Why is it possible to talk about any narrator? How to create a semantic connection between examples in an exam essay

We all understand what the connection between sentences is. Task 25 aims to find words - links that carry out a grammatical connection between sentences.

We understand that sentences in the text must be connected in meaning. “Masterpiece” “I love cakes. Penguins sit on an ice floe” cannot be considered a text, precisely because of the lack of semantic connection.

But even this incoherent something can, by showing imagination, be turned into text:

This is nothing new. We talk about the connection between sentences all the time. But what is semantic connection between parts of the text? We don’t specifically talk about it, because it is obvious that different micro-topics of one text are related in meaning. This is a given. But now about this “givenness” and “obviousness” we need to write specifically and separately. If this does not happen, then our student will no longer receive 5 points for the comment, but 4. That is, it would be logical to say that a special explanation of the connection between the examples is worth one point.

We define the structure of the comment for ourselves:

The problem formulated by the examinee is commented on based on the source text. The examinee cited no less 2 illustration examples from the read text that are important for understanding the problem. An explanation is given for the two examples given. A semantic connection between them is revealed. There are no factual errors related to understanding the source text problem in the commentary.

Semantic relationships between microthemes

1. Cause-and-effect relationships

	therefore, it follows, as a result of this, therefore, therefore, as a result of this, in this regard, thanks to this...
cause	because, since, due to the fact that, due to the fact that, since

It's raining today, so you need to take an umbrella. Consequence relations (words that help express these relations are listed on the right). But as soon as parts of the statement are swapped, the relationship of effect turns into a relationship of cause: I took an umbrella because...

How does causality manifest itself at the micro-theme level?

How to work?

If I I see cause-and-effect relationships in the text, then I understand what to take as examples.

At the beginning of the school year, I was, to put it mildly, not enthusiastic about the new requirements for commentary, but the more I write in this format, the more I understand the intention of the criteria developers. It is the awareness of the connection between the examples that forces us to select them not thoughtlessly, not according to the principle “in the garden - an elderberry, in Kyiv - a guy,” but really thoughtfully and logically.

Using the example of my students, I can say that mental activity according to the plan specified in the criteria (I give an example + another example, I write about communication) does not always lead to the desired result. After giving examples, we found ourselves at a dead end, not knowing what to write about communication.

This happens, in my opinion, because students often give examples from the text, as if they were doing a “recount” and place signs on store shelves: here is a metaphor, here is an epithet, here is an antithesis, here is evaluative vocabulary that shows the author’s attitude towards the hero... This approach leads to a dead end. Yes, these are examples from the same text, but not every two examples have a clear semantic connection with each other and “work” on the same problem.

Example + example≠ connection

Don't suck the connection out of your finger!

Don't pull the connection by the ears!

We tried another model of mental activity:

What happened?

An example that allows us to understand the problem of the text is the antithesis, which shows how people’s attitudes towards the owner of the inn, Selivan, change. Everyone in the area considered him a “sorcerer”, a “robber”, a “villain” and a “scarecrow”, everyone knew that he was a “thief”, everyone thought he was “terrible”, everyone did not like him. The repetition of the word “everything” by the author is not accidental. This technique emphasizes the scale of Selivan’s rejection by people, his loneliness among them. But later he became “good and pleasant” to people, and became a loved and revered person for everyone. “People began to move into his “disgraced little yard”, “income began to flow”... It is this clear contrast that allows one to vividly imagine Selivan’s life “BEFORE” and “AFTER”.

Speaking about the actions of the narrator’s family members, the author emphasizes that people’s opinions were changed by active, active gratitude and a sincere desire to understand what is important for Selivan. We understand that it was from this family that the city and district learned about Selivan’s honesty and nobility. The most important thing was done for him - his honest name was returned. The boy's family, sparing no time, visited him several times, showing everyone by their example that it was completely safe.

There is a very close connection between the behavior of the narrator’s parents and the new attitude of people towards Selivan. connection. If it weren’t for the family’s gratitude, if it weren’t for the sincere desire to help Selivan, the opinion of “everyone” would never have changed.

If we see a cause-and-effect part in the text, then, as a rule, there is something that has changed .

This means that there is an antithesis (1st example) and the author’s story about someone’s actions that led to these changes (2nd example).

What other semantic relationships there are, we will consider below.

2. Addition and clarification of this information

The second micro-theme (second example) can complement and clarify the first (second example).

