Composition-reasoning is the type of creative work that must be completed when passing the mandatory exam in the Russian language in the 9th and 11th grades. This task helps to understand how well students have written language, how they can reflect on universal or linguistic topics, navigate in the text they read and draw conclusions on it. That is why, starting from grade 5, the guys know what constitutes a plan for essay writing and reasoning in the Russian language. Of course, depending on age characteristics, the parts vary slightly among themselves, but the basis is the same. Let’s figure out what it is, the plan of essay-discussion in the Russian language, which is submitted to the school final exam.
What is a reasoning essay?
To begin with, we will understand what an essay-reasoning is. This is the kind of work when it is necessary to prove or disprove a thought. In addition, in such an essay they reflect on some phenomenon, figure, historical event.
What distinguishes essay-reasoning from other creative written works? Special structure. The fact is that, when compiling a description text or narration, you can go in different ways, apply, for example, a ring composition, change structural elements in places. The plan of essay-discussion in the Russian language is always unchanged. The permutation of its elements is not allowed. In this work, regardless of the topic, there must always be an advancement of a certain postulate, thesis. After this, it should be proved by giving weighty arguments. The conclusion is the final part, it summarizes the whole basic idea.
Composition of the exam format
Although the texts of essay-reasoning are similar in structure, they differ in exams in the 9th grade and in the 11th (GIA and Unified State Examination, respectively).
As for the creative work of part C on the exam, then here it is more voluminous. The plan, although structurally similar to the classical one, is still undergoing some changes. Everything comes from the type of work. What are graduates invited to do?
A text is presented to their attention, where it is necessary not only to identify the author’s position, to formulate the idea of the text, but also to put forward his thesis. Consent and disagreement need to be reinforced with arguments. And most of all are evaluated those that are not from their life experience, but from works of literature.
So, the plan of essay-discussion on the Russian language of the Unified State Examination is as follows:
- Advance of the problem of read text.
- Student comments.
- The main idea of the text read.
- The promotion of the student’s own position on this issue (agreement with the author or polemic with him).
- Argument No. 1 (best from fiction).
- Argument No. 2 (from personal experience).
- Conclusion.
The most difficult points of the plan, on which all creative work depends, relate to determining the problems of the text and reflecting its ideas. So, many graduates begin in the third paragraph to retell the actions of the heroes, thus formulating the topic. The task is different: to determine what is the author’s thought, the formulation of the main idea. And here you cannot do without reader skills.
Composition of the GIA format
The plan of the essay-discussion on the Russian language of the GIA is slightly different, it is simplified. Ninth graders are offered a choice of one of three types of creative work in part C.
Task 15.1 involves writing an essay that reveals a linguistic phenomenon. Graduates are encouraged to reflect on whether punctuation marks are so necessary for us, how rich our language and others are. The thesis here has already been put forward by the authors of the exam: you can either agree with him or refute it. Naturally, one must confirm one's point of view with two arguments.
This is a rather complicated kind of work, because the guys are not too savvy in linguistics. That is why, even at the beginning of their studies in high school, they delve into the plan of essay-discussion in the Russian language (Grade 5). Students get acquainted with this type of text, learn its components. Further, from year to year, the skills of writing arguments on a linguistic topic are improved.
Task 15.2 implies an answer to a question on a read text. Here, the options for the tasks are as follows: to clarify the meaning of the name or one of the sentences that reflect the main idea of the text. Compilers may also ask for a reasonable explanation of the ending of the passage.
Task 15.3 is closest to the work of the exam. Here it is necessary to reveal some universal concept: friendship, kindness, mercy, courage and others. Moreover, the arguments must be taken both from the text read, and from life, fiction.
Thus, the plan of essay-discussion on the Russian language in the exam in the 9th grade is as follows:
- Introduction.
- Thesis.
- Argument No. 1.
- Argument No. 2.
- Conclusion.
Main components: thesis
As it was written above, the students are already familiar with the plan for writing arguments in the Russian language. Grade 9 is not the starting point of its study. Work should be carried out systematically and consistently. We will analyze the main constituent elements.
As with any essay of a narrative, descriptive nature, reasoning must necessarily have an introduction. It is not necessary to write a lot, just one or two sentences are enough, in which there is an awareness of the problem, its topicality, and maybe even information about the author. The latter is a characteristic feature of essays in the exam format.
Next is the thesis. This is the sentence in which the student’s point of view is contained. With it, he confirms or refutes what was said in the author's text. A correctly put forward thesis is the key to the success of all work, because the further selection of arguments depends on it.
The right arguments are the key to success
As for the arguments, both in the essay of the State Automobile Inspection and in the Unified State Examination require at least two. Note that they should not just reflect the essence of the text, but comment on, prove exactly the thesis with which they are inextricably linked.
As for the work of the GIA, here are the arguments from the text read or from your personal life experience. Moreover, the maximum number of points can be obtained precisely for the arguments given correctly.
As for the essay-discussion of the Unified State Examination, here we will have to recall the works of the classics in order to earn maximum points for argumentation.
Conclusion
The conclusion is the result of all the work. In principle, it strongly echoes the thesis. After all, it says here that it was possible to prove with an essay.
In addition to points for the content of the work, students receive an additional grade for the grammar and speech components, the reliability of the presentation of information (actual errors). And of course, spelling and punctuation literacy are evaluated.