Preparation for the OGE in literature. Reference materials for preparing for the OGE in literature

The Unified State Exam in Literature is good training before taking the Unified State Exam in Literature.

The most difficult thing in the OGE in literature is not even the essays, but specific questions that require a direct answer. This is difficult for ninth graders, because they are used to writing “beautifully” and about nothing. For example, in the OGE in literature there is a question about why Bazarov is called a “reflective nihilist.” And schoolchildren write in response that Turgenev is a great writer, and “Fathers and Sons” is a wonderful novel. All this is “water” that has no place in the exam.

The texts for the OGE in literature are complex. For example, “Heart of a Dog” by Bulgakov, “Matrenin’s Dvor” by Solzhenitsyn, Chekhov’s stories.
They can provide a translated text - for example, a fragment from Byron, to compare with Lermontov's text.

Let us immediately warn those who are taking the OGE in literature. This is not an easy exam, and it is not taken to “pass something.” You will have to work a lot when preparing for the OGE in literature!

Usually, preparation for the OGE in literature takes place in schools as standard. Teachers literally force ninth-graders to read the classics, saying that this material is necessary for writing the final essay. And schoolchildren prefer brief retellings of works or collections of ready-made essays. At the same time, serious preparation for the OGE in literature,
that is, no one is engaged in text analysis.

And at the OGE in literature you will receive, for example, a fragment from the ballad “Svetlana” by Zhukovsky, and for comparison, a piece from “Eugene Onegin”. It is necessary to compare these texts and answer the questions: what are the similarities, what are the differences? And after that, write a short essay of about 200 words.

Does your school prepare for the exam in this format? Are you taught to write essays strictly on the topic? If yes, then preparing for the Unified State Exam in literature will be excellent training before a more serious exam - the Unified State Exam.

5 best aids (reference books, textbooks, etc.) for preparing for the OGE in literature

I . I will pass the OGE! Literature. Typical tasks. In two parts. Zinina E.A., Novikova L.V., Fedorov A.V. 2018

This book offers tasks for preparing for the OGE, presented in an accessible form. The manual can be downloaded from various Internet resources, including here: http://www.alleng.ru/d/rusl/rusl1199.htm . Typical tasks and recommendations for their implementation are presented in an accessible form. The book was printed on offset paper without illustrations.

Professional assessment

The typical tasks in this manual correspond to the OGE KIMs in literature; the teacher can use them in lessons for frontal, group or individual work with ninth-graders, and some tasks can be given to students in the 8th grade. Students can study this manual independently at home. The first part presents tasks related to the analysis of artistic (epic, lyric, lyric and dramatic) works. The second part contains tasks that require a detailed answer and tasks for preparing for an essay. Medium price benefit.

conclusions

This manual will be useful for literature teachers to prepare students in grades 8-9 for the OGE in literature, for students to prepare independently. Parents may have difficulty checking how their children are preparing for the exam. If you wince the manual, you can organize effective work on an essay in the OGE format, provided that the completion of assignments will be supervised by a language teacher. The manual contains a rich selection of literary texts, an algorithm for completing tasks for writing a creative work.

II . Literature/T.A. Kvartnik, - M.: Eksmo, 2014. -176 p. - (Universal reference book for schoolchildren. 100 important topics)

This reference book is distinguished by a large volume of materials necessary for successfully passing the exam. You can download it online at: https://multiurok.ru . Theoretical material for the basic and high school courses in literature is presented in an accessible form and can be used by students starting from the 8th grade and throughout their entire schooling.The paper used is offset, offset printing.

Professional assessment

The information presented in the reference book allows you to systematize and consolidate your knowledge of the literature. The manual can be used in literature lessons at the stage of summarizing the material and preparing for the OGE in literature, when students work independently at home and in the classroom. The reference book contains material on folklore, ancient Russian literature, Russian literature XVIII - XX centuries, theories of literature. The material presented in the manual is systematized and corresponds to CIMs in the literature. This guide is suitable for students from grades 8 to 11, and can also be used by college students.

conclusions

The reference book will be useful to literature teachers and students preparing to take the OGE and USE in literature. Parents can check their understanding of the material by asking about terms, etc. The background information in this book is necessary for successfully passing the OGE, but students also need to study using manuals with test tasks.

