When starting to perform this stage, first of all, it is necessary to clearly understand the fundamental difference between the tasks solved within its framework and the tasks of stage No. 3. If at the previous stage it was about identifying the problem posed by author, then it is necessary, first, to single out position the author about this problem, and secondly, to determine and justify their attitude to this positions author. This task, despite its apparent cumbersomeness, is not so difficult, but it is possible to fully cope with it and get the highest score only if all the necessary steps are consistently completed.

How to treat the author's position is a question that sometimes throws even a well-prepared graduate into confusion. Obviously, it is impossible to predict one's perception of the latter in advance, however, there are often cases when the author's position does not cause any unambiguous, stable reaction. What vector of reasoning to choose then? Perhaps the easiest thing to do is agree with the proposed position? It is possible, and even very “safe”, but just substantiating such “agreement” will most likely lead to a simple retelling of a school textbook and will not leave an opportunity for manifesting one’s own truly creative attitude. express your full disagreement from the point of view of the author? None of the official recommendations written for USE participants prohibit such an answer, but let's not forget that the tasks are statements of famous people, among whom there are often classics of science, using the conceptual apparatus an essay should be written. It is obvious that unequivocal disagreement with the author in such a situation can put the graduate in a difficult position. It turns out that the best option, on the one hand, allowing you to show your own creative potential and treat the task in a non-trivial way, on the other hand, protecting you from maximalist statements, is the option partial agreement with the position of the author.

Let us consider a technique that, under certain circumstances, can greatly facilitate the implementation of such an attitude in relation to the position of the author.

Look carefully at the list of aphorisms proposed for analysis, which can be found in any collection of methodological materials for preparing for the exam or taken from our book (see Appendix). From point of view content aphorisms look completely different, but if you pay attention to them form, you can see: among them there are often statements written in the affirmative form and expressing a certain judgment about a concept. In modern philology, such statements are called "aphorism-definition". For example: "The role is not a person, but the image behind which it is hidden." Or: “Personality is a person as a carrier of consciousness” (Platonov), or “A nation is a collection of people, different in character, tastes, views, but interconnected by strong, deep and comprehensive spiritual ties” (Gibran), "Marginality is the result of conflict with social norms" (Farge).

Indeed, each of these statements looks like a definition of a certain concept (role, personality, nation, and even, with some stretch, marginality), however, being an aphorism, it cannot be a definition in the exact sense of the word. Indeed, if the latter should, in an extremely strict and dry form, give an exhaustive system of the necessary signs of a phenomenon, then the task of an aphorism is different - in a figurative, visual, popular form, convey to the reader the most significant, perhaps paradoxical aspects of a phenomenon, allowing you to feel it. deep essence. That's why aphorism, compared with scientific definition, will always contain a certain laxity and certain inaccuracy stemming from its very nature. Knowledge of such a feature of “aphorisms-definitions” can be successfully used when writing essays on topics of this type.

As an example, let us continue the analysis of Leontiev's statement . Above we have given the following formulation of the problem raised in it: "The author touches upon the problem of the autonomy of the role in relation to the personality, the discrepancy between personal and role characteristics." Note that this mismatch can take various forms. Indeed, very often the role in its main points matches with the personal characteristics of the individual and differs from the latter only in minor aspects. She can enter contradiction with its individual characteristics (role tension), finally, it can really hide them, turning into a kind of "screen". Thus, as it should be in an aphorism, Leontiev's statement does not convey the whole variety of relationships that can arise between personality traits and roles, but a well-known psychologist managed to find the point that fixes these relationships in the most bright and even dramatic form.

You can approach the task from the other side. Can any image behind which a person is hidden be called a social role? Again, no! It is well known that a real actor can convincingly play dissimilar, sometimes opposite roles. In one performance, he will play a romantic hero, in another, an immoral villain, in a third, a famous intellectual, in a fourth, a petty, insignificant person. And every time he will make the viewer believe in the sincerity of his feelings and the truth of what is happening. "An image that hides an identity"? Certainly, but only specific acting role, in this case, like a screen, hiding the true essence of the artist, no relation to the social has no role.

