For those who feel really bad - 2
L. S. Sokolova, S. P. Belokurova teachers of Russian language and literature, St. Petersburg
1. How to formulate the problem?
Read the text carefully and think about what idea (thought, concept) did the author spend his efforts on? What did he want to say? Found it? Try to ask a question about this thesis - it will be the problem of the text, formulated in interrogative form. You can formulate the problem using a construction with the genitive case: the problem of what? – influence..., responsibility..., role... etc.
The problem must be taken on a larger scale than just a particular case described by the author (the problem of mercy, moral choice (between what and what), social justice, cruelty (to what or who?), loneliness, purpose and meaning (of life, writing) and the like), the complexity of life, the role (of books, music, nature, etc.) in human life, etc. As a rule, the described case for the author is a reason for reflection or an illustration for thinking about the problem. This should be remembered. But at the same time, the problem cannot be formulated very generally: the problem of man, the problem of good and evil. The problem should be formulated quite narrowly, but at the same time not reduced to a specific example given in the source text.
The word “problem” (or “question”) must appear in the text. Moreover, the problem should not be confused with the author’s position. The position is designated as a thesis (complete sentence), and the problem is formulated either as a question or by combining the word “problem” with a noun in the genitive case.
2. How to comment on the text?
A commentary is not a paraphrase, not a continuous quotation. To comment on a text, you must understand what the author is doing to make the reader think about a particular issue.
It is important to state and comment on the same problem, and not different ones - the author in the text may raise several problems, but it is important for you to talk about only one.
Reflect on some questions related to the text you read: It is important to analyze the text from the point of view of the problem you have identified and those aspects of it that will allow you to formulate the author’s position. What is important here is the word, the image, the detail, the vital material on which the reasoning is based, and the reliance on authoritative opinion (quotes). The following work options are possible:
1) If the text is literary and has a plot, be sure to convey the essence of the plot in 1-2 sentences. Next, you can answer the following questions:
- On whose behalf is the narration being told (there is no need to equate the hero-narrator with the author of the source text)? Why does the author use this particular material to illustrate his point? Is the situation depicted by the author typical? What facts and details are important from the point of view of the identified problem does the author pay attention to? Why? What impression does this make on the reader? What did you notice as a reader about the story? In what mood does the author write? (sad irony, sarcasm, sadness, sadness, joy, etc.) It is necessary to indicate how this is manifested (it is advisable to be based on the choice of specific words and details by the writer (or publicist). Why does the hero (narrator) act this way? How does this action help understand the author's position?
2) If the text is journalistic or scientific, then you can answer the following questions:
- What does the author do to make readers understand his point of view (what life (scientific) material attracts)? How does the author build evidence (comparison, contrast of facts (positions), quoting, emphasizing important details)? What exactly did you, as a reader, notice in the story (author’s intonation, irony)? What seemed strange or unexpected to you? How does the author lead the reader to understand his point of view?
Please note that you need to comment on the problem reflected in the text, and not just the text and its topics, and not just the problem in isolation from the text.
RUSSIAN LANGUAGE LESSON IN 11TH GRADE
Preparing to write an argumentative essay
(task 25 of the Unified State Exam)
Lesson topic : Text problem. Identification and formulation of the main problem of the text. Preparing to write an argumentative essay
Lesson type : workshop lesson.
Lesson Objectives
Activity: creating conditions for mastering the topic, developing the readiness of thinking to master new ways of activity, developing the mental operations of schoolchildren; development of self-control skills, schematic thinking, development of adequate self-esteem skills.
Content: developing the skill to recognize a problem or problems posed by the author, the ability to argue for at least one of them, developing the ability to see the author’s position and compare it with one’s own position to draw up an algorithm of action, developing students’ information competence, the ability to extract information and process it.
Equipment : texts for work; reminders for students; presentation
During the classes .
