A condensed summary of gve. (GVE) in Russian language

Teaching aids from the Legion publishing house are approved for use
in the educational process by order of the Ministry of Education and Science of Russia No. 729 dated December 14, 2009
N. A. Senina
Russian language
STATE FINAL EXAMINATION (GVE)
9th and 11th grades
Assignments and recommendations
Educational and methodological manual
[Download the file to see the picture]
LEGION
Rostov-on-Don
2015
UDC 811.161.1(075.3) BBK 81.2Rus-922 S31
Reviewers:
N.Ya. Pobortseva, teacher of Russian language and literature, honored teacher of schools of the Russian Federation;
I.S. Narushevich is a teacher of Russian language and literature of the highest category.
Senina, N. A.
C31 Russian language. State final examination (GVE).
9th and 11th grades. Tasks and recommendations: teaching aid/ N. A. Senina. Rostov n/d: Legion, 2015.
96 pp. (Master Class.)
ISBN 978-5-9966-0675-7
This manual is intended for preparation for the GVE (state final exam) in the Russian language in the 9th and 11th grades. The book gives an idea of the nature, level of complexity and content of examination papers, includes brief information about the exam itself and the criteria for its assessment, as well as training options for grades 9 and 11.
Each section of the manual contains 10 sets of essay topics, structured in a certain way, and 10 texts for writing an exposition, varied in subject matter and genre (article, sketch, essay, lecture, etc.).
The publication is addressed to Russian language teachers organizing the process of preparation for the State Examination, as well as graduates for independent preparation.
The Legion publishing house also publishes a similar manual for preparing for the State Examination in mathematics in the 9th and 11th grades.
Comments and suggestions regarding this book can be sent to the email address [Download the file to view the link] or by regular mail.
You can discuss the manual and ask questions on the publisher’s forums;
[Download the file to view the link]; [Download file to view link].
%
UDC811.161.1(075.3)
BBK 81.2Rus-922
ISBN 978-5-9966-0675-7
© Legion LLC, 2015
1
9th GRADE
Features of the GVE-9 examination paper in the Russian language*
The GVE-9 examination model maintains continuity with traditional and new forms of Russian language examination for graduates who have mastered educational programs of basic general education.
The graduate is given the opportunity to choose one of the forms of examination work: an essay or a presentation with a creative task. The student can choose the form of the examination work (essay or presentation with a creative task) on the day of the exam. To make this choice conscious, the organizer must introduce the exam participants both to the content of the set of topics for the examination essay, and also to the examination material for the presentation (the topic of the presentation is indicated and the creative task is announced).

* Based on materials from the FI PI website: [Download the file to view the link].
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Russian language. GVE. 9th grade
Deaf and hard of hearing students can be given the text of the presentation to read for 15 minutes, after which the organizer takes the text and the student writes a concise summary and completes a creative task.
For students of correctional schools of types V and VII, the text of the presentation is read 3 times; they can write both detailed and concise statements. The amount of written work of students in correctional schools of types V and VII can be reduced:
an essay of at least 150 words (if the essay contains less than 100 words, the essay is scored 0 points; all words, including function words, are included in the word count);
a concise presentation of at least 40 words (if the presentation contains less than 30 words, the presentation is scored 0 points).
The volume of detailed presentation is not limited. Students of correctional schools of types V and VII, writing both a concise and detailed presentation, must also complete a creative task of at least 150 words (if the essay has less than 100 words, it is scored 0 points.)
GVE-9 in the Russian language for students with a medical diagnosis of “autism” can be conducted in the form of a dictation. The text for the dictation is taken from the examination material “Exposition with a creative task”. Students with this diagnosis write only a dictation, without completing a creative task. To evaluate examination work in the form of a dictation, the Dictation Evaluation Criteria are used (Table 7, p. 18).
Exam participants are allowed to use spelling dictionaries. Dictionaries are provided by the educational organization on the basis of which the PPE* is organized, or by educational organizations whose students take the exam in the PPE. GVE-9 participants are prohibited from using personal spelling dictionaries.
Composition

The exam set of essay topics includes four topics of different topics, grouped in accordance with a specific structure, and brief instructions for the student are attached. All topics are covered in the genre of essay-reasoning.
Exam point.
Features of the GVE-9 examination paper in the Russian language
5
The first three topics are free, they involve writing an essay on philosophical or ethical-moral issues. When writing an argumentative essay on one of these topics, examinees can give arguments*; relying both on the content of works of art and on one’s life experience (personal impressions, one’s own thoughts on the topic, etc.). The topics of the essays, formulated in the form of a quotation (a statement by one of the figures of Russian culture), aim at free reasoning, which can include both arguments confirming the validity of the judgment and counter-arguments that prove the right to the existence of a different point of view.
The fourth topic is related to the analysis of works of art studied in the course “Literature”, therefore, arguments in an essay on this topic are given based on the content of works of art. Topics of essays related to poetry should be revealed using the example of at least two poems, and topics of essays related to works of small epic form should be revealed using the example of 12 works, but their number can be increased at the discretion of the examinee.
Presentation
The creative assignment statement contains:
text,
creative task,
commentary on it.
The text for a condensed presentation* is a fragment of an article, essay, story of philosophical, social, moral issues. The approximate volume of text for presentation is 250,380 words.
The creative task is formulated in the form of a question related to the problems of the text. The question aims to comment on the problem posed and argue your own position. The listened text is considered as an incentive for writing an argumentative essay. Test takers must write a concise
* For methods of preparing to write a concise summary, see the book “Russian Language. Preparation for the OGE-2015. Training options for the new demo version for 2015” edited by N.A. Senina. (Rostov-on-Don: Legion, 2014).
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Russian language. GVE. 9th grade
presentation, conveying the main content of both each micro-topic and the entire text as a whole.
A condensed statement requires:
- skills in selecting essential information,
- identifying the main micro-topics in the text,
- generalizations of the content of the source text.
By presenting the text concisely, graduates demonstrate communicative abilities associated with the ability to process information: exclude details and generalize homogeneous phenomena, while maintaining the main micro-topics. The creative task must be read and written on the board (or printed out for each exam participant). If necessary, proper names mentioned in the text of the presentation are written on the board.
The text proposed for presentation is read by the organizer in the audience twice. A specialist who knows the methodology for conducting an examination in the form of presentation (for example, a primary school teacher) is involved as the organizer of the examination in the form of presentation with a creative task. It is not allowed to involve a specialist in this academic subject, as well as a specialist who taught this subject to these students, in the examination form. An assistant sign language interpreter is hired to conduct the exam for deaf GVE-9 participants.
The following requirements are not mandatory:
S availability of a plan for written examination work,
S preservation of the author's style.
Performance evaluation
To evaluate the examination work, a set of criteria is used that corresponds to a certain type of task: an essay on a literary topic, an essay on free topic, presentation with a creative task. For each of these types of tasks, special criteria have been developed. Common to all types of work are (Table 6, p. 17).

· adequately perceive the information of the listened text;

7

The level of formation of the following skills is assessed:

select convincing arguments, creating a reasonable statement;

format the text in accordance with the spelling, grammatical, punctuation and speech norms of the Russian literary language.
When checking and evaluating an essay or creative assignment, it should be taken into account that its volume is not strictly limited, but a minimum volume is established.
Criteria for assessing examination work in the Russian language in the form of GVE-9
1.
An essay on a literary topic is assessed according to the criteria presented in Table 1 (p. 8).
The examinee’s written language literacy and the actual accuracy of the essay are assessed according to special Evaluation Criteria
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Russian language. GVE. 9th grade
literacy and actual accuracy of the examinee’s speech (see table 6, p. 17).
Among the criteria by which the essay is evaluated, the first criterion () is the main one. If, when checking an essay, an expert gives 0 points according to the first criterion, then the task is considered unfulfilled and is not assessed according to other criteria. At the same time, the practical literacy of the examinee is checked, i.e. according to the criteria of GK1FK1, the corresponding points are assigned (see table 6, p. 17).
When evaluating an essay, you should take into account the volume of the written essay. A minimum length of 250 words is recommended for examinees. If the essay contains less than 200 words (all words, including function words, are included in the word count), then such work is considered uncompleted and is scored 0 points.

Table 1

Criteria for evaluating an essay on a literary topic
Points

SLK1
The depth of disclosure of the topic of the essay and the persuasiveness of judgments

The examinee reveals the topic of the essay, relying on the author’s position (when analyzing poems, taking into account the author’s intention); formulates his point of view; convincingly substantiates his theses
3

The examinee reveals the topic of the essay, relying on the author’s position (when analyzing poems, taking into account the author’s intention); if necessary, formulates his point of view,
BUT

* 2

Criteria for assessing examination work...
9

Criteria for evaluating an essay on a literary topic
Points

The examinee reveals the topic of the essay superficially, without relying on the author’s position (analyzing poems without taking into account the author’s intention) and/or
does not substantiate his theses
1

SLK2

The text is attractive, but

1

SLKZ

10 I Russian language. GVE. 9th grade

Criteria for evaluating an essay on a literary topic
Points

The compositional intent is not visible in the essay, and/or

0

The maximum number of points for an essay on a literary topic according to the criteria SLK1-SLKZ
7

2.
An essay on a free topic is assessed according to the criteria presented in Table 2.
The literacy of the examinee's written speech and the actual accuracy of the essay are assessed according to special Criteria for assessing the literacy and actual accuracy of the examinee's speech (see Table 6, p. 17).
Among the criteria by which an essay is evaluated, the first criterion (the depth of disclosure of the topic of the essay and the persuasiveness of judgments) is the main one. If, when checking an essay, an expert gives 0 points according to the first criterion, then according to the criteria of SSK2 SSKZ the work is assessed 0 points. At the same time, the practical literacy of the examinee is checked, i.e. according to the criteria of GK1-FC1, the corresponding points are assigned (see table 6, p. 17).
When evaluating an essay, you should take into account the volume of the written essay. A minimum length of 250 words is recommended for examinees. If the essay contains less than 200 words (all words are included in the word count, including function ones), then such work is considered uncompleted and is scored 0 points.
The volume of an essay for students in correctional schools of types V and VII can be reduced: the essay is no less than 150 words (if the essay contains less than 100 words (all words are included in the word count, including function words), then such work is considered incomplete and is scored 0 points) .
Criteria for assessing examination work...
11
table 2

Criteria for evaluating an essay on a free topic
Points

SSK1
The depth of disclosure of the topic of the essay and the persuasiveness of judgments

substantiates the theses insufficiently convincingly
2

The examinee reveals the topic of the essay superficially and/or
does not substantiate his theses
1

SSK2

The examinee expressed his personal opinion on an issue corresponding to the topic of the essay, and gave at least two arguments to support this opinion
2

The examinee expressed his own opinion on the problem corresponding to the topic of the essay, and gave only one argument to support this opinion
1

The examinee expressed his own opinion on an issue corresponding to the topic of the essay, but did not provide any arguments, or
the examinee’s own opinion is not reflected in the work,
0

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Russian language. GVE. 9th grade

Criteria for evaluating an essay on a free topic
Points

or
the examinee expressed an opinion on an issue that does not correspond to the topic of the essay
0

sskz
Compositional integrity and consistency of the essay

The composition is characterized by compositional integrity, the parts of the statement are logically connected, the idea develops consistently, there are no unreasonable repetitions or violations of logical sequence
2

The parts of the essay are logically connected, but there are violations of compositional integrity: the idea is repeated, and/or
there are violations in the sequence of presentation (including within the semantic parts of the statement), and/or
there are deviations from the topic of the essay
1

There is no compositional intent in the essay,
and/or v
there were gross violations in the sequence of presentation, and/or
there is no connection between the parts and within the parts of the essay
0

3. A set of criteria for assessing the presentation and completing the creative task for the presentation
The presentation and fulfillment of the creative task for the presentation are assessed according to the criteria presented in table* 35 (p. 13-15).
Literacy of written speech of the examinee and actual accuracy of presentation and execution of a creative task (essay)
Criteria for assessing examination work...
13
are assessed according to special Criteria for assessing the literacy and actual accuracy of the examinee’s speech (see Table 6, p. 17).
An assessment of the semantic integrity, speech coherence and consistency of the text created by the examinee (see Table 5, p. 15) is given for the performance of two types of work in general (presentation and creative task).

When evaluating a condensed presentation, one should take into account its volume. A minimum length of 70 words is recommended for examinees. If the presentation contains less than 50 words (all words, including function words, are included in the word count), then such work is considered uncompleted and is scored 0 points.
The volume of a condensed presentation for students in correctional schools of types V and VII can be reduced to 40 words (if the presentation contains 30 words (all words are included in the word count, including function words), then such work is considered uncompleted and is scored 0 points).
Table 3

Criteria for evaluating a concise presentation
Points

IR2
Source text compression

The examinee did not use text compression techniques
0

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Russian language. GVE. 9th grade

The criteria have been developed for students in correctional schools of types V and VII, who can write both detailed and concise statements. The volume of detailed presentation of such examinees is not limited.
Table 3.1

Criteria for assessing detailed presentation
Points

The examinee accurately conveyed the content of the text he listened to.
2

The examinee inaccurately conveyed the content of the text he listened to.
1

The examinee did not convey the content of the text he listened to.
0

The examinee inconsistently presented the content of the listened text (violation of the logic of presentation, unjustified repetitions of thoughts significantly distort the meaning of the source text)
0

Maximum points for detailed presentation
2

Among the criteria by which the performance of a creative task (essay) is assessed, the first criterion (formulation of the problems of the source text) is the main one. If, when checking an essay, an expert gives 0 points according to the first criterion, then such work according to the KT1KTZ criteria is scored 0 points.

The volume of essays for students in correctional schools of types V and VII can be reduced: the essay is at least 150 words (if the essay contains less than 100 words (all words are included in the word count, including function words), then the creative work is scored 0 points).
Criteria for assessing examination work...
15
Table 4

Points

KT1
Formulation of the source text problem

The examinee in one form or another gives an answer to the question, taking the wording of the task as a thesis
1

The examinee does not answer the question * Such work is scored 0 points according to the KT1KT criteria
0

KT2
Reflection own opinion examinee

The examinee expressed his own opinion on the formulated problem
1

The examinee’s own opinion is not formulated or
worded incorrectly
0

KTZ

The examinee argued his own opinion (gave at least one argument)
1

The examinee was unable to justify his own opinion
0

The maximum number of points for completing a creative task according to the criteria of KT 1KTZ
3

Table 5

there are no logical errors, the sequence of presentation is not broken,

2

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Russian language. GVE. 9th grade
Criteria for assessing semantic integrity, speech coherence and consistency of presentation and creative task

The examinee’s work demonstrates communicative
plan,
But
more than 1 logical error was made, and/or
there are two cases of violation paragraph division text
0

4. Criteria for assessing the literacy and actual accuracy of the examinee’s speech, common to all types of work
The examinee's literacy and actual speech accuracy are assessed according to the criteria presented in Table 6.
When assessing literacy, the provisions on common and non-blank errors should be taken into account.
When counting errors, two minor errors (i.e., those that do not have a significant impact on the literacy characteristic) are counted as one.
Errors per rule are considered to be of the same type if the conditions for choosing the correct spelling are contained in the grammatical (in the army, in the grove; prick, fight) and phonetic (pie, cricket) features of the given word.
Errors for a rule in which to find out the correct spelling of one word requires choosing another (reference) word or its form (water water, mouth mouth, sad sad, sharp cutting) are not considered the same type.
The first three errors of the same type are counted as one error, each subsequent similar error is counted as an independent error.
Criteria for assessing examination work...
17
tel. If two or more errors are made in one unchecked word, then all of them are counted as one error.
Table 6
№
Criteria for assessing literacy and actual speech accuracy of the examinee
Points

GK1

23 errors made
1

4 or more mistakes were made
0

GK2

34 errors made
1

5 or more mistakes were made
0

GKZ

2 mistakes made
1

3 or more mistakes were made
0

GK4
Compliance with speech norms

34 errors made
1

5 or more mistakes were made
0

FC1

2. Zak. No. 44
18 | Russian language. GVE. 9th grade
№
Criteria for assessing the examinee’s literacy and actual speech accuracy
Points

2 or more errors were made in the presentation of the material or in the use of terms
0

5. Dictation evaluation criteria
Literacy and phonetic accuracy of the examinee's speech are assessed according to the criteria presented in Table 7.
Table 7
№
Criteria for assessing the examinee’s literacy and actual speech accuracy
Points

DK1
Compliance with spelling standards

There are no spelling errors, or no more than 1 error was made
5

2 mistakes made
4

3 mistakes made
3

4 mistakes made
2

5 mistakes made
1

6 or more mistakes were made
0

DK2
Compliance with punctuation standards

There are no punctuation errors, or no more than 1 error was made
5

2 mistakes made
4

3 mistakes made
3

4 mistakes made
2

5 mistakes made
1

6 or more mistakes were made
0

2*
Criteria for assessing examination work...
19
№
Criteria for assessing the examinee’s literacy and actual speech accuracy
Points

dkz
Compliance with grammatical norms

There are no grammatical errors, or 1 mistake was made
2

2 mistakes made
1

3 or more mistakes were made
0

DK4
Text accuracy

There are no errors in text reproduction
5

1 error was made in text reproduction
4

2 errors were made in text reproduction
3

3 errors were made in text reproduction
2

4 errors were made in text reproduction
1

5 or more errors were made in text reproduction
0

Maximum number of points for dictation according to criteria DK1-DK4
17

Checking the examination work and evaluating the results of GVE-9 in the Russian language
The following approaches to assessing examination papers in the GVE-9 form have been identified.
Examination papers are checked by two experts. Based on the results of the check, experts independently assign points for each answer to the tasks of the examination paper. The results of each assessment are entered into inspection protocols by subject commissions, which, after completion, are transferred to the RCIO* for further processing. If there is a significant discrepancy in the scores given by the two experts, a third check is scheduled. A significant discrepancy in scores is defined in the assessment criteria for the Russian language.
The third expert is appointed by the chairman subject commission from among experts who have not previously checked the examination work.
* Regional information processing center.
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Russian language. GVE. 9th grade
The third expert is provided with information about the scores assigned by the experts who previously checked the student’s examination work. The scores awarded by the third expert are final.
The results obtained in primary points (the sum of points for correctly completed tasks of the examination work) are translated into a five-point grading system by RCIO.
The results of the State Examination Test are considered satisfactory if the student complies with the mandatory academic subjects scored the minimum number of points determined by the executive authority of the subject Russian Federation, carrying out public administration in the field of education, founder, foreign institution.