The relationship between the content of an aphorism and the content of a scientific concept can be visualized as two intersecting circles. The area of ​​intersection is those aspects and signs of the phenomenon that turned out to be fixed both in the scientific concept and in the aphorism (in the considered case, the ability of the role to hide the true qualities of a person). The first segment of the circle that did not fall into the intersection field is those signs of the phenomenon that are present in the scientific concept, but do not follow from the content of the aphorism (the correspondence of the role to personal characteristics according to the main points, etc.). The free segment of the second circle is signs that can be attributed to the phenomenon under consideration on the basis of a literal reading of the meaning of the aphorism, but which, however, are absent in its strict definition (actor roles, individual "masks", etc.).

Such a visual image gives us a very simple algorithm for completing the final part of an essay written on the topic of “aphorism-definition”, in which the graduate must highlight position the author about the problem raised and formulate his justified attitude. Consider the scheme of theses of the final part in general terms, and illustrate it with the example of the final part of the essay on the topic "The role is not a person, but the image behind which she hides".

After formulating the problem, it is necessary to determine attitude the author to her. This relation can take a wide variety of forms, but in cases with aphorisms-definitions, most often it manifests itself in the allocation of some certain, as a rule, its brightest aspect. We will make this statement our first thesis:

Arguing the first thesis, it is necessary to substantiate that this aspect is really the most important, the most obvious, widespread, etc.

T. 2. From the point of view of the definition adopted in modern science, this aspect does not exhaust the entire content of this phenomenon.

Arguing this thesis, first of all, it is necessary to give a definition of the phenomenon under consideration. Such a step is very beneficial, because you do not just reproduce the definition, but reproduce it in the context of a discussion of a specific problem, confirming your position with it. And this means "develop the problem at a theoretical level."

Secondly, it is necessary to show and develop the problem fixed earlier in a general form in the variety of its manifestations, i.e. consider its most typical aspects not indicated in the aphorism.

In principle, the presence of the third thesis when completing the examination task is no longer completely mandatory, because already within the framework of the first two, the basic requirements were fully met: the position taken by the author was highlighted, formulated (albeit not completely) and justified his own attitude towards it. However, for completeness of the answer, especially if such a task is performed at the Olympiads, the third thesis can also be written.

The argument to the third thesis can be quite brief and should focus on two positions: firstly, on demonstrating examples that formally fall under the aphorism-definition, but do not correspond to the scientific understanding of this phenomenon, and secondly, on the substantiation of this position.

And finally conclusion. As we remember, the conclusion is the shortest part of the essay, summarizing the main points substantiated within its framework. In this case, it is quite easy to generalize these provisions, formulating something like this: “As we see, in his statement the author singled out the most important aspect of this phenomenon. At the same time, however, the position of the author cannot claim scientific rigor and completeness. However, such a situation is quite natural, because the task of an aphorism is not to give a strict definition of a phenomenon, but to present its essence in the most vivid, visual form. And this task was completed in full. ”

The last two phrases are especially important, because they allow you to avoid the awkwardness that was mentioned above: you did not agree with the author on everything, but at the same time tactfully indicate that the inaccuracy you discovered is not at all related to his incompetence, negligence, etc., but follows from the very nature of aphorism.

In conclusion, let us briefly consider how this general scheme can be implemented using the example of a specific task. To do this, we continue the analysis of Leontiev's statement "The role is not a person, but the image behind which she hides."

A. 1.1. An analysis of the concepts of role and personality itself allows us to see that they may not coincide. Personality is a set of socially significant qualities of a person, a role is the behavior expected by members of a group from an individual included in it. Obviously, the expected behavior may not match the person's own characteristics.

A. 1.2. Nevertheless, very often the characteristics of the role and personality are close, which makes it difficult to single out role characteristics in an explicit form.

A. 1.3. In a situation where the requirements of the role and the characteristics of the personality do not coincide so much that the role begins to hide the "true face of a person", the autonomy of the role becomes the most obvious.

