Russian language exam test part of the rule. Handbook for preparing for the exam. What is the Unified State Examination in the Russian Unified State Examination. What are the requirements and criteria. What is KIM
Reference information for all tasks: 1 - 26. If you don’t know something, don’t remember, don’t understand, you are here. Simple, accessible, lots of examples.
The author of the "Handbook": Kutyreva N. A.
Demonstration version of KIM USE in Russian language 2015
Demo version of the Russian language 2015 in an interactive form.
A demo version 2016 years in an interactive form with answers and commentsTask 1. Information processing of written texts
What is the main information? How to find it?
Task 2. Means of communication of sentences in the text
How to recover missing text component?
Task 3. Lexical meaning of the word
Multiple words. How to determine the meaning of such a word in context?
Task 4. Orthoepic norms (emphasis)
Orthoepic dictionary. Mistakeable words and forms of words.
Task 5. Lexical norms (the use of a word in accordance with the lexical meaning and required
What are paronyms? What is difficult about them? Word list 2015. A interactive dictionary
Task 6. Morphological norms (formation of word forms)
Lots of tomatoes? Their order? Wave? No, no and NO! Unified State Examination is struggling with a low culture of speech. Find out which forms are erroneous and test yourself
Task 7. Syntactic norms. Agreement norms. Management norms
How do we build phrases, do we always follow syntactic norms? Find out what mistakes are made most often. Important for the exam and for life
Task 8. Spelling roots
The logic of task 8. The focus is on the spelling rules of the roots that you studied in grades 1 - 6
Task 9. Spelling prefixes
How are Russian prefixes spelled? Apply the rules learned in grades 1-5
Task 10. Spelling of suffixes of various parts of speech (except for suffixes with Н and НН)
You studied most of the suffixes in grades 5-6. We repeat the "necessary" rules
Task 11. Spelling of personal endings of verbs and participle suffixes
How not to get confused? We offer step-by-step tactics
Task 12. Spelling NOT and NOR
Traditionally an error-prone topic that requires increased attention
Task 13. Continuous, hyphenated, separate spelling of words
Error words. The main thing is to distinguish homonyms
Task 14. Spelling -Н- and -НН- in various parts of speech
The most erroneous topic in the school course of the Russian language
Task 15. Punctuation marks in a simple complicated sentence (with homogeneous members). Punctuation in a compound sentence and a simple sentence with homogeneous members.
The logic of the task 15. In which sentences is only one comma needed?
Task 16. Punctuation marks in sentences with separate members (definitions, circumstances, applications, additions)
Isolate or not? What are the separations?
Task 17. Punctuation marks in sentences with words and structures that are not grammatically related to the members of the sentence
Introductory words and combinations. cases of homonymy. What words are often confused with introductory words?
Task 18. Punctuation marks in a complex sentence
Varieties of a complex sentence in terms of punctuation. Error cases
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5 best manuals for preparing for the exam in the Russian language
Legotskaya V.S.,
teacher of Russian language and literature
MBOU "Gymnasium No. 5", Bryansk
I will pass the exam! Russian language. Workshop and diagnostics. Tsybulko I.P., Vasiliev I.P., Alexandrov V.N.
1. I will pass the exam! Russian language. Modular course. Practice and diagnostics. Tutorial for educational organizations. Ed. I.P. Tsybulko. M.: "Enlightenment", 2017.-320 p.
2. You can download this manual http://www.alleng.ru/d/rusl/rusl1199.htm
3. The material is presented in an accessible way
Professional assessment
1. The tasks presented in the manual are easy to understand, correspond to real KIMs, they can be used in Russian language lessons at the stage of summarizing the material and preparing for the exam, as well as independent work students.
2. The level of complexity of tasks is different - from basic to advanced complexity.
3. All topics of the school course of the Russian language have been worked out extensively and completely.
5. The material presented in the manual is systematized conveniently, corresponds to KIMs in the Russian language.
6. The tests presented in the manual objectively assess the degree of preparedness of students for the exam.
7. This manual can be used under the guidance of a teacher from grade 7, individual tasks from grade 6.
8. There are no illustrations and tables, as already noted, but this is not necessary to prepare for the Unified State Examination in the Russian language.
9. The allowance is quite expensive, the minimum cost is 320 rubles. We, teachers of the Russian language, know that all the books of I.P. Tsybulkoare more expensive than other authors, and we understand why. I.P. Tsybulko heads federal commission developers of control measuring materials in the Russian language and does not hesitate to successfully and expensively sell their books.
conclusions
1. This manual can be used for self-training, for frontal work in the classroom, training with a tutor. Particularly interesting in the manual is the system of homework from lesson to lesson, the implementation of which provides both repetition and advanced familiarity with the material.
3. The price of the benefit, as already mentioned, is high.
5. All the skills that are tested at the Unified State Examination in the Russian language are formed by this manual. I would like to note the rich material for checking morphological and syntactic norms. When grimacing, allowances can also be arranged efficient work over the essay USE format. The manual contains a rich selection of modern texts, an algorithm for completing assignments for writing creative work.
6. The chances of getting a high score on the exam, if you conduct conscientious preparation for this manual, are great, but on condition that the work will be carried out under the guidance of a teacher. Rely only on self-training not worth it for this benefit.
USE. Russian language. Independent preparation for the exam. Highest mark.
1. Russian language. Independent preparation for the exam. Highest mark.Egoraeva G.T., Serebryakova O.A.M.: "Exam", 2017.-352 p.
http://www.alleng.ru/d/rusl/rusl1238.htm
3. The material is presented in an accessible way, I would like to note the richest theoretical material, the USE glossary of terms.
4. Artistic decoration. There are no illustrations, which is methodologically justified.
5. Offset paper, offset printing.
Professional assessment
1. The tasks presented in the manual are easy to understand, correspond to real KIMs,The manual is intended for teachers who use tests to prepare students for the Unified State Exam, it can also be used by students for self-training and self-control. With the help of the manual, the teacher can organize a system of homework that will allow the formation of the necessary skills, primarily speech.
3. All the topics of the school course of the Russian language have been worked out extensively and completely, the undoubted merit of the authors is a serious study of topics in morphology, which in many respects goes beyond the USE, but is necessary for the formation of general grammatical thinking.
4. Comments on the answers are understandable and accessible to students.
7. This manual can be used under the guidance of a teacher starting from grade 7, separate tasks, in particular, the spelling of roots and prefixes, from grade 5. Spelling material, in particular, the spelling of homonymous parts of speech, can be especially valuable for a practicing teacher. This material can be used by the teacher in lessons starting from the 7th grade.
8. There are no illustrations, as already noted, but this is not necessary to prepare for the Unified State Examination in the Russian language. The schemes and tables presented in the theoretical part allow you to visually familiarize yourself with the material being studied, are relevant and methodologically competent.
9. Benefit cost and benefits practical application correlated correctly average cost 260 rubles.
conclusions
1. This manual can be used for self-training, for frontal work in the classroom, training with a tutor. Especially valuable in the manual is the study of topics on morphology, these materials can also be used at the middle level in preparation for olympiads and intellectual marathons, in extracurricular work.
2. Parents who are far from the USE and the Russian language will most likely find it difficult to check, using this manual, how the child is coping with preparing for the exam.
4. The manual complies with all the latest requirements of the Unified State Examination.
5. All the skills that are tested at the Unified State Examination in the Russian language are formed by this manual. I would like to note the rich material for checking morphological and orthoepic norms, to study and consolidate topics in vocabulary.
USE 2017. Russian language. 50 standard options test items. Vasilyeva I.P., Gosteva Yu.N., Lvov V.V.
1.USE -2017 . Russian language. 50 options for typical text assignments.Vasilyeva I.P., Gosteva Yu.N., Lvov V.V.,M .: Publishing house "Exam", 2017.-448 p.
2. You can download this manualhttp://www.alleng.ru/d/rusl/rusl1198.htm
provides readers with information about the structure and content of KIM in the Russian language, the degree of difficulty of tasks.
4. Artistic decoration. There are no illustrations, which is methodologically justified.
5. Offset paper, offset printing.
Professional assessment
1. The tasks presented in the manual are easy to understand, correspond to real CIMs,there are answers to all test options, comments on the answers; sample forms used on the exam to record answers.The manual is intended for teachers who use tests to prepare students for the Unified State Exam, it can also be used by students for self-training and self-control. With the help of the manual, the teacher can organize a system of homework that will help to form the necessary skills. Particularly valuable is the material with answers to task 24. The table shows an approximate range of problems and the position of the author, which will allow students to correctly navigate the texts, write an essay correctly, following the algorithm.
4. Comments on the answers are understandable and accessible to students.
5. The material presented in the manual is systematized conveniently, corresponds to KIMs in the Russian language.
6. The tests presented in the manual objectively assess the degree of preparedness of students for the exam.
7. This manual can be used under the guidance of a teacher from the 7th grade.
9. The cost of the allowance and the benefits of its practical application are correlated correctly, the average cost is 230 rubles.
conclusions
1. This manual can be used for self-training, for frontal work in the classroom, training with a tutor. Especially valuable in the manual is the selection of texts, they are understandable to modern schoolchildren, the problems raised in them are relevant and interesting to high school students.
3. The price of the allowance and the benefits of its use, as already indicated, are correctly correlated.
4. The manual complies with all the latest requirements of the Unified State Examination.
6. The chances of getting a high score on the exam, if you conduct conscientious preparation for this manual, are great, but on condition that the work will be carried out under the guidance of a teacher. You should not rely only on self-study for this manual, you should also not consider this manual as the only one in preparing for the exam, because comments on the answers are given only to two options (No. 20 and 31), which, of course, is not enough to prepare for exam.