The examination work is assessed by adding up the points according to the specified criteria and converting them into a five-point grading system.

Criteria for assessing the content of an essay on a literary topic (Table 1, p. 8) 7 primary points;
Criteria for assessing the literacy and actual accuracy of the examinee’s speech (Table 6, p. 17) 10 primary points.

Criteria for assessing the content of an essay on a free topic (Table 2, p. 11) 7 primary points;
Criteria for assessing the literacy and actual accuracy of the examinee’s speech (Table 6, p. 17) 10 primary points. .

21

Criteria for evaluating a condensed presentation (Table 3, p. 13) or Criteria for evaluating a detailed presentation (Table 3.1, p. 14) of the primary data;
" Criteria for assessing the completion of a creative task for presentation (essay) (Table 4, p. 15) 3 primary points;
Criteria for assessing the semantic integrity, speech coherence and consistency of presentation of the text created by the examinee (presentation and creative task) (Table 5, p. 15) 2 primary points;
Criteria for assessing the literacy and actual accuracy of the examinee’s speech (Table 6, p. 17) 10 primary points (the entire text written by the examinee is assessed: concise presentation and essay).

The dictation is assessed according to special dictation assessment criteria (Table 7, p. 18).
The maximum primary score for writing a dictation is 17 points.

If a significant discrepancy is established in the scores given by two experts, then an additional third check is assigned.

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Russian language. GVE. 9th grade
3
The following scale is recommended for converting the sum of primary points for completed GVE-9 tasks in the Russian language (essay on a literary topic, essay on a free topic, writing an essay with a creative task) into a five-point grading system:

"2"
"3"
"4"
"5"

Primary score

6-11
12-15
16-17

The results of the state final certification are considered satisfactory if the examinee received a mark not lower than satisfactory (“three”) when passing the state final exam in the Russian language.
Below are samples of training materials for GVE-9 in the Russian language in the current academic year.

Tasks. Composition. Option 1
23
TASKS
Composition
During the exam, graduates are offered a set of four essay topics with the following task.
Choose only ONE of the suggested essay topics, and then write an essay on this topic of at least 250 words.
If you choose one of the first three topics essays You can argue your position based on both the content of works of art and your life experience (personal impressions, your own thoughts, knowledge, etc.).
If you choose the fourth topic of the essay, rely on the author’s position and formulate your point of view. Argument your theses based on literary works.

We offer you the following sets of topics** for training.
Option 1
“The purpose in life is the core of human dignity and human happiness” (K.D. Ushinsky).
“True love purifies and elevates every person, completely transforming him” (N. G. Chernyshevsky).
What is he, a “hero of our time”?
What allowed the author to call Tatyana a “sweet ideal”? (Based on A. S. Pushkin’s novel “Eugene Onegin”)
Option 2
“In an immoral society, all inventions that increase man’s power over nature are not only not good, but undoubted and obvious evil” (L.N. Tolstoy).

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Russian language. GVE. 9th grade
What, in my opinion, is true beauty?
What allowed M.E. Saltykov-Shchedrin to call Molchalin one of the most terrible figures in Russian society? (Based on the play “Woe from Wit” by A. S. Griboyedov)
Option 3
“Art is the same need for a person as eating and drinking. The need for beauty and creativity, which embodies it, is inseparable from a person, and without it a person, perhaps, would not want to live in the world” (F. M. Dostoevsky).
“Everything that is unkind in a person’s heart should, it seems, disappear in contact with nature with this direct expression of beauty and goodness” (L.N. Tolstoy).
Do modern youth have ideals?
What “good feelings” did A. S. Pushkin strive to awaken with his lyrics?
Option 4
“Among the arts that decorate and thus improve our lives, one of the most ancient and expressive is the art of the book” (N.K. Roerich).
“Life is boring without a moral goal...” (F. M. Dostoevsky)
What does the word “honor” mean to me?
How provincial Russia appears in the poem by N.V. Gogol's "Dead Souls"?
Option 5
“Friendship should be a strong thing, capable of surviving all changes in temperature and all the shocks of that bumpy road along which “fine and decent people” make their life journey” (A. I. Herzen).
“Courage is a great quality of the soul; the people marked by it should be proud of themselves” (N. M. Karamzin).
Tasks. Composition. Option 6
25
Grateful nature and ungrateful man.
Why is love for the homeland called “strange” in M. Yu. Lermontov’s lyrics?
%
Option 6
“You have to put your life in such conditions that work is necessary. Without work there cannot be a pure and joyful life” (A. U. Chekhov).

Are intelligence and education the same thing?
Life in harmony with the natural world (polyrical works of Russian writers of the 19th century).
Option 7

“The main thing in a person is not the mind, but what controls him: character, heart, good feelings, advanced ideas” (F. M. Dostoevsky).
“Art has never left a person, it has always met his needs and his ideal, it has always helped him in finding this ideal, it was born with a person, developed next to his historical life"(F. M. Dostoevsky).
“Doubles” by Pechorin (based on the novel by M.Yu. Lermontov “Hero of Our Time”).
Option 8
“If you understand that we can educate others only through ourselves, then the question of education is abolished and one question remains: how should we live ourselves?” (L.N. Tolstoy)
“There is no higher idea than sacrificing your own life, defending your brothers and your fatherland...” (F. M. Dostoevsky)
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Russian language. GVE. 9th grade
“You cannot pretend to be an intellectual” (D. S. Likhachev).
“The present century and the past” in the comedy “Woe from Wit” by A. S. Griboedov.
Option 9
“A house without books is like a body without a soul” (Cicero).
“Humanity has always been one of the most important phenomena in literature, large and small” (D. S. Likhachev).
How often in life do we have to make choices?
What role does landscape play in A. S. Pushkin’s novel “Eugene Onegin”?
Option 10
“Russia can do without each of us, but none of us can do without it” (I. S. Turgenev).
What meaning do I give to the concept of “faith”?
“In the matter of education, the process of self-development should be given the widest place. Humanity has developed most successfully only through self-education” (G. Spencer).
Why did V. G. Belinsky consider M. Yu. Lermontov’s novel “A Hero of Our Time” to be an “eternally young book”?
Tasks. Presentation with a creative task. Option 1
27
Presentation with a creative taskOption 1
*
Exercise
Listen to the text. Write a concise summary of a fragment of D. Granin’s essay “Calllessness and Indifference.”

Give a reasoned answer to the question “How, from your point of view, can we answer the final questions of the author of the article?”
Think over the composition of your essay.

Write your essay clearly and legibly, following the norms of speech *.
Listening text**
Last year something bad happened to me. I was walking down the street, slipped and fell... I fell badly, it couldn’t have been worse: my face hit the curb***, I broke my nose, my whole face was broken, my arm popped out in my shoulder. It was about seven o'clock in the evening. In the city center, on Kirovsky Prospekt, not far from the house where I live.
With great difficulty he stood up, his face was covered in blood, his hand hung like a whip. I felt like I was in a state of shock, the pain was getting stronger and stronger and I needed to do something quickly. And I can’t speak, my mouth is broken.
I decided to turn back home.
I walked down the street, I think, without staggering, holding a bloody handkerchief to my face, my coat was already glistening with blood. I remember this path well, about three hundred meters. There were a lot of people on the street. A woman with a girl, some couple, an elderly woman walked towards them.
* For the exam paper, see the website [Download the file to view the link].

*** Curb.
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Russian language. GVE. 9th grade
a woman, a man, young guys, they all looked at me with curiosity at first, and then averted their eyes, turned away. If only someone along this path would come up to me and ask what was wrong with me, if I needed help. I remember the faces of many people, apparently with unconscious attention, heightened expectation of help...
The pain confused my consciousness, but I understood that if I lay down on the sidewalk now, they would calmly step over me and walk around me. We need to get home.
Later I thought about this story. Could people mistake me for being drunk? It seems that no, it is unlikely that I made such an impression. But even if they took me for a drunk... they saw that I was covered in blood, something happened, I fell, I hit myself, why didn’t they help, didn’t they at least ask what was the matter? So, passing by without wasting time or effort has become a familiar feeling?
Thinking, I remembered these people with bitterness, at first I was angry, accused, perplexed, indignant, but then I began to remember myself. And I was looking for something similar in my behavior, the desire to step away, to evade, not to get involved... And, having exposed myself, I began to understand how habitual this feeling had become, how it had warmed up and imperceptibly taken root.
While thinking, I remembered something else. I remembered the time at the front, when in the hungry trenches of our lives it was impossible to walk past him at the sight of a wounded man.
And after the war, this feeling of mutual assistance remained among us for a long time. But gradually it disappeared. It has become so lost that a person considers it possible to walk past a fallen, injured person lying on the ground.
And really, what is happening to us? How did we get to this point, how did we move from normal responsiveness to indifference, to callousness, and this also became normal?
(According to D. Granin) 376 words

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Option 2 Task
Listen to the text. Write a concise summary based on a fragment of D. Granin’s essay “The Museum of Forgotten Old Things.”
Convey the main content of the text in at least 70 words.
Give a reasoned answer to the question “How, from your point of view, can we answer the final question of the author of the article?” Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is a retold text, then such work is scored zero points.

Text for presentation
Once in the studio of the artist Vasilkovsky, I saw an album in which he drew people of the 30s from memory. Adult aunts and uncles from his childhood. I flipped through the pages and found out. The drawings came to life, moved, and acquaintances dressed in costumes of those years began to appear from my memory, as if the artist had spied on my memories. Our streets, our yard, cab drivers... This was the city in which we both spent our childhood. And most importantly, I also remembered various things that existed then, but are not there now. Some things have become unnecessary, others have changed, and others may return.
That’s when we decided to collect everything that was preserved in our memory: the artist will draw, and I will tell, in order to somehow capture the appearance of that reality, because, unfortunately, we have almost no museums of the history of our Soviet life. Of course, there will be such museums, but there are things that will not go to these museums; they cannot be placed there, for example, the crackling of birch logs in the stove...
The world of things is updating faster and faster, new brands of electric stoves, refrigerators, televisions, cars, and vacuum cleaners are entering the market. Old ones disappear somewhere, improved ones appear. Shoe styles, children's toys, skis... Everything is changing, and already
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not once or twice in the life of one generation. Lamps, trains, houses, airplanes... What can we say about clothes or hats.
We get rid of worries about things all the time. Most often, plastic dishes are thrown away so as not to wash them, paper tablecloths are thrown away, and clocks that have been running for a year and a half are thrown away. You don’t have time to become attached to things or make friends. Roughly the same thing happens throughout our everyday life. Light chairs, flimsy furniture. Now they don’t buy it with heirs in mind.
Old things are just signs left behind past life. Our life as a boy is remembered through things vividly and objectively. Things may come back. There is no need to say goodbye to the past completely. Childhood will remind you of itself sooner or later. It's not about nostalgia. We return to childhood for kindness, tenderness, the joy of Rain and delight in the enormity of the sky. Of course, those feelings cannot be returned. The city of the 30s is preserved in the memory of former boys and girls. In this reserve he is seductive in watercolor. In fact, this city was not so good, but it has recognizable, uniquely ardent features. Inspiration and call... Now the city has become much more beautiful, richer, healthier, more radiant in the shoulders. Why do we look again and again at his appearance, looking in him first of all for that not so prosperous and yet happy past?..
(According to D. Granin) 378 words
Option 3Task
Listen to the text. Write a concise summary of a fragment of Y. Lotman’s lecture “Circles of Conscience.”
Convey the main content of the text in at least 70 words.
Give a reasoned answer to the question “What do you think people learn?” .
Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.

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Write an essay of at least 200 words.
If the essay is a retold text, then such work is scored zero points. *
Write your essay clearly and legibly, following the norms of speech.
Text for presentation
In one of his books, the philosopher Rousseau wrote: “I am like everyone else, and I am not like anyone else.” This is a very deep remark: a person, firstly, is like all other people, and secondly, he is individual, he is the only one and there is no other like him. But it's not so easy for others to understand me...
Everyone understands the rules of the street in the same way, except for those who did not learn them. Does everyone understand Pushkin the same way? No, everything is different. And don’t say that some people understand it correctly, while others understand it incorrectly. Pushkin speaks to everyone as if he wrote it now and specifically for them. And you always have the opportunity to talk with a brilliant person who himself wants to tell you something. Just open your ears, just be careful! The main problem of our age is that our eyes and ears are closed.
The life of every person passes in certain isolated circles. One lives in a small circle, another in a larger circle, the third in an even larger one. The size of your circle is determined by many signs: what are you curious about, what do you know, what interests you, and one more and very important thing: what hurts you? One, for example, hurts when he is hit, and the other will only say: well, as long as they don’t kill him. There was a larger circle when a person responded to an insult with a duel and said that insult was worse than death: death cannot humiliate a person, and I cannot bear insult. Another will say: I will not tolerate insults from the people I love, I will not allow my children to be insulted, I will not allow my mother to be insulted, but a stranger... When it hurts from someone else’s pain, this is the largest circle, the circle of a cultured person.
Life demands a lot from a person. He has many situations when he has the opportunity to choose: to act in one way or another. There are no circumstances when you cannot do otherwise. And if we still find such circumstances,
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they fight, it means we have no conscience. Conscience is what dictates what to do when there is a choice. But there is always a choice...
So what do people learn? People learn Knowledge, people learn Memory, people learn Conscience. These are three subjects that are necessary in any School and which art includes. And art is essentially the Book of Memory and Conscience. We just need to learn to read this Book.
(According to Yu. Lotman) 357 words
Option 4Task
Listen to the text. Write a concise summary of a fragment of K. Paustovsky’s story “On Painting.”
Convey the main content of the text in at least 70 words.
Give a reasoned answer to the question posed by the author in the text: “What is the reason for these unshed tears?”
Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is a retold text, then such work is scored zero points.
Write your essay clearly and legibly, following the norms of speech.
Text for presentation
The colors and light in nature should not so much be observed as simply lived by them. Only the material that has won a place in the heart is suitable for art. Painting is important for a prose writer not only because it helps him to see and love colors and light. Painting is also important because the artist often notices something* that we do not see at all. Only after eating his paintings do we also begin to see this and be surprised that we did not notice this before.
The French artist Monet came to London and painted Westminster Abbey. In Monet's painting, the Gothic outlines of ab-