P. 1. A similar situation has been repeatedly described in fiction. An example is the well-known play by B. Brecht "The Good Man from Sezuan". Her main character, Shen Te, is a very sympathetic person, and even being very poor, she nevertheless provides shelter to three wanderers. The Wanderers turned out to be gods and made Shen Te rich as a thank you. The girl bought the factory, but very quickly it turned out that if, as before, she would be guided by a “good heart” in relations with her employees, ruin would be inevitable. She has to invent a non-existent, hard and self-serving brother, Shui Ta, who quickly cleans up her affairs. The good man, thus, in order to fit his new role, was forced to put on the mask of an inhuman greed.

T. 2. Nevertheless, from the point of view of the definition adopted in modern science, the role does not always have to hide the true qualities of a person.

A. 2.1. In a situation where the role does not correspond to the personal characteristics of the individual, an unpleasant and sometimes difficult mental state arises for him, called role tension. Quite naturally, a person seeks to remove or even prevent the occurrence of such a state, therefore, he strives to fulfill a role adequate to himself.

Clause 2.1. Thus, entering an institute, a person seeks to choose a future specialty that is closest to his interests and corresponds to his abilities. Awareness of the choice of profession will allow in the future to avoid many role-playing tensions.

T. 3. If we take this statement of Leontiev literally, then social roles will have to be attributed to what, from the point of view of modern science, does not apply.

A. 3.1. So, playing any role, the actor inevitably hides his true personal qualities. However, from the course of social science it is known that the status of the actor itself, but not the specific roles performed by him, is a social role.

Conclusion: Thus, in his statement, the well-known psychologist touched upon a situation that most clearly illustrates the autonomy of a social role in relation to the personal qualities of the person performing it. At the same time, however, the case considered by him by no means conveys all possible options for the relationship of the individual and his social role. However, this is quite natural, because the task of an aphorism is not to give a theoretical, exhaustive description of any phenomenon, but to present its essence in the most vivid, visual form. And this task was completed in full.

29.4. Aphorisms of the great and everyday speech: a technique for developing acquired skills

The number of aphorisms is huge, and it is obvious that even if you have been preparing for entrance examinations for several years, it is impossible to work out all their possible options in advance. However, there is a very useful methodological technique that allows, firstly, to work out the skill of writing texts according to the scheme proposed above, and secondly, to prepare some “homework” that you can partially rely on when completing exam tasks. Let us pay attention: the meaningful relationship between the aphorism-definition and the corresponding scientific concept is similar to the relationship that exists between scientific concept and his equivalent(“pre-concept”, in the language of Bacon and Durkheim) from ordinary language. Their relationship can also be represented as two intersecting circles, and the intersection field will illustrate the presence of a common content, and the remaining free segments of the circles - the content that is present only in a scientific term or, on the contrary, in a word of everyday speech. So, a group of friends living in the same house and students in the same class can be called a group by both a sociologist and a person who is generally unfamiliar with the basics of this science. However, in ordinary language, the word group is never used in relation to the staff of a large plant, and even more so in relation to citizens of an entire country. At the same time, in everyday communication one can often hear how this word is used in relation to social communities and categories. The same can be said about other concepts of sociological science and their everyday equivalents: role, value, control, inequality, religion, family, and so on. Therefore, writing an essay on topics that can be formulated according to the general scheme “Comparative analysis of everyday and scientific understanding ...” is an excellent training for writing an essay on the topic of aphorisms, and in some tasks it can even play the role of a kind of “homework”.

In the Appendix in this book, each topic is given a task formulated according to this scheme, as well as several aphorisms, on the topics of which an essay should be written, guided by the requirements of the “C9” task.

Concluding this section, I would like to emphasize that within its framework we were able to talk mainly about the content of the essay, but questions related to their literary design. What are the winning types of beginnings that are suitable for essays written in various formats, by what stylistic devices can one specifically emphasize any thesis or its connection with the argument, and finally, what types of spectacular conclusions exist - all these questions have so far remained behind the scenes. Their coverage, as well as the analysis of the formats of written tasks that are not considered in our text, requires an independent text for its consideration. However, the authors hope that mastering the material presented in this manual will help motivated readers to successfully cope with the tasks of the Unified State Examination, become prize-winners or even winners of Olympiads, enter the university and the faculty, studying at which is their cherished dream.