USE 2017. Russian language. A set of materials for the preparation of students. Drabkina S.V., Subbotin D.I.
1. Drabkina S.V. USE.Russian language. A set of activities for the preparation of students. Tutorial.-M.: Intellect-Centre, 2017.-320 p.
2. You can download this manualhttp://www.alleng.ru/d/rusl/rusl1211.htm
3. The manual presents the theoretical material in the most structured form, which allows you to independently master topics in the Russian language.
4. Artistic decoration. There are no illustrations, which is methodologically justified.
5. Offset paper, offset printing.
Professional assessment
1. This manual presents a step-by-step system for preparing for the Unified State Examination in the Russian language, which provides, firstly, familiarity with the content of examination tasks, and secondly, algorithms and reasoning patterns for their correct solution. The manual logically builds a sequence of actions necessary to select the correct answer, given in the form of algorithms. Are being considered typical mistakes that students allow when completing assignments. Contained guidelines on writing an essay-reasoning, examples of essays are given. A set of typical training tasks with guidelines and answers allows you to consolidate your knowledge and prepare for passing the exam in the Russian language. The manual contains examples USE options 2017 The manual is addressed to high school students who are preparing for the exam on their own or under the guidance of a teacher. Can be used by the teacher practical work when developing the necessary skills in the Russian language.
2. The level of complexity of tasks is different - from basic to advanced complexity, working with the manual will ensure both overcoming the minimum threshold and getting a high score on the exam.
3. All topics of the school course of the Russian language have been worked out extensively and fully, the undoubted merit of the authors is a detailed commentary on the solution of such complex topics as “Identification of the main information contained in the text”, “Means of connecting sentences in the text”, “Contextual definition lexical meaning polysemantic words.
4. Comments on the answers are understandable and accessible to students, the algorithm for completing tasks is presented step by step, a sample application of the algorithm is presented, a comment on the task, there are tasks for independent work.
5. The material presented in the manual is systematized conveniently, corresponds to KIMs in the Russian language.
6. The tests presented in the manual objectively assess the degree of preparedness of students for the exam.
7. This manual can be used under the guidance of a teacher starting from grade 8, theoretical material can be presented to students from grade 7, in particular, the algorithm for completing assignments and comments on them.
8. There are no illustrations, as already noted, but this is not necessary to prepare for the Unified State Examination in the Russian language. The schemes and tables presented in the theoretical part allow you to visually familiarize yourself with the material being studied, are relevant and methodologically competent. The manual contains tables that are not found in many other manuals.
9. The cost of the allowance and the benefits of its practical application are correlated correctly, the average cost is 300 rubles.
conclusions
1. This manual can be used for self-preparation of students, the teacher for organizing frontal, pair and individual work in the classroom, training with a tutor. Particularly valuable in the manual is the theoretical material, algorithms for completing tasks, these materials can also be used at the middle level in preparation for olympiads and intellectual marathons, in extracurricular work.
2. Parents can use this guide to check how their child is doing in preparing for the exam.
3. The price of the allowance and the benefits of its use, as already indicated, are correctly correlated.
4. The manual complies with all the latest requirements of the Unified State Examination.
5. All the skills that are tested at the Unified State Examination in the Russian language are formed by this manual. I would like to note the rich theoretical material on all topics of the exam.
6. The chances of getting a high score on the exam, if you conduct conscientious preparation for this manual, are great, but on condition that the work will be carried out under the guidance of a teacher.
USE 2017. Russian language. 1000 tasks with answers. All tasks of part 1. Egoraeva G.T.
1.Egoraeva E.G. USE: 1000 tasks with answers. All tasks of part 1. -M .: Publishing house "Exam", 2017.-415 p.
2. You can download this manual http://www.alleng.ru/d/rusl/rusl1123.htm
3. The material is presented in an accessible way,will help students not only to generalize and systematize their knowledge in all areas of the science of language, but also to assess their level of preparation for the upcoming exam.
4. Artistic decoration. There are no illustrations, which is methodologically justified.
5. Offset paper, offset printing.
Professional assessment
1. The collection contains a large number of tasks corresponding to the demo version of control measuring USE materials in the Russian language in 2017, by solving which graduates will be able to acquire practical skills in completing exam tasks and eliminate existing gaps in knowledge in the shortest possible time. The manual is intended for teachers who use tests to prepare students for the Unified State Exam, it can also be used by students for self-training and self-control. With the help of the manual, the teacher can organize a system of homework that will help to form the necessary skills.
2. The level of difficulty of the tasks is average, however, working with the manual will ensure not only overcoming the minimum threshold, but also getting a high score in the exam.
3. All topics of the school course of the Russian language have been worked out extensively and completely, in strict accordance with the KIMs of the Unified State Examination.
4. Comments on the answers are understandable and accessible to students.
5. The material presented in the manual is systematized conveniently, corresponds to KIMs in the Russian language.
6. The tests presented in the manual objectively assess the degree of preparedness of students for the exam.
7. This manual can be used under the guidance of a teacher from the 5th grade.
8. There are no illustrations, as already noted, but this is not necessary to prepare for the Unified State Examination in the Russian language.
9. The cost of the allowance and the benefits of its practical application are correlated correctly, the average cost is 200 rubles.
conclusions
1. This manual can be used for self-training of high school students, for frontal work in the classroom, training with a tutor. Particularly valuable in the manual is the selection of tasks for working out morphological and syntactic norms.
2. Parents are likely to find it difficult to check how their child is doing in preparing for the exam using this guide.
3. The price of the allowance and the benefits of its use, as already indicated, are correctly correlated.
4. The manual complies with all the latest requirements of the Unified State Examination.
5. All the skills that are tested at the Unified State Examination in the Russian language are formed by this manual.
6. The chances of getting a high score on the exam, if you conduct conscientious preparation for this manual, are great, but on condition that the work will be carried out under the guidance of a teacher. You should not rely only on self-study for this manual, you should not also consider this manual as the only one in preparing for the exam.
The authors of the articles are professional tutors I.M. Khrapova, T.V. Vorontsova and O.V. GushchinaHow to prepare for the exam in the Russian language? So you open a collection of typical test tasks for the Unified State Examination in the Russian language and understand that you managed to forget something, but you didn’t hear about something at all. Then you pick up a voluminous manual and understand that you don’t know on which page, in which section to look for information. How to combine theory and practice?
We offer you a short and effective path to success. We have analyzed for you separately each task of the exam in the Russian language. In each article you will find theoretical material that contains only what is necessary and sufficient to complete the USE assignments in Russian. we give you an algorithm for completing exam tasks. We will tell you what traps you can expect in a particular task. The material to be learned by heart is presented in the form of hint tables.
Take the test questions in order, from 1 to 26. You will notice that in subsequent tasks you build on the knowledge gained earlier. Consider our materials as a guide-instruction, constantly refer to them when you decide USE tests In Russian.
What is the Unified State Examination in the Russian Unified State Examination. What are the requirements and criteria. What is KIM?
December essay on the Unified State Examination in the Russian language 2019-2020
How to prepare for the December essay - 2018?
Video course on Russian language and literature "December composition 2014".
This course describes the most winning topics of the December essay and reveals the technology of writing it. You will learn how to guarantee and with minimal time to get high results in the essay.
The author of the video course is the leading teacher of the Russian language and literature of the EGE-Studio company, candidate of philological sciences Tatyana Vladimirovna Vorontsova.Secondary general education
Line UMK I. V. Gusarova. Russian language (10-11) (basic, advanced)
Line UMK Pakhnova. Russian language (10-11) (B)
Line UMK VV Babaytseva. Russian language (10-11) (deep)
Line UMK Kudryavtseva. Russian language (10-11)
Getting ready for the exam in the Russian language: the main topics for repetition
There are only a few months left before final exams. What are the nuances of the Unified State Examination in the Russian language this year, what topics are especially important to repeat and how to prepare for the main verification work since fifth grade? This is told by one of our authors, Doctor of Philology, Professor of the Department of Theory and Methods of Teaching Russian Language and Literature Orlovsky state university Larisa Bednarskaya.Work with text
This year, the text part has become stronger, more diverse and, therefore, more difficult. Tasks No. 1 and No. 2 of the demo immediately lead to the provisions that define the very concept of "text": content and structure. For their implementation, it is necessary to automate the skill of preliminary analysis of the material. In task number 3, there is a transition directly to the vocabulary: the student must determine the meaning of a polysemantic word in the context. This is an important skill, since all the nuances of the meaning of words are revealed precisely in the texts. Task No. 26 (essay) is formulated vaguely. In terms of its components, the final text should correspond to the type of “reasoning”, however, this is not indicated directly. In this task, in principle, there are no suggestive terms.
Textual material important for successful passing the exam, is fully represented in the TMC by V.V. Babaitseva. The textbooks deal, among other things, with the test frame, the patterns of connecting sentences, keywords and much more - topics that will help the student cope with the tricky tasks of the text part.
Unstressed vowels and other orthograms
The USE is still focused on basic knowledge. However, now one task can include several spellings at once, which complicates the work. Taking up the preparation for the exam in high school, you need to identify which spellings the student has already learned, which are not. It is important for the child to know what exactly he has to learn. In most cases, he is already familiar with the basis of certain rules, and understanding this gives him confidence. Qualitative preparation for the exam starts from the 5th grade. For example, the study of paronyms, which are discussed in task number 5, begins in the fifth grade and requires periodic repetition.
