Essay evaluation. Essay writing guidelines

Evaluation criteria

First, let's focus on the essay evaluation criteria, because if you fail one important criterion, then the entire essay will go down the drain. We are talking about criterion K1 – revealing the meaning of the statement. If the graduate incorrectly revealed the meaning of the statement, that is, did not identify the problem posed by the author, and the expert gave 0 points for criterion K1, then the answer is not further checked, and 0 points are assigned for the remaining criteria (K2, K3).

It is in accordance with these criteria that your essay will be checked and evaluated.

Essay structure

3. The meaning of the statement.

4. Own point of view.

5. Argumentation at the theoretical level.

6. At least two examples from social practice, history and/or literature confirming the correctness of the opinions expressed.

1. Choice of statement

Choosing statements for an essay, you must be sure that

You know the basic concepts of the basic science to which it relates;

Clearly understand the meaning of the statement;

You can express your own opinion (fully or partially agree with the statement or refute it);

You know the social science terms necessary to competently substantiate a personal position at a theoretical level (the terms and concepts used must clearly correspond to the topic of the essay and not go beyond it);

Be able to give examples from social practice, history, literature, as well as personal life experience to confirm your own opinion.

2. Definition of the problem of the statement
To formulate the problem more clearly, we offer a list possible wording problems that occur most often:

Main problems of basic social sciences and humanities

After formulating the problem, you must indicate relevance of the problem in modern conditions. To do this, you can use cliche phrases:
This problem is relevant in the conditions...

...globalization public relations;

...formation of a unified information, educational, economic space;

...exacerbation of global problems of our time;

...the special controversial nature of scientific discoveries and inventions;

...development of international integration;

...modern market economy;

...development and overcoming the global economic crisis;

...strict differentiation of society;

...an open social structure modern society;

...formation of the rule of law;

...overcoming the spiritual and moral crisis;

...dialogue of cultures;

...the need to preserve one's own identity and traditional spiritual values.

To the problem it is necessary come back periodically throughout the essay writing process. This is necessary in order to correctly reveal its content, and also not to accidentally go beyond the scope of the problem and not get carried away by reasoning that is not related to the meaning of this statement (this is one of the most common mistakes in many exam essays).

3. Formulation of the main idea of ​​the statement
Next, you need to reveal the meaning of the statement, but you should not repeat the statement verbatim. In this case, you can use the following cliches:

“The meaning of this statement is that...”

4. Determining your position on the statement
Here you can agree with the author completely, Can partially, refuting a certain part of the statement, or argue with the author, expressing the opposite opinion. In this case, you can use cliche phrases:

“I beg to differ with the author’s opinion that...”

“Partly, I share the author’s point of view regarding..., but with... I can’t agree”

“Have you ever thought about the fact that...?”

5-6. Argumentation of your own opinion
Next, you should justify your own opinion on this issue. To do this, you need to select arguments (evidence), that is, remember the basic terms and theoretical positions.
Argumentation must be carried out at two levels:
1. Theoretical level- its basis is social science knowledge (concepts, terms, contradictions, directions of scientific thought, relationships, as well as the opinions of scientists and thinkers).
2. Empirical level- There are two options here:
a) using examples from history, literature and events in society;
b) appeal to personal experience.

When selecting facts, examples from public life and personal social experience, mentally answer the following questions:
1. Do they confirm my opinion?
2. Could they be interpreted differently?
3. Do they contradict the thesis I expressed?
4. Are they persuasive?
The proposed form will make it possible to strictly control the adequacy of the arguments presented and will prevent “going off topic”.

7. Conclusion
Finally, you need to formulate a conclusion. The conclusion should not coincide verbatim with the judgment given for justification: it brings together in one or two sentences, the main ideas of the arguments and summarizes the reasoning, confirming the correctness or incorrectness of the judgment that was the topic of the essay.
To formulate a problematic conclusion, cliche phrases can be used:
“Thus, we can conclude...”
“To summarize, I would like to note that...”

Essay format

It must be remembered that an essay is a small composition characterized by semantic unity. Therefore, a coherent text is compiled, linking words are used attention is paid competent writing of social science terms.
Essay text is desirable break into paragraphs, each of which will express a separate thought. In this case, the red line must be observed.
Finished essay should be assessed against the criteria used to evaluate the performance (see above).

Besides, additional advantage the essay is included in it

Brief information about the author of the statement (for example, “outstanding French philosopher-educator”, “great Russian thinker” Silver Age”, “famous existentialist philosopher”, “founder of the idealistic trend in philosophy”, etc.);

Descriptions of different points of view on a problem or different approaches to solving it;

Indications of the polysemy of the concepts and terms used with justification for the meaning in which they are used in the essay;

Indications of alternative solutions to the problem.

Requirements for graduate work

With all the variety of approaches to the technology of writing essays in social studies, a number of requirements can be identified that in any case must be met:

2) correspondence of the content of the essay to the stated problem;

3) highlighting and revealing in the essay the main aspects of the problem pointed out by the author of the statement;

4) aspects of the problem must be disclosed in a given scientific context;

5) a clear definition of the student’s position, his attitude to the problem, to the opinion of the author of the statement;

6) justification of one’s own position at a theoretical level;

7) reinforcement of the above theoretical provisions with meaningful facts of social life, social behavior, personal experience;

8) the logic of the graduate’s reasoning;

9) absence of social science (essential, terminological) and other (factual, logical, ethical) errors;

10) compliance of the essay with the requirements of the genre and the norms of the Russian language.

TO volume of social studies essay there are no strict requirements. It depends on many factors: the complexity of the topic, the student’s level of preparation, the graduate’s mindset, and the availability of time. The main attention is paid to the quality of work, adequacy and completeness of the problem.

Main mistakes and shortcomings in graduates’ works

Analysis of graduates' work allows us to identify some typical mistakes that are made at various stages of essay writing.