Motivational moment
Teacher's opening remarks:
One day the Sultan decided to put his viziers to the test. “Oh, my subjects!” he addressed them, “I have a most difficult test for you. I would like to know who will solve it. He led them into the garden; in the corner there was a rusty door with a huge lock. “Whoever opens the door will become the first vizier.” Some courtiers just shook their heads, others began to look at the castle, others began to hesitantly push the door, but they were convinced that they would not open it. One by one they moved away from the mysterious door. But one vizier looked carefully and leaned his shoulder on the door. He pushed it and - oh, miracle! - it began to give in, first a narrow gap appeared, and then the door began to move and opened!
Then the padishah said: “You will become the first vizier, because you rely not only on what you see and hear, but also believe in your own strength.”
- How do you understand the main idea of this parable?
(Today in the lesson you will show intelligence, a serious attitude to business and your own strength and perseverance in achieving your goal).
As a result of our work, we found out that the key concepts for successfully completing task 25 are the problem of the text, a commentary on the problem, the author’s position, and argumentation.
Presentation
In addition, we became acquainted with the main criteria for assessing assignment 25.(distribute) From this lesson we will work on a step-by-step analysis of each content criterion. Today we will find out what a text problem is, learn how to define it and correctly formulate it, comment and argue.
Definition of the concept 'problem'.
Let us pay attention to the first criterion for evaluating an essay. So, you get a point only if you correctly formulated one of the problems in the source text, without making factual errors.
What is the problem of the text?
A text problem is a complex theoretical or practical issue that requires research and solution. The question the author is pondering.
Teacher's word . This question may not have a clear answer. It can affect different aspects of life: the inner world of a person or the life of nature, society and many others. Therefore, there are differenttypes of problems :
- philosophical problems (affect the most general features of the development of nature, society, thinking);
- social problems (related to the structure and life of society);
- political problems (related to the activities of government authorities, parties or public groups);
- environmental problems (reflect the interaction between man and the environment);
- moral (ethical) problems (related to the internal spiritual qualities that guide a person, with certain rules of behavior).
When defining a problem, you need to think about how the content of the text concerns each person, all of humanity as a whole. It must be remembered that the specific situation described in the text, the facts of someone’s biography, etc. – this is an illustration, a special case, an example of the manifestation of an idea considered by the author. Therefore, the problem must be formulated in such a way that it affects not only the case discussed in the text, but also many similar situations.
Work with text.
Let's try to identify the problem of TEXT 1.
(1) The most fashionable slogan now, and we all willingly repeat it: “human rights.” (2) “Human rights” are very good, but how can we ensure that our rights are not expanded at the expense of the rights of others? (3) A society of unbridled rights cannot withstand trials. (4) If we do not want violent power over ourselves, everyone must curb himself.
(5) No constitutions, laws or votes by themselves will balance societies, because people tend to persistently pursue their interests. (6) The majority, if they have the power to expand and grab, then do just that. (7) (This is what ruined all the ruling classes and groups of history). (8) A sustainable society can be achieved not on equality of resistances - but on conscious self-restraint: on the fact that we are always obliged to yield to moral justice.
(9) Only with self-restraint can all the multiplying and densifying humanity continue to exist. (10) And all its long development was useless if one were not imbued with the spirit of self-restraint: even animals have the freedom to grab and be satisfied. (11) Human freedom includes voluntary self-restraint for the benefit of others. (12) Our obligations must always exceed the freedom given to us. (13) If only we could master the spirit of self-restraint and, most importantly, be able to pass it on to our children. (14) Most of all, self-restraint is needed for the person himself, for the balance and equanimity of his soul.
(According to A.I. Solzhenitsyn)
Teacher's word . We determine the problem of this text. If you find it difficult to formulate a problem, you can use the following method:
Formulate the author's main idea in the form of a complete sentence.
(Only voluntary conscious self-restraint will allow a person not to violate the rights of other people)
Think about what question this sentence answers.
(How to ensure that human rights are not violated?)
This question is the formulation of the problem.
Students identify the problem and correct it together. The question arises, how to write the wording correctly?You have some tips again.
Teacher's word . There are two possible ways. We just met the first one. This is formulated in the form of a question. This method is applicable when it is impossible to briefly formulate the problem of the text. The second way to formulate it is in the form of a clear and concise sentence:problem (what?) ( R.p .: education, loneliness, courage, perseverance, etc.) is raised in this text. (MEMO 1)
In the text
is put
is stated
extends
is being researched
rises
is being considered
affected
analyzed
is formulated
problem (of what?) (genitive case):
feat
moral choice
intelligence, etc.