Let's look at a few spellings that cause the most difficulties for students, and see how they can be presented.
Unstressed vowels are the most "dangerous" place. Also in Soviet times statistics showed that they account for 85% of all errors in writing. Now the situation is even worse because lexicon in children became poorer, and than less words in the student's arsenal, the more difficult it is for him to find a test word.
Vocabulary development exercise
We arrange a regular competition "Who will write down the most words." We give 5 minutes to complete. The student writes in a column one or two syllables, like "goat", "leg". Mandatory conditions: the words must be without the letters Y and Y (unchanged in the unstressed position), and we also do not take into account the words with full and non-full vowels. Winner prize: a mark in the journal. Experience shows that with constant training, a student can present 45-50 words at a time.
Alternating vowels at the root
It is also better to introduce students to the morpheme principle, the main principle of Russian spelling, from the fifth grade (or even from elementary school). To get started, you can hang a poster with a fun text that the children will remember: “The word is divided into parts. Ah, what happiness! Every literate person can build a word from parts. Well, in a scientific way, the principle sounds like this: each morpheme is written in the same way. Writing rules are recommended to be presented according to the template: where, under what condition what happens. For example: when alternating E / I at the root of the word, before the suffix -A- we write I.
The methodological manual has been prepared for the textbook by V.V. Babaitseva Russian language and literature. Russian language. Deep level. 10-11 grades. The manual presents the content of the Russian language course, subject and meta-subject results of its development, exemplary lesson and thematic planning, types of student activities, topics of search and research work, recommendations for using the electronic application to the textbook.
Common Roots:
- KOS- / CAS-, FALSE- / LAG- (at the root, before the suffix -A-, we write A),
- GOR- / GAR-, ZOR- / ZAR- (it is better to remember the spelling of these roots, based on key phrases or sentences, for example: “the dawn burned out”)
- ROS- / RAST- (at the root, before -ST- and -SCH-, we write A)
- MOK- / MAK-, ROVN- / EQUAL- (we rely on single-root words: MOK- how wet, MAK- how to dip, etc.)
Spelling Yo / O after hissing
Here the morpheme can be root or affix. In the second case, the spelling just needs to be memorized. If we are dealing with a root, then when alternating with E we write Yo, and in suffixes and endings under stress we write O. This rule applies only to names: nouns, adjectives and adverbs.
Spelling Y / Y after C
In the root we write AND, and in suffixes and endings Y. Related to this interesting fact. If we consider words with AND after C in the root (number, encyclopedia, zinc), we find that they are borrowed from Latin, in which C was soft. Words in -TSIA also came from the Latin language. But in Russian endings and suffixes (fighters, Sinitsyn), the hardened Russian Ts.
The junction of prefix and root
This is basically a solid sign spelling rule. Ъ is written in one place of the word: after a prefix on a solid consonant before the root ones E, Yo, Yu, Ya.
Another important rule on the topic of the prefix and the root: the transition of the root AND to S. As we hear and write - but there are a lot of exceptions that need to be remembered.
The textbook complies with the requirements of the Federal State Educational Standard for Secondary (Complete) general education recommended by the Ministry of Education and Science of the Russian Federation and included in the Federal List of Textbooks. The textbook, consisting of a theoretical and practical part, deepens students' knowledge of the language as a multifunctional developing system, ensures the improvement of communicative, linguistic, linguistic (linguistic) and cultural competencies.
Spelling prefixes
Prefixes are written uniformly, but two pairs have a special nature. Firstly, these are prefixes on Z / S, where we put C in front of the deaf. Prefixes PRE- and PRI- should be given special attention: most often PRI- means joining, approaching, being in the vicinity, and PRE- is equal to the prefix PERE- or the word very.
Noun suffixes
- It is necessary to remember: -ET- / -FROM-, -IS / -OST, -ESTV- - -INSTV-, -ISM).
- They obey the rules: -CHIK (written after the root D, T, Z, S, F), -EC- (in the masculine noun) / -IC- (in the feminine noun r), EK- (E drops out when changing the word) / -IK, -IN- - -INK-).
- Diminutive-magnifiers: -ENK- / -ONK-, -ISCH- (always stressed, but remember that after it -E is written in the masculine noun, -A in the feminine noun), -YSHK- (remember that in the noun cf. r. after it, the ending is -O).
These rules are easy to remember in the form of a table.
Adjective suffixes
Similarly, adjective suffixes can be divided into 3 categories and tabulated:
- You need to remember: -EV- / -OV-, -IV-, -CHIV-, -LIV-, -CHAT-.
- They obey the rules: -N-, -AN-, -YAN-, -IN-, -ENN-, -ONN-.
- Diminutives: -ENK- / -ONK-.
Verb forms
This topic is studied for two years, in grades 6-7. The question often arises: why do we write the same verb in different ways, for example: “I saw the sky” and “You will not see the sky”? The point is the formation of verb forms from two stems: the present tense and the infinitive. All forms of the past tense are formed from the stem of the infinitive.
Spelling of adverbs
Consider 3 ways to write:
Slitno
- Formed from full and short adjectives: again, round.
- Formed from other adverbs: tomorrow.
- Formed from the adverb of place: down, up, above.
Apart (formed from nouns with prepositions)
- Former noun, begins with a vowel: point-blank.
- It has case forms: abroad.
- Answers the question "how?": on the run, on the fly.
Through a hyphen
- The prefix B-, VO- plus the ordinal number: firstly, secondly ...
- Repeat: a long time ago, exactly the same.
- Prefix PO-, suffix -EMU, -SKI, -TSKI, -I.
NOT with different parts speeches
We are guided by the following rules:
Slitno
- Nouns, adjectives and adverbs, when they can be replaced by a synonym without NOT.
- Not used without NOT.
Apart
- Verbs, adverbs.
- Nouns, adjectives, adverbs in the presence of comparison or opposition.
There are other spelling rules NOT, in particular with participles and pronouns, which require a separate study.
The handbook is intended for the preparation of graduates high school to 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 assignments of parts of all types of parts 1 and 2 of the examination paper. The practical part includes samples of test tasks, approximated in terms of volume, structure and selected material to control measuring materials of a single state exam. Answers to test tasks are given at the end of the manual.
Knowledge control
Simple tasks will help to believe how well the student has learned the rules on a particular topic. It is better to perform them not in a notebook, but on a separate sheet.
- Write down from memory, without changes, the studied formulas or tables.
- Write down in words one or two rules on the topics studied.
- Write in a column 5 or more examples for one of the rules.
- Make up a sentence with one of the words and do a syntactic analysis.
Depending on the level of preparation of students, tasks can become more complicated. Such control takes only 5 minutes, without taking much time from the lesson. At the same time, the performance of tasks deserves an assessment in the journal.
The media often reproach teachers for the fact that study turns into continuous training for the exam. However, the teachers themselves know that only the systemic A complex approach allows you to achieve the desired result.
Line UMK M. M. Razumovskaya. Russian language (5-9)
Line UMK VV Babaytseva. Russian language (10-11) (deep)
Line UMK Kudryavtseva. Russian language (10-11)
Line UMK Pakhnova. Russian language (10-11) (B)
Unified State Examination in the Russian language: a detailed analysis of tasks with specialists
The Unified State Examination in the Russian language is one of the mandatory subjects for final exams. USE results in the Russian language will be required upon admission to universities for each area of training (specialty). Today we will consider in detail one of the options for the exam task.New materials on the exam are available for review at the link:
Below is a breakdown of the 2017 assignments.
The examination time is 3.5 hours (210 minutes).
The minimum number of points in the Russian language:
- to obtain a certificate - 24 points;
- for admission to a university - 36 points.
The structure of the examination paper:
Each version of the examination paper consists of two parts and includes 25 tasks that differ in form and level of complexity.
Part 1 contains 24 short answer tasks. IN examination work The following types of tasks with a short answer are offered:
- tasks of an open type for recording a self-formulated correct answer;
- tasks to choose from and write down one correct answer from the proposed list of answers.
Part 2 contains 1 open-ended task with a detailed answer (composition), which tests the ability to create your own statement based on the text you read.
Our experts:Sosnina Irina Vasilievna, teacher of Russian language and literature, laureate of the competition "Moscow Grant" in the field of science and technology in the field of education.
Awarded with the Honorary Diploma of the Ministry of Education and Science, work experience - 34 years.Ryabtseva Elena Alexandrovna, a teacher of the highest category, teaches at a high school. Veteran of Labor, Winner of the competition of the best teachers Russian Federation within the framework of the Priority National Project "Education". Twice Laureate of the competition "Moscow Grant" in the field of science and technology in the field of education. Pedagogical experience - 46 years.
Part 1
Read the text and do tasks 1-3.
(1)L.N. Gumilyov, studying the features of the historical development of the peoples of Eurasia, noticed to the fact that rapid social change on the continent associated with solar activity cycles , which are quite fully described by astronomers. (2) Following the specialists in the field of natural science, the scientist suggested that this relationship is natural . (3)<…>He put forward and developed the hypothesis that a sharp increase in solar activity favors that that on earth in abundance "passionaries" are born - people of increased activity that promote social change and guide the historical movement of peoples.
1. Indicate two sentences that correctly convey the MAIN information contained in the text. Write down the numbers of these sentences.
1) The main discovery of L.N. Gumilyov was that he was the first to see the connection between the active members of society - "passionaries" - and a number of historical events in Eurasia.
