The section presents exemplary ones that you can choose to conduct an interesting study in any class. secondary school both for an individual project and for group research activities.
Students can take any interesting topic of research work in the Russian language from the list below and, based on it, come up with a topic formulation that is more suitable for their hobbies and level of knowledge. When viewing the list, choose a topic that matches your abilities.
Topics of projects in the Russian language for grades 1, 2, 3, 4
The manager will help you choose interesting topics Russian language projects for students in grades 1, 2, 3 and 4 elementary school, change and adjust the topic to the specifics of the research work, supplement at your discretion. The topic of research work should correspond to the student's initial knowledge on the topic and at the same time allow him to acquire new knowledge in the area under study.
Topics of Russian language projects for grades 5, 6, 7, 8, 9, 10, 11
For your convenience, all Russian language project topics distributed to students in grades 5, 6, 7, 8, 9, 10 and 11 of a general education institution. If desired, the student can choose the topic of research work on the Russian language from any section, and then expand or shorten it, adjusting to the specifics of his research project.
The topics of research and design work in Russian that are not included in certain classes, some of them are relevant for any class. According to the recommendations of the leader, in this list, the student can choose an interesting topic of work that will be the most relevant and non-trivial among classmates.
Project topics in the Russian language (general)
List of topics research work In Russian:
Analysis of the semantic group "Color names of the car".
Letters that have disappeared from the alphabet.
Contribution of A.S. Pushkin in the development of the modern Russian language.
The influence of interactive communication on the written speech of students.
The question of the origin of the terms "Rus", "Russia", "Russian"...
Questions of language ecology in modern world.
IN AND. Dal. Walking for the word. " Dictionary living Great Russian language".
Outstanding linguists.
Life and work of "aliens" (loanwords) in Russian.
Book Tomorrow
Borrowed vocabulary in the names of maritime modes of transport.
Borrowed vocabulary in the names of flowers.
Is the writer deservedly forgotten ...
Why are aliases needed?
Borrowed words - good or bad for the modern Russian language.
Sound and meaning (on the example of the analysis of one or two poems).
The concept... in the works of Russian literature (the experience of compiling a dictionary).
Proper names in proverbs and sayings.
Names, surnames, patronymics in different languages peace.
History of cases. Prepositions and cases.
History of participles and participles.
Adjectives in place names.
Adjectives in the titles of works.
Adjectives in plant names.
Artificial languages.
The history of the origin of the Russian surname.
Studying the Russian language abroad as a way to familiarize yourself with the culture of Russia.
History of writing.
Proper names in proverbs and sayings.
How the Russian language lives in LiveJournal (in social networks...)
How to teach literacy in Rus'.
How are the norms of stress observed by the inhabitants of our village.
What are the literary awards today.
Book yesterday, today, tomorrow.
Red speech proverb
Red speech phraseological units.
Who and why is hiding under the mask of a pseudonym?
Lexical components of the image of St. Petersburg in the prose of F.M. Dostoevsky.
Lexical components of the image of the Motherland in the lyrics of S. Yesenin.
Linguistic and aesthetic features of the Futurists' "verbalism".
Linguistic errors are all around us.
Linguistic geography. How many languages are there in the world?
Literary places of our city
Literary communities of the Internet.
People and Manuscripts.
The place of the Russian language among other subjects in our school.
The place and role of neologisms and occasionalisms in the lyrics of V. Mayakovsky.
Name of items material culture(clothing, footwear, household items, etc.) in Russian and their connection with the words of the primary languages.
Our friends are dictionaries.
Non-verbal means of communication.
The name of human character traits in comparison with animals in Russian.
Topics of research projects in the Russian language
Some questions of the culture of speech of the modern Russian language.
Some aspects of the linguistic analysis of the joke.
New professions in the modern world and their names.
Nihilism and Nihilists. The emergence of the term, the originality of personality.
One-part sentences in the comedy by N.V. Gogol's "Inspector".
One-part sentences in the work of the poet Mikhail Mokshin.
Onomastics of the names of stores in my city.
Features of the language of SMS messages.
Features of precedent heading texts (on the material of the newspaper "Zapolyarnaya Pravda").
Features of the syntactic structure of M. Tsvetaeva's poems.
Peculiarities of the "skaz" language in the works of M. Zoshchenko.
Features of the language of "skaz" in the works of N.S. Leskov.
Where do adverbs come from?
Reflection of the pagan worldview of the Slavs in the language (phraseology, proverbs, sayings, onomastics).
Reflection of the names of Slavic pagan gods in the etymology of some words of the modern Russian language.
Representations of the ancient Slavs about time and their reflection in language and literature.
Representations of the ancient Slavs about color and their reflection in language and literature.
Origin of interjections.
The use of animal traits to describe a person's character.
Adjectives denoting shades of color in Russian.
The role of phraseological units in the Russian language.
The role of participles in works fiction.
Russian language and its contacts with other languages.
The originality of the speech characteristics of characters in the dramatic works of A.P. Chekhov.
Declensions in Old Russian.
Slavic alphabets, their origin and relationship.
Empty words.
Word-building types of complex Russian surnames.
The current state of the issue of the origin of writing among the Eastern Slavs.
Phraseological units and idioms in Russian
Functioning one-part sentences in texts of different styles of Russian literary language.
The expediency of using borrowed vocabulary in the language of the media.
What is a good speech?
Experiments in the field of the word (on the material, fiction, journalistic literature, the language of the media and the Internet ...).
Emotions in pixels.
Etymology of words-exceptions from the rules of Russian spelling.
Advertising language.
