Reasoning is a type of speech in which the causes or consequences of a particular phenomenon or situation are indicated.

The purpose of reasoning is to prove the truth of any proposition (thesis).

basis of reasoning are causal relationships, evidence.

In the reasoning, theses and evidence (arguments) are highlighted.

Between theses and arguments (evidence), grammatical connections are also established. It is important that in the process of proving the thesis put forward, the argumentation should correspond to this thesis, and not to any other.
Often used for grammar

introductory words: firstly, secondly, therefore, finally, etc. In reasoning texts, conjunctions are used: although, despite, because, so, since, etc.

Composition and types of evidence in reasoning

1. Beginning - preliminary information about the subject is reported;
2. Main part: a) formulation of the main thesis, b) separation (if necessary, highlighting parts of the argument or subtheses, c) presentation - consistent proof of the thesis (theses),
3. Ending (conclusion) - conclusion.

Types of evidence

1) deductive- from thesis to evidence,

2) inductive— from examples to the thesis.

« There is no person who would not love their homeland,

“The possibility of an unambiguous interpretation of the composition was once commented by Yu. Tynyanov. “I take the liberty of asserting,” he wrote in his work “Problems of poetic language,” that the word “composition” in 9/10 cases covers the attitude towards the form as static” - L. Kaida,

in) indication of the reasons for the correctness of the thesis put forward:

“Autumn comes in September. Because that's when the leaves turn yellow and begin to fall off.

G) bringing an analogy or comparison:

“It is impossible to immediately rebuild our economy to market relations. It's like switching from right-hand traffic to left-hand traffic."

4) indirect- this is evidence from the contrary: through the refutation of the truth of the opposite thesis

“A tolerant attitude towards a person makes our relationship with him better. Let's assume that this is not the case. Then - the more we make comments to a person, the more we teach him, etc., the better our relationship will be. But this is impossible. So our first thesis is correct.

Our presentation on reasoning:

It must be said that pure types of speech (, reasoning) are not so common, usually texts are a combination of all types of speech; the connection is not mechanical; transitions from one type of text to another are sometimes very difficult to determine.

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Reasoning Reasoning is a speech form (a functional and semantic type of speech), the elements of which are organized on the basis of various kinds of logical relations: conditionality, opposition, comparison, etc. Three parts are distinguished in the reasoning structure: thesis, proof and conclusion. In classical Russian rhetoric (M. V. Lomonosov "A Brief Guide to Eloquence ..."; N. F. Koshansky "General Rhetoric") speech-reasoning was called hria. This type of speech had a clear structure.

Attack In an attack, "the one who said a speech or did a deed should be praised or described, which is connected with the theme of hriya" . (M. V. Lomonosov) Example: This saying (“The root of the doctrine is bitter, but the fruit is sweet”), included in the proverb, belongs to Isocrates, who worked hard for the benefit of science and education and verified what was said with his own experience.

Paraphrasis Paraphrasis, or exposition, is “an explanation of the topic through distribution” (MV Lomonosov) Example: Isocrates' thought is expressed figuratively. He compares the teaching with a fruit tree, meaning the beginning of the teaching under the root, and the acquired knowledge or art under the fruits. So, whoever strives for knowledge, must, according to Isocrates, endure the bitterness of labor and the burden of fatigue; having overcome all this, he acquires the desired benefits and advantages.

Reason In this part, "a reason sufficient to prove the thesis" is added. (M. V. Lomonosov) There can be several reasons. Example: Causes 1. The root, that is, the beginning of the teaching, is fraught with some troubles, because: 1) the abilities of the beginner have not yet unfolded; the will is still powerless to dwell on a given subject until it is grasped and assimilated; 2) the student deals with the elements of science, which consist of little things that often have no application to his current life; 3) the student does not understand the usefulness of elementary information.

Cause Transition Whoever overcomes these insignificant troubles will make sure that the Causes 2. The consequences of the teaching are pleasant, because 1) knowledge in itself delivers a high pleasure to the person who owns them: they enlighten his view of the world, broaden his horizons, put him in the proper attitude to people, state, society; 2) provide him with material benefits and advantages in society and the state.

