Most modern teachers are inclined to believe that school students should receive practical knowledge that will later help them successfully integrate into society. For this purpose, it is recommended to move away from the classical formation of skills and abilities and provide children with a different model of education related to the formation of personality and the development of their creative skills.
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It is natural that to introduce forms of such education should still be in elementary school. Research activities are one of them. Many topics of research work in various subjects (English, Russian language, literature, mathematics and other disciplines) are aimed mainly at high school students. However, it is best to introduce its basics in the elementary grades, so that children can learn to independently collect, analyze and evaluate their work as early as possible. Of course, the child should have a wide choice of topics for analysis, we will also talk about this below.
The goal of involving primary school students in research work is to stimulate their creative and intellectual potential in an interesting way.
The tasks of this work are as follows:
Research work includes the following stages:
The peculiarity of conducting research in elementary school lies in the special role of the teacher. He must guide, stimulate and engage children, show them the importance of carrying out such work, and also actively involve parents as assistants.
Many parents, whose work is not related to teaching, are almost not involved in their children’s lessons and assignments. And research work - great chance to bond with kids in order to help them solve certain problems - choose an interesting topic, select literature, update their knowledge of English or mathematics, etc.
Basically, from the first to the third grade, research work at school is of a collective nature, the topic is determined by the teacher himself. But already in grades 3-4, the child can choose a topic depending on his inclinations and hobbies. Some people prefer English, others are attracted to natural history or world literature.
Below we present the names of the most exciting primary school research paper topics. They can be supplemented, modified or expanded at your discretion.
We offer a list common research topics that can be offered to primary school students:
Of course, the above list of topics is far from complete. The child can choose the most interesting one for himself, taking into account his hobby.
Below we provide lists of topics for research work in school for both primary and secondary school students.
School students from 1st to 7th-8th grade You can suggest the following topics on Russian literature:
For upper primary school You can choose the following research topics if your child is interested in the Russian language:
In this case, it is difficult to say for which students of which classes the topics will be designed, since in different schools they begin to teach English in different ways. Some already teach it in the first grade, while others only from the fifth. We offer the most interesting topics that will allow children go deeper into learning English:
Working on the chosen topic will not be easy for children. For the first time, the child will be somewhat confused, because even if the topic is close to him, he probably will not know how to start researching it, even if he has a plan.
But everything is very simple. At first You need to ask yourself a few questions and write down your answers to them:
Next, you should collect material on the topic of interest. Previously, students only used libraries for this, but now, with the development of the Internet, the possibilities are much wider. After all, on the Internet you can find not only articles on certain topics and the literature itself, but also archives of various magazines and television programs from different years.
There is no need to be embarrassed to ask something from teachers, parents and other senior comrades.
All data received should record, photograph, make video. Opportunities in this regard are now also much greater than those of schoolchildren who studied 20 years ago and earlier.
You cannot be afraid to conduct experiments and comparative analyses. All conclusions made by a child on his own are worth much more than a text memorized from a textbook on a particular issue. Even if they are naive and poorly founded, this is the beauty of creative work.
The more children of a modern school are involved in creative activities, starting from the first grades, the wider their horizons will be, they will be able not to be afraid of the modern world, they will learn to draw conclusions on each issue, and not be guided by certain dogmas, which are often already morally outdated.
The topics of Unified State Examination essays in the Russian language are a rather abstract concept. We can rather talk about problems. Each text offered for analysis to a USE participant contains several problems. Usually there are at least three, but there are texts in which up to ten problems can be identified.
The most subjective moment. In fact, the problem may be present in the text, but not contained in the materials for the experts checking the students' work. Most experts in such situations take into account the formulation of the problem.
The difficulty is different: sometimes a student formulates a problem in an ugly way from the point of view of the Russian language, while thinking in the right direction. The result is correct, but difficult to understand content. The expert does not always grasp the connection between the text of the work and the materials according to which he must check. As a result, a correct thought is scored zero.
How to avoid this? There is a list of topics (problems) for Unified State Examination essays in the Russian language, it will be given below. This list contains brief but precise formulations that will definitely be understandable to an expert. Many of these are taken from examiner revision materials for previous years' exams or from official mock exams. The problems may vary slightly depending on the source text, but in general the list is exhaustive.
The problem can be formulated in the form of a question or in the genitive case.
There is no difference in terms of assessing essays by experts. But using the first method (questioning) leads to writing a better essay. It makes it possible not to get confused and not to go off topic. Advice from site developers: formulate the problem in the form of a question. We will also formulate a list of topics (problems) in question form.