Secondary general education
Line UMK I. V. Gusarova. Russian language (10-11) (basic, advanced)
Line UMK Pakhnova. Russian language (10-11) (B)
Line UMK VV Babaytseva. Russian language (10-11) (deep)
Line UMK Kudryavtseva. Russian language (10-11)
Getting ready for the exam in the Russian language: the main topics for repetition
There are only a few months left before final exams. What are the nuances of the Unified State Examination in the Russian language this year, what topics are especially important to repeat and how to prepare for the main verification work since fifth grade? This is told by one of our authors, Doctor of Philology, Professor of the Department of Theory and Methods of Teaching Russian Language and Literature Orlovsky state university Larisa Bednarskaya.Work with text
This year, the text part has become stronger, more diverse and, therefore, more difficult. Tasks No. 1 and No. 2 of the demo immediately lead to the provisions that define the very concept of "text": content and structure. For their implementation, it is necessary to automate the skill of preliminary analysis of the material. In task number 3, there is a transition directly to the vocabulary: the student must determine the meaning of a polysemantic word in the context. This important skill, since all the nuances of the meaning of words are revealed precisely in the texts. Task No. 26 (essay) is formulated vaguely. In terms of its components, the final text should correspond to the type of “reasoning”, however, this is not indicated directly. In this task, in principle, there are no suggestive terms.
Textual material, important for the successful passing of the exam, is fully presented in the teaching materials by V.V. Babaitseva. The textbooks deal, among other things, with the test frame, the patterns of connecting sentences, keywords and much more - topics that will help the student cope with the tricky tasks of the text part.
Unstressed vowels and other orthograms
The USE is still focused on basic knowledge. However, now one task can include several spellings at once, which complicates the work. Taking up the preparation for the exam in high school, you need to identify which spellings the student has already learned, which are not. It is important for the child to know what exactly he has to learn. In most cases, he is already familiar with the basis of certain rules, and understanding this gives him confidence. Qualitative preparation for the exam starts from the 5th grade. For example, the study of paronyms, which are discussed in task number 5, begins in the fifth grade and requires periodic repetition.
Let's look at a few spellings that cause the most difficulties for students, and see how they can be presented.
Unstressed vowels are the most "dangerous" place. Also in Soviet times statistics showed that they account for 85% of all errors in writing. Now the situation is even worse because lexicon children became poorer, and the fewer words in the student's arsenal, the more difficult it is for him to find a test word.
Vocabulary development exercise
We arrange a regular competition "Who will write down the most words." We give 5 minutes to complete. The student writes in a column one or two syllables, like "goat", "leg". Mandatory conditions: the words must be without the letters Y and Y (unchanged in the unstressed position), and we also do not take into account the words with full and non-full vowels. Winner prize: a mark in the journal. Experience shows that with constant training, a student can present 45-50 words at a time.
Alternating vowels at the root
It is also better to introduce students to the morpheme principle, the main principle of Russian spelling, from the fifth grade (or even from elementary school). To get started, you can hang a poster with a fun text that the children will remember: “The word is divided into parts. Ah, what happiness! Every literate person can build a word from parts. Well, in a scientific way, the principle sounds like this: each morpheme is written in the same way. Writing rules are recommended to be presented according to the template: where, under what condition what happens. For example: when alternating E / I at the root of the word, before the suffix -A- we write I.
The methodological manual has been prepared for the textbook by V.V. Babaitseva Russian language and literature. Russian language. Deep level. 10-11 grades. The manual presents the content of the Russian language course, the subject and meta-subject results of its development, exemplary lesson and thematic planning, types of student activities, topics of search and research work, recommendations for using the electronic supplement to the textbook.
Common Roots:
- KOS- / CAS-, FALSE- / LAG- (at the root, before the suffix -A-, we write A),
- GOR- / GAR-, ZOR- / ZAR- (it is better to remember the spelling of these roots, based on key phrases or sentences, for example: “the dawn burned out”)
- ROS- / RAST- (at the root, before -ST- and -SCH-, we write A)
- MOK- / MAK-, ROVN- / EQUAL- (we rely on single-root words: MOK- how wet, MAK- how to dip, etc.)
Spelling Yo / O after hissing
Here the morpheme can be root or affix. In the second case, the spelling just needs to be memorized. If we are dealing with a root, then when alternating with E we write Yo, and in suffixes and endings under stress we write O. This rule applies only to names: nouns, adjectives and adverbs.
Spelling Y / Y after C
In the root we write AND, and in suffixes and endings Y. Related to this interesting fact. If we consider words with AND after C in the root (number, encyclopedia, zinc), we find that they are borrowed from Latin, in which C was soft. Words in -TSIA also came from the Latin language. But in Russian endings and suffixes (fighters, Sinitsyn), the hardened Russian Ts.
The junction of prefix and root
It's basically a spelling rule solid mark. Ъ is written in one place of the word: after a prefix on a solid consonant before the root ones E, Yo, Yu, Ya.
Another important rule on the topic of the prefix and the root: the transition of the root AND to S. As we hear and write - but there are a lot of exceptions that need to be remembered.
The textbook complies with the requirements of the Federal State educational standard medium (full) general education recommended by the Ministry of Education and Science of the Russian Federation and included in the Federal List of Textbooks. The textbook, consisting of a theoretical and practical part, deepens students' knowledge of the language as a multifunctional developing system, ensures the improvement of communicative, linguistic, linguistic (linguistic) and cultural competencies.
Spelling prefixes
Prefixes are written uniformly, but two pairs have a special nature. Firstly, these are prefixes on Z / S, where we put C in front of the deaf. Prefixes PRE- and PRI- must be given Special attention: most often, PRI- means joining, approaching, being in the vicinity, and PRE- is equal to the prefix PERE- or the word very.
Noun suffixes
- It is necessary to remember: -ET- / -FROM-, -IS / -OST, -ESTV- - -INSTV-, -ISM).
- They obey the rules: -CHIK (written after the root D, T, Z, S, F), -EC- (in the masculine noun) / -IC- (in the feminine noun r), EK- (E drops out when changing the word) / -IK, -IN- - -INK-).
- Diminutive-magnifiers: -ENK- / -ONK-, -ISCH- (always stressed, but remember that after it -E is written in the masculine noun, -A in the feminine noun), -YSHK- (remember that in the noun cf. r. after it, the ending is -O).
These rules are easy to remember in the form of a table.
Adjective suffixes
Similarly, adjective suffixes can be divided into 3 categories and tabulated:
- You need to remember: -EV- / -OV-, -IV-, -CHIV-, -LIV-, -CHAT-.
