Among the list of exams that graduates take for the Unified State Examination, there are mandatory and optional. Literature is an elective exam. It is taken by those guys who are preparing to apply to universities for creative specialties: acting, directing, art specialties, various areas of artistic creativity and arts and crafts, journalism, design, concert performance, etc. For graduates preparing themselves for one of these activities, the issue of passing the exam in literature in the 2019 academic year is relevant.

The structure of the exam in literature

The Literature exam model consists of two parts. These parts are approximately equivalent in content, in terms of difficulty.

1. The first part includes literary texts. Two texts. They must be read and answered the proposed questions on these texts. One text is a fragment from a large work, epic, dramatic, and the second text is a lyrical poem in its entirety, laid out in the examination paper.

There are two types of tasks for texts:

The first type is associated with literary literacy (the genre of the work, the role of the detail, artistic means, etc.)

Two questions on content, on issues that require a coherent statement. These are small answers to each text.

1. The second part balances the first. These are full-length essays on literature in the amount of at least 250 words.

The work is organized quite logically. From a simpler task to a complex one, from monosyllabic answers to detailed ones, and finally to a large essay on literary theme.

About Literature Exam Time

The duration of the entire examination work is 4 hours without 5 minutes.

• Approximately half of the time is devoted to the implementation of the first part - the analysis of a literary text.
• The remaining half is essay.

It is better to do the work in the sequence in which it exists in CIMs.

Compare the final essay and the exam in literature

Similarity:

In both works there is a creative part - an essay.

Exam differences:

Held in December.

This is an essay on a philosophical, cultural theme, this is an essay with a literary component.

Literary material is involved here as a help, arguments. A graduate here shows himself both as a reader and as a thinker.

The final essay is admission to all other exams.

This type of work is written by all graduates without exception.

The USE in Literature is an elective exam. It is taken by those graduates who need to present the results of this exam to the university.

In the Unified State Examination in Literature, a graduate writes an essay on literature based on literary material. What is happening here is not the involvement of some component, but everything about literature.

Changes in the exam in literature in 2019

The criteria for evaluating the performance of tasks with a detailed answer have been clarified.

How to prepare for the exam in literature

Choosing this type of exam must know the works of art that are studied in the school curriculum. And the USE codifier in literature relies solely on the school curriculum, on the requirements of the educational standard.

If the student is offered the text of an unfamiliar poem for analysis, then this text will be fully given in the KIM.

The most important thing for a student of literature is knowledge of the texts of works. You should definitely read them. And not in a summary! Otherwise, the details and images of the work will be missed.

You need to know the key quotes of the works in order to include them in your essay.

It is necessary to have a good idea of ​​the figurative system of the work, its conflict, composition.

AT open jar assignments on the FIPI website, you can find a number of questions and tasks, having solved them, you can prepare well for the final certification.

There is also a demo version of the current academic year, assessment criteria, exam specification, codifier. Acquaintance with all the documents will allow the graduate to clearly plan his work in preparing for the exam in literature and successfully cope with all the difficulties.

How to write an essay on literature, you can see the link. Extended analysis:

Evaluation of tasks in part C.

EVALUATION CRITERIA FOR TASKS WITH A DETAILED ANSWER

Evaluation of the performance of tasks C1 and C3, requiring a detailed answer in the amount of 5–10 sentences

If, when checking the tasks of the specified group, the expert gives 0 points according to the first criterion, the task is considered not completed and is not evaluated according to the second criterion (0 points are given in the protocol for checking answers).

Criterion Points

The depth of the judgments made and the persuasiveness of the arguments

a) the examinee gives a direct coherent answer to the question, based on the author's position, if necessary, formulates his point of view; convincingly substantiates his theses, confirms his thoughts with a text, does not replace analysis with a retelling of the text; there are no factual errors or inaccuracies

b) the examinee gives a direct coherent answer to the question, relying on the author's position, if necessary, formulates his point of view, does not replace the analysis with a retelling of the text, but when answering, he does not convincingly substantiate all the theses; and/or makes 1 factual error

c) the examinee understands the essence of the question, but does not give a direct answer to the question; and / or does not rely on the author's position, limiting himself to his own point of view; and / or unconvincingly substantiates their theses; and / or partially replaces the analysis of the text with its retelling; and/or makes 2 factual errors

d) the examinee does not cope with the task: does not give an answer to the question; and/or replaces analysis with retelling of the text; and/or makes 3 or more factual errors

2. Following the rules of speech

a) no more than 1 speech error was made 1

b) more than 1 speech error was made 0

Maximum score 4

Evaluation of the performance of tasks C2 and C4, requiring a detailed answer in the amount of 5–10 sentences

Indication of the volume is conditional; the assessment of the answer depends on its content (with deep knowledge, the examinee can answer in a larger volume; with the ability to accurately formulate his thoughts, the examinee can answer quite fully in a smaller volume).

Criteria Points

Inclusion of the work in a literary context and persuasiveness of arguments

a) the examiner answers the question, indicates the names of two works and their authors*, convincingly justifies the choice of each work and convincingly compares these works with the proposed text in a given direction; there is no distortion of the author's position and factual errors in the answer

b) the examiner answers the question, indicates the names of two works and their authors*, but does not convincingly substantiate the choice of each work or convincingly substantiate the choice of one of the works; and/or allows some shortcomings when comparing these works with the proposed text in a given direction; and or convincingly compares only one work with the proposed text; and/or makes 1 factual error without generally distorting the author's position

c) the examiner answers the question, indicates the name of only one work and its author, convincingly justifies the choice of the work and convincingly compares this work with the proposed text in a given direction (in comparison, some minor flaws are allowed); and/or makes 2 factual errors without generally distorting the author's position

d) the examiner answers the question, indicates the names of two works and their authors, but does not justify his choice, does not compare the works with the proposed text or compares them with the proposed text without taking into account the given direction; or indicates the title of only one work and its author, but does not convincingly substantiate the choice of the work in everything and does not give a convincing comparison of this work with the proposed text; and / or in some cases allows for the distortion of the author's position; and/or makes 3 factual errors

e) the examiner does not answer the question, or gives an answer that is not meaningfully related to the task and is not based on the author's position; and / or indicates the title of one work and its author, but does not justify his choice and does not compare this work with the proposed text; and/or materially misrepresents the author's position; and/or more than 3 factual errors

Maximum score 4

When completing the task, the examinee must rely on the works of at least two authors (taking into account the author who owns the text proposed in the task).

