We all studied a little bit about the Unified State Examination. We all learned a little bit
Add all missing punctuation marks: indicate the number(s) in whose place(s) there should be a comma(s) in the sentence.
We all learned a little bit
Something and somehow
So (1) upbringing (2) thank God (3)
It's no wonder for us to shine.
Onegin was (4) according to many (5)
(decisive and strict judges)(6)
A small scientist, but a pedant.
He had a lucky talent
Without coercion in conversation (7)
Touch (8) lightly to everything,
With the learned air of a connoisseur
And make the ladies smile
Fire of unexpected epigrams.
(Alexander Pushkin)
Explanation (see also Rule below).
Let's give the correct spelling.
We all learned a little bit
Something and somehow
So by upbringing, God bless,
It's no wonder for us to shine.
Onegin was according to many
(decisive and strict judges),
A small scientist, but a pedant.
He had a lucky talent
No coercion in conversation
Touch everything lightly
With the learned air of a connoisseur
Remain silent in an important dispute
And make the ladies smile
Fire of unexpected epigrams.
“So” is not an introductory word in this text, it is an adverb.
Commas 2 and 3 for an introductory word; 4 and 6 also for introductory words.
Notice why there is no number: 5 in brackets there is an insert sentence, and after it there is a comma.
Answer: 2346
Answer: 2346
Relevance: Current academic year
Difficulty: normal
Codifier section: Punctuation marks in sentences with words and constructions that are grammatically unrelated to the members of the sentence
Rule: Task 18. Introductory words and appeal
Task 18 tests the ability to put punctuation marks on words that are grammatically unrelated to the sentence. These include introductory words (constructions, phrases, sentences), plug-in constructions and addresses
In the Unified State Exam 2016-2017, one part of tasks 18 will be presented in the form of a narrative sentence with introductory words
The dacha (1) can be (2) called the cradle from which for each of us the comprehension of the world began, initially limited to the garden, then to the huge street, then to the plots and (3) finally (4) to the entire country side.
The other part (judging by the demo version and the book by I.P. Tsybulko Standard Examination Materials 2017) will look like this:
Place punctuation marks: indicate the number(s) in whose place(s) there should be a comma(s) in the sentence.
Listen (1)maybe (2)when we leave
Forever this world, where our souls are so cold,
Perhaps (3) in a country where they do not know deception,
You (4) will be an angel, I will become a demon!
Swear then to forget (5) dear (6)
For a former friend, all the happiness of heaven!
Let (7) the gloomy exile, condemned by fate,
It will be heaven for you, and you will be the universe for me!
(M.Yu. Lermontov)
Let's look at the rules and concepts necessary to complete this type of task.
17.1 General concept of introductory words and the basic rule for highlighting them.
Introductory words are words (or phrases) that are not grammatically related to the sentence and introduce additional semantic nuances. For example: Obviously, communication with children develops many good qualities in a person; Fortunately, the secret remains a secret.
These meanings are conveyed not only by introductory words, but also introductory sentences. For example: Evening, Do you remember, the blizzard was angry... (Pushkin).
The introductory units are adjacent to plug-in structures, which contain various additional comments, amendments and clarifications. Plug-in constructions, like introductory ones, are not related to other words in the sentence. They abruptly break the sentence. For example: Foreign Literature Magazines (two) I ordered to be sent to Yalta ; Masha talked to him about Rossini (Rossini was just coming into fashion), about Mozart.
The main mistake of most writers is related to inaccurate knowledge of the list of introductory words. Therefore, first of all, you should learn which words can be introductory, which groups of introductory words can be highlighted, and which words are never introductory.
GROUPS OF INTRODUCTORY WORDS.
1. introductory words expressing the speaker’s feelings in connection with what was said: fortunately, unfortunately, unfortunately, to chagrin, to horror, unfortunately, what good...
2. introductory words expressing the speaker’s assessment of the degree of reliability of what he said: of course, undoubtedly, of course, indisputably, obviously, certainly, probably, perhaps, truly, perhaps, should be, it seems, in all likelihood, apparently, essentially, essentially, I think... This group of introductory words is the most numerous.
