The main stages of preparation for the exam in literature

Preparation for the exam in literature for some is more than a simple task, for others it is a real torment. Someone deals with literature at school properly, someone got a not quite demanding teacher, and someone is just a lazy person - preparation for the exam will be different for everyone. And if you don’t love literature, then it’s almost impossible to prepare well for it and pass it. This article will tell you how to make the preparation process as high-quality and convenient as possible. In addition, many people have questions: “Where to start?” or “Will I be able to prepare for literature in the remaining time?” After all, the amount of material to study is quite large. Let's define some important points in preparation for the Literature exam.

Stages of preparation for the exam in literature:

1. Stage one (the most important). We are looking at the list of works that you need to read, tasks are compiled from these works, you will not get anything from others on the real exam, be sure. The lion's share of the texts should be read in the last five years, which means that you will only need to re-read only what has been forgotten. Oh yes, be sure to check out the most frequently asked questions section.

2. Stage two. We carefully study the requirements for the exam, they are given to us in the codifier. We study the structure of the exam, the criteria by which you will be assessed, it may seem to us that there is a lot of theory that you need to know, but this is not so.

3. The third stage follows from the second. We approach the theory of literature. On our site it is presented almost completely. There is nothing complicated there, we do not need to memorize complex formulas that are in mathematics or physics. Sometimes it is enough to learn to distinguish one from the other in order to decide most tasks from part B.

4. Stage four (main). We come to part C. Again we return to the criteria (C1-C3, C2-C4, C5). We begin to "warm up the frozen ink of our pen." We write. We write. Criteria is not a conditional concept, but a very necessary one, this is what you need to obey in the course of all work on the essay and your short answer to tasks C1-C4. During this stage, you will repeat all the read works, the theory of literature (in the criteria, the use of theory in the work is prescribed as a separate paragraph), learn to compare works, analyze them.

Part B must be worked out independently. With part C, things are somewhat different, here the subjective factor also intervenes, because, reading ourselves, we can involuntarily think that what we have written is good. And we need a teacher who would soberly evaluate all your writings, give advice, analyze your mistakes, tell you what you need to work on, etc. I strongly recommend reading guidelines .

And again I want to repeat - the more we write, the better our result should become. You should get in touch with your teacher if you can't get a tutor (your author doesn't recommend using their services). But here again it all depends on who will work with you. Deciding who to contact is a purely personal matter for each of you. And if you have a friend or girlfriend who is versed in literature, then why not turn to them for help?

We have identified 4 stages of preparation for the exam in literature. It is possible that your strategy is different; whoever is more comfortable, he does so. Properly allocating time, you can approach the exam in all weapons. It's up to you, friends.

Achieved 100 points in Literature exam in 2013:

Of course, I can say that I owe my high result, first of all, to my teacher: not a single written essay and not a single detailed retelling was in vain. But no matter how wonderful a teacher, we must not forget about self-preparation.

Firstly, all works contained in the codifier are required reading. And even if such large-scale epics as "War and Peace" or " Quiet Don”, you will not come across in the test part, knowledge of their content and issues will be very useful when completing tasks C2 and C4, because you can find examples on almost any topic in them. But, to be honest, I didn’t reread anything especially for the exam, but only refreshed my memory with the help of the analyzes given on this site. I outlined the analyzes strictly according to the same list, starting with The Word ... and ending with prose, poetry and dramaturgy of the second half of the 20th century. For analysis, we chose key points, as the year of writing, history of creation (if any), plot (for fairly large prose works), composition, problems, genre, etc. The same procedure with poems. I also did not memorize poems for the exam, hoping for the baggage acquired over the years of study. In addition, there was a lack of time, because I started preparing only two months before the exam, so I advise everyone who is going to take literature not to delay, but to start preparing at least from the second half of the year, because the amount of information that you need to know is very large, especially if you feel there are gaps.
Secondly, theory is very important. All terms and concepts need to be known and be able to distinguish. This site also helped in repeating the theory. Even such subtleties as the difference between rhyme and rhyme or systems of versification were explained in accessible language.
And thirdly, practice with tests and essays. Here you can find an extensive bank test items and tasks of level C. I also recommend the book “100 days before the exam. Express preparation.
I did not go to the tutor and last days Before the exam, I went to consult with my teacher. We analyzed the prose and poetry of the second half of the twentieth century, since in school course she almost never gives up.

The main thing is not to panic and believe in yourself, because if you really strive for the best result and are ready to work hard, your love for reading, and as a result, for literature in general, together with high-quality systematic training, will definitely bring you the coveted 100 points.

Achieved 100 points in Literature exam in 2012:

I have read all the necessary literature, great works like "War and Peace" I read about a year or six months before the exam, slowly, so that everything fits well in my head, and I began to repeat the little ones shortly before the exam, otherwise they are quickly forgotten. By the way, do not neglect the poems and leave them for the last days, otherwise it will be easy to confuse something, for example, to forget the author of the poem. For the tasks of part C (C4 especially) I classified poems on various topics (patriotism, love, etc.), it is better to know many of them by heart, if not completely, then at least a few lines in order to include quotes from them in your essays. And prose should be read carefully, paying attention to even the most insignificant characters, because it is they who can come in handy when comparing prose. Well, I did the tests. I didn’t buy any special problem books, the tasks on the site were enough for me. In general, a lot of the exam depends on luck, but you shouldn’t rely on it too much, but it’s better to prepare and read more, then any option will seem easy.

I prepared for the exam in literature myself, without a tutor. I didn’t do anything supernatural: I reread all the program works that I forgot, and I reread it very carefully, learned quotes, literary terms. In general, I prepared for part B mainly at the end of the 10th grade, in the 11th I studied only part C, since it is much more difficult. I practiced writing C1-C5, but not too often, once a week, or even two. The main thing is not how much to prepare, but how :) I also learned all the criteria for evaluating essays and tried to follow each of them in the exam in order to lose as few points as possible. I confess that I did not expect at all that my work would be appreciated so highly. My composition was not unusual or super-intelligent, I just wrote in essence, did not pour water, observed the composition, logic. But the main thing is that I was interested in writing, reading, teaching, I love literature. I think this is the main reason for my success.

You and I, who have handed over and handed over literature, are very lucky. Because literature is a subject that cannot be memorized. I'll even say more. This is a subject that in no case should be crammed. Literature is called upon to develop our thought, and novelty, individuality of thought is most valued in it. You can find answers to all common questions about the content of classical Russian works on the Internet, in textbooks, in cheat sheets. But not the fact that you will get 100 points for these answers.

All prepared Last year at school by myself. I didn’t hire any tutors, I started solving tests a month before the exam. In fact, this year I did not particularly prepare.

But if you look deeper, I was preparing. True, in a few different ways.

Literature, above all, must be loved. Love with all your heart.

This is one of the few items that really has something to love with all my heart.

The love of books was instilled in me from childhood. I have never read a book without thinking. Even scenes of nature so hated for me.

First advice: learn to read correctly

This means not just skimming through the eyes and not losing the thread of the plot. This means digesting each sentence, extracting something new from it. Compare with your life, find analogues. Think the thoughts of the characters, live inside the book.