Exercise : Write the problem statement of TEXT 1 in different ways.
Students write down possible options for formulating the problem in their notebooks:
Option 1: How to ensure that human rights are not violated? A.I. discusses this problem. Solzhenitsyn.
2nd option: The text explores the problem of voluntary conscious self-restraint.
Teacher's word . Quite often, a text can address multiple issues. Which one should be used as the basis for the essay?
(part of memo 1)
The main problem is that
on which he mainly reflects;
to which he returns repeatedly;
on which the author's position is clearly stated.
Let's turn to TEXT 2.
Exercise : Highlight the problems that the author of the text is thinking about. Write them down in two ways. Identify the main one among them. Justify your opinion. Use MEMO 1. (Independent work.)
(1) It has long been noted that in our time the world of feeling is especially clearly opposed to the world of intellect. (2) We are focused on knowledge, science, technology; the achievements of the mind amaze the mind. (3) A strong mind opens up new methods of production; and what can give him a strong feeling? (4) What are passions? (5) A reasonable person understands his responsibilities and can be relied upon. (6) What should the feeling do near the conveyor? (7) And how to manage feelings?
(8) This is how a false idea arises about the superiority of reason over feelings, about the antagonism between feelings and reason, about the usefulness of the mind and the uselessness of feelings. (9) Let us remember this danger when reflecting on the education of the mind. (10) Even for convenient study, even temporarily, even in the form of admission, we should not separate mind and feeling. (11) In their “pure form,” mind and feeling do not exist, are not cultivated, and are extremely dangerous for a person and his environment. (12) Water is a compound of oxygen and hydrogen, but we do not quench our thirst with oxygen and hydrogen, but with water.
(13) A developed mind, combined with high conscientiousness, is called intelligence. (14) This word appeared in Russia in the middle of the last century, when serious education passed from the nobles to commoners, and the eternal problem of “knowledge and morality” became acute again. (15) Aristocrats were distinguished, as was commonly believed, by their nobility. (16) But how will the new educated people differ? (17) What is their nobility? (18) “In intelligence,” was the answer. (19) In nobility of spirit. (20) So the language responded to the need for social development, and a new word appeared that passed into many languages of the world. (21) Intelligence is the same as spirituality, but it is based on faith in truth, generated by reason and education. (22) An intellectual is a person who combines knowledge and morality. (23) In place of noble family honor came the honor of an intellectual, which consists of respect for reason and truth.
(24) In our time, education is again making a huge leap; it is becoming universal. (25) Consequently, the problem of knowledge and morality, mind and heart is again aggravated. (26) The most dangerous people are not dark, uneducated workers - there are fewer and fewer of them, but educated but unintelligent ones. (27) Trained, but unscrupulous. (28) Those who know how to achieve their goals, but who do not know how to abandon them if they have to resort to improper means to achieve them. (29) Intelligence, which was previously the lot of a relatively small group of people, the intelligentsia, should now be an indispensable quality of every person.
(30) We will raise the child in such a way that there will be one more intellectual in this world.
(According to S. Soloveichik)
Students express their opinion, justify it, and correct their notes. The discussion takes place with the direct participation of the teacher.
Issues addressed in the text:
Is it possible to contrast reason and feelings? The author of the text reflects on this problem.
S. Soloveichik in this text examines the problem of antagonism between feelings and reason.
What is intelligence? The author raises this important issue.
This text analyzes the problem of necessityintelligence in modern society.
Main problem: Is intelligence necessary in modern society? The author of the text explores this difficult problem.
Rationale: This problem is fundamental because... The author mainly reflects on it, he returns to it several times, in addition, the author’s position on this problem is clearly stated.
Teacher's word . During the exam, texts of journalistic or artistic styles are offered for work. Today we worked with journalistic texts. Indicate how the problem is expressed in them?
abstractly, openly in one sentence of text or one fragment of text;
Now let's try to define the problem of the text of the artistic style and see how it is expressed.
