Typical mistakes made by students on the Unified State Exam in Russian. Typical mistakes in the Unified State Examination in Russian Typical mistakes in the Unified State Examination in Russian

Main period passing the Unified State Exam has come to an end. The results of the first exams are already available. The author of the Telegram channel “Non-Foreign Russian”, Russian language tutor Daniil Lyakhovich talks about typical grammatical and speech errors.

Errors in agreement between subject and predicate

Let's start with grammatical errors. There are a lot of them even in strong graduate works, which is why the guys lose precious points.

One of the most common mistakes is a violation of agreement between the subject and the predicate. Simply put, the main parts of a sentence appear in different forms, and confusion arises. So, one of my students wrote on the exam: “Many people die and suffer in war.” Here there is a violation of agreement: the subject is expressed by the phrase “many people” (for the set itself does not mean anything, just like the form “people” without the word “many”), accordingly, the predicates must be in the singular.

Errors in management in different parts of speech

Expressions like “My brother and I laughed at this act” or “Scientists have studied and talked about the behavior of people in war” reveal graduates’ ignorance of management standards. After all, you can laugh at something, but you can explore something, so mixing different verbs with different controls under the guise of homogeneous members is a rather gross mistake. By the way, the tendency for verb control exists in other languages ​​as well. For example, in French Russian cases correspond to certain prepositions, all this also organizes our speech.

The same can be said about “they were laughed at.” Yes, in colloquial speech many are accustomed to saying “miss us” and “call us when you arrive,” although from the point of view of literary language these expressions have not yet become the norm. So it’s better to write “miss you” and “call me when you arrive.” It is useful to check Russian language reference books on the eve of the exam, for example, T.V. Shklyarova’s manual for applicants, in order to avoid unnecessary mistakes.

Errors in the construction of complex sentences

Quite often, graduates construct complex sentences incorrectly, which leads to funny incidents. For example, “the author also shows a nurse who lost a leg he didn’t want during the war” (spelling and punctuation preserved). It is very sad to think that a person may not want to have a leg, but not wanting war is a completely reasonable desire.

In order to avoid such mistakes, you should carefully read the meaning of the written phrases. Look at them with peripheral vision, from an expert’s point of view. When the absurdity becomes clear, you will involuntarily laugh, this will be a signal that the proposal needs to be revised.

Violation of lexical compatibility of words

Now let's move on to speech errors. There are also a great many of them in final works. Some of them are funny and some are not so funny.

According to my observations, perhaps the most common mistake is a violation of the lexical compatibility of words. It seems that the phrase is constructed correctly, and there is a meaning in it, but certain phrases still cause laughter, and sometimes even bitterness. “The film describes the heroic defense of the fortress and the difficult life of its walls.” There can hardly be any life near the walls, because they are not people or even plants. Therefore, it would be much more elegant to write “the difficult life of people during the defense of the Brest Fortress.”

Only the ability to edit your own texts will help here. Of course, if you read the books by Nor Gal “The Living and the Dead Word” and Korney Chukovsky “Alive as Life”, it will be even better. But even without this fascinating reading, you can look at the phrase through the eyes of another person and think what’s wrong with it. For those who have developed imaginative thinking, visualizing the content of the sentence will help: draw the walls of the fortress and think if they can have life.

Unjustified repetitions of words

Notable trend recent years in the works of schoolchildren - abuse the word “describes”. The war is described, the situation is described, fate is described. As if there are no other, more elegant and meaningful words in the Russian language. I think the root of the problem is the lack of skill in working with dictionaries. A dictionary of synonyms will help here: for this it is not necessary to borrow a weighty volume from the library; you can use the “word check” service on the Gramota.ru website or find Gorbachevich’s dictionary on the Internet. It's not difficult, but useful.

Another similar scourge is the word “also”. Not only do guys often make mistakes in spelling the word itself, but they also start almost a third of the sentences in their essays with it. Venerable philologists told me that starting a sentence with the word “also” is bad form. Indeed, in the Russian language there are a lot of synonyms for it: “in addition”, “and”, “I will note that”, etc. Use them, and save “also” for complex sentences or homogeneous members.