2) L.N. Gumilyov drew attention to the fact that social changes and the strengthening of ethnic processes on Earth are somehow connected with the cosmic energy of the galaxy.
3) L.N. Gumilyov, putting forward the hypothesis of "passionaries", explained the connection between the cycles of solar activity and the intensification of socio-historical processes on Earth.
4) The peoples of Eurasia, according to L.N. Gumilyov, owe their historical development first of all, the cycles of solar activity, which are described in sufficient detail by astronomers.
5) Studying the features of the historical development of Eurasia, L.N. Gumilyov put forward the hypothesis of "passionaries", according to which there is a relationship between the cycles of solar activity and socio-historical processes on Earth.
Answer: 3 5
Task execution algorithm:
1. Highlight in each sentence the key words that are important for understanding the issue that is raised in this text.
2. Determine the causal relationship between the sentences in the text.
3. Shorten the text by crossing out secondary information (various explanations, details, descriptions of minor facts, comments, lexical repetitions).
4. Transmit in one sentence the main information contained in the text.
5. Compare your text compression option (your sentence that conveys its main idea) with the answer options.
Try to concisely retell the text:
Let's compare the retelling with the options:
- in the first version, emphasis is placed on the connection between active members of society - "passionaries" - and a number of historical events in Eurasia;
- in the second version there is extra information that social changes and the strengthening of ethnic processes on Earth are associated with the cosmic energy of the galaxy;
- in the third version, the hypothesis of "passionaries" is put forward, the connection between the cycles of solar activity and the intensification of socio-historical processes on Earth is explained, this is true;
- in the fourth version, erroneous information is given that the peoples of Eurasia owe their historical development primarily to the cycles of solar activity, which are described in sufficient detail by astronomers;
- in the fifth variant, the hypothesis of "passionaries" is correctly explained, according to which there is a relationship between the cycles of the Sun's activity and socio-historical processes on Earth.
Correct answers - 3 5
2. Which of the following words or combinations of words should be in place of the gap in the third (3) sentence of the text? Write down this word (combination of words).
But
Because
Meanwhile
However
Moreover,Answer: 5
Task execution algorithm:
To correctly determine the word (combination of words) necessary for a given context:
1) Carefully read the test and understand the logic of the author's reasoning.
2) Determine what logical link in the author's reasoning is the sentence with the gap:
Does not indicate the cause of the described phenomena (hence, it is impossible to insert BECAUSE );
It is not an introductory phrase and does not indicate a mention of anything, (therefore, it is impossible to choose the place of the gap in the sense MEANWHILE );
It is used for opposition, emphasizing the contradiction (therefore, it is impossible to insert HOWEVER, BUT, BUT );
Used to indicate special importance subsequent phrase (therefore, in place of the gap in the meaning, you need to choose MOREOVER );
3) Perform the substitution, and then reread the resulting version again and make sure that you have correctly established a logical correspondence between the sentence with the gap and the one that precedes it.
3. Read the fragment of the dictionary entry, which gives the meaning of the word DEVELOP. Determine in what sense this word is used in the third (3) sentence of the text. Write down the number corresponding to this value in the given fragment of the dictionary entry.
DEVELOP- I call, - you call, owls.
1) Strengthen, give something. strengthen, strengthen. R. interest in music.
2) Bring to a certain degree of spiritual maturity, consciousness, culture. R. child. Reading developed it.
3) Distribute, expand, deepen the content or application of something. R. idea. R. argumentation.
4) Do something. on a large scale, with all the energy to deploy sth. R. agitation. R. activity.
Answer: 3.
Task execution algorithm:
1. Read the assignment carefully.
2. Find the specified offer.
3. Include each of the proposed lexical interpretations instead of the word given for analysis.
4. Determine whether the sentence lost or did not lose its semantic integrity during the linguistic experiment:
If the sentence has not lost its semantic integrity, the answer is correct;
If the meaning of the sentence has changed, the answer is incorrect.
Word DEVELOP- I call, - you call, owls. used in the sense to spread, expand, deepen the content or application of something.
R. idea. R. argumentation.
4. In which word there is a mistake in setting the stress: INCORRECT is the letter for the stressed vowel highlighted? Write out this word.
adolescence
bleeding
vulgarize
Answer: vulgarize
Task execution algorithm:
It must be remembered: the mobility of Russian stress creates objective difficulties in completing this task, so pay attention to the recommendations and repeat the words from the link.
1. In feminine past tense verbs, the stress, as a rule, falls on the ending A: I took, I took, I took, I took, I poured in, I burst in, I took it, I recreated, I drove, I chased, I got it, I got it, I waited, I waited, I took it, I locked it, I locked it, I called, I lied, I lila, I poured, I lied, I tore myself, I called As, I poured, narwhal, started, doused, hugged, overtook, skinned, departed, gave away, withdrew, withdrew, poured, called, watered, understood, arrived, tore, took off, created, plucked, removed.
Note:
The exception is feminine past tense verbs with the prefix YOU-, which pulls the stress on itself: poured out, called ;
For verbs to put, sneak, send, send, send, the stress in the feminine form of the past tense DOES NOT fall on the ending A, but remains on the basis: put, stole, sent, sent, sent.
5. In one of the sentences below, the underlined word is WRONGLY used. Correct the lexical error by choosing a paronym for the highlighted word. Write down the chosen word.
The jury reached a guilty verdict in the case.
Experiments have shown that when lightning strikes soil containing silicates and ORGANIC carbon, a ball of silicon and silicon carbide fibers is formed.
“He was a very HIDDEN person who knew how to keep silent,” the writer's contemporaries recalled.
Inside the Soviets, instead of democracy, the dictatorship of the Bolsheviks was established.
I am ready to forgive even cruelty if I see compassion COMING from the one who speaks about it.
Answer: hidden.
Paronyms are single-root words belonging to the same part of speech, similar in sound, but having different lexical meanings: addresser - addressee; ignorant - ignorant; put on - put on, etc.
Members of paronymic pairs
They have different lexical meanings;
Combine with different words.
ACCUSED- participle from ch. accuse, one who is found guilty.
Usage examples: accused of stealing, accused of lying, accused of stealing money, accused of a crime, innocently accused, accused of murder.accusatory- containing an accusation.
Usage examples: accusatory speech, guilty verdict, indictment, indictment.ORGANIC. 1. (special) Belonging to the plant or animal world, relating to living organisms.
2. Concerning the internal structure of a person, his body, his organs.
3. Concerning the very essence of something, root.
4. (trans.) Inherent in someone.
ORGANIC. Having deep roots in a personal or social organism, inherent in someone, something, not accidental, naturally arising from something; integral, inseparable.
SECRETIVE. Not inclined to share his thoughts, experiences, intentions with others, not frank. Synonym: closed. Antonyms: frank, sincere. Stealthy: ~th person; ~th person; ~th creature; ~th people; ~th character.
HIDDEN. Secret, not obvious. Antonym: obvious. Hidden: ~th meaning, hint; ~th enmity, irony, pain; ~th excitement, observation; ~th power; ~th temperament; ~th opportunities, reserves, thoughts, intrigues; ~th enemy.
DICTATION(ped.). Written work consisting in writing dictated text.
Examples:
class, control, visual, difficult, easy dictationDICTAT- demand, instruction, dictated by one, strong point and imposed for unconditional execution on the other, weak side.
Examples:
Roman dictate;INITIAL- initial.
Examples:
initial moment, knowledge levelOUTGOING is a document flow term.
Examples: outgoing number, documentThe correct answer is " SECRETIVE”, not inclined to share his thoughts and experiences with others.
6. In one of the words highlighted below, a mistake was made in the formation of the form of the word. Correct the mistake and write the word correctly.
WILL ERASE from the board
sing ZONCHE
V 150 meters
two pairs SOCKS
Not SPEECHING not a word
Answer: uttering
Task execution algorithm:
To complete this task you need good knowledge theories.
1. Formation and use of nominative and genitive cases plural nouns (For most masculine nouns, in the initial form ending in a solid consonant ( orange, tomato, fly agaric, computer, sock ), characteristically ending -OV in the genitive plural form: oranges, tomatoes, fly agarics, computers, socks etc).
2. The use of numerals one and a half, one and a half hundred ( The numerals one and a half and one and a half hundred in all indirect cases, except for the accusative, have the form one and a half, one and a half hundred ).
3. Formation and use of degrees of comparison of adjectives and adverbs
Degrees of comparison of adjectives and adverbs
comparative
adjective
Superlatives
adjective
Suffixes:
-EE, -E, -SHE
STRONG HER
LOUD E
JUNIOR E
MORE
LESSMORE PERSISTENT
LESS DIFFICULT
Suffixes:
-AYSH-, -EYSH-
DEEP ASH ii
NEZH H ASH ii
MOST
MOST
LEAST
MOST KIND
MOST DANGEROUS
Comparative degree of adverb
Superlative adverb
Suffixes
-EE, -E, -SHE
EXACT HER
HIGH E
TONSH E
MORE AND LESS
MORE EXACTLY
MORE HIGH
MORE THIN
Pronoun ALL +
simple comparative degree
MORE PRECISELY ALL
HIGHER ALL
THINER ALL
The comparative degree of adjectives and adverbs differ from each other in syntactic functions in the sentence: comparative the adjective acts as a predicate of a personal sentence, a definition and, very rarely, a subject; the comparative degree of the adverb is in the role of a circumstance.
There is a mistake in the word " uttering". This is a gerund participle formed from a perfective verb. Perfective gerunds are formed by adding the suffix -V- to the basics of the infinitive into a vowel: push - pushing, come - stepping on, see - looking.
