Errors in speech, grammar,
ethical, factual...

Getting ready to check essays on the Unified State Exam

We must admit:
poor education among today's youth.

(From an essay on the Unified State Exam)

Speech errors

Errors associated with incorrect or less successful use of words or phraseological units are classified in school practice as speech errors. Unified State Exam experts evaluate compliance with speech (lexical) norms according to criterion 10: if more than three errors are made in the work, the examinee receives zero points instead of the possible two.

Graduates violate the communicative accuracy of statements, using words and phraseological units in a meaning that is unusual for them or without due consideration of stylistic or emotionally expressive nuances of expressions: This word has no prototype in Russian. People who are stuck in laziness lose a lot. Our officials are sucking up to the mayor. These examples expose the poet as a romantic. Slava appears in this text as a workaholic patriot. Laziness is the monster of modern youth.

Numerous examples mixing paronyms, that is, words with the same root or similar sounding words with different meanings: The book gives hormonal education to a person. She has always been a closed, hidden person. Crystal honesty. He did not want to be treated for alcohol. The book should be treated with great care, it deserves it. The author maliciously denounces indifferent people.

Pleonasm is a mistake consisting of using an extra word; it is also often found in the essays of graduates: German Germany. The working proletariat. In a rural village. You need to read each book thoughtfully and carefully. But these heroes only talk and chatter. An interesting problem is revealed and touched upon here. The mother stood quietly and silently. These fashionistas are only interested in dresses and outfits. Flattering compliments. Money penalty.

Examinees are often violated the usual lexical compatibility words– resulting in speech errors: Today's youth read little and do not broaden their horizons. His speech is filled with an abundance of bookish words. Nerves and excitement overwhelmed the author. Today we have a dangerous and ill-mannered teenage generation.The mother stood with a pitiful appearance, tattered, in shabby clothes. The son treats his mother shamelessly. The veteran just wanted more understanding. Each word has its own unrivaled history.

Very little time is devoted to the study of phraseological units in the school curriculum - as a result, students have a very vague idea of the norms for using stable combinations. They do not know the meaning of phraseological units well, often distort their composition, which leads to the destruction of the two-dimensionality of the image underlying it; There is a contradiction between images and context, which allows us to understand the expression literally:

One can only agree with this position with a squeaky heart.

These children were deprived of joy.

A difficult fate has befallen our people.

The children were poor; they ate bread and salt.

Low bow to those who fought.

A joke was played on him.

This act was the last straw that overflowed the barrel of gunpowder.

To prevent such hooliganism, it is necessary to strengthen and enlarge the internal organs.

Stylistic errors

The majority of speech errors are errors that are actually stylistic. These are anachronisms, that is, errors due to a mixture of vocabulary from different historical and social eras: Marmeladov once had a job, but then he was laid off. Actually stylistic are also errors resulting from mixing expressions of different styles, unmotivated use of dialectal, colloquial expressions, which contradicts the norms of the literary language: I slightly disagree with the author's point of view. Gogol showed Plyushkin with a similar miserliness. We need to fill our heads with knowledge. Catherine II sought to ensure that philosophers and writers glorified her name throughout the world. The author’s position is expressed by a proverb that reads: “People are greeted by their clothes.”–they guide you according to your mind.” Sharikov, having received some power, became a lawless man.

Quite often, speech defects in the texts of examination essays are felt, but it is very difficult to classify them; in this case, in our opinion, the score should be reduced according to criterion 6, and not 10. The same should be done with the next group of errors leading to a violation of the requirements for purity, richness and expressiveness of speech - these are speech defects that impair speech, but this is less gross violations than mistakes. Shortcomings are considered from the point of view of “better - worse, well said - not quite well said”; they are assessed less strictly both at school and by experts at the Unified State Examination. This is a tautology - a mistake consisting in the use of words that are repeated in a small context, the use of weed words: It was as if I looked in the mirror and saw myself. Based on the above, Tendryakov concludes...... I think that we should not be angry with the Ukrainians and even the Estonians.

Grammatical errors

Criterion 9 assesses compliance with grammatical norms in the texts of examination essays. Grammatical errors are caused by violations of the norms of word formation (word formation errors), form formation (morphological errors), norms of syntactic connection of words in phrases and sentences, as well as simple sentences within complex ones (syntactic errors).

