who writes correctly? No. All educated people can write correctly. So, a writer is someone who writes interestingly and captivatingly? No. The author of an interesting text can be a journalist, scientist, or politician. A writer is a person who creates works of art and, with the help of the art of words, reflects the diversity of human existence.
Another example of reasoning with a definition: It is often believed that a cultured person is one who has read a lot, received a good education, and knows several languages. Meanwhile, you can have all this and not be cultured. That peasant family in the North, which I remember for the rest of my life, had genuine culture, because, first of all, it had the ability to understand others and was tolerant of the world and people.
(D.S. Likhachev)
Note! Such reasoning can become an effective introduction to an essay. In this case, the key concept of the text is clarified, one way or another connected with the problem raised by the author.
2.2. A more complex form of reasoning is syllogism-deductive inference, in which a third judgment (conclusion) follows from two judgments (premises).
A textbook example of a syllogism: All people are mortal. Socrates is a man. Therefore, Socrates is mortal. Typically, syllogisms are based on generally known truths and elementary logic, which is accessible to everyone.
For example: Every patriot feels a sense of love for his country. Any country is a set of large and small cities, villages, villages, hamlets inhabited by people. This means that love for one’s home, for the street where our neighbors and friends live, for one’s hometown - this is the feeling with which patriotism begins - love for one’s Fatherland.
2.3. Analogy is an inference in which the properties inherent in one object are transferred to another object of the same class.
The basis of the analogy is the presence of two objects (phenomena) with common characteristics, and on this basis it is concluded that these objects also have other common characteristics.
Distinguish physical And figurative analogy.
Physical analogy involves a comparison of close or almost identical phenomena and objects.
At the core figurative analogy lies a comparison of distant objects of reality, the similarity of which appears only in the process of comparison and has a pronounced figurative character.
It should be emphasized that an analogy requires a fundamentally similar example. For example: Sometimes, having chosen the wrong road, a person can get lost or even die in the forest without finding the right path. No less dangerous is fraught with a mistake when choosing a profession: you can aimlessly spend your whole life doing something you don’t like, without finding a worthy use for your abilities.
3. Sensory arguments.
Sensory arguments are also called arguments for pathos 3 . Using these arguments, we structure our speech in such a way as to evoke certain feelings, emotions in the addressee and form a certain attitude towards the person, object, or phenomenon being described. Such argumentation is appropriate if we are talking about a situation in which an emotional attitude to something is assumed.
The persuader seeks to express his position and infect the listener (reader) with it. From the point of view of the feelings that the persuader seeks to evoke, two types of arguments for pathos can be distinguished:
1) arguments to the promise involve an indication of something desirable, considered as good, for example, universal human values: compassion, mercy, justice, spirituality, patriotism, honor, duty, nobility;
2) arguments for the threat indicate something undesirable, assessed as bad, for example, social vices (racism, corruption, bureaucracy), ugly, unethical phenomena (violence, cruelty, meanness, betrayal).
EXERCISES
1. Select your own arguments and examples for the above theses. In what cases is rebuttal argumentation appropriate?
1) Teaching literature in school is necessary.
3) Mercy is dying in our time.
4) A person should not give up his past.
5) The talent of kindness must be cultivated in a person from childhood, and you need to start with yourself.
6) The division of people into rich and poor is unnatural.
7) A person must be aware of his responsibility for all life on earth.
8) Professionalism and excellence are not the same thing.
2. Which of the following concepts, in your opinion, are suitable for reasoning with a definition? Justify your answer. Write your version of the argument using one of the words given.
Home, friendship, vacation, love, happiness, talent, computer, poverty, fire.
3. In the example given, indicate the thesis (if the thesis is not clearly expressed, formulate it), determine the method of argumentation.
The aspen forest is beautiful on clear autumn days! The foliage is purple-red and yellow. Fallen leaves are spread under the trees like a clean, colorful carpet. Here and there you can see the reddish caps of late mushrooms – boletuses – underneath them. Late forest flowers are still blooming here and there.
(I. Sokolov-Mikitov)
4. Associate the following information with the idea of benefit/harm for the person being persuaded.
1. Politeness allows you to achieve a lot.
2. The elderly and disabled should be taken care of.
3. You must be able to write correctly.
4. We must not forget the lessons of the historical past.
5. Partially agree with the above thesis and at the same time partially object to it, giving arguments “for” and “against”.