Independent reading of the text.
TRAFFIC EDUCATION.
There is a joyful event in the Drill family: a son is born.
Parents can’t stop looking at their son, the neighbors look at him and are surprised: he looks just like his father!
And they named their son Corkscrew.
Time passes, Corkscrew grows stronger and matures. He should really study, try himself on metal (after all, all Drills are hereditary metalworkers), but his parents don’t let him: he’s still young, let him first learn something soft.
Father takes home corks - special corks - and with them Corkscrew learns drilling skills.
This is how Drill's son is raised - in traffic jams. When the time comes and they try to give him something harder (they drilled it, they say, he’s already learned it) - no matter what! Corkscrew doesn't even want to listen! He begins to look for corks for himself and look closely at bottles.
The old Drills are surprised: how did their son get away with it?
(F. Krivin)
So, what problem does the author address? From the options proposed by the students, we choose the right one - the problem of educating the younger generation.
Is this problem stated openly in the text? - No.
How is it expressed? - through descriptions, actions of heroes, their speech, thoughts, behavior, etc.
Let's write down the conclusions in the form of a table:
Journalistic style
Art style
The problem is expressed
Thesis, open in one sentence of text or one fragment of text;
Problem
is revealed by analyzing the descriptions, actions of the characters, their speech, thoughts, behavior, etc.
Homework:
Write an introduction to the essay for each of the texts you worked with today. In the introduction, state the problem of the text.
In the last task of the Unified State Exam in the Russian language, the student is required to read the text and find the existing problem. There are three of these in a task, sometimes more. Problems with their definition arise infrequently. However, this process should be examined in detail, since it is important not only to find some problem and write an essay on it, but also to correctly argue it, based on reading and life experience. Also, do not forget that the problem must be defined correctly, otherwise even the best essay will not be accepted.
How to find text problems
The Unified State Examination in the Russian language and the difficulties of passing it are known to everyone. In the exam, the most important and most scored task is the last task, writing an essay. The maximum points for completing it are 24, or more than 40 if translated into total values. However, not everyone manages to perform it to the maximum. Difficulties may arise with spelling, punctuation, tautology and many other details for which points may be deducted.
However, the assignment will not be graded at all if the student does not find the problem or indicates it incorrectly. To avoid problems with this, you should first understand the meaning of the text. Considering that it is quite voluminous, the problems are evenly distributed across all its parts. However, it is easiest to highlight the main one, which can be traced from beginning to end. It is quite simple to understand what this problem is, since it is laid out in the text. At the same time, its individual parts may contain hints of other problems close to the main one.
Problem Statement
As mentioned earlier, first you need to understand the meaning of the text. After understanding it, you can begin to formulate the problem. In any essay, to correctly express the problem, it is necessary to summarize the essence of the text. For example, if it talks about the extermination of a certain species of animal or plant by man, then the main problem will be the unreasonable intervention of man in the natural world. This will not be directly written down in the literary text, but you can read this idea “between the lines.”
All literary texts used in such tasks often contain particular cases or situations, from which a general conclusion of meaning is then drawn. The resulting essay must also meet the specified length, at least 150 words. The desired number is two hundred or more words. However, you should not be too zealous and write out the text for ten pages, because only two arguments and a couple of examples will be taken into account. Excessive quoting is also undesirable.
Problems in literary texts
This type of example turns out to be the most difficult to work with, since it requires an analysis of the action being described, the characters, their characters, and so on. This is where many people have their main difficulties. To deal with them and facilitate the analysis process, divide the text into three parts. This division will be conditional.
In the first part, which may consist of an introduction and plot, you can find the main problem of the text. If it is not so clearly visible, then you should move on to the second part with the main plot. You can also find hints of a general problem in it. However, there will be another topic for essay. And then you can move on to analyzing the third and final part. Confusion can often arise with it, since thoughts expressed in the finale can lead to thoughts about a third-party problem.
Problems in journalistic texts
This version of the task does not appear often. However, it is easy to work with because the problem can be expressed in one of the sentences, and you do not need to formulate it yourself. The student will only need to write it down and then work with the data received.