Word formation errors- this is the result of word creation in violation of norms: words are formed according to models that do not exist in the literary language or it is not taken into account that the totality of actually existing lexemes does not completely coincide with the system of words that could be in the language, but they are not used in speech:

Shyness, shame, shame at the poor appearance of the mother. Bribery is the scourge of our time. Mistakes of heroes. The main problem is the timidity of the young teacher. Dealing with impudence is difficult. Vernacular words. Social order. Along the asphalt path. Since childhood, she had a penchant for music. The warriors showed tenacity and courage. We must understand that all this was not done in vain. The steadfast character of the characters evokes respect. L. Tolstoy called the people pushers of history. It is known that Gumilyov ridiculed Akhmatova’s talent.

Defects in the formation of forms of certain parts of speech are also varied and numerous.

At first Petrusha Grinev was also an undergrowth.

A worse example cannot be given.

In those years, Russia was hungry and poor.

Vysotsky’s work cannot be confused with anyone else.

You can talk about the fate of both sisters.

The veteran wanted words without falsehood.

The television news constantly reports violence against people.

We learn about their plans.

A person was needed who could help in this matter.

Gogol also wrote about the greatness of the Russian people.

Let's remember Gorky's Larra - he is also proud and selfish.

What kind of courage one must have to sing like that before death!

Vadim was haunted by remorse, but not for long.

Youth is a good time. Young, walking.

I was overcome by heart-fluttering thoughts.

Recently, the Estonian Seimas approved a resolution to demolish the monument to the liberating soldier.

The Russian language is incomprehensible.

This was the most wonderful way out of the situation.

Among syntax errors there are violations of control norms, norms of agreement between the predicate and the subject, incorrect word order in a sentence, confusion of direct and indirect speech, errors in the construction of a complex sentence:

Upon arrival in Britain, he himself immediately goes to London.

From a backward country, Russia has become a great power.

Russian youth are ready to lie down on the embrasure to prevent this.

Those who love literature know this name.

Good triumphs over evil - even fairy tales convince us of this.

D. Likhachev focuses attention on the problem of nationalism.

Not only he, but even all of us together could not do anything.

To confirm this, I will cite the following episode.

Cultural monuments that should be proud of, not destroyed, are being destroyed. Travel is not only a source of information, but also a component of history.

A good example of this problem is our public transport.

For the scientist's feat he was awarded the order.

I am sincerely surprised and admired by the writer's talent.

Violations are especially common in sentences with participial phrases:

Commenting on this text, it seems to me that the author loves to travel.

After visiting the museums, the traveler became bored looking at all these physical treasures.

Without caring about the monuments of small nations, they can disappear from the face of the earth.

Sitting by the river, I like to watch the life of ducks.

Without developing your talent, you can ruin it.

Since 2006, the grading system for long-response items has included two additional ones: K–11 – Compliance with ethical standards and K–12 – Maintaining factual accuracy in background material.

Ethical mistakes

In the first case we mean a special type of speech errors - ethical. Infrequently, there were works in which manifestations of verbal aggression and hostility were recorded, statements were found that humiliated human dignity, expressing an arrogant and cynical attitude towards the human person:

This text infuriates me.

Mikhalkov is a writer himself, so he encourages everyone to read books.

The works of Tver graduates are also not completely free from shortcomings of this kind:

You have to be completely crazy to read books today.

But you can’t be too kind, because you yourself will end up without pants.

Ageev is a very bright writer of his time, the writer’s story is an example of human stupidity.

I'm tired of these pensioners: they all cry; but if you don’t like it, let them go to the next world.

Why does the school curriculum force you to read all the junk that is called the classics?

While studying at school, I, like all modern youth, was engaged in nonsense.

It is ethically incorrect to call a writer only by his first name and patronymic: Alexander Sergeevich believed...; condescendingly evaluate the actions of famous writers: Dmitry Likhachev expressed his thoughts quite clearly. I would like to thank the author of the text for the ability to convey my thoughts.

The use of crude jargon is also considered an ethical error: Small nations gave our country a lot of things, knowledge, and we, like the last pigs, turned our backs on them. If I had been there, I would have given this cupcake a bite to eat for such an attitude towards my mother.