How do human activities affect nature?
How should we treat nature?
Why is nature important to humans?
Should a person protect nature?
How does nature influence humans?
Why is consumerism towards nature bad?
Does man depend on nature?
Why do people often fail to see the beauty in nature?
How can nature inspire people?
How does the destructive power of nature manifest itself?
Why should you live in harmony with nature?
What is the beauty of nature?
Why should a person care about animals?
Why do homeless animals evoke feelings of compassion?
How should people treat their pets?
Do all people love animals?
Why are people so often cruel to animals?
What makes a person kill animals?
Can an animal be useful to a person?
Is a person always more intelligent than an animal?
How does family influence the formation of a child’s personality?
Is there anything stronger than a mother's love?
How do parents care about their children?
Why are parents strict with their children?
What influences the process of forming a child’s worldview?
Is maternal love always good?
How does upbringing affect a person’s future?
Should children leave their parents?
What kind of atmosphere should there be in the family?
Do family relationships influence a child's character?
Why should parents be honest with their children?
Why do conflicts between “fathers” and “children” happen?
What do childhood memories mean to a person?
Can childhood always be called the happiest time?
What does a person’s native language mean?
Why do you need 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 richness of the Russian language?
Why is it important for a person to get a good education?
How does the school participate in shaping a child’s personality?
Why are school lessons important?
Why should you remember your teachers?
Can every teacher be called good?
What should a real teacher be like?
Why should a person strive for knowledge?
What's wrong with not wanting to learn?
What consequences does the work of an incompetent teacher have?
How do books influence a person's worldview?
What place should reading have in a person's life?
What can a person's appearance say?
Is a person beautiful on the outside always beautiful on the inside?
In what situations does a person’s character emerge?
What internal qualities of a person can be considered correct?
What is a truly rich inner world like?
Why do people commit immoral acts?
Can anything justify betrayal?
Why do people take the path of spiritual degradation?
How does cowardice manifest itself?
What kind of person can be called callous, heartless?
What does human cruelty lead to?
Why do intrapersonal conflicts occur?
Can a moral person change his principles?
Can true friendship ever end?
Why do quarrels happen between friends?
Why does friendship not tolerate betrayal?
What kind of person can be called a true friend?
Can friends be rivals?
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 everything to a loved one?
How should we treat the poor?
Why should you help the homeless?
Can you always trust the authorities?
How does the problem of veneration manifest itself?
Why can the rich control the destinies of the poor?
Why is crime rampant?
Is there any way to justify theft?
What can make a person a drunkard?
Are the poor always to blame for their financial situation?
What kind of person can be called well-mannered?
Will a well-mannered person be rude or rude?
Why should a person be responsive?
Who gives a person education?
Why is it important to respect others?
Should a person be polite?
Is a talented person always noticed?
What does art give to a person?
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 in wartime?
Do brilliant people always live happily?
Why do people love art?
How does art help people?
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 does false patriotism manifest itself?
Does it make sense to treat the enemy humanely?
Why is war a grief for every family?
Why should we remember war heroes?
How does humanity preserve the memory of the Great Patriotic War?
The list of problems can be expanded. New problems will be added to the general list, stay tuned.
The Russian language in skillful hands and experienced lips is beautiful, melodious, expressive, flexible, obedient, dexterous and capacious.
(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 every day 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 5 best portals dedicated to the Russian language.
– perhaps the most famous reference and information portal about the Russian language.
Sowing “Russian language for everyone,” the developers have collected all kinds of dictionaries in it: from spelling to anthroponymic.
Among them, audio dictionaries deserve special attention. For example, the dictionary “We Speak Correctly” - the editor-in-chief of the portal, together with the host of one of the Moscow radio stations, teaches how to “strike” words correctly, and also talks fascinatingly about their origin.
On GRAMOTE.RU you will find a wealth of theoretical material on the Russian language, and, more importantly, practical tasks (exercises and dictations). So everyone can check their language level and fill in 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 receive a qualified answer from GRAMOTA employees.
– an unofficial portal created by a group of enthusiasts from St. Petersburg teachers of Russian language and literature. They provide consultations, edit texts, but most importantly, they accumulate educational and reference material on the Russian language.
We are talking about journalistic and scientific articles, as well as dictionaries, spelling, punctuation, orthoepic and other rules.
Particularly interesting is the section that contains typical mistakes we make in Russian oral and written speech.