- They obey the rules: -N-, -AN-, -YAN-, -IN-, -ENN-, -ONN-.
- Diminutives: -ENK- / -ONK-.
Verb forms
This topic is studied for two years, in grades 6-7. The question often arises: why do we write the same verb in different ways, for example: “I saw the sky” and “You will not see the sky”? The point is the formation of verb forms from two stems: the present tense and the infinitive. All forms of the past tense are formed from the stem of the infinitive.
Spelling of adverbs
Consider 3 ways to write:
Slitno
- Formed from full and short adjectives: again, round.
- Formed from other adverbs: tomorrow.
- Formed from the adverb of place: down, up, above.
Apart (formed from nouns with prepositions)
- Former noun, begins with a vowel: point-blank.
- It has case forms: abroad.
- Answers the question "how?": on the run, on the fly.
Through a hyphen
- The prefix B-, VO- plus the ordinal number: firstly, secondly ...
- Repeat: a long time ago, exactly the same.
- Prefix PO-, suffix -EMU, -SKI, -TSKI, -I.
NOT with different parts of speech
We are guided by the following rules:
Slitno
- Nouns, adjectives and adverbs, when they can be replaced by a synonym without NOT.
- Not used without NOT.
Apart
- Verbs, adverbs.
- Nouns, adjectives, adverbs in the presence of comparison or opposition.
There are other spelling rules NOT, in particular with participles and pronouns, which require a separate study.
The handbook is intended for the preparation of graduates high school to the unified state exam (USE) in the Russian language. The publication contains theoretical material in all sections school course Russian language in grades 6-11, recommendations for completing tasks of parts of all types of parts 1 and 2 examination work. The practical part includes samples of test tasks, approximate in volume, structure and selected material to the control measuring materials of the unified state exam. Answers to test tasks are given at the end of the manual.
Knowledge control
Simple tasks will help to believe how well the student has learned the rules on a particular topic. It is better to perform them not in a notebook, but on a separate sheet.
- Write down from memory, without changes, the studied formulas or tables.
- Write down in words one or two rules on the topics studied.
- Write in a column 5 or more examples for one of the rules.
- Make up a sentence with one of the words and do a syntactic analysis.
Depending on the level of preparation of students, tasks can become more complicated. Such control takes only 5 minutes, without taking much time from the lesson. At the same time, the performance of tasks deserves an assessment in the journal.
The media often reproach teachers for the fact that study turns into continuous training for the exam. However, the teachers themselves know that only a systematic integrated approach can achieve the desired result.
"Western" topics of the USE and GIA
in the Russian language and ways to solve them
From the experience of Zamorovskaya T.I.,
Russian language teachers
MKOU "Sorochinsky secondary school"
Kalachinsky district
Omsk region
Kalachinsk, 2013
PART 1. INTRODUCTION
When performing test papers in the USE format, students often encounter difficult tasks, make mistakes both in completing tasks A B and in task C (writing an essay).
The main problem is that the study of the Russian language according to the school curriculum and the preparation for the Unified State Examination in the Russian language differ significantly. Every year, graduates have the same problems:
- inability to apply knowledge of the Russian language on the exam;
- lack of testing skills;
- erroneous understanding of the wording of questions for the tasks of the exam;
- ignorance of one's mistakes, ignorance of statistics USE results In Russian ( typical mistakes are repeated);
- improper distribution of time for tasks;
- creation of an essay without taking into account the criteria for its verification.
All these problems have a solution, so I consider it relevant to generalize and systematize this experience.
PART 2. THEORETICAL PART
- "Western" USE topics
For the study of the Russian language in the 11th grade, 1 hour is allotted, which is insufficient for high-quality preparation for the exam, so the experience presented is designed to be worked out in optional classes. Preparing for passing the exam should be strictly focused on a certain form of examination and on a specific system of testing.
When completing USE assignments in the Russian language, students face the following difficult topics:
In part A:
- orthoepic norms of the Russian language;
- morphological norms of the Russian literary language;
- syntactic norms of the Russian literary language (the use participle turnover in speech, norms of coordination and management).
- Punctuation norms of the Russian literary language ( separate members offers; punctuation marks before conjunction HOW).
In part B:
- ways of connecting words in phrases (coordination, control, adjoining);
- morphology of the modern Russian language (categories of pronouns, adverbs, participles and participles, particles, derivative prepositions);
- types complex sentences and their specificity;
- analysis of linguistic means of expression.
In part C:
Problem definition;
Compositional and logical design of the essay (including paragraph division);
Grammatical, lexical, syntactic and stylistic norms of the Russian language;
Theory of argumentation.
What to do? How to avoid these mistakes? There is only one solution - you need to clearly plan your work.
2). Work planning
The system of preparation for the exam is an educational - methodical set, which includes learning programs, textbooks, programs of optional and elective courses, KIMs, individual programs.
After analyzing the “sinking” topics of the examiners, I adjusted the exam preparation program: calendar and thematic planning for the subject “Russian language”, an optional course “Russian language. Preparation for the exam, individual plan work with the student, diagnostic work.
In the calendar-thematic planning of Russian language lessons, I include the “Repetition” section in each lesson (the topic is taken from the codifier) in accordance with the actualization of the personality-oriented, activity-based and competence-based approaches to determining the goals, content and methods of teaching the Russian language.
The examination paper does not check the elements of the content that go beyond the limits of the general educational minimum in the Russian language. However, such preparation does not exclude the necessary generalization and systematization of what was learned at school.
Over the years of preparing students for the exam, aa system of work on the repetition of difficult topics in the Russian language lessons and extracurricular activities in the 11th grade.
1. September October.
Repetition of difficult topics:(Annex 5)
a) orthoepy (A1);
b) spelling:
Spelling n / nn in words of various parts of speech (A12);
Spelling of vowels in the root of the word (A13);
Spelling prefixes (A14);
Spelling of personal endings of verbs and participle suffixes (A15);
Spelling not and neither (A17);
Continuous, hyphenated, separate spelling of words (A18);
c) syntax and punctuation:
Types of one-part sentences;
Types of complex sentences;
Types of complex sentences;
d) most difficult tasks parts B:
The main ways of word formation (B1);
Type of subordination in the phrase (B3);
Language means of expression in the text (B8) (Appendix 6)
On this stage preparation for USE information is presented in diagrams, tables, blocks, information and communication technologies are used, which provide the basis for systematizing and generalizing what was studied in grades 5-9, create a base on which to continue the in-depth development of the norms of Russian spelling.