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the battalions barely emerge from the fog. The picture was painted masterfully. But when the painting was exhibited, it caused confusion among Londoners. They were amazed that Monet’s fog was colored crimson, while even from textbooks it was known that the color of the fog was gray.
Monet's audacity initially caused outrage. But those who were indignant, going out onto the London streets, peered into the fog and for the first time noticed that it was really purple. They immediately began to look for an explanation for this. They agreed that the red hue of the fog depends on the abundance of smoke, and this color is imparted to the fog by the red brick houses of London. After Monet's painting, everyone began to see the London fog as the artist saw it. Monet was even nicknamed “the creator of the London fog.”
The impressionists seemed to intensify sunlight. They wrote under open air and sometimes the colors were enhanced. This resulted in the earth appearing in jubilant light in their paintings. The earth became festive. There was no sin in this, just as there is no sin in anything that adds at least a little joy to a person. Almost every artist, no matter what time and no matter what school he belongs to, reveals to us new features of reality.
I was lucky enough to be in the Dresden Gallery several times. In addition to Raphael's Sistine Madonna, there are many paintings by old masters that are simply dangerous to stop in front of. They don't let go of themselves. You can look at them for hours, maybe days, and the longer you look, the more incomprehensible emotional excitement grows. It reaches the point where a person can hardly hold back tears.
What is the reason for these unshed tears? The fact is that in these paintings there is the perfection of the spirit and the power of genius, forcing us to strive for the purity, strength and nobility of our own thoughts. When contemplating beauty, anxiety arises, which precedes our internal purification. It’s as if all the freshness of the rains, the winds, the breath of the flowering earth, the midnight sky and the tears shed by love penetrates our grateful heart and takes possession of it forever.
(According to K. Paustovsky) 380 words
3. Zak. No. 44
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Option 5Task
Listen to the text. Write a concise summary based on a fragment of N. Akimov’s article “Are good manners necessary?”
Convey the main content of the text in at least 70 words.
Give a reasoned answer to the question in the title of the article.
Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is a retold text, then such work is scored zero points.
Write your essay clearly and legibly, following the norms of speech.
Text for presentation
DO YOU NEED GOOD MANNERS?
If the latest cybernetic machines could calculate how much the amount of bad mood, irritation generated by the rude or unkind behavior of people costs the country, they would tell us absolutely sensational figures.
A person who feels calm and comfortable in the company of his fellow citizens is many times more efficient and enterprising than one who must be on guard every minute to prevent undeserved insult, rudeness and rudeness.
The foundations of bad manners lie, as a rule, in psychology and in a person’s views. What are these basics?
Firstly, an underestimated understanding of one’s responsibilities. The tolerance and humanity of our society has implanted in many fragile souls the belief that “anything goes”...
Secondly, a dulling of the sense of justice.
The concept of justice arises in a person at a very early age, if he is raised patiently and carefully. First of all, the child is accustomed to the idea that he has no privileges or advantages over his comrades. Then he comprehends
at

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The most useful skill for his future life is the ability to put himself mentally in the place of his neighbor and from this position evaluate his actions. Good manners, as a manifestation of inner delicacy and culture, are a necessary attribute of a person. *
If you delve into the soul of every rude or hooligan person, you will find that his actions are never random, but are based on very specific views.
This is, first of all, a disregard for your neighbor, his opinion and convenience. A firm belief that everyone else has no rights, and a desire to grab as much as possible from life.
Often the most good people offend their loved ones. And this usually happens without any malicious intent, without the intention to offend, humiliate, insult, but simply due to oversight, thoughtlessness, inattention. Because these good people, often busy with big and important matters, did not find time to think through the form of their behavior, did not develop those simple and useful rules, which, other things being equal, make life more pleasant, nerves healthier and improve the mood of the entire team.
So, two very important conclusions should be made by every young person.
First: a kind attitude towards others does not cause any additional expenses and does not exhaust him with backbreaking work. This free application to life, and when it becomes a habit, it is already done automatically.
Second: a person who has learned to treat his neighbors well not only brings them joy, but also receives enormous pleasure from his behavior.
Thus, good manners and properly developed behavior are not only a person’s great contribution to society. This deposit brings the investor himself the most valuable income in the world, good spirits and an optimistic mood.
(According to N. Akimov) 380 words
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Russian language. GVE. 9th grade
Option 6Task
Listen to the text. Write a concise summary of a fragment of D. Likhachev’s article “The Purpose of Life.”
Convey the main content of the text in at least 70 words.
Give a reasoned answer to the question “What life goals and objectives are the main ones in life?”
Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is a retold text, then such work is scored zero points.
Write your essay clearly and legibly, following the norms of speech.
Text for presentation
When a person consciously or intuitively chooses some goal or life task for himself in life, he at the same time involuntarily gives himself an assessment. By what a person lives for, one can judge whether his self-esteem is low or high.
If a person expects to acquire all the basic material goods, he evaluates himself at the level of these material goods as the owner of the latest brand of car, as the owner of a luxurious dacha, as part of his furniture set...
If a person lives to bring good to people, to alleviate their suffering from illness, to give people joy, then he evaluates himself at the level of this humanity. He sets himself a goal worthy of a person. Only a vital goal allows a person to live his life with dignity and get real joy. Yes, joy!
No one is immune from mistakes. But the most important mistake, a fatal mistake, is the wrong choice of the main task in life.
When setting the goal of a career or acquisition, a person experiences much more sorrows than joys, and risks losing everything. What can a person who rejoices in everyone lose?

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to his good deed? It is only important that the good that a person does should be his inner need, come from an intelligent heart, and not just from the head, and should not be a “principle” alone.
Therefore, the main task in life must necessarily be a task broader than just personal; it should not be limited only to one’s own successes and failures. It should be dictated by kindness towards people, love for family, for your city, for your people, for your country, for the entire universe.
Does this mean that a person should live like an ascetic, not take care of himself, not acquire anything and not enjoy a simple promotion? Not at all! I am only talking about the main task in life. And this main life task does not need to be emphasized in the eyes of other people. And you need to dress well (this is respect for others), but not necessarily “better than others.” And you need to compile a library for yourself, but not necessarily larger than your neighbor’s. And it’s good to buy a car for yourself and your family; it’s convenient. Just don’t turn the secondary into the primary and don’t the main objective life has exhausted you where it is not necessary. When you need it, it's a different matter...
(D. Likhachev) 336 words

Option 7Task
Listen to the text. Write a concise summary of a fragment of S. Lvov’s essay “Compassion.”
Convey the main content of the text in at least 70 words.
Give a reasoned answer to the question posed by the author in the text: “How to help both those who suffer from indifference and the indifferent themselves?”
Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
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Russian language. GVE. 9th grade
Test on administration texts. 8th grade.
Presentation with a creative task.
Compassion is an active helper.
But what about those who don’t see, don’t hear, don’t feel when someone else is in pain and bad? An outsider, as they consider everyone except themselves, and perhaps their family, to which, however, they are also often indifferent. How to help both those who suffer from indifference and the indifferent themselves?
From childhood, first of all, educate yourself in such a way as to respond to someone else’s misfortune and rush to the aid of someone in trouble.
Empathy is a great human ability and need. People who have cultivated the talent of kindness, those who know how to transform sympathy into assistance, have a more difficult life than those who are insensitive. And more restless. But their conscience is clear.
It seems to the insensitive that they are having a good time. They are endowed with armor that protects them from unnecessary worries and unnecessary worries.
I recently had the good fortune to meet an old, wise doctor. He often appears in his department on weekends and holidays, not out of emergency, but out of spiritual need. He talks to patients not only about their illness, but also about complex life topics. He knows how to instill hope and cheerfulness in them.
Many years of observations showed him that a person who never sympathized with anyone, did not empathize with anyone’s suffering, when he finds himself faced with his own misfortune, he turns out to be unprepared. One of the most important human feelings is compassion. And let it not remain just sympathy, but become action. Assistance. Anyone who needs it, who feels bad, although he is silent, must come to his aid without waiting for a call. (S. Lvov)

How do you understand the word “compassion”? Give reasons for your answer.

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One of the most important human feelings is compassion. And let it not remain just sympathy, but become action. Assistance. Anyone who needs it, who feels bad, although he is silent, must come to his aid without waiting for a call.
(S. Lvov)
Option 8Task
Listen to the text. Write a concise summary of a fragment of K. Paustovsky’s story “Uncle Gilyai.”
Convey the main content of the text in at least 70 words.
Give a reasoned answer to the question “What great cultural work, in the author’s opinion, are people like Gilyarovsky doing?”
Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is a retold text, then such work is scored zero points.
Write your essay clearly and legibly, following the norms of speech.
Text for presentation
UNCLE GILYAY
Nothing can give such a vivid idea of the past as a meeting with his contemporary, especially with such a unique and talented man as Vladimir Aleksandrovich Gilyarovsky, a man of indomitable energy and irrepressible kindness.
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First of all, what was striking about Gilyarovsky was the integrity and expressiveness of his character. If the expression “picturesque character” can exist, then it entirely refers to Gilyarovsky. He was picturesque in everything in his biography, in his manner of speaking, in his childishness, in his appearance, in his versatile, vigorous talent.
Gilyarovsky was the embodiment of what we call a “broad nature.” This was expressed not only in his extraordinary generosity and kindness, but also in the fact that Gilyarovsky also demanded a lot from life.
A man of such scope and originality as Gilyarovsky could not find himself outside the leading people and writers of his time. Chekhov, Kuprin, Bunin and many writers, actors and artists were friends with Gilyarovsky. Gilyarovsky could also be proud of the fact that he was widely known and beloved among the Moscow poor at the famous Khitrovka shelter for beggars, tramps, and renegades.
Every time needs its chronicler historical events, life and way of life. The chronicle of everyday life brings the past closer to us with particular sharpness and visibility. To fully understand at least Leo Tolstoy or Chekhov, we must know the life of that time. That is why the stories of Gilyarovsky, the “commentator of his time,” are so valuable to us. Unfortunately, we had almost no such writers. They don't exist now. And they did and are doing a huge cultural thing.
About Moscow, Gilyarovsky could rightfully say: “My Moscow.” It is impossible to imagine Moscow of the late nineteenth and early twentieth centuries without Gilyarovsky, just as it is impossible to imagine it without the Art Theater, Chaliapin and the Tretyakov Gallery.
Gilyarovsky’s hospitable, open and noisy house was a kind of center of Moscow. Essentially, it was a rare museum of culture, painting and life of Chekhov’s times. It is necessary to carefully preserve it as an example of Moscow everyday life of the nineteenth century.
There are people without whom it is difficult to imagine the existence of society and literature. This is a kind of fermentation yeast, a sparkling wine current. It doesn’t matter whether they wrote a lot or a little. It is important that they lived, that literary and social life was in full swing around them.

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military life, that the entire history of the country contemporary to them was refracted in their activities. The important thing is that they defined their time.
Such was Vladimir Aleksandrovich Gilyarovsky, a poet, writer, expert on Moscow and Russia, a man of a big heart, the purest example of the talent of our people.
(According to K. Paustovsky) 362 words
Option 9Task
Listen to the text. Write a concise summary based on a fragment of K. Paustovsky’s essay.
Convey the main content of the text in at least 70 words.
Give a reasoned interpretation of the final phrase of the text. Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is a retold text, then such work is scored zero points.
Write your essay clearly and legibly, following the norms of speech.
Text for presentation
It is difficult to explain where habits come from, and unexpected ones at that.
Every time, going to long trips, I definitely came to the Ilyinsky Whirlpool. I simply could not leave without saying goodbye to him, to these all-Russian fields. I said to myself: “You will remember this thistle someday when you fly over the Mediterranean Sea. If, of course, you get there. And you will remember this last rosy ray of sun scattered in the heavenly space somewhere near Paris. But, of course, if you get there too.”
And everything came true. Indeed, the plane was flying over the Tyrrhenian Sea. I looked out the round porthole window. In the bottomless blue
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and in the depths appeared the yellow outlines of an island resembling a thistle flower. This was Corsica. Then I became convinced that the islands take bizarre shapes from the air, just like Cumulus clouds. These forms are given to them by our human imagination.
Rome sparkled in the distance with the fierce reflections of the sun in the glass walls of multi-story new buildings. The radio often and nervously repeated that Signora Parelli was waiting for his own car at the main exit of the airport terminal.
And I unbearably wanted to go home, to a simple log house, on the Oka River, on the Ilyinsky Pool, where willows, foggy Russian plain sunsets and friends await me.
As for the rosy ray of sun, I also saw it a few days later near Paris in the town of Ermenonville, where Jean-Jacques Rousseau spent his last years and died on an ancient estate... I remembered the same rosy evening at the Ilyinsky Whirlpool, and a friend longing suddenly squeezed my heart, longing for our spacious land, its sunsets, its plantain and the modest rustle of fallen leaves.
Beautiful France, of course, remained magnificent, but indifferent to us. Longing for Russia fell on my heart. From that day on, I began to rush home, to the Oka, where everything was so familiar, so sweet and simple-minded. My heart felt cold at the mere thought that my return to my homeland might, for some reason, be delayed for at least a few days. I fell in love with France a long time ago. Speculative at first. And then in earnest, seriously. But for her sake I could not give up even such a little thing as the morning saffron ray of sun on the log wall of the old hut. You could follow the movement of the beam along the wall, listen to the impudent crowing of village roosters and involuntarily repeat words familiar from childhood:
In Holy Rus' the roosters crow
Soon there will be a day in Holy Rus'...
No! It is impossible for a person to live without a homeland, just as it is impossible to live without a heart. ,
(According to K. Paustovsky) 370 words