3. introductory words indicating the sequence of thoughts presented and their connection with each other: firstly, so, therefore, in general, means, by the way, further, however, finally, on the one hand… This group is also quite large and insidious.
4. introductory words indicating techniques and ways of forming thoughts: in a word, in other words, in other words, or rather, more precisely, so to speak...
5. introductory words indicating the source of the message: they say, in my opinion, according to..., according to rumors, according to information..., in opinion..., in my opinion, I remember...
6. introductory words representing the speaker’s address to the interlocutor: you see, you know, understand, forgive, please agree...
7. introductory words indicating an assessment of the measure of what is being said: at most, at least...
8. introductory words showing the degree of commonality of what was said: it happens, it happens, as usual...
9. introductory words expressing the expressiveness of the statement: All jokes aside, it’s funny to say, to be honest, between you and me...
17.1. 1 THE following words ARE NOT INTRODUCTORY WORDS and therefore are not set off with commas in the letter:
literally, as if, in addition, suddenly, after all, here, there, hardly, after all, ultimately, hardly, even, precisely, exclusively, as if, as if, just, meanwhile, almost, therefore, therefore, approximately, approximately, moreover, moreover, simply, decisively, as if... - this group includes particles and adverbs, which are most often mistakenly isolated as introductory ones.
by tradition, by advice..., by direction..., by request..., by order..., by plan... - these combinations act as non-isolated (not separated by commas) members of the sentence:
On the advice of her older sister, she decided to enter Moscow State University.
By order of the doctor, the patient was put on a strict diet.
17.1. 2 Depending on the context, the same words can act either as introductory words or as members of a sentence.
MAYBE and COULD BE, MUST BE, IT SEEMED (SEEMED) act as introductory ones if they indicate the degree of reliability of what is being reported:
Maybe, will I come tomorrow? Our teacher has been gone for two days; May be, he is ill. You, there must be, this is the first time you encounter such a phenomenon. I, Seems, I saw him somewhere.
The same words can appear as predicates:
What can meeting you bring me? How can a person be so unnecessary! This should be your own decision. This all seems very suspicious to me. Note: you can never remove its predicate from a sentence, but the introductory word can.
OBVIOUSLY, POSSIBLY, VISIBLY turn out to be introductory if they indicate the degree of reliability of the statement:
You, obviously, do you want to apologize for your actions? Next month I Maybe, I'm going to go on vacation. You, it is seen, do you want to tell us the whole truth?
These same words can be included in predicates:
It became obvious to everyone that we needed to look for another way to solve the problem. This became possible thanks to the coordinated actions of the fire brigade. The sun is not visible because of the clouds.
SURELY, TRUE, EXACTLY, NATURALLY turn out to be introductory when indicating the degree of reliability of what is being reported (in this case they are interchangeable or can be replaced with words of this group that are close in meaning) - You, probably (=must be), and you don’t understand how important it is to do it on time. You, right, is that same Sidorov? She, exactly, was a beauty. All these discussions naturally, so far only our assumptions.
These same words turn out to be members of the sentence (circumstances) - He translated the text correctly (= correctly, circumstance of the course of action). I don’t know for sure (=certainly, the circumstance of the course of action), but he had to do it to spite me. The student accurately (=correctly) solved the problem. This naturally (=naturally) led us to the only correct answer.
BTW is an introductory word if it indicates a connection of thoughts:
He's a good athlete. By the way, he studies well too.
This same word does not act as an introductory word in the meaning of “at the same time”:
I'll go for a walk, by the way, I'll buy some bread.
BY THE WAY it turns out to be an introductory word, indicating the connection of thoughts:
Her parents, friends and by the way, best friend against the trip.
This word can be used as a non-introductory word in the context:
He made a long speech, in which he among other things noted that he would soon become our boss.
FIRST OF ALL, as an introductory word, it indicates the connection of thoughts:
First of all(=firstly), is it necessary to raise such a sensitive topic at all?
The same word can act as an adverbial adverb of time (= first):
First of all, I want to say hello from your parents.
It must be said that in the same phrase “first of all” can be considered either introductory or not, depending on the will of the author.