Work with text: (Annex 1)
a) determining the style and type of speech; determination of means and ways of linking sentences in the text;
b) preparation for the implementation of part C:
Acquaintance with the criteria for assessing task C;
Work on formulating the problem, commenting on the text and determining the position of the author, the ability to argue his point of view;
Analysis of similar essays in accordance with the criteria;
Writing, analysis and editing of own compositions.
At first, the student tries to write according to a certain template (see Appendix), but gradually he begins to deviate from the model and creatively draws up his essay.
Control work in the format of the exam. (Mock exam).
Holding diagnostic work, it allows not only to identify typical mistakes, but also to determine what problems need to be worked on directly with each student (Appendix 3).
Work on the prevention of errors in the exam.
1. Complex analysis text and writing essays on it.
2. Testing (performance of tasks according to the samples of the USE options).
3. Differentiated homework (taking into account the difficulties of each student).
4. Constant reference in the classroom to topics such as "Discharges of pronouns", "Derivative and non-derivative prepositions", "Discharges of particles", "Communion and participle"
5. Syntactic and punctuation parsing sentences (with tasks on word formation, determining the type of subordinate connection in a phrase, morphological analysis of words).
6. Pre-examination control.
I build the lesson model like this:
1. Lexical and orthographic work.
2. Selective testing (A1 - A30).
3. Text analysis (B1 - B 8).
4. Working with program material (using examples from the text).
5. Workshop (group work).
6. Test dictation.
7. Essay-reasoning (according to the text of the dictation).
8. Analysis of the essay.
3) Composition - a task of increased complexity
What is the task of part C? This essay-reasoning, ie. constructive reflection, expressing one's opinion about the text given for reading and analysis, which is difficult for many students. The teacher needs a fundamentally new strategy to prepare graduates for such a task.
The key to success in completing part C at the Unified State Examination in the Russian language is compliance with all the formal criteria that guide experts when grading. There are only 12 criteria, and they are divided into3 main groups:
1) the content of the essay (K1 - K4);
2) speech design of the composition (K5 - K6);
3) literacy (K7 - K12).
The main thing that needs to be taught to students is to compose the content of the essay in the light of the requirements, which include K1 - K4.
K1 - formulation of the problems of the source text. Maximum score– 1, if one of the problems of the text is correctly formulated, there are no factual errors associated with understanding the text.
The specifics of writing an essay in this case is that the essay must be written according to an unfamiliar text (an excerpt from some great work, the general theme is not indicated in any way). However, it is a text and it contains a certain theme. Therefore, based on the knowledge gained, I teach children to determine the topic, and through it - the problem.
The topic of the text is what the text is about. You need to pay attention to the paragraph division of the text, because each paragraph is a micro-theme, and you can also define a theme in them.
To avoid vagueness of the wording, the word “problem” should be specific, the author of the essay should not leave the possibility for experts to “guess” the problem he named (see Appendix 3 Template)
K2 – commentary on the formulated problem of the original text.
When starting this paragraph, it must be remembered that this is the position of the student. The commentary boils down to the fact that the student must explain why this problem, in his opinion, is relevant, what is its significance. For example: "The problem raised by the author is relevant and topical today ...". In K2, the words “relevant, significant” should be present in order to avoid vagueness of the wording, behind which there is often no thought.
K3 - a reflection of the position of the author of the source text. There is a very fuzzy boundary between K2 and K3, so there is a danger of replacing one with the other. It is necessary to teach students to clearly understand that K2 is the student's position on the relevance of the problem, and K3 is the author's position on the problem raised: why did the author raise such a problem? What did he want to say?
You need to reason specifically on this text, highlighting the position of the author. Quoting is possible here, but one should not get carried away too much. Students should be taught different ways of quoting. To learn to quote turns of speech, phrases, to insert part of a sentence from the text into your reasoning - all this makes the language of the essay richer, more colorful.
This paragraph should also contain certain lexical means. For example: “The author believes…, warns…”, “The position of the author is…”, etc. It is impossible to be distracted by reasoning outside the text! (Appendix 3. Template)
K4 - argumentation by the examinees of their own opinion on the problem.
At this point, again, there is a danger of getting into reasoning outside the text. It is necessary to give the necessary arguments with an eye on the text, on the named problem. Often resort to introductory words, phrases, sentences. For example: “The text says that such a phenomenon occurs frequently in life. It's hard to disagree with the author. There was an article in print recently that raises the same issue. It talked about ... Probably ... ". For getting top score at least two arguments are required to support one's own position (based on knowledge, life or reading experience). That is, it should be own arguments, different from the author's, as if supplementing them (in case of agreement with the author), and, selecting them, you can also rely on works of art studied in class or read independently.
The examinee must think about how he will end the essay.
The essay should consist of 6 paragraphs: this is an introduction, 4 points of criteria, and a conclusion. It is desirable to start each given argument with a new paragraph.
The main stages of preparing the text of the essay-reasoning in accordance with the task of part C of the USE
1) familiarization of students with the requirements for the essay and the criteria for its verification;
2) step-by-step analysis of each criterion:
a) the problem of the text, types of problems, methods of highlighting the problems of the text, ways of formulating the problem;
b) comment, types of comments, method of registration;
d) argumentation of one's own position, types of arguments;
3) work on the composition of the composition;
4) writing and checking essays according to the developed evaluation criteria.
The need for special preparation of each of the above substantive sections of the essay-reasoning determines the specifics of the organization of work to fulfill the creative task of part C of the Unified State Examination in the Russian language and the main stages of this work.
The teacher needs to know thatone should proceed to the creation of an essay-reasoning only after performing a content-linguistic analysis of the source text, as a result of which the theme of the text, its ideological meaning and problems have already been determined.