1. Watching TV is a useless activity.
2. The teaching of literature in school should be abolished.
3. It's good when you are the only child in the family.
4. Theater is a dying art form.
1 The section was written taking into account materials presented by members of the Federal Subject Commission for the Russian Language on the website www.pedsovet.org.ru.
2 Definition – a brief definition of a concept that reflects the essential features of an object or phenomenon; interpretation of the word.
3 Pathos - inspiration, enthusiasm, enthusiasm.
QUESTIONS TO REINFORM THE MATERIAL
1. List the basic requirements for the content of an argumentative essay.
2. What are the main stages of preparing high school students to write an essay?
3. What are the main types of commenting on an issue?
4. What are the main types of arguments?
The article was published with the support of the online store of household appliances ideya! If you need to buy household appliances in Kurgan, the best solution would be to use the ideya online store! – more than 25 thousand items in the store’s assortment at prices noticeably lower than in regular stores in the city will allow you to choose the right product without leaving your home.
Literature
1. Narushevich A.G.. We formulate, comment, argue. Learning to write an essay on the Unified State Exam in the Russian language // newspaper “Russian Language”. No. 12/2006.
2. Sternin I.A.. Practical rhetoric. M.: Academy, 2003.
3. Khazagerov G.G., Lobanov I.B.. Rhetoric. R/D: Phoenix, 2004.
FINAL WORK
Option I
Option II
Option III
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Text for analysis Zoya Leshcheva managed to surpass her entire family. This is how it was. Her father, mother, grandparents and older teenage brothers were all scattered to distant camps for their faith in God. And Zoya was only ten years old. They took her to an orphanage (Ivanovo region). There she announced that she would never remove the cross from her neck that her mother put on her when they parted. And she tied the thread in a tighter knot so that it would not be removed while sleeping. The struggle went on for a long time, Zoya became embittered: you can strangle me, you’ll take me off dead! Whereas, unable to be educated, she was sent to an orphanage for the disabled! The struggle for the cross continued. Zoya resisted: even here she did not learn to steal or swear. “A holy woman like my mother cannot have a daughter who is a criminal. I’d rather be political, like the whole family.” And she became political! The more teachers and radio praised Stalin, the more accurately she guessed in him the culprit of all misfortunes. And, having not succumbed to the criminals, she now carried them along with her. There was a standard plaster statue of Stalin in the courtyard. Mocking and obscene inscriptions began to appear on it. (Little kids love sports! It’s just important to guide them correctly.) The administration paints the statue, sets up surveillance, and reports to the MGB. And the inscriptions keep appearing, and the guys laugh. Finally, one morning, the head of the statue was found broken off, turned over, and in its emptiness - feces. Terrorist act! The KGB officers have arrived. According to all their rules, interrogations and threats began: “Give up the gang of terrorists, otherwise we will shoot everyone for terror!” (And it’s nothing marvelous, just think, to shoot one and a half hundred children. If he himself had found out, he would have ordered it himself.) It is not known whether the youngsters would have stood or wavered, but Zoya Leshcheva announced: “I did it all alone!” What else is daddy's head good for? And she was tried. And they sentenced him to capital punishment, without any laughter. But due to the unacceptable humanity of the law on the reintroduction of the death penalty, it seemed that the 14-year-old was not supposed to be shot. And so they gave her a ten (surprisingly, not twenty-five). Until she was eighteen she was in regular camps, and from eighteen she was in special camps. For her directness and language, she received a second prison sentence, and, it seems, a third. Zoya’s parents and brothers had already been released, but Zoya still sat. ?Long live our religious tolerance! Long live the children - the masters of communism! Respond, the country that would love its children as much as we love ours! COMPOSITION OF AN ESSAY Introduction. Formulation in one form or another of one of the problems of the source text. Commentary on the formulated problem of the text. Formulation of the author's position on the commented problem Argumentation of one's own opinion on the problem: 1).Thesis; 2) Arguments: a) first argument; b) second argument. 