What happens if you express the problem of the text incorrectly?
In this case, the essay will simply not be counted, even if all points are scored on all other assessment points. This situation is the most unpleasant for the student, since even a perfectly written essay will not receive a grade.
You can try to avoid this situation by trying to look for the topic not in individual sentences (as mentioned earlier, since the final part can easily lead to erroneous conclusions), but as a whole. Thus, the beginnings of the main theme can be easily traced at the beginning, middle and end of the text.
What to do if multiple problems are found?
This option is the best because the student has the opportunity to choose what to write about. First of all, you should decide which topic is the main one. Then you need to figure out which of them will be easiest to argue. Based on these two details, you can decide on an idea and write a good essay with it.
How to write an essay
Despite the fact that such a task involves expressing your thoughts, you cannot do without templates. Starting from the ninth grade, which also requires writing an essay, the student memorizes a certain template, according to which all further writing of any essay is carried out. The advantage of this is that there is no need to come up with an introduction, ending and other small details. They are repeated time after time. The student can only insert the titles of the works and the names of the authors used in a particular case.
Such standard designs, or clichés, may look like this:
- Introduction. In the given text (author's name) a problem is raised (statement of the problem). The named problem is really important in the modern world (or something similar, expressed in your own words).
- Then there are some examples from the text. Usually, we first write down the number of the proposal (they are all numbered), then the text itself in brackets, then we write an explanation of how it relates to the problem being raised. Two such examples should be given (the exact meaning is indicated in the wording of the assignment for the essay).
- Afterwards the student proceeds to argue his position. There must be at least two of these arguments. One or both must be based on the reader's experience. As a second example, you can use historical data or even films (indicating the director and year of filming). The argument can be expressed in a brief summary of the plot and how it relates to the problem of the text.
- The conclusion also comes from a cliché. The purpose of this part is to summarize the essay.
What to pay attention to
The ways of formulating the problem deserve special attention:
- On your own (in your own words). This option can also be divided into two methods: simple and complex. In the first, the problem can be expressed in one phrase (the author raises the problem of faith, etc.) This option is simple, and therefore rarely occurs. Essay texts do not always make it so easy to find the problem. In such cases, a complex option can be used, expressing the problem in the form of a question: “Can one person influence history? The author invites us to think about this.” Sometimes this formulation turns out to be easier than the first.
- Citation. Some texts have the author's formulation of the problem. In this case, it is enough to use a quote.
- Sentences from the text. Sometimes certain sentences contain the essence of the problem being raised or even express it. In this case, it is enough to quote their numbers from the text.
Book arguments for essays
As stated earlier, books, films, historical facts (life experience) can be used as arguments. Of all of them, a book example is mandatory, since one of the main goals of the essay is to test the student’s reading experience and the ability to use it as arguments. Any works of domestic and foreign authors can be used as literature. Exceptions include folk tales (due to the lack of authors). The peculiarity of this argument is that the checker may not always know the work used in the example. Some students make good use of this by inventing their own titles for books by obscure authors or changing the plot of a story to make it suitable for argumentation.
This may seem convenient, but one should not abuse such a trick, because if the examiner knows the author’s works or has even read them, then the trick will be easily discovered, and the argument may not be counted.
Which works are best to use when making an argument? The student should write about books that are familiar to him. At the same time, one should go beyond the boundaries of classical school literature. Even modern science fiction books can serve well when writing a paper, because they may well contain a good argument. Foreign books can be very useful as arguments, but the problems of translating the text should be taken into account, since sometimes they can lead to the wrong conclusion about the content.
Other Argument Options
As a second argument, you can use life experience or a historical incident. This is especially true for those who know historical figures and their special merits well. You can also remember the present time and famous personalities. Examples from the life of a famous person can be a useful argument. Biographical films will come to help the student. However, their names should not be indicated if the examinee does not know exactly the author and year of publication.
You don't have to memorize the whole story to use this argument. Often the twentieth and twenty-first centuries are sufficient. In this case, special attention should be paid to world wars and individuals who accomplished some feat. This may well be enough. And given that the formulation of such an argument includes words about life experience, it is quite possible to use a story from your life that is relevant to the problem being described.