I stage. At this stage of the work, based on the materials obtained as a result of a multidimensional content-linguistic analysis of the source text, it is necessary to write down in a draft some general arguments (phrases) concerning the topic of the text (what is this text about? what is it about?) and its problems (what problems considered in the text?). In doing so, special attention should be paid to formulating general and particular problems raised by the author in the text.
Problem Statementis a concise and precise statement of the essence of a complex or controversial issue raised in the text. The correct formulation of the main problems of the source text is one of the main indicators of the correct understanding and interpretation of the source text.
Remember! Comment on the problem- these are explanatory or explanatory remarks, reasoning showing what the problem is, between what phenomena there are contradictions or conflict, what are they or how are they expressed? Such a comment implies a characterization of the significance and relevance of this problem, as well as an expression of one's own attitude to the problem.
The problem comment must be linked to the proposed text. At the same time, a simple retelling of the text or any part of it should not be given as a comment, nor should one quote a large fragment of the analyzed text. It is necessary in your own words (you can use short quotes) to explain the essence of the problem, write what the author is talking about and what he is thinking about.
Attention! Creating your own text and its good language design are quite difficult tasks. Therefore, starting from the first stage of work on the text of the essay, one should remember about its competent and expressive language design. For this, some cliched phrases are suitable that can be used in different parts of the text of the essay.
To characterize the topic of the text, its problems and relevance questions under consideration, you can use the following constructions:
The article (text, essay) reveals (is developed, interpreted) the topic ...
The theme ... is one of the eternal (inexhaustible, general, especially beloved) ...
Many of the issues discussed in the text are of real concern modern man. These issues include...
II stage. This stage of preparing the text of the essay involves a clear formulation of the author's position on the problem being characterized and recording the relevant provisions in the draft.
Remember!
1. The position of the author can be expressed both directly and in subtext.
2. The way the author's position is expressed depends on the chosen style and type of speech.
3. In the texts of artistic and artistic-journalistic styles, the position of the author is expressed, as a rule, in the subtext.
To convey the position of the author of the original textPhrases may be appropriate:
The author expresses (expresses, formulates, conducts) a thought (deep, important, bold, wise, brilliant)...
The author's position cannot be considered suspended ...
The author's position cannot be missed in ...
III stage. An important stage in the work on the essay is the definitionown positionon the problems of the text (or on one of the problems posed by the author). You should clearly articulate your attitude to what you read (or your attitude to the commented problem), justify it and make appropriate notes in the draft.
Attention! It is important to remember: you can agree or disagree with the opinion of the author of the text, but in any case it is necessaryarguetheir point of view, give explanations and evidence that may be based on life or reader impressions.
Argument - this is an argument, proof of a position or statement. Arguments can be compressed, representing single sentences, and expanded, consisting of several or even many sentences.
Arguments based on life experience, suggest an appeal by the author of the essay to the facts from real life(including my own).
Arguments based on reader experience, involve the use of information gleaned from fiction.
In the event that facts from life are given as arguments, it is necessary that these are not some sketches from everyday life, but thoughtful observations. If fiction material is used as evidence, it is necessary to convey information correctly, without distortion and as briefly as possible, in a generalized form, which will become convincing arguments in favor of one's own point of view. Your point of view must be stated not only with reason, but also ethically correct.
When presenting your own point of view and its argumentationThe following phrases may be in demand:
The author turned to the topic (problem), in my opinion, not by chance ...
I often think about...
In my opinion, the issues raised in the text will always be relevant, because ...
IV stage. A separate stage of work on an essay-reasoning can bespecial analysis of language featuressource text and the role of expressive means used to convey the ideological meaning of the text and the author's position.
In carrying out such an analysis, it is necessary:
a) note the most characteristic linguistic features of the style of speech chosen by the author (for example, a combination of expressive and evaluative vocabulary with bookish vocabulary in a journalistic style text or the use of word-terms in the absence of colloquial and emotional-evaluative words in a scientific style text);
b) identify the means of linguistic expressiveness chosen by the author from a variety of possible ones (for example, metaphors, comparisons, nominative themes, series homogeneous members, expressive repetitions, etc.);
c) determine the role of these linguistic means in the text (for example, they give accuracy and clarity to the statement, make speech more vivid, figurative, emotional; they are used to convey the author's attitude to the subject of speech, the author's assessment, etc.).
The found means of language expressiveness should be written down in a draft along with examples and comments. (What is this language facility used for?)
When characterizing figurative and expressive meansused in the text, and their roles, the following speech turns will be appropriate:
In his text, the author skillfully uses ...
With the help of the expressive means of the language used by the author... a bright (live, bright, memorable, visual, typical, beautiful, generalized) image is created...
With the help of ... a comic effect is created.
Emphasize ... the author is trying with ...
This technique helps the author to more accurately (brightly, convincingly) express his position (point of view, thought, opinion) ... The author of the text is a real (great, talented, outstanding, wonderful, brilliant) writer (master of words, artist of words, master of landscape ).
V stage. After the materials for all the main substantive sections of the essay-reasoning have been prepared on the draft, you should consider the composition of the examination paper, its speech design (where to start? What to talk about in the main part of the work? How to finish the essay? state your position clearly and convincingly?) and write a coherent text.
Attention! When considering the construction of an essay, it is necessary to strive to ensure that its composition is harmonious and complete, which implies the presence in the worklogically related compositional parts, including introductory, main and final.
The simplest version of the compositional design of an essay-reasoning is to combine into a single coherent text the materials prepared on the draft on the main substantive sections of the work relating to: a) the topic and problem of the text; b) the author's position on the identified issues; c) the personal position of the graduate and its argumentation. At the same time, materials on the first and last section can act as an introduction and conclusion of an essay-reasoning and are drawn up using the appropriate paragraph division.
However, another construction of the creative final work, suggesting a different sequence of arrangement of the meaningful parts of the essay-reasoning, various options for combining them, as well as the presence of a special introduction and conclusion.
Beginning of composition
The introductory part of the essay-reasoning can be framed in different ways. Most often it is directly related to the definition themes and issues original text.