The story about Selivan’s action makes a particularly strong impression on us precisely in combination with the description of his physical condition. This person does not think about himself, does not take into account his health. He could wait at his home until those who left discover the loss and return for it (and there is nothing dishonest about that), but he does everything to ensure that people receive the box of money as quickly as possible. The description of the hero's physical condition makes his action especially significant.

Attention!

The text that we write must be SELF-SUFFICIENT, that is, anyone reading must understand everything only from our text. In this case, before telling the story about Selivan’s action, you will need to briefly (very briefly!) introduce the reader to the situation – talk about the forced overnight stay and the loss of the box.

We cannot begin with the fact that Selivan brought and gave the box to his aunt

This will inevitably raise questions:

Who is Selivan?

What kind of box is this?

• Why did she end up with Selivan?

What other examples can be used to consider the semantic relations of an addition?

How to write

The hero's speech is in combination with the depiction of his actions helps the author create a very complete image. A person can control words, but gestures cannot. He shakes his head precisely out of bewilderment, not understanding why he is being thanked. He sits not waiting for a reward, but only to catch his breath. Selivan is one of those who will not lie “neither with a word nor with a look.” This person strictly follows moral principles, lives as he should from time immemorial, acts honestly, does not expect gratitude, and does not understand why he is praised. His words are consistent with his deeds.

Another type of semantic connection between microthemes.

3. Contrasting pieces of information

Before this, we wrote about antithesis as one example from the text. In this case, each part of the antithesis will be a separate microtheme.

How to write

The author shows how people in the city and district treated Selivan for many years. Everyone considered him a “sorcerer”, a “robber”, a “villain” and a “scarecrow”, everyone knew that he was a “thief”, everyone thought he was “terrible”, everyone did not like him.

It is this clear contrast that allows us to understand how the hero’s life has changed OR (for another problem) allows us to understand what role the narrator’s family played in his life.

4. Comparing pieces of information

5. Illustration, highlighting a particular case, explanations

6. Generalization, conclusion, summary of previous information

Procedure

2. I determine what types of semantic connections exist between micro-topics.

3. I select examples that illustrate this type of connection.

4. I’m not lazy to make a table

N.S. Leskov. Letter to the publisher A. S. Suvorin:

Algorithm of mental activity

1. I define the problem posed and the position of the author.

If the text is narrative, I determine what characters are in the text?

In this case there are three heroes. We may end up with completely different essays. This will depend on from the point of view of which character we are considering the text.

It's very simple but very an effective “tool” for approaching a problem and position. If the author likes the hero, we understand why. So, you have to be like this hero. This is a working version of the author's position.

That abstract noun that explains to us why the author likes or dislikes the hero will be the key in formulating the problem.

Let's test ourselves (see the formulation of the main problems in the answers of the demo version):

The problems formulated in the “cheat sheet” can be divided into groups from the point of view of the heroes we have identified.

Hero "everything":

Hero "Selivan":

Hero "storyteller's family":

The proposed method allows you to be guaranteed to get into the thematic field of the formulations presented in the answer.

Let’s study the “cheat sheet” from the demo version (in this case I give only one example out of six, but I advise you to analyze everything)

1. The word “problem” in this case means what the text is talking about.
2. To formulate the problem, the following speech models are used: I.F. raises the problem (of what?)… How… / In what… / What… / Why….? That's the problem it raises. I.F.
3. The position of the author is what the text was written for; that is the main thing that the author wanted to say.
4. The problem and position are related as follows: problem - question; position is the answer.

These patterns are revealed when analyzing absolutely all answers containing information about the text. And this is another very good “tool” for checking your work.

2. What types of semantic connections can I see between parts of the text?

• I determine the type of connection.
• I understand what examples need to be selected to illustrate this type of connection.

3. I determine which examples from the text I can write about most vividly?

4. I compose the “skeleton” of the essay.

All components of your essay should be visible to the expert, like boneson an x-ray

I don’t know the last sentence, so I don’t write the first one.

I call this logical structure of the text a “skeleton”. My association is very simple: the expert must see every part of my essay, like the bones of a skeleton or on an x-ray.