Lesson 3. The main threats to Russia's national interests and security

Subject: OBJ.

Date: "____" ______________ 20___

Compiled by: teacher-organizer of life safety Khamatgaleev E.R.

Purpose: to get students acquainted with the main threats to the national interests and security of Russia.

During the classes

Message about the topic and purpose of the lesson.

The theme of the lesson is "The main threats to the national interests and security of Russia."

The purpose of the lesson: to get acquainted with the main threats to the national interests and security of Russia.

Presentation of the program material.

The National Security Concept of the Russian Federation determines that this document is a system of views on ensuring the security of the individual, society and state in our country from external and internal threats in all spheres of life.

In the Concept, the national security of the Russian Federation is understood as the security of its multinational people as the bearer of sovereignty and the only source of power in the Russian Federation.

It should be noted that at present the level of awareness by each person, and society as a whole, of the degree of danger associated with various dangerous and emergency situations of a natural, man-made and social nature that arise in everyday life, which directly affect the national security of Russia, does not correspond their real danger to the life of the individual, society and the state.

Such an underestimation by society of the existing and growing dangers that threaten human life, increasingly leads to large-scale tragic consequences associated with the death of people and the destruction of material values.

It should be noted that a person in the process of life is constantly expanding the area of ​​his interests to meet vital needs, but at the same time he cares little about observing security measures and the possible consequences of his activities, which has led to an increase in the scale of various emergencies that have arisen through the fault of a person. Scientists note that the magnitude of the impact of emergency situations on the social, economic, political and other processes of modern society has already exceeded the level that allowed them to be treated as dramatic events of a local nature. Currently, the mistake of one person (or several) can lead to an emergency on a large scale (for example, the Chernobyl disaster).

A nationwide problem in our country has become the problem of preventing natural, man-made and social emergencies. Modern life has led to the understanding that the sustainable development of the country, ensuring the development of its economy, improving the well-being of the entire multinational people, the country's entry into the ranks of the leading world powers can be achieved, including by preventing the causes of emergencies.

The highest priority in this is given to a person, and one of the main ways is to increase the general culture of each person in the field of life safety and reduce the negative impact of the human factor on the life safety of an individual, society and the state.

It is interesting

Here is how the Minister of the Russian Federation for Civil Defense, Emergency Situations and Elimination of Consequences of Natural Disasters, S.K. losses from emergencies and other negative and dangerous factors, unless a system and conditions are created for the formation of a culture of a safe person. All bodies of executive power, without exception, should take part in this work, and it should begin from childhood.”

The formation of a culture in the field of life safety among the population of the country to a level corresponding to the development of our civilization has become a priority in ensuring the national security of the state from external and internal threats.

The experience of specialists of the Ministry of Emergency Situations of Russia, who analyze the causes of various emergencies and their tragic consequences, convincingly shows that in 80-90% of cases a person is to blame. The human factor has an increasingly negative impact on the security of the individual, society and the state in all spheres of their life.

Statistics

Let us give the most characteristic examples of data on events that have taken place in recent years.

In 2002, there were 164,403 road traffic accidents, in which 30,916 people died and 188,700 were injured. The main causes of road accidents (up to 80%) were: violations of the Rules of the Road by drivers of vehicles, drinking alcohol while driving and technical malfunctions of vehicles.

In 2004, there were about 188 thousand fires, 13.9 thousand people died. More than 84 billion rubles worth of material damage was caused. The main causes of fires: careless handling of fire (50%), malfunction of electrical equipment and stove heating (30%), domestic drunkenness. Thus, in more than 80% of cases, the “human factor” was the cause of the fire.

Statistics show that in general, the causes of emergencies and their tragic consequences in 80-90% of cases are precisely the human factor. This indicates a very low general culture of the entire population of the country in the field of life safety.

According to the Ministry of Emergency Situations of Russia

It turns out that a person destroys himself because of ignorance of the main dangerous and emergency situations that he can meet in the process of everyday life, because of ignorance of the rules of safe behavior in his real environment: natural, man-made, social.

To this end, it is planned to make certain adjustments to the content of our education in order to intensify the search for ways to save humanity from self-destruction as a species on Earth. This is the highest moral task that humanity must solve at the present time.