3) Conclusion. Conclusion Pay attention to the fact that according to this plan you should have at least five, and if you highlight the points of argumentation of your own opinion in a separate paragraph, then even more paragraphs. If the paragraph division of the text is violated, the score for criterion K5 is reduced. Formulation of problems in the source text When determining the problem, you should think about how the content of the text concerns you, other people, and all of humanity. Remember that the specific situation described in the text, the facts of someone’s biography, etc. - this is an illustration, a special case, an example of the manifestation of some abstract idea considered by the author. Therefore, formulate the problem so that it covers not only the case discussed in the text, but also many similar situations. When identifying a problem, it is important to understand what can be “done” about it. It can be designated as follows: 1) Using speech clichés: Author NN touched upon such and such a problem. Paid attention to a problem. You can: think and work on any problem. A problem arises, arises, is of interest, deserves attention, awaits a solution. To pose, put forward, consider, present, discuss, resolve any problem. It is very advantageous to identify a problem using a rhetorical question, for example, What is true friendship? What kind of friends can be called real? NN reflects on these questions in his essay (story, essay, etc.) or Chet... Human dignity... Is it always necessary to defend them? Isn’t it better for your own peace and the peace of your loved ones in difficult times to remain silent and hide? Many people have thought about these questions, and they did not leave NN indifferent, who sharply and polemically examines the problem of honor and dishonor in... The following phrase will help you start your essay: The problem identified by such and such an author is as follows: ... 2. You can indicate the number of the sentence from the text or write down the sentence that, in your opinion, contains the main problem put forward by the author, comment on it, noting that it is complex or difficult, deep, relevant, topical, philosophical, political, moral, etc. d. So, you need to be careful when identifying the problem of the text. An incorrectly identified problem jeopardizes the content of the entire essay! Before us is an excerpt from the book “The Gulag Archipelago” by Alexander Isaevich Solzhenitsyn. Solzhenitsyn’s book contains many stories of people who were unfairly accused of various crimes against the existing political system and ended up in prisons or labor camps. Telling the story of Zoya Leshcheva, the author raises the problem of inhumane treatment of a child (and a person in general) in a totalitarian state (why is human life devalued in a totalitarian state?). Other problems 2. Let us remember that the heroine, like her entire family, suffers for her faith in God. Consequently, the author raises the issue of freedom of religion (does the state have the right to persecute a person for his religious beliefs?). 3. The story of Zoya Leshcheva is a stunning example of human courage and loyalty to one’s ideals. Here we see the problem of spiritual fortitude (what helps a person maintain human dignity in inhuman conditions?) Commentary on the problem of the source text A. I. Solzhenitsyn reveals the problem of a person’s spiritual fortitude using the example of the difficult fate of Zoya Leshcheva, who, following other members of her family, was persecuted for religious beliefs, it is no coincidence that the author emphasizes that we are talking about the fate of the child. After all, even for an adult it is difficult to maintain faith in himself and his ideals when he is faced with violence, hatred, lies, and Zoya, in spite of everything, did not want to learn to steal and use foul language. 3. How to identify the author’s position? If the problem of the text is formulated in the form of a question, then the author’s position is the answer to the question posed in the text. In order to identify the author’s position, try to answer the following questions: “What did the author want to tell his readers when creating the text?”, “How does the author evaluate the specific situation described, the actions of the characters?” It should be remembered that in any case the comment should be based on the text read. You can specify the content of the comment using the following questions: - How, on what material does the author reveal the problem? - What does he focus on? - What aspects of the problem are discussed in the text? - What emotions of the author are expressed in the text? - How is the author’s attitude towards the depicted expressed? - What means of expression help to reveal the author’s attitude to the problem? The commentary represents a logical transition from the formulation of the problem to the presentation of the author's position on this problem. To distinguish a commentary from a paraphrase, you need to remember the following. When retelling, we talk about what the characters do, and when commenting, we talk about what the author does. The position of the author of a journalistic text is usually revealed quite simply. It is much more difficult to determine the author's point of view of a literary text. And here a good knowledge of figurative and expressive means of speech will come to the rescue, since it is through their analysis that we can determine the author’s attitude towards his characters, towards the problem he stated. You can write: “It is impossible to disagree with the author’s point of view on (we indicate the problem).” If you do not agree with the author’s position, express your disagreement very correctly. For example: “With all due respect to the author’s point of view. (or to NN’s thoughts about ...), I will still allow myself to express my own vision of this problem (or I will try to refute his opinion).” When commenting on the author's position, you can use the following phrases: The author - dedicates his article; - sharpens the problem polemically; - has an emotional impact on the reader; - makes the reader your ally; - figuratively recreates the picture of what is happening (depicted); - reveals