The site also contains a lot of normative and methodological material. Therefore, it will be useful for Russian language teachers, as well as their students preparing to take exams.
– a reference site created by a designer and blogger (together with Roman Parpalak and Shurik Babaev).
Here you will not find any dictionaries, tests or question-answer forms. 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 enter the suffix you are interested in or the entire word with it into the search bar; You can write “commas in complex sentences” or simply put a “,” sign.
This site is indispensable for journalists, copywriters, bloggers and anyone for whom efficiency in editing texts is important.
– a site about Russian language and literature. The target audience is quite wide: from philologists and linguists to high school students.
The site presents all the basic language rules, dictionaries; There is a forum and a help desk to help you understand 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 (kinds, genres, text and much more) - an excellent help for aspiring writers and publicists.
– a site-collection of rules for the Russian language. As with 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. This should also be facilitated by tests, a link to which is provided after some of the rules. But, alas, the links are not working.
In conclusion, a short survey: what services and portals about the Russian language do you use? Share links in the comments.
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“Sinking” topics of the Unified State Exam and State Examination
on the Russian language and ways to solve them
From the work experience of Zamorovskaya T.I.,
Russian language teachers
MKOU "Sorochinskaya Secondary School"
Kalachinsky district
Omsk region
Kalachinsk, 2013
PART 1. INTRODUCTION
When completing test papers in the Unified State Exam format, students often encounter difficult tasks and make mistakes both when completing tasks A B and task C (writing an essay).
The main problem is that studying the Russian language according to the school curriculum and preparing for the Unified State Exam in the Russian language are significantly different. Every year graduates face the same problems:
All these problems have a solution, so I think it is relevant to generalize and systematize this experience.
PART 2. THEORETICAL PART
1 hour is allotted for studying the Russian language in the 11th grade, which is insufficient for high-quality preparation for the Unified State Exam, therefore the presented experience is designed to be worked on in elective classes. Preparation for passing the Unified State Exam should be strictly focused on a specific form of the exam and a specific testing system.
When completing Unified State Exam assignments in the Russian language, students are faced with the following difficult topics:
In Part A:
In Part B:
In Part C:
Definition of the problem;
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 preparation system for the Unified State Exam is an educational and methodological set, which includes training programs, textbooks, programs of optional and elective courses, KIMs, and individual programs.
Having analyzed the “sinking” topics of the examiners, I adjusted the preparation program for the exam: calendar and thematic planning in the subject “Russian Language”, an elective course “Russian Language. Preparation for the Unified State Exam", an individual plan of work with the student, diagnostic work.
In the calendar and thematic planning of Russian language lessons, I include in each lesson a section “Repetition” (the topic is taken from the codifier) in accordance with the actualization of personality-oriented, activity-based and competency-based approaches to determining the goals, content and methods of teaching the Russian language.
The examination paper does not test content elements that go beyond 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 Unified State Exam, aa system of work on repeating difficult topics in Russian language lessons and elective classes in 11th grade.
1. September October.
Repetition of difficult topics:(Appendix 5)
a) orthoepia (A1);
b) spelling:
Spelling n/nn in words of various parts of speech (A12);
Spelling of vowels in the root of a word (A13);
Spelling of prefixes (A14);
Spelling of personal endings of verbs and suffixes of participles (A15);
Spelling not and neither (A17);
Integrated, hyphenated, separate spelling of words (A18);
c) syntax and punctuation:
Types of one-part sentences;
Types of complex sentences;
Types of complex sentences;
d) the most difficult tasks of part B:
Basic methods of word formation (B1);
Type of subordinating connection in the phrase (B3);
Language means of expression in text (B8) (Appendix 6)
At this stage of preparation for the Unified State Exam, information is presented in diagrams, tables, blocks, information and communication technologies are used, which provide the basis for systematization and generalization of what has been studied in grades 5-9, creating a basis on the basis of which one can continue in-depth development of the norms of Russian spelling.
Work with text: (Annex 1)
a) determination of style and type of speech; determining the means and methods of connecting sentences in the text;
b) preparation for performing part C:
Familiarity with the assessment criteria for assignment C;
Work on formulating a problem, commenting on the text and determining the author’s position, the ability to argue one’s point of view;
Analysis of similar essays in accordance with the criteria;
Writing, analyzing and editing your own essays.
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 designs his essay.
Test work in Unified State Exam format. (Mock exam).
Carrying out diagnostic work, it allows not only to identify typical errors, but also to determine what problems need to be worked on directly with each student (Appendix 3).