Factual errors

Maintaining factual accuracy in background material is also assessed against a specific criterion. This refers to errors when retelling the content of literary works, confusion in the dates of historical events, in the titles of works, the names of characters, the names of their authors, inaccuracies in quoting, etc.: The book means a lot to me, because Lenin said: “Live forever, learn!” Bazarov was a nihilist and therefore killed the old woman with an ax. The soldiers who defeated fascism returned to peaceful life and continued to write: “Moscow, how much has merged in this sound for the Russian heart!” Having killed a moneylender for money, Raskolnikov also kills her pregnant sister Lizaveta. Happiness for Oblomov, as you know, was loneliness and indifference. In Turgenev’s story “Crime and Punishment”...... The examinees distorted the name of the writer V. Tendryakov as follows: Tundrikov, Trendyakov, Trundikov, although it was in the text before the eyes of the writers.

Exercise. Find and correct speech errors.

Examples of sentences for finding and qualifying speech errors:

Bulgakov regretted that the White army failed.

This young man repels everyone with his selfishness and selfishness.

The young teacher had no choice but to show his enormous knowledge.

This fact made a huge impression on me.

The main feature of Russia has always been respect for rank.

Nowadays, no one does anything selflessly and for free.

This man was a nobleman from the core to the bones.

This is the main problem inherent in the text.

After reading the text, you clearly understand and see the problem that the author conveys to us.

Chess develops combativeness and memory.

We are advised to listen to Mozart's music to improve mental performance.

The writer of this article says that the great Volga is located throughout Russia.

The name of my favorite writer Gogol burns like a hot coal in the fire of world literature.

A high school student, ashamed of his mother's poverty, lies to the boys that she is his former governess.

Vadichka burned with shame in front of his comrades, but still approached his mother.

This problem is provoked by the active development of science.

It was fate.

She wanted to help her family and her father.

School years were not wasted in vain.

Nowadays people read a book out of necessity.

The negative material presented in the article can be used when preparing future graduates for exams.

N.M. SERGEEVA,
Tver

The work of the examinee is characterized by semantic integrity, verbal coherence and consistency of presentation. The work of the examinee is characterized by semantic integrity, verbal coherence and consistency of presentation.

Source text problem- the main question posed in the text that requires study and resolution. Remember: There may be several problems in the text, you are considering the main one.

Argue- provide evidence and arguments.

Problem comment– interpretation, explanation of the main issue of the source text.

Communicative intent– an attempt by the examinee to express his point of view on the information contained in the source text.

Background material– material that the examinee used to prove his own opinion (historical, literary, scientific and other facts, events, quotes; examples from his own life, etc.).

Factual accuracy– lack of factual materials in the background material.

Ethics- the doctrine of morality, the rules of human behavior.

Correctness- politeness, tact, courtesy.

Express your opinion ethically– i.e. delicately, tactfully, observing moral norms and principles, express your point of view on the problem posed by the author of the text.

Memo for graduates working on text analysis

Reading text for the first time,

1) pay attention to all unclear words and expressions; remember that the lexical meaning of an unfamiliar word can be suggested by the content of the entire text;

3) check the accuracy of the assumptions you have made when reading subsequent parts of the text;

5) try to highlight the main, essential things in the text; find important information, make notes of main ideas, provisions, pay attention to phrases in italics or bold;

6) pay special attention to the first phrases of each paragraph, since they, as a rule, express the author’s generalizing, “nodal” judgments;

7) pay attention to words used in a figurative meaning; this will help you not only complete tasks related to the analysis of means of expression, but also better understand the text you read

Memo when a graduate is working on an essay based on the text

When starting to work on your essay, read it again. text. Wherein

1) try to formulate the main idea of the text, its main provisions (thesis), characterize its problems, methods of illuminating and solving problems;

2) re-read parts of the text that are difficult for you, make sure you understand them correctly;

3) develop your own attitude to the subject of speech, think through arguments to support your point of view;

4) try to correlate what you read with other information you know on the same topic, determine similarities and divergences;

5) summarizing the information received, formulate your own conclusions based on the text you read.

Let's analyze the tasks. Part 3

Let's consider criteria 5-12.

K5. Semantic integrity, speech coherence and consistency of presentation

In accordance with the semantic parts, the text is divided into paragraphs. Each paragraph contains a more or less complete thought that logically follows from the previous statement.

Logic of the text

Any text must be logical, because the reader must be clear about the development of the author’s thoughts.
The text must have a defining idea, and the narrative as a whole must be consistent so that the logic of transition from one part of the work to another is clear.
Violation of the logic of text construction can lead to logical errors of various levels. Let's look at the most common mistakes.