III . OGE 2018. Literature. Typical test tasks. 14 task options. Kuzanova O.A., Maryina O.B., - Publisher: Exam, 2018. - 64 p.

The manual is widely distributed in bookstores (average cost - 150-200 rubles), you can download it on the website: https://multiurok.ru .

Professional assessment

The manual offers fourteen options for standard test tasks, which help ninth-graders develop their skills for successfully passing the OGE in literature; tasks correspond to CMMs. This book can be recommended to teachers, tutors, and ninth-graders for independent work. The material is understandable and accessible to schoolchildren.

conclusions

Benefit O.B. Maryina, O.A. Kuzanova meets the requirements of the OGE in literature in 2018, it will be useful for ninth grade students for self-control, literature teachers for working in the classroom or individually.

The book is sold in all major bookstores and is available to order (about 400 rubles), on the website https://multiurok.ru it can be downloaded.

Professional assessment

The manual contains 30 variants of standard test tasks corresponding to the 2018 literature KIMs.The material is understandable and accessible to schoolchildren. Typical test tasks objectively assess the degree of preparedness of ninth-graders to pass the OGE in literature.

conclusions

The manual meets the requirements of the OGE in literature in 2018, allows you to practice skills for successfully passing the exam in grade 9, ninth graders can independently study these tasks, as well as under the supervision of a teacher - a language teacher.

V . All heroes of works of Russian literature. School curriculum: dictionary - reference book. - M.: LLC "Agency "KRPA "Olympus": LLC "AST Publishing House", 2003. - 443 p.

In bookstores you can find reprints of the dictionary - reference book. No safe download links found online.

Professional assessment

The dictionary-reference book contains the names of the characters and their “life” path throughout the work; the manual differs favorably from a summary of works of art, since the articles contain elements of character analysis, which allows schoolchildren to better prepare for the exam when working independently. The information is presented in an accessible form. This guide is suitable for students from grades 8 to 11, and can also be used by college students.

conclusions

This manual can be used to independently prepare for the OGE in 9th grade. By looking at the manual, you can systematize knowledge about each hero of Russian literature included in the school curriculum.

In 2018, the first part of the OGE in literature will remain unchanged. Graduates choose one of two options and write detailed answers to assignments based on the text. Volume – 5–8 sentences.

Below you have two options for a detailed answer for the three tasks of part one as an example of answers to the first three tasks of the OGE in literature. Topics concern Gogol’s “Dead Souls” and Tyutchev’s poem “There is in the primordial autumn...”.

Open the demo version of the OGE in Literature 2017 and read the tasks and text for it.

Let's look at option 1

Task 1.1.1

What properties of Chichikov’s nature manifested themselves in his internal monologue?

Answer to task 1.1.1

Internal monologue is one of the means that Gogol resorts to to characterize his character. In this fragment, such traits of Chichikov as prudence, attentiveness and coldness are revealed to the reader: “But our hero was already middle-aged and of a prudently cool character.” Emotional impulses and recklessness in behavior are alien to him. Chichikov is a typical cynic, subordinating his impulses to reason, which makes him think first and then act. The same traits of the hero can be found in chapter 4, where the hero’s nature is revealed through a conversation with Nozdryov.

Task 1.1.2

Answer to task 1.1.2

The mention of a twenty-year-old boy is given to indicate the contrast between the behavior of the young man and the behavior demonstrated by Chichikov. At twenty years old, young men are still a little naive, impressionable and ready for rash actions, “forgetting themselves, and service, and the world, and everything that is in the world.” Their behavior is guided by strong emotional impulses, and the mind always gives way to the heart. This behavior completely contradicts the prudence of the “middle-aged” Chichikov.

Task 1.1.3.