Pleonasms

“Yesterday the first premiere of the play took place,” “It’s still cold in March,” “Mom gave me a souvenir” - all these examples reflect such an unusual phenomenon in language as pleonasm, in other words, speech redundancy. Yes, we choose different words, but they have the same meaning. The philosopher William of Occam called for not multiplying entities; this principle also works fully in language. Don't mention the same concept twice in different words. There is even a special task on this topic in the Unified State Exam in Russian - No. 20.

To avoid pleonasms, ask yourself simple questions: “March is the month of the year?”, “Can a souvenir be not memorable, but everyday?”, “Is there a tenth premiere of the same production?”, “Can there be an autobiography not mine, and someone else’s?” The answers will reveal to you the secret of the logic of language and the absurdity of such phrases.

Inaccurate choice of words, error in the use of paronyms

“The United States refuses Russia’s offer to help Syria, as this builds trust between the countries.” You can set up a program, but not a relationship. They can be upset, but then the word “confiding” is completely out of place. And if we want to talk about improving relationships, then we can use the words “strengthens”, “helps to build” and others. Sometimes a seemingly insignificant prefix completely changes the meaning of a word.

Many paronyms are based on this - words that are similar in sound and spelling, but different in meaning. Compare “to fence off an area” and “to fence off an area from another area.” The difference is only one letter, but the meaning has changed significantly.

Paronyms are one of the most difficult topics in the Russian language school course. The thing is that it does not have a system of rules and algorithms that can be used, as is often possible in other sections of the language. Only long and not always pleasant work with a dictionary of paronyms will help here. It is useful to remember the contexts in which words are used; you can draw speech situations and label the words that go with them. This technique can make it easier to understand.

I wish all graduates who have already passed the Unified State Examination in the Russian language good luck in entering their desired universities, and I wish future applicants the success of preparing for the exam and not making the mistakes of their predecessors!

Tautology, bureaucracy and gigantic proposals

“In this text, the author raises the problem of mercy. He means the following...” Never start your answer to the Unified State Exam this way if you don’t want to lose points. Officialism, tautology, vernacular - the problem of modern schoolchildren. Literature teacher and author of the telegram channel “Non-Foreign Russian” Daniil Lyakhovich talks about the most common mistakes made by schoolchildren on the Unified State Exam.

“I remember an incident that happened to me a couple of years ago,” “in his text, the author examines the problem using the example of his own situation...” - there are a lot of such examples in the essays of graduates. They have one thing in common - tautology, an unmotivated repetition of the same words. They don’t add any meaning, but you can lose points. In addition, it noticeably impoverishes your work, making it faded and inconspicuous. What is the point of writing an essay similar to thousands of others. Exactly.

Advice. Check your work before writing it on the exam paper. This will save you points and time for the experts. It is useful to re-read your text 10-15 minutes after writing to see repetitions and replace them with synonyms or pronouns. In the meantime, spend your evenings cuddling with Kirill Gorbachevich’s dictionary of synonyms.

“In this text, the author raises the problem of mercy. He means the following... It must be said that this problem is still relevant today.” Writing an essay as if it were a certificate from the military registration and enlistment office is a favorite technique for schoolchildren, but at the same time it is bad form. Even the management of the Moscow metro is already writing announcements in human language, not in bird language.

Advice. First, read Korney Chukovsky’s book “Alive as Life” and “The Living and Dead Word” by Nora Gal. Then conduct an experiment: write any phrase in the usual clerical language, and then try to say the same thing, but simpler and more understandable. The optimal sentence length in Russian is 6-7 words. For example, “in his text the author raises the problem of greed” sounds much simpler than “this text by Russian writer X addresses the problem of people not sharing their existing benefits with each other.”

“Some of our dreams can give us hope,” one of my students wrote in an essay. Everything seems to be competent and sensible, but you feel that not everything is in place. And it’s true that you can reassure someone, but dreams are not reassuring. This also includes blunders like “get a championship”, “get a victory”, “gain respect”.