We also bring to your attention work program for the TMC Gusarova I.V. (basic and advanced levels) for grades 10-11.
From the fifth grade, you can already take it to work work program for the teaching materials of Albetkova R.I. in Russian literature.
7. Establish a correspondence between grammatical errors and sentences in which they are made: for each position of the first column, select the corresponding position from the second column.
GRAMMATICAL ERRORS
A) incorrect use of the case form of a noun
with a pretext
B) incorrect sentence construction with adverbial turnover
C) violation of the connection between the subject and the predicate
D) incorrect sentence construction with indirect speech
D) violation in the construction of a sentence with homogeneous members
OFFERS
1) In 1915, Charlie Chaplin participated in the Charlie Chaplin look-alike competition in San Francisco, but he not only did not win, but did not even make it to the final.
2) The student told his teacher that I had not yet prepared for the answer.
3) In Nekrasov's poem " Railway» presents a picture of folk life.
4) Turning back, it seemed to me that the dog was still following me, but there was no one.
5) Many years ago, here, in the very center of the village, there was a wooden church, and everyone who saw it admired the elegance of the building.
6) From June 1, commuter trains will depart according to the summer schedule.
7) The beast carefully made his way along the road leading to the village and along which he had already walked more than once.
8) A group of rescuers advanced towards a group of tourists.
9) All parcels sent abroad undergo strict epidemiological control.
Write in the table the selected numbers under the corresponding letters.
Answer:
A.8. Errors related to the incorrect use of the CASE FORM of a NOUN WITH A PREPOSITION.
B.4. Errors in the construction of sentences with gerunds.
A sentence is grammatically incorrect in which the action expressed by the verb-predicate and the action expressed by the participle are performed by different persons.
AT 5. Errors associated with a violation of the connection between SUBJECT and PREDICT.
In complex sentences built according to the model " THOSE WHO... », « EVERYONE WHO... ”, with the subject KTO, the verb-predicate is put in the singular, and with the subject TE (ALL), the verb-predicate is used in the plural.
D.2. Errors in the construction of sentences with INDIRECT SPEECH.
When translating direct speech into indirect in the subordinate part, it is unacceptable to use the personal pronoun “I”: pronouns and verbs in the form of the first person should be replaced by pronouns and verbs in the form of the third person.
D 7. Errors in the construction of sentences with HOMOGENEOUS MEMBERS.
The error in constructing a sentence with homogeneous members (Proposition 7) is that different syntactic constructions are included in a number of homogeneous members. Need: either two participial turnovers, or two homogeneous subordinate clauses.
8. Determine the word in which the unstressed alternating vowel of the root is missing. Write out this word by inserting the missing letter.
note..
friendly .. native (station)
ex..mother
Sat..Register
anal..gyny
Answer: hug
Task execution algorithm:
1) Choose test words for each word, remembering that among them there may be dictionary words, an unstressed vowel in the root of which requires memorization.
If you find words that have a checkable vowel in the root, or dictionary words, you can cross them out, as they will not be the correct answer
2) Read all the words carefully and find among them a word with an alternating vowel in the root:
GAR - GOR; ZAR - ZOR; CLAN - CLONE; TVAR - TVOR; LAG - LODGE; BIR - BER; PIR - PER; DIR - DER; TIR - TER; WORLD - MER; BLIST - SHINE; STEEL - STEL; YIG - ZHEG; CHIT - THUNDER; KAS - KOS A; (I) - MI (IN); RAST - RASH - ROS; SKAK - SKOCCH; MAC - IOC; EQUAL - ROVN; PLAV - PLOV; CHA - CHIN; MY - MIN; ZHA - PRESS; AE - NIM; KLYA - WEDGE.
It should be remembered:
1. Checked unstressed vowels in the root of the word
(in an unstressed position at the root of the word, the same vowel is written as under stress in cognate words or forms of this word: noteworthy - notice; save - carefully; analogous - analogy).
2. Alternating vowels at the root of the word (Hug - hug).
9. Determine the row in which the same letter is missing in both words. Write these words out with the missing letter.
pr .. miracle, pr .. back (interpret)
pr..mazh (with glue), pr..grandfather
not..bendable, ..give
voz..chalk, inter..grovoy
under .. yachiy, about .. ate
Answer: inflexible, surrender
To complete the task correctly, you need to know the following spelling rules:
Spelling of invariable prefixes: (always spelled the same. You need to know them “by sight”: in-, in-, vzo-, you-, before-, for-, iso-, on-, over-, it is necessary-, not-, under-, o-, about-, both-, re-, over- , under-, under-, pr-, pre-, pro-, dis-, s-, co- . In the word “smear” (with glue) write the prefix PRO-, and in the word “great-grandfather” - PRA-)
Spelling of variable prefixes ending in -3 And -WITH(the prefix is \u200b\u200bwritten with the letter Z if the root begins with a vowel or voiced consonant, and with the letter C if the root begins with a voiceless consonant (k, p, s, t - the word for remembering "KapuST": without-/bes-, air-/sun- (air-/sun-), from-/is-, down-/nis-, times-/races, roses-/rose-, through/through (through/through) ;
Spelling prefixes PRE- And AT-: (so as not to make a mistake in writing the prefix AT- or PRE- in a word, one should know their meaning. These prefixes are considered semantic, that is, the choice in their spelling is based on the meaning of the prefixes that they contribute to the lexical meaning of the word. So the root of the word "whim" is a morpheme -CHUD-: Quirk-Wonderful-Wonders. ... The semantics (meaning) of the prefix PRI- in the word is unclear, so we remember the spelling of this prefix in this word. And in the word "misinterpret" the choice of prefix depends on the lexical meaning of the word. Words with prefixes PRE- / PRI-, which are pronounced the same, but have different lexical meanings that determine the choice of prefix: in this case, “false, distorted”, so we choose the prefix PRE-);
Spelling I, Y after prefixes (if the prefix ends in a consonant, then AND root changes to S: a game- draw , famous - unknown , story - backstory .
But, after the prefixes of inter-, super- and foreign language prefixes dez-, counter-, post-, sub-, super-, trans-, pan- And it does not change: ultra-refined, inter-institutional, disinfection, counter-play, post-impressionism, trans-Indian, pan-Islamism.
excl.: charge);
Spelling separators Kommersant And b characters (separating Kommersant written only after consonant prefixes before letters e, yo, yu, i, denoting two sounds (the sound [th '] appears): entrance, overeat. Inside the word, before the letters e, yo, i, yu, i(not after the prefix!): curtain, serious, nightingale, blizzard, peasant, clerk (cf. clerk), etc. write b).
In the words "unbending" and "surrender" the prefix is missing WITH-. No prefix Z-. The prefix C- does not change. Formally, the prefix C- is used in combinations Sat, sg, sd, szh, sk, mid.
10. Write down the word in which the letter I is written at the place of the gap.
koch..vat
suede..out
eclipse
thoughtful .. out
Answer: Thoughtful
This is an adjective, the spelling is in the suffix. Adjective suffixes –LIV-, -CHIV-, are always written with the letter I.
Adjectives have suffixes -A LION-,-CHEV- can not be.
Reasoning algorithm:
1) Determine in which part of the word the letter is missing: in the ending or in the suffix.
2) If a vowel is omitted at the end, then indefinite form verb, set its conjugation:
vowels are written in the personal endings of the verbs of the first conjugation E, U ;
vowels are written in the personal endings of verbs of the second conjugation I, A (I) .
3) If the vowel is missing in the suffix, then analyze the nature of the spelling:
missing vowel in participle suffixes ush, yusch, ash, yashch, im, eat (om) .
omitted vowel before participle suffix vsh, nn.
4) Spelling participle suffixes ush, yusch, ash, yashch, im, eat (om) depends on the conjugation of the original verb:
In participles formed from verbs of the I conjugation, suffixes are written ush, yusch, em (om) ;
In participles formed from verbs of the II conjugation, suffixes are written ash, ash, im.
5) Vowel spelling before participle suffixes vsh And nn depends on the at - yat or it - et the indefinite form of the original verb ends:
if the original verb ends in at or yat, then before nn in the passive participles of the past tense, the vowel a (ya) is preserved;
if the original verb ends in it or et , then before nn only written e ;
before the suffix vsh the same vowel is retained as before the ending be in an indefinite form.
Help: Put the verb in the 3rd person plural. (THEY do what? THEY do what?) ending -ut-ut - verb 1 conjugation - in the endings you should write a letter E ,
Ending - at-yat - verb 2 conjugation - in the endings you should write a letter AND .
11. Write down the word in which the letter Y is written in place of the gap.
hopeful
(they) offended..tsya
(patients) recover..t
sealed
(they) sit..t
Answer: offended
This is a verb derived from the verb "OFFEND" relating to the second conjugation. See table:
Conjugation of verbs
II conjugation
I conjugation
Heterogeneous
1) All verbs in -it,
except shave And lay .
2) and 11 more verbs:
Drive, hold
breathe, offend.
Hear, see, hate.
Depend and endure.
And also watch, turn .
You remember, friends,
them on -E- cannot be hidden.
1) all other verbs, except for non-conjugated ones;
2) plus verbs shave And lay
want,
run,
honor
12. Define a sentence in which NOT with the word is written CLEARLY.
Open the brackets and write out this word.
We lived in poverty, constantly (NOT) EATING, exchanged for food those things that we brought with us.
My trained eye determined that the area was (NOT) DIVINED, but I still decided to look for at least some signs of human presence.