Evaluation of the performance of tasks С5.1, С5.2, С5.3, requiring writing a detailed reasoned answer in the genre

Essays of at least 200 words

Among the five criteria by which the essay is evaluated, the first criterion (substantive aspect) is the main one. If, when checking the work, the expert puts 0 points according to the first criterion, the task of part 3 is considered not completed andnot checked further. According to four other criteria (2, 3, 4, 5) in the "Protocol for checking answers to tasks" of form No. 2, 0 points are set.

The assessment for the first position of the assessment of the task of part 3 is placed in column 7 of the protocol, for the second position - in column 8, for the third -

in column 9, in the fourth - in column 10, in the fifth - in column 11.

written essay. Examinees are recommended to have at least 200 words. If the essay contains less than 150 words (all words, including service words, are included in the word count), then such work is considered unfulfilled and 0 points are assessed.

Criteria Points

1. The depth of disclosure of the theme of the essay and the persuasiveness of judgments

a) the examinee reveals the topic of the essay, based on the author's position, formulates his point of view; convincingly substantiates his thesis; there are no factual errors or inaccuracies

b) the examiner reveals the topic of the essay, based on the author's position, formulates his point of view, but does not convincingly substantiate all theses; and/or makes 1-2 factual errors

c) the examiner reveals the topic of the essay superficially or one-sidedly, without relying on the author's position; and / or does not substantiate their theses; and/or makes 3-4 factual errors

d) the examiner does not disclose the topic of the essay; and/or more than 4 factual errors

2. Level of proficiency in theoretical and literary concepts

a) the examinee uses literary-theoretical __________ concepts to analyze the work; there are no errors or inaccuracies in the use of concepts

b) the examinee includes theoretical and literary concepts in the text of the essay, but does not use them to analyze the work, and / or makes 1 mistake in their use

c) the examinee does not use literary-theoretical concepts or makes more than 1 error in their use

3. The validity of the involvement of the text of the work

a) the text of the work in question is drawn in a versatile and reasonable way (citations with comments to them, brief retelling content necessary to prove judgments, reference to the micro-themes of the text and their interpretation, various kinds of references to what is depicted in the work, etc.)

b) the text is involved in a variety of ways, but not always justified, and / or there are separate cases of attracting the text out of direct connection with the thesis put forward

c) the text is involved only as a retelling of the depicted 1

d) the text is not involved, judgments are not justified by the text 0

4. Compositional integrity and consistency of presentation

a) the composition is characterized by compositional integrity, its parts are logically connected, there are no violations of sequence and unreasonable repetitions inside the semantic parts

b) the composition is characterized by compositional integrity, its parts are logically interconnected, but within the semantic parts there are sequence violations and unreasonable repetitions

c) the compositional idea is traced in the composition, but there are violations of the compositional connection between the semantic parts and / or the idea is repeated and does not develop

d) there is no compositional intent in the composition, gross violations of the sequence of parts of the statement are made, which significantly complicate the understanding of the meaning of the composition

5. Following the rules of speech

a) speech errors no, or 1 speech error 3

b) 2–3 speech errors were made 2

c) 4 speech errors were made 1

d) the number of speech errors made significantly complicates the understanding of the meaning of the statement (5 or more speech errors were made)

Max score 14

When writing an essay (С5.1–С5.3), the graduate must be guided by the following requirements:

- disclosure of the topic of the essay based on the author's position;

- persuasiveness of the argumentation;

- the ability to formulate and justify one's point of view;

- accuracy in the presentation of literary facts;

- competent use of theoretical and literary concepts for the analysis of the work;

- versatile and reasonable involvement of the text of the work under consideration (citations with comments to them, a brief retelling of the content necessary to prove judgments, reference to micro-themes of the text and their interpretation, various kinds of references to what is depicted in the work, etc.);

- the compositional integrity of the work, the logical coherence of its parts, the absence of sequence violations within the semantic parts and unreasonable repetitions

- competent speech design of the essay.

Responding to problematic issue, a graduate can get from 0 to 14 points.

Among the five criteria by which the essay is evaluated, the first criterion (substantive aspect) is the main one. If, when checking the work, the expert gives 0 points according to the first criterion, the task of part 3 is considered not completed and is not checked further. According to four other criteria (2, 3, 4, 5) in the "Protocol for checking answers to tasks" of form No. 2, 0 points are set.

When assessing the performance of the tasks of part 3, the volume of the written essay should be taken into account. Examinees are recommended to have at least 200 words. If the essay contains less than 150 words (the word count includes all words, including service words), then such work is considered incomplete and 0 points are assessed.

When the volume of the essay is from 150 to 200 words, the maximum number of errors for each point level does not change.

In order to assess the quality of the tasks C1, C3, the expert needs to answer the following questions:

3. Does he formulate his well-founded point of view? (This aspect of assessment is optional and depends on the specifics of the task formulation).

4. Does the graduate make convincing arguments? How deeply does he penetrate into the essence of the author's idea and is able to interpret it?

5. Does he confirm his conclusions with the text, does he replace the analysis with a retelling of the text?

6. Does it make factual error(s)?

7. Does he make speech mistakes?

The answer to tasks C1 and C3 must meet the following requirements:

− formulating a direct coherent answer to a question, sometimes to the author's position, and, if necessary, taking into account one's own point of view;

− convincing substantiation of their theses, confirmation of their text without replacing the analysis with a retelling of the text;

− accuracy in the presentation of literary facts;

− correct wording of the answer.

The answer to tasks C2 and C4 must meet the following requirements:

− formulating a direct coherent answer to a question with sometimes to the author's position,

− attraction of a literary context with justification of the grounds for comparison (indication of the title of two works and their authors (it is possible to indicate two

− accuracy in the presentation of literary facts.

In order to assess the quality of the tasks C2, C4, the expert needs to answer the following questions:

1. Does the graduate give a direct coherent answer to the assignment question?

2. Does he name the work (s) of Russian classics, in which (s) the problem indicated in the task is reflected?

3. Does it provide a convincing rationale for the selection of each piece?

4. Does the graduate make factual error(s)?

For the convenience of analyzing the answers to tasks C1 and C3, 4 levels of fulfillment of this requirement can be distinguished (Reflection of the parameter "The depth of the judgments made and the persuasiveness of the arguments" in the Criteria for checking and evaluating the performance of tasks C1 and C3.):

1) the graduate gives a convincing reasoned answer to the question based on the author's position;

2) the graduate as a whole gives a legitimate answer to the question based on the author's position, but does not substantiate some theses;

3) when answering a question, the graduate makes serious miscalculations (for example, does not answer the question directly, does not rely on the author's position, is unconvincing

substantiates his theses, replaces the analysis with a retelling of the text);

4) the graduate does not cope with the task.