Advice. Joseph Brodsky, during his lectures in the USA, could think about one word for 20 minutes. Of course, you won’t have this luxury during the exam, but saying the resulting phrase to yourself and thinking about its meaning is always useful. Perhaps you will see her from the outside and understand what is wrong with her. And it’s not far from correcting the mistake.

This type of error is the opposite of the previous one. If we use clerical words to appear smarter, then we use colloquial words to pass for our boyfriend. The phrase “Onegin was poking around in search of love” smacks of rudeness, and “Oblomov was lying on the couch all day long” - a lack of understanding of the speech situation. Both phrases can be formulated much more elegantly: “Onegin was in search of love,” and “Oblomov loved to spend time in his bed.”

Advice. Before you use such a word, think a hundred times: do you need it or not? Of course, at a rally you can call certain officials thieves and scoundrels, but is it worth doing this in an essay on which your future depends?

Is it possible to “illustrate true friendship”, “to look at communication from all sides”? It's hard to imagine, isn't it? In these examples, there is a substitution of concepts: it is obvious that you can consider the problem of communication, but not communication itself; you can give an example of friendship, but not illustrate it. There are many such mistakes in final papers.

Advice. Imagine the phrases as if they were used in direct meaning. What illustrations will you draw of friendship and how will you look at communication? It is quite natural that difficulties will arise. This is a signal that it would be nice to use a generic concept instead of a specific concept.

Many of my students and others like to write in phrases a la Leo Tolstoy. Apparently, this creates the illusion of self-importance. There is one problem with long sentences: they are difficult to read and it is easy to make a lot of mistakes in them. For example: “In Leo Tolstoy’s epic novel “War and Peace” we can observe an example of sincere and pure love between two heroes - Natasha Rostova and Pierre Bezukhov.” It sounds beautiful and pathetic, but in reality it is too overloaded with unnecessary words. If you write “We see an example of sincere love in Leo Tolstoy’s novel “War and Peace.” Natasha Rostova and Pierre Bezukhov love each other very much, create a strong family, raise children” - it will become easier and better.

Short phrases smack of colloquial speech and the inability to convert it into writing. Let’s say: “The problem of cruelty to animals comes up. It is relevant today. People continue to kill animals." The meaning is not bad, but you can add conjunctions and combine these parts into one sentence.

Advice. Count the number of words in an essay, or in individual sentences. Try not to start phrases with pronouns, do not overload the text with participial and adverbial phrases - these are not business papers. Isolations and many subordinate clauses starting with the word “which” are also a bad idea.

Paronyms are a traditionally difficult topic. If the words “diplomatic” and “diplomatic” make you panic, this is a reason to look at the dictionary of paronyms on the FIPI website and in the explanatory dictionary. There are also simply comical situations with paronyms: “Chichikov found an effective solution to his problems - buying up dead souls.” Of course, the dead are not bought up every day, so this is a spectacular business in its own way, but it would still be more accurate to use the word “effective.”

Advice. Frequently consult a dictionary of paronyms and explanatory dictionary, think about the meaning of the phrase.

Schoolchildren use vague words in their written work. “There Onegin fell in love with Tatiana,” although it would be much better to use “in the village.” "The author believes that this important question that we should value friendship. This is always relevant." Of course, from the context of the phrase the meaning is clear, but you shouldn’t overdo it with words like “this” or “there” - this only adds confusion to your text and confuses the expert. You may lose points for consistency of presentation. Do you need it?

Advice. Try to use synonyms rather than pronouns. Never start a paragraph with pronouns - it will immediately be unclear what is being said. Fewer pronominal adverbs, indicate time and place, even approximately. It's better than writing "there".

“Play meaning”, “It came out of the mouth”, “it poured out of the blue” - strange, right? All these are examples of contamination (mixing) of phraseological units. There is “play a role” and “have a meaning,” but for some reason we strive to swap the verbs in them and create an incomprehensible hydra. The result is a speech error and lost points.