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Option 10Task
Listen to the text. Write a concise summary based on a fragment of D. Likhachev’s article “Memory.”
Convey the main content of the text in at least 70 words.
Give a reasoned answer to the question “Why is memory our wealth?”
Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is a retold text, then such work is scored zero points.
Write your essay clearly and legibly, following the norms of speech.
Text for presentation
Memory is one of the greatest properties of existence, any existence: material, spiritual, human...
Paper. Squeeze it and spread it out. Folds will remain on it, and if you squeeze it a second time, some of the folds will fall along the previous folds: paper “has memory”... Individual plants, stone, on which traces of its origin and movement during the Ice Age remain, glass, water have memory. . Birds have the most complex forms of ancestral memory, allowing new generations of birds to fly in the right direction to the right place. And what can we say about the “genetic memory” of memory embedded in centuries, memory passing from one generation of living beings to the next.
At the same time, memory is not mechanical at all. This is the most important creative process: it is precisely the process and precisely the creative one. What is needed is remembered; Through memory, good experience is accumulated, tradition is formed, everyday skills, family skills, work skills, social institutions are created...
Memory resists the destructive power of time. This property of memory is extremely important. It is customary to divide time primitively
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to the past, present and future. But thanks to memory, the past enters the present, and the future is, as it were, predicted by the present, connected with the past. Memory, overcoming time, overcoming death. This is the greatest moral significance of memory.
Irresponsibility is born from the lack of awareness that nothing passes without a trace. A person who commits an unkind act thinks that this act will not be preserved in his personal memory and in the memory of those around him.
Conscience is basically memory, to which is added a moral assessment of what has been done. But if what is accomplished is not retained in memory, then there can be no evaluation. Without memory there is no conscience.
That is why it is so important to be brought up in a moral climate of memory: family memory, folk memory, cultural memory. Family photographs are one of the most important “visual aids” for the moral education of not only children, but also adults. Respect for the work of our ancestors, for their traditions and customs, for their songs and entertainment - all this is dear to us. And just respect for the graves of our ancestors.
To preserve the memory, to preserve the memory is ours moral duty before ourselves and before our descendants. Memory is our wealth.
(According to D. Likhachev) 303 words
*
11th GRADE
Features of the examination paper GVE-11 in the Russian language*
The GVE-11 examination model maintains continuity with traditional and new forms of Russian language examination for graduates who have mastered educational programs of basic general education.
The graduate is given the opportunity to choose one of the forms of examination work: an essay or a presentation with a creative task. The student can choose the form of the examination work (essay or presentation with a creative task) on the day of the exam. To make this choice conscious, the organizer must introduce the exam participants both to the content of the set of topics for the examination essay, and to the examination material for the presentation (the topic of the presentation is indicated and the creative task is announced).
Exam participants who have chosen the essay form and those who will write an essay with a creative task work in different rooms.
Both forms of examination work are constantly used in the practice of teaching the Russian language, are known to students, and mastery of the skills tested in the exam is the basis for the formation of subject competencies.
You are given 3 hours 55 minutes (235 minutes) to complete the examination work in the Russian language.
When conducting the final certification for exam participants with disabilities, assistants are present who provide graduates with the necessary technical assistance taking into account their individual capabilities (sign language interpretation, assistance in occupying a workplace, movement).
Based on materials from the FIPI website: [Download the file to view the link].
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Russian language. GVE. 11th grade
Exam participants are allowed to use spelling dictionaries.
The exam set of essay topics includes five topics on different topics, grouped according to a specific structure, and includes brief instructions for the exam participant (see options for the exam paper in essay form).
The first two topics of the set are related to the analysis of works of art studied as part of the Literature course. They are selected in such a way that the examination material presents works of two literary eras: literature of the 19th century century and 20th century.
At the same time, literary genres and genres of artistic works are represented in a variety of ways. The topics of essays related to poetry must be revealed by the graduate using the example of at least two poems. Essay topics related to works of small epic form are revealed using the example of 12 works (their number can be increased at the discretion of the graduate).
The last three topics are free, they involve writing an essay on philosophical or ethical-moral issues. When writing an essay-argument on one of these topics, a graduate can present arguments based on both the content of works of art and the student’s life experience (personal impressions, own thoughts on the topic, etc.).
The topics of the essays, formulated in the form of a quotation, which is a statement by one of the representatives of Russian culture, aim at free reasoning, which can include both arguments confirming the validity of the judgment and counter-arguments proving the right to the existence of a different point of view.
The presentation with a creative task (see the version of the examination paper in the form of presentation) contains the text, the creative task, and a commentary on it. The text for a condensed presentation is a fragment of an article, essay, story of philosophical, social, moral issues. Approximate amount of text for presentation
Features of the GVE-11 examination paper in the Russian language
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nia 300450 words. A creative task is attached to the text, which aims to comment on one of the author’s statements and argue for one’s own position.
Examinees must write a concise presentation, conveying the main content of both each micro-topic and the entire text as a whole.
A concise presentation requires the skills of selecting essential information, isolating the main micro-topics in the text, and summarizing the content of the source text. By presenting the text concisely, graduates demonstrate communicative abilities associated with the ability to process information: exclude details and generalize homogeneous phenomena, while maintaining the main micro-topics. When writing a concise presentation, the goal is not to preserve the author's style.
The creative task must be read and written on the board (or printed out for each exam participant). If necessary, proper names mentioned in the text of the presentation are written on the board.
The text proposed for presentation is read by the organizer in the audience twice. A specialist (for example, a primary school teacher) who knows the methodology for conducting an examination in the form of presentation is involved as the organizer of the examination in the form of presentation with a creative task. It is not allowed to involve a specialist in this academic subject, as well as a specialist who taught this subject to these students, in the examination form. An assistant sign language interpreter is hired to conduct the exam for deaf GVE participants.
Having a written examination plan is not a requirement.
To evaluate the examination work, a set of assessment criteria is used that corresponds to a certain type of task: an essay on a literary topic, an essay on a free topic, an essay with a creative task. For each of these types of tasks, special criteria have been developed; common to all types of work are the Criteria for assessing the literacy and actual accuracy of the examinee’s speech (Table 6, p. 58).
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When checking a concise presentation, the maturity of the following skills is assessed:
adequately perceive the information of the listened text;
accurately and concisely present the content of the listened text, highlighting its main idea;
select and organize linguistic means, use a variety of grammatical structures and lexical richness of the language when conveying the content of the listened text;
format the text in accordance with the spelling, grammatical, punctuation and speech norms of the Russian literary language.
When checking an essay and a creative assignment for the text of the presentation
The level of formation of the following skills is assessed:
create text in accordance with a given topic;
process and interpret the information contained in the listened text;
express thoughts logically, building the thesis and evidence part of an essay-reasoning;
select convincing arguments, creating a reasoned statement;
identify the author’s attitude to the problems posed, compare your position with another point of view;
select language resources in accordance with the task;
format the text in accordance with the spelling, grammatical, punctuation and speech norms of the Russian literary language.
When checking and evaluating an essay or creative assignment, it should be taken into account that its volume is not strictly limited, but a minimum volume is established.
Criteria for assessing examination work...
49
Criteria for evaluating examination work in the Russian language in the form of GVE-11
9

An essay on a literary topic is assessed according to the criteria presented in Table 1.

Among the criteria by which an essay is evaluated, the first criterion (the depth of disclosure of the topic of the essay and the persuasiveness of judgments) is the main one. If, when checking an essay, an expert gives 0 points according to the first criterion, the task is considered unfulfilled and is not assessed according to other criteria. At the same time, the practical literacy of the examinee is checked, i.e., according to the criteria of GK1FK1, the corresponding points are assigned (see Table 6, p. 58).
When evaluating an essay, you should take into account the volume of the written essay. A minimum length of 300 words is recommended for examinees. If the essay contains less than 250 words (all words, including function words, are included in the word count), then such work is considered incomplete and is scored 0 points.
Table 1

Criteria for evaluating an essay on a literary topic
Points

SLK1
The depth of disclosure of the topic of the essay and the persuasiveness of judgments

4. Zak. No. 44
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Russian language. GVE. 11th grade

Criteria for evaluating an essay on a literary topic
Points

The examinee does not disclose the topic of the essay *If, when checking the essay, the expert gives 0 points according to the first criterion, then according to the criteria SLK2 and SLKZ the essay is assessed 0 points
0

SLK2
Validity of using the text of the work

The text of the work under consideration is used in a comprehensive and reasonable manner (quotes with comments to them, retelling of fragments of the text with their assessment, links to the text of the work)
2

The text is attractive, but
not always justified (i.e. not directly related to the thesis put forward)
1

The text is not used, judgments are not substantiated by the text
0

SLKZ
Compositional integrity and consistency of the essay

4-
Criteria for assessing examination work...
I

Criteria for evaluating an essay on a literary topic
Points

The parts of the essay are logically connected, but there are violations of compositional integrity: the idea is repeated, and/or "
there are violations in the sequence of presentation (including within the semantic parts of the statement), and/or
there are deviations from the topic of the essay
1

The compositional idea is not visible in the essay, and/or
there were gross violations in the sequence of presentation, and/or
there is no connection between the parts and within the parts of the essay
0

The maximum number of points for an essay on a literary topic according to the SLK1SLKZ criteria
7

An essay on a free topic is assessed according to the criteria presented in Table 2 (p. 52).
The literacy of the examinee's written speech and the actual accuracy of the essay are assessed according to special Criteria for assessing the literacy and actual accuracy of the examinee's speech (see Table 6, p. 58).
Among the criteria by which an essay is evaluated, the first criterion (the depth of disclosure of the topic of the essay and the persuasiveness of judgments) is the main one. If, when checking an essay, an expert gives 0 points according to the first criterion, then according to the criteria of SSK2 SSKZ the work is assessed 0 points. At the same time, the practical literacy of the examinee is checked, i.e., according to the criteria of GK1FK1, the corresponding points are assigned (see Table 6, p. 58).
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"When assessing an essay, one should take into account the volume. Examinees are recommended to have a volume of at least 300 words. If the essay contains less than 250 words (all words, including function words, are included in the word count), then such work is considered incomplete and is scored 0 points.
table 2

Criteria for evaluating an essay on a free topic
Points

SSK1
The depth of disclosure of the topic of the essay and the persuasiveness of judgments

The examinee reveals the topic of the essay, formulates his point of view, and convincingly substantiates his theses.
3

The examinee reveals the topic of the essay, formulates his point of view, but
substantiates the theses insufficiently convincingly
2

The examinee reveals the topic of the essay superficially and/or
does not substantiate his theses
1

The examinee does not disclose the topic of the essay *If, when checking the essay, the expert gives 0 points according to the first criterion, then according to the criteria SSK2 and SSKZ the essay is assessed 0 points
0

SSK2
Argumentation by the examinee of his own opinion on the topic of the essay

The examinee expressed his opinion on a problem corresponding to the topic of the essay, and gave at least two arguments to support this opinion
2

The examinee expressed his opinion on a problem corresponding to the topic of the essay, and gave only one argument to support this opinion
1

Criteria for assessing examination work...
53

Criteria for evaluating an essay on a free topic
Points

The examinee expressed his opinion on an issue corresponding to the topic of the essay, but did not provide any arguments, or *
the examinee's opinion is not reflected in the work at all, or
the examinee expressed his opinion on an issue that does not correspond to the topic of the essay
0

sskz
Compositional integrity and consistency of the essay

There is no compositional intent in the essay, and/or
there were gross violations in the sequence of presentation, and/or
there is no connection between the parts and within the parts of the essay
0

The maximum number of points for an essay on a free topic according to the criteria of SSK1SSKZ
7

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Russian language. GVE. 11th grade
3. A set of criteria for assessing a concise presentation and completing a creative task for presentation (essay)
Concise presentation and fulfillment of a creative task for presentation are assessed according to the criteria presented in Tables 35 (pp. 54-57).
The examinee's literacy in written speech and the actual accuracy of the concise presentation and performance of a creative task (essay) are assessed according to special Criteria for assessing the examinee's literacy and actual accuracy of speech (see Table 6, p. 58).
An assessment of the semantic integrity, verbal coherence and consistency of the text created by the examinee (see Table 5, p. 57) is given for completing two types of work as a whole (presentation and creative task).
3.1. Criteria for evaluating a concise presentation
When assessing the presentation, the volume of condensed presentation should be taken into account. A minimum length of 70 words is recommended for examinees. If the presentation contains less than 50 words (all words, including function words, are included in the word count), then such work is considered uncompleted and is scored 0 points.
Table 3

Criteria for evaluating a compressed summary
Points

The examinee accurately conveyed the main content of the text he listened to.
1

The examinee did not convey the main content of the text he listened to.
0

IR2
Source text compression

The examinee used one or more text compression techniques
1

The examinee did not use text compression techniques *
0

The maximum number of points for a concise presentation according to the criteria of IR1IR2
2

Criteria for assessing examination work...
55
3.2. Criteria for assessing the completion of a creative task for presentation
The creative task is assessed according to the criteria presented in Table 4.
Among the criteria by which a creative task is assessed, the first criterion (formulation of the problem of the listened text) is the main one. If, when checking an essay, an expert gives 0 points according to the first criterion, then such work according to the KT1 KT criteria is scored 0 points.
When evaluating an essay, you should take into account the volume of the written essay. A minimum length of 200 words is recommended for examinees. If the essay contains less than 150 words (all words, including function words, are included in the word count), then such work is considered uncompleted and is scored 0 points.
Table 4

Criteria for evaluating a creative assignment
Points

KT1
Formulation of the problem of the listened text

The examinee (in one form or another in any part of the essay) correctly formulated one of the problems of the listened text.
There are no factual errors related to the understanding and formulation of the problem
1

The examinee was unable to correctly formulate any of the problems of the listened text *If the examinee did not formulate or formulated incorrectly one of the problems of the listened text (in one form or another in any part of the essay), then such work according to the KT1KTZ criteria is graded 0 points
0

The examinee correctly formulated the position of the author (narrator) of the listened text on the commented problem.
There are no factual errors related to understanding the position of the author of the listened text.
1

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Criteria for evaluating a creative assignment
Points

ktz
Argumentation by the examinee of his own opinion

The examinee expressed his own opinion on the formulated problem corresponding to the topic of presentation, gave reasons for it (gave at least one argument)
1

The examinee expressed his own opinion on the formulated problem corresponding to the topic of presentation, but
did not justify his own opinion, or
the work does not express one’s own opinion on the formulated problem, but only provides an argument without a thesis, or
the examinee’s own opinion is not reflected in the work at all, or
the examinee expressed an opinion on an issue that does not correspond to the topic of presentation
0

The maximum number of points for completing a creative task according to the KT1KT criteria
3

Criteria for assessing examination work...
57
3.3. Criteria for assessing the semantic integrity, speech coherence and consistency of presentation of the text created by the examinee (presentation and creative task)
Table 5
Criteria for assessing semantic integrity, speech coherence and consistency of presentation and creative task
Points

The work of the examinee is characterized by semantic integrity, verbal coherence and consistency of presentation:
there are no logical errors, the sequence of presentation is not broken;
there are no violations of paragraph division of the text in the work
2

The work of the examinee is characterized by semantic integrity, coherence and consistency of presentation, but
1 logical error was made in the entire work, and/or
there is 1 violation of paragraph division of the text in the work
1

The examinee’s work shows a communicative intent, but
more than 1 logical error was made, and/or
there are 2 cases of violation of paragraph division of the text
0

Maximum points for semantic integrity, speech coherence and consistency of presentation
2

Criteria for assessing the examinee’s literacy and actual speech accuracy
Points

GK1
Compliance with spelling standards

There are no spelling errors, or no more than 1 error was made
2

23 errors made
1

4 or more mistakes were made
0

GK2
Compliance with punctuation standards

There are no punctuation errors, or no more than 2 errors were made
2

34 errors made
1

5 or more mistakes were made
0

GKZ
Compliance with grammatical norms

There are no grammatical errors, or 1 mistake was made
2

2 mistakes made
1

3 or more mistakes were made
0

GK4
Compliance with speech norms

There are no speech errors, or no more than 2 errors were made
2

34 errors made
1

5 or more mistakes were made
0

FC1
Factual accuracy of written language

There are no factual errors in the presentation of the material, as well as in the understanding and use of terms.
2

1 mistake was made in the presentation of the material or in the use of terms
1

2 or more errors were made in the presentation of the material or in the use of terms
0

The maximum number of points for an essay or presentation according to the criteria of FC1, GK1GK4
10

Checking the exam paper...
59
Checking the examination work and evaluating the results of GVE-11 in the Russian language
The following approaches to assessing examination papers in the GVE-11 form have been identified; when conducting the State Examination in the GVE form, a five-point assessment system is used;
examination papers are checked by two experts;
Based on the results of the first and second checks, experts independently assign points for each answer to the tasks of the GVE exam paper. The results of each assessment are entered into the protocol for checking students’ examination papers by subject commissions;
If there is a significant discrepancy in the scores given by two experts, a third check is assigned. A significant discrepancy in scores is defined in the assessment criteria for the Russian language. The expert carrying out the third check is provided with information about the scores assigned by the experts who previously checked the examination work;
the distribution of GVE examination papers, the calculation of the final points of the GVE examination work is carried out by the chairman of the subject commission and is recorded in a protocol, which is then transferred to the State Examination Committee;
The results of the State Examination are considered satisfactory if the student in compulsory academic subjects, when passing the State Examination, received marks not lower than satisfactory (three points).
In addition to the requirements listed above, the following approaches to assessing examination papers in the Russian language have been defined.
The examination work is assessed by adding up the primary points according to the specified criteria and converting them into a five-point grading system.
An essay on a literary topic is assessed according to the following criteria:
Criteria for assessing the content of an essay on a literary topic (Table 1, p. 49) 7 primary points;
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An essay on a free topic is assessed by adding up the points:
Criteria for assessing the content of an essay on a free topic (Table 2, p. 52) 7 primary points;
Criteria for assessing literacy and actual accuracy of the examinee’s speech (Table 6, p. 58) 10 primary points.
The maximum initial score for writing an essay is 17 points.
The presentation with a creative task is assessed according to the following criteria:
Criteria for assessing concise presentation (Table 3, p. 54) 2 primary points;
Criteria for assessing the completion of a creative task for presentation (essay) (Table 4, p. 55) 3 primary points;
Criteria for assessing the semantic integrity, speech coherence and consistency of presentation of the text created by the examinee (presentation and creative task) (Table 5, p. 57) 2 primary points;
Criteria for assessing the literacy and actual accuracy of the examinee’s speech (Table 6, p. 58) 10 primary points (the entire text written by the examinee is assessed: concise presentation and essay).
The maximum primary score for writing a concise summary and a creative assignment (essay) is 17 points.
The resulting scores for the examination work are determined based on the following provisions:
if the scores given by two experts coincide, then these scores are final;
if an insignificant discrepancy in the scores given by two experts is established, then the final scores are determined as the arithmetic mean of the scores of the two experts, rounded in accordance with the rules of mathematical rounding;
Checking the exam paper...
61

· if a significant discrepancy is established in the scores given by two experts, then an additional third check is assigned.
A significant discrepancy in the scores given by two experts is a discrepancy of 8 or more points.
The following scale is recommended for converting the sum of primary points for completed GVE-11 tasks in the Russian language (essay on a literary topic, essay on a free topic, writing an essay with a creative task) into a five-point grading system:
Mark on a five-point grading system
"2"
"3"
"4"
"5"

Primary score
0-5
6-11
12-15
16-17

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Russian language. GVE. 11th grade
TASKS
Composition
During the exam, graduates are offered a set of five essay topics with the following task.
Choose only ONE of the suggested essay topics, and then write an essay on this topic of at least 300 words.
If you choose the first or second topic of the essay, rely on the author’s position and formulate your point of view. Argument your theses based on literary works.
If you choose the third, fourth or fifth topic of the essay, you can argue your position based on both the content of works of art and your life experience (personal impressions, your own thoughts, knowledge, etc.).
Think over the composition of your essay.
Write your essay clearly and legibly, following the norms of speech *.
We offer you the following sets of topics** for training.
Option 1
What is the contradiction in the image of Sofia Famusova? (Based on the play “Woe from Wit” by A. S. Griboyedov)
“A Simple Man” in the prose of A. I. Solzhenitsyn.
“War is one of the greatest sacrileges against man and nature” (A.S. Pushkin).
“The enlightened one is the one who understands the meaning of his life” (L. P. Tolstoy).