Types of logical errors >>

K6. Accuracy and expressiveness of speech

The accuracy of verbal expression is the maximum correspondence of the words used to the named objects, phenomena of reality and the concepts being revealed.
A person’s vocabulary (lexicon) is one of the most striking indicators of his speech culture. The more lexical tools you have at your disposal, the more accurately and expressively you can convey your thoughts.

Knowing of limits

When working on an essay, it is important to avoid two extremes: one of them is the inappropriate use of speech techniques. In an effort to “decorate” the text, to make it varied and rich, the author risks oversaturating it with artistic means and distorting the thought.

Attention!
The use of expressive means can be classified as a stylistic error.

The other extreme in the speech format of a text is the poverty of the vocabulary, stereotyping, stereotypedness, and monotony of syntactic structures. This often manifests itself in an abundance of speech cliches and repetitions.

K7. Compliance with spelling standards

When writing an argumentative essay, make sure to comply with spelling standards. For work in which there are no spelling errors or in which one minor spelling error was made, you can receive 2 points. Any work containing one spelling error will receive 1 point. If there is more than 1 mistake in the essay, 0 points are given.
When evaluating an argumentative essay, the provisions on similar and minor errors are taken into account. According to the standards for assessing the knowledge, skills and abilities of students, errors should be distinguished from those that are not gross, that is, those that do not have a significant impact on the characteristics of literacy. When counting errors, two minor ones are counted as one.

Minor errors:

exceptions to the rules;
writing a capital letter in compound proper names;
cases of separate and continuous writing not with adjectives and participles acting as a predicate;
writing and and ы after prefixes;
difficult cases of distinguishing between not and neither (Wherever he turned! Wherever he turned, no one could give him an answer. No one else...; none other than...; nothing else...; nothing other than... etc.);
cases when one punctuation mark is replaced by another;
omission of one of the combined punctuation marks or violation of their sequence.

K8. Compliance with punctuation standards
Minor errors:

No dashes in incomplete sentences.
Omitting ellipses in quotations when omitting words.
Replacing one punctuation mark with another.
The presence or absence of a comma between the conjunction A and the introductory word.
Replacing punctuation marks when highlighting introductory sentences (plug-in constructions).
Extra hyphen in the application: old cab driver
An extra comma after the introductory word at the beginning of isolated constructions: The heroes of this time, for example(,) Chatsky, are reasoners.
An extra comma before the introductory word that completes a separate construction: This family includes representatives of a variety of professions, doctors and lawyers(,) in particular.
In the transmission of the author's punctuation.

K9. Compliance with language norms

Criterion 9 assesses compliance with grammatical norms in the texts of examination essays. Grammatical errors are caused by violations of the norms of word formation (word formation errors), form formation (morphological errors), norms of syntactic connection of words in phrases and sentences, as well as simple sentences within complex ones (syntactic errors).

K10. Speech errors

Main types of speech errors >>

K11. Ethical mistakes

Ethical standards define the ethics of communication. Infrequently, but found in works in which manifestations of verbal aggression and hostility were recorded, statements were found that humiliated human dignity, expressing an arrogant and cynical attitude towards the human person:

Mikhalkov himself is a writer, so he encourages everyone to read books.
Judging by what the author says, he is a maniac.
You have to be completely crazy to read books today.
But you can’t be too kind, because you yourself will end up without pants.
Ageev is a very bright writer of his time, the writer’s story is an example of human stupidity.
I'm tired of these pensioners: they all cry; but if you don’t like it, let them go to the next world.
Why does the school curriculum force you to read all the junk that is called the classics?
While studying at school, I, like all modern youth, was engaged in nonsense.

K12. Factual errors

Factual errors mean the use of incorrect, false information.
The cause of factual errors is insufficient knowledge of the events described, an incorrect assessment of the facts.

Options f actological errors:

distortion of life's truth;
inaccurate reproduction of book sources;
inaccurate reproduction of proper names;
errors in dates;
errors in indicating the locations of events.

Examples of factual errors:

With the image of Onegin, Pushkin began the theme of the “little man” in Russian literature.
In the example given, the author confuses the theme of “little man” and the theme of “extra people.”
The literature of classicism (Lomonosov, Derzhavin, Fonvizin, Karamzin, etc.) had a great influence on the work of A.S. Griboedova.
There are two mistakes here at once. First: Fonvizin really “had a great influence” on Woe from Wit, but it is hardly possible to talk about the influence of Lomonosov and Derzhavin. The second factual inaccuracy is that Karamzin is a representative of the culture of sentimentalism.