Having been preparing for the Unified State Exam for many years, I am most surprised by one thing: not a single student of mine received a job at school that the teacher would classify as exemplary. I think it is imperative that at the first stage of training the student sees what they want from him and understands how the parts of the essay relate. We must first give a starting point, a sample of what we want to get from our student, organize work with good essays. I am convinced of this. Therefore I suggest

Essay examples

The narrator recalls an incident from his childhood. His family had to spend the night with Selivan, whom everyone in the city considered a “robber” and a “thief.” The narrator’s aunt forgot a box with “thousands” in the house; when she discovered this, she was very frightened, but then a breathless Selivan appeared. Being an honest man, he ran after those who had left to return the box.

It is the problem of honesty that N.S. raises. Leskov.

To understand the image of the main character, his dialogue with the police officer is important (sentences 26 – 38). Selivan is quite sincerely surprised that his aunt is trying to thank him with money.

- For what? No need!

- Because you honestly saved and brought back the money you had forgotten.

-How then? Is it necessary to be dishonest?

Despite the fact that he needs money, it doesn’t even occur to him that he can act differently: “Hide someone else’s!.. I don’t need someone else’s.”

His phrases are very simple and short, but they make it clear that this is a simple-minded, pure, honest person by nature.

The author enhances our impression of Selivan’s speech by using words that directly name the hero’s state and his actions: he “shook his head” (in bewilderment). He “continued to sit and watch as if he did not understand anything.” He does not expect any gratitude: having caught his breath from a fast walk, “.. he got up from his seat to walk back to his disgraced yard.”

The hero's speech, combined with the depiction of his actions, helps the author create a very complete image. Selivan is one of those who will not lie “neither with a word nor with a look.” This person strictly follows moral principles, lives as he should from time immemorial, acts honestly, does not expect gratitude, and does not understand why he is praised. He could wait at home until those who left discover the loss and return for it (and there is nothing dishonest about that), but he does not allow himself to even temporarily “own” the box of money.

N.S. Leskov shows that honesty is manifested in the inability to keep someone else’s property even temporarily, in the desire to return to people what belongs to them as soon as possible. Honesty does not need encouragement; an honest person simply cannot imagine that it is possible not to return, to appropriate for himself what does not belong to him. This is the author's position.

I agree with the opinion of the author. Honest is not the one who does not steal under CCTV cameras. Honesty is precisely an internal state, the impossibility and inability to act badly. An honest person cannot appropriate someone else's property, even if no one will ever know about it. It is no coincidence that the words “honor” and “honesty” are related. The inner nobility of a person does not depend in any way on how noble his origin is. And in the image created by N.S. Leskov, this is very clearly visible.

397 words

Unfortunately, people often take the good deeds of others for granted, not considering it necessary to be grateful. It is the problem of gratitude that N.S. raises. Leskov.

An example that allows us to understand the problem of the text is the antithesis, which shows how people’s attitudes towards the owner of the inn, Selivan, change. Everyone in the area considered him a “sorcerer”, a “robber”, a “villain” and a “scarecrow”, everyone knew that he was a “thief”, everyone thought he was “terrible”, everyone did not like him. The repetition of the word “everything” by the author is not accidental. This technique emphasizes the scale of Selivan’s rejection by people, his loneliness among them. But later he became “good and pleasant” to people, and became a loved and revered person for everyone. “People began to move into his “disgraced little yard”, “income began to flow”... It is this clear contrast that allows one to vividly imagine Selivan’s life “BEFORE” and “AFTER”.

What made “everyone” change their opinion about Selivan? At first glance, the answer is obvious: of course, his action. Having discovered a box of money forgotten by the people who spent the night with him, he immediately rushes after those who left. He is in a hurry, out of breath, to return her as soon as possible.

. But Selivan was always honest and kind - only people didn’t want to see it. And if the narrator’s family had taken his action for granted, then nothing would have changed in Selivan’s life. If, as a sign of gratitude, they would simply take him home and give him gifts, then everything would remain the same.

Describing the actions of the narrator’s family members, the author emphasizes that people’s opinions were changed by active, active gratitude and a sincere desire to understand what is important for Selivan. The narrator’s father talked to him about something for a long time, and we understand that it was from this family in the city and district that they learned about Selivan’s honesty and nobility. The most important thing was done for him - his honest name was returned. This family, sparing no time, visited him several times, showing everyone by their example that it was completely safe.

There is a very close connection between the behavior of the narrator’s parents and people’s new attitude towards Selivan. If it weren’t for the family’s gratitude, if it weren’t for the sincere desire to help Selivan, the opinion of “everyone” would hardly have changed.