In this case, the named part of the examination paper may be:
a) the actual definition of the topic of the text;
b) the formulation of its main problems that the author of the source text raises or touches on;
c) a statement of the writer's own position on those issues that were raised by the author of the original text;
G) brief reference about the author of the text, about the main problems that he touched upon in his works, and about the connection of the problem raised in the text with the general direction of the writer's or publicist's work;
e) lyrical reflection related to the theme of the text.
The introductory part of the essay-reasoning can also be associated with the idea of the text or the main conclusion of the author. In this case, it takes the form of an “overturned beginning”. (“... This is how the article, essay, story ends.”)
It is undesirable to start an essay (especially on fiction and non-fiction texts) with phrases like “The topic of the text is...”, “This text says...”, “The main problems of the text are...”, etc.
In cases where the theme and problems of the source text are already determined at the very beginning of the essay, some stylistic figures can be used, for example, nominative representations, rhetorical exclamations, rhetorical questions, question-answer form of presentation, etc.:
a) Talent... How often do people use this word without thinking about its true meaning! Sometimes they are used to encourage friends for the simplest actions, often in an ironic sense. It's time to return the word to its true meaning! But how to do that? Let's try to understand the essence of the concept of "talent" together with the author.
b) The book... Can humanity do without it in the age of electronics and computerization? Are other media able to replace the live dialogue with the writer that occurs while reading? We will find answers to these questions in the article ...
c) Childhood! Who does not know the phrase "We all come from childhood"? Who has not remembered with warm feeling their first steps into the world?
G) native nature... What does it mean to us? For someone - a shrine that must be preserved and passed on to the next generation, but for someone - only a source of enrichment.
The introduction to the essay-reasoning can be small (3-5 sentences). The content of the syntactic figures used in the introduction to the essay must necessarily correlate with the theme and problems of the source text.
Completion of the essay
The final part of the work, summing up all that has been said, can also have several options: it can generalize the position of the author of the original text in relation to the problems under consideration; the graduate's own position and his assessment of the author's point of view can be formulated; the general impression of what is read can be conveyed.
The final part of the essay-reasoning can be framed as:
a) ending-output (compressed, in several lines, the result of the entire essay), for example:
After analyzing the content of the text and its linguistic features, we can conclude that spirituality is a quality that many would like to develop in themselves, often without even knowing how it manifests itself. The author teaches us that spirituality should not be confused with education. A person needs to maintain in himself the desire for goodness, truth, beauty, and not formal skills like good manners. Probably, our ideal will turn out to be unattainable, but otherwise one cannot become a spiritual person;
b) ending-answer (an energetic answer to the question posed at the beginning of the essay), for example:
So why do people go mountain climbing? Although this sport does not fit into the framework of sober everyday calculations, it is it that allows you to reveal the true essence of a person. Climbing tempers not only physically, but also spiritually, as "you learn to see and evaluate in yourself and others the main thing, the present";
c) an aphorism ending (a short expressive saying containing a generalizing conclusion and putting a certain semantic point in the essay), for example:
After reading this text, you understand that the native land is the most precious thing a person has. They often say: " Motherland- mother, someone else's - stepmother";
d) ending-quote (a vivid saying, a statement of an outstanding person, corresponding to the main idea of the essay and confirming the validity of the opinion of its author), for example:
"The sun is hidden in everyone!" - wrote the famous Russian poet and writer V. Soloukhin. This is exactly how it is: in everyone there is a sun, but it is hidden, but it is necessary that its rays joyfully illuminate our earth with the light of love and goodness.
VI stage. The final step in creating an essay-reasoning is to conductproofreadingprepared creative work. Now you should carefully re-read what was written and, if necessary, make corrections regarding the composition of the text, the consistency and sequence of presentation, possible factual, logical, spelling, punctuation, grammatical errors, as well as speech errors and shortcomings (Appendix 4)
4). Diagnostic work
Diagnostic work to determine the level of development of the mandatory minimum education in the Russian language is carried out by me in two stages. First, students perform work on the basis of demo versions of KIMs (parts A and B), then I analyze the quality of test tasks. Works are analyzed after each testing. A table of individual mastering of sections and topics of the Russian language by students of the graduating class is compiled, in which the fulfillment / non-fulfillment of KIM tasks is noted (Appendix 2. Table 1)
Then a summary table is compiled (Appendix 2. Table 2), which helps to draw a conclusion about the level of development of individual sections and topics and eliminate knowledge gaps. This table also allows you to determine:
- the percentage of students who did not cope with a particular task;
- the dynamics of the state of the quality of knowledge and skills on the topics of the Russian language, both in relation to each student individually, and in relation to the entire class as a whole (Appendix 2. Table 3)
Table basedan individual file of errors is compiled. This work is being done on reverse side student's form (the form is given to the student one for the whole year, the test is performed in pencil, errors are recorded on the back of the form). This gives each student the opportunity to see their mistakes, repeat the "sinking" material and perform a series of tests on this topic - to fill in the gaps (Appendix 2. Table 1).
You can adjust the results of the next diagnostic work by planning further activities by organizing a frontal, group and individual work in order to eliminate gaps in the knowledge and skills of students identified as a result of the previous diagnosis.
Thus, at first, a starting test is given, the mistakes of each student are highlighted, then “sinking” topics are repeated, thematic tests, verification and control tests are performed.
PART 3. PRACTICAL PART
Practicing skillsidentify, formulate and comment on the problems of the source text.
Ex. 1.
How many large and small villages are scattered across the Russian expanses! And each of them has its own face, its own history. You rarely find in printed sources or in the memory of the people the year of birth of a particular village. Sometimes only a chronicle line or an old book will convey to us from the depths of centuries the name of the founder or interesting event that happened in this village. And we spend hours thinking about a past life, trying to find something in it for ourselves that we need today. What are we looking for there? Your pedigree? origins folk character?
Whatever we are looking for, one thing is clear: we cannot live without memory.
(According to I. Vasiliev)
Tasks
1. Determine the topic, ideological meaning and problems of the text. Highlight its main problem.
2. Which of the proposed formulations of the topic and the main problem of the text seem to you the most relevant to the content of the text and the most successful in terms of the accuracy of the expression of thought and its speech design?