I did not hysterically read the entire 10-11 grade all the necessary program.

I went through the entire program at school. And thank you so much to my literature teachers, who undoubtedly helped me. They opened topics that I would not have come to on my own. For example, at the end of the 11th grade, we ran through the “Quiet Flows the Don”, and at one of the lessons the teacher gave us a topic for writing 10 minutes before the end of the lesson for half a page. The topic was “The role of the image of the mother in the epic novel “Quiet Flows the Don”. I developed this theme quite well and received praise.

On June 16, in part, one of the three topics was: “The role female images in the novel Quiet Flows the Don. It is clear that for me it was a support when writing Part C ...

So, since the whole program was chewed to us, not even like that, they were not chewed, but taught to chew at school, at home I already read literature at my discretion. In winter, an unusual zhor for foreign classics found me, and I mastered it. I repeat, none contemporary masters, only recognized classics.

I tried modern literature in the 10th grade, after which I wrote an article about the influence of modern literature on young people and received second place in the regional congress of young journalists “Silver Pen of the Province”.

Incidentally, the study foreign classics it also helped me when writing the C part - I compared Natalya and Aksinya with Scarlett O'Hara from Gone with the Wind.

So, tip two: no need to stuff yourself with all the classics in a row. Read what interests you. You will be provided with works according to the codifier at school in full.

As I said, literature teaches us to analyze and it values ​​the individuality of our thought.

But in addition to analysis when reading, it is necessary to analyze on paper. That's why we write essays in class. However, we must constantly train so that this ability does not atrophy with us. I was very lazy to write essays. I've always had the so-called "disease clean slate". And I found a new way for myself. Maybe not quite new, but effective.

Tip three: start a blog or diary.

I didn't do this on purpose. I needed somewhere to pour out my thoughts, reasoning. And it became a kind of training. I reasoned, analyzed and came to new conclusions. One of my acquaintances analyzes the works at all, and, believe me, comes to very interesting conclusions. On the Internet, you feel more free.

Tip Four: do not be afraid to speak out, experiment in the classroom.

Lessons are preparation for the battle itself. But it's not a fight yet. A deuce in the lesson is not yet a deuce in the exam. Try to think in class and be sure to listen. How many interesting things I learned from my classmates and teachers. So many points of view!

Don't be afraid to join the discussion yourself. After all, as they say, truth is born only in disputes. And don't be afraid to develop your idea on paper. You will always have time to use template thoughts, and you can write your own, in your own skin, so to speak, through suffering, in an essay. The teacher will check, and if the thought is sound, then we can safely use it in the exam, as in my case. If not, then you will not write it on the exam.

I can list for you those works that you should know in almost all details: “War and Peace”, “ Dead Souls”, “Woe from Wit”, “Fathers and Sons”, “Eugene Onegin”, “At the Bottom”, “Crime and Punishment”.

Less detailed: "Quiet Flows the Don", "Oblomov", "Master and Margarita".

As for the lyrics, in the 11th grade we all rethought it: we no longer taught what was shorter, but what was more to our liking.

So, tip number five: learn only those poems that appeal to you more.

They will not need to be specially memorized before exams, they themselves will be imprinted in your memory.

Also at the Olympiad I came across a task: to compare three poems "Monument": Pushkin, Derzhavin and Vysotsky. This helped me a lot. Comparing poems by theme from different poets helps. Yet again. Analyze everything. See through the lines and letters.

Tip six: read various journalistic articles about the authors or the writings of your classmates. Also in all collections of preparation for exams there are examples of essays from different years on different topics. You will discover a lot for yourself, believe me.

And when reading various journalistic articles, you know, the editor's or publisher's prefaces are usually printed before the work itself, you will already know the approved point of view on this or that work. The opinion of an adult literary critic will never spoil your opinion.

It is precisely in these very articles that important parts of works are usually quoted, phrases from poems that you can also quote in your essay. So to speak, you are given material on a plate with a blue border that you can use, and if you also mention “as Pisarev said” in the essay, for example, then this is already a plus for you.

My teacher gave me in January to read the book "The Resurrection of Mayakovsky" until the very study of Mayakovsky. And it immediately made my opinion about it. After this book, I could freely tell the facts of his biography and had my own formed opinion about him, which, as I was convinced, is very valuable.

By the way, phrases from Mayakovsky are easy to remember and therefore they can always be used in an essay.

An important role is played by the share of arrogance. As my friend said: “pretend that you know everything about creativity and about the writer himself, even if you don’t.”

And finally, just love literature, carefully work on it. And she will surely love you back.

You will definitely succeed, since you have come to this site and are reading this article.

You will succeed! May your muse never leave you!

The first thing that is needed when preparing for the exam in literature from scratch is knowledge of the texts. You have to read a lot.

Literature is a cumulative subject, one might say, archeological. For example, the program for students of the Russian Department of the Faculty of Journalism of Moscow State University is designed so that they read 6-7 hours every day for five years. And if you have not accumulated this resource in large quantities, then you simply will not know what to rely on.

At the exam in literature, unlike mathematics, there are no single correct answers to questions. It may seem to you that your answer is beautiful, but it will turn out to be meaningless. So it's not just about reading. You need to know what to focus on. Gotta get feedback in any way.

How to prepare for the exam in literature from scratch?

Literature is based on knowledge of texts. If you are preparing for the exam in literature, you need at least two years. If you want to be in time for a year, you must have “read” all the main texts.

And at the same time, it is important not only to “get acquainted with the plot”, but also to remember all the details and structure of the work.

For example, you need to know the answers to questions such as:

Is there an epigraph to "Eugene Onegin"?
Answer: Yes, for every chapter. There is also an epigraph to the whole work (and it must be remembered). We must also remember in what languages ​​the epigraphs to the chapters of "Eugene Onegin" are given, how many chapters are in "Eugene Onegin" (answer: 8).

How many parts are in Oblomov?
Answer: Four! Like seasons.

What parts does "A Hero of Our Time" consist of?

Answering this question, the high school student recalls chronological order actions and lists: "Taman", "Bela", "Princess Mary", "Fatalist" ... People usually forget about "Maxim Maksimovich".

But the actual order of the chapters is quite different! First, a preface to the novel. Then - the first part, this is "Bela" and "Maxim Maksimovich", then the preface to Pechorin's journal, where it is reported that Pechorin has died and his notes can be printed, and finally, "Taman". The second part consists of "Princess Mary" and "Fatalist".

Yes, Lermontov rearranged parts of his narrative, and this is world-class innovation, this is pre-modernism - although we do not say such terms to schoolchildren. “A Hero of Our Time” is a brilliant text and a brilliant finale. "A Hero of Our Time" ends not with the death of Pechorin, but with a description of the conversation between Pechorin and Maxim Maksimych about predestination.

But usually a schoolboy does not see this, does not understand the logic of the novel, because he pays attention only to the plot, to the development of the action. And when preparing for the exam in literature for high scores, you need to know the structure of the work, and not just the plot. You need to remember all the details, not just the main events. You need to be able to retell the text in detail, surprise with “tricks”, answer all difficult questions.