REALLY, UNDOUBTEDLY, UNCONDITIONALLY, ACTUALLY will be introductory if they indicate the degree of reliability of what is being reported:
From this hill really(=exactly, in fact, without any doubt), the best view opened up. Undoubtedly(=really, really), your child is capable of music. He, undoubtedly, read this novel. - or to the method of forming thoughts - Here, actually, and the whole story.
The same words are not introductory if they appear in other meanings:
I really am what you imagined me to be (=in reality, in fact). He was undoubtedly a talented composer (= without a doubt, in fact). She is certainly right in offering us such a simple way to solve the problem (=very, quite right). I had nothing actually against the school, but I didn’t want to go to this one (=in general, exactly). The words “really” and “unconditionally,” depending on the intonation proposed by the speaker, can be either introductory or not in the same context.
AND, Then, she turned out to be a celebrity. Further, we will tell you about our conclusions. Thus(=so), our results do not at all contradict those obtained by other scientists. She's smart, beautiful and, finally, she is very kind to me. What, in the end, what do you want from me? Typically, sentences containing the above words complete a series of enumerations; the words themselves have the meaning “and also.” In the context above, the words “firstly”, “secondly”, “on the one hand”, etc. may appear. “Thus” in the meaning of the introductory word turns out to be not only the completion of the enumeration, but also the conclusion.
The same words are not highlighted as introductory in the meanings: “in this way” = “in this way”:
In this way he was able to move the heavy cabinet.
Typically, time adverbials, such as “first,” are found in the previous context. "Later" = "then, after that":
And then he became a famous scientist.
“Finally” = “at the end, finally, after everything, as a result of everything”:
Finally, all matters were successfully completed. Usually in this meaning the particle “-that” can be added to the word “finally”, which cannot be done if “finally” is an introductory word. In the same meanings as indicated above for “finally”, the combination “in the end” is not introductory:
In the end (= as a result) an agreement was reached.
HOWEVER, it is introductory if it is in the middle or at the end of a sentence:
Rain, however, was already in its second week, despite weather forecasters’ forecasts. How cleverly I however!
“However” does not turn out to be introductory at the beginning of a sentence and at the beginning of a part of a complex sentence when it acts as an adversative conjunction (=but): However, people did not want to believe in his good intentions. We didn't expect to meet, but we were lucky.
Please note that sometimes the word “however” can appear at the beginning of a sentence, but not serve as a conjunction: However, it's incredibly difficult.
GENERALLY is introductory in the sense of “generally speaking” when it indicates the way thoughts are formed:
His works, at all, is of interest only to a narrow circle of specialists. In other meanings, the word “in general” is an adverb meaning “in general, completely, in all respects, under all conditions, always”:
Ostrovsky is for Russian theater what Pushkin is for literature in general. According to the new law, smoking in the workplace is generally prohibited.
In my opinion, in your opinion, in our opinion, in your opinion, they are introductory, indicating the source of the message:
Your child, In my, caught a cold. This, In your, proves something? The word “in his own way” is not introductory: He is right in his own way.
OF COURSE is most often introductory, indicating the degree of reliability of the statement:
We, Certainly, are ready to help you with everything.
Sometimes this word is not isolated if it is intonationally highlighted with a tone of confidence, conviction. In this case, the word "of course" is considered reinforcing particle: I certainly would have agreed if you had warned me in advance.
IN ANY CASE, it is more often introductory and used for evaluation:
I, anyway, I would not like to remember this. These words, anyway, indicate the seriousness of his attitude to life.
In the meaning “always, under any circumstances” this combination is not introductory:
I anyway was supposed to meet him today and talk to him.
IN REALLY, more often than not, it is NOT introductory, speaking in the sense of “really” - Petya is really good at computers. I really have nothing to do with this. Less often, this phrase turns out to be introductory if it serves to express bewilderment, indignation - What are you, Indeed, are you pretending to be a smart guy?
IN TURN it can be introductory when it indicates a connection of thoughts or a way of forming a thought:
Among the many modern writers Vladimir Sorokin is of interest, and among his books, in its turn, we can especially highlight “Novel”. Having asked me to help him with his work, he in its turn, also did not mess around. The same phrase can be non-introductory in the meaning “in response”, “for one’s part” (= when it’s the turn) - Masha, in turn, talked about how she spent the summer.