Work on preventing mistakes in the exam.
1. Comprehensive analysis of the text and writing an essay on it.
2. Testing (completing tasks based on sample versions of the Unified State Examination).
3. Differentiated homework (taking into account the difficulties of each student).
4. Constant reference in lessons to such topics as “Divisions of pronouns”, “Derivative and non-derivative prepositions”, “Dispositions of particles”, “Participines and gerunds”
5. Syntactic and punctuation analysis of sentences (with tasks on word formation, determining the type of subordinating connection in a phrase, morphological analysis of words).
6. Pre-examination control.
I structure the lesson model in this way:
1. Lexico-spelling work.
2. Selective testing (A1 – A30).
3. Text analysis (B1 – B 8).
4. Work with program material (using examples from the text).
5. Workshop (group work).
6. Test dictation.
7. Essay-reasoning (based on the text of the dictation).
8. Essay analysis.
3) Essay – a task of increased complexity
What is Part C assignment? This is an essay-reasoning, i.e. 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 when completing Part C of the Unified State Examination in the Russian language is compliance with all formal criteria that guide experts when assigning grades. There are only 12 criteria, and they are divided into3 main groups:
1) content of the essay (K1 – K4);
2) speech composition of an essay (K5 – K6);
3) literacy (K7 – K12).
The main thing that needs to be taught to students is to compose the content of an essay in the light of the requirements that include K1 - K4.
K1 – formulation of problems in the source text. The maximum score is 1, if one of the problems of the text is correctly formulated, there are no factual errors associated with understanding the text.
The specificity of writing an essay in this case is that the essay must be written on an unfamiliar text (an excerpt from some large work, the general topic is not indicated in any way). However, it is a text and has a specific theme. Therefore, based on the knowledge gained, I teach children to identify a topic, and through it, a problem.
The topic of the text is what the text is about. You also need to pay attention to the paragraph division of the text, because each paragraph is a micro-theme, and you can also determine the topic in them.
To avoid vagueness of the formulation, the word “problem” must be present specifically; the author of the essay should not leave the possibility for experts to “guess” the problem he named (see Appendix 3 Template)
K2 – a commentary on the formulated problem of the source text.
When approaching this point, it is necessary to remember that this is the student’s position. 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...”. K2 should contain the words “relevant, significant” in order to avoid vagueness of the formulation, behind which there is often no thought.
K3 – reflection of the position of the author of the source text. There is a very unclear 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 about this text, highlighting the author’s position. Quoting is possible here, but you can’t get too carried away. We need to teach students different ways of citing. Learning to quote figures of speech, phrases, inserting part of a sentence from the text into your reasoning - all this makes the language of the essay richer and more colorful.
This paragraph should also contain certain lexical means. For example: “The author believes..., warns...”, “The author’s position is as follows...”, etc. You cannot be distracted by reasoning outside the text! (Appendix 3. Template)
K4 – the examinee’s argumentation of his own opinion on the problem.
At this point there is again a danger of going into discussions outside the text. You need to present the necessary arguments with an eye to the text and the named problem. Often resort to introductory words, phrases, sentences. For example: “The text says that such a phenomenon occurs often in life. It's hard to disagree with the author. Recently there was an article in print that raises the same problem. It talked about... Probably...". To receive the highest score, you need at least two arguments confirming your own position (based on knowledge, life or reading experience). That is, these should be your own arguments, different from the author’s, as if complementing them (if you agree with the author), and, when selecting them, you can 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: an introduction, 4 criteria points, and a conclusion. It is advisable to start each argument presented with a new paragraph.
The main stages of preparing the text of an argumentative essay in accordance with the assignment of Part C of the Unified State Examination
1) familiarizing students with the requirements for an essay and the criteria for checking it;
2) step-by-step analysis of each criterion:
a) the problem of the text, types of problems, methods of highlighting problems of the text, ways of formulating the problem;
b) comment, types of comment, method of formatting;
d) argumentation of one’s own position, types of arguments;
3) work on the composition of the essay;
4) writing and checking essays according to developed assessment criteria.
The need for special preparation of each of the named substantive sections of the essay-reasoning determines the specifics of organizing the work to complete the creative task of Part C of the Unified State Exam in the Russian language and the main stages of this work.
The teacher needs to know thatYou should proceed to creating an essay-argument only after performing a content-linguistic analysis of the source text, as a result of which the topic of the text, its ideological meaning and problematics have already been determined.