I agree with the author's position. I also think that it is very important not to lose the ability to appreciate the good things that people do for you, and not to be shy about telling them kind, pleasant words. And it is very important to understand that gratitude is not a formal word “thank you” thrown out on the run. True gratitude is a very strong feeling and a great desire to do something good in return. I really like the words of the great Russian historian V. O. Klyuchevsky: “Gratitude... is the duty of the one who gives thanks; ... not to be grateful is meanness.”

With these essays, it seems to me, it is possible to organize very useful work:

Find all parts of the essay.

Check the logic of giving examples and describing the connection between them.

Check how the problem and position relate.

See what you can use as a starter.

Give other examples of the formulated problem, another justification for agreement/disagreement.

Good luck to all!

Answers and solutions.

In the story “Green Stars” by V.P. Astafiev speaks of the forest located along the banks of the Koiva River and of the coastal lakes; The main idea that the author wants to convey to the reader, in my opinion, is that he believes everything connected with the forest, and, probably, he wants us to believe in the forest. For V.P. Astafiev's forest is associated with all living things.
Creating the image of the forest, the author uses various artistic means. Astafiev speaks with tenderness about water lilies, about “flamed” mountain ash, about ferns! These images are created with the help of epithets (the world is “shy, that is, quiet, hidden, not knowing what will happen next, because “the forests are still green”, and the first snow has already fallen; rowan is a “shy” tree, probably it was the first felt the approach of snow and got scared, because I was not at all ready for winter; the “sad rustle” of falling rosettes from rowan trees, it seems to me that the sadness was again caused by the early snow and cold, apparently, the rowan trees did not delight people with their beauty for long enough, that’s why they are sad, like people) and metaphors (here there is a hidden comparison of water lilies with palms: the leaves of water lilies, wide and round, lying evenly on the surface of the water, reminded the author of the shape of a palm; the clusters of rowan trees are blazing lights, indeed, among the snowy plain there are red rosettes like lights: their clearly visible; tufts of ferns are green stars; if you imagine that the snowy plain is a vast sky, then tufts of ferns are like green stars).
I think that a person who loves nature with all his heart, treats nature with care and reverence, and wants to understand its secrets, as well as sing of its beauty, can speak about nature in this way.

Which sentence(s) contains the information necessary to justify the answer to the question: “Why can we say that the narrator’s classmates liked to go to the library?”?

1) - (4) So you all know Tatyana Lvovna? - she asked. (5) The class burst into joy.

2) - (6) And you know that the library is closed? (7) Tatyana Lvovna’s grandson fell ill, she cannot leave him, and today firewood will be brought for the library.

3) (16) When we arrived at the library after school, a whole crowd was already buzzing there.

4) - (37) My gold! – she screamed from afar. - (38) Thank you! (39) Anna Nikolaevna, my dear! (40) Thank you!

(1) Immediately after the break, Anna Nikolaevna asked a question:

- (2) Who signed up for the library?

(3) Everyone raised their hands.

- (4) So you all know Tatyana Lvovna? - she asked.

(5) The class burst into joy.

- (6) And you know that the library is closed? (7) Tatyana Lvovna’s grandson fell ill, she cannot leave him, and today firewood will be brought for the library. (8) And she sent a note. (9) Asks us to help. (10) We need to remove them, because last time the firewood was stolen. (11) You understand, it’s wartime.

(12) Anna Nikolaevna did not call for anything, did not demand anything. (13) She simply looked at us as if we were adults, and a smile appeared more and more clearly on her face. (14) Her gaze slid along the rows, and, exactly following the teacher’s gaze, we raised our hands.

“(15) I had no doubt,” she said.

(16) When we arrived at the library after school, a whole crowd was already buzzing there. (17) The lock was still hanging on the door, and logs were lying in the yard, apparently thrown from the car at random.

- (18) Well, - said Anna Nikolaevna, - we’ll have to wait. (19) Probably the sawmills will come up now.

(20) We wandered around for half an hour - there was no one. (21) The crowd began to thin out. (22) Among the oldest, I saw a girl with whom I had spoken during the day. (23) The girl was very nervous, she kept lifting her downy hat with long ears up to her forehead. (24) A little later she approached Anna Nikolaevna and said:

- (25) Now everyone is running away to the cinema, something needs to be done!

“(26) It’s not scary,” answered Anna Nikolaevna, “but the most responsible ones will remain.”