When formulating the problem and the meaning of the author’s statement:

1) On the one hand, misunderstanding and inability to isolate the problem of the statement is associated with a lack of knowledge of the basic science to which the quotation relates, and on the other hand, with an attempt to fit into known problems discussed in lessons in previously written, read, that is, ready-made essay.

2) The inability to formulate a problem is often associated with a lack of developed vocabulary and terminology in basic social sciences.

3) The inability to formulate the meaning of the author’s statement is associated with a misunderstanding or incorrect understanding of its content, and a lack of necessary social science knowledge.

4) Substitution of the problem with the author's position - due to the fact that the student does not see the difference between them. The problem is the topic of the author's discussion. It is always broad and includes several opinions and positions, often completely opposite to each other. The essence or meaning of the author's statement is his personal answer to the question posed, one of several existing in science or social thought.

When expressing and arguing your own position:

1. The lack of arguments is due to the student’s ignorance or ignorance of the requirements for an essay in social studies and its structure.

2. The graduate’s argument only repeats the statement.

3. Errors in operations with concepts: unjustified expansion or narrowing of the meaning of the concept in question, substitution of concepts.

4. Errors in working with information caused by the inability to analyze social experience. Often, the examples given by graduates are weakly related to the position under consideration (the connection is either not traceable or is superficial and does not reflect essential points).

5. Uncritical perception of social information from media reports and the Internet. As a result, unverified facts, unfounded or provocative statements, and biased assessments are often used by graduates as evidence in essays.

6. The predominance of a one-sided view of social phenomena, inability to identify and build cause-and-effect relationships.

For convenience, you can make a table with the main ideas in your draft, for example:

Examples for working with expressions

Memo.

Are they convincing?

What are the reasons for increasing (and decreasing) an essay grade?

Let's look at the reasons for assigning high and low scores.

I would also like to add that the exam essay is assessed by specific people. In order for an expert, who checks from 50 to 80 works a day, to mark an essay as worthy of attention, this essay must not only meet all the above requirements, but also be distinguished by a certain originality, originality and originality - this is implied by the genre of the essay itself. Therefore, the graduate must not only present theoretical and factual material on the topic, but also be pleasantly surprised by the non-standard and flexible nature of his thinking.

What is the structure of the essay?

As a reminder, there are time limits on the social studies exam that affect essay writing. Therefore, it is advisable to think structure your mini-essay, which will allow you to express and argue your own point of view.

1. Understanding the statement clear and distinctly expressed. This statement should not be repeated verbatim. It is important to reveal its main idea in such a way that the context that determines its content and essence becomes obvious.

2. Determination of personal position for the selected statement: “I agree with this opinion”, “I cannot join this statement”, “In this statement there is something with which I agree and something that seems controversial to me.”

3. Main part The essay is a detailed statement of one’s own opinion regarding the problem posed. The following should be presented here:

Judgments (arguments), definition of key social science concepts that help uncover the topic;

Evidence, i.e. facts and examples supporting judgments, points of view;

Consideration and refutation of counterarguments.

Each thesis must be argued using facts and examples from public life and personal social experience. Arguments are facts, phenomena of social life, events, life situations and life experience, scientific evidence, references to the opinions of scientists, etc. It is better not to overload the work with countless arguments, but of course you need to remember that one argument seems unconvincing.

4. Conclusion, briefly summing up the thoughts and reasoning. The conclusion may contain a repetition of the main judgment or opinion; short review arguments in defense of the main conclusion.

The most important parts of the work are the introduction and conclusion. The introduction focuses the essay's problems, poses key questions, points out contradictions, and reveals the social scientific aspects of the topic. The conclusion should be the most striking thought that summarizes the reasoning.

What should be in an essay?

A mini-essay (essay) on the topic of an aphoristic statement should:

To be perceived as a whole, the idea must be clear and understandable;

Have a competent compositional structure, be logical, clear in structure;

Demonstrate knowledge and meaningful use by you theoretical concepts, terms, generalizations;

It is advisable for each essay paragraph to contain only one main idea.

Philosophy.

1. The relationship between matter and consciousness.

2. Space and time as forms of being.

3. Movement and development as ways of existence.

4. The problem of the essence of consciousness.

5. Features of the human psyche.

6. The relationship between the conscious and the unconscious.

7. The infinity of the process of cognition.

8. The question of the knowability of the world: agnosticism and gnosticism.

9. The relationship between the subject and the object of knowledge.

10. The relationship between sensory experience and rational thinking, their main forms.

11. Intuition and its role in cognition.

12. Truth and its criteria. Relative and absolute truth.

13. Empirical and theoretical levels of scientific knowledge.

14. Interaction between nature and society.

15.Environmental problem and ways to solve it.

16. Material and spiritual aspects of social life, their relationship.

17. The relationship between the individual and society.

18. The relationship between freedom and responsibility of the individual.

19. Culture as a transformative activity of man as a whole.

20. Multivariate social development.

21. The essence of civilization.

22. Basic approaches to the study of society.

23. Social progress, its criteria and main stages.

24. Spiritual life of society.

25. Social consciousness, its structure and forms.

26. Science as a form of social consciousness.

27. Aesthetic consciousness.

28. Philosophical understanding of art. 29. Religion as a form of culture, a type of worldview.

30. Moral consciousness.

31. Philosophical understanding of morality.

32. The main global problems of humanity and possible ways to solve them.

33. Information revolution as the most important component of scientific and technological revolution.

34. The role of the masses and individuals in history.

35. Globalization of public life.

Social Psychology

1. Interpersonal communication, its essence and tasks to be solved.

2. The essence and barriers of interpersonal communication and possible options for their elimination.

3. Intrapersonal conflict - conflict of social roles of one person.

4. Interaction, communication between people, building their relationships.

5. Psychological climate of the team.

6. A man among people.

7. Essential characteristics of a small group.

8. Relationships between the individual and the group.

9. Features of group formation.

10. Roles, norms and personality status.

11. Self-control as correlation of one’s behavior with the norms of society or group.

12. Self-determination as choosing one’s own position.

13. Discrepancy between the claims and capabilities of people.

14. Interrelation of the main spheres of personal socialization.

15. National identity.

16. Social interaction.

17. The importance of the communication process.

18. The essence of social conflict.

19. Relationships between the individual and the team.

20. Sources of social progress.

21. Social development.

22. Family relationships.

23. Conflict between “fathers and sons”.

24. The essence of the crowd and the herd instinct.

25. Socio-psychological portrait of a leader.

26. Family relationships.

27. A system of organizational, socio-economic, psychological, moral and legal decisions that ensure the effective implementation of the individual’s capabilities in society and the group.