the essence of the problems posed; - accurately formulates thoughts; - makes the reader think about the problem; - shows the urgency of the problem he is considering; - tries to find the causes of negative (positive) phenomena; - convinces the reader of the correctness of his position; - tries to find a like-minded person in the reader; - raises a number of moral questions that require immediate resolution; - writes interestingly and newly about old problems; - speaks with anxiety about pressing problems; - openly declares his civic position in relation to... 4. How to argue your position? In this part of the work, you must strictly follow the rules for constructing an argumentation text. The purpose of argumentation is to convince of something, strengthen or change an opinion. For this, a logically coherent system of evidence is used. A typical (complete) argument is built according to a scheme in which three parts are distinguished: thesis (the position that needs to be proven); argumentation (evidence, arguments); conclusion (overall). However, you should remember that you are required not only to formulate the author’s position, but to show his opinion on the issue you have highlighted and commented on. The thesis is the main idea of the author of the text, which must be substantiated, proven or refuted. Arguments are evidence given in support of a thesis: facts, examples, statements, explanations - in a word, everything that can confirm the thesis. From the thesis to the arguments, you can ask the question “Why?”, and the arguments answer: “Because. .." There are arguments “for” (one’s own thesis) and arguments “against” someone else’s thesis. Thus, if you agree with the author’s position, then his thesis and your thesis coincide. Please note that you should try not to repeat the author’s arguments used in the text, but bring your own. A typical mistake of all essay writers is that if you support the author’s position, then there is no point in analyzing his arguments. Such work is not provided for by the terms of the assignment, which means there is no need to spend precious time on it. Arguments in favor must be: truthful, based on authoritative sources; accessible, simple, understandable; reflecting objective reality and consistent with common sense. Reader's experience Fiction Historical literature Popular science literature Appeal to the reader's experience is the strongest argument of an essay. But you need to refer to it if you remember well both the author of the book and the work itself, in order to avoid factual errors. For example: What does it mean to be a highly moral person? It seems to me that a moral person is one who strives to become better and not hurt other people. There are many examples of the desire to “be quite good” in Russian classical literature. Let us remember the heroes of the novel “War and Peace” by Lev Nikolaevich Tolstoy. Andrei Bolkonsky, Pierre Bezukhov, Natasha Rostova... They all strived to become better, kinder, purer... When you turn to Russian classical literature, remember this rule: do not allow expressions like Alexander Pushkin, or, say, about M.I. Tsvetaeva, you can’t call her Marina; speaking about the heroes of a literary work, call them as the author does (Evgeny Bazarov, but not Zhenya, Tatyana Larina, but not Tanya, Katerina (from “The Thunderstorm”), but not Ekaterina. Correctness and accuracy must be observed, otherwise you will lose points according to criteria K 11, K 12. Your arguments could be something like this. The fate of Zoya Leshcheeva shocked me. How inhumane is the state in which the life of a person, especially a child, is valued so low. From my grandparents I heard about that terrible time. I was told that in the thirties a person could be arrested for anything: for a political joke, for an ambiguous joke, for stolen ears of corn from a field... There are many examples of terrible persecution against the individual in a totalitarian state in our literature. Let us remember the tragic poem by A. A. Akhmatova " Requiem." (...). How terrible is the fate of the talented poet O. Mandelstam.(...) Do not forget to draw a conclusion from what you have written, be sure to relate it both to the author’s position on the problem he raised, and to your own vision of this issue
Municipaleducational institution
"Secondary general education
School No. 21 in the village of Arkhipovskoye
Budennovsky district"
Stavropol Territory
Writing an essay on
original text
artistic style
Russian teacher's work
language and literature
Kharlanova Natalia
Georgievna Text for analysis
Zoya Leshcheva managed to surpass her entire family. This is how it was. Her father, mother, grandfather and
grandmother and older teenage brothers - all scattered to distant camps for believing in
God. And Zoya was only ten years old. They took her to an orphanage (Ivanovo region). There she is
announced that she would never remove the cross from her neck that her mother put on her when they parted. AND
I tied the thread in a tighter knot so that it would not be removed during sleep. The fight went on for a long time, Zoya
I became embittered: you can strangle me, you’ll take me off dead! Whereas not amenable
to raise her, she was sent to an orphanage for the disabled! The struggle for the cross continued. Zoya
resisted: even here she did not learn to steal or use foul language. "Such a saint
women like my mother and daughter cannot be a criminal. I'd rather be political, like
Whole family".