K12. Errors in background material:

– incorrect presentation of facts not mentioned in the source text (background facts), which students appropriately or inappropriately use in a detailed answer (biographical facts of the author or hero of the text, dates, surnames, authorship of the named works); facts are presented that contradict reality; exaggeration or understatement, for example: “Mayakovsky is the inspiration of the people in the fight against intervention.”

Writing an essay (part C).

Essay plan.

Introduction. The introduction should sound: K1 – formulation of the source text problem.

(1 paragraph) You can start your essay with a beautiful quote taken from the text, with rhetorical questions related to the topic of this text, with your reflection. And then note that this is what the author (full name) is thinking about (reasoning) in his text. This will connect the introduction to the main part.

Main part.

A) (2 paragraph) K2 should sound in the main part - problem comment. If it’s difficult to do this yourself, then look at how the author talks about it. To do this, read the text again and comment on the problem in 2-3 sentences, paying attention to the paragraphs, highlighting micro-topics in them: find and select the main word, phrase, sentence that confirms the main idea of the text, revealing the problem.

b) (3 paragraph) State it clearly position of the author of the text , his opinion on this problem (find the sentence - the conclusion to which the author comes when reasoning) - you will reveal this already K3.

V) (4 paragraph, each argument can be separated into a separate paragraph .

We need to work on K4 - expressing your own opinion. The essay has already stated the author’s point of view - now express your agreement (disagreement) with his position. Try to clearly state your own opinion. Try to pick 2 arguments – evidence that you are right (life experience, an article in a newspaper or magazine, fiction, proverbs and sayings, examples from the lives of writers, poets, scientists, politicians, prominent government figures, television or radio programs).

3. (5 paragraph) Conclusion.

Again, return to the problem and name it, draw a conclusion in 2-3 sentences.

Algorithm for working on an essay.

1 paragraph. We look for a problem and write it down. We ask her a question.

2 paragraph. Let's comment on the problem from the negative side.

So what's the result? (What does the future hold?) We will...(=answer questions). Is this what we want? Of course no! Therefore, we must, as rightly noted..., keep an eye on....

3 paragraph. We answer the question “What does the author think about this?”

5 paragraph. Conclusion.

Please note that there are different options for formatting an essay, choose the one you need.

Let's formulate the problem.

A problem is a complex practical or theoretical issue that requires solution and research. There are various categories (types) of problems: philosophical problems affect the most general features of the development of nature, society, thinking; With social problems relate to the structure and life of society; P 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. Problem, designated by the author (indicate the author’s surname, his initials. If he is familiar to you, note that the author of the text is a famous writer, publicist, etc.), in my opinion it is as follows: identify the problem. You can (!) start writing:

1.Question-answer unity. For example: What is beauty? This is probably one of themost mysterious concepts in the history of culture. AboveMany generations of people have wrestled with this riddle.Artists, sculptors, poets sought to comprehendthe secret of beauty and harmony. About what kra ishoneycomb and what is its role in human life, causingLet us think about the statements of V. Sukhomlinsky.

2. Chain of interrogative sentences. Several interrogative sentences at the beginning of the essay are designed to fix attention on the key concepts of the source text and highlight the main thing in it. For example: What's happenedtalent? How should a person live so as not towaste your gift? Such questions are involuntaryarise after reading the text by Yuri Bashmet.

3. Name sentence. The nominative sentence in the beginning must also contain the basic concept or name of the person described in the source text. MaRina Tsvetaeva. This name is dear to everyone whono real poetry.Literary critic EvgeniyBorisovich Tager is one of those who are luckyI wanted to know Marina Ivanovna personally. In their vosin reminiscences, he strives to reveal the innerthe world of this amazing poet.

4.Rhetorical question. A rhetorical question is a sentence that is interrogative in form and affirmative in meaning. For example: Who among us has not heard that in the disputeis the truth born? You've probably encountered “heavy debaters” who are ready to argue until they are hoarse over any little thing. Of course there are timespersonal ways of conducting a dispute, and considers themin her text by L. Pavlova

5. Quote as a starting point. Of course, not just any quote is suitable as a starting point. The quoted fragment should not be very voluminous, and most importantly, it should be directly related to the topic. For example: " "Peoplelearned to fly, and people forgot how to be surprisedthis,” V. Soloukhin quotes the words of one of the Russian writers, calling on his readers forthink.