Stage I. At this stage of work, based on 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 devoted to?) and its problematics (what problems discussed in the text?). In this case, special attention should be paid formulation general and specific problems raised by the author in the text.
Problem Statement- this is a brief and accurate 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 issue- these are explanatory or explanatory remarks, reasoning showing what the problem is, between what phenomena there are contradictions or conflicts, what are they or how are they expressed? Such a comment involves characterizing the significance and relevance of this problem, as well as expressing one’s own attitude to the problem.
The problem comment must be related to the proposed text. At the same time, as a commentary, one should not give a simple retelling of the text or any part of it, or quote a large fragment of the analyzed text. It is necessary in your own words (you can use small 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 working on the text of the essay, you should remember about its competent and expressive linguistic design. Some clichéd phrases that can be used in different parts of the essay text are suitable for this.
To characterize the topic of the text, its problems and relevance For the issues under consideration, the following constructions can be used:
The article (text, essay) reveals (develops, interprets) the topic...
The topic... is one of the eternal (inexhaustible, common, especially favorite)...
Many of the problems discussed in the text truly concern modern people. Such problems include the question...
Stage II. This stage of preparing the text of the essay involves clearly formulating the author’s position on the problem being characterized and recording the relevant provisions in the draft.
Remember!
1. The author’s position can be expressed both directly and in subtext.
2. The method of expressing the author’s position depends on the chosen style and type of speech.
3. In texts of artistic and artistic-journalistic styles, the author’s position is expressed, as a rule, in the subtext.
To convey the position of the author of the source textThe following phrases may be appropriate:
The author expresses (expresses, formulates, carries out) a thought (deep, important, bold, wise, brilliant)...
The author's position cannot be considered detached...
The author's position cannot be overlooked in...
Stage III. An important stage in working on an essay is determiningown positionon the problems of the text (or on one of the problems posed by the author). You should clearly formulate 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 necessaryargueyour point of view, provide explanations and evidence, which may be based on life or reader’s impressions.
Argument - this is an argument, proof of a position or statement. Arguments can be compressed, representing individual sentences, or expanded, consisting of several or even many sentences.
Arguments based on life experience, suggest that the author of the essay refers to facts from real life (including his own).
Arguments based on reader experience, involve the use of information gleaned from fiction.
If facts from life are cited 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 correctly, without distortion and as briefly as possible, in a generalized form, convey information that will become convincing arguments in favor of one’s own point of view. You need to present your point of view not only with reasoning, but also with ethical correctness.
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 questions raised in the text will always be relevant, because...
Stage IV. A separate stage of work on an essay-reasoning may bespecial analysis of linguistic featuresthe source text and the role of means of expression used to convey the ideological meaning of the text and the author’s position.
When carrying out such an analysis, it is necessary:
a) note the most characteristic linguistic features of the author’s chosen style of speech (for example, a combination of expressive and evaluative vocabulary with book vocabulary in a text of a journalistic style or the use of words-terms in the absence of colloquial and emotional-evaluative words in a text of a scientific style);
b) identify the means of linguistic expression chosen by the author from a variety of possible ones (for example, metaphors, comparisons, nominative themes, series of homogeneous members, expressive repetitions, etc.);
c) determine the role of these linguistic means in the text (for example, they give precision 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 linguistic expression should be written down in a draft along with examples and comments. (What is this language device used for?)
When characterizing visual and expressive means, used in the text, and their role, the following figures of speech would be appropriate:
In his text, the author skillfully uses...
With the help of the expressive means of language used by the author... a vivid (living, light, memorable, visual, typical, beautiful, generalized) image is created...
With the help... a comic effect is created.
To emphasize... the author is trying to use...
This technique helps the author more accurately (vividly, 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-argument have been prepared in the draft, you should think about the composition of the examination work, its speech format (where to start? What to talk about in the main part of the work? How to finish the essay? What language means to use in the work to clearly and convincingly state your position?) and write a coherent text.
Attention! When thinking about the structure of an essay, you must strive to ensure that its composition is harmonious and complete, which presupposes the presence in the worklogically connected compositional parts, including introductory, main and final.
The simplest option for the compositional design of an argumentative essay is to combine into a single coherent text the materials prepared in 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 highlighted issues; c) the graduate’s personal position and its argumentation. In this case, the materials on the first and last sections can act as the introduction and conclusion of an essay-reasoning and are formatted using the appropriate paragraph division.
However, another construction of a creative final work is also possible, suggesting a different sequence of arrangement of the substantive parts of the essay-discussion, various options for combining them, as well as the presence of a special introduction and conclusion.