Further, we must remember and not confuse the names of the characters, the place of action, the details of the biographies of the heroes. Let's check ourselves:

What was Bazarov's name?
Answer: Evgeny Vasilievich.
What was Pechorin's name?
Answer: Grigory Alexandrovich.
What was the patronymic name of Tatyana Larina?
Answer: Tatyana Dmitrievna.
What was the name of the fortress where the main events in The Captain's Daughter took place?
Answer: The fortress was called Belogorskaya. Graduates write “Belgorodskaya”, then “Belozerskaya” and lose points. it typical mistakes on the exam.
Where do Petrusha's parents live in the same "Captain's Daughter"?
Answer: In a village in the Simbirsk province.
Which city is being besieged?
Answer: Orenburg.

And this is only the first step in preparing for the exam in literature from scratch.

The second thing you need is an analytical mindset. The exam in literature has its own specifics. You need to understand that there is a certain algorithm, or technology.

Is it possible to prepare for the exam in literature from scratch in a year?

Yes, you can do it in a year if you have very good time management. This really means that every day you need to devote at least an hour to this work. Literally set a timer. Honestly check what you wrote according to the criteria. Show to an outside observer - for example, a school teacher or tutor.

At the first stage, we study the texts. On the second - we write the variants of the exam and check according to all the criteria.

This year the publishing house "Phoenix" has released my book "Literature. Author's course preparation for the exam. In it, I talk in detail about preparing for the exam in literature from scratch.

Basic literary concepts:

The theme is what the work is about; the range of events and phenomena underlying the work, the subject of the artistic image. A set of topics is called a theme.

The topic can be:

Define

Decide differently

Formulate

expound

Develop

comprehend

Disclose

interpret

Specify

The subject could be:

Basic

philosophical

up-to-date

universal

Deep

Home

socially significant

Private

side

background

Consonant

Beloved

Through

Completely exhausted

Lyrical

sustainable

Subject can:

Interact with other themes

Vary depending on the author's intent

refract into various heroes and situations

Go through the whole work

Stand out among many other themes

Decide differently

Change to other themes

Embodied in a separate work

Appear in the work of the writer, etc.

The problem is the main question that the author raised.

The problem might be:

topical

up-to-date

serious

Basic

Overdue

unsolvable

sore

Home

complex

A problem is a range of questions.

The problem may be:

socio-political

Cultural and household

Moral and ethical

philosophical

National Historical

aesthetic

Literary, etc.

Idea can be:

Formulate

To express

speak out

Define

An idea can:

gain life

Speak through the system of images

Sound in the title of the text, the author's reasoning, the finale, etc.

Merge with the theme into an indissoluble whole

To be the leading principle in the compositional arrangement of the work

Live in images

Influence our consciousness

Perceived by readers

Deepen etc.

Paphos is the emotional and evaluative attitude of the author to the narrated, which is distinguished by a great strength of feelings.

Paphos can be:

dramatic

satirical

tragic

Comic, etc.

Composition - a certain organization, the construction of the text, the arrangement of its parts. For example, your essay will consist of the following parts:

a) introduction

b) the main part (determination of the main content of the text and the position of the author, analysis language tools used by the author, an expression of his attitude to the problem raised);

Finally.

Genre - a type of work, characterized by certain plot and stylistic features.

Trope - a word or turnover in a figurative, allegorical sense.

Visual and expressive means of the exam

Figurative and expressive means of the language can be conditionally divided into two large groups: lexical means and syntactic means.

Antonyms - different words related to the same part of speech, but opposite in meaning (good - evil, mighty - powerless). The opposition of antonyms in speech is a vivid source of speech expression that enhances the emotionality of speech: He was weak in body, but strong in spirit.

Contextual (or contextual) antonyms are words that are not opposed in meaning in the language and are antonyms only in the text: Mind and heart - ice and fire - this is the main thing that distinguished this hero.

Hyperbole is a figurative expression that exaggerates any action, object, phenomenon. It is used to enhance the artistic impression: Snow fell from the sky in pounds.

Due to their novelty, individual-author's neologisms allow creating certain artistic effects, expressing the author's view on a topic or problem: ... how can we ourselves ensure that our rights are not expanded at the expense of the rights of others? (A. Solzhenitsyn).

The use of literary images helps the author to better explain any situation, phenomenon, another image: Gregory was, apparently, brother Ilyusha Oblomov.

Synonyms are words that belong to the same part of speech, expressing the same concept, but at the same time differing in shades of meaning: love - love, friend - friend.

Contextual (or contextual) synonyms - words that are synonyms only in this text: Lomonosov - a genius - a beloved child of nature (V. Belinsky).

Stylistic synonyms - differ in stylistic coloring, scope of use: grinned - giggled - laughed - neighed.

Syntactic synonyms are parallel syntactic constructions that have a different structure, but have the same meaning: start preparing lessons - start preparing lessons.

Metaphor is a hidden comparison based on the similarity between distant phenomena and objects. At the heart of any metaphor is an unnamed comparison of some objects with others that have a common feature.

In a metaphor, the author creates an image - an artistic representation of the objects, phenomena that he describes, and the reader understands what kind of similarity the semantic relationship between the figurative and direct meaning of the word is based on: good people there were, are, and, I hope, always will be more than the bad and evil, otherwise disharmony would set in in the world, it would warp ... capsize and sink.

Metonymy is the transfer of meanings (renaming) according to the contiguity of phenomena. The most common cases of transfer:

a) from a person to any of his external signs: Is lunch coming soon? - asked the guest, referring to the quilted waistcoat;

b) from the institution to its inhabitants: The entire boarding house recognized the superiority of D.I. Pisarev;

Oxymoron - a combination of contrasting words that create a new concept or idea. This is a combination of logically incompatible concepts, sharply contradictory in meaning and mutually exclusive. This technique sets the reader to the perception of contradictory, complex phenomena, often - the struggle of opposites. Most often, an oxymoron conveys the author's attitude to an object or phenomenon: Sad fun continued ...

Personification is one of the types of metaphor, when the transfer of a sign is carried out from a living object to an inanimate one. When personified, the described object is outwardly likened to a person: Trees, bending down towards me, extended thin hands. Even more often, inanimate objects are attributed actions that are available only to people: Rain splashed bare feet along the paths of the garden.

Paraphrase - the use of a description instead of a proper name or title; descriptive expression, figure of speech, replacing the word. Used to decorate speech, replace repetition: The city on the Neva sheltered Gogol.

Comparison is one of the means of expressiveness of the language, helping the author to express his point of view, to create whole art pictures give descriptions of objects. In comparison, one phenomenon is shown and evaluated by comparing it with another phenomenon. Comparison is usually joined by unions like, as if, as if, exactly, etc. It serves to figuratively describe the most various signs objects, qualities, actions. For example, comparison helps to give an accurate description of the color: Like the night, his eyes are black.

Often there is a form of comparison expressed by a noun in instrumental: Anxiety has crept into our hearts like a snake.

There are comparisons that are transmitted by the form of the comparative degree of an adverb or adjective: Selfishness is colder than a spring; The earth, softer than down, lay before him.