For the convenience of analyzing the answers to tasks C2 and C4, 5 levels of fulfillment of these requirements can be distinguished("Attracting a literary context; the depth of the judgments made and the persuasiveness of the arguments"):

1) the graduate answers the questions of the task taking into account the author's position, gives a detailed reasoned justification for the choice of two works and indicates the authors;

2) the graduate answers the questions of the task taking into account the author's position, gives a rationale for the choice of two works and indicates the authors, but this justification has flaws (it does not always convincingly justify the choice of each work, and / or convincingly justifies the choice of only one of the works);

3) the graduate as a whole answers the questions of the task, taking into account the author's position, elaborately substantiates the choice of one work with an indication of the author;

4) the graduate indicates the titles of two works and their authors, but does not substantiate his choice, and / or, when substantiating, significantly distorts the author's

position;

5) the graduate does not cope with the task (does not answer the question or gives an answer that is not meaningfully related to the task and is not based on

When analyzing the graduate's response to tasks C1–C4 according to the indicated parameters, the expert, checking the accuracy of the points given, must answer the following two additional questions.

1. Does the graduate make convincing arguments?

For convenience of analysis, 4 levels of fulfillment of this requirement can be distinguished:

1) the graduate reasonably answers the question, convincingly substantiates his theses;

2) the graduate reasonably answers the question, but does not substantiate all his judgments;

3) the graduate argues superficially, inaccurately, weakly arguing the answer;

4) the graduate does not give reasons for the answer.

2. Is reasoning replaced by retelling of the text?

For the convenience of analysis, 3 levels of task execution can be distinguished according to the specified parameter:

1) the graduate does not replace reasoning with a retelling of the text;

2) the graduate partially replaces reasoning with a retelling of the text;

3) The graduate replaces reasoning with a retelling of the text.

Attention should be paid to the consistent reflection of the “actual errors” parameter in the Criteria for checking and evaluating the performance of tasks C1–C4

Tasks C1 and C3

There are no actual errors or inaccuracies. 3

The examinee makes 1 factual error. 2

The examinee makes 2 factual errors. one

The examinee makes 3 or more factual errors. 0

Tasks C2 and C4

Accuracy and completeness of the answer Points

There are no actual errors in the answer. four

The examinee makes 1 factual error. 3

The examinee makes 2 factual errors. 2

The examinee makes 3 factual errors. one

The examinee makes more than 3 factual errors. 0

When analyzing the graduate's response to tasks C1-C4 according to the specified parameter, the expert must answer the key question:Does the graduate make a factual error(s) and)?

In accordance with criteria C1 and C3, 4 levels of task completion are distinguished according to the specified parameter:

1) there are no factual errors;

2) 1 factual error was made;:

4) 3 or more factual errors were made.

In accordance with criteria C2 and C4, 5 levels of task completion are distinguished according to the specified parameter:

1) there are no factual errors;

2) 1 factual error was made;

3) 2 factual errors were made;

4) 3 factual errors were made;

5) more than 3 factual errors were made.

4. Reflection of the parameter "Following the norms of speech" in the Criteria for checking and evaluating the performance of tasks C1 and C3

Following the rules of speech

a) no more than 1 speech error was made; 1

b) more than 1 speech error was made 0

To evaluate the quality of the task C5, it is necessary to identify the following aspects of the examinee's answer:

1. Does the graduate reveal the topic of the essay?

2. Does he put forward the necessary theses when answering the question and does he support these theses with appropriate arguments, based on the author's position?

3. Does he formulate his point of view and provide a convincing justification for it?

4. Does the essay reflect knowledge of the general problems of the work (works)?

5. Does the graduate make factual errors or inaccuracies?

6. Does he use literary-theoretical concepts? Does he use them to analyze the work or is he limited to simply mentioning concepts in the text of the work?

7. Does the examinee make mistakes and inaccuracies in the use of theoretical and literary concepts?

9. Does the graduate involve the text of a work of art when answering the question? Doesn't analysis replace text retelling?

10. Do the involved fragments of the text provide a basis for judgments about what has been read?

11. Is the general logic of the answer traced in the structure of the work? Does the essay have compositional integrity? Are the parts of the sentence related?

between themselves logically?

12. Are there violations of the logical sequence of reasoning or unreasonable repetitions in the work of the examinee?

13. Are there any speech errors or shortcomings in the work? Are there similar or recurring errors among them? Does the number make it difficult?

speech errors understanding the meaning of the statement?

Logic errors

1) violation of the sequence of statements,

2) lack of connection between parts of the statement,

3) unjustified repetition of a previously expressed thought,

4) fragmentation of a micro-theme by another micro-theme,

5) disproportion of parts of the statement,

6) the absence of the necessary parts of the statement, etc.

Speech errors

1) the use of the word in an unusual meaning;

2) violation of lexical compatibility;

3) use extra word(pleonasm);

4) repetition or double use in a verbal text of synonyms that are close in meaning without justified necessity (tautology);

5) unreasonable omission of a word;

6) violation of the species-temporal correlation of verb forms;

7) poverty and monotony of syntactic constructions;

8) bad word order.

Stylistic mistakes

1) the use of other style words and expressions;

2) unsuccessful use of expressive, emotionally colored means;

3) unmotivated use of dialect and colloquial words and expressions;

4) mixing vocabulary from different historical eras.

• Criteria 8, 15
• Criteria 9, 16
• Criteria 17.1., 17.2., 17.3.

Performance evaluation tasks 8 and 15

If according to criterion 1(“The correspondence of the answer to the task”) is set to 0 points, then the task is considered not completed and is not checked further. According to other criteria, 0 points are set in the "Protocol for checking answers to tasks" of form No. 2. If according to criterion 2 (“”) 0 points are given, then according to criterion 3 (“”) the work is not evaluated, in the “Protocol for checking answers to tasks” form No. 2 according to criterion 3, 0 points are given.

If according to criterion 2(“Involving the text of the work for argumentation”) is given 0 points, then according to criterion 3(“Logic and compliance with speech norms”) the work is not evaluated, in the “Protocol for checking answers to tasks” of form No. 2, according to criterion 3, 0 points are given.