Dear schoolchildren, why did the authors of the textbook address these problems to you, students of the 9th grade? You are graduating from a basic general education school and are at the beginning of a new life path, you will have to make a choice what you will do in tomorrow's adult life, what profession and field of activity you will choose for yourself in order to ensure your personal life, of course, a happy one, to create a strong family, give birth and raise healthy children. This is the great goal of the life of all living things, man is no exception. Believe me, only a prosperous life and a strong family are the most reliable prevention from drunkenness, drug addiction, and idleness. There is a purpose of life: to embody your ideas in your children. In order for mankind to live on Earth, there must be a continuous change of generations. This is the eternal law of life. No wonder it is said: “The one who embodied the plans of his ancestors and his own in his children can die in peace, only through them we become immortal, they are our continuation, they continue the life of Man on Earth.”

Here, at this turn of your life, the authors of the textbook once again advise you to think carefully and choose your life path: or start preparing yourself in the most real way for safe life in this difficult, constantly changing world around you, for which you need to constantly improve your general level of knowledge and skills in the field of safety culture, to try to minimize the risk factors for one's life and health in the course of everyday life and in various dangerous and emergency situations; or live, hoping that the state will ensure your safety in all areas of your life. True, with this option, your role in ensuring your own security will be zero.

In conclusion, the authors once again turn to you and want to remind you that the national security of Russia is to a certain extent in your hands, and which country you will live in will largely depend on your decision.

We will discuss with you what is meant by a common security culture in the next paragraph of this chapter.

IV. Summary of the lesson.

Questions for self-control:

What is the National Security Concept of the Russian Federation and what does it mean by the national security of Russia?

Why is the question of the formation of a common culture in the field of security among the population of Russia acute at the present time?

Why does the behavior of each individual person have a certain influence on the national security of Russia?

Homework:

Find in the text and read again the statement of the Minister of Emergencies S. K. Shoigu. Briefly state your rationale and explanation for this position.

In the most general sense, to substantiate a statement means to give those convincing or sufficient reasons (arguments), by virtue of which it should be accepted.

The substantiation of theoretical propositions, as a rule, is a complex process that cannot be reduced to the construction of a separate conclusion or the conduct of a single-act empirical, experimental verification. Justification usually includes a whole series of procedures concerning not only the proposition under consideration, but also that system of statements, that theory, of which it is an integral element. Deductive inferences play an essential role in the justification mechanism, although only in rare cases can the justification process be reduced to an inference or a chain of inferences.

The knowledge validity requirement is commonly referred to as principle of sufficient reason. This principle was first explicitly formulated by the German philosopher and mathematician G. Leibniz. “Everything that exists,” he wrote, “has sufficient grounds for its existence,” due to which not a single phenomenon can be considered valid, not a single statement is true or just without indicating its basis.

All the various ways of substantiation, which ultimately provide sufficient grounds for accepting the statement, are divided into absolute and comparative. Absolute justification is the presentation of those convincing, or sufficient grounds, by virtue of which the justified position should be adopted. Comparative justification - a system of convincing arguments in support of the fact that it is better to accept a justified position than another position that is opposed to it. The set of arguments given in support of the justified position is called basis.

The general scheme, or structure, of absolute justification: "BUT should be taken in force C", where BUT - the justified position and C - the basis of the justification. Comparative Rationale Structure: “It is better to take BUT, how AT, by virtue of C. For example, the expression "It should be accepted that the sky is blue under normal conditions, since direct observation speaks in favor of this" is an absolute justification, its summarizing part. The expression “It is better to accept that the sky is blue than to accept that it is red, based on the provisions of atmospheric physics” is the resulting stage of the comparative justification of the same statement “The sky is blue”. Comparative justification is sometimes also called rationalization: in conditions when absolute justification is unattainable, comparative justification is a significant step forward in improving knowledge, bringing it closer to the standards of rationality. Clearly, comparative justification is not reducible to absolute justification: if it can be justified that one statement is more plausible than another, this result cannot be expressed in terms of the isolated validity of one or both of these statements.