Advice. Get to know phraseological dictionary Russian language, listen to the songs of Vysotsky and Bashlachev - there are a lot of split phraseological units. You will learn how not to write, and at the same time you will get acquainted with Russian culture.

Life analyzed the methodological recommendations for teachers prepared by the Federal Institute of Pedagogical Measurements (FIPI is developing the Unified State Exam. - Note Life) based on typical mistakes of USE participants in 2016, and identified 10 main problems of graduates in the state exam in the Russian language.

Spelling of unstressed vowels in word roots

For example: k...rzina, close...drink, in...st...bul

Despite the fact that children are taught to select words with the same root as early as primary school, the most common errors are related to the search for test words.

In order to avoid mistakes in a word whose spelling we are not sure of, we need to choose a word with the same root, in which the emphasis falls on

the letter being checked.

Words with untestable unstressed vowels need to be simply memorized like dictionary words. For example: lobby, opportunity, cannonade.

Spelling "n" and "nn" in different parts speeches

For example: wooden (n/nn) chair, leather (n/nn) bag, knitted (n/nn) sweater from grandma

This is a completely natural problem, because the rules according to which a consonant must be doubled or not are different for each part of speech. That is, you need to memorize a lot.

One "n" is written:

• in nouns, formed from the stem of an adjective with one “n”: youth, spices, oilman
• V adjectives formed from nouns using suffixes -in-, -an-, -yan-:dove, leather, silver
• in verbal adjectives:washed, fried, bleached
• in short participles:named, mastered
• in adverbs formed from words with one “n”:confused (confused), wonderful (wonderful), terrible (terrible)

"nn" is written:

• in nouns, formed from the stem of an adjective with “nn”: student, contemporary
• in nouns, in which the root of the word ends in “n” and the suffix begins with “n”: raspberry, vigilante, belfry
• in adjectives, formed from nouns or adjectives using the suffixes -onn-, -enn: revolutionary, straw, domestic (exception: windy)
• in adjectives with -ovanny, -evanny, -evanny:privileged, arrested, uprooted
• in adjectives, formed from nouns with a stem ending in "n" and by adding the suffix -n- : long, autumn, tower
• in complete passive past participles: bought, offended, cut off
• in adverbs formed from words with “nn”:accidentally (unintentional), unheard of (unheard of), excitedly (excited).

Punctuation in complex sentence With different types connections

For example, you need to place commas in the following task:

White birds (similar to albatrosses) flew (over) the water surface (in which) when (night) came (it) was reflected (as if) the white moon was (wrapped in a mortal shroud).

Many schoolchildren have a predilection for the random and endless placement of commas: in a fabulous way, the subject is separated from the circumstance, and the object turns out to be connected with another grammatical basis. But in the Unified State Examination there are no sentences with copyright marks; even an inconsistent definition is rare.

If you do not have innate literacy, then learn the rules or

Consider the grammatical basics and think about the meaning! This is especially true for solving task No. 19 (it has the most difficult punctuation).

Re-read the sentence twice: as a rule, destruction lies in placing signs at the junction of two conjunctions (coordinating and subordinating).

You need to understand which sentence within one large sentence the conjunctions belong to.

For example:

I was surprised that whenever you called, he was not at home.

Highlight main idea, discard the circumstances, the description of what is happening:

I was surprised that he was not at home -

The conjunction “that” refers to “he is not at home,” and “whenever you call” can be thrown out, because we will not lose the author’s key idea. And if you can throw out part of a sentence, then it needs to be separated by commas.

Schoolchildren cannot always determine what type of speech is in front of them: narration, reasoning or description

Test takers are presented with a passage from a text and must understand what the passage is trying to do.

In the Unified State Exam, this is task No. 21. Schoolchildren, not finding argumentation or conclusion (inherent in reasoning), confuse the latter type of speech, for example, with narration. However, you need to remember that:

Narration- the author talks about something, and in a certain sequence. As a rule, such texts contain actions and processes. They are narrated using (often a large number) of adverbial phrases and verbs. The reader is presented with a “set” of facts.