1. Relevance of the answer to the task

   • The answer to the question is given and testifies to the understanding of the text of the given fragment/poem, the author's position is not distorted. - 2 points.
   • The answer is meaningfully correlated with the task, but does not allow to judge the understanding of the text of the given fragment/poem, and/or the author's position is distorted. - 1 point
   • The answer is not meaningfully correlated with the task. - 0 points.

2. Involving the text of the work for argumentation

   • For the argumentation of judgments, the text is involved at the level of analysis of fragments, images, micro-themes, details, etc. important for the task, there are no actual errors. - 2 points.
   • For argumentation, the text is involved at the level of retelling the work or general reasoning about its content, AND/OR There is one factual error. - 1 point
   • Judgments are not supported by the text of the work, AND/OR two or more factual errors were made. - 0 points.

3. Logic and compliance with speech norms

   • 2 points.
   • 1 point
   • Two or more errors of the same type were made (regardless of the presence/absence of errors of other types). - 0 points.

Maximum score - 6

Performance evaluation tasks 9 and 16 requiring writing a detailed answer in the amount of 5–10 sentences

The indication of the volume is conditional, the assessment of the answer depends on its content (with deep knowledge, the examinee can answer in a larger volume, with the ability to accurately formulate his thoughts, the examinee can answer quite fully in a smaller volume).

Criteria 1 and 2 (“Comparison of the first selected work with the proposed text” and “Comparison of the second selected work with the proposed text”) are the main ones. When assessing, the sequence of examples for comparison is determined by their sequence in the work of the examinee.

If by both criteria 1 and 2 put 0 points, then the task is considered unfulfilled and is not checked further. According to other criteria, 0 points are set in the "Protocol for checking answers to tasks" of form No. 2.

If according to criterion 3 (“Involving the text of the work for argumentation”), 0 points are given, then according to criterion 4 (“Logic and compliance with speech norms”), the work is not evaluated, in the “Protocol for checking answers to tasks” of form No. 2, according to criterion 4, 0 is set points.

When completing the task, the examinee independently selects two works by different authors for contextual comparison (in one of the examples, it is permissible to refer to another work by the author of the source text). When specifying the author, initials are necessary only to distinguish between namesakes and relatives, if this is essential for an adequate perception of the content of the answer (for example, L.N. Tolstoy and A.K. Tolstoy, V.L. Pushkin and A.S. Pushkin).

1. Comparison of the first selected work with the proposed text

   • 2 points.
   • OR the work is named, and/or its author is indicated, the work is formally (Formal comparison is the case when the examinee is limited to repeating words from the task statement to indicate the aspect of comparison) compared with the proposed text in a given direction of analysis, the author's position is not distorted OR OR 1 point
   • AND/OR 0 points.

2. Comparison of the second selected work with the proposed text

   • The work is named, and its author is indicated, the work is compared with the proposed text in the given direction of analysis, the author's position is not distorted. - 2 points.
   • The work is named, or its author is indicated, the work is compared with the proposed text in the given direction of analysis, the author's position is not distorted OR the work is named, and/or its author is indicated, the work is formally compared with the proposed text in the given direction of analysis, the author's position is not distorted OR the work is named, and/or its author is indicated, the work is compared with the proposed text in the given direction of analysis, but the author's position is distorted OR the work is named, and/or its author is indicated, the work is formally compared with the proposed text in the given direction of analysis, but the author's position is distorted. - 1 point
   • The work is not named, and its author is not indicated, AND/OR the comparison of the work with the proposed text in the given direction of analysis was not carried out. - 0 points.

3. Involving the text of the work for argumentation

   • For argumentation, the texts of the two selected works are involved at the level of analysis of fragments, images, micro-themes, details, etc. important for the task, there are no actual errors. - 4 points.
   • For argumentation is involved at the level of analysis of fragments, images, micro-themes, details, etc., important for the task; - at the level of his retelling or general reasoning about the content, AND/OR There is one factual error. - 3 points.
   • For argumentation, the texts of the two selected works are involved at the level of retelling or general reasoning about their content (without analyzing fragments, images, microthemes, details, etc. important for completing the task) OR the text of the only selected work is involved at the level of analysis of fragments, images, microthemes, details, etc. important for the task. OR the text of one selected work is involved at the level of analysis of fragments, images, microthemes, details that are important for the task, and the text of another selected work is not involved, AND/OR There are two factual errors. - 2 points.
   • For argumentation, the text of the only selected work is involved at the level of a retelling of the work or general reasoning about its content (without analyzing fragments, images, microthemes, details, etc. important for completing the task) OR text of one selected work is involved at the level of retelling the work or general reasoning about its content (without analyzing fragments, images, microthemes, details, etc. important for completing the task), and text of another selected work not attracted AND/OR There are three factual errors. - 1 point
   • The text of any of the selected works is not involved in the argumentation of judgments, AND/OR four or more factual errors were made. - 0 points.

4. Logic and compliance with speech norms

   • There are no logical, speech errors. - 2 points.
   • No more than one error of each type (logical and / or speech) was made - no more than two errors in total. - 1 point
   • Two or more errors of the same type were made (regardless of the presence/absence of errors of other types). - 0 points.

Maximum score - 10

Evaluation of tasks 17.1–17.4 requiring writing a detailed reasoned answer in the essay genre of at least 200 words

Criterion 1 (“Relevance of the essay to the topic and its disclosure”) is the main one. If, when checking the work, the expert gives 0 points according to criterion 1, the task of part 2 is considered not completed and is not checked further. According to other criteria, 0 points are set in the "Protocol for checking answers to tasks" of form No. 2.

When evaluating the performance of the tasks of part 2, the volume of the written essay should be taken into account. Examinees are recommended to have at least 200 words. If the essay contains less than 150 words (all words, including service words, are included in the word count), then such work is considered incomplete and 0 points are assessed (The word counting rules are the same as USE rules in Russian: “When counting words, both independent and auxiliary parts of speech are taken into account. Any sequence of words written without a space is counted (for example, "after all" - one word, "yet" - two words). Initials with a surname are considered one word (for example, "M.Yu. Lermontov" - one word). Any other characters, in particular numbers, are not taken into account when calculating (for example, "5 years" - one word, "five years" - two words).

When the volume of the essay is from 150 to 200 words, the maximum number of errors for each point level does not change.

The number of the alternative shall be entered in column 20 of the protocol.

1. Correspondence of the essay to the topic and its disclosure

   • The essay is written on a given topic, the topic is revealed deeply, multilaterally, the author's position is not distorted. - 3 points.
   • The essay is written on a given topic, the topic is disclosed superficially, one-sidedly, the author's position is not distorted. - 2 points.
   • The essay is written on a given topic, the topic is disclosed superficially, one-sidedly, the author's position is distorted. - 1 point
   • The topic is not open. - 0 points.