6. Can be used as a starting point paradoxical statement: Einstein said that education is what remains wheneverything learned is forgotten. Is it correct?

Let's comment on the problem.

Verb comment means “to explain, explain.”

Question about (indicate the problem in different words than it was in the first paragraph) cannot leave anyone indifferent; it concerns each of us to a greater or lesser extent.

What can you write about in a comment?

Who and in what situations have to face such a problem? Here it would be good to note on what basis you made this conclusion. Why are they interested in this problem?

If possible, briefly describe how other authors (or famous people) have addressed this issue.

A well-written comment allows a person who has not read the text to understand what problem the author was thinking about. It should be noted that in this part of the essay there are also at least two possible ways of presenting the material:

1) from particular facts to the formulation of the problem. “By starting a conversation on this topic, the author literally “steps on a sore spot.” Really, who among us hasn’t encountered something like this? To the questions with which the writer prefaces his reflections, you immediately begin to mentally answer: “And this happened,” “And they saw this, and this, excuse me, they themselves did out of stupidity.” And then you ask yourself the question: “Why is this happening here, why is it happening?” From ignorance, stupidity, lack of culture? Or maybe because they haven’t learned to respect the personality of another person? After all, a dirty trickster never thinks that someone tried, invested their strength, their soul. A.V. Dal just advises: “Apply all sorts of dirty tricks to yourself...”

2) from problem statement to comment. “Respect for the past is the trait that distinguishes education from savagery.” This is what the great Russian poet once saidA.S. Pushkin. Is this problem relevant in our time? How many can look back and remember with warmth what happened in the distant past, for example in youth, in childhood? It is about the fabulous time of his childhood, about the time when the child’s character and worldview are formed, the foundations with which he will have to live in the future are laid, and Yu. Nagibin discusses in his text.”

You can also use speech cliches: “Reflecting on what is relevant at all times (relevant especially in our time, topical,philosophical, deep, main, socially significant, eternal, important, universal) the author addresses (tells a story to facts from his life...."

Author's position - This is the conclusion that the author comes to when thinking about a problem. 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?”

Author's position can be explicit when the text gives a direct assessment of the described facts and events, and makes a call to the reader. But it often happens that the author’s position is not directly expressed. Then its identification requires the ability to see hidden meaning, understand irony, reveal complex metaphors, etc.

Another difficulty is to distinguish between the position of the author and the hero-narrator. Note that if a hero commits bad deeds or expresses thoughts that contradict generally accepted moral standards, then the author most likely does not approve of such a hero and his attitude to life. Since the commentary is usually located after the statement of the problem, it is logical to structure it in such a way that it brings the reader to the position of the author.

In this case, you can use a logical transition: “ Thus, the author's position is that...» or " The author's point of view, it seems to me, is expressed quite clearly. It is as follows...(if the text is journalistic, then the author’s position is the answer to the question posed by the author himself, then you can quote that part of the text in which, in your opinion, the author’s position is clearly defined).

The text proves the idea that...

The author dedicates his article; polemically sharpens the problem; has an emotional impact on the reader; reveals the essence of the problems posed; makes the reader think about the problem; shows the urgency of the problem he is considering; convinces the reader of the correctness of his position; - raises a number of moral questions that require immediate resolution; - writes in an interesting and new way about old problems...

Be careful! Remember that you are not required to formulate the author’s position “in general,” but to show his opinion on the issue you have highlighted and commented on.

We argue our point of view on the author’s point of view

problem, i.e. We write an essay - an argument.

In this part of the work, you must strictly follow the rules for constructing an argumentative text. 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).

Thesis- this is the main idea (of a text or speech), expressed in words, the main statement of the speaker, which he is trying to substantiate. Most often, the thesis unfolds in stages, so it may seem that the author is putting forward several theses. In fact, individual parts (sides) of the main idea are considered. Repeat in your own words the main idea of the author of the text - this will be the thesis that you need to prove.

« Thought expressedNN, is close and understandable to me..."

“It is impossible not to agree with the conclusion to which the author leads us...»

“Probably, each of us has had to deal with a similar situation in life (we had to think about such a question, meet similar people, solve the same problems) ...”

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 the thesis to the arguments, you can ask the question “Why?”, and the arguments answer: “Because...”.