Reasoning- the author is trying to prove something, explain (to himself or the reader) or simply reflect on some problem. You need to find a thesis (statement), argumentation and conclusion in the text. Or at least two such components.

Description- with its help, the author wants the reader to have an idea about a specific event, subject, process, etc. There will be no third-party distractions from what is being described, and the speech will most likely contain many definitions expressed by adjectives or, for example, participles.

Schoolchildren are poor at identifying how one sentence is connected to another

In the exam version, this is task No. 23. You need to find a sentence that is related to the previous one using a pronoun, lexical repetition, word forms, or, for example, a preposition with a pronoun

For example, in this task you need to determine which sentence is related to the previous one using lexical repetition:

8) Maybe that’s why Berg wasn’t good at landscapes. (9) He preferred a portrait, a poster. (10) He tried to find the style of his time, but these attempts were full of failures and ambiguities. (11) One day Berg received a letter from the artist Yartsev. (12) He called him to come to the Murom forests, where he spent the summer.

(13) August was hot and windless. (14) Yartsev lived far from a deserted station, in the forest, on the shore of a deep lake with black water. (15) He rented a hut from a forester. (16) Berg was driven to the lake by the forester’s son Vanya Zotov, a stooped and shy boy. (17) Berg lived on the lake for about a month. (18) He was not going to work and did not take oil paints with him.

Only sentences 10 and 9 are linked by lexical repetition, namely the repeated pronoun "he".

Sentences 14 and 15 are connected using the personal pronoun “he” (there is no stylistic figure - lexical repetition); sentences 15 and 16 - using forms of the word “forester”; 16 and 17 - forms of the words “on the lake - to the lake”, “Berga - Berg”; 18 with the previous one - the personal pronoun “he”.

According to FIPI experts, difficulties in completing such a task arise for graduates when you need to distinguish between word form and lexical repetition.

In this case, the examinee needs to pay attention to the fact that the word (in the case of lexical repetition) is used again, since it fulfills special stylistic task.

Schoolchildren have a hard time remembering what are: metaphors, gradations, contextual antonyms

Unfortunately, graduates either confuse means of artistic expression that cannot be “identified” by parts of speech (for example, personification or epithets) or are simply not taught. And all because some paths are rare, and therefore “maybe” works

Despite the fact that the lion's share of the means of artistic expression can be seen only in a literature exam, you still need to know what metaphors, parcellation, gradation, hyperbole or, for example, litotes are. Yes, it’s rare to come across “night street lamp pharmacy”, but there are risks. Not to mention the “hidden comparison” (metaphor), which in most cases is offered in the answer options... True, most often it is not there.

"Bad" expression of one's own opinion. And the lack of arguments for it from the text read

After you have determined what problem the author raises in the text, you need to comment on it and also tell why the question seems important to you. And, according to the rules of 2016, you must base your argumentation on the proposed fragment of the work

According to the analytics of FIPI experts, the new requirements (including “the presence of examples from the read text that are important for understanding the problem”, “a commentary on the problem based on the source text”) led to the fact that the essay assignment (K2, commentary on the problem) was completed correctly only 64% of graduates (in 2015 - 87%).

Not everyone remembers the new requirements, but what’s even more important is that they rarely teach how to quote correctly in school. You need to be able not only to write sentences with direct and indirect speech, but also to logically weave the author’s text into your own.

The “quoted” part is taken directly from the text, that is, we supplement our words with excerpts from the exam material.

Schoolchildren do not notice spelling and speech errors in their essays because they are “trained” to look for them in test tasks

As FIPI specialists emphasize, all examinees (regardless of their results) are characterized by an insufficient level of practical literacy. The results of the essay showed that graduates distinguish one spelling from another, group words according to these rules, acting according to their own algorithm. However, certain groups of schoolchildren cope with such tasks only under the conditions of a given task, a test: as soon as the Unified State Exam participants find themselves in the conditions of independent writing, this knowledge remains unclaimed.