MEANS is introductory if it can be replaced by the words “therefore”, “therefore”:
The message is complex Means, it must be submitted today. The rain has already stopped Means, we can go for a walk. If she fights us so hard, Means, she feels she is right.
This word may turn out to be a predicate, close in meaning to “means”:
The dog means more to him than his wife. When you are truly friends with a person, it means that you trust him in everything. “So” can appear between the subject and the predicate, especially when they are expressed by infinitives. In this case, a dash is placed before “means”:
To be offended means to admit that you are weak. To be friends means to trust your friend.
ON THE CONTRARY, it is introductory if it indicates a connection of thoughts:
He didn't want to offend her, but vice versa, tried to ask her for forgiveness. Instead of playing sports, she vice versa, sits at home all day.
The combination “and vice versa”, which can act as homogeneous member sentences, it is used as a word that replaces a whole sentence or part of it:
In spring, girls change: brunettes become blondes and vice versa (i.e. blondes become brunettes). The more you study, the higher grades you get, and vice versa (i.e. if you study little, the grades will be bad; the comma before “and” ends up at the end of the sentence - it’s like a complex sentence, where “on the contrary” replaces its second Part). I know that he will fulfill my request and vice versa (i.e. I will fulfill it, there is no comma before “and”, since “on the contrary” replaces a homogeneous subordinate clause).
AT LEAST is introductory if evaluation matters:
Misha, at least, knows how to behave, and does not pick his teeth with a fork.
This phrase can be used in the meaning “no less than”, “at least”, then it is not isolated:
At least she will know that her father did not live his life in vain. At least five from the class must take part in cross-country skiing.
FROM VIEWPOINT is introductory meaning “in opinion”:
From my grandmother's point of view, a girl shouldn't wear trousers. Her answer from the examiners' point of view, worthy of the highest praise.
The same phrase can have the meaning “in relation to” and then it is not introductory:
The work is going according to plan in terms of timing. If we evaluate the behavior of some heroes literary works from the point of view of modern morality, it should be considered immoral.
IN PARTICULAR, it stands out as an introductory one if it indicates the connection of thoughts in a statement: She is interested in in particular, the question of the contribution of this scientist to the development of the theory of relativity. The company takes an active part in charitable activities And, in particular, helps orphanage No. 187.
If the combination IN PARTICULAR happens to be at the beginning or at the end of the connecting structure, then it is not separated from this structure (this will be discussed in more detail in the next section):
I love books about animals, particularly dogs. My friends, in particular Masha and Vadim, vacationed in Spain this summer. The specified combination is not distinguished as an introductory one if it is connected by the conjunction “and” with the word “in general”:
The conversation turned to politics in general and, in particular, to the latest government decisions.
It is MAINLY introductory when it serves to evaluate a fact and highlight it in a statement: The textbook should be rewritten and, mainly, add such chapters to it... The room was used on special occasions and, mainly, for organizing ceremonial dinners.
This combination may be part of a connecting structure; in this case, if it appears at its beginning or end, it is not separated from the structure itself by a comma:
Many Russian people mainly representatives of the intelligentsia did not believe the government's promises.
In the meaning of “first of all”, “most of all” this combination is not introductory and is not isolated:
He was afraid of writing mainly because of his illiteracy. What I like about him mainly is his attitude towards his parents.
FOR EXAMPLE, it will always be introductory, but it is formatted differently. It can be separated by commas on both sides:
Pavel Petrovich is an extremely attentive person to his appearance, For example, he takes good care of his nails. If “for example” appears at the beginning or at the end of an already isolated member, then it is not separated from this phrase by a comma:
In many big cities, For example in Moscow, an unfavorable environmental situation is developing. Some works of Russian writers, For example"Eugene Onegin" or "War and Peace" served as the basis for the creation feature films not only in Russia, but also in other countries. In addition, after “for example” there can be a colon if “for example” comes after a generalizing word before a series of homogeneous members:
Some fruits can cause allergies, For example: oranges, tangerines, pineapple, red berries.