Beginning of the essay
The introductory part of an argumentative essay can be formatted in different ways. Most often it is directly related to the definition topics and issues source text.
In this case, the named part of the examination work may be:
a) the actual definition of the topic of the text;
b) the formulation of its main problems that are raised or touched upon by the author of the source text;
c) a statement of the writer’s own position on the issues that were raised by the author of the source text;
d) a brief information about the author of the text, about the main problems that he addressed in his works, and about the connection of the problem raised in the text with the general orientation of the writer or publicist’s work;
e) lyrical reflection related to the theme of the text.
The introductory part of an argumentative essay can also be associated with the idea of the text or the main conclusion of the author. In this case, it takes on the appearance of an “overturned beginning.” (“...This is how the article, essay, story ends.”)
It is undesirable to start an essay (especially on artistic and artistic-journalistic 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 determined at the very beginning of the essay, you can use some stylistic figures, for example, nominative representations, rhetorical exclamations, rhetorical questions, question-and-answer form of presentation, etc.:
a) Talent... How often do people use this word without thinking about its true meaning! Sometimes used to reward 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) Book... Can humanity do without it in the age of electronics and computerization? Are other media capable of replacing the live dialogue with the writer that occurs during reading? We will find answers to these questions in the article...
c) Childhood! Who doesn’t know the phrase “We all come from childhood”? Who hasn’t remembered with a warm feeling their first steps into the world?
d) Native nature... What does it mean to us? For some it is a shrine that must be preserved and passed on to the next generation, but for others it is only a source of enrichment.
The introduction to the argumentative essay can be short (3-5 sentences). The content of the syntactic figures used in the introduction to the essay must necessarily correlate with the topic and problems of the source text.
Completion of the essay
The final part of the work, summing up everything that has been said, can also have several options: it can generally express the position of the author of the source 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 was read can be conveyed.
The final part of the argumentative essay can be formatted as:
a) ending-conclusion (a condensed summary of the entire essay in a few lines), for example:
Having analyzed 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 there is no other way to 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 mountaineering? Although this sport does not fit into the framework of sober everyday calculations, it is precisely this sport that allows one to reveal the true essence of a person. Mountaineering hardens not only physically, but also spiritually, since “you learn to see and appreciate the main thing, the real, in yourself and others”;
c) ending-aphorism (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. No wonder they say: “The native land is the mother, the foreign land is the stepmother”;
d) ending-quote (a vivid saying, a statement of some 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: everyone has a sun, but it is hidden, and it is necessary that its rays joyfully illuminate our earth with the light of love and goodness.
Stage VI. The final stage of creating an argumentative essay is to carry outproofreadingprepared creative work. Now you should carefully re-read what you have written and, if necessary, make corrections regarding the composition of the text, the logic and sequence of presentation, possible factual, logical, spelling, punctuation, grammatical errors, as well as speech errors and omissions (Appendix 4)
4). Diagnostic work
Diagnostic work to determine the level of mastery of the compulsory minimum education in the Russian language is carried out by me in two stages. First, students perform work based on demo versions of CMMs (parts A and B), then I analyze the quality of test tasks. Works are analyzed after each test. A table of individual mastery of sections and topics of the Russian language by graduating class students is compiled, in which the completion/failure 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 mastery of individual sections and topics and eliminate gaps in knowledge. This table also allows you to determine:
Table basedAn individual file of errors is compiled. This work is performed on the back of the student’s form (the student is given one form for the whole year, the test is completed 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 eliminate the gaps (Appendix 2. Table 1).
You can adjust the results of the next diagnostic work by planning further activities, organizing 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, first a starting test is given, the mistakes of each student are highlighted, then the “sinking” topics are repeated, thematic tests, a test and a control test are performed.
PART 3. PRACTICAL PART
Practicing skillsidentify, articulate, and comment on problems in 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 story. You rarely find in printed sources or in folk memory the year of birth of a particular village. Sometimes only a chronicle line or an old book will bring to us from time immemorial the name of the founder or an interesting event that happened in this village. And we spend hours thinking about our past life, trying to find in it something we need today. What are we looking for there? Your ancestry? Origins of 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 his main problem.
2. Which of the proposed formulations of the theme and main problem of the text seem to you to be the most consistent with the content of the text and the most successful in terms of the accuracy of expression of thought and its verbal presentation?
1) Human memory.
2) Historical memory, its significance for man and people.
3) Why does every person need memory?