And she became political! The more educators and radio glorified Stalin, the more likely
She guessed in him the culprit of all misfortunes. And, having not succumbed to criminals, she is now
carried them along with her. There was a standard plaster statue of Stalin in the courtyard. steel on her
mocking and obscene inscriptions appear. (Little kids love sports! Important
just direct them correctly.) The administration tints the statue, installs
surveillance, reports to the MGB. And the inscriptions keep appearing, and the guys laugh. Finally at one
In the morning the head of the statue was found broken off, turned over, and in its emptiness there was feces.
Terrorist act! The KGB officers have arrived. According to all their rules, interrogations and threats began:
“Hand over the gang of terrorists, otherwise we’ll shoot everyone for terror!” (No wonder,
Just think, shoot one and a half hundred children. If he had found out himself, he would have
ordered.)
It is unknown whether the youngsters would have stood or wavered, but Zoya Leshcheva announced:
- I did it all alone! What else is daddy's head good for?
And she was tried. And they sentenced him to capital punishment, without any laughter. But due to unacceptable humanity
The law on the reintroduction of the death penalty did not seem to allow shooting a 14-year-old girl. AND
That’s why they gave her a ten (surprisingly, it wasn’t twenty-five). Until the age of eighteen she
I was in regular camps, from the age of eighteen - in special ones. For her directness and language, she also had a second
camp term, and, it seems, the third.
Zoya’s parents and brothers had already been released, but Zoya still sat.
?Long live our religious tolerance! Long live the children - the masters of communism!
Respond, the country that would love its children as much as we love ours!
(According to A.I. Solzhenitsyn)
COMPOSITION OF AN ESSAY
1.2.
3.
4.
5.
Introduction. Formulation in one form or another of one of the problems
source text.
Commentary on the formulated problem of the text.
Statement of the author’s position on the commented issue
Argumentation of your own opinion on the issue:
1).Thesis;
2) Arguments:
a) first argument;
b) second argument.
3) Conclusion.
Conclusion
Pay attention to the fact that according to this plan you have both
the minimum should be five, and if you select separate
paragraphs of points of argumentation of one’s own opinion, then and more,
paragraphs. If the paragraph division of the text is broken,
the score according to the K5 criterion is reduced
Formulation of source text problems
When defining a problem, you must think about howway the content of the text concerns you, other people, everything
humanity. Remember that the specific
situation, facts of someone’s biography, etc. - this is an illustration,
a special case, an example of the manifestation of some abstract
ideas considered by the author. Therefore, formulate
problem so that it covers not only the case,
discussed in the text, but also many similar situations.
When identifying a problem, it is important to understand what can be “done” about it. You can
designated as follows:
1) Using speech cliches: Author NN touched upon such and such
Problems. Paid attention to a problem.
You can: think and work on any problem. Any
the problem arises, arises, is of interest,
deserves attention and awaits a solution. Put up, put out,
consider, present, discuss, resolve any
problem It is very advantageous to identify a problem using rhetoric
question, for example,
What is true friendship? What kind of friends can you name?
real?
NN reflects on these questions in his essay (story,
essay, etc.) or
Honor... Human dignity... Is it always necessary to defend them?
Isn’t it better in difficult times for your own peace, peace
close people to remain silent, hide? Many people thought
over these issues, they did not leave NN indifferent, who
acutely and polemically examines the problem of honor and dishonor in...
This phrase will help you start your essay:
The problem identified by so-and-so is the following:
…
2.You can indicate the sentence number from the text or write it down
a sentence that, in your opinion, contains the main
problem put forward by the author, comment on it, noting that
it is complex or difficult, deep, relevant, topical,
philosophical, political, moral, etc.
So, you need to be careful when identifying the problem of the text.
An incorrectly identified problem jeopardizes the content of everything
essays! Before us is an excerpt from Alexander's book
Isaevich Solzhenitsyn "The Gulag Archipelago".
Solzhenitsyn's book contains many
stories of people unfairly accused of
various crimes against
the existing government system and
ended up in prisons or labor camps.
Telling the story of Zoya Lesheva, author
raises the issue of inhumane
relationship with the child (and person)
in general) in a totalitarian state
(why life is devalued
person in a totalitarian state?).
Other problems
2. Let us remember that the heroine, like her entire family,suffers for his faith in God. Hence,
the author raises the problem of freedom
religion (does he have the right
the state to prosecute a person for
his religious beliefs?).