You can wear a marsh-colored dress, but only the area, land, soil can be marshy, since the meaning of the adjective “swampy” is close to “marsh” (meaning that the territory is marshy, like in a swamp).

To cope with such a task, you need (if you do not have a special ear for grammar) to memorize paronymic pairs. There are a lot of them, but there are the most popular ones that are most likely to appear in the Unified State Examination.

Including: swampy - swampy, addressee - addressee, dress - put on, ignorant - ignorant, lucky - successful, distinguish - distinguish, grateful - grateful, everyday - everyday, bone - bone, stone - rocky, neighboring - neighborly.

Spelling unpronounceable consonants in word roots

For example: forest, smell, dangerous

Average general education

Russian language

Unified State Exam in Russian: typical mistakes

In 2018, the state exam in the Russian language was held symbolically on A.S.’s birthday. Pushkin. What typical mistakes graduates made on the Unified State Examination in the Russian language can be said now, based on an analysis of the performance of previous years’ work. As a rule, the most difficult tasks are No. 19, No. 22 and No. 24, as well as an essay. Our regular speaker, teacher of Russian language and literature Tatyana Zakharova, spoke about how to prevent common mistakes students make when preparing for an exam.

Task 19

Punctuation marks in a complex sentence with different types of connections.

Task from the 2018 demo:

Place punctuation marks: indicate the number(s) in whose place(s) there should be a comma(s) in the sentence.

Foggy masses rose across the night sky (1) and (2) when the last starlight was absorbed (3) the blind wind, covering its face with its sleeves, swept low along the empty street (4) and then flew up onto the roofs of houses.

All numbers can be written down in response - as in this case. This means that there are no conditions that prevent the placement of commas: there are no homogeneous members or homogeneous subordinate clauses connected by the conjunction “and”, there is no interference on the right (requiring inaction by analogy with the rules traffic). Most often, graduates make mistakes related to the conjunction “and”.

Training method: The teacher prepares cards with sentences that, in his opinion, are suitable, and fills out punctuationally difficult passages with numbers. Students, each on their own card, mark where they should or should not put commas.

Self-control technique for students: emphasizing grammatical basics.

Example sentence for training:

Forest rangers are called upon to prevent forest fires (1) but (2) if a large amount of dead wood accumulates in the forest (3) then the rangers themselves intentionally start small artificial fires (4) to reduce the likelihood of spontaneous fires in the future.

The manual is a generalized presentation in tables of all the basic rules of Russian spelling and punctuation. With the help of this manual, competent writing skills are developed automatically as a result involuntary memorization rules The book is intended for students high school and Russian language teachers who can use it in the classroom as visual material.

Task 22

Basic difficulty level, 1 point

Content element to be checked: Functional and semantic types of speech.

Text assignment. The examinee is required to determine which judgments are correct and which are incorrect. For example: “Sentence 4 indicates a consequence of what is said in sentence 3”, “Sentences 15-18 contain elements of description”, “Sentences 32-34 present reasoning”, etc. Recently, schoolchildren have become better at identifying types of speech, but children cannot always correctly interpret the wording in the answer options, which is why mistakes are still made in this task.

Training method: analysis of specific examples of language drying.

Example 1

Text fragment: (7)Duel! (8) Only this discharge of murderous force could quickly restore moral balance. (9) The scoundrel knew that his meanness could be punished not by a fine in a year by a court verdict, but tonight. (10) Tomorrow morning at the latest. (11) The vulgar man did not say ambiguities out loud, fearing immediate retribution. (12) Gossip was forced to be careful.

Statement for analysis: Propositions 9-12 confirm the judgment expressed in sentences 7-8.

Hint: Between the given sentences you can put “And indeed,...”

Example 2

Text fragment: (11) Of course, I remembered Savrasov: rooks, spring, there is still snow, and the trees have woken up. (12) And in general I remembered what happens around us and what happens inside our souls when the Russian spring comes and the rooks and starlings fly in. (13) You can’t describe it.

Statement for analysis: Proposition 13 contains a conclusion from what is said in sentences 11–12.