It is still far (NOT) CLEAR whether such an evaluation criterion is applicable to everyone and to the same extent.
The zoo accepts (NOT) SOLD-OUT fruits for the New Year, which will be enjoyed by elephants, kangaroos, bears and artiodactyls.
She is an amazing Russian actress, he is an (UN)KNOWN genius teacher, and both are true servants of the theater.
Answer: Undernourished, because.:
UNDER-- a complex prefix indicating incompleteness, lack of action or quality, for example, underdeveloped, underdeveloped, underdeveloped . It consists of two independently used elements: prefixes before- denoting the achievement of the goal, bringing the action to the end ( to eat, to reach, to finish reading, to live ), and particles Not-, which negates what "before" means ( miss, miss …).
Verbs with UNDER- The incompleteness of the action, manifested in the absence of a sufficient norm, is connected in verbs
1) with a lack of quantity of something ( underestimate, underestimate underestimate, underestimate ),
2) with a lack of length of something in time ( undersleep, undersleep, undersleep, undersleep ),
3) with an insufficient degree of intensity of action ( overlooked, overlooked, overlooked, overlooked ).
The most numerous is the first group of verbs. Among verbs with UNDER- there are those without NOT not used (n misunderstand, misunderstand, underutilize, underestimate, dislike, underhear, perplex, miss… ) Verbs to harass, to understand, to use up, to underestimate, to love, to hear, to understand, to count ... absent in the language.
It should be remembered that the rules for writing NOT with different parts of speech can be grouped as follows:
Apart
If the word without NOT is not used: indignant, indignant, indignant, fiction
If there is a contrast with the union a Not true, but a lie
If you can replace with synonyms without NOT: not wide - narrow
If at the word with NOT there are words far, at all, not at all, not at all, by no means a beauty
There is NO preposition between NOT and the pronoun: No one, no one
With verbs and gerunds: didn't know, didn't know
with prefixes not + before
not completed
do not watch the movie, do not take home
She did not finish and fell silent.With short participles: not_ closed
Pronouns HAVE a preposition
With no one, with no one
Exceptions: not in measure, not as an example, not for good, not for haste, not to taste, not within the power, not to the inside, not from the hand, etc .; b) neither give nor take, neither be nor me, neither here nor there, neither light nor dawn, for nothing
not about anything, not a bottom, not a tire, not for a sniff of tobacco, not for a penny, etc.
not one (no one) - not one (many), never (never) - more than once (often).
13. Define a sentence in which both highlighted words are writtenONE. Open the brackets and write out these two words.
Evidence research (BECAUSE OF preceded by the disclosure of the documents formulating the accusation, and ALSO) discussion of the procedure for examining evidence.
Nihilistic philosophy does not allow any (SUPER)PERSONAL values on which the individual could rely, TO) justify your existence.
(FIRSTLY , everything should be fair, so you need to share the booty (EQUALLY .
(DESPITE to the hostility of critics, Turgenev was extremely popular among Russian readers: his novels enjoyed great fame even ( AT FIRST XX century.
The theater was (WHITE) STONE building with a high porch and AS (SAME) tall oak doors.
Answer: superpersonal, to
Adjective " SUPER PERSONAL » is written together, because
The first part of the compound adjective " ABOVE » enters the value of exceeding the usual measure, limit;
Word " TO " is a union, it can be replaced by a synonym.
Reasoning algorithm:
1) Read the sentence, think about its meaning.
2) Determine which part of speech the underlined word belongs to.
Unions so that, also, also, but, moreover, moreover, so, because are written together; they can be replaced by synonyms of the same part of speech.
Words of other parts of speech similar to these unions in sound what would, the same, the same, for that, at that, at what, and so, from that are written separately. They consist of two components: one of them (or would) can either be removed from the sentence or rearranged to another place; another component ( that, that, than, so, that ) to be replaced with other words.
Derivative prepositions are written together: DUE TO = because of , IN VIEW = because of , ABOUT = O , TOGETHER = To , DESPITE = despite .
Derivative prepositions are written separately: DURING = CONTINUED, IN CONTRAST, FINALLY , FOR .
For merged, hyphen or separate writing adverbs, apply the appropriate rules.
Derivative prepositions - during E: No news for a year. (time value)
Nouns with prepositions - during AND(what?) rivers. She spoke for an hour. See the continuation AND(what?) series. In contrast E from others (used with from). As a result E= due to
Nouns with prepositions - go up (refer to the verb),
Climb to the top of the mountain.
Participles with negation
Despite the rain, we left the city (although it was raining). Despite the bad weather, we went hiking.
14. Indicate the number (s) in the place of which (s) is written HH.
The young officers appointed (1) to the regiment were spoiled (2) with a gentle attitude towards them during the training period and completely (3) did not know anything about the true (4) life of ordinary soldiers.
Answer: 1,3,4.
The word "appointed" is a passive past participle should be written HH
1. The word "spoiled" is a short form (except for the masculine form) of an adjective with a qualitative meaning, coinciding in form with the passive participles of the past tense of perfective verbs, written with nn
2. The word "True" - HH - because it is formed at the junction of a stem ending in the letter H, and suffix H
Reasoning algorithm:
1 Determine which part of speech the word with the missing letter belongs to;
2.Apply spelling rule H And HH in the suffix of this part of speech.
Noun: NN
1. If the root of the word ends in H , and the suffix starts with H: raspberry(raspberries)
2.If noun. formed from adj., having HH, or from participle: soreness (painful), spoiled (spoiled)
3. Remember: dowry
1. In words formed from nouns that have suffixes -in-, -an-, -yan- : peat bog (from noun peat)
2. In words formed from adj. with one H : student (from adj. scientist), martyr, laborer
3. In words: purple (crimson), hemp (hemp), dumpling (boiled), smoked meats (smoked), bone (bone), sophistication (tricky), Shrovetide (oily), fescue (oatmeal), hotel (living room), woodcutter (wood), cleverness (intelligent), great martyr
Adjective:
1. n. -H+ -H -: pocket
2. -HE N- , -ENN- : commission, cranberry! windless
3. exceptions with -YANN-: GLASS, TIN, WOODEN
Youths (young naturalists)
4. -IN- : goose , exception WINDY (day, person)
5. -AN- (-YAN-) : leather Remember: young; crimson, ruddy, zealous, drunken, spicy (historical suf. - YAN- ); lamb, pork, blue, green, uniform, vigorous .
In short adjectives, the same number is written n, how much and in full
foggy distance - foggy distance, windy girl - windy girl
Participles:
Н - НН IN SUFFIXES OF PARTICIPLES AND VERBAL ADJECTIVES
1. There is a prefix: sifted flour (except prefix Not-)
But: wholemeal flour
1. There is a prefix Not-: wholemeal flour
2. No ¬, but there is AP: sifted flour
3. No ¬: seed flour
4. have a suffix -ova-/-eva-: pickles
Exceptions: forged, chewed, pecked (-ov-, -ev- are part of the root)
5. Formed from a non-prefixed perfective verb:
A solved problem (to decide - what to do?) But: a wounded soldier, wounded in the leg! Being wounded, the soldier remained in the ranks.
Women immediately hung up what was washed. (Suffering. adverb, since they retain the verbal meaning, indicate a temporary state, and not a permanent sign-quality)., windless
Exception: wounded, windy
6. The same words in their direct meaning will be participles: titled play, finished work.
7. When the participle turns into an adjective, it is possible to change the lexical meaning of the word: smart child, uninvited guest, named brother, imprisoned father, dowry, Forgiveness Sunday, finished man.
Exceptions: cutesy, desired, unheard of, unseen, sacred, unexpected, unexpected, unintentional, done, slow, awake, conceited, chased.
8. Spelling does not change as part of compound words: golden-woven, broken-broken, The word everything as a whole matters adj. (high quality), not the value of "adj. + communion.
9. Brief participles: spoiled girl
SHOULD BE DISTINCTIVE
short adjective
The girl is brought up (herself is a short adjective). Can be replaced by a full adjective: educated.
Brief Communion
The girl was brought up in an orphanage (by whom?) - a short adverb. Replaced by the verb: the girl was brought up.
Impl. ? cr. moreover
The matter is considered (what?) from all sides. Thoughtful - predicate.
15. Arrange punctuation marks. Write two sentences in which you need to put ONE comma. Write down the numbers of these sentences.
1) His relatives and colleagues and numerous friends came to congratulate the hero of the day.
2) The romantic hero finds an equal beginning only in communion with the elements: with the world of the ocean or sea, mountains or coastal rocks.
3) In the excerpt from Bunin's "Antonov apples" one feels not so much the author's desire to be a landowner as the desire to be free from petty matters.
4) Constant movement striving for other limits is the essence creative life and just about this Pasternak wrote in one of his poems.
5) In the morning, the east lit up with a blush and small clouds turned into a delicate color.
Answer: 2.3
2-sentence - repeated union OR with homogeneous members.
3rd sentence - union " as much as', which expresses collation under constraint; the same as " not to the extent...". The punctuation mark is placed between the parts of the sentence (before the second part of the union).
Reasoning algorithm:
1. Find homogeneous members in the sentence.
2. Determine which unions connect them:
if it is a single connecting or dividing union (and, or, either, yes (= and) , do not put a comma before it;
if it is a double union ( as ..., and; not so much ... as; not only but; though... but ), a comma is placed only before the second part of the double union;
If these are repeated unions, then a comma is placed only before those of them that are between homogeneous members;
A comma is always placed before opposing unions between homogeneous members.