3. The story of Zoya Leshcheva is amazing
example of human courage, loyalty
to your ideals. Here we see the problem
spiritual fortitude (which helps
man preserve humanity
dignity in non-human
conditions?)
Comment on the source text problem
The problem of human spiritual fortitude A.I.Solzhenitsyn reveals with an example
complex fate of Zoya Leshcheva, who followed
for other members of her family was subjected to
persecution for religious beliefs,
It is no coincidence that the author emphasizes that
we are talking about the fate of the child. After all, even
It is difficult for an adult to maintain faith in
himself and his ideals when faced with
violence, hatred, lies, and Zoya,
no matter what, I didn’t want to study
steal and curse.
If the problem of the text is formulated in the form of a question, then the author’s position is the answer to the question posed in the text. For that
3. How to identify the author’s position?If the problem of the text is formulated in the form of a question, then the author’s position is the answer to
question posed in the text. In order to identify the author's position, try
answer the following questions: “What did the author want to tell his readers when creating
text?”, “How does the author evaluate the specific situation being described, the actions of the characters?”
It should be remembered that in any case the comment must be supported by
to the text read. You can specify the content of the comment with
using the following questions:
- How, on what material does the author reveal the problem?
- What does he focus on?
- What aspects of the problem are discussed in the text?
- What emotions of the author are expressed in the text?
- How is the author’s attitude towards the depicted expressed?
- What means of expression help to identify the author’s attitude towards
problem?
The comment represents a logical transition from the problem statement
to present the author's position on this issue.
To distinguish a commentary from a paraphrase, you need to remember the following.
When retelling, we talk about what the heroes do, and when commenting, we talk about
what the author does.
The position of the author of a journalistic text is usually revealed quite simply.
It is much more difficult to determine the author's point of view of a literary text.
And here a good knowledge of visual and expressive means will come to the rescue.
speeches, since it is through their analysis that we can determine the author’s attitude towards
to his heroes, to the problem he stated.
You can write:
“It is impossible to disagree with the author’s point of view on (we indicate the problem)”
If you do not agree with the author's position, express your disagreement very
correctly. For example: “With all due respect to the author’s point of view. (or
to NN’s thoughts about...), I still allow myself to express my own vision of this
problems (or I will try to refute his opinion).” When commenting on the author's position, you can use the following
rpm:
Author
- dedicates his article;
- sharpens the problem polemically;
- has an emotional impact on the reader;
- makes the reader your ally;
- figuratively recreates the picture of what is happening (depicted);
- reveals the essence of the problems posed;
- accurately formulates thoughts;
- makes the reader think about the problem;
- shows the urgency of the problem he is considering;
- tries to find the causes of negative (positive) phenomena;
- convinces the reader of the correctness of his position;
- tries to find a like-minded person in the reader;
- raises a number of moral questions that require immediate
permissions;
- writes interestingly and newly about old problems;
- speaks with anxiety about pressing problems;
- openly declares his civic position in relation to... 4. How to argue your position?
In this part of the work you must strictly follow the rules for constructing the text of the argument.
The purpose of argumentation is to convince of something, to strengthen or change an opinion. For
To achieve this, a logically coherent system of evidence is used.
A typical (complete) argument is built according to a scheme in which three parts are distinguished:
thesis (a position that needs to be proven);
argumentation (evidence, arguments);
conclusion (overall).
However, it should be remembered that you are required to do more than just formulate a position
the author, but show his opinion on the highlighted and commented by you
problem.
The thesis is the main idea of the author of the text, which must be substantiated and proven.
or refute. Arguments are evidence given in support of
thesis: facts, examples, statements, explanations - in a word, everything that can
confirm the thesis. From the thesis to the arguments, you can ask the question “Why?”, and
arguments answer: “Because...”. There are arguments “for” (your thesis) and
arguments “against” someone else’s thesis. Thus, if you agree with the position
author, then his thesis and your thesis coincide. Please note that you must
try not to repeat the author’s arguments used in the text, but bring your own.
A common mistake that all essay writers make is that if you
support the author’s position, then there is no point in analyzing his arguments. Such
the work is not provided for by the terms of the assignment, which means there is no need to spend money on it
precious time. The arguments in favor should be:
truthful, rely on authoritative sources;
accessible, simple, understandable;
reflecting objective reality and consistent with common sense. Reader's experience
Artistic
literature
Historical
literature
Popular science
literature
Appeal to the reader's experience is the strongest argument of an essay. But contact
it is necessary if you remember well both the author of the book and the work itself,
to avoid factual errors.