Economy

1. The contradiction between limited resources and limitless human needs.

2. The problem of economic choice.

3. Factors of production and their importance in the economy.

4. Labor as a type of activity and economic resource.

5. Capital as an economic resource.

6. Intellectual capital as the main source of formation of competitive advantages in economic activity.

7. Factors determining productivity and competitiveness of production in the modern economy.

8. The essence and functions of money in economics.

9. Efficient use of resources.

10. The meaning of the social division of labor.

11. Two sides of the social division of labor - specialization and cooperation.

12. The benefits of social labor cooperation: joint work,

learning by doing and comparative advantage.

13. Efficiency in the distribution of available resources.

14. The role of trade in the development of society.

15.Incentives and production efficiency.

16. Fairness in the distribution of social benefits.

17. The essence of market relations.

18. The role of the state in regulating the economy.

Sociology.

1. The relationship between objective and subjective factors influencing social processes.

2. The role of spiritual and material values ​​in people's lives.

3. Social inequality and struggle.

4. Maintaining the stability of public life.

5. Progressive change (progress) in the organization of society.

6. Patterns of differentiation of male and female social roles.

7. Historically unequal relationships between men and women.

8. Specific qualities of the city.

9. Social nature of knowledge, thinking, and activities of society.

10. Processes of information transfer between social groups.

11. Youth as a social community.

12. Features of socialization of generations entering life.

13. Features of the lifestyle of young people.

14. Formation of life plans, goals and value orientations.

15. Social mobility.

16. Performing various social roles.

17. Science as a social institution.

18. Social functions of science.

19. Education as a social institution, its functions in society and the relationship with other social institutions.

20. Interaction of religion and society.

21. Family as a social institution and small group.

22. Family structure and functions, patterns of family behavior.

23. A person’s attitude towards work, his social activity.

24. The influence of globalization on local life.

25. The influence of national factors on the social structure and migration of the population.

26. National identity.

27. Trends in interethnic relations.

28. Interethnic conflicts.

29. National characteristics of value orientations and behavioral stereotypes.

Political science.

1. The political system of society and its role in the life of society.

2. The place and role of the state in the political system of society.

3. Parties and social movements in the political system of society.

4. Features of modern political relations.

5. Subjects of politics.

6. World politics and international relations.

7. Types of a person’s attitude towards politics.

8. Regulation of political behavior and political activity.

9. The relationship between goals and means in politics.

10. Political progress and its criteria.

11. The relationship between economics, politics and law.

12. The essence and features of political power.

13. The nature and functions of political power.

14. Legitimacy of political power and its types.

15. Political regime: concept and characteristics.

16. The essence of a democratic regime.

18. Totalitarian regime.

19. Political system of society: concept, functions and structure.

20. Origin of the state.

21. The essence and characteristics of the state.

22. State sovereignty.

23. State power as a special type of social power.

24. Form of state and its elements.

25. The relationship between society and the state.

26. Civil society: concept, structure, characteristics.

27. Correlation and relationship between state and law.

28. Rule of law: concept and principles.

29. Separation of powers as a principle of the rule of law.

30. State and individual: mutual responsibility.

31. Concept, functions, types and structure of political parties.

32. Party systems.

33. Socio-political movements, pressure groups.

34. Political relations.

35. Political pluralism.

36. The essence and structure of the political process.

37. Revolution and reform as types of political transformations.

38. Political modernization..

39. Uprising, riot, mutiny, putsch as types of political process.

40. Political campaigns: their strategy and tactics.

41. Populism: concept and signs.

43. Political decision.

44. The essence and functions of political leadership.

45. Political consciousness: concept, structure, functions.

46. ​​The role of ideology in politics.

47. Political culture: concept and structure, types.

48. Interaction of the individual, society and state.

49. The functioning of political norms, values, expectations, orientations and aspirations characteristic of various social groups.

50. Interaction of the institution of law with other social institutions.

Right

1. Law as a regulator of social life.

2. Social value of law.

3. The essence and specific features of the state.

4. Political system and the role of the state in it.

5. Law and morality: similarities and differences.

6. Lawmaking: principles, types, lawmaking process.

7. Mechanism for the implementation of fundamental rights, freedoms and responsibilities of the individual.

8. State and civil society.

9. Concept, signs of a welfare state.

10. Legal nihilism and ways to overcome it.

11. Offenses: concepts, signs and composition.

12. Types of offenses.

13. The essence of legal responsibility.

14. Legal culture.

How to make arguments?

We remind you that the argumentation must be carried out at two levels: theoretical and empirical.

The theoretical level involves relying primarily on knowledge of social science material (concepts, characteristics, factors, directions of scientific thought, revealing contradictions, illuminating hypotheses, etc.)

The empirical level provides coverage of the problem in three directions:

1) use of examples from history and literature;

2) addressing social realities;

3) reliance on personal experience.

Memo.

1. Get to know the suggested topics

2. Determine which basic science each topic relates to

3. Determine the meaning of the proposed statements by answering the question: What did the author want to say?

4. Understand the problem in the context of basic sciences by answering the questions:

What are the main problems of social science knowledge related to this topic?

What do I need to know to solve it?

5. When choosing a topic, you must be sure that:

You have good knowledge of the basic science to which this topic relates;

Clearly understand the meaning of the statement (what the author wanted to say);

You can express your attitude to the statement (agree completely or partially, try to refute it);

You know the social science terms necessary for a competent discussion of the topic based on theoretical knowledge (in this case, the terms and concepts that you want to use must relate directly to the topic of the essay);

Be able to give examples from history, public life, and your own life experience to support your position

You see the various sides (aspects) of the problem raised in the statement and can characterize them.