(27) She said this loudly, so that not only we, but also everyone else could hear, but she became worried.

- (28) Let's bring saws, - said the girl, - for example, I live nearby.

- (29) Who will cut? - asked Anna Nikolaevna.

(30) Almost all the boys screamed.

(31) In general, after another twenty minutes there was such a creaking noise in the yard! (32) They probably brought five drinks. (33) And in order for things to go faster, they decided to work as hard as they could and, since there were a lot of people, change often.

(34) A little later, a strong old man appeared in the yard, as it turned out, the grandfather of that girl. (35) He began to chop wood, so much so that there was only a crackling sound.

(36) And fifteen minutes later Tatyana Lvovna burst into the yard, holding a handkerchief.

- (37) My gold! - she screamed from afar. - (38) Thank you! (39) Anna Nikolaevna, my dear! (40) Thank you! (41) Children and books should not freeze! (42) Never!

(According to A. Likhanov) *

* Likhanov Albert Anatolyevich is a modern children's and youth writer. The main theme of creativity - the formation of a teenager’s character - runs through dozens of works: the stories “Stars in September”, “Warm Rain”, “Good Intentions”, “Russian Boys” and others. A film of the same name was made based on the novel “The Last Cold.”

Explanation.

The correct answer is listed under number 1.

These sentences say that when the librarian's name is mentioned, the class " joyfully started shouting." This shows that the students enjoyed going to the library.

So, at the beginning of the essay, we formulated one of the problems that the author of the text was thinking about. Then in the commentary we showed exactly how this problem is revealed in the source text. The next stage is identifying the author’s position.

Remember that if the problem of the text is a certain question, then the author’s position is the answer to the question posed in the text, what the author sees as a solution to the problem.

If this does not happen, the logic of the presentation of thoughts in the essay is broken.

The author's position is manifested, first of all, in the author's attitude to the depicted phenomena, events, characters and their actions. Therefore, when reading the text, pay attention to the linguistic means that express the author’s attitude towards the subject of the image (see table on the next page).

When identifying the author's position, it is important to take into account that the text may use a technique such as irony - the use of a word or expression in a context that gives the word (expression) the exact opposite meaning. As a rule, irony is condemnation under the guise of praise: My God, what wonderful positions and services there are! How they elevate and delight the soul! But, alas! I do not serve and am deprived of the pleasure of seeing the subtle treatment of my superiors(N. Gogol). Literal reading of ironic statements leads to a distorted understanding of the content of the text and the author's intention.

In addition, when proving their point of view, many authors start from various statements of their real or possible opponents, that is, they cite statements with which they do not agree: “Take care of your honor from a young age,” Pushkin bequeathed in his “The Captain's Daughter.” "What for?" - another modern “ideologist” of our market life will ask. Why take care of a product that is in demand: if they pay me well for this very “honor,” then I will sell it (S. Kudryashov). Unfortunately, students often attribute such statements to the author himself, which leads to a misunderstanding of the author’s position.

For example, in the text below by V. Belov, the author’s position is not expressed verbally and can only be revealed through a careful reading of the fragment and a comparative analysis of all its parts.

Everything was already known two weeks after returning to my native village, everything was discussed, everything was discussed with almost everyone. And I try not to look only at my own home and avoid it. I think: why bring up the past? Why remember what is forgotten even by my fellow countrymen? Everything is gone forever - good and bad - you don’t feel sorry for the bad, but you can’t bring back the good. I will erase this past from my heart, I will never return to it again.

You have to be modern.

We must be merciless towards the past.

It’s enough to walk through the ashes of Timonikha, to sit in care. We must remember that day and night on earth - as Hikmet said - reactors and phasotrons work. That one counting machine operates faster than a million collective farm accountants, that...

In general, you don’t need to look at your home, you don’t need to go there, you don’t need anything.

But one day I crumple my writing in my fist and throw it into the corner. I run up the stairs. In the alley I look around.

Our house jutted out from the suburb down towards the river. As if in a dream, I approach our birch tree. Hello. Didn't recognize me? It became tall. The bark burst in many places. Ants are running along the trunk. The lower branches were cut off so as not to obscure the windows of the winter hut. The top became higher than the pipe. Please don't white your jacket. When I was looking for you with my brother Yurka, you were frail and thin. I remember it was spring and your leaves had already hatched. You could count them, you were so small then. My brother and I found you in a cattle field on Vakhruninskaya Mountain. I remember the cuckoo crowed. We cut off two big roots from you. They carried you through the lava, and your brother said that you would dry out and not survive under the winter window. They planted it and poured out two buckets of water. It’s true, you barely survived; for two summers the leaves were small and pale. Your brother was no longer at home when you grew stronger and stronger. Where did you get this strength under the winter window? You have to swing like that! Already higher than my father's house.