There are comparisons that are included in the sentence using the words similar, similar, reminiscent: ... butterflies are like flowers.

Comparison can also represent several sentences related in meaning and grammatically. There are two types of comparisons:

1) a detailed, branched comparison-image in which the main, initial comparison is concretized by a number of others: The stars went to the sky. With a thousand curious eyes they rushed to the earth, with a thousand fireflies they lit the night;

2) extended parallelism (the second part of such comparisons usually begins with the word "so"): the Church shuddered. This is how a person taken by surprise shudders, this is how a trembling doe takes off from its place, not even understanding what has happened, but already sensing the danger.

Phraseologisms are almost always bright, figurative expressions. Therefore, they are an important expressive means of language used by writers as ready-made figurative definitions, comparisons, as emotional pictorial characteristics heroes, surrounding reality, etc.: People like my hero have a divine spark.

Quotations from other works help the author to prove any thesis, position of the article, show his predilections and interests, make the speech more emotional, expressive: A.S. Pushkin, "like first love", will not be forgotten not only by "Russia's heart", but also by world culture.

An epithet is a word that highlights in an object or phenomenon any of its properties, qualities or signs. An epithet is an artistic definition, that is, a colorful, figurative one that emphasizes some of its distinctive properties in the word being defined. Any meaningful word can serve as an epithet, if it acts as an artistic, figurative definition for another:

1) noun: talker forty;

2) adjective: fatal hours;

3) adverb and participle: eagerly peers; listens frozen; but most often the epithets are expressed with the help of adjectives used in a figurative sense: eyes half asleep, tender, in love.

Author's punctuation is the use of punctuation marks that is not provided for by punctuation rules. Author's signs convey the additional meaning invested in them by the author. Most often, a dash is used as copyright marks, which either emphasizes the opposition: Born to crawl - cannot fly, or highlights the second part after the sign: Love is the main thing. Author's exclamation marks serve as a means of expressing a joyful or sad feeling, mood.

Anaphora, or monophony, is the repetition of individual words or phrases at the beginning of sentences. Used to enhance the expressed thought, image, phenomenon: How to talk about the beauty of the sky? How to tell about the feelings that overwhelm the soul at this moment?

Antithesis - stylistic device, which consists in a sharp opposition of concepts, characters, images, creating the effect of a sharp contrast. It helps to better convey, depict contradictions, contrast phenomena. It serves as a way of expressing the author's view of the described phenomena, images, etc.

Exclamatory particles are a way of expressing the emotional mood of the author, a technique for creating emotional pathos of the text: Oh, how beautiful you are, my land! And how good are your fields!

Exclamatory sentences express the author's emotional attitude to what is being described (anger, irony, regret, joy, admiration): An ugly attitude! How can you not save happiness! Exclamatory sentences also express an impulse to action: Let's save our soul as a shrine!

Gradation is a stylistic figure that consists in the consistent injection or, conversely, the weakening of comparisons, images, epithets, metaphors and other expressive means of artistic speech: For the sake of your child, for the family, for the people, for the sake of humanity - take care of the world!

Inversion is the reverse order of words in a sentence. In direct order, the subject precedes the predicate, the agreed definition comes before the word being defined, the inconsistent definition after it, the addition after the control word, the circumstance of the mode of action before the verb: Modern youth quickly realized the falsity of this truth. And with inversion, the words are arranged in a different order than is established by grammatical rules. This is a strong expressive means used in an emotional, excited speech: Beloved homeland, my native land, should we not take care of you!

A compositional joint is a repetition at the beginning of a new sentence of a word or words from a previous sentence, usually ending it: The Motherland did everything for me. Motherland taught me, raised me, gave me a start in life. A life I'm proud of.

Polyunion is a rhetorical figure, consisting in the deliberate repetition of composing unions for the logical and emotional highlighting of the enumerated concepts: And the thunder did not strike, and the sky did not fall to the ground, and the rivers did not overflow from such grief!

One-part, incomplete sentences make the author's speech more expressive, emotional, enhance the emotional pathos of the text: Mona Lisa. A human babble. Whisper. The rustle of dresses. Quiet steps. ... Not a single stroke, - I hear the words. - No swabs. How alive.

Parceling is the technique of dividing a phrase into parts or even into separate words. Its goal is to give speech intonational expression by its abrupt pronunciation: The poet suddenly stood up. Turned pale.

Repetition - the conscious use of the same word or combination of words in order to enhance the meaning of this image, concept, etc.: Pushkin was a sufferer, a sufferer in the full sense of the word.

Connecting constructions - the construction of the text, in which each subsequent part, continuing the first, main one, is separated from it by a long pause, which is indicated by a dot, sometimes an ellipsis or a dash. This is a means of creating an emotional pathos of the text: Belorussky railway station on Victory Day. And a crowd of greeters. And tears. And the bitterness of loss.

Rhetorical questions and rhetorical exclamations are a special means of creating the emotionality of speech, expressing the author's position.

Who hasn't cursed the stationmasters, who hasn't scolded them? Who, in a moment of anger, did not demand from them a fatal book in order to write in it their useless complaint of oppression, rudeness and malfunction? Who does not revere them as monsters of the human race, equal to the deceased clerks, or at least Murom robbers?

What a summer, what a summer! Yes, it's just magic!

The combination of short simple sentences and long complex or complex sentences helps to convey the pathos of the article, the emotional mood of the author.

“Binoculars. Binoculars. People want to be closer to Gioconda. Consider the pores of her skin, eyelashes. Glare pupils. They seem to feel the breath of Mona Lisa. They, like Vasari, feel that “the eyes of the Gioconda have that brilliance and that moisture that are usually seen in a living person ... and in the deepening of the neck, with a careful look, you can see the beating of the pulse ... And they see and hear it. And it's not a miracle. Such is the skill of Leonardo."

“1855. The zenith of Delacroix's glory. Paris. Castle fine arts... AT central hall exposition - thirty-five paintings of the great romantic.

Syntactic parallelism - the same construction of several adjacent sentences With its help, the author seeks to highlight, emphasize the expressed idea: Mother is the beginning of all beginnings. Mother is an earthly miracle. Mother is a sacred word.

Epiphora - the same ending of several sentences, reinforcing the meaning of this image, concept, etc.: I have been going to you all my life. I have believed in you all my life. I have loved you all my life.

Basic literary terms:

Avant-gardism - movement in artistic culture of the 20th century, breaking with existing norms and traditions, turning novelty means of expression for self-endeavour.

Author's speech - in a prose work, the author's speech, i.e., the text of the work without the speech of the characters. It does not always coincide with the position of the author himself, leading the narration, who has chosen a certain artistic angle of view on the events described.

Acmeism - a trend in Russian poetry of the 1910s (S. Gorodetsky, M. Kuzmin, early N. Gumilyov, A. Akhmatova, O. Mandelstam); proclaimed the liberation of poetry from symbolist impulses to the "ideal", from the ambiguity and fluidity of images, a return to the material world, the subject, the elements of "nature", the exact meaning of the word.

Allegory is an image of a specific object or phenomenon of reality, replacing an abstract concept or thought. So, the image of a snake and a bowl - A. medicine. Unlike a symbol, A. is unambiguous. It is widely used in fiction as a means of enhancing poetic expressiveness.