2. Involving the text of the work for argumentation

   • For the argumentation of judgments, the text is involved at the level of analysis of fragments, images, micro-themes, details, etc. important for the task. (in an essay on lyrics, at least three poems are used for analysis), there are no factual errors. - 3 points.
   • For the argumentation of judgments, the text is involved at the level of analysis of fragments, images, micro-themes, details, etc. important for the task, but one or two factual errors were made OR for argumentation, the text is involved at the level of general reasoning about its content (without analyzing fragments, images, micro-themes, details, etc. important for the task), there are no factual errors, AND/OR in the essay on lyrics, only two poems are used for analysis. - 2 points.
   • For argumentation, the text is used at the level of general reasoning about its content (without analyzing fragments, images, microthemes, details, etc. important for completing the task), one or two factual errors were made OR for argumentation, the text is used at the level of retelling, there are no factual errors, or one or two factual errors were made, AND/OR in an essay on lyrics, only one poem is involved in the analysis. - 1 point
   • Judgments are not supported by the text of the work(s) OR in the argumentation (with any level of involvement of the text of the work(s)) three or more factual errors were made. - 0 points.

3. Reliance on theoretical and literary concepts

   • Theoretical and literary concepts are included in the essay and used to analyze the text of the work(s) in order to reveal the theme of the essay, there are no errors in the use of concepts. - 2 points.
   • Theoretical and literary concepts are included in the essay, but are not used to analyze the text of the work(s), AND/OR One mistake was made in the use of concepts. - 1 point
   • Literary-theoretic concepts are not included in the essay, or more than one error was made in the use of concepts. - 0 points.

4. Compositional integrity and consistency

   • The essay is characterized by compositional integrity and sequence of presentation: there are no logical errors, the sequence of presentation is not broken. - 3 points.
   • The essay is characterized by compositional integrity and consistency of presentation, BUT one or two logical errors were made. - 2 points.
   • Compositional intent is traced in the composition, BUT there is no compositional integrity and consistency of presentation, AND/OR Three or four logical errors were made. - 1 point
   • There is no compositional intent in the essay, gross violations of the sequence of presentation make it difficult to understand the meaning, AND/OR more than four logical errors were made. - 0 points.

5. Compliance with speech norms

   • There are no speech errors, or one speech error was made. - 3 points.
   • Two or three speech errors were made. - 2 points.
   • Four spelling mistakes were made. - 1 point
   • Five or more speech errors were made. - 0 points.

The maximum score for an essay is 14

Criteria for assessing the exam in literature (part C)

Unified State Examination in LITERATURE
Explanations to the demonstration version of the control measuring materials of the unified state exam in literature
When familiarizing yourself with the demonstration version of the USE control measuring materials, it should be borne in mind that the tasks included in it do not reflect all the content issues that will be checked using the KIM options in 2011. A complete list of questions that can be controlled at the unified state exam in 2011 is given in the Codifier of content elements and requirements for the level of training of graduates in general. educational institutions for the 2011 Unified State Exam in Literature.
Purpose demo version is to enable any USE participant and the general public to get an idea of ​​the structure of future KIM, the number of tasks, their form, and the level of complexity. The above criteria for evaluating the performance of tasks with a detailed answer (type "C"), included in this option, will allow you to get an idea of ​​the requirements for the completeness and correctness of the detailed answer.
This information will allow graduates to develop a strategy for preparing for the exam.
Work instructions
The examination paper in literature consists of 3 parts. It takes 4 hours (240 minutes) to complete it. We recommend to allocate the time to complete the work as follows: for parts 1, 2 - no more than 2 hours, for part 3 - 2 hours.
Parts 1 and 2 include an analysis of a literary text (a fragment of an epic (or dramatic) work and a lyrical work). Carefully read each of the proposed texts and consistently complete a series of tasks aimed at identifying the features of the content and form of the works under consideration, as well as their connections with the works of other authors.
The analysis of the text of an epic (or dramatic) work has the following structure: 7 tasks with a short answer (B), requiring the writing of a word or a combination of words, and 2 tasks with a detailed answer (C1–C2), requiring a response in the amount of 5–10 sentences.
The analysis of a lyrical work includes 5 tasks with a short answer (B) and 2 tasks with a detailed answer (С3–С4) in the amount of 5–10 sentences.
When completing tasks C1-C4, try to formulate a direct answer to the question posed, avoiding lengthy introductions and characteristics.
To save time when doing short answer tasks, skip those that give you difficulty: you can return to them after completing the work, if there is time left.
When starting to complete the tasks of part 3, choose one of the three proposed problematic questions and give a written detailed reasoned answer to it in the genre of the composition (in the amount of at least 200 words).
For each correct answer, depending on the level of difficulty, you can get one or more points. The points you get for completed tasks are summed up. Try to complete as many tasks as possible and score the largest number points.
We wish you success!
Part 1
Read the text below and
complete tasks B1–B7; C1–C2.
The German forward edge slipped between two bunkers. Submachine gunners jumped out of the dugout, and I deliberately slowed down so that they could see that the major was coming. But they raised a cry, waving their hands, they say, you can’t go there, but I didn’t seem to understand, threw in the gas and went to all eighty. Until they came to their senses and began to hit the car with machine guns, and I was already winding in no man's land between the funnels no worse than a hare.
Here the Germans were beating me from behind, but here they outlined their own, scribbling towards me from machine guns. In four places, the windshield was pierced, the radiator was pierced with bullets ... But now there was a forest above the lake, our people were running to the car, and I jumped into this forest, opened the door, fell to the ground and kissed it, and I couldn’t breathe ...
A young boy, on his tunic he has protective shoulder straps, which I have never seen in my eyes, is the first to run up to me, baring his teeth: “Aha, damn Fritz, got lost?” I tore off my German uniform, threw the cap under my feet and said to him: “You are my dear lip slap! My dear son! What kind of Fritz am I to you when I am a natural Voronezh? sits in the car, take his briefcase and take me to your commander." I handed over the pistol to them and went from hand to hand, and by evening I found myself with the colonel - the division commander. By this time I had been fed, and taken to the bathhouse, and interrogated, and uniforms were given out, so I appeared in the dugout to the colonel, as expected, clean in body and soul, and in full uniform. The colonel got up from the table and walked towards me. In front of all the officers, he hugged and said: “Thank you, soldier, for the expensive present that you brought from the Germans. Your major and his briefcase are dearer to us than twenty “languages.” I will petition the command to present you for a government award.” And from these words of his, from affection, I get very worried, my lips tremble, do not obey, I could only squeeze out of myself: "Please, Comrade Colonel, enlist me in the rifle unit."
But the colonel laughed and patted me on the shoulder: “What kind of warrior are you, if you can barely stand on your feet? Today I’ll send you to the hospital. Let's see where we put you."
And the colonel, and all the officers that he had in the dugout, sincerely said goodbye to me by the hand, and I left completely agitated, because in two years I had lost the habit of human treatment.
(M.A. Sholokhov, "The Fate of Man".)