* For the exam paper, see the website [Download the file to view the link].
** Topics for essays were selected by the author.
Tasks. Composition. Option 2
63
Option 2
How L. N. Tolstoy answers the question in the novel “War and Peace”
“What force controls everything?” .
The image of the Fairest Lady in the lyrics of A. A. Blok.
Man and faith: what I believe in.
“There is no happiness in inaction...” (F. M. Dostoevsky)
“Patriotism, no matter who it is, is proven not by word, but by deed...” (V. G. Belinsky)
Option 3
How does F. I. Tyutchev depict the spiritual life of a person in his lyrics?
The theme of love in the works of Russian writers of the 20th century (using the example of one or several works).
Success in life: how I understand it.
“Defense of the Motherland is also defense of one’s dignity” (N.K. Roerich).
“The most important thing in friendship is the ability to understand and forgive” (V.P. Nekrasov).
Option 4
Why don’t the Kirsanov brothers accept Bazarov’s nihilistic ideas? (Based on the novel by I. S. Turgenev “Fathers and Sons”)
Man and nature in the works of S. A. Yesenin.
“Every noble person is deeply aware of his blood ties with the fatherland” (V. G. Belinsky).
Do we need to look for the meaning of life?
“Man is the whole world...” (F. M. Dostoevsky)
Option 5
1. Why did Tatyana, continuing to love Onegin, reject him? (Based on A. S. Pushkin’s novel “Eugene Onegin”)
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Russian language. GVE. 11th grade
The theme of Russian character in M. A. Sholokhov’s story “The Fate of a Man.”
“Love is so omnipotent that it regenerates ourselves...” (F. M. Dostoevsky)
“To find your way, to find out your place in this is everything for a person, this means for him to become himself...” (V. G. Belinsky)
“In important epochs of life, sometimes a spark of heroism flares up in the most ordinary person...” (M. Yu. Lermontov)
Option 6
How do the heroes of N. A. Nekrasov’s poem “Who Lives Well in Rus'” solve the question of happiness?
Good and evil: the eternal struggle (Based on the novel by M.A. Bulgakov “The Master and Margarita”).
I want to tell you about the book...
“War is unkind, but the most disgusting thing in life...” (L. I. Tolstoy)
“To live means to feel, think, suffer...” (V. G. Belinsky)
Option 7
Why did F. M. Dostoevsky consider the epilogue of “Crime and Punishment” the main part of his novel?
The tragedy of the image of Grigory Melekhov (Based on the novel by M.A. Sholokhov “Quiet Don”),
How do I see the future of our country?
“Love has thousands of aspects, and each of them has its own light, its own sadness, its own happiness and its own fragrance” (K. G. Paustovsky).
“War is one of the greatest sacrileges against man and nature” (A.S. Pushkin).”
Tasks. Composition. Option 8
65
Option 8
What vices does A.P. Chekhov expose in his early stories?
The truth about war in the works of modern writers (based on the works of Russian writers of the 20th century).
Profession and vocation... Can they coincide?
“Art has always helped a person in finding the ideal...” (F. M. Dostoevsky)
“It is not difficult to despise the court of people, but it is impossible to despise your own court...” (A. S. Pushkin)
Option 9
What is the role of Natasha Rostova in the fate of Andrei Bolkonsky? (Based on the novel by L. N. Tolstoy “War and Peace”)
Dispute about truth and the purpose of man in M. Gorky’s play “At the Depths.”
“Justice requires standing up for people suffering” (N. G. Chernyshevsky).
“The soul must work day and night, day and night!” (N.A. Zabolotsky)
“Blessed be the love that is stronger than death!” (D.S. Merezhkovsky)
Option 10
Why does Startsev turn into Ionych? (Based on the story “Ionych” by A.P. Chekhov)
The problem of moral choice in the works of Russian writers of the 20th century.
“This is the sign of real art, that it is always modern, vitally useful...” (F. M. Dostoevsky)
“A person cannot live without a homeland, just as one cannot live without a heart” (K. G. Paustovsky).
“Evil in a person is always associated with a misunderstanding of another person...” (D. S. Likhachev)
5. Zak. No. 44
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Russian language. GVE. 11th grade
Presentation with a creative taskOption 1Task
Listen to the text. Write a concise summary of a fragment of B. Vasiliev’s work.
Convey the main content of the text in at least 70 words.
Think over the composition of your essay.
Write an essay of at least 200 words.

Write your essay clearly and legibly, following the norms of speech *.
Listening text**
Oh, how my horses hurry! I don’t drive them, but I don’t hold them back either: the days flash by like mileposts, and I don’t know their final count." And this is wonderful, and you should start every day as if it were your last, and when you go to bed, feel with glee that there is a whole life. And still unfinished.
The writer is distinguished by one strange property: the ability to clearly remember something that has never happened to him. This is not the memory of the mind, but the memory of all the feelings characteristic of man, and when you open it up you see, hear, smell and touch as if in reality. And when this happens, you talk to the characters as if they were real people, you feel their pain and laugh at their jokes. And if you
* See the exam assignment on the website [Download the file to view the link].
**Texts for listening were selected by the author.
G
Tasks. Presentation with a creative task. Option 2
67
you are sincerely sick and laugh from the heart, the reader will also be sick and laugh. He will cry where you cried, will be indignant at your anger and will shine with your joy. If you were sincere. The only way. The writer's sincerity is his only pass into the reader's soul. One-time, of course. And every time you have to write it out again with each new line.
It also seems to me that the writer is a Creator. He creates a world that did not exist before, and populates it with people born not of a woman, but of himself. He controls events in this world he created, he knits history out of events, he makes the sun shine when he wants it, and sends rain and bad weather of his own free will. He has enormous, divine power in the worlds he created from his own insomnia, and, therefore, he must be fair, like the highest judge. And justice is the victory of good. And I dream about this victory. I dream about her constantly, passionately and impatiently, and I fight for her on all fronts available to me. Good must triumph in this world, otherwise everything is meaningless. And I believe that it will prevail, because my dreams have always come true.
True, one dream remained unfulfilled. All my life I have dreamed of taking a break. For a long, long time from May to October, wander through villages and rivers, meet people, pick mushrooms, fish, look into the night fire with a cozy thought and wake up from dew drops. Instead, I keep running and running, I don’t know where, I run, gasping and falling, and I still can’t get there. Oh, how fast my horses fly!..
(B. Vasiliev) 348 words
Option 2Task
1. Listen to the text. Write a concise summary based on a fragment of V. Rasputin’s essay “Baikal”.
Convey the main content of the text in at least 70 words.
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Russian language. GVE. 11th grade

Formulate one of the problems posed by the author of the text. 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 listened to. Explain why. Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is not based on the text listened to or is a retold text, then such work is scored zero points.
Write your essay clearly and legibly, following the norms of speech.
Listening text
Baikal, it would seem, should suppress a person with its greatness and size; everything in it is large, everything is wide, free and mysterious; on the contrary, it elevates him. You experience a rare feeling of elation and spirituality on Baikal, as if, in view of eternity and perfection, you were touched by the secret seal of these magical concepts, and you were doused with the close breath of an omnipotent presence, and a share of the magical secret of all things entered into you. You are already, it seems, marked and highlighted by the fact that you stand on this shore, breathe this air and drink this water. Nowhere else will you have such a complete and so desired feeling of unity with nature and penetration into it: you will be intoxicated by this air, whirled and carried away over this water so quickly that you will not have time to come to your senses; you will visit such protected areas that we never dreamed of; and you will return with tenfold hope: there, ahead, is the promised life...
And the cleansing, inspiring, and invigorating effect of Baikal, both our soul and thoughts!
Nature itself is always moral; only man can make it immoral. And who knows, it is not she, not nature, that to a large extent holds us within those more or less reasonable frameworks that define our moral compass.
Tasks. Presentation with a creative task. Option 3
69
standing, isn’t it what strengthens our prudence and good deeds?! It is she who, with prayer, hope and warning, looks into our eyes day and night with the souls of the dead and unborn, those who were before us and will be after us. And don't we all hear this call? Once upon a time, an Evenk on the shore of Lake Baikal, before cutting down a birch tree for the need, repented for a long time and asked forgiveness from the birch tree for being forced to destroy it. Now we have become different. And yet, isn’t that why we are able to keep the indifferent hand raised not over the birch tree, as two and three hundred years ago, but over Father Baikal himself, because we return to him a hundredfold what nature has invested in us, including him?! For good with good, for mercy with mercy according to the eternal circle of moral existence... Baikal was created as the crown and secret of nature, not for production needs, but so that we could drink plenty of water from it, its main and priceless wealth, and admire it sovereign beauty and breathe its reserved air. He never refused to help a person, but only to the extent that the water remained clean, the beauty undamaged, the air unclogged, and the life in him and around him unspoiled.
First of all, we need this.
Baikal, Baikal...
It has long become a symbol of our relationship with nature, and today too much depends on whether or not Baikal will be clean and safe.
(V. Rasputin) 432 words
Option 3Task
Listen to the text. Write a concise summary of a fragment of an article by psychologist V. Shakhijanyan.
Convey the main content of the text in at least 70 words.
Write an essay based on the text you listened to.
Formulate one of the problems posed by the author of the text. Formulate the position of the author (storyteller). Write whether you agree or disagree with the point of view of the author of what you listened to
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Russian language. GVE. 11th grade
text. Explain why. Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is not based on the text listened to or is a retold text, then such work is scored zero points.
Write your essay clearly and legibly, following the norms of speech.
Listening text
Communication helps in solving personal problems.
I am often asked about how to make peace with a loved one, friend, family, neighbors, teachers. Well, let's try to figure it out!
Why did the disagreement happen? Who is guilty? What was the reason and what was the reason? You can answer these questions?
As a rule, when people quarrel, both the one who offended the other person and the one who was offended are right in their own way. How to be?
First, try to forgive. If you are offended by someone you love, then you need to calm down and, after analyzing everything, think about how to settle the quarrel, how to make peace.
You said something unpleasant to someone. The showdown began. Instead of remaining silent and calming down, in response they recalled all your past sins. Is not it?
What should I do? Again, forgive and understand: a momentary reaction is not always correct. A rude word does not necessarily indicate the true attitude of another person towards you. If you were told something harsh, it could be an emotional reaction, nothing more. In fact, the person treats you well, but believes that you devote little time to him, do not notice him, and in order to attract attention to himself, to somehow stir you up, he begins to say nasty things and find fault. Yes, yes, sometimes they say nasty things when they sincerely love a person.
If a person is dear to you, then you need to forgive him. And be the first to say: let's make peace, let's forget the bad, let's look at each other and smile...
Don't have the strength to do this? Let someone else be the first, you think, then you will forgive him. Many people think this way. Well, you will
Tasks. Presentation with a creative task. Option 4
71
sulk at each other for a day, two, a week, a month, and the crack in your relationship will gradually become an abyss. Whether it is necessary? Who should be the first to ask for forgiveness and offer to make peace? The one who is smarter!
And perhaps you will forgive your friends, family, lovers and again begin to smile, rejoice, accomplish a lot, and life will seem amazing. You will stop scolding yourself and others, you will stop thinking about the same thing: why are other people so unfair to you, why does no one understand you? You will try to understand others yourself.
If I can’t change the world and other people, then maybe I can change myself?!
Think about this topic!
(V. Shakhijanyan) 325 words
Option 4Task
Listen to the text. Write a concise summary of a fragment of Yu. Lotman’s article.
Convey the main content of the text in at least 70 words.
Write an essay based on the text you listened to.
Formulate one of the problems posed by the author of the text. 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 listened to. Explain why. Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is not based on the text listened to or is a retold text, then such work is scored zero points.
Write your essay clearly and legibly, following the norms of speech.
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Listening text
I'm an old man. He survived a great war as a soldier, marching across both Russia and Europe. Among my close friends there were and are Armenians, Azerbaijanis, Georgians, Estonians, Germans, and many others. And now I am forced to observe the clinical madness of hatred that covers entire areas of our earth. I pity those who are blinded by hatred. Do they really not see that they are being played with and that those who are now fomenting a bloody fog from behind the scenes will direct a blow against them tomorrow? What is done with their hands will very soon be done to them by someone else. And those behind the scenes will act as peacemakers when they think both sides have shed enough blood.
Well, okay, is it my job to open the eyes of the Azerbaijanis? And who will open our eyes, to us intellectuals of this cracking empire, who will open the eyes of the Russian intelligentsia? But the bell never rings for anyone else, no matter how much we might like it, it always rings for me, and the explosion in Moscow came at the right time: it should open the ears of those who do not hear the bells in Karabakh and Vilnius, those who thinks that if you close your ears, the bell will stop ringing, for those who hope that they will sit out, or pin their hopes on the liberals of the West: perhaps they will set such conditions for financial assistance that the internal reaction will be forced to retreat. No, no one will help someone who does not help himself. The Munich surrender did not save the West from World War II. The Molotov-Ribbentrop Treaty did not save Russia from the worst war in its history. Proponents of violence are cowards. Once they are confronted with courage, they retreat. But as soon as they see the weak, old or cowardly, unarmed, indecisive in front of them, they are seized by a thirst for violence. They take revenge for their cowardice and their humiliation. This is how the device is put together. In its depths are those who would rather blow up the world than give up the smallest of their advantages, and the executors of their will are corroded by an inferiority complex, a humiliated crowd that hates those it envies, and it envies everyone.
Tasks. Presentation with a creative task. Option 5
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The era of petty conflicts and private clashes is over. The world is one, and what happens at one end inevitably responds at the other. No one will be able to hide. The bell tolls for each of us.
(According to Yu. Lotman)
340 words
Option 5Task
Listen to the text. Write a concise summary based on a fragment of A. Genis’s article.
Convey the main content of the text in at least 70 words.
Write an essay based on the text you listened to.
Formulate one of the problems posed by the author of the text. 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 listened to. Explain why. Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is not based on the text listened to or is a retold text, then such work is scored zero points.