4) What does the memory of the historical past give a person?
3. Which of the proposed formulations of the problems of the text do not correspond to its content? What formulations reflect particular problems?
1) The problem of the loss of information about the founding of cities and villages.
2) The problem of the difficulty of living without memory of the past.
3) The problem of preserving the historical memory of the people.
4) The problem of the loss of ancient books.
4. Describe the methods used by the author to pose problems in the text. Are the main and particular problems stated directly or are they derived from the content of the text and the position of the author?
Ex. 2. Read the text, conduct a content-linguistic analysis of it. Complete the tasks.
Christian teaching contains an amazing truth: the one who gives is more blessed than the one who receives. And in the language of the Bible, blessed is nothing more than 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 give up a particle for him in our own soul, in our own inner world, we let him into our inner life, hidden from prying eyes. We make him our neighbor, which means we enrich ourselves, we establish such contact with this person that, perhaps, there is nothing more valuable in the world. After all, the concept of human happiness is determined by the system of human relationships. And if these human relationships become enlightened by this inner closeness emanating from our heart, then this is the condition for genuine and lasting human happiness.
This is how amazing it is: 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 H, happiness that is created in opposition to this biological logic.
...Centuries of experience testify that self-giving, complicity, mercy in the full and true sense of this wonderful word enrich a person and create his happiness. In a sense it is a mystery. Like many things related to human existence. And this secret is revealed only through experience. (From the Sunday Sermon of Archbishop Kirill)
Tasks
1. Determine the ideological meaning and main issues of the text.
2. Read the language suggested to identify problems in the text. Which of the following problems correspond to the content?
Problem statements:
1) Why is the one who gives happier?
2) Why do happiness and mercy enrich a person?
3) What does a person’s happiness consist of?
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 we treat our neighbors?
8) Who is a blessed person?
9) Why is the secret of happiness revealed only through experience?
3. Which of the above problems can be classified as private?
4. Which of the listed problems is the most significant, from the author’s point of view?
5. Describe the author’s chosen method of posing the main problem of the text (is the main problem stated directly or does it follow from the entire logic of presentation?). Consider whether the way the main problem is stated is related to the style of the text.
Ex. 3. Read the text, conduct a content-linguistic analysis of it. Complete tasks.
What is beauty? Do we perceive beauty in the same way? Is it possible to appreciate beauty? Do ideas about beauty change over time?
We often call beautiful what corresponds to the norms and ideals of our time. Each era has its own ideals and fashion. But there is imperishable, enduring beauty, to which humanity will definitely return. 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 there are appreciate beauty equally. (According to L. Migdal)
Tasks
1. Determine the ideological meaning and problems of the text. Identify the main problem.
2. Describe the ways and techniques of conveying information about the main problem of the text.
3. Carefully read the proposed comments on the main problem of this text. Which formulation of the main problem seems most correct to you?
Secondary general education
Line UMK I. V. Gusarova. Russian language (10-11) (basic, advanced)
Line UMK Pakhnova. Russian language (10-11) (B)
Line UMK V. V. Babaytseva. Russian language (10-11) (in-depth)
Line UMK Kudryavtseva. Russian language (10-11)
This year the text part has strengthened, become more diverse and, therefore, more complex. Tasks No. 1 and No. 2 of the demo version immediately lead to the provisions that define the very concept of “text”: content and structure. To perform them, it is necessary to automate the skill of preliminary analysis of material. In task No. 3 there is a transition directly to vocabulary: the student must determine the meaning of a polysemantic word in context. This is an important skill, since all the nuances of the meaning of words are revealed in the texts. Task No. 26 (essay) is formulated vaguely. In terms of its components, the final text must correspond to the “reasoning” type, however, this is not directly indicated. In this task, in principle, there are no suggestive terms.
Textual material, important for successfully passing the Unified State Exam, is fully presented in the teaching and learning complex by V.V. Babaytseva. The textbooks cover, among other things, the framework of the test, patterns of connecting sentences, keywords and much more - topics, knowledge of which will help the student cope with the tricky tasks of the text part.
The Unified State Exam is still aimed at basic knowledge. However, now one task can include several spellings at once, which complicates the work. When starting to prepare for the Unified State Exam in high school, you need to identify which spelling patterns the student has already mastered and which ones he has not. It is important for a 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. High-quality preparation for the Unified State Exam starts in the 5th grade. For example, the study of paronyms, discussed in task No. 5, begins in the fifth grade and requires periodic repetition.