Remember that you must base your answer on the basis of a specific statement, and not the field of knowledge as a whole.

6. Formulate your attitude to the statement by answering the questions:

7. Identify the main aspects of the problem.

8. Identify the social science terms, concepts and generalizations you need to express and justify your position at a theoretical level. Answer the questions:

What concepts and terms that you know from your social studies course should you use?

What theoretical generalizations should you consider?

9. Select facts, examples from public life and personal social experience that convincingly substantiate your position. Answer the questions:

What facts and examples can you support your opinion?

Are they convincing?

10. Write the text of your mini-essay. Re-read it. Remember that judgments and arguments in an essay should be disclosed based on theoretical principles, conclusions and factual material, and the text itself should highlight various aspects of the problem.

What are the criteria for grading essays?

The Unified State Examination work in social studies in Part C is assessed by specially trained experts. They include school teachers and teachers of social sciences at universities.

At the unified state exam in social studies, when assessing the answer to task C9, experts take into account the following elements:

K1 - Revealing the meaning of the statement - 1 point.

K2 - Presentation and explanation of one’s own position - 1 point.

K3 - The nature and level of the judgments and arguments presented (this takes into account the disclosure of different aspects of the problem, the nature of the argumentation, the ability of the examinee to combine theoretical justification and factual confirmation that goes beyond everyday ideas) - 3 points.

The assessment itself follows a cumulative scheme: the implementation of each new position adds new points to those already accumulated. Their number according to the K1 and KZ criteria ranges from one to three points, depending on the level of implementation of this position.

Thus, for completed task C9, which fully complies with the presented criteria, you can receive a maximum score of 5.

Among the criteria by which the completion of task C9 is assessed, criterion K1 is decisive. If the graduate, in principle, did not disclose the problem raised by the author of the statement, and The expert gave 0 points for criterion K1, then the answer is not checked further. For the remaining criteria (K2, KZ), 0 points are given in the protocol for checking tasks with a detailed answer.

Evaluated according to five criteria.

Criteria for evaluating the final essay (presentation) document from FIPI

1. Relevance to the topic.
2. Argumentation.Attraction literary material.
3. Composition and logic of reasoning.
4. Quality of written language.
5. Literacy.

It is important to know:

1. Criteria No. 1 and No. 2 are the main ones.
2. To receive a “pass” for the final essay, you must receive a “pass” for criteria No. 1 and No. 2 (giving a “fail” for one of these criteria automatically leads to a “failure” for the work as a whole), as well as an additional “pass” for at least according to one of the other criteria (No. 3-No. 5).
3. When assigning a grade, the length of the essay is taken into account. Recommended word count: 350. If the essay contains less than 250 words (all words are included in the count, including function words), then such work will be given a “failure”.
4. There is no maximum number of words in an essay.
5. All work is allocated 3 hours 55 minutes.
6. If the essay is copied from any source, including the Internet, then such work will be given a “failure”.
7. The participant is allowed to use .

Criterion No. 1 “Relevance to the topic”

• This criterion aims to check the content of the essay. The participant must reason on the proposed topic, choosing the way of its disclosure (for example, answering the question posed in the topic, or reflecting on the proposed problem, or constructing a statement based on theses related to the topic, etc.).
• “Fail” is given only if the essay does not correspond to the topic or does not show the specific purpose of the statement, i.e. communicative intent.

Criterion No. 2 “Argumentation. Attracting literary material"

• This criterion aims to test the ability to use literary material (works of fiction, diaries, memoirs, journalism, works of oral folk art (with the exception of small genres), others literary sources) to build an argument on the proposed topic and to argue your position.
• The participant must build an argument, using at least one work of domestic or world literature for argumentation, choosing his own path of using literary material; at the same time, it can show a different level of understanding of a literary text: from elements of semantic analysis (for example, themes, issues, plot, characters, etc.) to comprehensive analysis works in the unity of form and content and its interpretation in terms of the chosen topic.
• “Fail” is given under the condition that the essay was written without the use of literary material, or the content of the work is significantly distorted, or literary works are only mentioned in the work, without becoming a basis for reasoning.
• In all other cases, a “credit” is given.

Criterion No. 3 “Composition and logic of reasoning”

• This criterion aims to test the ability to logically construct a reasoning on the proposed topic. The participant must justify the thoughts expressed, trying to maintain the relationship between the thesis and evidence.
• A “failure” is given if gross logical violations interfere with understanding the meaning of what was said or there is no thesis or evidentiary part. In all other cases, a “credit” is given.

Criterion No. 4 “Quality of written speech”

• This criterion aims to check the speech format of the text of the essay.
• The participant must accurately express thoughts using a variety of vocabulary and various grammatical structures, use terms appropriately if necessary, and avoid speech cliches.
• “Fail” is given if low quality speech, including speech errors, significantly complicates understanding the meaning of the essay.
• In all other cases, a “credit” is given.

Criterion No. 5 “Literacy”

• This criterion allows you to assess the graduate’s literacy.
• “Fail” is given if grammatical, spelling and punctuation errors made in the essay make it difficult to read and understand the text (in total, more than 5 errors per 100 words).

Additional information on the final essay:

• final essay 2018-2019
• Approximate topics by area: ,

An essay-reasoning based on the studied work.

A written, detailed answer to a question.

Planning epic work or an excerpt from an epic work.

Writing fairy tales and stories.

A written retelling (presentation) - detailed, selective, condensed and artistic - of a small epic work, including with elements of description (landscape, portrait).

A written answer to a question and a story about a literary character.

Drawing up a plan, frame plan of a small epic work or excerpt.

Writing a story.

Poetic experiments.

Letter literary hero.

Pages from the diary of a literary hero.