17.1.3 There are special cases of placing punctuation marks with introductory words.
To highlight introductory words and sentences, not only commas, but also dashes, as well as combinations of dashes and commas can be used.
These cases are not included in the course high school and are not used in Unified State Examination tasks. But some phrases that are often used need to be remembered. Here are examples from Rosenthal's Punctuation Handbook.
So, if the introductory combination forms an incomplete construction (a word is missing that is restored from the context), then it is highlighted with a comma and a dash: Makarenko repeatedly emphasized that pedagogy is based On the one side, on unlimited trust in a person, and with another- high demands placed on him; Chichikov ordered to stop for two reasons: On the one side to give the horses a rest, with another- to relax and refresh yourself(the comma before the subordinate clause is “absorbed” by the dash); On the one side, it was important to make an urgent decision, but caution was required - with another.
17.2 General concept of circulation and the basic rule for its isolation.
First included in Unified State Exam assignments in 2016-2017. Students will have to look for appeals in poetic works, which makes the task much more difficult.
Addresses are words that name the person to whom the speech is addressed. The address has the form of the nominative case and is pronounced with a special intonation: Tatiana, dear Tatiana! With you now I'm shedding tears. Addresses are usually expressed by animate nouns, as well as adjectives and participles in the meaning of nouns. For example: Take advantage of life living . In artistic speech, inanimate nouns can also be addresses. For example: Make noise, make noise, obedient sail ; Don't make noise rye, ripe ear.
Personal pronouns You And You, as a rule, act not as a reference, and as the subject: Sorry, peaceful valleys, and you , familiar mountain peaks, and you , familiar forests!
17.1.2. There are also more complex rules for highlighting requests.
1. If the address at the beginning of the sentence is pronounced with an exclamatory intonation, then an exclamation mark is placed after it (the word following the address is written with a capital letter): Old man! Forget about the past; Young native of Naples! What did you leave on the field in Russia?
2. If the address is at the end of a sentence, then a comma is placed before it, and after it - the punctuation mark required by the content and intonation of the sentence: Think about it master of culture; Hello to you, people of peaceful labor!; Are you here, cute?; You're a pig brother…
3.Repeated requests are separated by a comma or exclamation mark: The steppe is wide, the steppe is deserted, why are you looking so gloomy?; Hello, wind, a menacing wind, a tailwind of world history!; Vaska! Vaska! Vaska! Great!
4. Homogeneous addresses connected by a union And or Yes, are not separated by commas: Sing, people, cities and rivers! Sing, mountains, steppes and fields!; Hello, sunshine and a cheerful morning!
5. If there are several addresses to one person located in different places in the sentence, each of them is separated by commas: Ivan Ilyich, give orders, brother, about snacks; ...I because Thomas, isn't it better, Brother, breake down?
6. If a common address is “broken” by other words - members of the sentence, then each part of the address is separated by commas general rule: Tighter, horse, hit, hoof, minting a step! ; For blood and tears, thirsty for retribution, we see you, forty-first year.
or “Sorry, Alexander Sergeevich!”
We all learned a little bit
Something and somehow.
There is a certificate - and thank God!
Without gold - don't blame me.
Teaching is not a children's holiday.
And you, besides, were a prankster.
And yet, the teachers' council decided
That you are smart and very nice.
You had no desire to rummage
In academic dust,
And yet, you were not bypassed
Teachers with their care,
And you from the school porch
He descended with the air of a sage.
Where, where have you gone,
Those school years golden days!
Oh, how wonderfully we had fun,
And only bitter - no, no!
I don't believe that this is the time
Slow Lethe will be swallowed up,
Though the ever-watchful Breget
He has been pushing us for many years.
It cannot be said that these summers
We haven't heard about love
Young blood was seething in us,
And we walked - no doubt,
But for studying with us too
There was an hour free.
Every day, without protesting, we
For knowledge they renewed the path,
And in the distance I smell an exam,
We tried to learn somehow...
Sometimes it was difficult
And we hoped for a friend,
Who quickly decided everything...
In those days you too sinned.