You have to be modern. And I push away from the birch as if from a poisonous tree. (According to V. Belov)

At first glance, the author calls for abandoning the past in favor of modernity: “You have to be modern. We must be merciless towards the past." However, the author’s true attitude to the past is manifested in his touching memoirs about the birch, which essentially represent a living dialogue with the tree. We see that behind the external indifference (“You have to be modern. And I push away from the birch as from a poisonous tree”) is hidden a love for childhood, for the past, which cannot be erased from human life.

For a correct understanding of the text, it is also important to distinguish between the concepts of author and narrator (narrator). The author of a work of fiction can tell his story on his own behalf or on behalf of one of the characters. But the first person on whose behalf the work is written is still the narrator, even if the writer uses the pronoun “I”: after all, when the author creates a work of art, he describes life, introducing his fiction, his assessments, his passions, likes and dislikes . In any case, one should not equate the author with the hero-storyteller.

Such a discrepancy can be found, for example, in the following text.

I still remember that jar of mascara. In the morning, it stood on the table next to my father’s drawings, and by noon, on a sheet of whatman paper, out of nowhere, a huge black blot appeared, through which the results of a week’s painstaking work were vaguely visible...

Sergey, tell me honestly: did you spill mascara? - the father asked sternly.

No. It's not me.

Who then?

I don't know... Probably a cat.

The cat Masha, my mother’s favorite, was sitting on the edge of the sofa and looked at us somehow fearfully with her yellow eyes.

Well, we'll have to punish her. From that moment on, she was barred from entering the house. He will live in the closet. However, maybe it’s not her fault after all? - Father looked at me searchingly.

Honestly! I have nothing to do with it! - I answered, looking him straight in the eyes...

A couple of days later, Masha disappeared without a trace, apparently unable to tolerate being unjustly expelled from home. Mom was upset. My father never remembered this incident again. I probably forgot. But I still washed my soccer ball from the telltale black spots...

Then I was naively convinced: relationships between people are most important, the main thing is not to upset your parents. As for the cat... She's just an animal, she can't speak or think. And yet, I still see a silent reproach in any cat’s eyes... (G. Andreev)

The author's position is not stated directly. However, in the hero’s thoughts about his action, we hear the voice of a sick conscience. It is no coincidence that the cat’s punishment is called unfair, and in the cat’s eyes Sergei reads “a silent reproach.” Of course, the author condemns the hero, convincing us that it is dishonest and base to shift one’s guilt onto another, especially onto a defenseless creature who cannot answer and stand up for himself.

Typical designs

The author believes that...
The author leads the reader to the conclusion that...
Arguing over the problem, the author comes to the following conclusion...
The author's position is...
The author’s position, it seems to me, can be formulated as follows...
The author calls us (to what)
The author convinces us that...
The author condemns (who/what, for what)
The author's attitude to the problem posed is ambiguous.
The author's main goal is...
Although the author's position is not expressed explicitly, the logic of the text convinces that...

Typical mistakes when formulating the author's position

Adviсe

1) Usually the author’s position is contained in the final part of the text, where the author sums up what has been said, reflects on the above events, the actions of the heroes, etc.
2) Pay attention to the evaluative vocabulary of the text, lexical repetitions, introductory words, exclamatory and incentive sentences - all these are means of expressing the author’s position.
3) Be sure to highlight the formulation of the author’s position in a separate paragraph of your essay.
4) Try to formulate the author’s position in your own words, avoiding complex metaphors.
5) When quoting, select sentences in which the author’s thoughts are expressed clearly and clearly, if possible. (Remember that not every text contains quotations that accurately express the author's views!)

What does the expert check?

The expert checks the ability to adequately perceive and correctly formulate the author’s position: positive, negative, neutral, ambivalent, etc. attitude to what is being said, the author’s proposed answer to the questions he poses in the text.

1 point is given by the expert if you correctly formulated the position of the author of the source text on the commented issue and did not make factual errors related to understanding the position of the author of the source text.

Practice