Hint: It would be illogical to put “Therefore...” before sentence 13, as before a conclusion.

The reference book is intended to prepare high school graduates for the Unified State Exam (USE) in the Russian language. The publication contains theoretical material on all sections of the school course of the Russian language in grades 6-11, recommendations for completing tasks of parts of all types of parts 1 and 2 of the examination paper. The practical part includes samples of test tasks that are close in volume, structure and selected material to the control measurement materials of the unified state exam. The answers to the test tasks are given at the end of the manual.

Task 24

High level of difficulty, 1 point

Content element to be checked: Means of connecting sentences in the text.

Text assignment. Examples: “Among sentences 64–72, find one(s) that is related to the previous one using a collective numeral.” " Among sentences 1–7, find one(s) that is related to the previous one using a possessive pronoun " It is not specified how many correct answers there should be, which creates additional difficulties - the associated errors reflect a lack of knowledge.

Clue: The connection between two sentences is carried out by some two words. In this case, one of the words is in the subsequent sentence, and the other is in the previous one.

Common mistakes in this task:

Selecting a sentence in which a pronoun replaces a noun in the same sentence.

Definition of the pronoun “I” as a means of communication.

Defining the pronoun “him” as personal when it is possessive, and vice versa.

Example of a training task:

Among sentences 15–19, find the one(s) that is related to the previous one using a personal pronoun. Write the number(s) of this sentence(s).

Text fragment: (15) Burn this letter, you alone in the whole world can tell me about this,” Varya turned the page. (16) The incident happened in a Russian village, which our unit passed through in retreat. (17) I was the last in the company... and maybe the last in the entire army. (18) In front of us on the road stood a local girl of about nine years old, just a child, apparently taught at school to love the Red Army... (19) Of course, she did not really understand the strategic situation.

Unified State Exam 2018. Russian language (60×84/8) 10 practice versions of exam papers to prepare for the unified state exam

The benefit is intended for high school graduates and applicants. It contains practical training materials that provide high-quality preparation for the Unified State Exam in the Russian language. The manual includes 10 versions of examination papers compiled in accordance with Unified State Exam requirements. 250 tasks of all types and levels of difficulty provide an excellent opportunity to master the skills necessary for successful completion final certification. At the end of the book there are answers for self-testing to all tasks of part 1 and criteria for assessing tasks with a detailed answer to part 2. The materials in the manual can be used by teachers educational organizations to conduct repetition lessons and control of knowledge, skills and abilities on all topics of the Russian language course included in the control measuring materials for the Unified State Examination.

Composition

Main mistakes in essays:

No comment.

Lack of connection between the problematic issue and the position of the author.

Lack of answer to a problematic question.

Grammatical errors.

Punctuation errors (between homogeneous members, in a complex sentence, with isolated members of the sentence, with introductory constructions).

Syntax errors.

Factual errors.

The predominance of composition over content.

Overuse of cliché phrases.

To successfully pass the Unified State Exam in the Russian language, a graduate must have the skill of analyzing linguistic units. Sometimes, even after finding the correct answer to a question, a student cannot always explain his choice. Note that teaching language analysis and others important aspects are taken into account by the authors of the Russian Textbook corporation when compiling educational and methodological kits.

And yet the schoolchildren surprised. Examples were suggested by the chairman of the subject commission on the Russian language, head of the department of language and literary education of the Chelyabinsk Institute of Advanced Studies (CHIPPKRO) Tatyana Solovyova.

Passion for loving the Motherland

“Russian language is a serious subject that needs to be studied comprehensively. For example, insufficient knowledge of phonetics causes problems in spelling literacy. This year we noted mistakes that did not happen in previous years: especially in thought - as they say, so they write.

Many people still cannot define the concepts. “A feat is something more and less, like everything in our life.” “Love can be different, it can be for nature, for the Motherland or for reading.”