When the sea was overflowing
Concepts in the gloomy brain,
We ran together into the taiga
And there they walked in the open space,
Where everyone, breathing freedom,
Ready to do entrechat.
In the evening everyone goes to one tent
They entered in a noisy crowd...
And not to say that we slept sweetly,
But still, a tarpaulin over my head -
Not the gloomy night sky
Besides, no one was crushed,
At least someone had a dream,
That he should become a killer.
They didn't let him become a murderer...
So that the child does not suffer,
They woke him up in earnest
And everyone laughed.
But, having laughed heartily,
The knives were hidden further away.
The sky was already breathing in autumn...
And we rushed into the fields.
There are a lot of potatoes for us
Mother earth hid in the depths.
Fluffy reins exploding,
Our labor team
I dug in the ground all day.
Meshkov's mysterious canopy
Filled with a cheerful knock...
What could the earth hide?
Then we found a teacher
And they dug it out. Approaching
It's a welcome time for us
Happy dancing around the fire...
We have all read Onegin,
At least the first line
Although many preferred
Enjoy the breeze
Behind the walls of your favorite school.
But still, one cheerful day a day
It was staged on stage.
Onegin was harsh, but sweet.
Tatyana was a match for him...
At least there was a girl in life
Always carefreely cheerful
But she took on the role with zeal.
And was a reward for everyone
A well deserved success.
Our teacher had honest rules,
Even though he couldn’t be an uncle...
He forced us all to study,
More precisely, she... And, God knows,
Her example is a lesson to others.
Boredom was unknown to us.
We could talk to her
And about love and about hockey.
And everyone tried to express -
Of which I am slightly aware,
What you are skilled in and what you are strong in.
And if someone expressed
Not good about CSKA,
The board was waiting for him.
And so, we parted at the threshold,
And there are other frontiers.
The years flew by. In a strict rhythm
A measured life flowed...
Time has changed our faces...
But if anyone takes a closer look,
He recognizes everyone without difficulty...
We were young then.
Then we went to work
Mushrooms were salted for the winter,
Met the tricks of fate,
At the same time they created something
They came together and separated again...
And yet, they believed in love.
And we met in this hall.
Teachers, students...
And they told each other everything
After all, this is not for you at the board...
The school hall is full, the boxes are shining,
Everyone rejoices and applauds,
And someone is late there
Crawling between the chairs along the legs...
All post-school achievements,
All degrees and all ranks
Discarded and unnecessary.
We are friends again and girlfriends.
And it’s more pleasant and dear to us
Things of a long time ago.
Reviews
You did it well! AS nervously bites his nails (sorry, AS, I’m blasphemous).
Light, by way of friendly criticism: everything is so clean and healthy, you just can’t tear yourself away, but here’s the line “Everything I was aware of”......well, it hurts the ear......think about it, A?
“We all learned a little something, somehow.” This legendary quote from the first chapter of Eugene Onegin is familiar to all of us literally from school days.
But, I think, neither we, nor even Alexander Sergeevich Pushkin himself is a recognized classic, legend and pride Russian culture- could not imagine that in beginning of XXI century, this phrase will begin to reflect the content of school education in literature. Unfortunately, in 2012 such times have come. Coincidentally or not, they coincided with the arrival of the new head of the department, Dmitry Livanov, at the Ministry of Education last May.
School reform, as is known, involves the introduction of new educational standards. These are quite complex documents that contain a lot of details. It is quite difficult for a non-specialist to understand them.
However, there are things that any thinking person who has studied at school can appreciate. One of them is the content of literature programs. We all understand, let’s say, that unknown works written in obscenities should not be studied in lessons. Or, excuse me, savoring physiological details, let’s say, of various kinds of actions. We just don't want schoolchildren to read this. For the simple reason that they are children.
The striking fact, however, is that such “reading” is now recommended by “education officials” headed by Dmitry Livanov as part of the school curriculum.
Moreover, we note, not as additional reading, but instead of recognized classics of Russian literature, which are known and loved by millions of people.
Indeed, this is hard to believe. But facts, as we know, are quite stubborn things. Before our eyes, under the guise of the Ministry of Education, there is a terrible, senseless primitivization of children’s ideas about Russian literature. Moreover, it is happening under the banner of “school reform”, designed, it would seem, to improve the situation at school.