When completing tasks B1–B7, write down your answer in the answer sheet No. 1 to the right of the number of the corresponding task, starting from the first cell. The answer must be given in the form of a word or a combination of words. Write each letter in a separate cell legibly. Write words without spaces, punctuation marks and quotation marks.
B1
Name the literary trend that flourished in the second half of the 19th century and whose traditions are reflected in The Fate of a Man.
Answer: __________________ .
B2
Indicate the genre to which the named work of M.A. belongs. Sholokhov.
Answer: ___________________ .
B3
"The fate of man" is called "a folded epic canvas." Name Sholokhov's four-volume epic novel, which is a "big" epic and also reflects the fate of a person in History.
Answer: ___________________ .
B4
In the above fragment, the narration is conducted on behalf of the hero, whose speech differs from the author's ("threw the gas", "and then they outlined their own"). What is the name of such a character?
Answer: ___________________ .
B5
The episode of the hero's meeting with the division commander has something in common with the scene at the Lagerführer Muller, who called Andrei "a real Russian soldier." What is the sharp opposition of various situations, phenomena in a work of art called?
Answer: ___________________ .
B6
Describing the events, the hero conveys his conversation with a young soldier and with the division commander. Indicate the appropriate form of communication between characters in a work of art.
Answer: ___________________ .
B7
What is the name of the method of displaying the inner, emotional experiences of the characters in the work ("I fell to the ground and kissed it, and I have nothing to breathe", "lips tremble, do not obey", etc.)?
Answer: ___________________ .
To complete tasks C1-C2, use the answer sheet No. 2. First write down the task number, and then give a coherent answer to the question in the amount of 5-10 sentences.
C1
How did the author manage to convey the features of the Russian character in the above fragment of "The Fate of a Man"?
C2
In what works of Russian classics does the theme of a soldier's feat sound, and in what way can these works be compared with Sholokhov's work?

© 2010 Federal Service for Supervision of Education and Science of the Russian Federation
(2010 - 7)
Part 2
Read the poem below and
complete tasks B8–B12; C3–C4.
EVENING
Sounded over a clear river,
Rang out in the faded meadow,
It swept over the mute grove,
It lit up on the other side.
Far, in the twilight, bows
The river runs to the west.
Burning with golden rims,
Clouds scattered like smoke.
On the hillside it is either damp or hot,
The sighs of the day are in the breath of the night,
But the lightning is already glowing brightly
Blue and green fire.
(A.A. Fet, 1855)
When completing tasks B8–B12, write down your answer in the answer sheet No. 1 to the right of the number of the corresponding task, starting from the first cell. The answer must be given in the form of a word or a combination of words. Write each letter in a separate cell legibly. Write words without spaces, punctuation marks and quotation marks.
B8
“Far away, in the twilight, with bows // The river runs to the west ... ". What is the name of the artistic description of nature in a literary work?
Answer:___________________.
B9
What technique does the poet use in the line: "The clouds scattered like smoke"?
Answer:___________________.
Demonstration version of the Unified State Exam 2010 LITERATURE, 11 CLASS.
B10
What type of trope, based on the transfer of the properties of one phenomenon to another by their similarity, does the author use when referring to the "sighs of the day" in the "breath of the night"?
Answer:___________________.
B11
name artistic medium, repeatedly found in the poem and representing a figurative definition of the subject ("over a clear river", "in a faded meadow", etc.).
Answer: ___________________ .
B12
What size is the poem written by A.A. Feta "Evening" (without specifying the number of stops)?
Answer: ___________________ .
To complete tasks C3-C4, use the answer sheet No. 2. First write down the task number, and then give a coherent answer to the question in the amount of 5-10 sentences.
C3
Why A.A. Fet was often called the "singer of the moment"?
C4
Which of the Russian poets turned to the theme of native nature and what motives bring their works closer to the poem by A.A. Feta?
Part 3
To complete the task of part 3, use the answer sheet No. 2. Choose only ONE of the tasks below (C5.1, C5.2, C5.3). Give a full detailed answer to the problematic question (in the amount of at least 200 words), attracting the necessary theoretical and literary knowledge, relying on literary works, the position of the author and, if possible, revealing your own vision of the problem. In the answer sheet, write down the number of the task you have chosen.
C5.1
Why exactly the chapter “Fatalist” completes the “history of the human soul” in the novel by M.Yu. Lermontov "A Hero of Our Time"
C5.2
In what way are Dikoy and Boar close and at the same time unlike each other? (According to the play by A.N. Ostrovsky "Thunderstorm".)
C5.3
What gives tragedy to the theme of the Motherland in the lyrics of S.A. Yesenin?

Instructions for checking and evaluating the work of examinees
on literature
For the correct answer to tasks B1-B12, 1 point is given, for an incorrect answer or its absence - 0 points.
Answers to tasks B1–B12
job number
Answer
B1
realism
B2
story<или>epic story
B3
TihiyDon
B4
narrator
B5
antithesis<или>contrast
B6
dialog
B7
psychologism
B8
landscape
B9
comparison
B10
metaphor<или>personification
B11
epithet
B12
anapaest

CRITERIA FOR VERIFICATION AND ASSESSMENT OF PERFORMANCE
ASSIGNMENTS WITH A DETAILED ANSWER
Attention! When assigning points for completing a task in the “Protocol for checking answers to tasks of form No. 2”, it should be borne in mind that if there is no answer (there are no records indicating that the examinee started to complete the task), then “X ", not "0".
Evaluation of the implementation of tasks C1 and C3