A written retelling (presentation) of works of art or excerpts from them (detailed, brief, selective, artistic, creative) with elements of analysis.

Written essay-reasoning: formulation of a question for the work being studied, a detailed answer to the question, problematic characteristics (individual, comparative, group) of the heroes of the work.

A written review of a work you have read or a movie you have watched.

An essay in the genre of a story, diary entries, letters (about visiting an exhibition, museum, about the work of the class, about the architectural monuments of the city, etc.).

Drawing up a plan (simple, complex) of the read work and your own statement.

Essay-reasoning on the studied work: a detailed answer to the question, problematic characteristics (individual, comparative, group) of the heroes of the work, taking into account author's attitude to them.

Drawing up a plan (simple and complex) of a read work or your own statement.

Written feedback.

Essays of various genres on literary and journalistic topics.

Abstract and outline (including the thesis) of a literary critical article.

Reviews (or review) of a book you’ve read yourself, a TV show you’ve watched, or a play.

Report and abstract on a literary topic.

Abstract, outline (thesis) of literary critical articles.

Review.

Artistic sketches, stories, essays, poems.

An essay-reasoning of a journalistic nature.

Essay, journalistic, literary-critical article.

Review.

Plan and its varieties. Training in writing theses and summaries of literary critical articles

Plan - the shortest record, which is a list of names individual parts(semantic segments) of the text.

Drawing up a plan helps not only to better assimilate the content of the work being studied, but also to clarify its ideological orientation and composition. The plan organizes logical thinking students and gives them the skill to formulate their thoughts briefly, accurately and purposefully.

Plans are classified as follows.

Purpose of writing:

a) the plan of the work or its part;

b) a plan for your own oral or written statement;

c) characterization plan for the hero;

d) plan for a literary critical article.

2. By degree of difficulty:

a) simple;

b) complex.

3. According to its content (classification
M. Rybnikova in her book “Essays on the Methods of Literary Reading,” p. 200–201):

a) plot;

b) thematic;

c) ideological;

d) compositional (the plot as a whole).

The wording of plan points can be in the form of a question, a quotation from the text (quotation plan), narrative nouns or incomplete sentences.

The method of teaching how to draw up a plan is to develop in students the ability to divide the text into semantic parts, highlight the main thing in each semantic part and formulate its name.

For the effectiveness of teaching essays to high school students, the question is important on the classification of essays, which will help you navigate the selection of material and the method of presentation. There are various classifications of types and types of essays depending on the principles underlying them.

For example: the essays are divided by methodologists into 2 main groups: literary essays and essays based on personal impressions, life observations, and student experience. Essays on literary themes classified according to thematic and genre principles.

Thematic principle associated with the formulation of the topic, selection of material. O.Yu. Bogdanov: distinguishes the following types:

1. Essays about literary characters (individual, group, comparative characteristics), for example: “Pugachev through the eyes of Grinev.”

2. Essays based on the analysis of the work as a whole:

a) evaluation of the entire work: "Dubrovsky" by Pushkin as a romantic work";

b) consideration of problems: "Fate, fate and human will in Lermontov's novel";

c) analysis artistic form: « Compositional originality novel by M.A. Bulgakov "The Master and Margarita".

3. Analysis of individual episodes and parts of the work: “My favorite pages...”, “Gogol is a master artistic portrait» ;

4. Literary reviews: “Personality and the state in the literature of the 20th century”, “The theme of philistinism in the works of Chekhov and Zoshchenko”;

5. Reasoning and reflections on the relationship of literature to life: “Why Russian literature of the 19th century can be called the literature of questions”;

6. Research essays: “Is Bazarov a revolutionary?” “Is Molchalin funny or scary.”

If speak about genre classification, then traditionally there are 3 types: narration, description, reasoning. IN Lately other genres have emerged: essay - characterization, literary portrait, sketch, essay, review, review, review, essay, diary, letter, confession, interview, report, poem, etc.

It is clear that such genre varieties designed for the student's individuality.

Features of essays of various genres.

Essay-characteristic. One of the most common genres. It requires deep thought not only about the system of images, but also about the individual hero. The essay should be a reflection on his moral ideals, actions, actions, relationships with other people. It is necessary to trace the evolution of character in the plot development of the work, to highlight that individual, unique thing that characterizes the personality of this hero.

In this genre one can distinguish comparative characteristics and characteristics lyrical hero(for a poetic work): “Are you really in love with the smaller one? - And what? “I would choose another” (comparative description of the Larin sisters); " Women's images in Lermontov's novel "Hero of Our Time".

The essay is a literary portrait. One of the creative genres, it involves the free disclosure of a “portrait” of a person. The emotionality of the presentation of material in this genre intensifies. Here, the writer’s references to criticism and authoritative sources are not required. The author should not strive for strict consistency in revealing the portrait, but rather give his vision, understanding, and meaning of this person for himself, his life. For example: "Pushkin recent years"; “So what kind of person is this Pechorin?”; “I am of proletarian origin” (according to “ To a dog's heart"Bulgakov).

The essay is a sketch. An etude is a small work of a critical or other nature, dedicated to a particular issue. What could be a separate question for such an essay? For example: “Dance and song in the life of Natasha Rostova”, “What does the “science of tender passion” mean based on Pushkin’s novel “Eugene Onegin”, “Lermontov’s First and Last Love”; "My Pushkin"; “And he, rebellious...” (about Lermontov).

The essay should become a lyrical monologue of the writer about that significant thing that makes up the essence of the picture, event, reflection.

Essay essay. An essay of small volume and free composition, containing individual impressions and considerations on a specific issue and obviously not claiming to be a definite and exhaustive interpretation of the subject. An essay involves a new, subjectively colored word about something. The style is characterized by imagery, aphorism and an emphasis on conversational intonation and vocabulary. For example: “I’m reading V. Nabokov...”; " Eternal Dostoevsky"; “Favorite writer of our generation”; “Russian classics on stage and in cinema”.