3. Check if the sentence contains homogeneous members connected in pairs. Remember: if homogeneous members in a sentence are connected in pairs, then a comma is placed between the paired groups and there is only one.
16. Arrange all punctuation marks. Indicate the number(s) that should be replaced by a comma(s) in the sentence.
Mathematics (1) originated in Ancient Greece (2) has two "parents" - logic and geometry, therefore (3) without understanding (4) the nature of the "parents" (5) its essence cannot be understood.
Answer: a) 1,2- participial, standing after the word being defined, b)3,4- gerund (single)
Reasoning algorithm:
The participial phrase answers questions Which? which? which? which?;
The participle answers questions having done what? doing what? And denotes an additional action with a verb - a predicate; adverbial phrase answers questions How? When? Why?
* punctuation in participial turnover depends on its location in relation to the noun being defined;
* the adverbial turnover is always distinguished in writing by commas;
* Homogeneous definitions and circumstances expressed by participial and adverbial phrases and connected by a single union AND, are not separated by a comma.
Reasoning algorithm:
1) Find participial and adverbial phrases in the sentence, correctly defining their boundaries. Always separated by commas.
2) Determine what position in the sentence the participial turnover occupies ( BEFORE- not separated by commas. AFTER the defined word - highlighted
3) Check if the sentence contains homogeneous members with the union AND, expressed by participial or participial phrases. A comma is not put before the union And.
Difficult cases of punctuation in participles and participles.
Participial
Participial turnover.
stands out participial turnover, which has the meaning of reason or concession: Connected with the great poet by cordial friendship, Zhukovsky was very upset by his death (he was worried because he was connected by friendship - the meaning of the reason).
Not highlighted single adverbs after the predicate, if they are circumstances of the mode of action, and also close in function to adverbs: He walked limping. Reading lying down is harmful.
Not separated by comma homogeneous participial and participle turnovers connected by a single connecting or dividing union: The disinterestedness of Pletnev, who worked in the name of the greatness of Russian literature and understood the uniqueness of Pushkin's phenomenon, is striking. They walked, looking around warily and not saying a word.
Expressions with words are not highlighted STARTING FROM, STARTING FROM(they can be omitted without prejudice to the meaning): We start work STARTING next week. Phraseologisms that include adverbial phrases are not distinguished: They listened to his story WITH HOLDING THE BREATH.
17. Put in all the missing punctuation marks. Indicate the number(s) that should be replaced by a comma(s) in sentences.
Winds (1) winds (2) o snowy (3) winds (4)
Notice my past life.
I want to be a child of light
Or a flower from the meadow border.
I (5) would like (6) under horse snores
Hug with a neighboring bush.
Raise w (7) you (8) moon paws (9)
My sadness in heaven with a bucket.
(S. Yesenin)
Answer: 1,2,4 - this is an appeal
8.9 is an appeal
Remember: introductory words can be removed from a sentence without changing the main idea of the syntactic construction. Use the technique of excluding highlighted words.
Reasoning algorithm:
1) Check if the highlighted words are introductory.
Introductory words can be removed from the sentence or replaced with synonymous introductory words; they are separated by commas.
Homonymous with the introductory words, the members of the sentence cannot be removed without changing the meaning of the syntactic construction; they are not separated by commas.
Remember that words are not introductory and are not separated by commas: as if, as if, perhaps for the most part, as if, literally, in addition, after all, in the final analysis, it seems to be, hardly, anyway, nevertheless, even, exactly, sometimes, as if, moreover, only, meanwhile, for sure, extremely, I suppose , certainly, definitely, partly, at least, truly, still, therefore, simply, let, decisively, nevertheless, only, supposedly.
18. Arrange all punctuation marks. Indicate the number(s) that should be replaced by a comma(s) in the sentence.
It was as if Chekhov did not know how to keep in focus for a long time the pattern of life (1) the essence (2) of which (3) his genius snatched everywhere (4) so he became a master of short stories.
Answer: 1,4 - adnexal clauses are separated
Reasoning algorithm:
1. Find the grammatical foundations of the sentence.
2. Define the boundaries of the main and subordinate parts.
3. Read the sentence, observing the selected signs. This will help to identify an incorrectly found solution or, conversely, confirm the correct choice.
Remember! As a rule, this task presents complex sentences with adjectives, in them conjunction word which stands not at the beginning of the subordinate part, but in the middle of it, therefore A comma is not placed before the allied word. (1. Eliminate the numbers around the word "which"
4. Attention to the union And). Determine what it connects: parts complex sentence- comma, homogeneous members of the sentence - no comma.
19. Arrange all punctuation marks. Indicate the number(s) that should be replaced by a comma(s) in the sentence.
How nice it is to look at a ship with white sails from afar (1) and (2) when you get into this web of gear (3) from which (4) there is no passage (5) and you see everything from the inside (6) you immediately recognize the superiority of the steamer over the sailboat.
Answer: put commas
3 - the subordinate clause ends, a new one begins
5-between parts of a complex sentence
6-ended clause
Reasoning algorithm:
1. Indicate the grammatical foundations in the sentence.
2. Define the boundaries of simple sentences as part of a complex syntactic construction.
3. See how these parts are connected.
4. Find out if the offer contains Union And , and if it is present in the sentence, determine what it connects:
· If homogeneous members, then there is a comma before it not put;
· If parts of a complex sentence, then in front of him a comma is placed.
5. Find 2 unions side by side: what if, what when, and if, and although, but when, so that if, and when:
A comma between unions is NOT put if words go further in the sentence then yes, but
A comma is placed between unions, if not THAT, YES, BUT
Read the text and complete tasks 20–24.
(1) The sky was covered with evil clouds, the rain sadly beat on the glass and made me sad. (2) In a thoughtful pose, with his vest unbuttoned and his hands in his pockets, he stood at the window and looked at the gloomy street, the owner of the city pawnshop, Polikarp Semyonovich Iudin.
(3) “Well, what is our life? - he reasoned in unison with the weeping sky. - (4) What is she? (5) Some kind of book with a mass of pages on which more suffering and grief are written than joys ... (6) Why was it given to us? (7) After all, God, good and omnipotent, did not create the world for sorrows! (8) And it turns out the other way around. (9) There are more tears than laughter ... "
(10) Judas took his right hand out of his pocket and scratched the back of his head.
(11) “Yes,” he continued thoughtfully, “in terms of the universe, obviously, there was no poverty, venality and shame, but in reality they are. (12) They were created by humanity itself. (13) It itself gave rise to this scourge. (14) And for what, one asks, for what?
(15) He took out his left hand and mournfully passed it over his face.
(16) “But how easy it would be to help people’s grief: you just have to lift a finger.” (17 Here, for example, there is a rich funeral procession. a mile away a line of carriages. (19) Torchbearers importantly act with lanterns. (20) Cardboard coats of arms dangle on horses: they bury an important person, the dignitary must have died. (21) Has he done at least one good deed in his whole life? (22) Did you warm the poor man? (23) Of course not ... tinsel!
- (24) What do you want, Semyon Ivanovich?
- (25) Yes, I find it difficult to evaluate the costume. (26) In my opinion, you can’t give more than six rubles for it. (27) And she asks for seven; says the kids are sick, they need to be treated.
- (28) And six rubles will be a bit much. (29) Do not give more than five, otherwise we will burn out like that. (30) Just take a good look around, if there are any holes and if there are spots left where ... (31) “Well, sir, so here it is - life that makes you think about human nature. (32) Behind a rich hearse stretches a cart, onto which a pine coffin is piled. (33) Behind her weaving, slapping through the mud, only one old woman. (34) This old woman, perhaps, is putting her breadwinner son in the grave ... (35) And ask if that lady who is sitting in the carriage will give her at least a penny? (36) Of course, he won’t, although he may express his condolences ... (37) What else is there?
- (38) The old woman brought a fur coat ... how much to give?
- (39) Rabbit fur ... (40) Nothing, strong, it costs five rubles. (41) Give me three rubles, and the interest, of course, is forward ... (42) “Where, in fact, are people, where are their hearts? (43) The poor are dying, but the rich don’t care ... "
(44) Judas pressed his forehead against the cold glass and thought. (45) Large, shiny, crocodile tears appeared in his eyes.
(according to A.P. Chekhov*)
* Alexander Pavlovich Chekhov (1855–1913) - Russian writer, prose writer, publicist, older brother of Anton Pavlovich Chekhov.
20. Which of the statements correspond to the content of the text? Specify the answer numbers.
1) Polikarp Semenovich Iudin - one of the ordinary employees of the city pawnshop.
2) The woman who took the suit to the pawnshop had sick children.
3) In the city pawnshop of Judah, interest is taken forward.
4) The owner of the city pawnshop is worried about the fate of the people, so he is ready to do charity work.
5) One old woman went to a pawnshop to hand over a hare coat, as she was very poor and she needed money for a funeral.
To complete the task, use the following algorithm:
Read the text carefully
Find in it a confirmation or refutation of a particular statement
・Choose the correct answers
Consider how you can apply this algorithm to perform this task.
The first answer is unfaithful, because Polikarp Semyonovich Iudin is the owner of the city pawnshop (offer No. 2)
The assertion made in the fourth variant of the answer, is directly opposite to what the author says in the text itself. So this answer wrong.
In the fifth version the answer contains only part of the correct information (the old woman was poor), but she did not need money for the funeral
So answer number 5 is also incorrect.
Statement No. 2 is correct: “He says that the kids are sick, they need to be treated” (sentence 27). This loyal answer.