Compare fragments of the poem by N.V. Gogol's "Dead Souls" and the comedy of D.I. Fonvizin "Undergrowth". In what ways is Skotinin similar to Chichikov, who thought about the “young stranger”?

Excerpt of text from task 1.1.3

Skotinin. Why can't I see my bride? Where is she? There will be an agreement in the evening, so isn’t it time to tell her that they are marrying her off?
Mrs. Prostakova. We'll make it, brother. If we tell her this ahead of time, she may still think that we are reporting to her. Although by marriage, however, I am related to her; and I love that strangers listen to me.
Prostakov (to Skotinin). To tell the truth, we treated Sophia as if she were an orphan. After her father she remained a baby. About six months ago, her mother, and my in-law, had a stroke...
Mrs. Prostakova (shows as if she is baptizing her heart). The power of the god is with us.
Prostakov. From which she went to the next world. Her uncle, Mr. Starodum, went to Siberia; and since there has been no rumor or news of him for several years now, we consider him dead. We, seeing that she was left alone, took her to our village and look after her estate as if it were our own.
Mrs. Prostakova. Why are you so spoiled today, my father? My brother might also think that we took her in for fun.
Prostakov. Well, mother, how should he think about this? After all, we can’t move Sofyushkino’s real estate estate to ourselves.
Skotinin. And although the movable has been put forward, I am not a petitioner. I don’t like to bother, and I’m afraid. No matter how much my neighbors offended me, no matter how much loss they caused, I did not attack anyone, and any loss, rather than going after it, I would rip off from my own peasants, and the ends would go to waste.
Prostakov. It’s true, brother: the whole neighborhood says that you are a master at collecting rent.
Mrs. Prostakova. If only you could teach us, brother father; but we just can’t do it. Since we took away everything the peasants had, we can’t take anything back. Such a disaster!
Skotinin. Please, sister, I will teach you, I will teach you, just marry me to Sophia.
Mrs. Prostakova. Did you really like this girl that much?
Skotinin. No, it's not the girl I like.
Prostakov. So next door to her village?
Skotinin. And not the villages, but the fact that it is found in the villages and what my mortal desire is.
Mrs. Prostakova. Until what, brother?
Skotinin. I love pigs, sister, and in our neighborhood there are such large pigs that there is not a single one of them that, standing on its hind legs, would not be taller than each of us by a whole head.

(D.I. Fonvizin. “Undergrowth”)

Answer to task 1.1.3

Chichikov and Skotinin have a number of common traits, such as prudence, selfishness, and lack of romantic impulse. Chichikov is a typical “acquirer”, in whom Gogol saw the new evil of Russia: quiet, diligent, but enterprising. He cares only about his own benefit, and only “two thousand two hundred dowry” can make a young girl a “tidbit” in his eyes. The landowner Skotinin's main characteristic is already contained in his last name. He is also concerned about his own benefit, but it does not even find expression in money. After all, the main passion of this hero is pigs. He wants to marry Sophia, but only because his favorites are found in her village. Both Chichikov’s cold prudence and Skotinin’s selfish ignorance are similar in their lack of interest in everything that does not directly lead to the satisfaction of their self-interest.

Let's look at option 2

Task 1.2.1

What mood is imbued with the poem “In the original autumn...”?

Answer to task 1.2.1

Tyutchev's poem creates a mood of peace and solemnity. To do this, the poet uses expressive epithets: “in the original autumn”, “wonderful time”, “pure and warm azure”, etc. The feeling of understatement and languor in the poem is given by frequently occurring ellipses, which symbolize that the time of violent emotions has ended with the summer. Autumn is a time of leisurely reflection and relaxation.

Task 1.2.2.

What role do epithets play in the poem “There is in the original autumn...”?

Answer to task 1.2.2.

Epithets are especially important when describing nature. After all, they allow you not just to describe objects, but to convey the author’s attitude towards what he writes about. Even the most ordinary words, used as epithets, can create vivid images. “A vigorous sickle”, “a web of thin hair”, “a short time”, “on an idle furrow”, “a crystal day” - all these combinations create the mood of the poem, conveying Tyutchev’s feelings caused by early autumn.