Amphibrach - in syllabo-tonic versification - a three-syllable foot, in which the stressed syllable is between two unstressed ones: “O dear rogues! Who often saw them, / He, I believe, loves peasant children ... ”(N. Nekrasov).

Anapaest - in syllabo-tonic versification - a three-syllable foot, in which the first two syllables are unstressed, and the last one is stressed: “We lost our poor village between high loaves ...” (N. Nekrasov).

Antithesis - a sharply expressed opposition of concepts, positions and images: “Do not fall behind you. I am a guard, / You are a convoy. Fate is one ”(M. Tsvetaeva).

Dystopia - a work depicting a fictional picture of an undesirable, vicious life structure (E. Zamyatin's novel "We").

Archaisms - words and expressions that have gone out of active use and are used to recreate the historical color of the era, as well as in a solemn speech; for comic effect; for the speech characterization of the character: “Arise, prophet, and see, and listen, / Do my will / And, bypassing the seas and lands, / Burn the hearts of people with the verb” (A.S. Pushkin).

An aphorism is a short saying expressing the deep thought of a certain author, distinguished by expressiveness and surprise: "Knowledge is power." (F. Bacon).

The ballad is a genre of lyrical poetry that has a narrative plot character (“Svetlana” by V.A. Zhukovsky, “The Song of prophetic Oleg» A.S. Pushkin).

Fable - small narrative genre, mostly poetic, moralizing, satirical character. Makes extensive use of personification. The actors are usually animals, plants, things. At the beginning or end of the fable there is a brief “moral” (I.A. Krylov).

Epics - Russian folk heroic-epic songs-tales. B. were composed mainly in the XI-XVI centuries; they tell about heroes - defenders of the motherland; reflect the moral ideals of the people.

Fiction is one of the most important features of artistic creativity, associated with the writer's ability to imagine, imagine what could be in reality. The hero of a work is one of the main characters in a literary work (unlike a character). The development of the character of the hero and his relationship with other characters play a decisive role in the development of the plot and composition of the work, in revealing its theme and idea.

Hyperbole - excessive exaggeration ("rivers of blood"). Reverse hyperbole - artistic understatement - litote ("boy with a finger").

Grotesque - the image of people and phenomena in a fantastically exaggerated, ugly-comic form: "Half of the people are sitting" (V. Mayakovsky, "The Sitting Ones").

Dactyl - in syllabo-tonic versification - a three-syllable foot with an emphasis on the first syllable: "Heavenly clouds, eternal wanderers!" (M.Yu. Lermontov).

Drama - 1) genre; 2) a literary type of action belonging simultaneously to two arts: theater and literature. The peculiarity of the drama is the plot, the conflict of the action and its division into stage episodes, a continuous chain of characters' statements, and the absence of a narrative beginning. Dramatic conflicts are embodied in the behavior of the characters and their actions, and above all in monologues and dialogues.

The drama depicts private life a person in his acute conflict relations with society or himself. Unlike the tragedy, these relations are not hopeless ("Dowry" by A. Ostrovsky, "At the Bottom" by M. Gorky). The tragic beginning is inherent in the historical drama.

Genre - a historically established, stable variety of works of art that exists within a certain type of literature (epics, lyrics, drama).

The plot is the beginning of the conflict that forms the basis of the plot of a work of art.

The idea of ​​a work is the main idea of ​​a work of art, reflecting the author's attitude to reality, embodied in a system of images.

Imagism is a Russian literary grouping of the 1920s. The Imagists proclaimed the victory of the intrinsically valuable image over meaning and idea. An Imagist poem could have no content, but it had to be saturated verbal images. At one time, S. Yesenin belonged to the Imagists.

Classic - literary heritage writers recognized as the best in world literature (Pushkin, Goethe, Gogol, Lermontov, Turgenev, Tolstoy, Shakespeare, etc.).

Classicism - method and direction in Literature XVII- the beginning of the 19th century, which turned to the ancient heritage as a norm and an ideal model. main topic classicism - the conflict of public and personal principles, duty and feelings.

Classicism strove to express great social content, sublime heroic and moral ideals, to organize logical, clear and harmonious images.

At the same time, classicism was characterized by features of utopianism, idealization and abstraction, which grew during periods of its crisis.

Representatives of Russian classicism: G.R. Derzhavin, A.P. Sumarokov, M.V. Lomonosov.

Comedy is a genre of dramaturgy that depicts such life situations and characters that cause laughter (“Woe from Wit” by A.S. Griboedov, “Inspector General” by N.V. Gogol).

Composition - the construction of a work of art, a system for organizing images, their connections and relationships.

Conflict is a confrontation, a contradiction between the acting forces depicted in a work of art: characters, character and circumstances, various sides of character.

An ending is the final part of a work of art.

Critical realism is an artistic method and literary direction established in the 19th century.

Its main feature is the depiction of the human character in organic connection with social circumstances, along with a deep social analysis of the inner world of a person.

Representatives of Russian critical realism: A.S. Pushkin, N.V. Gogol, I.S. Turgenev, JI.H. Tolstoy, F.M. Dostoevsky, A.P. Chekhov.

Climax - highest point tension in the development of the action of a work of art.

Lyrics are one of the three types of fiction (along with epic and drama). He draws individual states of character at certain moments of life, the poet's own "I".

Covers many poetic genres, for example: elegy, romance, sonnet, song, poem. Any phenomenon and event in the lyrics is reproduced in the form of one's own experience. However, the poet's self-expression, thanks to the scale and depth of the author's personality, acquires a universal meaning (lyrics by A.S. Pushkin, A.A. Blok, S.A. Yesenin, V.V. Mayakovsky).

Lyrical hero - the image of that hero in a lyrical work, whose experiences, thoughts and feelings are reflected in it. The lyrical hero is not identified with the image of the author. Based on the image lyrical hero an idea is created about the work of the poet, but not about his personality.

The lyrical-epic genre is a genre that combines the plot of an epic narration with lyricism, emotionality (“Eugene Onegin” by A.S. Pushkin).

Literature, fiction - an art form that reflects life with the help of a word, written or oral (folklore).

Literary genre - a generalized type of literature, the main way of constructing works, which differs from other similar ways of relating the world and man in created paintings life. For everybody literary kind the main feature stands out - the generic dominant: this is a narration of events (epos), subjective-emotional reflection (lyrics), a dialogic depiction of events (drama).

A metaphor is a kind of path in which individual words or expressions come together in terms of the similarity of their meanings or in contrast: “You ascended under the blue vault / Above the wandering crowd of clouds ...” (A. Fet).

Metonymy is a type of trope in which one word is replaced by another based on the connection of their meanings by contiguity (“The theater applauded” - instead of “the audience applauded”).

Myth is a legend that originated in ancient times, an early form of oral folk art, a story about gods, spirits and deified heroes. The myth reflects the desire of people to understand the meaning and causes of the observed phenomena, based on the belief in the existence of divine forces. In form, the myth resembles a fairy tale, close to a legend. But, unlike a fairy tale, in a myth all events are described as actually occurring.