1) Human memory.
2) Historical memory, its significance for man and people.
3) Why does every person need memory?
4) What gives a person the memory of the historical past?
3. Which of the proposed formulations of the problems of the text does not correspond to its content? What wording reflects particular problems?
1) The problem of the loss of information about the founding of cities and villages.
2) The problem of the difficulty of life without the memory of the past.
3) Save problem historical memory people.
4) The problem of the loss of old books.
4. Describe the methods used by the author to formulate the problems of the text. Are the main and particular problems posed directly or are they derived from the content of the text and the position of the author?
Ex. 2. Read the text, conduct its content-linguistic analysis. Complete tasks.
There is an amazing truth in Christian teaching: more blessed is the one who gives than the one who receives. And in the language of the Bible, blessed is nothing but a synonym for happy.
So, the one who gives is happier than the one who receives. Why? Yes, because when we give something to a person, we involuntarily yield to him in our own soul, in our own inner world a particle for him, we let him into our inner life, hidden from prying eyes. We make him our neighbor, and therefore enrich ourselves, establish such contact with this person, which, perhaps, is nothing more valuable in the world. After all, the concept of human happiness is conditioned by the system of human relations. And if these human relationships become enlightened by this inner intimacy emanating from our heart, then this is the condition for true and enduring human happiness.
That's how amazing: a person becomes happy because he gives. ...Yes, human happiness is built contrary to the logic of our physiological instincts. It is this Human, with a capital letter, happiness that is created in the confrontation with this biological logic.
... Centuries-old experience shows that self-giving, complicity, mercy in the full and true sense of this wonderful word enrich a person, create his happiness. In a way, it's a mystery. As well as much of what is connected with human existence. And this secret is revealed only by experience. (From the Sunday sermon of Archbishop Kirill)
Tasks
1. Determine the ideological meaning and main issues of the text.
2. Read the wording suggested to identify the problems of the text. Which of the following is relevant to the content?
Problem formulations:
1) Why is the one who gives more happy?
2) Why do happiness and mercy enrich a person?
3) What is human happiness?
4) What is happiness?
5) Is it possible to fully understand the secret of human happiness?
6) What is the Christian understanding of happiness?
7) How should one treat others?
8) Who is a blessed person?
9) Why is the secret of happiness revealed only by experience?
3. Which of the above problems can be classified as private?
4. Which of the listed problems is the most significant, from the point of view of the author?
5. Describe the method chosen by the author of posing the main problem of the text (is the main problem posed directly or does it follow from the entire logic of the presentation?). Consider whether the way in which the main problem is stated is related to the style of the text.
Ex. 3. Read the text, conduct its content-linguistic analysis. Complete tasks.
What is beauty? Do we perceive beauty in the same way? Can beauty be appreciated? Do ideas about beauty change over time?
Often we call beautiful what corresponds to the norms and ideals of our time. Each era has its own ideals and fashion. But there is an imperishable, imperishable beauty, to which humanity necessarily returns. We will never cease to be pleased with the proportions of the Parthenon, the harmony and unity with nature of the Church of the Intercession on the Nerl ... I am upset every time I hear the phrase: “There are no comrades for the taste and color ...” Just the opposite - you are surprised at how many people beauty is valued equally. (According to L. Migdal)
Tasks
1. Determine the ideological meaning and problems of the text. Highlight the main problem.
2. Describe the ways and means of conveying information about the main problem of the text.
3. Read carefully the suggested comments on the main issue of this text. Which formulation of the main problem seems to you the most correct?
The Russian language in skillful hands and in experienced lips is beautiful, melodious, expressive, flexible, obedient, dexterous and roomy.
(c) A.I. Kuprin
What distinguishes a cultured person? That's right, his speech. It can be used to judge the education, outlook and even the mood of the interlocutor.
Unfortunately, the literacy rate of the population in our country is falling every year. Fortunately, the number of people striving for it is increasing.
Speaking and writing Russian correctly is difficult. Even professionals who work with texts on a daily basis make mistakes from time to time.
Linguistic knowledge and skills need to be constantly updated and improved. That is why we have collected for you the top 5 portals dedicated to the Russian language.
GRAMOTA.RU
- perhaps the most famous reference and information portal about the Russian language.
Sowing "the Russian language for everyone", the developers have collected all kinds of dictionaries on it: from spelling to anthroponymic ones.
Audio dictionaries deserve special attention among them. For example, the dictionary "We speak correctly" - Chief Editor The portal, together with the host of one of the Moscow radio stations, teaches how to “hit” words correctly, and also tells in a fascinating way about their origin.
On GRAMOTE.RU you will find rich theoretical material on the Russian language, and more importantly, practical tasks (exercises and dictations). So everyone can check the level of the language and “paint over” the gaps in their knowledge.
In addition, if you are in doubt about the spelling of a particular word, you can ask the appropriate question and get a qualified answer from the staff of GRAMOTA.
The culture of writing
- an unofficial portal created by a group of enthusiasts from St. Petersburg teachers of Russian language and literature. They consult, edit texts, but most importantly they accumulate educational and reference material on the Russian language.
We are talking about publicistic and scientific articles, as well as dictionaries, spelling, punctuation, pronunciation and other rules.
Particularly interesting is the section that contains typical mistakes that we make in Russian oral and writing.
The site also has a lot of regulatory and methodological material. Therefore, it will be useful to teachers of the Russian language, as well as their students preparing to take exams.
Web edition of the rules of the Russian language
is a reference site created by a designer and blogger (together with Roman Parpalak and Shurik Babaev).
Here you will not find any dictionaries, tests and forms "question - answer". Only spelling and punctuation rules of the Russian language. But! They are well structured according to the morphemic principle, concise and provided with examples.
At the same time, the main feature of the portal is search. Fast and convenient. You can drive into search string the suffix you are interested in or the whole word with it; you can write "commas in compound sentences" or just put a "," sign.
This site is indispensable for journalists, copywriters, bloggers and everyone who needs efficiency in editing texts.