Task 1.2.3

How are the autumn pictures created in the poems of F.I. different? Tyutchev “There is in the original autumn...” and N.A. Nekrasov "Before the Rain"?

Excerpt of a poem for task 1.2.3

BEFORE THE RAIN

The mournful wind drives
I'm flocking clouds to the edge of heaven,
The broken spruce groans,
The dark forest whispers dully.

To a stream, pockmarked and motley,
A leaf flies after a leaf,
And a dry and sharp stream
It's getting cold.

Twilight falls over everything;
Hitting from all sides,
Spinning in the air screaming
A flock of jackdaws and crows.

Over the passing tarataika
The top is down, the front is closed;
And went!" - standing up with a whip,
The gendarme shouts to the driver...

(N.A. Nekrasov. 1846)

Answer to task 1.2.3.

Tyutchev’s poem describes early autumn, which the author himself calls “a wonderful time.” The work is permeated with peace and admiration for the beauty of nature. This is the moment when both the earth and people rest: “Where the cheerful sickle walked and the ear fell // Now everything is empty - space is everywhere...” Autumn is represented as a beautiful, solemn time, when the cold weather is still far away and you can indulge in thoughts and gentle sadness. Nekrasov presents a completely different autumn: it is unfriendly and unmerciful to the traveler. “Clean and warm azure” gives way to “a mournful wind,” and “radiant evenings” to “a twilight falling over everything.” The autumn described by Nekrasov evokes a mood of anxiety and sadness. Two poems personify two opposing pictures of autumn, familiar to everyone.

The questions presented to your attention in the GIA format will allow the teacher to prepare students for completing task 1.2.2. These questions will also be useful when preparing for the exam on your own.

1. What role do epithets play in the poem? (A.S. Pushkin “I remember a wonderful moment...”)

2. What is the role of epithets in the poem by F.I. Tyutchev? (“There are in the brightness of autumn evenings...”)

3. Describe the epithets found by the poet to recreate the central image of the poem. (F.I. Tyutchev “Fountain”)

4. What epithets are most important in characterizing Lensky and why? (A.S. Pushkin “Eugene Onegin”)

5. Why does the lyrical hero of the poem often resort to rhetorical questions? (V.A. Zhukovsky “The Inexpressible”)

6. How does the technique of antithesis help to realize the author’s intention? (F.I. Tyutchev “The kite rose from the clearing...”)

7. For what purpose does the poet use an extended comparison in this poem? (F.I. Tyutchev “Fountain”)

8. What visual and expressive means did I.A. use? Krylov to create the fable images of “Pigs under the Oak”?

9. What is the role in the poem by A.A. Feta “Invisible in the haze...” plays the technique of personification?

10. With the help of what visual and expressive means is the image of spring nature created? (A.A. Fet “I came to you with greetings...”)

Completing tasks 1.1.3 or 1.2.3 involves not only thinking about the proposed text, but also comparing it with another work or fragment, the text of which is also given in the examination paper (the approximate length of the answer is 5-8 sentences). These tasks expand the boundaries of the material being tested and determine the level of development of the most important subject competencies.

But their implementation causes difficulties for students, because they do a poor job of identifying the basis for comparing works of art and have difficulty finding elements of similarity or difference between them.
Schoolchildren's difficulties are also related to the fact that they cannot correctly construct a written statement, arrange it compositionally, maintain logic and consistency, and often replace analysis with retelling of texts.

What to do in this situation? Let's try to give a “recipe” for ready-made happiness. I offer to your attention standard designs, cliches, which will help students competently and correctly construct an answer to an exam question, and formulate logical transitions from one thought to another. The main thing is to follow a few rules:

1. Remember: the main fragment and the proposed passage or work for comparison are usually united by a common theme, but it is revealed differently depending on the author’s intention, the creative method of the poet or writer. That's why you first need to identify similarities, and then differences(if they are).