Modernism - the general name of the directions of art and literature late XIX- the beginning of the 20th century, expressing the crisis of bourgeois culture and characterized by a break with the traditions of realism.

A monologue is a speech of a character addressed to himself or others, but, unlike a dialogue, does not depend on their replicas.

Motive is the simplest unit plot development. Any plot is reduced to the interweaving of motives. The same motive can underlie different plots and have different meanings (the motive of flight, the motive of the fulfillment of desires, the motive of loneliness, etc.).

Novella - small prose genre, a kind of story, distinguished by the severity of the plot and composition, the lack of descriptiveness and psychological reflection, the unusualness of the event, and elements of symbolism.

The image of the author is a way of the author's existence within the work, a concentrated embodiment of the essence of the work. The image of the author is not identical to the image of the narrator or the image of the narrator. It unites the entire system of images of the work - both the characters and the narrator. The first experience of creating the image of the author in Russian literature belongs to A.S. Pushkin ("Eugene Onegin").

The image of the narrator is a conditional image of the person on whose behalf the narration is being conducted in literary work. Unlike the image of the narrator, the narrator in the proper sense is not always present in the epic - he is not present in the case of "neutral", "objective" narration (Petr Andreevich Grinev in The Captain's Daughter, coldly passionate Pechorin in Pechorin's "Journal" from "Hero of our time "and good-natured Maxim Maksimych from Bela").

Ode - a genre of lyric poetry, in classicism - a solemn glorifying work. In the XVI-XVIII centuries. - the genre of high lyrics (M.V. Lomonosov, G.R. Derzhavin).

Personification is such an image of inanimate objects, in which they are endowed with the properties of living beings: “What are you blowing about, night wind, / What are you madly complaining about?” (F.I. Tyutchev).

Onegin stanza - owned by A.S. Pushkin the form of the stanza with which the novel "Eugene Onegin" was written; 14-line iambic tetrameter with rhyme "ababvggdeejzh". Such a structure makes the Onegin stanza flexible, solid and expressive, not tiring the reader and keeping the harmony of a large novel.

A pamphlet is a topical satirical work, the purpose and pathos of which is a concrete, civil, predominantly socio-political denunciation. Publicity is often combined with artistic merit. Pamphletery can penetrate various artistic genres(play-pamphlet, novel-pamphlet, etc.).

The story is a prose genre of unstable volume (middle between a novel and a short story), gravitating towards a chronicle plot and composition. There is no intrigue and dismemberment in the story (unlike the novel), the plot is centered around the protagonist, whose personality and fate are revealed in the episodes. The natural course of life in time and space, as if devoid of authorial fiction and dramatic condensation of events, is the specific setting of the author of the story (“Spring Waters” by I.S. Turgenev).

A saying is a widespread figurative expression that defines any life phenomenon; unlike the proverb, the saying is devoid of edification ("When the cancer whistles on the mountain").

A proverb is a concise figurative grammatically and logically complete saying with an instructive meaning: "What you sow, you will reap."

poem - poetic genre large volume. In antiquity and in the Middle Ages, the distinctive features of the poem were the historicity and heroism of the content, its legend. Since the time of romanticism in the poems, there has been a clash of fate and the position of the individual with historical or social forces (“The Bronze Horseman” by A.S. Pushkin). AT modern poem the author is a participant or an inspired commentator of events (V. Mayakovsky, A. Tvardovsky). In the XX century. a plotless-lyrical poem is also approved.

Parable - short story containing teaching in an allegorical, allegorical form. By its nature, the parable is close to the fable, but the meaning of the parable is always deeper.

Prologue - an introduction to a literary work, not directly related to the developing action, but, as it were, preceding it with a story about previous events and their meaning (the prologue in Goethe's Faust, in A.N. Ostrovsky's The Snow Maiden).

The denouement is the resolution of a conflict in a literary work, the outcome of events.

A story is a small form of epic literature, in which an image of an episode from the life of a hero is given. The short duration of the displayed events, a small number actors is a feature of the story.

Realism is a concept that characterizes the cognitive function of art: a truthful, objective reflection of reality.

The basic principles of realism: an objective display of the existing aspects of life in combination with the author's ideal; reproduction typical characters in typical circumstances; life authenticity of the image using conditional forms of artistic fantasy (myth, symbol, grotesque).

The realism of the 19th century developed and deepened the critique of material progress and bourgeois civilization taken from romanticism, which is why it was called critical realism(definition by M. Gorky).

Rhythm - the repetition of homogeneous sound elements, the alternation of stressed and unstressed syllables. Rhythm is the basis of verse.

Rhyme is the consonance of the ends of poems. According to the place of stress, rhyme is masculine (with emphasis on the last syllable), feminine (with emphasis on the penultimate syllable) and dactylic (rhyme with emphasis on the third syllable from the end); according to the relative position of the lines - adjacent (aabb), encompassing (abba) and cross (abab).

A novel is a form of an epic kind of literature that reveals the history of several, sometimes many human destinies over a long period of time, sometimes for entire generations. Has several storylines, widely covers reality, allows you to convey the most profound and complex processes life.

Romanticism is an artistic method that took shape at the end of the XVIII - early XIX in. Romanticism is characterized by a special interest in the individual and his attitude to the surrounding reality, as well as the opposition real world- ideal. The desire of the artist to express his attitude to the depicted prevails over the accuracy of the transfer of real facts, and this gives the work of art an increased emotionality (“ Prisoner of the Caucasus» A.S. Pushkin, "Demon" M.Yu. Lermontov, "Old Woman Izergil" by M. Gorky, " Scarlet Sails» A. Green).

Satire is a way of manifesting the comic in art, consisting in a devastating ridicule of phenomena that seem to the author to be vicious.

The power of satire depends on the effectiveness satirical methods: sarcasm, irony, hyperbole, grotesque, allegory, parody, etc. The whole work, and individual images, situations, episodes can be satirical. Classics of satire - Molière, M.E. Saltykov-Shchedrin.

Sentimentalism - a current in European and American literature of the second half of XVIII- early 19th century He proclaimed the cult of natural feelings, nature, was not alien to patriarchal idealization. The representative of sentimentalism in Russia is N.M. Karamzin.

A symbol is an image that most generally and expressively expresses the idea or distinctive features of an event or phenomenon, for example, the symbol of the Beautiful Lady by A.A. Blok.

Symbolism - a trend in European and Russian art of the 1870-1910s; focused mainly on artistic expression through the symbol of "things-in-themselves" and ideas that are beyond the limits of sensory perception. In an effort to break through to the "hidden realities", "the ideal essence of the world", "imperishable Beauty", symbolism expressed the rejection of the bourgeois way of life, longing for spiritual freedom, anticipation and fear of world socio-historical shifts.

The main representatives of symbolism in Russian literature are V. Bryusov, A. Blok, A. Bely, Vyach. Ivanov, F. Sologub.

Synecdoche - the name of a part (smaller) instead of a whole (larger) or vice versa

In 2017, I passed the exam in literature with 65 points. On appeal, only one primary score was knocked out, which, when transferred to secondary ones, weighed the same amount. Therefore, in the end, my result was only 66 points, which upset me very much.