Why does NN's point of view seem correct to me? Firstly, I myself have had to (give an example from your life experience) more than once…. Secondly, I have heard this repeatedly from….. Third, classical literature convinces us of this - (give an example from a book; you can recall a feature film, a play, a newspaper or magazine article, a radio or television program, etc.).

Arguments for" must be: truthful, based on authoritative sources; accessible, simple, understandable; reflecting objective reality and consistent with common sense.

Arguments against" must convince you that the arguments given in support of the thesis you are criticizing are weak and do not stand up to criticism. In case of disagreement with the author, you will have to build a refuting argument, which requires tact and emphatic correctness from the writer (by the way, the need for ethical correctness in the essay is especially emphasized in the evaluation criteria for part C).

Citing arguments from the lives of others, you can write:

“It seems to me that this case convinces us that... (remember what author’s position you outlined, show that this example is proof of it).”

If you use your own conclusions and observations as an argument. You can use the following phrases: “ Of course, my life experience is still very small, but something similar happened in my life.” “Despite my rather modest life experience, I remember a similar situation when I (my friend, classmate, acquaintance).”

Traditional historical experience allows you to refer to the authoritative opinion of some outstanding person, which will make your argument quite strong.

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 or saying. The power of such arguments is that by using them we tap into a collective stock of knowledge. 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 1 also said that...”; “Any historian will tell you that...”; “Most doctors believe that...”, etc.

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.

« 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 Leo Nikolaevich Tolstoy. Andrei Bolkonsky, Pierre Bezukhov, Natasha Rostova... They all strived to become better, kinder...".

When will you contact to Russian classical literature, remember this rule: do not allow expressions like Alexander Pushkin, or, say, about M.I. Tsvetaeva, you cannot call her Marina; When talking about the heroes of a literary work, call them as the author does (Evgeny Bazarov, but not Zhenya). Must be observed correctness and accuracy, otherwise you will lose points for K 11, K 12 criteria.

We draw a conclusion.

ABOUT Be sure to draw a conclusion, relating it to your thesis.

Summary of the author's main thoughts - the most typical and logical ending of the essay: “ Thus, A. Likhanov raises a problem that is important for each of us, calls for preserving childhood in the soul, not leaving in the past a joyful, childlike direct perception of life. But the world around us is truly beautiful. It’s just that as people get older, they often forget about it.”

A 1. ORTHOEPIC NORMS.

An important aspect of orthoepy is emphasis , that is, the sound emphasis of one of the syllables of the word. Particularly important in this regard is the role of stress as a way of expressing grammatical meanings and overcoming homonymy of word forms.” Here are some rules of spelling in the area of stress that will help prevent corresponding errors.

Stress in adjectives

In full forms of adjectives, only fixed stress is possible on the stem or on the ending. In fact, less commonly used and literary words often have stress on the base, while high-frequency, stylistically neutral or reduced words have stress on the ending. The degree of mastery of a word is manifested in variations in the place of stress: circle And mug Oh, spare And spare, near-Earth And near-Earth, minus And minus Oh, clean And purification Such words are not included in the Unified State Examination tasks, since both options are considered correct.

And yet, the choice of stress location causes difficulties most often in short forms of adjectives. Meanwhile, there is a fairly consistent norm, according to which the stressed syllable of the full form of a number of common adjectives remains stressed in the short form: Beautiful- beautiful- beautiful- Beautiful- beautiful; unthinkable - unthinkable- unthinkable- unthinkable- unthinkable and so on.

The emphasis often falls on the stem in the form of masculine, neuter and plural. numbers and feminine endings: right- rights- right- RIGHTS- rights; GRAY - gray- gray- sulfur- sulfur; slim- built- slim- slim- slimA.

Such adjectives, as a rule, have monosyllabic stems without suffixes or with simple suffixes (-k-, -n-). However, one way or another there is a need to turn to a spelling dictionary, since a number of words “stand out” from the specified norm. You can, for example, say: length And LONG, FRESH And fresh, full And FULL etc.

It should also be said about the pronunciation of adjectives in the comparative degree. There is such a norm: if the emphasis in the short form of the feminine gender falls on the ending, then in the comparative degree it will be on the suffix -ee: strong- stronger, sick- sick, alive- livelier, slimmer- slimmer, right - right; if the accent in the feminine gender is on the basis, then to a comparative degree it is preserved on the basis: beautiful- more beautiful, sad- Sadder, disgusting- Nastier. The same applies to the superlative form.