Sometimes some people wonder whether films and TV series can be used as arguments. Yes, this option is possible. However, to use it you need to know exactly the year of release and the director. And if there are no problems with the latter, then remembering the first can be very problematic. But if no other option comes to mind, then films will be very useful.
Scientific text
Let's look at problems from a scientific text. This type of text is used very rarely. However, they are quite suitable as training in order to learn how to formulate a problem. The peculiarity of these texts is the absence of unnecessary “water” and beautiful phrases. The entire purpose is expressed clearly and clearly using appropriate terminology. This greatly simplifies the search task and can be useful for those who are just learning to identify a text problem.
Problems from the lyrics
If we move away from the topic of the Unified State Exam in Russian, then the lyrics of the song and the problems raised in it may become another reason why it is necessary to learn how to calculate the main questions. Songs are not such a popular option in this case, since they often have low content requirements and can be essentially meaningless. For example, if you pay special attention to analysis, you can even find problems in the lyrics of a song by Pharaoh or another performer. Foreign rock singers are especially relevant in this regard, since they, in addition to strong semantic content in the text, may have a good video sequence, thanks to which it is easy to understand the underlying meaning.
Songs and arguments for composition
Earlier, the mandatory use of reading experience when arguing an essay was mentioned. It wouldn’t hurt to resort to poems and songs by various performers to strengthen your argument and be more confident that your opinion will be taken into account. Today, many people have doubts about the relevance of a particular book argument in a text, as well as its correct interpretation. In the case of songs and poems, you can resort to quotations, thanks to which the entire explanation is greatly simplified.
The last task of the Unified State Exam requires formulating a problem, a very important stage, since it helps determine the student’s reading experience and his ability to argue his position. The problem of the text and the essay are also connected, since it is not enough to simply name the topic found. You must be able to use it to compose a full-fledged essay in which it will be fully disclosed. The task is not something special, since text problems and the Russian language are closely related. It is enough to recall any classical work. All of them have at least one problem. The larger any creation, the greater the number of problems it contains. This is relevant not only for domestic authors, but also for foreign ones. The essence of writing any book lies in composing a story, which can be based on one problem or include several at once throughout the entire narrative.
Especially for you, we carefully and carefully selected only the best tips for writing an essay, talked with teacher Tatyana Altukhova and found examples of ready-made works. In general, read and pass the Unified State Exam with 100 points. Start over:
You open the text and...
You don’t read it, but the task written in every KIM. It will help you make a plan for your future essay. Tatyana Altukhova, an expert in preparation for the Unified State Exam in the Russian language, tells how to isolate the most important things from a task:
Write an essay based on the text you read.
Formulate one of the problems posed by the author of the text.
Comment on the formulated problem. Include in your comment two illustrative examples from the text you read that you think are important for understanding the problem in the source text (avoid excessive quoting).
Formulate the position of the author (storyteller). Write whether you agree or disagree with the point of view of the author of the text you read. Explain why. Argue your opinion, relying primarily on reading experience, as well as knowledge and life observations (the first two arguments are taken into account).
So, without any extra cheat sheets, but simply based on the task, it turns out structure of an essay in the Unified State Examination in the Russian language. It includes 6 elements:
· formulation of the problem of the analyzed text (only one!);
· commentary on the highlighted issue;
· your own position;
· two arguments proving your position;
· conclusion (conclusion);
Identifying the text problem
As can be seen from the essay plan, the examiners expect you to have a dialogue with the author of the source text. First, you formulate what and how the author argues, what conclusion he comes to, and then express your reasoned opinion on this matter. The main thing is not to confuse the occasion. Here again a detailed analysis from our expert will help:
A problem is a complex theoretical (most often moral) question that the author solves in his text. That is, the text that lies in front of you is the answer to that question, the problem that the author had in his head when he wrote it. Simply put, we must formulate the question based on the answer that is given to us.
Attention, the first pitfall! There may be several problems in the text. Your task is to choose only one and devote the entire essay only to it, without being distracted by others.