This year, I am pleased with the change in the assessment criteria, and it seems to me that now it has really become clearer what is expected and wanted from you, because last year they could not tell me at the appeal why it was for me that some points for detailed answers.

my failure

I think many people have come across the stories of people who know literature very well, but wrote the exam very badly. Unfortunately, I also know many such examples, one of which is my own. Therefore, now I will tell you from my own experience what this may be due to.

I flunked my Literature exam last year with a 66, which is very low for me considering I set myself a 90+. I went through the entire list of literature, with the exception of a few works that were not directly very important, carefully sorted everything out, my desk was littered with notebooks with written works and tables and notes I made on everything that was possible. I felt very confident and knew that I was not going empty-headed. I came across a version with works that I knew well, the topics of the compositions were also successful, but in the end it all ended in my tears and a bad result. Why? Because I have never written a full-fledged sampler and could not keep track of time!

I started writing the essay about 35-40 minutes before the end of the work.a, not rewrite, but write! And since I was in a hurry and worried, realizing in advance that I had already flunked it, I made a bunch of mistakes: in three sentences I wrote the word “history” 7-9 times, and in different meanings, used the same words and phrases, the structure of the text was in my head, but in the end I did not have time to finish the penultimate paragraph and did not write a conclusion at all. When we put down the pens, I began to re-read my work and was horrified, but, unfortunately, it was too late to correct anything.

My friend flunked the exam because she did not understand the assessment criteria well, she also knew the material quite well, studied with a tutor. She took the exam two years ago, and then the criteria were very blurred and evaluated the work much more subjectively than now. In the USE 2018, the criteria were made clearer (you can download the file containing the codifier, specification and demo version - literature from this link), which I hope will benefit those who will take this year.

Generally quite a large number people get degraded for their work because of “actual shortcomings”, “some inaccuracies” and the like, although this is not considered a mistake. Quite a few fail at this: they write Good work without mistakes, and they begin to find fault with them for everything that is possible, just to reduce points. That is why it is best to write a work using the most general phrases and generally accepted opinion about works. Often people begin to write down the answer strongly, and they stumble on the same - they get deductions for speech, factual errors and on appeal they hear only “it is clear that you read and understand, but we cannot raise you, because this is not quite what they are waiting for from you in this reply. One thing pleases - now the wording of the criteria has become much less vague. Mini-conclusion: you need to write not very voluminously, without any special embellishments of speech, and as objectively as possible.

Time and mistakes due to haste

As I already mentioned, I screwed up because I didn’t have time to write an essay. But I didn’t have time because I spent too much time on drafts, and as a result, I rewrote for a very long time.

Do not use drafts to write a whole paper on them. Write on them only the plan and keywords, which you will use, because otherwise you simply won’t have time to write anything, but you need to not only write, but also check!

Plan

How many times was it repeated in school that it is very useful to write a plan? But many still do not like to devote time to him, but he can really speed up the process of writing detailed answers and the essay itself. Although you can do it much easier with detailed answers - just throw in the keywords that you want to use and which help to reveal the topic - and follow them to write a paper.

As for the essay, I think that it is most convenient to first divide it into parts, and write out key words in them too. Then, while writing, the likelihood of repeating the same phrases and words decreases, and a structured thought can be stated quickly and easily.

How much and for what

It is worth constantly keeping a beacon in your head, reminding you that time is not rubber. In our classroom, we were reminded of the time only five minutes before the end of the exam, so it’s best to keep track of this yourself.

I spent a lot of time on detailed answers, which led to a disastrous result. I advise you to spend 5-7 minutes to think over the answer (write down key words / plan, as I wrote above), and then 15-20 minutes to write.

With the test, too, you should not delay, but this, I think, is already clear. Now when I make samples, I first work with the test, and then, just before proceeding with detailed answers, I read an excerpt from prose. Because most often in the test there is nothing at all connected with the passage, only with the work as a whole or with definitions. And if you first read the text, then do the test, then, most likely, for a detailed answer, you will have to re-read it again. With lyrics, I also often do this, first I go through the numbers with terms, and only then, when it is necessary to determine what methods the author used, what size the poem was written in and when answering questions 15.16, I read the poem itself.

The test takes an average of 15-20 minutes. It seems to me that it is more convenient to check after, but then you need to be guaranteed to leave yourself time. It turned out that I just did not immediately transfer everything to the forms, and at the end of the work, during the transfer, I just checked myself again.

Thus, about 100-120 minutes are left for composing and checking. Just 10-15 minutes per plan and you can write calmly, sometimes giving yourself time to think. Because, again, returning to the time of my exam, I wrote almost without thinking because I was in a hurry: I just wrote without stopping, and this obviously turned out to be that I simply did not have time to follow lexical repetitions, actual mistakes and for the construction of the proposal as a whole.

It is best to finish with an essay 20 minutes before the end, in order to have time to re-read everything written. Because it is not immediately possible to check detailed answers best idea. Instead, it would be preferable to switch thoughts to something else, and then re-read it - this way you can better see the mistakes.

What can surprise you in an exam?

When you sit in the audience and look at the form you come across, you may think that this is a little different from what you expected. Let's see why.

Lyrics

You can easily come across poems not from the codifier, as I had, for example. It’s not that it’s more difficult, it’s just that for a long time I was tormented by the question of why, then, a codifier and selected authors are needed at all, if you can come across a poem not related to them, and for comparison, you can cite works not only from the codifier, but in principle from Russian literature of a certain time.

I came across a poem that I saw for the first time, and for comparison I cited Bunin “I remember a long winter evening', and everything was fine with me. However, it was a shame that I learned a lot of poems, and in the end I used the one that I knew by heart from the fifth grade.

Extended answers

Also, the wording of questions for detailed answers may be completely different from those that were in the samplers. Indeed, during training, questions tend to be repeated quite often, but anything can come across in work. But the essence of the question does not depend on the wording! In essence, they are all very monotonous, they simply lend themselves to some kind of “mangling”, just to confuse those taking the exam. So don't panic, just think about what it looks like the most.

For example, a question about the conflict of heroes may come across in the work, but the wording will contain “social-philosophical disputes”, or “confrontation between noble and vile heroes”. Or, in a question about nature, there may be something like “how does the hero compare himself to a cedar?”

It's all very simple, but clarifications can sometimes be confusing. In the end, it's best to reduce everything to common definition, whether it be conflict, emotional experiences, the connection between man and nature, and so on.

test part

Personally, I was also shocked by the task with quotes. Fragments of remarks from the story “Ionych” by A.P. were given. Chekhov, and it was necessary to compare them with the characters who pronounced them. Of course, it was necessary to focus on the characteristics of the characters, but since one quote still had to remain superfluous, and it was not possible to highlight key phrases / features of speech everywhere, I did not cope with this task.

Structure of detailed answers

It is very important to pay attention to speech and to the material that is used in the work.

If there is no absolute certainty that the quote is used correctly and accurately, then it is better not to write it.

If there is no absolute certainty that it was this hero who performed this particular action, then again it is better not to mention it.