Accuracy and completeness of the answer
Points

reasonably answers the question, putting forward the necessary theses, giving arguments developing them and drawing appropriate conclusions, there are no factual errors in the answer
3
b) the examinee reveals an understanding of the specifics of the task, but when answering does not demonstrate sufficient validity of judgments, and / or partly replaces reasoning with a retelling of the text, and / or makes one factual error
2
c) the examinee understands the task in a simplified way, argues superficially, inaccurately, poorly arguing the answer, replacing the analysis with retelling, and / or makes 2 factual errors
1
d) the examinee incorrectly answers the question, and / or gives an answer that is not meaningfully related to the task, and / or replaces reasoning with a retelling of the text, and / or makes 3 or more factual errors
0
Maximum score
3

Evaluation of the fulfillment of tasks С2, С4
A detailed answer of a limited volume (5–10 sentences). Indication of the volume is conditional; the assessment of the answer depends on its content (with the ability to accurately formulate his thoughts, the examinee can answer quite fully and in a smaller volume).
Accuracy and completeness of the answer
Points
a) the examinee shows an understanding of the specifics of the task:
answers a question that requires the involvement of a literary context, that is, names at least two works of one or different writers or names at least two authors whose work reflects the specified problem or the named motive, artistic device, etc. (two or more positions of comparison), and gives a meaningful justification for the comparison, giving the necessary arguments; there are no factual errors in the answer
3
b) the examinee answers the question, but is limited to the minimum literary context (one position of comparison), indicating the work and the author; gives an incomplete justification for the comparison and/or makes 1 factual error
2
c) the examinee answers the question, using the minimum literary context (one position), but provides the material incompletely (without the author's name or without the title of the work), and/or does not provide substantive justification, and/or makes 2-3 factual errors
1
d) the examiner does not answer the question or gives an answer that is not meaningfully related to the task
0
Maximum score
3

Evaluation of the fulfillment of tasks C5.1, C5.2, C5.3
Among the five positions by which the performance of the task of part 3 is assessed, the first position (content aspect) is the main one. If, when checking the examination paper, the expert on the first (meaningful) aspect of evaluating the answer puts "0" points, the task of part 3 is considered not completed. The task is not checked further. For four other aspects (positions) of assessment (2, 3, 4, 5), "0" points are set in the protocol for checking answers to tasks of form No. 2.
When checking, the score for the first position of the assessment of the task of part 3 is placed in column 5 of the protocol, for the second position - in column 6, for the third - in column 7, for the fourth - in column 8, for the fifth - in column 9.
When evaluating the performance of the tasks of part 3, the volume of the written essay should be taken into account. Examinees are recommended to write at least 200 words. If the essay contains less than 150 words (the word count includes all words, including service words), then such work is considered unfulfilled and is scored with zero points.
When the amount of work is from 150 to 200 words, the maximum number of errors for each point level does not change.
1. Depth and independence of understanding the problem,
proposed in the question
Points
a) the examinee shows an understanding of the problem proposed in the question;
formulates his opinion taking into account the position of the author, putting forward the necessary theses, giving arguments and arguments developing them and drawing appropriate conclusions; demonstrates knowledge of the problems of the work and the ability to substantiate their judgments;
no actual errors
3
b) the examinee reveals an understanding of the problem proposed in the question and offers an explanation of its meaning, but is limited to general theses related to the problematics of the work, not in all cases supporting the judgments with the necessary arguments and conclusions,
and/or makes 1–2 factual errors
2
c) the examinee shows an understanding of the problem proposed in the question, but explains its meaning superficially or extremely simplified, or / and makes 3-4 factual errors
1
d) the examinee does not show understanding of the problem proposed in the question and / or gives an answer that is not meaningfully related to the task
0

2. Level of theoretical and literary knowledge
Points
a) the examinee reveals a high level of theoretical and literary knowledge, appropriately applying the relevant literary terms in the analysis literary material and explaining the functions of certain literary devices
3
b) the examinee reveals a sufficient level of theoretical and literary knowledge, but allows some inaccuracies in the use of terms in the analysis of literary material, does not explain the functional role of certain literary devices
2
c) the examinee does not show a sufficient level of theoretical and literary knowledge, makes mistakes in the use of terms in the analysis of literary material
1
d) the examinee does not have theoretical and literary knowledge, does not use literary terms in the analysis of literary material
0
3. The validity of the involvement of the text of the work
Points
a) the text of the work under consideration is involved reasonably and quite versatile (citations with comments to them, a brief retelling of the content necessary to prove judgments, reference to micro-themes of the text and their interpretation, various kinds of references to what is depicted in the work, etc.)
3
b) the text is involved, but not always expediently and justifiably, and / or there are separate cases of attracting the text out of direct connection with the thesis put forward
2
c) the text is involved only as a retelling of what is depicted without the necessary commentary
1
d) the text is not involved, judgments are not justified by the text
0
4. Consistency and consistency of presentation
Points
a) the parts of the statement are logically connected, the thought develops from part to part, there are no violations of the sequence within the semantic parts of the statement and unreasonable repetitions
3
b) parts of the statement are logically interconnected, the thought develops from part to part, but there are repetitions and violations of the sequence within the semantic parts of the statement
2
c) parts of the statement are logically interconnected, but the thought is repeated and does not develop, there are deviations from the main problem proposed in the question
1
d) gross violations of sequence, unreasonable repetitions, lack of connection between parts and within parts, and / or the general logic of the statement
0

5. Following the rules of speech
Points
a) 1 speech error was made
3
b) 2–3 speech errors were made
2
c) 4 speech errors were made
1
d) the number of speech errors made significantly complicates the understanding of the meaning of the statement (5 or more speech errors were made)
0
Maximum score
15

The federal examination in literature is one of the elective exams. In those days, when students and their parents did not have the slightest idea about such a form of graduation test as, literature was one of the mandatory final exams at school. Then it was handed over in the form of an essay, and the mark in the certificate was set in two subjects at once: literacy influenced, and style influenced literature.

Today, this exam can hardly be called popular: only those eleventh-graders who enter the philologist, linguist or teacher of the Russian language and literature need literature, and these professions, unfortunately, are not considered. Many students believe that this exam can be passed with a swoop, without devoting much time to laborious preparation, leaving only residual knowledge and the ability to coherently express thoughts.

However, preparing for the Literature exam will require considerable time and effort, especially if your goal is to pass it with a "four" or "five". Let's find out what innovations in KIMs 2017 were prepared by specialists from, when the literature will be handed over and what you should pay special attention to when preparing for this exam.