Textology
- a site about the Russian language and literature. The target audience is quite wide: from philologists and linguists to high school students.
The site contains all the basic language rules, dictionaries; there is a forum and help desk to help deal with complex cases.
From the point of view of the Russian language, there is nothing new on the portal, but the Literature section is very interesting and informative. You will find there a variety of materials on the theory of literature (genera, genres, text, and much more) - an excellent help for novice writers and publicists.
Best-language
- a site-collection of rules for the Russian language. As in the case of therules.ru, it contains all the basic rules (plus sections on phonetics, vocabulary and morphology), but they are even more concise.
It is stated that the site will help you improve your literacy and pass exams successfully. This should be facilitated by tests, the link to which is provided after some rules. But alas, the links are not working.
In conclusion, a small survey: what services and portals about the Russian language do you use? Share links in the comments.
Writing well is a useful skill, and it's not that hard to develop it. The best way is through "", a free and cool writing course from the editors of Lifehacker. You will find theory, many examples and homework. Get it right - it will be easier to complete test and become our author. Subscribe!
The topics of the USE essays in the Russian language are a rather abstract concept. Rather, we can talk about problems. Each text proposed for analysis by the USE participant contains several problems. Usually there are at least three of them, but there are texts in which up to ten problems can be identified.
Most subjective. In fact, the problem may be present in the text, but not contained in the materials for experts who check the work of students. Most experts in such situations count the wording of the problem.
The difficulty is different: sometimes a student formulates a problem ugly from the point of view of the Russian language, while thinking in the right direction. It turns out the correct, but difficult to understand content. The expert does not always catch the connection between the text of the work and the materials according to which he must check. As a result, the correct thought is scored with zero points.
How to avoid it? There is a list of topics (problems) of the USE essays in the Russian language, it will be given below. This list contains concise but precise formulations that will be clearly understood by an expert. Many of these are taken from past exam reviewer materials or from official exam mock-ups. Problems may vary slightly depending on the source code, but in general the list is exhaustive.
The problem can be formulated as a question or in the genitive.
In terms of evaluating the essay by experts, there is no difference. But using the first method (question) leads to writing a better essay. It makes it possible not to get confused and not to get away from the topic. Site Developer Tip: Formulate the problem as a question. We will also formulate a list of topics (problems) in the form of a question.
List of topics for composing the exam in the Russian language
The relationship between man and nature
How does human activity affect nature?
How should nature be treated?
Why is nature important to humans?
Should man protect nature?
How does nature affect man?
What is wrong with the consumer attitude to nature?
Does man depend on nature?
Why do people often fail to see beauty in nature?
How can nature inspire a person?
How is the destructive power of nature manifested?
Why is it necessary to live in harmony with nature?
What is the beauty of nature?
The relationship between man and animals
Why should a person take care of animals?
Why do homeless animals evoke compassion?
How should people treat their pets?
Do all people love animals?
Why is man so often cruel to animals?
What makes a person kill animals?
Can an animal be useful to a person?
Is a person always smarter than an animal?
Family relationships, childhood
How does the family influence the formation of a child's personality?
Is there anything stronger than a mother's love?
How do parents show concern for their children?
Why are parents strict with their children?
What influences the process of formation of children's worldview?
Is a mother's love always good?
How does education affect the future of a person?
Should children leave their parents?
What kind of atmosphere should be in the family?
Do relationships in the family affect the character of the child?
Why should parents be honest with their children?
Why do conflicts between "fathers" and "children" occur?
What do childhood memories mean to a person?
Is childhood always the happiest time?
The beauty and wealth of the Russian language
What does native language mean for a person?
Why is it necessary to protect the Russian language?
What does an irresponsible attitude towards one's native language lead to?
Why do young people neglect the rules of the Russian language?
What is the wealth of the Russian language?
School, teachers, books
Why is it important for a person to get a good education?
How is the school involved in shaping the personality of the child?
Why are school lessons important?
Why should you remember your teachers?
Is every teacher good?
What should be a real teacher?
Why should a person seek knowledge?
What's wrong with not wanting to learn?
What are the consequences of the work of an incompetent teacher?
How do books influence a person's worldview?
What place should reading take in a person's life?
Inner world, moral qualities of a person
What can a person's appearance say?
Is a person beautiful on the outside always beautiful on the inside?
In what situations is a person's character manifested?
What internal qualities of a person can be considered correct?
What is a truly rich inner world?
Why do people do immoral things?
Is there any way to justify betrayal?
Why do people embark on the path of spiritual degradation?
How is cowardice manifested?
What kind of person can be called callous, heartless?
What causes human cruelty?
Why do intrapersonal conflicts occur?
Can a moral person betray his principles?
Friendship
Can true friendship ever end?
Why do fights happen between friends?
Why does friendship not tolerate betrayal?
What kind of person can be called a true friend?
Can friends be rivals?
Love
What is true love?
How should you treat the person you love?
Is love always happy?
What can a person do in the name of love?
Why is unrequited love dangerous?
Is it possible to forgive a loved one?
Social problems
How should the poor be treated?
Why should you help the homeless?
Is it always possible to trust the authorities?
How does the problem of servility manifest itself?
Why can the rich control the destinies of the poor?
Why is crime rampant?
Is there any way to justify stealing?
What can make a person drunk?
Are the poor always to blame for their financial situation?
Upbringing
What kind of person can be called educated?
Will a well-mannered person be rude or rude?
Why should a person be responsive?
Who educates a person?
Why is it important to respect others?
Should a person be polite?
Art in human life
Is a talented person always noticed?
What gives a person art?
How does music affect a person?
Is it possible to express through art what cannot be expressed in words?
What did music mean to people? war time?
Do brilliant people always live happily?
Why do people love art?
How does art help a person?
War time
Why was heroism common in wartime?
What are people who love their Motherland ready for?
What kind of person can be called a patriot?
How is false patriotism manifested?
Does it make sense to treat the enemy humanely?
Why is war a grief for every family?
Why should we remember the heroes of the war?
How does humanity keep the memory of the Great Patriotic war?
The list of problems can be extended. New problems will be added to the general list, stay tuned.