If the name of the hero is poorly remembered, then it is better to call him the “main character” or simply give his description (whose relative he is, what he looks like, who he is by profession, status, and so on).

You also need to watch for repetition, tautology, speech errors. For example, I accidentally used the word “history” in three different meanings and because of this I wrote it six times in three or four sentences. And I noticed, unfortunately, already when the exam time was over.

Be sure to pay attention to how often you use the names of the characters. The use of synonyms will help you with this: not just Bazarov, but a friend of Arkady Kirsanov, a nihilist; not just Natasha Rostova, but sister, daughter, lover, beloved heroine of Tolstoy (one of) and so on.

It is also necessary to diversify the work with synonyms in the case of verbs. You should not use only “the author described” and “the author showed”, there are a lot of words that can replace such formulations, but somewhere it’s better to build a sentence differently, otherwise it turns out very monotonous and ugly.

Your opinion

This, of course, is very sad, but in no case should you write your own opinion. As I have written several times, it is best to reduce everything to objectivity.

On the exam, no one cares what you think about certain topics. Checkers need to see your knowledge of theory and material. Therefore, you can’t use any “I think”, “I think”, “In my opinion”, and so on, which, on the contrary, they teach us when preparing for the Unified State Examination in Russian. Therefore, summing up such an intermediate result, I advise you to refresh the structure in your memory from time to time spellings and criteria for long answers.

I hope my advice will help you avoid my mistakes and write the exam in literature for a good score. The main thing is to always remember about the time and that none of the reviewers are interested in seeing your excellent writing skills. There are criteria - you need to meet them. You should not think that passing the exam is good - the goal is sky-high and impossible, you just need to know which side is better to approach it. Take your time, learn the clichés and don't be scared if you suddenly receive a form that asks for an analysis of the works that you see for the first time.

All graduates are familiar with the phrase "The Unified State Examination is just one of the life tests that you have to go through." But it should not be denied that the test is very responsible and difficult, so it must be taken with all seriousness. This article contains the most helpful tips to prepare for the Literature exam.

Exam specifics

If with such subjects as the Russian language and mathematics, everything is generally clear, since there is great amount educational literature on them and, of course, a lot of tutors, then with literature everything is not so simple.

Firstly, this exam is considered quite difficult, and only 5% of graduates pass it. Second, many teachers general education schools they try to dissuade courageous students who want to take the exam in literature from this venture, because they are afraid of unsatisfactory results and, most importantly, do not want to help the student in preparation. Thirdly, sometimes it can be very difficult to find a decent literature tutor (especially if you live in a small town). And fourthly, this exam is noticeably different in its structure from all the others: it has two fragments of works of art (epic / lyrical and lyrical), 12 tasks with a short answer to the presented fragments, four detailed answers (mini-essays) and a large an essay on one of the four proposed topics.

Tip number 1: calculate in advance how many pages you need to read a day in order to have time to master all the works before the exam

The scheme is as follows: make a list of books that you need to have time to read (perhaps you haven’t read some, but you want to remember some). Then add up the number of pages of all those books. Let's say "A Hero of Our Time" (132 pages) + "Eugene Onegin" (181 pages) + "Thunderstorm" (59 pages) + "Old Woman Izergil" (68 pages) \u003d 440 pages. Next, count how many days are left before the exam. Let's say 10 days. Now divide the number of pages by the remaining time, and you will get the number of pages that you need to read every day in order to have time to master all the necessary works before the day of the exam. For example: 440 pages: 10 days = 44 pages per day.

Of course, there can be many more books, just like the time before the exam. But with this ready-made formula, you can calculate the individual number of pages per day.

The codifier is not only a document that spells out "special" requirements and topics, but, above all, it is your assistant in preparing for the exam. It contains all the elements that need to be repeated, learned or mastered at least in general terms. By the way, it is in the codifier that the entire list of works that need to be read is registered. The best option is to print this wonderful document and, in the course of preparing for the exam, mark (for example, highlight with a marker) those works that you have already read. You can find the codifier on the official website of FIPI.

Meet the coder.

You probably think that the most difficult task is a large essay (No. 17.1 - 17.4). Yes, on the one hand, this is true, because it is the most voluminous and they give the most points for it. But, in fact, the most dangerous task is the task with a detailed answer to the comparison lyrical works(No. 16). Lyric analysis results have become a traditional problem. What should be done to avoid encountering it? You need to make a table of all possible topics(love, good and evil, freedom, etc.). For each topic, you need to write at least three poems, so you will be guided in the subject of lyrics.

For example, the following poems can be written to the topic of friendship: Pushkin “To Pushchino”, Okudzhava “Let's join hands, friends”, Vysotsky “Song of a friend”, Ogarev “To a friend Herzen”.

By the way, using such a table, it will be easier to learn poems, because you can choose one work from each topic.

Theory without practice is dead. Of course, these words are not new to you at all. At least two or three times a week, completely solve the training problem. version of the exam on literature. Pay attention, in full - it means along with the compositions, yes, yes! If you think that it makes no sense to write essays, since no one will check them, you are mistaken.

Firstly, exam preparation books always have answers and, as a rule, sample topics there are essays in the answers too. Secondly, do not forget about the excellent site I solve the exam, where you can definitely check your answer with an approximate possible one. Well, and thirdly, do not forget about your literature teachers.

Be that as it may, the more you write, the more you will fill your hand.

Of course, after reading a book, a sea of ​​thoughts floods over you, you draw some conclusions about the characters, about the author, and in general about what you read - and this is wonderful! But face the truth. Although the Unified State Exam in Literature is the most creative of all exams, here, too, judgments that have long been accepted are required of you. In order not to get into trouble and correctly interpret the thoughts and ideas of the author, it is important to familiarize yourself with the analyzes of the work, and even better - with criticism. Here are a few literary critics, whose articles will be useful for understanding the work: E. A. Baratynsky, V. G. Belinsky, V. F. Odoevsky, P.V. Palievsky.

Of course, teachers often told you about this. But for some reason, everyone ignores this advice. Now you will understand why it is so important to make a plan.

Firstly, in order to clearly outline the composition of your essay and not go into another steppe. It often happens that in the course of reasoning, the student departs from the stated question and begins to write about something completely different. So the plan will not allow you to do this, because before you start writing an essay, you will already know what the next paragraph (paragraph) is about. Secondly, you won't have as much time on the exam as it seems. Therefore, having sketched out a mini-essay plan, you do not have to write it in a draft and you can, following the plan, write directly to the answer sheet No. 2. As for a large essay, it is still worth writing at least abbreviated first on a draft.

According to many, 3 hours 55 minutes is not enough for such a voluminous exam. And indeed it is. In order not to find yourself in a situation where time is up, and you have not yet completed the task (or, God forbid, several tasks!), It is important to properly allocate time.

The test part (No. 1-7, 10-14) should take you no more than 15 minutes. Mini-compositions (No. 8 and No. 15) - the same, about 15 minutes each. Matching mini-essays (No. 9 and No. 16) - try to keep within 20 minutes for each. Big essay(No. 17) - you should have about 2 hours and 30 minutes left for it

A cat that follows my advice.