We see a lack of erudition. Children, instead of being well-read, have some kind of hearing. And when building their arguments, they make references to comics, computer games, and even non-existent works. "ABOUT. Henry “Gifts of the Wolves” (not the Magi)”, or this year many children refer to the work “Grandfather Mazai”, however, Nekrasov’s “Grandfather Mazai”. They also write a Russian folk piece called “Grandfather Mazai.” This is the first time I've heard about this.

The children don’t have enough background knowledge; sometimes it seems to me that they don’t study history if they don’t pass. Therefore, in the works of Taras Bulba, it turns out, he defended the Golden Horde, in another work they write that he fought the Swedes (with a capital letter). In War and Peace, soldiers return from the Battle of Kulikovo, Pavlik Morozov surrendered his family to the Nazis, Dantes insulted Pushkin’s wife, so Pushkin challenged him to a duel.

I'm not even talking about the fact that the authors' names are used incorrectly. At the end of the passage it is written (according to Paustovsky, according to Iskander - in the dative case). And the children write: “in their text to F. Iskander...”. This year it was: “the work was written by Leo Tolstoy,” “Saint-Zupéry.”

The graduate must be an adult; he receives a certificate of maturity. You must also monitor your speech behavior (stylistic errors):

“A soldier is standing on the night rush”, “my friend and I were rummaging around the shops”, “one of my friends loves his Motherland with passion.”

Often graduates use words whose meaning they either do not know or understand incorrectly:

“The doctor committed intercourse with his conscience.” An essay is not a dictation; you can choose a different version of the word. This is verbal negligence, disrespect for oneself, language and experts.

You can't stop speaking beautifully

Often a graduate wants to say beautifully: “White snow covered the earth like a groom covering a bride.” “The husband loves his wife, the wife loves her husband - they carried this grief throughout their lives.” “Turn your life upside down.”

Neglect of linguistics as the basis of correct speech leads to grammatical errors: “Greed,” “No one offered him help, which speaks of the callousness of their soul.”

There is such a criterion for assessing essays as ethical errors - there are few of them, only 1.5%. For example: “yes, everyone in our country is thieves.”

This year, the score was lowered in a paper where a student wrote: “I agree with the author’s opinion and will try to consolidate this idea in your mind.”

And yet, in 2018, there were fewer errors. Only 34% of graduates wrote their work without spelling errors, and the punctuation was slightly worse. Grammar errors 36% of schoolchildren do not do it, 37% do not do speech.

A little about scandals at the Unified State Exam

Interestingly, graduates have accumulated many complaints against the inspectors themselves. Many people openly express dissatisfaction with the bias in the evaluation of the essay part of the exam. “I passed Russian with 73 points, which is very bad,” he says in graduate of Chelyabinsk gymnasium No. 80, 100-point student in geography Evgeniy Vdovkin. - Before I found out the result, I considered myself a smart person. I had 2 mistakes in the test, and the essay was written with 14 out of 24 initial points.

The rating was lowered due to the fact that I incorrectly indicated the problem in the text. But I saw another and proved it, reasoned and logical. But, apparently, if your point of view did not coincide with the point of view of the inspector or with a certain, well-known list of problems, then you will not receive a hundred points.”

Schoolchildren in the Sverdlovsk region faced a similar problem. Many people received zero marks for their essays in the exam English language, because they did not use the word “success” when the task asked them to reveal the topic “Early choice of profession as the key to future success.”

“The problem, of course, will be dealt with,” commented First Deputy Minister of Education of the Chelyabinsk Region Elena Kouzova. - But it must be said that some tasks are quite specific, and the graduate’s own point of view must be proven convincingly, based on the text. There is no need for fantasy here.”

“For each subject, the commission receives approximate answers and directions for answers,” supports Tatyana Solovyova. - For example, in a text on the Russian language, problems are highlighted and the author’s position is formulated for each problem. The same seems to be true in English.

The student’s statement and his argumentation, which at the same time contradicts the position of the author, cannot be assessed as correct. If a student formulates a problem slightly differently, then the subject committee will count it. But only if this corresponds not to the internal beliefs of the graduate, but to the text, the author’s position.”