The argumentation system is based on the reader's personal experience, taste and preferences. Literary heroes are usually viewed as human characters, types; an assessment is given from moral and ethical positions, and the relationships of the characters. The output reflects life position the author of the essay, his personal qualities, attitude to certain aspects of life, which are embodied in a literary work.

Essay – review. A detailed critical judgment about a work of art, based on analysis work of art in the unity of its content and form in order to give a reasoned interpretation and assessment of the ideological and artistic originality of the work.

In the review, it is not the emotional-subjective, but an objective assessment that predominates. The reader acts as a critic and researcher. The subject of the study is the work as a literary text, the poetics of the author, his position and means of expression (problematics, conflict, plot-compositional originality, system of images, etc.).

The review does not pretend to be a complete study; it should reveal the most striking and significant aspects of the work, its features. The style of a review can be journalistic, polemical in nature, or it can gravitate towards the genre of a literary criticism article. For example: “I read Dostoevsky’s novel “The Idiot”;

Essay – review. Here it is appropriate to refer to various works of one or more writers or poets, and a brief commentary on them. For example: “What new will Moscow show me?” (review of “Woe from Wit”); “Their main theme is the theme of the Motherland (based on the works of A. Blok, S. Yesenin, V. Mayakovsky)”;

Essay - essay. A distinctive feature is the journalistic nature of the presentation, i.e. appeal to the reader with thoughts about his experiences, feelings caused by the work he read. An essay presupposes a deep knowledge of factual material and requires the art of revealing a topic in dynamics (whether it is a story about a hero, an event or a phenomenon). The essay should lead the reader to a conclusion about the social significance of what is described in it. For example: “Why do Gogol’s heroes seem like familiar strangers to us?”

Essay – diary. This is one of those genres that helps the teacher see inner world student. The diary, as a literary form of expressing thoughts, should be based on personal observations of what was seen, reflections on what was read, and judgments about the writer’s work. A large place is given to creative imagination and imagination. The composition of the diary is dominated by fragmentary entries dated a certain date, month, year, inserted episodes, meetings with people (characters of books), reflections on events and facts. The author of the essay is required to comply with the compositional features of the diary, as well as sincerity when presenting the material.

For example: “The best moments in the life of Andrei Bolkonsky”;

Essay – travel notes. The life of some writers and poets is full of impressions from their stay in various parts of Russia; There are also works of art whose composition is related to travel. An essay in this genre includes elements of a description of the area, the author’s reasoning about “what he saw at the stations (stops)” along the route, lyrical digressions writing an essay as an appeal to the reader, portrait sketches, impressions, even dialogues with those whom he met along the way. For example: “I looked around me...” (based on “Journey from St. Petersburg to Moscow” by A. Radishchev); "Following Chichikov to dead souls"(based on Gogol's poem "Dead Souls"); "Sakhalin Island" by Chekhov.

An essay is a letter. This is an appeal to one or a group of people. It may include a recommendation about something read (a letter to a friend), express a request or advice in resolving some problems. It could be a deep reflection on the fate of some hero through the perception of those who know him (Arkady’s letter to his father about his meeting with Bazarov and his attitude towards him, about the perception of nihilism in general).

A prerequisite is to write down the address, address the addressee, and sign the writer with words of farewell.

Essay – interview. Develops the art of communication. The author of the essay must clearly know what he will write about (what questions to ask and what to answer), be able to use dialogical speech, and deeply know the problem that he highlights in the interview essay. Such an essay presupposes the student’s fluency in the topic of conversation, a deep immersion in the creative laboratory of the writer - the author of the essay is responsible for everyone giving interviews.

The essay is a report. A story from the scene. The author of the essay himself is a witness, he must see and hear everything himself, personally meet with the direct participants in the event; draw a visible picture of reality, reproduce what is happening with all clarity, so that the reader can vividly and figuratively imagine it. Always emotionally clearly expressed and conveys intonations oral speech. For example: “Two duels (“Eugene Onegin” and “Hero of Our Time”)

The essay is a confession. The narration follows the author in the first person, so the essay logically builds the hero’s entire life in an artistic manner close to the author’s. Talking about his life, the hero reflects on many things, and in these reflections all the problems of the work should take place.

If a student writes on a free topic, then confession is a cry from his soul, frank, sincere, deep.

For example: “I killed myself, not the old woman...” (according to “Crime and Punishment”); “Confession of Margarita” (based on Bulgakov’s novel “The Master and Margarita”;

Requirements, essay evaluation criteria.

Requirements for a student essay:

1. Correspondence of the content of the essay to the given topic.

3. Evidence of the expressed thoughts, reasoning of the defended provisions.

4. Logicality and consistency in the presentation of the material: the ability to put forward an assumption, develop an idea, draw a conclusion, and give reasons for it.

5. Independence in approach to the topic.

6. Unity of presentation style, clarity, accuracy, accessibility, figurative language of the essay.

7. Accuracy in the use of epigraphs and quotes, active use of literary and factual material.

8. Rational combination of material of a work of art, literary criticism with the author’s own reasoning.

9. Absence of factual errors and inaccuracies.

10. Correct use of words, grammatical and stylistic literacy, compliance with the norms of the literary language.

Common mistakes when writing an essay:

1. Incomplete or incorrect topic disclosure:

Superficial disclosure of the topic,

Its unjustified expansion, narrowing,

One-way opening

Misunderstanding of the topic

Appeal to facts not related to the topic.

2. False idea essays; incorrect assessment of the author's position, idea (meaning) of a work of art; lack of a clearly formulated idea.

3. Violation of logic and consistency in the presentation of the material.

4. Weak argumentation of your reasoning.

5. Substitution of analysis with a retelling of an artistic or critical text.

6. Disproportionality of the composition, absence of individual parts of the composition.

7. Factual errors, distortion of quoted material; poor knowledge of factual material.

8. Insufficient and inappropriate citation.

9. Lack of conclusions and generalizations.

10. Spelling, stylistic, punctuation errors. Poverty of vocabulary.

Essay evaluation criteria:

Rating "5" awarded for an essay that deeply and cogently reveals the topic, demonstrating excellent knowledge of the text of the literary work and what is necessary to reveal the topic additional materials, constructed logically and consistently from a point of view of presenting thoughts, written in accordance with the norms of literary language and designed in a style appropriate to the chosen topic. Citation must be comprehensive and relevant. There are no actual errors. The presence of 1-2 speech defects is allowed.