I'm not afraid that people will stop reading or, especially, writing. In America alone, 8 million bloggers hysterically scribble notes in the margins of their simple lives. I also don’t believe in the complete elimination of books, because I can’t imagine anything more convenient: cheap, cheerful and without batteries. Moreover, I do not see the tragedy in the fact that eBook will soon tear away from the paper original
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and will begin an independent life on the screen of every computer. Let us remember that literature, and the best from folklore to Homer, knew how to do not only without books, but even without writing. Therefore, in all the coming changes, I am, in fact, not so much afraid of the death of the book as its consequences are the future fate of the reading itself.
Although the cultural cosmos seems as vast as the ordinary one, both can be measured. If astronomers are able to calculate the size of the Universe, then archivists know how much information we have accumulated throughout our history, starting with the Sumerian tablets and ending with the Night Watch. Namely: 32 million books, 750 million articles, 25 million songs, 3 million TV shows, and 100 billion web pages. Today, all this could be housed in a modest barn, the size of a rural library. But soon all the knowledge of the world will fit into one iPod. And then the great democratic revolution will make each of us the master of the second digitized world. The question is, what are we going to do with it?
In this perspective, I am afraid that the computer will kill not so much the book as its idea. The pages left without binding do not necessarily need to be read all and read in a row.
The huge difference between regular and computer reading is that the latter allows us to learn only what we need. The monitor is a servant, a well-trained butler who laconically answers questions asked. The book is a teacher, a mentor: it answers those questions that we didn’t think to ask it.
It turns out that I, in essence, mourn not the book, but the binding. However, it is this binding that creates the composition, hierarchy, discipline, in other words, civilization. We willingly sacrificed it for the sake of culture, a rebellious element that despises any bridle. Today, in our 21st century, confused by the return of barbarism, it has become clear that culture is civilization. Considering form to be content, it reveals to us not the essence of things, but their order. It's not the "what" that matters, it's the what
what is it going for?
*
Tasks. Presentation with a creative task. Option 6
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To learn this lesson, one must overcome the childhood temptation to rebel and calmly surrender to tradition. The book teaches how to read it, the law how to live, God how to die, obituary how to bury.
(According to A. Genis)
374 words
Option b
Exercise
Listen to the text. Write a concise summary of a fragment of Academician D. Likhachev’s note “Love, respect, knowledge.” Convey the main content of the text in at least 70 words.
Write an essay based on the text you listened to.
Formulate one of the problems posed by the author of the text. 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 listened to. Explain why. Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is not based on the text listened to or is a retold text, then such work is scored zero points.
Write your essay clearly and legibly, following the norms of speech.
Listening text
How to treat the historical and cultural heritage of your country? Everyone will answer that the inheritance we have received must be protected. But life experience awakens in memory other, sad, and sometimes woeful pictures.
I once had the opportunity to visit the Borodino field together with a wonderful man, restorer Nikolai Ivanovich Ivanov. He has already forgotten when he goes on vacation, he cannot spend a single day
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to live without Borodino Field!.. Nikolai Ivanovich and I bare our heads in front of the monuments that were erected on Borodino Field by grateful descendants. It was here, on the field of our glory, that in 1932 an unprecedented desecration of a national shrine took place: the cast-iron monument on Bagration’s grave was blown up. Those who did this committed a crime against the noblest of feelings of gratitude to the hero, the defender of the national freedom of Russia, the gratitude of the Russians to their Georgian brother.
I was born and lived most of my life in Leningrad. In its architectural appearance, the city is associated with the names of Rastrelli, Rossi, Quarenghi, Zakharov, Voronikhin. On the road from the main Leningrad airfield stood Rastrelli's Travel Palace. Remarkable: the first large building of the city bore the stamp of outstanding talent. The palace was in very poor condition and stood close to the front line, but our soldiers did everything to preserve it. If the hands of restorers had touched it, how festive the overture to Leningrad would have been. They demolished it! It was demolished in the late sixties. And there is nothing in this place. It’s empty where he stood, it’s empty in your soul when you pass this place. And it’s bitter, because the loss of any cultural monument is irreparable: they are always individual, material signs of the past are always associated with a certain era, with specific masters.
The supply of cultural monuments and cultural environments is extremely limited in the world, and it is being depleted at an ever-increasing rate. There is less and less space left on earth for cultural monuments, and not because there is less land. The whole point is that people have been calling for patriotism for too long, and it needs to be nurtured from a very early age.
Love for the native land, for the native culture, for native village or the city, to one’s native speech, it begins small with love for one’s family, one’s home, one’s school. And also with respect for the same feelings of people who also love their home, their land, their native word, even if it is incomprehensible to you. These are the most important human qualities that history will help you discover in your soul: love, respect, “knowledge.”
(According to D. Likhachev) 335 words
Tasks. Presentation with a creative task. Option 7
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Option 7Task
Listen to rkst. Write a concise summary of the fairy tale by E. Permyak.
Convey the main content of the text in at least 70 words.
Write an essay based on the text you listened to.
Formulate one of the problems posed by the author of the text. 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 listened to. Explain why. Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is not based on the text listened to or is a retold text, then such work is scored zero points.
Write your essay clearly and legibly, observing the norms of speech. Listening text
Once upon a time, an old bear began to think about life. I thought about it and asked the bear:
Tell me, grandma, what makes life alive?
And she ate her fill of fresh forest raspberries, lies in the bushes, basks in the sun and doesn’t move her ears. Dozing. Then the bear barked louder:
Don't pretend to be deaf! Answer, what makes life alive?
The bear yawned, turned on her other side and muttered in her sleep:
Food sustains life...
The fox heard this and said:
The absolute truth. Life is sustained by food, nutrition. Chicken, grouse, hare... Whoever has what taste, that’s what he eats. The hare is eating the bark. The squirrel peels the cones...
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Ha! A wolf running past interrupted the fox. Life is not sustained by food alone, try living without a lair.
Or without a hole! responded the mole.
And the woodpecker confirmed:
Without shelter, even a well-fed creature dies.
The bear’s head brightened. He realized that without food and without shelter every animal would perish, and yet he decided to ask people. He had a guy he knew. The bear told the man what the animals had told him and asked:
Is it so?
Yes, the man answered. Only this is not enough for a person.
What else does he need? asks the clubfoot.
And the guy responded to this:
You yourself, Potapych, figure it out.
He says so and points to his fur coat.
The bear understood and answered himself:
I have a fur coat ready. It's growing on me. But you don't have one.
That’s it, the man admonishes the bear. Only a fur coat is not enough for a man. A shirt, zipun and other clothes are also needed. How can a person walk without shoes? Even bast shoes, but they need to be woven.
The man and the bear were in court until late, and things went far. The bear's head even began to swell.
Enough! he barked, “I don’t need this letter in the forest.” I can live without her.
That's right, the man agreed, you can live without her. Why do you, the beast, need to know a lot, but people need it. Because life does not depend on food, shelter, and clothing alone, and it is strong through learning.
The bear did not listen about the training. And we should hardly ignore these words. After all, it was for their sake that the fairy tale was told.
(E. Permyak) 316 words
Tasks. Presentation with a creative task. Option 8
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Option 8Task
Listen to the text. Write a concise summary based on a fragment of the essay by Yu. Arakcheev.
Convey the main content of the text in at least 70 words.
Write an essay based on the text you listened to.
Formulate one of the problems posed by the author of the text. 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 listened to. Explain why. Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is not based on the text listened to or is a retold text, then such work is scored zero points.
Write your essay clearly and legibly, following the norms of speech.
Listening text
One day I read an amazing book. It told how a boy and a girl, Karik and Valya, climbed into the laboratory of a professor they knew and drank some tasty pink liquid that smelled like peaches. Then the boy and girl sat on the windowsill, dangling their legs, and then... Everything around them began to grow uncontrollably, and Karik and Valya themselves became so small that they could easily fit on the back of a dragonfly, which had just landed on the windowsill. The dragonfly carried them into the dense thickets on the bank of the stream. And the journey of two little men began in a green country. The book was called "The Adventures of Karik and Valya." It was written by the wonderful writer Ian Larry.
I then remember my fascinating mental wanderings somewhere in a forest clearing. I was lying on my stomach right in a bowl of green grass, blades of grass were pricking, ants were climbing under my T-shirt, desperately tickling, biting, and my ardent imagination followed some...
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like an ant along a narrow path among thick grass trunks that look like tropical bamboo.
Then, washed with a drop of dew, he jumped onto the back of the ground beetle and, holding on to the sharp edges of its ribbed shiny shell, rushed along the unknown roads of the dense jungle faster than the fastest car...
I lived in the wilds of some bush or in a flower, like Thumbelina, flew on the back of a tamed dragonfly over an endless ocean of grass, like Karik and Valya...
Oh, what a pity that all this is only in the imagination, what a pity!
“Happy, irrevocable time of childhood!” Why does it pass so quickly? Why do we ourselves so easily and seemingly even willingly part with him? For what? Would childish enthusiasm, attentiveness, liveliness prevent us from doing our “adult” things? Have many of the greatest scientists, writers, artists, and travelers been distinguished by childlike enthusiasm, attentiveness, the ability to see and wonder? They were above the depressing, monotonous routine of so-called adult life, and this helped them make discoveries, create works of art, and go to explore new lands. The desire for pure materiality, the constant assessment of everything in the world from the point of view of utilitarian, momentary, and quite often only economic benefit, has not led some of us to the very, perhaps, terrible disease twentieth century materialism? Materialism with all the ensuing consequences from this sad phenomenon: coldness in relationships with each other, insincerity, insensitivity, selfishness, oblivion of the necessary truth that people are still brothers, that man is part of nature and how we should treat each other, and indeed nature, it is necessary humanly...
(According to Yu. Arakcheev) 357 words
Sh
L
Tasks. Presentation with a creative task. Option 9
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Option 9Task
%
Listen to the text. Write a concise summary based on a fragment of S. Lvov’s essay “The Scream.”
Convey the main content of the text in at least 70 words.
Write an essay based on the text you listened to.
Formulate one of the problems posed by the author of the text. 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 listened to. Explain why. Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is not based on the listened text or is a retold text, then such work is scored zero points.
Write your essay clearly and legibly, following the norms of speech.
Listening text
A young married woman with a higher education. Her husband also has a higher education. They live in a good apartment. They have a car, a lot of interesting books, a TV and everything else. When this woman from a seemingly prosperous family is raising children, you can hear it through the doors, windows, walls... On the stairs. In the courtyard. In neighboring apartments. Not embarrassed by those around her, she yells: “Shut up, you trash!” youngest daughter. “I’ll break my arms and legs!” eldest. "Idiots!" to both children. Unable to bear it, a dog in the next apartment begins to bark, and, truly, a dog’s bark sounds more intelligent than this cry. The saddest thing is that the children are already used to it. Now you can’t get obedience from them either with calm words or screaming: “I’ll kill!” The husband puts up with this orgy of screaming. However, spouses also shout at each other. I sometimes have to see this young woman in a paroxysm of screaming; her face, usually pretty, becomes a terrible mask. She ages many years at once.
b. Zach. No. 44
G
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It’s not difficult to guess what will happen next: one fine day, the youngest or eldest daughter, or even both together will respond to the mother with shouting and abuse. Dangerous chain reaction...
I am convinced that behind the reluctance to endure screaming lies a socially valuable sense of self-esteem. What's behind the screaming? Inferiority complex? It is unlikely that the manager of the savings bank and the saleswoman from the grocery store think about why they are screaming. But people see: with their shouting they cover up their inability to work, they pretend to be active, which does not exist.
Shouting in pedagogy is infinitely dangerous. One newspaper story raved about a famous trainer who worked with children and teenagers. The author wrote that this master of his craft can be unrestrained and rude. These qualities of his nature were spoken of as facets of original talent.
If a teacher cannot do without shouting, then he is a bad teacher. My own teaching experience tells me this. I often had to speak at schools. I almost always knew in advance whether communication with a young audience would be relaxed, joyful, creative, or tense and painful. The most important sign is whether loud shouts from teachers are heard in the lobby and corridors, or whether all wishes, comments, demands are expressed in calm voices. A school where screaming hits your ears is usually a bad school...
Scream mask of professional incompetence! Backwardness. It is very important to understand this. It is even more important to fight what caused this phenomenon.
(According to S. Lvov) 338 words
Option 10Task
*
1. Listen to the text. Write a concise summary of V. Astafiev’s story “The Flax Field in Bloom.”
Convey the main content of the text in at least 70 words.
Tasks. Presentation with a creative task. Option 10
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2. Write an essay based on the text you listened to.
Formulate one of the problems posed by the author of the text. 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 listened to. Explain why. Argue your opinion based on your reading experience, as well as knowledge and life observations.
Think over the composition of your essay.
Write an essay of at least 200 words.
If the essay is not based on the listened text or is a retold text, then such work is graded with zero marks.
Write your essay clearly and legibly, following the norms of speech.
Listening text
Blue field under a blue sky.
I close my eyes and it’s clearly in front of me. Weak-looking greenery reflected from other, more lush, assertive vegetation. The silence of the field is open to a trusting heart. The ancient submission of life in everything reigns here to the sun, the heavenly light, from which a field of modest, homely and also trustingly quiet color is gained. But this boring monotony, his monotony and solitude are apparent, his shyness is insinuating. Already in the close distance, the field spills into a hazy, heavenly expanse, the further one goes to the horizon, the more clearly it shines, and one can no longer understand: where is the field, where is the sky alive, the blue plunging everything into its depths.
A flax field in bloom seems to be listening to itself, carefully, as if even a little secretly, filling its seemingly weak stems with chintz rain speckles, and an unobtrusive, but invincible confidence is present in the field and over the field no one will be able to fly around it, pass by, anyone will linger not with his eyes, he will pause his step, admire him, soften his heart, regret something that has passed and decide that not everything in life is lost, since there is this, accessible, hopeful beauty on earth. Over a blooming flax field, even bees and bumblebees become humble, fly leisurely, sit for a long time on a flexible stalk, focus intently on the flower and, having fumbled for its pale radiant core, freeze in a sweet slumber. The lark will choose a moment, free himself from his family -
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great troubles, soars into the sky and rings over the field, calling all those who exist and behold to marvel at it; a swift hawk, having spotted a mouse in the thick of the flax, suddenly falls from above, and the field trembles from its whirlwind wings, a blue wave rolls along it, being dissipated by the plowed layer right up to the interstice; from the cool air flowing from the depressions, silent lightning runs through the flax, showering the base of the stems with splashes, and the flax stands knee-deep in blue, crumbled water.
Short summer night the forgotten moon will appear in the sky, and then a blue glow will come to it from the field, and the night sky, the night moon will stop and freeze within themselves, protecting the heavenly world from worries and anxieties, and protecting this timid, secretly shining field.
Calm down too, you, anxious person, calm down, restless soul. Listen! Listen! Admire! Grace reigns in the world. Believe in its inviolability and eternity. And don't say any words. Don't cry, don't groan, sleep and peace all around.
Quiet, quiet field. Wonderful distance. Russia.
(According to V. Astafiev) 351 words

Preparing students with hearing disabilities for the GVE in the Russian language (presentation with a creative task).

, teacher of Russian language and literature

Municipal secondary school No. 18 of the city of Neryungri

One cannot but agree with the statement who believed that “a teacher who knows how to analyze his work becomes strong and experienced.” In this article I will make an attempt to analyze the results of preparing a high school student with disabilities for the State Examination in the Russian language. GVE is a state final exam, which is a form of passing the state final certification for students with disabilities, for disabled children who have completed educational programs of basic general education. For five years I have been a participant in the organization of the educational process for children with hearing disabilities. And all these years we have been moving towards the state final exam.

Organization exam for the deaf and hearing impaired students has a number of features.

For hearing-impaired students, exam rooms are equipped with sound-amplifying equipment for both collective and individual use (see clause 34 of the GIA-9 Procedure). If necessary, an assistant sign language interpreter is involved. (see paragraphs 34 and 37 of the GIA-9 Procedure). The duties of the assistant sign language interpreter include the implementation of sign language interpretation at all stages of the exam (if desired by the deaf and hard of hearing examinee), including during an oral explanation of the procedural features of its implementation, the oral presentation by the organizer of the text of the presentation for all examinees (carrying out simultaneous sign language interpretation), if necessary, clarification with using sign language translation of a creative assignment, etc.

After the repeated oral presentation of the text by the organizer for all examinees (if a student with hearing loss wishes, simultaneous sign language interpretation is provided), it is necessary for each deaf and hard of hearing participant to provide this text for reading and preparatory work for the presentation. At this stage, the selection of the basic (reference) vocabulary for presentation is carried out, work with the speech material from the text presented by the organizer on the board - terms, proper names, archaisms, dates, etc., which is determined by the members of the State Examination Committee at the PPE before the exam after receiving the text of the presentation. At the discretion of the examinee, a presentation plan is drawn up (this is a recommendation, not a mandatory requirement).

After 40 minutes, the organizer takes the text, and the student completes the exam paper using the materials he has prepared.

The criteria for assessing the examinee's literacy and actual speech accuracy were developed taking into account the specific difficulties of students with hearing impairments and students with severe speech impairments (Table 6.2).