The requirements of absolute and comparative validity of knowledge (its validity and rationality) play a leading role both in the system of theoretical and practical thinking, and in the field of argumentation. All other topics of epistemology intersect and concentrate in these requirements, and it can be said that validity and rationality are synonymous with the ability of the mind to comprehend reality and draw conclusions regarding practical activity. Without these requirements, argumentation loses one of its essential qualities: it ceases to appeal to the mind of those who perceive it, to their ability to rationally evaluate the arguments presented and, on the basis of such an assessment, accept or reject them.

The problem of absolute justification was central to modern epistemology. The specific forms of this problem have changed, but in the thinking of this era they have always been associated with its characteristic idea of ​​the existence of absolute, unshakable and unreviewed foundations of any genuine knowledge, with the idea of ​​a gradual and consistent accumulation of "pure" knowledge, with the opposition of truth, which allows justification, and subjective values ​​that change from person to person, with a dichotomy of empirical and theoretical knowledge and other "classical prejudices". It was about a method or procedure that would provide unconditionally solid, undeniable foundations for knowledge.

With the decomposition of "classical" thinking, the meaning of the problem of substantiation has changed significantly. Three things became clear:

There are no absolutely reliable and not revised over time grounds and theoretical and even more so practical knowledge, and we can only talk about their relative reliability;

In the process of substantiation, numerous and varied techniques are used, the proportion of which varies from case to case and which are not reducible to some limited, canonical set of them, representing what can be called the "scientific method" or more broadly the "rational method";

Justification itself has limited applicability, being primarily a procedure of science and related technology and not allowing automatic transfer of justification patterns that have developed in some areas (and, above all, in science) to any other areas.

In modern epistemology, the “classical” problem of justification has been transformed into the task of investigating that variety of ways to justify knowledge, devoid of clear boundaries, with the help of which an acceptable level of justification is achieved in this area - but never absolute. The search for "solid foundations" for individual scientific disciplines has ceased to be an independent task, isolated from the solution of specific problems that arise in the course of the development of these disciplines.

Justification and argumentation are related to each other as a goal and a means: the methods of justification together form the core of all the diverse methods of argumentation, but do not exhaust the latter.

The argumentation uses not only correct techniques, which include methods of justification, but also incorrect techniques (lies or treachery), which have nothing to do with justification. In addition, the argumentation procedure, as a living, direct human activity, must take into account not only the thesis being defended or refuted, but also the context of the argumentation, and primarily its audience. Justification techniques (proof, reference to confirmed results, etc.), as a rule, are indifferent to the context of the argumentation, in particular, to the audience.

Argumentation techniques can be, and almost always are, richer and sharper than justification techniques. But all methods of argumentation that go beyond the scope of methods of substantiation are obviously less universal and, in most audiences, less convincing than methods of substantiation.

Depending on the nature of the basis, all methods of argumentation can be divided into generally valid (universal) and contextual.

Valid argumentation applicable to any audience;

efficiency contextual reasoning limited to certain audiences.

Commonly valid methods of argumentation include direct and indirect (inductive) confirmation; deduction of the thesis from the accepted general provisions; checking the thesis for compatibility with other adopted laws and principles, etc. Contextual ways of argumentation include reference to intuition, faith, authorities, tradition, and so on.

Obviously, not always contextual methods of argumentation are also methods of justification: say, a reference to beliefs shared by a narrow friend of people, or to authorities recognized by this circle, is one of the common methods of argumentation, but definitely does not apply to methods of justification.

Freedom as a boon

“Freedom is undoubtedly one of the most valued goods by man. On the

For centuries, mankind has made the greatest sacrifices for

in order to win or defend freedom. manifested in youth

instinctive desire for freedom. Crimes are punishable by imprisonment

The word "freedom" can mean very different things. Actually

“to be free” means to have freedom of choice. But you can't stay without

choice, and from the moment the choice is made, a person loses part of his freedom.

Freedom is volatile and elusive.

If freedom is the first condition of human dignity, it

nothing without education, not the education that is imposed from outside and

binds, but that which is acquired on the basis of experience, reflection or

consciousness.