Let's look at several spellings that cause the greatest difficulties for students, and consider how they can be presented.
Unstressed vowels are the most “dangerous” place. Back in Soviet times, statistics showed that they accounted for 85% of all writing errors. Now the situation is even worse, since children’s vocabulary has become poorer, and the fewer words in a student’s arsenal, the more difficult it is for him to find a test word.
Vocabulary development exercise
We organize a regular competition “Who can write down the most words.” We give 5 minutes to complete. The student writes down one- or two-syllable words in a column, such as “goat” or “leg”. Mandatory conditions: words must be without the letters Y and U (unchanged in unstressed position), and we also do not take into account words with full consonance and partial consonance. Prize for the winner: a mark in the journal. Experience shows that with constant training, a student can imagine 45-50 words at a time.
Alternating vowels in 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 begin with, you can hang up a poster with a funny text that children will remember: “The word is divided into parts. Oh, what happiness this is! Every literate person can construct a word from parts.” Well, the scientific principle sounds like this: each morpheme is written uniformly. It is recommended to present the writing rules using a template: where, under what conditions, what happens. For example: when alternating E/I at the root of a word, before the suffix -A- we write I.
The methodological manual has been prepared for the textbook by V.V. Babaytseva “Russian language and literature. Russian language. Advanced level. 10-11 grades." The manual presents the content of the Russian language course, subject and meta-subject results of its mastery, approximate 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:
Spelling Y/O after sibilants
Here the morpheme can be root or affix. In the second case, you just need to memorize the writing. If we are dealing with a root, then when alternating with E we write E, and in suffixes and endings under stress we write O. This rule applies only to names: nouns, adjectives and adverbs.
Spelling I/Y after C
We write I in the root, and Y in suffixes and endings. An interesting fact is connected with this. If we look at words with I after C in the root (digit, encyclopedia, zinc), we will find that they are borrowed from the Latin language, in which C was soft. Words in -TSYA also come from Latin. But in Russian endings and suffixes (fighters, Sinitsyn) the hardened Russian Ts appears.
The junction of the prefix and the root
This is basically a hard character spelling rule. Ъ is written in one place of the word: after the prefix on a hard consonant before the root E, Yo, Yu, Ya.
Another important rule on the topic of prefixes and roots: the transition of root AND to Y. We write as we hear - but there are a lot of exceptions that need to be remembered.
The textbook meets the requirements of the Federal State Educational Standard of Secondary (complete) general education, is recommended by the Ministry of Education and Science of the Russian Federation and is included in the Federal List of Textbooks. The textbook, consisting of a theoretical and practical part, deepens students' knowledge of language as a multifunctional developing system, ensures the improvement of communicative, linguistic, linguistic (linguistic) and cultural competencies.
Spelling of prefixes
The prefixes are written uniformly, but two pairs have a special nature. Firstly, these are prefixes on Z/S, where we put S before the voiceless one. The prefixes PRE- and PR- need to be given special attention: most often PRI- means joining, approaching, being in close proximity, and PRE- is equal to the prefix PERE- or the word very.
Noun suffixes
These rules are easy to remember in table form.
Adjective suffixes
Similarly, adjective suffixes can be divided into 3 categories and included in a table:
Verb forms
This topic is studied for two years, in grades 6-7. The question often arises: why do we write the same verb differently, 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 past tense forms are formed from the infinitive stem.
Spelling adverbs
Consider 3 ways of writing:
Together
Apart (derived from nouns with prepositions)
Hyphenated
NOT with different parts of speech
We are guided by the following rules:
Together
Apart
There are other spelling rules NOT, particularly with participles and pronouns, that require separate study.
The reference book is intended to prepare high school graduates for the Unified State Exam (USE) in the Russian language. The publication contains theoretical material on all sections of the school course of the Russian language in grades 6-11, recommendations for completing tasks of parts of all types of parts 1 and 2 of the examination paper. The practical part includes samples of test tasks that are close in volume, structure and selected material to the control measurement materials of the unified state exam. The answers to the test tasks are given at the end of the manual.
Simple tasks will help you see how well a student has mastered the rules on a particular topic. It is better to do them not in a notebook, but on a separate sheet of paper.
Depending on the level of preparation of students, tasks may become more difficult. Such control takes only 5 minutes, without taking much time from the lesson. At the same time, completing assignments deserves a grade in the journal.
The media often blame teachers for turning their studies into continuous training for the Unified State Exam. However, teachers themselves know that only a systematic, integrated approach can achieve the desired result.