2. Correctly include source text information in ready-made speech formulas. This will help avoid retelling.

3. Choose from the list of proposed constructions those that most accurately convey your idea or the author’s idea.

CLICHE

1. Works (poems, fragments, excerpts) are united by a motive (theme)...

2. The same theme in two works (poems, fragments, excerpts) is revealed in completely different ways and develops in opposite aspects.

3. Both works (poems, fragments, excerpts) are characterized by one more feature.

4. One more significant difference should be noted...

5. The differences between the poems are expressed not only in emotional coloring and pathos, but also in the structure and form of the works.

6. The rhythmic sound of the poems is also contrasting. The poetic meters that poets choose convey... ( dynamism, movement; smoothness, melodiousness)

7. Unlike the first, the second poem has...

8. The poems are largely contrasting, and the author based the contrast on the opposite of feelings (Example: love and infatuation). The differences in these feelings are due to the differences in the lyrical characters.

9. Poems... seem to be about the same thing, but how differently the position of the lyrical hero and completely different moods are presented in them.

10. It seems to me that from a comparison of both works (poems, fragments, excerpts) the following conclusion can be drawn.

Analysis of the poem

Analysis of a lyrical work is especially difficult for modern schoolchildren. I offer you a cliche, the use of which, I think, in a number of cases may be appropriate and appropriate.

Cliche

Analysis of the poem

Determining the type of lyrics(love, philosophical, civil, landscape, symbolist lyrics) The poem “...” belongs to ... lyrics

The poem is a vivid example of... lyrics

The poem can be classified as ... lyrics

Identification of the lyrical plot, the experiences of the lyrical hero. The content of the poem is based on the experiences of the lyrical hero...

We can say that the lyrical hero...

The poem clearly captures the mood(joy, despondency, delight, hope)

... the motive of sadness sounds...

Isolation of compositional parts(if any) – culminating part, digressions, opposition of parts, ring composition The poem consists of ... stanzas ...

The work was built...

It has a clear structure..

The climax of the poem occurs at...

Interpretation of the name The poem is named so because...

Characteristics of images(nouns-images) - In the first stanza, images (nouns) appear...

Artistic and expressive means. The author, characterizing the images, uses artistic and expressive means... Here the author is helped by the use... An important role is played by...

Actions and states(problem verbs). The author uses verbs whose content reflects the issues raised in the text

Notes (what?) ...describes (what?) ...concerns (what?) ... draws attention to (what?) ... reminds (of what?)

Space, time. The space is presented in a very interesting way... (description of the room and everything in it, from general to particular, from particular to general, the description is presented from top to bottom, a description of the space in width, access to the level of the sky, space...)

Stylistic level(vocabulary, rhyme, syntax). The author uses (high, low) vocabulary in the work

The poem is written using...rhyme... The stanzas have...rhyme...

The following syntactic devices are used in the poem:, how... (repetitions: anaphors, epiphoras, inversion, parallelism, rhetorical questions, exclamations, omissions)

The sentences used are constructed...

Phonic level(verse size, sound writing: alliteration, assonance) ...The rhythmic pattern is based on trochee pentameter...

The rhythm of the poem is based on trochee pentameter... The size of the poem is

A special selection of consonant vowels (consonants) enhances the impression...

ESSAY (tasks 2.1-2.4)

Introductory and concluding parts of the essay.

When starting to write, remember that what is best assessed and perceived is what is said and how it is said at the very beginning and end. Therefore, it is necessary to attract some original thought that will add originality to the introduction. This could be information about the era, facts from the writer’s biography, or some general reasoning about the topic.

In accordance with this, the following are distinguished: types of entry:
historical (era);
analytical (analyzing any concept included in the formulation of the topic);
biographical (facts from the writer’s biography);
comparative (about literary traditions);
picturesque (with a description of the picture);
lyrical (personal perception of the topic);
social science (using knowledge in social disciplines).