For example: What does it mean to be a highly moral person? I think,
a moral person is one who strives to become better, not
hurt other people. There are many examples of the desire to “be quite good”
a lot in Russian classical literature. Let us remember the heroes of the novel “War and Peace” by Lev
Nikolaevich Tolstoy. Andrei Bolkonsky, Pierre Bezukhov, Natasha Rostova... All of them
strived to become better, kinder, cleaner...
When you turn to Russian classical literature,
remember this rule: do not allow expressions like Alexander
Pushkin, or, say, about M.I. Tsvetaeva, one cannot call her
Marina; When talking about the heroes of a literary work, name them as
this is done by the author (Evgeny Bazarov, but not Zhenya, Tatyana Larina, but not Tanya,
Katerina (from "The Thunderstorm"), but not Ekaterina. Must be observed
correctness and accuracy, otherwise you will lose points according to the criteria K 11, K
12.Your arguments could be something like this
“The fate of Zoya Leshcheeva shocked me.
How inhuman is the state in which
a person’s life, especially a child’s, is so valued
low. From my grandparents I heard about
that terrible time. I was told that in
30s a person could be arrested for what
anything: for a political joke, for
an ambiguous joke for stolen from the field
spikelets...
Examples of terrible persecution against individuals in
totalitarian state there are many in our
literature. Let's remember the tragic poem
A. A. Akhmatova “Requiem”. (…..). How scary
the fate of the talented poet O, Mandelstam.
(….)»
Do not forget to draw a conclusion from what you have written, be sure to correlate it with the author’s position on the problem he raised, and with
your ownvision of this issue The work used materials from the article
N. A. Borisenko, A. G. Narushevich,
N. A. Shapiro.
“Requirements for the content of part C of the Unified State Examination
Russian language.
Ways to identify text and copyright problems
positions. Commenting as analytical and synthetic work with text.”
Russian language, No. 22, 2008
There is a joyful event in the Drill family: a son is born.
Parents can’t stop admiring their offspring, the neighbors look and are surprised: he looks just like his father!
And they named their son Corkscrew.
Time passes, Corkscrew grows stronger and matures. He should really study, try himself on metal (Drills are all hereditary metalworkers), but his parents don’t let him: he’s still young, let him first learn something soft.
Father takes home corks - special corks - and with them Corkscrew learns drilling skills.
This is how Drill's son is raised - in traffic jams. When the time comes and they try to give him something harder (they drilled it, they say, he’s already learned it) - no matter what! Corkscrew doesn't even want to listen! He begins to look for corks for himself and look closely at bottles.
The old Drills are surprised: how did their son get away with it? (F. Krivin)
Writer Felix Krivin in an allegorical form poses to the reader the problem of educating the younger generation. The author is concerned with the following questions: How should children be raised? Why do children sometimes become spoiled and unadapted to life? In the personified images of inanimate objects, we can easily recognize parents who, with the best intentions, protect their son from life’s difficulties, but in this way they only pamper him, turning him into a lazy person, not fit for serious work and independent life.
The difficulty of identifying a problem also lies in the fact that several problems must be addressed in one text. The most reasonable thing in this case is to try to identify the main problem and make it the basis of your essay.
Let's try to analyze a multifaceted text and highlight several problems in it.
Zoya Leshcheva managed to surpass her entire family. This is how it was. Her father, mother, grandparents and older teenage brothers were all scattered to distant camps for their faith in God. And Zoya was only ten years old. They took her to an orphanage (Ivanovo region). There she announced that she would never remove the cross from her neck that her mother put on her when they parted. And she tied the thread in a tighter knot so that it would not be removed while sleeping. The struggle went on for a long time, Zoya became embittered: you can strangle me, you’ll take me off dead! Whereas, unable to be educated, she was sent to an orphanage for the disabled! The struggle for the cross continued. Zoya resisted: even here she did not learn to steal or swear. ʼʼA holy woman like my mother should not have a daughter who is a criminal. I’d rather be political, like the whole family.