There is also an answer in the text to the problem that the author posed, and then you voiced it in your essay. This is the author's position, which is the main idea of the text.
How to understand that you haven't mixed up anything? Look:
· are the problem you highlighted and the author’s position related as a question and an answer?
Here is an example from a specific essay. The question is asked:
Is it possible to manipulate the concept of justice? This question is asked by the author of the text proposed for analysis.
Or it is formulated in a narrative sentence: The author of the text proposed for analysis poses the problem of manipulating the concept of justice.
A person should not manipulate justice and other universal values, since it is impossible to equate the concepts of good and evil.
· Does the author provide an answer to the question you formulated in the text? Often, having correctly found the key words in the text, we formulate the question incorrectly and replace it with another, the answer to which is not in the text. If we see a problem, but do not see a position on it (the author does not express an opinion on this issue, does not express an attitude towards it), then we have identified the problem incorrectly, the formulation needs to be clarified.
How to comment on a text problem
So, the problem and the author’s position are clear, now you need to add your comment to it. Namely: to show HOW the author posed the question he was thinking about, and how he came to the answer that became the main idea of the text. Tatyana Altukhova warns:
The commentary must contain at least two examples-illustrations from the text that are important for understanding the problem. These examples could be quotations (small ones!), references to sentence numbers, or small fragments of paraphrase. It is very important that the commentary and examples show the logic of the author’s thought.
Lifehack: To compose a comment, you can take information from assignment 24, but you cannot completely retell the review from this assignment - such a comment will not be counted.
The main mistake in the comment there is always over-retelling. Remember that everything you say about the text, you give through the prism of relationships, assessments or the author’s intention: what he paid attention to, what he said with pride or, conversely, with bitterness. In the commentary, the main character is he, and not the characters or phenomena of the source text.
Your opinion and arguments in an essay on the Russian language
Expressing your reasoned opinion is often difficult, which is why many people want to open a “bank of arguments.” Tatyana Altukhova and I warn you - you don’t need to do this, you will become a much more versatile soldier by learning to argue your position on your own.
So, your position should include only two elements: agreement or disagreement with the author’s position and justification for your opinion.
Arguing your own opinion is proof of your position.
Arguments in an essay can be:
· based on the reader’s experience and involve the use of information gleaned from literature (both fiction, scientific, journalistic; fiction can be foreign, Russian, prose and poetic). When choosing an argument from the literature, remember that such evidence has an age limit: the examiner has the right not to count an argument that does not correspond to the age of the writer. And this primarily concerns children's literature, from which school graduates have already grown out of. The exam presents serious problems, so the arguments must correspond to them.
· based on life experience and involve the author of the essay addressing facts from real life (including his own): history, social events covered on television, newspapers, the Internet, folklore, the lives of famous people, films and TV series.
Any argument must include: a brief description of the episode from which you prove your position (a literary argument must also be provided with factual information: the name and surname of the author, the title of the work) and a conclusion that will be in tune with your position and will make the argument a full-fledged proof.
In addition, in order to correctly select the arguments, it is necessary to present them convincingly in order to prevent a logical error.
Remember that the arguments prove your position (the position with which you agree), and do not simply illustrate the problem you highlighted in the text.
An example of an incorrectly constructed argument:
Student position: Each person is unique and exceptional in their own way.
Argument: This is fully confirmed by the life of Yevgeny Bazarov from the work of I. S. Turgenev “Fathers and Sons”. After all, at the beginning of the novel, Bazarov denied everything spiritual and moral that exists in a person, including his value for all others.
As you can see, there is not a word in the argument about the uniqueness of any person, which was mentioned in the position. This is a logical fallacy.
And here example of a compelling argument. Pay attention to the fact that it is equipped with a conclusion that echoes the position that the author of the essay proves.
I cannot but agree with the author’s opinion, because every living creature is capable of love, and therefore, of sacrificing itself. So in the novel by M.A. Bulgakov's "The Master and Margarita" Margarita, in order to be with the master, makes a deal with the devil. She is ready to give even her immortal soul to help her lover.