The realization of freedom is quite difficult: it is necessary to make a choice, and different

elections give different results. Basically, human nature

is such that some options are harmful to him, others are indifferent or

useful. … some elections are catastrophic, sooner or later

everyone is convinced by their own experience.

The teaching of freedom is thus even more important than freedom itself.

yourself. Very often they believe in the neutrality or indifference of choice - there is nothing

more dangerous. One way to live life allows each of us

to avoid a lot of trouble, but there are also those that lead us

to stupefaction, enslavement or self-destruction. Man is more free

the more fully the choice he makes corresponds to his nature.

(adapted after M. Malerbu)

C1 Plan your text. To do this, highlight the main semantic

passages of text and title them.

In the correct answer, the points of the plan must correspond

the main semantic parts of the text and reflect the main idea

each part.

The following semantic parts can be distinguished:

1) the value of freedom for a person;

2) freedom and possibility of choice;

3) the need to educate freedom;

4) difficulties in the realization of freedom;

5) the conditions for gaining freedom.

Other wordings of the points of the plan are possible that do not distort the essence

the main idea of ​​the fragment, and highlighting additional semantic

The main semantic parts of the text, their names (paragraphs

plan) reflect the main idea of ​​each part of the text. Quantity

selected parts may be different.

Not all (but most) of the main parts of the text are highlighted, they

names (points of the plan) reflect the main ideas of the selected

fragments.

OR Not all (but most) selected parts of the text

correspond meaningfully and logically complete

text components.

OR Not all (but most) of the names of the highlighted parts (paragraphs

plan) correspond to the main idea of ​​the text fragment.

The main parts of the text are not highlighted.

OR The names of the highlighted parts (plan items) do not match

the main idea of ​​text fragments, being quotations from

the corresponding fragment.

OR Answer is wrong

Maximum score 2

justification for the judgment you made.

(Other formulations of the answer are allowed that do not distort it

– “to be free” means to have freedom of choice;

2) Given justification, let's say:

- a person is free when he has the opportunity to independently

make a conscious choice in the face of an alternative, take for it

take responsibility;

- there can be no question of any freedom of a person if his

behavior is completely predetermined by circumstances, and he

squeezed by their frames;

Confirmation can be given in other formulations.

An understanding is formulated and a justification is given. 2

The understanding is formulated OR justification is given. one

The answer is incorrect. 0

Maximum score 2

values ​​of freedom? Provide justification for any of the arguments.

based on the text and knowledge of the course.

(Other formulations of the answer are allowed that do not distort it

The correct answer must contain the following elements:

1) The values ​​of freedom are confirmed:

– humanity has made sacrifices in all ages in the name of freedom;

- in youth, a natural craving for freedom manifests itself;

- Criminals are punished with imprisonment.

2) Given substantiation of one of the arguments, for example:

Justification first argument can be given

judgments:

- in ancient times, slaves sacrificed their lives in the name of fighting for

freedom, for example, during the uprising of Spartacus;

- in the Middle Ages, serfs fought for freedom,

the poor, sacrificing their lives and going to the scaffold;

- the peoples fought against the oppressors and colonialists on their own

freedom, for example, the American colonies rebelled in 1776 against

English dominion.

Justification second argument can be given

- at a young age, people strive to overcome the control of their parents,

teachers to act contrary to their instructions.

Other substantiation of any of the author's arguments may be given.

Three arguments are indicated, the rationale for one of them is given. 2 points

One or two arguments are indicated, the rationale for one of them is given

OR two or three arguments are given, justification is not given.

One argument supplied OR The answer is invalid. 0

Maximum score 2

(Other formulations of the answer are allowed that do not distort it

The correct answer must contain the following elements:

the right choice, you need to be ready for it, have experience

making such decisions;

2) Examples from history, let's say:

– selfless struggle of women for voting rights;

- the struggle of African Americans, led by M.L. King for Civil

rights and freedoms;

- strikes and demonstrations of workers in Russia in 1903-1905. per

social and political rights, etc.

Other examples from history can be given.

OR No explicit justification given, but two examples are given.

OR Any valid example given, no justification

presented.

Reasonings of a general nature are given, which do not correspond to

task requirement.

OR The answer is incorrect.