Conclusion must be original in form, clear and expressive in thought.
it is desirable that in the conclusion a new thesis be put forward that expands the main part;
it can be an ending - conclusion, reflection, research, rhetorical question, ending - quotes and others;
the original conclusion is remarkable for its suddenness and novelty;
a happy ending can be an aphorism or a biblical saying.
As you write your conclusion, remember the words of Dale Carnegie: "The ending is the most important strategic element. Don't leave it unfinished and broken."

Characteristics of an artistic image or character
Rough plan

I. The place of the character in the system of images of the work.
II. Characteristics of the character as a certain social type
1. Social and financial situation.
2. Appearance.
3. Originality of worldview and worldview, range of interests, habits, inclinations:
A) the nature of the activity and the main life aspirations;
B) influence on others.
4. Area of ​​feelings:
A) relationships with others;

B) features of internal experiences.
5. The author's attitude towards the character.
6. Personal traits that are revealed in the work:
A) using a portrait;
B) in the author's description;
B) through the characteristics of other actors;
D) background or biography;
D) through a chain of actions;
E) in speech;
G) the environment.
III. What social problem led the author to create such an image?

Analysis of an episode of a work of art
Rough plan

An episode is a relatively independent unit of action in a work, an excerpt or fragment that talks about a completed event or incident.

1. Determining the theme of the episode.
2. The place of the episode in the writer’s ideological plan.
3. Determining the boundaries of the episode.
4. Clarification of the reader’s perception (reader’s perception, thoughts, feelings).
5. The most significant artistic details (landscape, speech, interior).
6. How the hero is revealed in this episode (his thoughts, feelings, experiences).
7. Author's position (whose side the author is on).

Comic Creation Tools

2. Hyperbolization.
3. Portrait.
4. Speech characteristics.
5. Household item.
6. Reception of surprise.
7. The juxtaposition of the serious with the insignificant.
8. Selection of visual media.

OGE in literature is one of the optional final exams at the end of the 9th grade. In 2018, it took place on May 31, a day after the Russian language exam.

Many of the test takers said that they spend a lot of time preparing were not allocated, referring to the fact that the exam itself does not require precise theoretical knowledge. Most students did not hide the fact that their preparation consisted only of familiarity with exam structure And visits to school literature lessons.

Although I decided on the elective exams at the beginning of the year, I really started preparing only in the spring. There were no tutors: I just bought all the reference materials to understand what was required, what I had to repeat, etc. In literature, I decided on only five or six options, i.e. I wrote essays once a week. And even then, I admit that it’s not always fair...

There are exceptions. Some ninth-graders approached the task responsibly, so already in October they began active preparation with tutors, began to analyze works of art, study biographies of authors, etc.

I want to be a journalist. Accordingly, I had no problems with choosing exams: it is obvious that I will have to take literature. Already in September, I declared my desire and began the path to the highest score. There were no tutors, but I attended all the consultations of my teacher on literature. Gradually I solved all the options, which were then checked by the teacher. There were no samples: the school decided that this exam did not require such increased attention...

A student who passed the OGE in literature

On June 10, students received their results. Many were dissatisfied with their assessment, but they themselves admit that with better preparation the result would have been higher. We decided to find out first-hand what is needed to successfully pass the literature exam in 9th grade.

How to properly prepare for the OGE in literature

My result for the exam (the highest 33 points - author's note) is an assessment not only of my literary abilities, but also of fortune, which was favorable to me that day. I came across an option with my favorite works, so answering questions and comparing fragments was a joy. When I left the exam point, I was very worried, because it would be a shame to get low scores for my essays. But, as you can see, I was lucky.

A student who passed the OGE in literature

Study the OGE assessment criteria

Preparing for an exam is an individual matter, since even students who study in the same class have different degrees of readiness and understanding of the subject. But most students agree that necessary know the exam evaluation criteria. Perhaps this is the basis for preparing for any exam. In literature, knowledge and understanding of the requirements is especially important.

Don't miss literature lessons

Most of the codifier consists of works from grades 8-9. Accordingly, it is best that students attended all literature classes and carefully studied the material.

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