Opposite “... What is suggested in the topic is contrary” M. V. Lomonosov (If this is not so, then ...; If not, then ...) Example: Who does not want to be subjected to restrictions, who does not have the patience to overcome the difficulties of the teaching, without which education and achieve sound knowledge, he does not dare to count on the advantages and benefits accruing to learning, art and education as a reward for work.

Similarity Similarity is a similarity by which "the theme is explained and confirmed". Example: Look at the farmer: how much hard work and effort he spends on getting a harvest from his field! And the harder his work, the more pleasure and joy he collects the fruits; the more carefully he cultivates his field, the more plentiful the harvest will be. The benefits of education are subject to the same conditions. They are acquired only after the consciousness is brought to the conviction that all the obstacles encountered have been overcome by honest work and vigilant diligence.

Example An example is a specific fact from history or literature that confirms the thesis. Example: We find many examples in history of the consequences of diligent, conscientious pursuits. Here is the tongue-tied, obscure Greek Demosthenes, who acquired by teaching the high gift of oratory and immortal glory; and here is our reformer the Great Peter, who had previously walked the path along which he later led his subjects!

Testimony "... Opinion or teaching of ancient Authors". (MV Lomonosov) Example: Hesiod says the same thing as Isocrates, arguing that the road to virtue is steep at first, but when you reach the top, it is pleasant to walk along it. "Science shortens us the experiences of fleeting life". (A. S. Pushkin)

Conclusion "... A short exhortational conclusion of the whole word". (Lomonosov M.V.) Example: There is only one conclusion from this. We have great means to spiritual development; one of these means is science. “With the mind, after all, all people are Heraclitus,” said Karamzin. The duty of everyone is to use the forces and abilities given to him for the benefit of enlightenment and follow the call of the philosopher and scientist Lomonosov, who 150 years ago said in inspired verses to his contemporary youth: !"

The structure of the reasoning In the reasoning, the main idea that requires proof (thesis) is necessarily presented. In the text of the final essay, the thesis will be the answer to the question posed in the topic of the essay. The answer to the question must be clearly formulated. It can sound at the beginning of the composition. The answer may also sound in the conclusion, but the writer must clearly know this answer from the very beginning and gradually prepare the reader of his essay to understand it.

Formulation of the thesis In order to successfully answer the question, it is necessary to learn to understand its meaning, to understand what they are asking us about and what exactly they tell us about this subject, what they say that we have to prove or disprove (we work with the composition of the predicate). It is to what is stated as part of the predicate that evidence must be selected. In reasoning, all the words of the thesis should be clear. A different understanding of the meaning of one word can lead to a meaningless argument, so it is useful to carry out conceptual processing of key words (it can become an introduction to an essay). The conceptual processing of keywords helps to highlight those components of thought (parts, types, properties, causes) with which to work further.

Auxiliary theses Many problem questions sound so that it is difficult to formulate the answer in one thesis. Then we are talking about auxiliary theses that have to be proved. You can define auxiliary theses (name possible causes, types of something, etc.) and justify them. The number of auxiliary theses (arguments) may be different. It all depends on the depth of understanding of the problem by the respondent. Better to use two or three. In such cases, it is useful to use the answer option for work, which is built according to the scheme "on the one hand - on the other hand".

Arguments-evidence From the thesis it is useful to ask questions: “Why is this thesis true? "," Why is this so? " , "Why is this happening? " , "For what reason? " , "Why? » Answers to these questions can become arguments in the essay. The arguments substantiate the reasons for the validity of the thesis. Arguments are the writer's own reasoning about the correctness of the thesis.

Example-illustration Each argument is supported by examples from a work of art. Examples must be substantiated, that is, the works used, their fragments are analyzed. Working with arguments from a literary work should be based on an understanding of the author's position, the main idea of ​​the work. Formal use of works of literature is unacceptable.