Almost everyone who makes up the golden fund of Russian culture turned out to be “circumcised.” These are authors whose works are studied and known all over the world.
Thus, the study of the work of Alexander Sergeevich Pushkin has been reduced. " Bronze Horseman" is no longer part of the compulsory school curriculum, which will inevitably be chosen in most schools. It is reserved only for an in-depth course, i.e. for the "elite". Apparently, it is believed that the rest do not need to get acquainted with this great work.
The same fate befell the works of Anton Pavlovich Chekhov. At a basic level (i.e., "for everyone"), children should no longer read either "The Man in the Case" or "The Lady with the Dog."
Nikolai Vasilyevich Gogol and his " Petersburg stories"; and Isaac Emmanuilovich Babel with his "Odessa Stories". And Sholokhov's " Quiet Don" is intended to be studied only in the form of individual chapters.
Alas, this is not all. If the great authors of the nineteenth century were only subjected to reduction, then the literature of the twentieth century, in a fit of administrative delight of the “gentlemen of education,” was “rethought” much more radically.
Some famous authors, who have become legends for entire generations, are completely excluded even from the “in-depth” course. Among them is the poetry of Bella Akhmadulina, Vladimir Vysotsky, Bulat Okudzhava. The compulsory course does not include Alexei Tolstoy or the prose of many other recognized writers.
The question arises: for what? For what "engineers" human souls"and their "great creations" the Ministry of Education allowed to be "cut off" school curriculum?!
The list of these “classics” includes, for example, Y. Rytkheu, A. Eppel, A. Gladilin, A. Terekhov.
I would venture to guess that most parents do not suspect that some works, in addition to the lack of any clear basis for inclusion in the educational program, are replete with obscene language, pornographic scenes and drug propaganda. For example, the works of V. Pelevin - a well-known author, but clearly not corresponding either to the level of cultural development of 15-17 year old teenagers, much less to the needs of the school.
However, it is precisely these works, according to the Ministry and the Academy of Education, that can now be read aloud and discussed by underage teenagers within the walls of schools! This is exactly what our children should learn from!
For this (and, I emphasize, exclusively for this) reason, I will give here only one excerpt from the work of the aforementioned A. Eppel. At the same time, contrary to tradition, I (and not the author of the book that is now required to be read at school) will still put an ellipsis in some places. I assure you that in the original there are letters written in place of these dots. So:
"...The summer street is bright and sunny, and behind another barn the boys are mating rabbits. The girls deliberately crowd in the distance, but still see how the rabbit, who was intently nibbling the grass next to the rabbit, at some second stands up on the rabbit, someone one of the long-eared animals squeals sharply, and both, wiggling their noses, immediately begin to feed. The boys continually state that the rabbits are e... I. The girls, looking from afar, also know what the rabbits are doing, but the word e... I don’t Impudent boys, wanting to attract the attention of girls, make a ring out of two fingers of their left hand and, sticking their index finger into this ring right hand, move it back and forth..."
For what reason do such works (and this is just one example - there are, alas, much more of them) even end up in the school curriculum?! Can you imagine how it will be read and analyzed in class?! And most importantly - why?!
It would be interesting to know whether Minister Livanov and his subordinates read these works. If not, then why doesn’t anyone do this? famous work included in the school curriculum? After all, by definition, there should only be classics: those whose works have been tested by time and appreciated by society.
The problem of the new standard of the school literature course is by no means reduced only to scraps of obscene texts that, through oversight or out of a desire to “reform education to the fullest,” ended up in the hands of children.
The new program radically - by 1.5 times - reduces the number of hours of teaching literature in the two senior grades of school. At the same time, by reducing the time allocated to studying the works of truly recognized classics, she sharply increased the number of little-known authors. As a result, the volume of classes devoted to studying the creativity of each person presented in the list domestic writer, decreased by approximately 2 times. This, according to the ideologists of this “reform,” is apparently just enough to read aloud and discuss in class a passage similar to the one given above.
The combination of two subjects into a single subject: “Russian language” and “literature” also caused a lot of protests in the teaching community. This also creates a whole series of unexpected, but no less real problems.