Rating "4" awarded for an essay that sufficiently fully reveals the topic, reveals a good knowledge of literary material, is well constructed compositionally, logically and consistently in presentation, written in accordance with the norms of the literary language and designed in a style appropriate to the chosen topic. Quotations must be complete and correct. There may be minor irregularities in the sequence of presentation of thoughts. 1-2 inaccuracies in content, no more than 2 speech defects and 2 spelling, punctuation or stylistic errors are allowed.

Rating "3" awarded to an essay that reveals the topic as a whole, but at the same time reveals incompleteness, one-sidedness of its disclosure or some deviations from the topic, as well as inaccuracies in the presentation of factual material. There may be insufficient citation and weak argumentation. The vocabulary is poor and lacks variety, and speech is not expressive enough. No more than 4 spelling, 4 punctuation and 3-4 stylistic errors are allowed. Speech impediments are also taken into account.

Rating "2" awarded for an essay in which the topic is not disclosed or does not correspond to that stated in the title; ignorance of the literary text and additional critical material is revealed. The basis of the essay is retelling, not analysis. The sequence of presentation of thoughts is disrupted. There are many factual inaccuracies. The essay was written without observing the norms of literary language, using poor vocabulary and simplified syntax. An essay that contains more than 8-9 spelling and punctuation errors, even if the topic is covered, is graded “2”.

If two or more identical papers are found in the written examination, all of them are graded “2”.

Literature:

1. Karnaukh N.L. Written works on literature. 9-11 grades – M., 2003.

2. Methods of teaching literature / Ed. O.Yu. Bogdanova. – M., 1999.

3. Methodological instructions for the optional course “Theory and practice of essays of different genres” (7-8 grades) / Comp. T.A. Ladyzhenskaya and T.S. Zepalova. – M., 1977.

4. Meshcheryakova M.I. Essay: Secrets of success. – M., 2000.

5. Nikolsky V.A. Methods of teaching literature in high school. – M., 1971.

6. Rybnikova M.A. Essays on the method of literary reading. – M., 1985.

Today there are various classifications school essays. Essays are classified:

By learning objectives:

– educational;

- control.

By location:

– cool;

– domestic;

- cool and homely.

According to the form of presentation of the material:

– written;

– oral.

By genre literary creativity:

– essays in the genres of fiction;

– essays in literary critical genres;

– essays in the genres of scientific research literature;

– essays in the genres of journalism.

Let us dwell on the genre classification of school essays in more detail. First, we will give a detailed classification in the form of a table, and then consider the methodology for teaching the most common genres of essays.

Methods of teaching essays in genres of fiction. Methods of teaching essays in different genres complex and requires a lot of effort from students. Children must learn to think through topics, find key words in a topic, compare facts, and be able to reason. The main methods of work are drawing up a plan, discussing pre-prepared plans, choosing an essay genre, selecting epigraphs, text material, writing draft essays, etc. The stages of teaching essays in the genres of fiction are similar, but preparing for such essays is quite complex and has some features. Let us dwell on the methodology for teaching writing some essays in the genres of fiction. So, when meeting with fairy tale , students learn the definition of “fairy tale”; get acquainted with the types of fairy tales, their features, compositional and linguistic features, as well as the main characters. Use the following exercises: continue the tale; come up with the beginning (end) of a fairy tale; choose epithets for this or that hero; use of a fairy-tale character in the lesson; what type of fairy tale does this belong to, etc. When working on composing a fairy tale, students:

1) choose the theme and title of the fairy tale;

2) determine the type of fairy tale;

3) come up with current characters, their characters, plot;

4) think about the compositional parts;

5) directly write a fairy tale;

6) read it aloud.

When working with story students get acquainted with genre characteristics, the composition of the story, title the story, learn to detect compositional features in the text, restore the text, analyze the linguistic features of the story, and then create stories of various types according to the following scheme:

1) inventing a plot and characters;

2) thinking through the composition;

3) choice of speech type;

4) determine the place of dialogues and monologues, portrait characteristics, landscape;

5) drawing up a plan;

6) writing a story.

In 6th grade, children get an idea of ​​the genre fables , assimilate the concept of “allegory”, identify typical heroes of the fable. You can use the following exercises: write the ending of the fable, characterize this or that animal, identify the moral of the fable, name the linguistic features of the fable. The teaching method for writing a fable may contain the following stages of work and tasks:

1) formulate the main idea of ​​the fable, a conclusion reflecting the moral;

2) come up with the heroes of the fable and their actions;

3) identify the compositional parts;

4) think over the language of the fable: use colloquial words and words expressing the author’s attitude, as well as onomatopoeia;

5) write a fable.

The greatest difficulty is in writing in the genre poems , where students try to express their thoughts and feelings, observing meter and rhymes, which is very unusual for them. Children come up with titles for poems, select rhymes, complete poems, etc. When writing a poem, you can ask students to choose the theme of the poem, the title; choose reference words, epithets and others language means; think over rhyme and meter; make rough sketches; correct them; write a white version.

It helps to trace the dynamics of the hero’s thoughts and feelings diary of a literary hero , which children are trying to compose in 6th grade using the example of Alyosha from M. Gorky’s “Childhood” according to the following teacher assignments:

1) pay attention to vivid episodes from the hero’s life;

2) show the possible beginning of a diary entry;

3) introspection: what does the hero notice about himself?

4) self-esteem and self-analysis: how does one evaluate one’s behavior?

5) self-improvement: what is being done to correct it?

Let us also dwell on a frequently encountered genre of essays - a literary critical article and less common ones - a sketch, an essay, a report, an interview. Then we will define such genres as review, review, abstract, report.