Thesis (auxiliary thesis) Why is it right (in the first place)? ExampleIllustration 1 Why is it right (second)? ExampleIllustration 2 Why is it right (third)? ExampleIllustration 3

“Which is more important: to love or to be loved? " Answer the question. Your answer will be the thesis of the essay. Give a conceptual treatment of keywords. Answer the questions: “Why is it important to be loved? and “Why is it important to love? » Consider using the “on the one hand - on the other hand” technique in your essay. Decide which point of view is closer to you. It is more convenient to start an essay with a discussion about the position with which you agree to a lesser extent. It should be written about briefly. Then you need to prove the point of view with which you agree, this position needs to be given more attention, to prove that it is very significant. This should be mentioned in the conclusion.

“Which is more important: to love or to be loved? » Think over your arguments (your reasoning) in defense of each position: “it is more important to be loved”, “it is more important to love”. Try to pick up at least two arguments for each position (one is possible). Formulate your thoughts as coherent statements. Find examples from fiction that support your argument. Justify each example. Explain how the example you use supports your argument. Consider a conclusion.

Love is more important than being loved Love develops the spiritual qualities of a person, makes him more mature Love makes you look at the world in a new way, encourages a person to be creative Example-illustration 1 Example-illustration 2 Example-illustration 3

Algorithm of activity when writing the final essay. Reading the question and determining what is to be discussed in the answer (the subject of speech) and what exactly needs to be proved (work with the key words of the predicate). Formulation of the answer to the question (thesis of the essay). Understanding the key concepts of the thesis (conceptual processing). Determining the arguments confirming the validity of the statement (working with the questions “ Why is this thesis true?”, “Why is this so?”, “Why is this happening?”, “For what reason?”) Substantiation of the arguments. Selection of evidence (examples from works of art confirming the statements made). Justification of examples. Thinking of a conclusion that unites all that has been said.

Questions and tasks Read the question, give the conceptual processing of key words. Formulate the question in terms you understand. Answer the question. Determine what you will prove. Justify in your own words why your statement is correct, fair. Find examples from fiction that support your argument. Justify each example. Explain how the example you use supports your argument. Consider a conclusion.

Identification of key words, their conceptual processing What family values ​​do people need? A family is people close to each other, it is a community of interests, it is a feeling of understanding, it is a home, children, love. Family values ​​are what is passed down from generation to generation, these are well-established traditions, rules of conduct, attitude to life. Family values ​​unite people, make them congenial.

Arguments-arguments It is necessary to list the types of family values ​​and characterize them. Love Caring for loved ones Family traditions

Arguments-arguments The main family value is love. A family cannot be happy without love, because love is the main thing that holds relationships together. The love of parents for each other, the love of parents for children and children for parents is the basis of the life of any family. It is very important that in a family people take care of each other and support each other. Mutual support helps to overcome any life trials. When it is difficult for a person, it is significant for him that there are those who believe in him nearby. But each person has a need to take care of others himself, and the family gives him such an opportunity.

Reasons-arguments The house with its traditions, when it is full of relatives and loved ones, makes it possible for a person to feel that he is not alone, that he is happy with his love and his confidence that others need him. Such confidence gives strength to live and enjoy life.

Model "opposition" At the next stage of work, it is reasonable to use the semantic model "opposition" and compare different family values. However, families are different and family values ​​too. It is good if universal moral values ​​are the basis of family life. But there are families in which there is no love, trust, respect, in which small material interests are most important. The saddest thing is that such family values ​​influence the formation of children's life beliefs.

Model "consequence" We use the semantic model "consequence" at the end of the reasoning, drawing a conclusion. We were convinced that family values ​​influence the formation of a person's character, determine his life path. Even A. S. Pushkin said that it is “love for the native ashes” and “love for the fatherly coffins” that determine the “independence of a person”, are the key to his greatness. That is why it is so important that family values ​​become values ​​based on moral laws.

Possible entry options: Conceptual processing of key words, determination of their meaning (semantic model "name"). The answer to the question and its rationale. Analysis (brief enumeration) of different points of view on the problem. Analysis of the problem raised in the context of the era, reasoning about its relevance. Argument with an imaginary opponent, reasoning "from the contrary". Associative introductions (a story about the associations that this topic causes).