When developing the examination model, continuity was maintained with traditional and new forms of examination in the Russian language for students in educational programs basic general education.

Now let's move on to highlighting the methods of preparation for such form of an examination paper, as a presentation with a creative task. At the first stage, it is necessary to acquaint the student with the structure, content (types of tasks) and assessment of the examination work.

Sets of presentations with a creative task marked “K” have their own specifics. The volume of text for presentation does not exceed 350 words. Texts for presentation are selected of a narrative nature with clear content, a clear statement of the sequence of events, not containing complex reasoning of the author or a large number of characters. The texts do not use complex syntactic structures, an abundance of figurative means and tropes, dialectal, archaic vocabulary. In addition, the instructions for completing tasks contain other requirements for the minimum acceptable volume of presentation and creative work in the form of an essay.

Graduates taking the exam using exam materials marked “K” are given the choice of writing a concise or detailed presentation.

Students taking the exam using examination materials marked “K” can write both a detailed and concise presentation (at the graduate’s choice). Other volume requirements are established for them:

concise presentation - from 40 words (if the presentation contains less than 30 words (all words, including function words, are included in the word count), then the presentation is scored 0 points). The volume of detailed presentation is not limited;

creative task (essay) – from 70 words (if the essay contains less than 50 words (all words, including function words, are included in the word count), then the essay is scored 0 points).

A creative task is attached to the text, which aims to comment on one of the author’s statements and argue for one’s own position. Examinees must write a concise summary, conveying the main content of both each micro-topic and the entire text as a whole.

A concise presentation requires the skills of selecting essential information, isolating the main micro-topics in the text, and summarizing the content of the source text. By presenting the text concisely, graduates demonstrate communicative abilities associated with the ability to process information: exclude details and generalize homogeneous phenomena, while maintaining the main micro-topics. Students with disabilities can write both detailed and concise statements. The amount of written work for students with disabilities may be reduced.

In the system of preparing for the presentation I used the manual and “Russian Language. State final certification.

Presentation. Essay”, which proposes theoretical

It should be noted that Methodical manuals There is little information on learning how to create your own speech work in the format required for the GVE. I only know one book « Preparing students with disabilities for a written exam in the Russian language for a basic school course,” which is intended to prepare students with special educational needs for a written exam in the Russian language in the form of a concise presentation with a creative task.

Of course, without an essay template and speech cliches for it, it is impossible to prepare a high school student with disabilities for the State Examination. In order to teach a graduate to analyze a text, it is necessary to a large number of texts for training. Separately, it is necessary to say about the argumentation of one’s own opinion: But children in grade 9 are limited in communicating with others, having little vocabulary, are disadvantaged compared to other peers. Therefore, in teaching the Russian language to children with disabilities, the main teaching method is communicative. This is the use methodological techniques, based on live communication with the student, to develop language competence.

Since the reading experience of graduates with disabilities is limited, they learned to argue their own position, relying on knowledge and life observations.

I would like to show you fragments of a creative assignment from 9th grade students. Students were offered a text based on materials from periodicals for analysis and comprehension. The main idea of the text was formulated and a question for the creative task was formulated. Why can no one educate a person if he does not educate himself? Let's see how the guys did.

The students' works were presented to your attention and, as you may have noticed, some have arguments based on life experience (Agafya Kataeva and Yana Tretyakova), and some did not cope. In this regard, the following work is provided:

1. practicing the skill of argumentation of a text based on the life experiences of students

2. drawing arguments from works of art

Colleagues in philology who had to prepare a disabled child for GVE and experienced difficulties in their work will definitely support my point of view. We need to think about changing the system of tasks in the Russian language submitted to the GVE. In my opinion, test tasks The Unified State Examination in the Russian language is simpler and more accessible than the voluminous text for presentation offered at the State Examination. In addition, I have a strong conviction that today there is not enough methodological literature to prepare children with disabilities for GVE, training seminars on interaction with this category of children, retraining and advanced training courses for teachers working with children with disabilities are not organized.

I would like to hope that my experience will be useful for philologists working with this category of children.

Presentation with a creative task
Option 1

Exercise

Listen to the text. Write a concise summary of a fragment of D. Granin’s essay “Calllessness and Indifference.”

“How, from your point of view, can we answer the final questions of the author of the article?”

Write your essay clearly and legibly, following the norms of speech *.

Listening text**

Last year something bad happened to me. I was walking down the street, slipped and fell... I fell badly, it couldn’t have been worse: my face hit the curb***, I broke my nose, my whole face was broken, my arm popped out in my shoulder. It was about seven o'clock in the evening. In the city center, on Kirovsky Prospekt, not far from the house where I live.

With great difficulty he got up - his face was covered in blood, his hand hung like a whip. I felt like I was in a state of shock, the pain was getting stronger and stronger and I needed to do something quickly. And I can’t speak - my mouth is broken.

I decided to turn back home.

I walked down the street, I think, without staggering, holding a bloody handkerchief to my face, my coat was already glistening with blood. I remember this path well - about three hundred meters. There were a lot of people on the street. A woman with a girl, some couple, an elderly woman walked towards them.

* For the exam paper, see the websitewww.fipi.ru .

**Texts for listening were selected by the author.

*** Curb.

Russian language. GVE. 9th grade

a woman, a man, young guys, they all looked at me with curiosity at first, and then averted their eyes, turned away. If only someone along this path would come up to me and ask what was wrong with me, if I needed help. I remembered the faces of many people - apparently with unconscious attention, heightened expectation of help...

The pain confused my consciousness, but I understood that if I lay down on the sidewalk now, they would calmly step over me and walk around me. We need to get home.

Later I thought about this story. Could people mistake me for being drunk? It seems that no, it is unlikely that I made such an impression. But even if they took me for a drunk... - they saw that I was covered in blood, something happened - I fell, hit myself - why didn’t they help, didn’t they at least ask what was the matter? So, passing by without wasting time or effort has become a familiar feeling?

Thinking, I remembered these people with bitterness, at first I was angry, accused, perplexed, indignant, but then I began to remember myself. And I looked for something similar in my behavior - the desire to step away, to evade, not to get involved... And, having exposed myself, I began to understand how habitual this feeling had become, how it had warmed up and imperceptibly taken root.

While thinking, I remembered something else. I remembered the time at the front, when in the hungry trenches of our lives it was impossible to walk past him at the sight of a wounded man.

And after the war, this feeling of mutual assistance remained among us for a long time. But gradually it disappeared. It has become so lost that a person considers it possible to walk past a fallen, injured person lying on the ground.

And really, what is happening to us? How did we get to this point, how did we move from normal responsiveness to indifference, to callousness, and this also became normal?

(According to D.Granin) 376 words

Tasks. Presentation with a creative task. Option 2

Option 2 Task

Listen to the text. Write a concise summary based on a fragment of D. Granin’s essay “The Museum of Forgotten Old Things.”

Convey the main content of the text in at least 70 words.

Give a reasoned answer to the question“How, from your point of view, can we answer the final question of the author of the article?”Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

Text for presentation

Once in the studio of the artist Vasilkovsky, I saw an album in which he drew people of the 30s from memory. Adult aunts and uncles from his childhood. I flipped through the pages and found out. The drawings came to life, moved, and acquaintances dressed in costumes of those years began to appear from my memory, as if the artist had spied on my memories. Our streets, our yard, cab drivers... This was the city in which we both spent our childhood. And most importantly, I also remembered various things that existed then, but are not there now. Some things have become unnecessary, others have changed, and others may return.

That’s when we decided to collect everything that was preserved in our memory: the artist will draw, and I will tell, in order to somehow capture the appearance of that reality, because, unfortunately, we have almost no museums of the history of our Soviet life. Of course, there will be such museums, but there are things that will not end up in these museums; they cannot be placed there - for example, the crackling of birch logs in the stove...

The world of things is updating faster and faster, new brands of electric stoves, refrigerators, televisions, cars, and vacuum cleaners are entering the market. Old ones disappear somewhere, improved ones appear. Shoe styles, children's toys, skis... Everything is changing, and already

Russian language. GVE. 9th grade

not once or twice in the life of one generation. Lamps, trains, houses, airplanes... What can we say about clothes or hats.

We get rid of worries about things all the time. Most often, plastic dishes are thrown away so as not to wash them, paper tablecloths are thrown away, and clocks that have been running for a year and a half are thrown away. You don’t have time to become attached to things or make friends. Roughly the same thing happens throughout our everyday life. Light chairs, flimsy furniture. Now they don’t buy it with heirs in mind.

Old things are just signs left by a past life. Our life as a boy is remembered through things vividly and objectively. Things may come back. There is no need to say goodbye to the past completely. Childhood will remind you of itself sooner or later. It's not about nostalgia. We return to childhood for kindness, tenderness, the joy of Rain and delight in the enormity of the sky. Of course, those feelings cannot be returned. The city of the 30s is preserved in the memory of former boys and girls. In this reserve he is seductive in watercolor. In fact, this city was not so good, but it has recognizable, uniquely ardent features. Inspiration and call... Now the city has become much more beautiful, richer, healthier, more radiant in the shoulders. Why do we look again and again at his appearance, looking in him first of all for that not so prosperous and yet happy past?..

(According to D. Granin) 378 words

Option 3
Exercise

Listen to the text. Write a concise summary of a fragment of Y. Lotman’s lecture “Circles of Conscience.”

Convey the main content of the text in at least 70 words.

Give a reasoned answer to the question“What do you think people learn?” .

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Tasks. Presentation with a creative task. Option 3

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points. *

Write your essay clearly and legibly, following the norms of speech.

Text for presentation

In one of his books, the philosopher Rousseau wrote: “I am like everyone else, and I am not like anyone else.” This is a very deep remark: a person, firstly, is like all other people, and secondly, he is individual, he is the only one and there is no other like him. But it's not so easy for others to understand me...

Everyone understands the rules of the street in the same way, except for those who did not learn them. Does everyone understand Pushkin the same way? No, everything is different. And don’t say that some people understand it correctly, while others understand it incorrectly. Pushkin speaks to everyone as if he wrote it now and specifically for them. And you always have the opportunity to talk with a brilliant person who himself wants to tell you something. Just open your ears, just be careful! The main problem of our age is that our eyes and ears are closed.

The life of every person passes in certain isolated circles. One lives in a small circle, another in a larger circle, the third in an even larger one. The size of your circle is determined by many things: what are you curious about, what do you know, what interests you and - one more and very important - what hurts you? One, for example, hurts when he is hit, and the other will only say: well, as long as they don’t kill him. There was a larger circle when a person responded to an insult with a duel and said that insult was worse than death: death cannot humiliate a person, and I cannot bear insult. Another will say: I will not tolerate insults from the people I love, I will not allow my children to be insulted, I will not allow my mother to be insulted, but a stranger... When it hurts from someone else’s pain, this is the largest circle, the circle of a cultured person.

Life demands a lot from a person. He has many situations when he has the opportunity to choose: to act in one way or another. There are no circumstances when you cannot do otherwise. And if we still find such circumstances,

Russian language. GVE. 9th grade

they fight, it means we have no conscience. Conscience is what dictates what to do when there is a choice. But there is always a choice...

So what do people learn? People learn Knowledge, people learn Memory, people learn Conscience. These are three subjects that are necessary in any School and which art includes. And art is essentially the Book of Memory and Conscience. We just need to learn to read this Book.

(According to Yu. Lotman) 357 words

Option 4
Exercise

Listen to the text. Write a concise summary of a fragment of K. Paustovsky’s story “On Painting.”

Convey the main content of the text in at least 70 words.

“What is the reason for these unshed tears?”

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

Write your essay clearly and legibly, following the norms of speech.

Text for presentation

The colors and light in nature should not so much be observed as simply lived by them. Only the material that has won a place in the heart is suitable for art. Painting is important for a prose writer not only because it helps him to see and love colors and light. Painting is also important because the artist often notices something* that we do not see at all. Only after eating his paintings do we also begin to see this and be surprised that we did not notice this before.

The French artist Monet came to London and painted Westminster Abbey. In Monet's painting, the Gothic outlines of ab-

Tasks. Presentation with a creative task. Option 4

the battalions barely emerge from the fog. The picture was painted masterfully. But when the painting was exhibited, it caused confusion among Londoners. They were amazed that Monet’s fog was colored crimson, while even from textbooks it was known that the color of the fog was gray.

Monet's audacity initially caused outrage. But those who were indignant, going out onto the London streets, peered into the fog and for the first time noticed that it was really purple. They immediately began to look for an explanation for this. They agreed that the red hue of the fog depends on the abundance of smoke, and this color is imparted to the fog by the red brick houses of London. After Monet's painting, everyone began to see the London fog as the artist saw it. Monet was even nicknamed “the creator of the London fog.”

The Impressionists seemed to intensify the sunlight. They painted in the open air and sometimes intensified the colors. This resulted in the earth appearing in jubilant light in their paintings. The earth became festive. There was no sin in this, just as there is no sin in anything that adds at least a little joy to a person. Almost every artist, no matter what time and no matter what school he belongs to, reveals to us new features of reality.

I was lucky enough to be in the Dresden Gallery several times. In addition to Raphael's Sistine Madonna, there are many paintings by old masters that are simply dangerous to stop in front of. They don't let go of themselves. You can look at them for hours, maybe days, and the longer you look, the more incomprehensible emotional excitement grows. It reaches the point where a person can hardly hold back tears.

What is the reason for these unshed tears? The fact is that in these paintings there is the perfection of the spirit and the power of genius, forcing us to strive for the purity, strength and nobility of our own thoughts. When contemplating beauty, anxiety arises, which precedes our internal purification. It’s as if all the freshness of the rains, the winds, the breath of the flowering earth, the midnight sky and the tears shed by love penetrates our grateful heart and takes possession of it forever.

(According to K. Paustovsky) 380 words

3. Zak. No. 44

Russian language. GVE. 9th grade

Option 5
Exercise

Listen to the text. Write a concise summary based on a fragment of N. Akimov’s article “Are good manners necessary?”

Convey the main content of the text in at least 70 words.

Give a reasoned answer to the question posed in article title.

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

Write your essay clearly and legibly, following the norms of speech.

Text for presentation

DO YOU NEED GOOD MANNERS?

If the latest cybernetic machines could calculate how much the amount of bad mood, irritation generated by the rude or unkind behavior of people costs the country, they would tell us absolutely sensational figures.

A person who feels calm and comfortable in the company of his fellow citizens is many times more efficient and enterprising than one who must be on guard every minute to prevent undeserved insult, rudeness and rudeness.

The foundations of bad manners lie, as a rule, in psychology and in a person’s views. What are these basics?

Firstly, an underestimated understanding of one’s responsibilities. The tolerance and humanity of our society has implanted in many fragile souls the belief that “anything goes”...

Secondly, a dulling of the sense of justice.

The concept of justice arises in a person at a very early age, if he is raised patiently and carefully. First of all, the child is accustomed to the idea that he has no privileges or advantages over his comrades. Then he comprehends

Tasks. Presentation with a creative task. Option 5

The most useful skill for his future life is the ability to put himself mentally in the place of his neighbor and from this position evaluate his actions. Good manners, as a manifestation of inner delicacy and culture, are a necessary attribute of a person. *

If you delve into the soul of every rude or hooligan person, you will find that his actions are never random, but are based on very specific views.

This is, first of all, a disregard for your neighbor, his opinion and convenience. A firm belief that everyone else has no rights, and a desire to grab as much as possible from life.

Often the best people offend their loved ones. And this usually happens without any malicious intent, without the intention to offend, humiliate, insult, but simply due to oversight, thoughtlessness, inattention. Because these good people, often busy with big and important things, did not find time to think through the form of their behavior, did not develop those simple and useful rules that, other things being equal, make life more pleasant, nerves healthier and improve the mood of the entire team.

So, two very important conclusions should be made by every young person.

First: a kind attitude towards others does not cause any additional expenses and does not exhaust him with backbreaking work. This is a free addition to life, and when it becomes a habit, it is done automatically.

Second: a person who has learned to treat his neighbors well not only brings them joy, but also receives enormous pleasure from his behavior.

Thus, good manners and properly developed behavior are not only a person’s great contribution to society. This deposit brings the investor himself the most valuable income in the world - a good mood and an optimistic mood.