On the one hand, the professional community is already pointing out the lack of sufficient correlation between the program and the content of the Unified State Exam in the subject “Russian Language and Literature.” This means that schoolchildren will simply encounter difficulties when passing the exam: with all the ensuing consequences for their admission to, for example, a university.
On the other hand, experts understand that within the framework of a single subject, teachers will be forced to reduce even the hours allocated for literature reduced by the program: simply in order to devote more time to the Russian language. After all, the Unified State Exam on it, unlike literature, is mandatory. And it is by the results of this exam that both the success of students and their own work are judged. As a result, schoolchildren will gradually stop studying literature altogether.
Finally, confusion is created by the legal status of this list of references, which is incomprehensible to most. In fact, in the subject “Russian Language and Literature” there is no list of authors and works - either in the standard itself or in any other document officially emanating from the ministry. It is transferred from there to the “Approximate program of the academic subject”, which is being developed and recommended Russian Academy Education (RAO).
Thus, the list of recommended authors and works may be subject to regular adjustments by some representatives of RAO: absolutely without control from the public and with the complete connivance of the Ministry of Education and Science. Which now obviously believes that it no longer bears responsibility for the content of education.
Of course, after all of the above, I really want to shout: “Author!”
It is clear that the list of literature for high schools was compiled with virtually no broad consultation with the professional community. Otherwise it simply would not have passed.
Until recently, Mr. Lanin presented himself as a representative of the “creative class” and the opposition. Many people remember his interview with the Voice of America radio station: “What is critical thinking for under the reigning vertical of power? To critically comprehend the vertical of power and bring it into an uncritical horizontal? Nobody needs this. Children need to be moderately educated. The most important thing is that they were brought up insignificantly patriotically."
There were quite a few other “ideas” put forward in that interview. For example, about the fact that it is not worth allocating money for schoolchildren’s excursions to the battlefields of the Great Patriotic War, since “70 years later this is not the most relevant thing for raising children.”
God be with him, with Mr. Lanin. It's not about him. He will probably go to America someday and get a very good job there, giving lectures on the shortcomings of Russia.
We need to understand why education officials allowed a person who foamed at the mouth to criticize the supposedly existing problems of the power vertical, immediately began to implement these same own statements: “It is necessary for children to be moderately educated. The most important thing is for them to be insignificantly patriotic.”
We need to understand and fix this clearly broken system. The mistakes or crimes of some “scholarship holder” should not jeopardize the education of millions of children. This simply shouldn't happen.
After all, no strategic documents or requirements force Minister Livanov to promote the ideas of such a “literary reform”. It is significant that even in the recent Presidential Address, Vladimir Putin called on “not to forget about the enormous importance of the quality of teaching the Russian language, history, literature, the foundations of secular ethics and traditional religions.” Please note that the Russian language and literature stand separately in this quote: nothing indicates their unification into a single subject.
And there were already plenty of signals about public dissatisfaction with such a “literary policy”. It is enough to mention at least the recent speech in the State Duma by Sergei Mironov, who, showing his colleagues a collection of works recommended for study in schools, called for the resignation of the Minister of Education, literally declaring: “We need to end this Lebanese thing.”
It is hard to believe that the minister shares the views of people who proposed introducing obscene language and scenes into the school curriculum that go far beyond the scope of the word “erotic.” It is much more likely that he simply does not consider it necessary to deal with such problems. The Ministry is more interested in much more “loud” or “monetary” issues: where they can lobby for something, give out orders. And educational authorities are not particularly concerned about what is happening in the quiet of classrooms. By defending Gogol and Vysotsky, you won’t earn many political points.
But I still want to remind him that it is too late to plead ignorance or the fact that “Fursenko was misled”: almost a year has passed. It is not for loud statements “out of the box”, but precisely for what and how our children are taught in the lessons that society gave him a position and pays him a ministerial salary.
All of the above gives reason to think about Sergei Mironov’s proposal about the fate of the ministry and the minister heading it. Because schoolchildren can freely become acquainted with this kind of literature by watching porn films and reading inscriptions on fences.