Possible options for the conclusion: The conclusion should be related to the main problem and correspond to the introduction. 1. General conclusion. 2. Answer to the question posed in the introduction. 3. Consequence. Reasoning about the consequences of understanding or misunderstanding of the problem for the author of the essay, for humanity. 4. Expansion of the problem. New question. 5. Open final. You can combine different types of conclusions.

Small homeland Family (childhood, family traditions, family values, relationships with parents) Earth is our common home HOUSE

The road in the Russian language picture of the world. Wandering. Will. The life path of a person (landmarks, choice, trials, loyalty to the chosen path, losses and gains) path

Below are fragments of essays that are interesting for commentary in terms of their composition and the logic of building reasoning on the proposed topic.

Quote: Fragment No. 8:

What life questions can literature help you answer?

Literature helps people answer many life questions. Some people look for answers to questions of interpersonal relations in works, others find solutions to difficult situations in literature. And some go into the world of fantasy to find answers to, at times, even non-existent questions.

I will single out two main ones: the question of choice and the question of friendship. The problem of choice faces a person all his life. And the main thing in each situation is to make the right choice.

In Vasily Bykov's story "The Sotnikov", Rybak is faced with a choice at the very beginning: to save the weak, sick, wounded Sotnikov from death, or, having sacrificed him, to save himself. And Rybak, after thinking, decides to save his comrade.

Later, the problem of choice confronts Demchikha. To shelter Sotnikov and Rybak at home, thereby exposing himself and his children to danger, or drive them away?

And again Rybak faces a choice. Go to the service of the clubs and save your life or die? And the cowardly Rybak comes to the service of the clubs, thinking that he can escape. But he is given a task: to knock out a stool from under the feet of Sotnikov, sentenced to death. And having done this, Rybak becomes an executioner for his friend, whom he not so long ago saved from the same policemen. This work shows an example of "pseudo-friendship". And what is true friendship?

Other people, different situation. In Boris Vasiliev's story "Tomorrow there was a war" after Vika's suicide, driven to despair by the demand to abandon her father - "the enemy of the people", Iskra and her friends bury her and speak of her as a true Komsomol member, a faithful and devoted comrade. Iskra did not leave her friend, she was with her to the end ...

But is friendship always tested by death? Andrey Platonov in his story "In a beautiful furious world" tells about true friendship and camaraderie. After a series of events, the machinist Maltsev became blind and his assistant was put in the place of the machinist. But the driver cannot live without his job and the assistant, risking his position and work, puts Maltsev in his place and allows him to drive the train. Only true friends are capable of such an act.

So let's sum it up. Literature can answer many of life's questions, but in order to get answers to them, sometimes you have to read between the lines.

The cuts made in the essay do not interfere with seeing its integrity, the harmony of the composition: the introduction, the thesis and evidence, the conclusion are closely related. It should be noted the impeccable logic of reasoning, connected by a common idea and based on several works of art. The student's thought consistently develops from text to text with an increase in additional personal meanings. The graduate not only logically built a reasoning on the proposed topic, but also showed the ability to concretize it in accordance with his own plan (the situation of choice and the question of friendship) and at the same time not deviate from the topic. It is natural that a good level of graduate education was manifested not only in the merits of work according to the criterion
"Composition and Logic of Reasoning". The author of the essay also demonstrated an excellent speech culture, erudition, the formation of such reading skills as the ability to reflect on self-read works with interest and compare them in a given perspective.

Quote: Fragment No. 9:

Does the dream lead away from life or lead along the path of life?

Everyone dreams. Children, as soon as they start talking, thinking, want to change something, imagine their future, who they will work with, what they will do. On the one hand, a dream helps a person to choose specific life goals, on the other hand, it forces him to do things that can ruin him. The very thin line that arises between a dream that is feasible and impossible is important here. In the second case, it takes a person away from real life.