(According to N. Akimov) 380 words

Russian language. GVE. 9th grade

Option 6
Exercise

Listen to the text. Write a concise summary of a fragment of D. Likhachev’s article “The Purpose of Life.”

Convey the main content of the text in at least 70 words.

Give a reasoned answer to the question“What life goals and objectives are the main ones in life?”

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

Write your essay clearly and legibly, following the norms of speech.

Text for presentation

When a person consciously or intuitively chooses some goal or life task for himself in life, he at the same time involuntarily gives himself an assessment. By what a person lives for, one can judge his self-esteem - low or high.

If a person expects to acquire all the basic material goods, he evaluates himself at the level of these material goods as the owner of the latest brand of car, as the owner of a luxurious dacha, as part of his furniture set...

If a person lives to bring good to people, to alleviate their suffering from illness, to give people joy, then he evaluates himself at the level of this humanity. He sets himself a goal worthy of a person. Only a vital goal allows a person to live his life with dignity and get real joy. Yes, joy!

No one is immune from mistakes. But the most important mistake, the fatal mistake, is choosing the wrong main task in life.

When setting the goal of a career or acquisition, a person experiences much more sorrows than joys, and risks losing everything. What can a person who rejoices in everyone lose?

Tasks. Presentation with a creative task. Option 7

to your good deed? It is only important that the good that a person does should be his inner need, come from an intelligent heart, and not just from the head, and should not be a “principle” alone.

Therefore, the main task in life must necessarily be a task broader than just personal; it should not be limited only to one’s own successes and failures. It should be dictated by kindness towards people, love for family, for your city, for your people, for your country, for the entire universe.

Does this mean that a person should live like an ascetic, not take care of himself, not acquire anything and not enjoy a simple promotion? Not at all! I am only talking about the main task in life. And this main life task does not need to be emphasized in the eyes of other people. And you need to dress well (this is respect for others), but not necessarily “better than others.” And you need to compile a library for yourself, but not necessarily larger than your neighbor’s. And it’s good to buy a car for yourself and your family - it’s convenient. Just don’t turn the secondary into the primary, and don’t let the main goal of life exhaust you where it’s not necessary. When you need it is another matter...

(D. Likhachev) 336 words

Option 7
Exercise

Listen to the text. Write a concise summary of a fragment of S. Lvov’s essay “Compassion.”

Convey the main content of the text in at least 70 words.

Give a reasoned answer to the question posed by the author in the text:“How to help both those who suffer from indifference and the indifferent themselves?”

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

Russian language. GVE. 9th grade

If the essay is a retold text, then such work is scored zero points.

Write your essay clearly and legibly, following the norms of speech.

Text for presentation

Compassion is an active helper.

But what about those who don’t see, don’t hear, don’t feel when someone else is in pain and bad? An outsider, as they consider everyone except themselves, and perhaps their family, to which, however, they are also often indifferent. How to help both those who suffer from indifference and the indifferent themselves?

From childhood, educate yourself - first of all, yourself - in such a way as to respond to someone else's misfortune and rush to the aid of someone in trouble. And neither in life, nor in pedagogy, nor in art should we consider sympathy as a demagnetizing sensitivity, a sentimentality alien to us.

Sympathy is a great human ability and need, a benefit and a duty. People who are endowed with such an ability or who have alarmingly sensed its lack in themselves, people who have cultivated in themselves the talent of kindness, those who know how to turn sympathy into assistance, have a more difficult life than those who are insensitive. And more restless. But their conscience is clear. As a rule, they have good children. They are usually respected by others. But even if this rule is broken and those around them do not understand, if the children deceive their hopes, they will not deviate from their moral position.

It seems to the insensitive that they are having a good time. They are endowed with armor that protects them from unnecessary worries and unnecessary worries. But it only seems to them that they are not endowed, but deprived. Sooner or later - as it comes around, it will respond!

I recently had the good fortune to meet an old, wise doctor. He often appears in his department on weekends and holidays, not out of emergency, but out of spiritual need. He talks to patients not only about their illness, but also about complex life topics. He knows how to instill hope and vigor in them. Many years of observations showed him that a person who never sympathized with anyone, did not empathize with anyone’s suffering, when faced with his own misfortune, turns out to be unprepared for it. He meets such mistreatment as pitiful and helpless.

Tasks. Presentation with a creative task. Option 8

torture. Selfishness, callousness, indifference, heartlessness cruelly avenge themselves. Blind fear. Loneliness. Belated repentance.

One of the most important human feelings is empathy. And let it not remain just sympathy, but become action. Assistance. Anyone who needs it, who feels bad, although he is silent, must come to his aid without waiting for a call. There is no radio receiver stronger and more sensitive than human soul. If you tune it to the wave of high humanity.

(S. Lvov) 354 words

Option 8
Exercise

Listen to the text. Write a concise summary of a fragment of K. Paustovsky’s story “Uncle Gilyai.”

Convey the main content of the text in at least 70 words.

Give a reasoned answer to the question“What great cultural work, in the author’s opinion, are people like Gilyarovsky doing?”

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

Write your essay clearly and legibly, following the norms of speech.

Text for presentation

UNCLE GILYAY

Nothing can give such a vivid idea of the past as a meeting with his contemporary, especially with such a unique and talented person as Vladimir Aleksandrovich Gilyarovsky was - a man of indomitable energy and irrepressible kindness.

Russian language. GVE. 9th grade

First of all, what was striking about Gilyarovsky was the integrity and expressiveness of his character. If the expression “picturesque character” can exist, then it entirely refers to Gilyarovsky. He was picturesque in everything - in his biography, in his manner of speaking, in his childishness, in his appearance, in his versatile, vigorous talent.

Gilyarovsky was the embodiment of what we call a “broad nature.” This was expressed not only in his extraordinary generosity and kindness, but also in the fact that Gilyarovsky also demanded a lot from life.

A man of such scope and originality as Gilyarovsky could not find himself outside the leading people and writers of his time. Chekhov, Kuprin, Bunin and many writers, actors and artists were friends with Gilyarovsky. Gilyarovsky could also be proud of the fact that he was widely known and beloved among the Moscow poor of the famous Khi-trovka - a shelter for beggars, tramps, renegades.

Each time needs its own chronicler of historical events, life and way of life. The chronicle of everyday life brings the past closer to us with particular sharpness and visibility. To fully understand at least Leo Tolstoy or Chekhov, we must know the life of that time. That is why the stories of Gilyarovsky, the “commentator of his time,” are so valuable to us. Unfortunately, we had almost no such writers. They don't exist now. And they did and are doing a huge cultural thing.

About Moscow, Gilyarovsky could rightfully say: “My Moscow.” It is impossible to imagine Moscow of the late nineteenth and early twentieth centuries without Gilyarovsky, just as it is impossible to imagine it without the Art Theater, Chaliapin and the Tretyakov Gallery.

Gilyarovsky’s hospitable, open and noisy house was a kind of center of Moscow. Essentially, it was a rare museum of culture, painting and life of Chekhov’s times. It is necessary to carefully preserve it as an example of Moscow everyday life of the nineteenth century.

There are people without whom it is difficult to imagine the existence of society and literature. This is a kind of fermentation yeast, a sparkling wine current. It doesn’t matter whether they wrote a lot or a little. It is important that they lived, that literary and social life was in full swing around them.

Tasks. Presentation with a creative task. Option 9

military life, that the entire contemporary history of the country was refracted
in their activities. The important thing is that they defined their time.

This was Vladimir Aleksandrovich Gilyarovsky - a poet, writer, expert on Moscow and Russia, a man of a big heart, the purest example of the talent of our people.

(According to K. Paustovsky) 362 words

Option 9
Exercise

Listen to the text. Write a concise summary based on a fragment of K. Paustovsky’s essay.

Convey the main content of the text in at least 70 words.

Give a reasoned interpretation the final phrase of the text. Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

Write your essay clearly and legibly, following the norms of speech.

Text for presentation

It is difficult to explain where habits come from, and unexpected ones at that.

Every time I was going on long trips, I always came to the Ilyinsky Whirlpool. I simply could not leave without saying goodbye to him, to these all-Russian fields. I said to myself: “You will remember this thistle someday when you fly over the Mediterranean Sea. If, of course, you get there. And you will remember this last rosy ray of sun scattered in the heavenly space somewhere near Paris. But, of course, if you get there too.”

And everything came true. Indeed, the plane was flying over the Tyrrhenian Sea. I looked out the round porthole window. In the bottomless blue

Russian language. GVE. 9th grade

and in the depths appeared the yellow outlines of an island resembling a thistle flower. This was Corsica. Then I became convinced that the islands take bizarre shapes from the air, just like cumulus clouds. These forms are given to them by our human imagination.

Rome sparkled in the distance with the fierce reflections of the sun in the glass walls of multi-story new buildings. The radio often and nervously repeated that Signora Parelli was waiting for his own car at the main exit of the airport terminal.

And I unbearably wanted to go home, to a simple log house, on the Oka, on the Ilyinsky whirlpool, where willows, foggy Russian plain sunsets and friends were waiting for me.

As for the rosy ray of sun, I also saw it a few days later near Paris in the town of Ermenonville, where Jean-Jacques Rousseau spent his last years and died on an ancient estate... I remembered the same rosy evening at the Ilyinsky Whirlpool, and a friend longing suddenly gripped my heart - longing for our spacious land, our sunsets, our plantains and the modest rustle of fallen leaves.

Beautiful France, of course, remained magnificent, but indifferent to us. Longing for Russia fell on my heart. From that day on, I began to rush home, to the Oka, where everything was so familiar, so sweet and simple-minded. My heart felt cold at the mere thought that my return to my homeland might, for some reason, be delayed for at least a few days. I fell in love with France a long time ago. Speculative at first. And then in earnest, seriously. But for her sake I could not give up even such a little thing as the morning saffron ray of sun on the log wall of the old hut. You could follow the movement of the beam along the wall, listen to the impudent crowing of village roosters and involuntarily repeat words familiar from childhood:

In Holy Rus' the roosters crow -

Soon there will be a day in Holy Rus'...

No! It is impossible for a person to live without a homeland, just as it is impossible to live without a heart. ,

(According to K. Paustovsky) 370 words

Tasks. Presentation with a creative task. Option 10

Option 10
Exercise

Listen to the text. Write a concise summary based on a fragment of D. Likhachev’s article “Memory.”

Convey the main content of the text in at least 70 words.

Give a reasoned answer to the question“Why is memory our wealth?”

Argue your opinion based on your reading experience, as well as knowledge and life observations.

Think over the composition of your essay.

Write an essay of at least 200 words.

If the essay is a retold text, then such work is scored zero points.

Write your essay clearly and legibly, following the norms of speech.

Text for presentation

Memory is one of the greatest properties of existence, any existence: material, spiritual, human...

Paper. Squeeze it and spread it out. There will be folds on it, and if you squeeze it a second time, some of the folds will fall along the previous folds: paper “has memory”... Individual plants, a stone on which traces of its origin and movement during the Ice Age remain, glass, water. Birds have the most complex forms of ancestral memory, allowing new generations of birds to fly in the right direction to the right place. And what can we say about “genetic memory” - memory embedded in centuries, memory passing from one generation of living beings to the next.

At the same time, memory is not mechanical at all. This is the most important creative process: it is a process and it is creative. What is needed is remembered; Through memory, good experience is accumulated, tradition is formed, everyday skills, family skills, work skills, social institutions are created...

Memory resists the destructive power of time. This property of memory is extremely important. It is customary to divide time primitively

Russian language. GVE. 9th grade

to the past, present and future. But thanks to memory, the past enters the present, and the future is, as it were, predicted by the present, connected with the past. Memory is overcoming time, overcoming death. This is the greatest moral significance of memory.

Irresponsibility is born from the lack of awareness that nothing passes without a trace. A person who commits an unkind act thinks that this act will not be preserved in his personal memory and in the memory of those around him.

Conscience is basically memory, to which is added a moral assessment of what has been done. But if what is accomplished is not retained in memory, then there can be no evaluation. Without memory there is no conscience.

That is why it is so important to be brought up in a moral climate of memory: family memory, folk memory, cultural memory. Family photographs are one of the most important “visual aids” for the moral education of not only children, but also adults. Respect for the work of our ancestors, for their traditions and customs, for their songs and entertainment - all this is dear to us. And just respect for the graves of our ancestors.

Preserving memory, preserving memory is our moral duty to ourselves and to our descendants. Memory is our wealth.

(According to D. Likhachev) 303 words

The set of essay topics (see samples of exam material) contains four topics of different topics, grouped in accordance with a specific structure, instructions for the student.

The first three topics are free, they involve writing an essay on philosophical or ethical-moral issues. When writing an essay-argument on one of these topics, examinees can give arguments based both on the content of works of art and on the life experience of the student (personal impressions, their own thoughts on the topic, etc.). The topics of the essays, formulated in the form of a quotation, which is a statement by one of the representatives of Russian culture, aim at free reasoning, which can contain both arguments confirming the validity of the judgment and counter-arguments proving the right to the existence of a different point of view.

The fourth topic is related to the analysis of works of art studied as part of the Literature course. If the fourth topic is chosen, arguments are given based on the content of works of art. The topics of essays related to poetry should be revealed using the example of at least two poems. Essay topics related to works of small epic form are revealed using the example of one or two works (their number can be increased at the discretion of the exam participant).

The minimum required volume of an essay is established for writing essays from the set marked “A” or “C” of 250 words (if the essay contains less than 200 words (all words are included in the word count, including function words), then such work is considered uncompleted and is assessed 0 points).

The set of essay topics marked “K” differs not in the structure of the set, but in the simpler formulation of the essay topics, as well as in the instructions for students, which indicate other requirements for the volume of essays. The volume of the essay for students writing an essay from the set marked “K” can be reduced: the essay – from 100 words (if the essay contains less than 70 words (all words are included in the word count, including function words), then the essay is scored 0 points) .

GVE-9 in the form of presentation with a creative task

A presentation with a creative task contains text, a creative task, and instructions for the student.

The text for presentation is a fragment of an article, essay, story of philosophical, social, moral issues. The text is considered as a stimulus for writing an argumentative essay.

The text proposed for presentation is read by the organizer in the audience three times.

The creative task is formulated in the form of a question related to the problems of the text. The question aims to comment on the problem posed and argue your own position. The creative task must be read and written on the board (or printed out for each exam participant). If necessary, proper names mentioned in the text of the presentation are written on the board.

Instructions for completing the task must be communicated to examinees.

A specialist (for example, a primary school teacher) who knows the methodology for conducting an examination in the form of presentation is involved as the organizer of the examination in the form of presentation with a creative task. It is not allowed to involve a specialist in this academic subject, as well as a specialist who taught this subject to these students, in the examination form.

Features of the presentation with a creative task marked “A”

The approximate volume of text for presentation is 280–400 words.

Examinees must write a concise summary, conveying the main content of both each micro-topic and the entire text as a whole.

A concise presentation requires the skills of selecting essential information, isolating the main micro-topics in the text, and summarizing the content of the source text. By presenting the text concisely, graduates demonstrate communicative abilities associated with the ability to process information: exclude details and generalize homogeneous phenomena, while maintaining the main micro-topics. When writing a concise presentation, the goal is not to preserve the author's style.

The minimum required amount of written work in the form of presentation with a creative task is established:

concise presentation - from 70 words (if the presentation contains less than 50 words (all words, including function words, are included in the word count), then the presentation is scored 0 points);

creative task (essay) – from 200 words (if the essay contains less than 150 words (all words are included in the word count, including function words), then the essay is scored 0 points).

Features of presentation with a creative task marked “K”

Sets of presentations with a creative task marked “K” have their own specifics. The volume of text for presentation does not exceed 350 words. Texts for presentation are selected of a narrative nature with clear content, a clear statement of the sequence of events, not containing complex reasoning of the author or a large number of characters. The texts do not use complex syntactic structures, an abundance of figurative means and tropes, dialectal, archaic vocabulary. In addition, the instructions for completing assignments contain other requirements for the minimum acceptable volume of presentation and creative work in the form of an essay.

Graduates taking the exam using exam materials marked “K” are given the choice of writing a concise or detailed presentation.

creative task (essay) – from 70 words (if the essay contains less than 50 words (all words, including function words, are included in the word count), then the essay is scored 0 points).

A condensed summary of gve. (GVE) in Russian language

GVE-9 in the form of presentation with a creative task

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