Demo version of the USE-2017

USE Dates in Literature

Specialists from Rosobrnadzor reserved the following days for this exam:

• Early period. Early examination will take place on March 24, 2017, and April 3, 2017 is allocated as a reserve day. We also recall the list of persons who can write an application for the exam in the early period. Such students include: those who are going to go abroad for study or permanent residence, participants in international or all-Russian reviews, competitions, olympiads or sports competitions, students who were ordered to undergo rehabilitation, medical or preventive procedures during the main exam. Schoolchildren who graduated from a general education institution before the 2016/2017 academic year, students who studied at night school, and young men who first want to pass, and only then enter a university can also pass the exam ahead of schedule;
• Main stage. The main exam will be held on June 13, 2017.
• Backup date. The reserve day for literature is June 20, 2017 (just in case, there is one more reserve day for all subjects - June 30, 2017).

By the way, if you belong to the category of students who are able and willing to take the exam before the main deadline, do not forget that the application will need to be submitted before March 1, 2017. Otherwise, you will have to take the exam along with the main wave of graduates.

Statistical information

It is worth noting that the number of children who choose literature as a variable exam is growing from year to year. For example, in 2016 the number of such examinees was 43.5 thousand people, which is 6 thousand more than in 2015. The statistics also show an increase in the number of graduates who managed to pass the test with the highest test score.

According to statistics, a large number of schoolchildren pass literature successfully

Thus, in 2016, 256 100-point works were identified, which is 26 works more than in 2015. Only 4.3% of students could not overcome the minimum threshold of 32 points, which is much better than the results of previous years (5.3% and 8% in 2015 and 2014, respectively). The average results for 2016 are as follows:

• 43.5% of the children received from 41 to 60 points for their work;
• 44.3% of students managed to score from 61 to 100 points.

How is the passing of the exam in literature?

You can work with the examination sheet for 235 minutes. Recall that the exam in literature does not provide for the use of any additional subjects or reference materials. Check your pockets in advance for the presence of a mobile phone, remove your smart watch from your wrist, and in no case try to carry cheat sheets with you. Any equipment with hints will be confiscated at the entrance to the classroom - each graduate passes through a metal detector frame before the start of the exam.

The classroom is under video surveillance, and about 20 thousand observers will keep order at the Russian USE, who are given strict instructions: any violator of the exam regulations must be removed from the audience! When you enter the classroom and take your seat, do not start conversations with your neighbors, get up or leave the classroom without permission. To visit the toilet room or first-aid post, you will need to contact the observers who are required to accompany you to your destination.

Passing this exam does not provide for the use of reference materials

The structure of KIM USE-2017 in literature

The latest information regarding innovations in the Unified State Examination in literature of the 2017 model indicated that this exam would soon consist only of creative tasks. Leaders confirm this fact. educational sphere Russian Federation - Olga Vasilyeva, Minister of Education and Science, and Sergey Zinin, who leads the Federal Commission for USE Developers in Literature.

The new exam model was developed in March 2016 and even managed to be tested by schoolchildren from sixty educational institutions. In the new KIMs, tasks involving a short answer will be completely excluded, the number of tasks involving multiple choice will be increased, and the requirements for . The structure of the exam will presumably be divided into three main blocks:

• the first, in which you will need to demonstrate the skills of analyzing works;
• the second - assuming that the student will show his ability to use visual and expressive means;
• the third is an essay on one of the five topics that involves a deep analysis of the work and its main problems.

However, the 2017 graduates can breathe easy. This model will come into force only in 2018. To date, it has been decided that promising KIMs will first be finalized and posted on the FIPI portal for demonstration, and only then the methodological council will make a final decision. In general, the structure of the 2017 ticket has not changed significantly. The ticket consists of 17 tasks divided into two parts:

• part 1, which includes two sets of tasks. The first of them will combine fragments of epic, lyrical and dramatic works with questions to them. For the first 7 tasks, students will have to give a short answer, and for another 2 - a detailed answer of 5-10 sentences. The second set of tasks assumes that the graduate will solve 5 more tasks in which he will analyze the lyrical work. For tasks numbered from 10 to 14, you will need to give a short answer, and numbers 15-16 suggest a detailed answer;
• part 2 is an essay of at least 200 words on one of the three proposed topics.

Do not underestimate the importance of the composition - you need to prepare well for it!

We also note that FIPI recommends that the time allotted for examination paper. For the first part of the ticket, it is worth allocating no more than 120 minutes from the total time allotted for the exam, and devote all the remaining time to writing an essay.

Assessment of the Unified State Examination in Literature

In 2009, it was decided that the scores received for the Unified State Exam do not affect the student's attestation mark and are not transferred to the usual scale from two to five. However, as of 2017, the nationwide exam may be an opportunity to improve a school teacher's grade. When translating the USE assessment system into a five-point picture, it will look like this:

• scores in the range from 0 to 31 mean that the student is not prepared for the exam and receives a mark of "2";
• scores in the range from 32 to 54 mean that the student is satisfactorily prepared for the literature exam and receives a mark of "3";
• scores in the range from 55 to 66 mean that the student knows literature well and receives a mark of "4";
• points in the range from 67 to 100 mean that the student has prepared perfectly and receives a well-deserved "5".

It will be possible to get acquainted with the points earned on the Unified State Examination in Literature on the official portal of the Unified State Examination. To do this, the student will need to log in by entering data from his passport.

Preparation for the exam in literature

In order to competently prepare for the exam in this subject, it is worth starting the advance study of demo versions of KIMs, which have already been developed by FIPI representatives. You can download a demo CMM on our website (see the beginning of the article). This approach will orient you to the approximate content of the ticket, help you identify your weaknesses and set you up psychologically for the real exam. This attitude is very important, because many students make stupid mistakes simply from stress and tension.

When preparing for the 2017 exam, it is important to study the demo versions of the exam

Remember the importance of preparing for writing an essay in the second part of KIM. Check out the topics that were offered to graduates last year, and try to write an essay on each of these topics. Stock up on literature manuals recommended by the Ministry of Education and read criticism of works from the recommended list of literature.

Experts note the importance of general erudition and erudition, which will help to argue the opinion expressed. Moreover, at least two examples from different works must be cited as an argument. In general, when writing this part of the exam, it is recommended to adhere to the following approach:

• first you should read all the proposed topics and determine which one is the most successful for expressing your thoughts;
• try to find a suitable epigraph. It is not mandatory, but knowing the exact and contextually appropriate quotes makes the job more advantageous. Remember that it is recommended to write the epigraph without quotation marks, and put the author's surname in brackets;
• think through the key aspects of the topic, the main questions, answers and evidence for your point of view. Write down the abstracts on a draft;
• write down suitable quotes from the works. But don't get carried away with quoting. It is desirable that each of the quotes include no more than 2-3 small sentences;
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