... I will give an example from the work of L.N. Tolstoy "War and Peace". It shows how a dream can lead a person along the path of life or destroy a hero. For example, Boris Drubetskoy dreamed of wealth and influence. As soon as he began to serve in the headquarters of Kutuzov, he acquired useful contacts and was already perceived differently by secular society. So Boris achieved influence in certain circles. He was able to get rich by marrying Julie Karagina. Accordingly, his status in St. Petersburg rose. Thus, indeed, with practical activity and the desire to achieve specific goals, a dream leads a person along the path of life.

Also in this work of Lev Nikolaevich there is an example of how a dream killed a person. Petya Rostov always wanted to be at the center of events. He dreamed of becoming a hero. The youngest son of the Rostovs participated in the partisan war, did not listen to the commander of the detachment, went to where the shooting was, was killed. Too bad for the boy who wanted to be a hero. It was his dream, and it was she who ruined Petya.

Indeed, we all have our heads in the clouds, we imagine our future. Dreams lead someone to new heights, like Boris Drubetskoy, someone is taken away from life, like Ilya Oblomov, and someone is destroyed, like Petya Rostov. Each person must be aware of the fine line between the dream of guiding, helping and destroying. You need to strive for something real and act to realize your plan, but you should not do stupid things that can ruin. No wonder they say about some people that they dreamed.

The essay as a whole is built logically and deserves the “pass” rating according to criterion No. 3. In the first paragraph, theses of a general nature are expressed. The second and third paragraphs are devoted to the analysis of specific examples from Leo Tolstoy's novel "War and Peace". The final paragraph contains a conclusion corresponding to the question of the topic. At the same time, the examples given by the student cannot be considered full-fledged arguments for his judgments, since they are based on a misinterpretation of the meaning of the images of Boris Drubetskoy and Petya Rostov. The student does not feel the author's position, does not think about it, replacing it with his own primitive understanding. The student's judgments are very superficial, pragmatic and testify to a shift in moral assessments.

Quote: Fragment #10:

Why do people write poetry?

There are many poems written in the world, and all of them are dedicated to someone or something. Someone writes poems about love, someone in his work admires the Motherland, and someone - the beauty of nature. But few asked the question: “Why do people write poetry?” Some people think that poetry is written for fame. No. I believe that people write poetry to achieve a certain goal, but they are all different. Someone wants to please a loved one, someone wants to change the world for the better and make it cleaner and kinder, and someone wants to call on the people to stand up for the Fatherland.

In his lyrical works A.S. Pushkin touched on many topics. One of the most favorite topics raised by the writer is love. The author in his works wrote about unhappy love. As for example in
poem: "***"

I loved you, love can still be
It didn't completely disappear in me.

Also, Pushkin devoted a lot of poems to freedom. These are such works as, for example, "To the Sea" and "Eagle". In these lyrical works, the writer used many symbolic objects. These are such items as: the raging sea, the heavenly mountains, the wind, the eagle and much more.

We are free birds, it's time, brother, it's time.
There, where the mountain turns white behind the cloud,
There, where the sea edges turn blue,
Where only the wind and I walk.

However, A.S. Pushkin wrote his poems not only for the people, but also for the authorities and for Emperor Alexander I himself. In his famous poem "The Village" A.S. Pushkin showed the features of an ardent, unbridled and cruel nobility against the backdrop of beautiful, picturesque rural nature.

It is impossible to forget the writer's lyrics, which he dedicated to friendship with Pushchin and Chaadaev.

Dear birthday boy,
Oh Pushchin dear.
The hermit came to you
With an open mind.
Love of hope of silent glory
For a short time we were entertained by deceit.
Gone are the funs of youth
Like a dream, like a morning mist.

The student could not keep within the framework of the answer to the question of the topic. The first paragraph is a reflection of a general nature and generally corresponds to the topic. However, as soon as the turn of specific examples comes, the student cannot cope with the literary material and replaces the answer to the question with the usual review of the themes of A.S. Pushkin's lyrics, which is rather primitive and eclectic. The first paragraph is not logically connected with the rest. There is no answer to the question of the topic and the conclusion in the essay. At the same time, all the above remarks are more related to criteria No. 1, 2. According to criterion No. 3, the work was assessed with a “test”, since the general outline of the essay, although without a conclusion, was built by the student.