And she became political! The more teachers and radio praised Stalin, the more accurately she guessed in him the culprit of all misfortunes. And, having not succumbed to the criminals, she now carried them along with her! There was a standard plaster statue of Stalin in the courtyard. Mocking and obscene inscriptions began to appear on it. (Little kids love sports! It’s just important to guide them correctly.) The administration paints the statue, sets up surveillance, and reports to the MGB. But the inscriptions still appear, and the guys laugh. Finally, one morning the head of the statue was found broken off, turned over and in its emptiness - feces.
Terrorist act! The KGB officers have arrived. In accordance with all their rules, interrogations and threats began: “Give up the gang of terrorists, otherwise we’ll shoot everyone for terrorism!” (And it’s no wonder, just think, shoot one and a half hundred children. If he himself had found out, he would have ordered it himself.)
It is unknown whether the youngsters would have stood or wavered, but Zoya Leshcheva announced:
- I did it all alone! What else is daddy's head good for?
And she was tried. And they sentenced him to capital punishment, without any laughter. But due to the unacceptable humanity of the law on the reintroduction of the death penalty, it seemed that the 14-year-old was not supposed to be shot. And so they gave her a ten (surprisingly, not twenty-five). Until she was eighteen she was in regular camps, and from eighteen she was in special camps. For her directness and language, she received a second prison sentence, and, it seems, a third.
Zoya’s parents and brothers had already been released, but Zoya was still sitting.
Long live our religious tolerance!
Long live the children - the masters of communism!
Respond, the country that would love its children as much as we love ours! (According to A.I. Solzhenitsyn)
Before us is an excerpt from the book by Alexander Isaevich Solzhenitsyn “The Gulag Archipelago”. Literally an acronym GULAG means the Main Directorate of Camps - a body within the system of the Ministry of Internal Affairs in the 1930s–1950s, which was in charge of prisons and camps. Archipelago- ϶ᴛᴏ a group of sea islands located close to each other. Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, the title of the book is a metaphor: GULAG archipelago - it is a network of camps that has entangled the country. After the publication of the book, a word GULAG received a new meaning - a system of surveillance, denunciation, suppression of dissent, lack of democratic freedoms, a state of general suspicion, spiritual, political, religious lack of freedom. Questions from some of my students indicate that the text needs commentary: MGB– Ministry of State Security. Gebist (un.)- employee of state security agencies. Unfortunately, not everyone sees that the author’s bitter irony is heard in the last three sentences. Thus, the typical Soviet slogan “Children are the masters of communism” against the background of this and many other stories about child prisoners sounds like a cynical, blatant lie.
Solzhenitsyn's book contains many stories of people who were unfairly accused of various crimes against the existing state system and ended up in prisons or labor camps. What problems can be identified in the above fragment?
First of all, as in the entire book, it raises the problem of inhumane treatment of a child (and a person in general) in a totalitarian state (why is human life devalued in a totalitarian state?).
Secondly, let us remember that the heroine, like her entire family, suffers for her faith in God. Therefore, the author raises the problem of freedom of religion (does the state have the right to persecute a person for his religious beliefs?).
Thirdly, the story of Zoya Leshcheva is an amazing example of human courage and loyalty to one’s ideals. Here we see the problem of spiritual resilience (what helps a person maintain human dignity in inhuman conditions?).
Each of the problems considered can become the basis for writing an essay, and yet, in my opinion, the focus of the author’s attention is primarily on the heroine’s courage and spiritual fortitude.
As we remember, the problem of the text should not only be identified, but also formulated. Can you suggest The two simplest ways to formulate the problem are:
2. Formulation as a question(let me remind you that a problem is a question that requires a solution) provides more opportunities in cases where it is impossible to briefly formulate the problem of a text: What should be the proper way to raise a child? Felix Krivin's text is devoted to this complex problem. After reading the text, I thought about the question: should a person be afraid of loneliness? What should a person be guided by when choosing a profession? – the author reflects on this problem in his text.
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Please note that it is these two ways of formulating problems that are proposed in answer models for experts checking USE essays.
So, you need to be careful when identifying the problem of the text. An incorrectly identified problem jeopardizes the content of the entire essay!
Key questions of the lesson:
‣‣‣What is a comment?
‣‣‣What are the types of text commenting?
To answer the question of what a comment is, we again turn to the explanatory dictionary: comments - reasoning, explanatory notes about something.
It is the commentary that shows how deeply and fully the problem is understood, how the writer was able to see its aspects outlined by the author, and followed the course of the author’s thought.
There are two types of comments.
1. Textual
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