Statement No. 3 is correct: “Give me three rubles, and the interest, of course, is forward ...” (sentence No. 41). This loyal answer.
Therefore, the correct answer is: 2.3
21. Which of the following statements are true? Specify the answer numbers.
1) Sentence 2 contains a description.
2) Sentences 11-14 present the narrative.
3) Proposition 23 contains the answer to the question formulated
in sentences 21–22.
4) Sentences 34–36 present reasoning
5) Sentence 45 explains the reason for what is said in sentence 44.
Task execution algorithm:
Read carefully the suggested passages;
Remember that the description shows, describes.
Varieties of description:
1) description of an object, person (his characteristic)
2) description of the place
3) description of the state of the environment
4) description of the state of the person (person)
5) description of actions
The story tells about the actions, deeds of the hero. We can trace a series of events that follow each other (was, is, will be).
reasoning is built according to the scheme: thesis, proof, conclusion.
Attention! Not always in the passage there is a pronounced thesis. But if there is an explanation, a discussion of any event, phenomenon, then this discussion, not storytelling. The presence of rhetorical questions and rhetorical exclamations, introductory words will tell you that this is reasoning.
Determine what type of speech each fragment belongs to
Let's try to apply this algorithm.
1) Sentence 2 contains a description.
“In a thoughtful pose, with his vest unbuttoned and his hands in his pockets, he stood at the window and looked at the gloomy street, the owner of the city pawnshop, Polikarp Semyonovich Iudin.”
The fragment describes the pose, clothing. We "see" this hero.
So this correct answer
2) Sentences 11-14 present the narrative.
(11) “Yes,” he continued thoughtfully, “in terms of the universe, obviously, there was no poverty, venality and shame, but in reality they are. (12) They were created by humanity itself. (13) It itself gave rise to this scourge. (14) And for what, one asks, for what?
This answer incorrect. In this passage, the hero talks about the universe, poverty, humanity. It contains an introductory word, a rhetorical question. So, uh then reasoning.
3) Proposition 23 contains the answer to the question formulated in Propositions 21–22.
(21) Has he done at least one good deed in his whole life? (22) Did you warm the poor? (23) Of course not ... tinsel! Question, question and answer. This correct answer.
4) Sentences 34–36 present reasoning.
(34) This old woman, perhaps, is putting her breadwinner son in the grave ... (35) And ask if that lady who is sitting in the carriage will give her at least a penny? (36) Of course, he won’t, although he may express his condolences ...
This is the correct answer. The hero talks about kindness, condolences. We observe in this fragment introductory words, a rhetorical question.
5) Sentence 45 explains the reason for what is said in sentence 44.
(44) Judas pressed his forehead against the cold glass and thought. (45) Large, shiny, crocodile tears appeared in his eyes.
A series of actions: he pressed his forehead, thought, tears came out. So this answer incorrect, This narration.
Therefore, the correct answer is: 134
22. From sentences 39–45 write out antonyms (antonymic pair).
Task execution algorithm:
1. Remember what antonyms are.
Antonyms are words belonging to the same part of speech, differing in spelling and sound, and meaning directly opposite concepts.
Do not forget about contextual antonyms, which are an individual stylistic use of a particular word ... In general use, these words do not stand in antonymous relations to each other. So, in the context of A. Pushkin's novel "Eugene Onegin", the words "wave" and "stone", "poetry" and "prose", "ice" and "flame" are antonyms..
3. Determine the specified lexical unit
4. Choose the correct answer
(43) The poor are dying, but the rich don’t care ... "
These are nouns with the opposite lexical meaning.
Therefore, we write out: the poor, the rich
23. Among sentences 15-23, find one (s) that is (s) connected with the previous one using a coordinating conjunction and a personal pronoun. Write the number(s) of this offer(s).
Reasoning algorithm:
Recall what conjunctions are (coordinating and subordinating)
1. Find coordinative conjunction
2. Remember the ranks of pronouns
3. Find a personal pronoun
4. See which sentence has both a coordinating conjunction and a personal pronoun
Coordinating conjunctions
Connecting and, yes(=and), no-no, too, also
opposing but, but, yes (= but), but, however, the same
Dividing or, either, something, or ... or, not that ... not that
Personal pronouns (initial form)
Unit hours / many h.
he, she, it/they
He she it
Him, her, him
Him, her, him
Him, her, him
Him, her, them
About him, about her, about him
Attention! Case forms of personal pronouns HER, HIS, THEM match with possessive pronouns HER, HIS, THEM. How to distinguish?
By initial form and question:
saw (who?) her, him, them .
Initial form: she, he, it, they.
Therefore, it is a personal pronoun.
Her, him, them books (R. p.).
Initial form: her, him, them books.
Books (whose?) her, him, them.
Therefore, they are possessive pronouns.
(20) Cardboard emblems dangle on horses: an important person is being buried, the dignitary must have died. (21) Has he done at least one good deed in his whole life?
24. Read a fragment of a review based on the text that you analyzed in tasks 20–23. This fragment examines the language features of the text. Some terms used in the review are missing. Fill in the gaps (A, B, C, D) with the numbers corresponding to the number of the term from the list. Write in the table under each letter the corresponding number
Chekhov's stories are compact in form and deep in content, and the author avoids direct value judgments - his voice sounds low, but at the same time firm and distinct. This is facilitated by a complex composition and, of course, a competent selection of visual and expressive means. In the presented fragment, it is worth noting the trope - (A) __________ (“evil clouds” in sentence 1, “gloomy street” in sentence 2), the lexical means - (B) __________ (“hang out” in sentence 20, “burn out” in sentence 29 , “weaves, spanking ...” in sentence 33), the syntactic means is (B) __________ (sentences 3, 14, 21). It is worth paying attention to such a technique as (D) __________ (sentence 11), which becomes, perhaps, one of the main ones in the construction of this text.
List of terms
1) phraseological units
2) antithesis
3) epithets
4) colloquial vocabulary
6) interrogative sentences
7) lexical repetition
8) hyperbole
9) synecdoche
Reasoning algorithm:
We divide all terms into 3 groups
There is a hint in the first question:mark trail.
trails - words and expressions used by the author of the text in a figurative sense.
We recall the tropes: personification, epithet, comparison, metaphor, metonymy, synecdoche, litote, irony, paraphrase.
We look at which of them are in the list of terms: epithet, synecdoche, hyperbole - this is first group
We recall the definitions: Hyperbole is an excessive exaggeration of certain properties of the depicted object. Synecdoche is a kind of metonymy when the name of a part is used instead of the name of the whole or vice versa. An epithet is a figurative, emotionally evaluative definition.
Hyperbole and synecdoche do not fit.
« Evil clouds», « gloomy street"- this is a figurative, emotional-evaluative definition, expressed by an adjective.
Therefore, this epithet.
In the second task we are talking about lexical means.
We add to our list: synonyms, antonyms, homonyms, neologisms, archaisms, historicisms, phraseological units, aphorisms, dialectisms, professionalisms, colloquial vocabulary.
The list of terms includes: Phraseologisms - a stable combination of words, the meaning of which is determined as a whole, and not by the meaning of the individual words included in it.
Colloquial vocabulary gives speech the character of ease and some reduction (rudeness, familiarity, playfulness).
Phraseological units and colloquial vocabulary are second group
- The words “hang out”, “burn out”, “weaves, spanking ...” refer to colloquial vocabulary.
Therefore, the answer is: #4
In task "B" they ask about the syntactic means.
- We recall the syntactic means of expression, and look at what are in the list of terms:
antithesis, inversion, gradation, oxymoron, parcellation, anaphora, epiphora, rhetorical question, interrogative sentences, rhetorical appeal, ellipsis, lexical repetition, question-answer form, syntactic parallelism, homogeneous members of a sentence.
- The list of terms includes:
Antithesis - a sharp opposition of concepts, thoughts, images.
Interrogative sentences - a question that is posed in order to obtain an answer.
Lexical repetition is the intentional repetition of the same word or phrase.
Homogeneous members of the sentence - enumerated actions, objects, signs.
Antithesis, interrogative sentences, lexical repetition. homogeneous members of the proposal - this is the third group.
(3) “Well, what is our life? - he reasoned in unison with the weeping sky. - (4) What is she? (21) Has he done at least one good deed in his whole life?
These are interrogative sentences.
Hence, answer #6
Task "G" I propose to perform by the method of elimination.
1) phraseological units
2) antithesis
3) epithets
4) colloquial vocabulary
5) rows of homogeneous members of the proposal
6) interrogative sentences
7) lexical repetition
8) hyperbole
9) synecdoche
(11) “Well, yes,” he continued thoughtfully, “in terms of the universe, obviously, there was no poverty, venality and shame, but in reality they are.
The text is built on opposition. The thoughts and deeds of the hero of the story are contrasted.
Therefore, answer "No. 2
We fill in the table: A- 3, B- 4, C- 6, D- 2
25. Write an essay based on the text you read.
State one of the problems delivered the author of the text.
Comment on the formulated problem. Include in the comment two illustration examples from the read text that you think are important for understanding the problem in the source text (avoid over-quoting).
Formulate the position of the author (narrator). Write whether you agree or disagree with the point of view of the author of the read text. Explain why. Argue your opinion, relying primarily on the reader's experience, as well as on knowledge and life observations (the first two arguments are taken into account).
The volume of the essay is at least 150 words.
A work written without relying on the text read (not on this text) is not evaluated. If the essay is a paraphrase or a complete rewrite of the original text without any