Maximum score 3

C5 Consider the situation: a young man came to the capital to work

human. He did not have time to finish high school, and he did not have

no special professional skills. What

the limitations of his professional choice? Give an answer and

cite a quote from the text to justify it.

(Other formulations of the answer are allowed that do not distort it

The correct answer must contain the following elements:

1) an explanation of the fact given in the task, for example:

the limited choice is due to the fact that the young man does not have

profession, he has no special knowledge, so his choice

limited to unskilled jobs only.

Another explanation of the fact given in the task can be given.

2) a fragment of the text: “The realization of freedom is quite difficult:

a choice must be made, and different choices give different results.

results"

A correct explanation is given, a fragment of the text is given. 2 points

Correct explanation given.

OR A piece of text is given.

The answer is incorrect. 0

Maximum score 2

C6 The text expresses the judgment: “Man is all the more free than

the choice he makes more fully corresponds to his nature.

Formulate your attitude to the given point of view. FROM

based on the text and social science knowledge, give two

argument (explanation) in defense of their position.

(Other formulations of the answer are allowed that do not distort its meaning)

The correct answer must contain the following elements:

1) the student's opinion is expressed: agreement or disagreement with the position

2) two arguments (explanations) are given in defense of their choice,

for example:

if agreed, it may be stated that

- a person is free if he makes a choice based on his

own desires and aspirations, and no one imposes them on him

- a person must correlate the choice with his individual

abilities, capabilities, skills;

in case of disagreement, it may be stated that

- a person can act freely and choose, even if it is not

corresponds to his desires, for example, to choose parties in

parliament, if it does not know or support any of them;

- the choice of the work of the unit is not connected with personal abilities, but with

peculiarities of the labor market, but still, a person chooses from

what is in this market.

Other arguments (explanations) may be given.

The opinion of the student is expressed, two arguments are given. 2 points

The opinion of the student is expressed, one argument is given.

two arguments are given.

The opinion of the student is expressed, arguments are not given.

OR The student's opinion is not expressed, but is clear from the context,

given one argument.

OR The answer is incorrect.

Maximum score 2

Option 2

Keys

Answers to tasks with a choice of answers

Answers to tasks with a short answer

Essay writing technique

compiled by A.V. Smetanin (Perm. GNIU, 2011)

Epigraph:

at the time of writing the essay

it is already 50-70% ready"

Formal criteria (from the introductory part of the task) 1

Little tricks. eight

Common problems.. 9

Template essay structure. 9

Essay features. 9

Technical questions.. 10

Application. eleven

Formal criteria (from the introductory part of the task)

The validity of the choice of topic (an explanation of the choice of topic and the tasks that the participant sets for himself in his work).

a) the rationale for the choice of topic is a difficult part of the essay, it must be thought out in advance so that the work does not stop at the very first sentence. There are two main justification options:

The relevance of this topic for today,

Until now, the discussion about the benefits and harms of Peter's reforms for Russia has not stopped. In this era, they try to look for the beginning of the entire subsequent history of the state. Some accuse Peter of the barbaric methods of renewing the country, others regret the lost identity, others speak of the importance and timeliness of the breakthrough made. In the context of this discussion, I would like to express my own opinion about the role of this era. … One of the pressing problems for modern Russia is the search for a national idea, some element of self-consciousness that can unite the citizens of our country. Perhaps the first example of the search for such an idea can be considered the history of the baptism of Russia, which contributed not only to the strengthening of state power, but also to the ethnic unity of the Eastern Slavs.

My personal interest in this topic. As a last resort, ascribe to yourself what you really do not care about.

Any other interesting twist in the rationale is not forbidden, the main thing is not to try to break through the conservative jury with something crazy.

b) essay task setting

Here it is necessary to state why you are writing this essay, what the reader should expect from the essay in the future

First of all, you must agree or disagree with the quote, while not retelling it.

Secondly, clearly define your position on the problem that you are going to prove now.

2. The creative nature of the perception of the topic, its comprehension.

a) Your essay should not copy the text of the textbook. The essay should contain your thoughts, your living language. It is best to write in the first person.

b) do not go to the other extreme and do not try to be too original or informal, do not replace arguments with emotions.