The essay is also not free from a number of other errors, including factual ones.

Why does the word "war" resound with bitterness in our hearts? This word inspires a vague fear. The word, from which goosebumps run through the body, (V) and thoughts are instantly confused in the head. A word that hurts to say. My heart starts beating faster and tears come to my eyes. A word that makes tens of thousands of people (L: thought repetition: see paragraph 4) remember the most bitter moments of their lives. This is the worst word - war. (V) (L: new paragraph) No matter how much time passes, it still hurts. It hurts to realize that people are dead, that they suffered. Everything was taken from them by a ruthless war. Dying, people fought. (P) Is it possible to forget the exploits of the war days? (R) No way. Even today we honor the memory of those who have gone into this bloody abyss. (R. error) The responses of the soul of Russian people are reflected (R. error) in literary works. After all, the war does not leave anyone indifferent. "The fate of man" M.A. Sholokhov - a work about the beauty of the soul of a Soviet person, about great suffering and great stamina (L). Is it easy to rise above your personal tragic fate, to overcome death in the name of life? The fate of Andrei Sokolov, the protagonist of the work, was full of suffering. His eyes are the eyes that have seen (R. error) torment and death, death at every step, the eyes of the enemy, filled with a monstrous thirst to kill. (S: omission of thought). Awareness of emptiness and the death of everything human. But Sokolov's heart is filled with kindness to people, to all living things. In the story, the author reveals the whole horror of the war, (R. error) its most tragic sides: injury, captivity, concentration camp, death of a family, destruction of a house, death of a son on Victory Day. (L: new paragraph) How can a person survive the misfortunes given to him from above? But always after dark, light follows. After tears and despair - happiness and peace. (Violation of the logic of reasoning: confusion of conclusion, formulation of a new thesis.) Andrey's meeting with Vanyushka became a new section of his history (R. error), a new life. This orphan boy, with "eyes as bright as the sky," revived his soul. Andrey gives all his (S: unspent?) paternal love, all the warmth of his heart to this boy. The meeting of these two people, who lost everything during the war years, helps both of them survive. (S: a micro-conclusion is needed on the problem of reasoning: What did the war do to the fate of man?) War is devastation, poverty, cruelty, death. War is thousands (L: repetition of thought: see paragraph 1) of people tormented, killed, tortured in camps, these are millions of crippled destinies. We are accustomed to the fact that in war there is no place for sentimentality and tenderness, and the word “hero” in our understanding is necessarily a fighter, a soldier, in a word, a man. But a woman, a Russian beauty, the keeper of the hearth of the home, can also be a real hero. (L: new paragraph) Vitaly Zakrtutkin (F) - the author of the work "The Human Mother", tells us the story of a young woman, Mary. There was everything in her life before the war (R. error): orphanhood at the age of sixteen, a loving husband who carried her in his arms and called her a hemp for freckles, son Vasyatka, a new cozy house on the edge of the village, in which they thought to live all their lives, a garden planted by one's own hands, the respect of industrious fellow villagers. But "she" came to her. "She" came and did not spare Mary - mother, wife and woman. This tough, bloody war took everything from her. The villages and farms were burned by the enemy, Maria, exhausted from grief, was left alone in the ashes. On her fragile shoulders lay the terrible grief that not a single Soviet person experienced during the war: "The enemies burned down their native hut, killed her entire family ...". But there is no such force that could break a Russian person, because a strong pure soul is always alive in him. (L: new paragraph) How many of them, famous and nameless heroes, about which books and poems have already been written or are just being written. We will always remain indebted to people. Defended (V) the world from fascism, before the soldiers, their mothers and widows. They have always lived and will live in the memory of the people, they will always be an example for us young people.