Stress on verbs

One of the most intense stress points in common verbs is the past tense forms. The stress in the past tense usually falls on the same syllable as in the infinitive: sit- She was sitting, moaning - moaning. hide- hid, started - started. At the same time, the group of common verbs is subject to another rule: the emphasis in the feminine form goes to the ending, and in other forms it remains on the stem.

These are verbs take. be, take, twist, lie, drive, give, wait, live, call, lie, pour, drink, tear etc. It is recommended to say: live- lived- lived - lived- lived; wait- waited- was waiting- waited - waitedA; pour - lil- poured- Lily- LilA. Derived verbs are also pronounced in the same way. (live, take, finish, spill and so on.).

The exception is words with the prefix You-, which takes the emphasis: survive- survived, poured out - poured out, caused- Called.

For verbs put, steal, send, send The emphasis in the feminine form of the past tense remains on the basis: stole, sent, sent, stole.

And one more pattern. Quite often in reflexive verbs (in comparison with non-reflexive ones), the emphasis in the past tense form goes to the ending: begin- I began, I began, I began, I began; accepted - accepted, acceptedb, Accepted, Accepted.

About verb pronunciation call in conjugated form. Recent spelling dictionaries quite rightly continue to recommend stress on the ending: You call, they call, they call, they call, they call.

Accentin some participlesAndparticiples

The most frequent fluctuations in stress are recorded when pronouncing short passive participles.

If the stress in the full form is on the suffix -yonn- then it remains on it only in the masculine form, in other forms it passes to the ending: carried out- carried out, carried outA, carried outO, carried out; introduced- imported, imported, imported, imported. However, native speakers sometimes find it difficult to choose the correct stress location and in the full form. They say: “imported” instead introduced,"translated" instead translated etc. In such cases, you should consult the dictionary more often, gradually practicing the correct pronunciation.

A few notes on the pronunciation of full participles with a suffix -T-. If the suffixes are indefinite -o-, -well- have an accent on them, then in participles it will move one syllable forward: hollow- hollowed, pricked- chopped, bend- Bent, Wrap- wrapped.

Passive participles of verbs pour And drink(with suffix -T-) are distinguished by unstable stress. You can speak: spilled And spilled, spilled And spilled, spilled(only!), spilled And spilled, spilled And spilled; finished And finished, finished And finish it, finish it And topped up, topped up And additionally, additionally And additional drinks.

Participles often have stress on the same syllable as the indefinite form of the corresponding verb: having invested, given, filled, taken, washed down, exhausted(NO: exhausted) , starting, raising, living, watering, putting, understanding, betraying, undertaking, arriving, accepting, selling, cursing, shedding, permeating, drinking, creating.

Stress in adverbs should mainly be studied by memorizing and referring to a spelling dictionary.

Nouns

alphabet, from Alpha And VITA

AIRPORTS,

beard, Vin.p., only in this form singular. stress on 1st syllable

accountants, gen.p.m.h.

religion, to confess faith

citizenship

hyphen, from German,

dispensary, the word came from English. language through the French language, where the blow. always on the last syllable

agreement

document

blinds, from French language, where is the blow. always on the last syllable

significance, from adj. significant

X's, im.p. plural,

catalog, on a par with the words dialOg, monologue, necrolOg, etc.

quarter, from it. language,

kilometer, on a par with the words centimeter, decimeter, millimeter...

konusov, konusov, motionless stress on the 1st syllable in all cases in singular and plural. Document

So do students 10 – 11 classesForpreparation To Unified State ExamByRussianlanguage. How to work with... ByRussianlanguage. – M.: Astra, 1994. Russianlanguage. DirectoryFor ByRussianlanguage ...

MoE "Gymnasium No. 19" collection of educational and reference materials for preparing for the Unified State Exam in Russian in grade 11 (2)

Document

Elective course program 11th grade 70 hours “interactive preparation course for the Unified State Exam in the Russian language”

Program

Preparation for the Unified State Exam in Russian in 11th grade

Explanatory note

... Preparation To Unified State ExamByRussianlanguage V 11 -m class EXPLANATORY NOTE The proposed elective course helps to ensure effective preparation ... . 10 . ... DirectoryBy spelling and literary editing. M., 1997. Russianlanguage and culture of speech: Textbook. For ...