Essays in the genre literary critical article thematically can be:

– reasoning on a historical or theoretical literary topic;

– characteristics of the hero;

– comparative characteristics of the heroes;

– group characteristics of the heroes;

– reasoning about general issues or one of the leading themes of the work;

– generalizing reasoning based on several works.

Reasoning is the presentation, clarification and confirmation of any thought. The structure of the argument can be represented as following formula: Reasoning = thesis (judgment, main idea of ​​an essay) + evidence (thesis + arguments, theses + arguments...) + conclusions.

The main part of the argument is the proof. However, this can be not only proof, but also refutation, proof and refutation together, simple motivation (i.e. simple division of the whole into parts). It is the proof that is used most often. Proof is the establishment of the truth of a proposition with the help of other propositions, the truth of which has been proven before, or so obvious that it does not require proof. The proof can be constructed deductively: thesis + argument, and inductively: argument + thesis.

An important point For the writer of an essay, it is about understanding the topic. Essay topics according to the wording can be reduced to three types:

– topic-judgment (the wording directly expresses the idea of ​​reasoning (“Silent people are blissful in the world!”);

– topic-question (“What is your opinion about Molchalin?”);

– theme-concept (“The Image of Molchalin in Comedy”).

Reasoning on a historical or theoretical literary topic is quite difficult for students, because require the ability to reason about a work at the level of generalization, comprehending the genre, composition, and belonging to a particular literary movement.

Characteristics of a literary hero are the most common type of literary critical article. In the proof we use the components of the hero’s characteristics: portrait, speech, landscape, relationships with other characters, actions, etc. This analysis ends with a brief description of the hero, the purpose of which is to collect all the qualities of the hero together. Thus, the author of the essay follows an inductive path, relying on a literary text, he reveals the character traits of the hero.

Comparative characteristics heroes requires the ability to compare based on similarities and differences, taking into account the individual character traits of each of the heroes. The starting position of any comparison must be the point of view from which the objects being compared are viewed. This general point of view is called the basis of comparison. If it is impossible to find a basis for comparison, then it is impossible to compare. The main part of the comparison essay consists of two parts: features of similarity and features of difference. Such work requires knowledge of the text and the ability to use synonyms and antonyms.

A literary critical article, which is a group description of heroes, is also a fairly commonly used type of essay. It is easiest to create a group characteristic based on individual ones. The main logical operations of reasoning are abstraction and generalization.

The procedure for working on group characteristics is as follows: :

1. Selection of material for discussion (name all the characters who will be included in the description);

2. Determine the content of the topic (the main question of the topic, abstraction and generalization, answer to the question of the topic, wording main idea). Arguments are selected through a process of abstraction and generalization.

Determining the content of a group characteristic is much more difficult than ordinary evidence. Before giving an exact answer to the question of the topic, it is necessary to remember each hero (from those selected for group characteristics) in the entirety of his character traits, actions, etc.; then select (distract) from these individual characteristics only what is common to all, and combine (generalize) the traits, properties, characteristics of each hero into one characteristic. Based on it, you can give a direct answer to the question of the topic, and from it formulate the main idea (thesis) of the argument; the arguments will be those common features that we identified in the process of abstraction and generalization. In the process of generalization, all private, individual character traits are discarded, and those that make him similar to other characters are revealed. However, it is necessary to show those individual forms in which this or that common feature manifests itself in each of the heroes.

Reasoning about general problems or one of the central themes of a work requires the ability to comprehend the work at the level of its problems, identify the author’s position, express and argue one’s own opinion, and generalizing reasoning across several works requires comprehension literary works in the context of the work of one writer or different writers.

Review- this is an opinion about what you read, this is the impression that remains after reading the work, it notes the author’s idea, highlights the main characters, and evaluates their actions. Reviews, as a rule, lack a detailed analysis of the work.

The genre and style boundaries of the review are difficult to determine. The review can be written in the form of a letter to a friend, to the author of a book, in the form of a note in a newspaper, etc. The person writing the review determines the style and genre form. According to the method of presentation, reviews are a discussion about a book read, a performance watched, a movie, etc., where elements of description (portrait, landscape, etc.) and narration (plot) are used.

If you write an essay not of your own free will, but on the instructions of a teacher, he will definitely evaluate it (for information on how to write an essay correctly, read the article “Rules for Writing Essays”). Of course, you want to get the highest score, and for this you need to know by what criteria it will be checked. Our authors, who write such works every day, know all this very well. We provide quality guarantees and vouch for them, as we personally select and accredit them. In addition, the customers themselves leave reviews about the work of the authors, which form the basis of the rating. So you can, based on it, choose your own personal specialist.

In any case, we invite you to get acquainted with some of the criteria that teachers rely on when checking essays.

1. The degree of comprehension of theoretical material

• clarity of the concepts under consideration, their completeness;
• availability of relevant examples;
• all concepts must be strictly on topic;
• moderate emotionality (do not turn essays into diary entries)

2. Analytical part of the essay

• a competent analysis of the problem is carried out;
• analysis techniques are varied (comparison, generalization, etc.) and used correctly;
• there is a different, alternative point of view on the problem;
• there is a personal attitude to the problem.

3. Logic of judgments

• a logical connection between theses is traced;
• the evidence clearly follows from the judgments;
• the presentation is clear and precise;
• the entire essay must be in the same style.

Your work must be unique. Try to find a detail in the problem that no one noticed. Then such work will definitely interest the teacher, and he will be much more loyal when evaluating your essay. You can read more about this in the article “How to write an essay?”

After you have written your paper, do a short exercise. Count how many words each individual paragraph contains. And sign them with the letters “K” (short), “S” (medium), “D” (long).

“K” - up to 20 words;

“C” - from 20 to 40 words;

"D" - more than 40 words.

The most advantageous option would be something like this: S K S D S K. With this structure of presentation, the narrative becomes the most dynamic. An incorrect essay would look, for example, like this: K K K S D D D.