The essay is evaluated according to five criteria, each of which is rated "pass" or "fail". To get a “pass” in an essay, you need to get a “pass” for the first and at least two more criteria. With three or more fails or fails according to the first criterion (“correspondence to the topic”), the essay as a whole is assessed as “failed” and is subject to a retake (retakes will be scheduled in February and May).
1 Relevance to the theme
This criterion is the most important: if “failure” is put on it, the essay is immediately evaluated in the same way.
The correspondence to the topic means the following: the graduate must understand the wording of the topic and write his reasoning on the problem that is proposed in the wording.
The most common mistakes are due to inattention (not to mention poor command of the Russian language, as a result of which the student could simply not understand what was written) or haste.
In the first case, the graduate does not pay attention to the wording of the topic, limiting himself to understanding only individual words. For example, the topic “Is the concept of honor outdated?” is perceived by the student as "something about honor" or "something about old words" and is revealed accordingly, that is, not in accordance with the topic.
In the second case, the graduate grabs a topic that seems to him similar to the one he studied in preparation, begins to write with enthusiasm, and notices his mistake only when it is too late to correct something, he has to hand over what he has: maybe it will work.
It is worth spending enough time on choosing a topic to carefully consider them all and make a choice based on your interests and your own knowledge of suitable arguments from the literature. Having chosen a topic, it is necessary to think over all the words included in its formulation: there are no extra words in the formulation of the topic! We are sure that everyone understood correctly - make a plan to make sure that you have enough material for 350 words - that is how much it is desirable to write.
2 Argument
Graduates are usually ready for this criterion. They understand that arguments are needed and use blanks in their work.
However, it is not just the presence of a mention of some work that is evaluated - a reference to literary material should be an argument, that is, to prove something! For example, on the above topic (“Is the concept of honor outdated?”) You can use V. Rasputin’s story “Ivan’s Daughter, Ivan’s Mother” as an argument (the mother defended the honor of her daughter, who was scolded by an insolent market merchant - which means that today the concept of honor relevant), and "The Captain's Daughter" is not suitable, because the action in the novel takes place in the 18th century, and not today!
3 Composition and logic of reasoning
Composition is the construction of an essay (thesis, arguments, conclusion or conclusion), and logic is a consistent train of thought. To get credit for this criterion, you just need to sketch out a plan. No need to come up with beautiful names for paragraphs - just mark for yourself what will be discussed in each of the paragraphs. And look at the plan in the process of work in order to bring the arguments to the transition to the next micro-topic.
If smooth transitions are a problem, prepare a few linking phrases. For example, “however, another aspect can be seen in this issue” or something like that.
Logical errors are also taken into account here. For example, a graduate says that the concept of honor is also relevant today, because many people help homeless animals - what does honor have to do with it? It is clear that this reasoning contains an error.
4 Quality of writing
Here the graduate's speech is evaluated (accurate, figurative - or, on the contrary, poor, undeveloped. Speech errors are also taken into account.
In the first case, nothing can be done: if you haven’t read books, there’s nowhere to get expressive speech from. As for speech errors, they can be avoided if you do not use words in the meaning and features of which you are not sure.
Speech errors are the use of words in the wrong meaning or with the wrong pretexts, for example: "the tendency to indifference is quite close to a ubiquitous phenomenon." The words are beautiful, but the phrase as a whole is meaningless.
This also includes unjustified repetitions and unreasonable use of expressive vocabulary: “I love Stishat Pushkin”, “the instigator of all good deeds”, “a galaxy of evil landowners” and the like.
However, it is quite difficult to get a “failure” according to this criterion: you need to write in such a tongue-tied language that it is not even clear what is at stake!
5 Literacy
A criterion that evaluates spelling (in letters: revival, Patriotic War, etc.), punctuation (in punctuation marks) and grammatical (in a combination of words: “in the most famous works”, “thanks to efforts”, etc.) errors.
To get a “failure” according to this criterion, you must make more than 5 of any errors per 100 words. Many successfully manage to far exceed this number. You can correct something if you have time, using a spelling dictionary (this is allowed in the composition), you can use simple syntactic constructions to avoid punctuation errors, and not choose words that you find it difficult to cope with grammatically.
A slightly strange trick helps some to see their mistakes: they advise you to read the essay word by word from the end to the beginning.
And most importantly: no matter how lazy, the essay must be read syllable by syllable before passing. At least silly mistakes (“zhizn”) and typos correct!