What are the significant details that characterize the essence of the hero called? Materials for preparing for the Unified State Exam in literature

So, in our version of the Unified State Exam in Literature, task 5 is devoted to the composition of the work.

5. What is the name of a significant detail that is a means of artistic characterization (for example, a sheepskin coat, boots, a dress)?
Answer:___________________________

You can watch a detailed analysis of task 5 in the video.

REFERENCE MATERIAL

In modern literary criticism, the term “COMPOSITION” of a work is understood in different ways. We will not go into the details of each opinion of literary schools, but will only indicate that we understand composition in two versions.

The first option is a broad understanding of composition

Composition is the general structure of a work of art - semantic parts, author's division into parts, and the like.

Based on this understanding of composition, we can identify the following compositional parts in “The Captain’s Daughter”:

1. Division into compositional parts according to geographical principles:

2. Division into compositional parts according to the principle of the main character growing up:

As can be seen from the above examples of division into compositional parts, a broad understanding of the term COMPOSITION is simply not suitable for precise work with a literary text. Each person who reads it, depending on their understanding of what they read, will create their own unique composition. From this we can conclude that the broad understanding of the term COMPOSITION OF A WORK OF ART is characterized by subjectivity, i.e. inaccuracy.

The second option is a narrow understanding of composition

Composition is the arrangement of the structural elements of a work, which, serving the author’s intention, create integral artistic images.

What main structural elements of the work should be highlighted when analyzing the composition of the work?

Title of the work- this is an element of composition that serves as the main guideline and semantic emphasis of the work. In our case, the name is “The Captain's Daughter”. A.S. Pushkin specifically included a fictional character in the name - the captain's daughter Marya Ivanovna Mironova.

This element of composition tunes the reader to perceive the writer’s artistic intent. This work is not a historical work, an artistic reconstruction of historical events.

Chapter titles- This is also a structural element of the composition. With the help of these titles, the writer gives the reader a sense of anticipation for the next events. For example: the title of the chapter “Sergeant of the Guard” sets the reader’s thoughts on dramatic changes in the life of the main character.

Epigraphs- This is both a structural element of the plot and composition of the work. The epigraph in a condensed form gives the main meaning of the work or its part. A special feature of the composition of “The Captain's Daughter” is the abundance of epigraphs (an epigraph to the entire work and to each chapter separately).

Narration- this is a chain of events that are the basis for the development of the action of the entire work. In "The Captain's Daughter" the narrative is sequential, without temporary rearrangements.

Description- this is a type of speech of a work of art, which is distinguished by staticity, an abundance of details, portraits, landscapes, etc. Description slows down the space-time continuum of the work, allowing the reader to comprehend what has already been read.

Detail - This is an important object (phenomenon, detail, thing) for creating a holistic artistic image. There is an abundance of detail in The Captain's Daughter. on the one hand, it recreates the life of that time, for example, “a saucepan with jam”, “a sheepskin coat”, “bath accessories”; on the other hand, they create unique artistic images of “red boots”, “white morning dress”, etc.

Portrait- this is a set of details that create the appearance of an artistic image, for example: a portrait of Pugachev, a portrait of Grinev, etc.

Scenery is a collection of details that create an image of nature. The peculiarity of natural details can add character to the landscape, for example: a hostile landscape (blizzard, blizzard) during Pyotr Grinev’s drive from home to Orenburg. Usually the character of the landscape anticipates subsequent events.

Interior- this is a set of details of the interior decoration of a room, for example: the interior of the hut to which the counselor led them.

Exterior- this is a set of details of the external state of a structure, building, house, for example: the exterior of the Belogorsk fortress.

Reasoning- This is a type of speech that is characterized by a deviation from the narrative. The reasoning clarifies the cause-and-effect relationships of the events described in the work. For example: Grinev’s father’s reasoning about the fate of his son.

Inner monologue- these are the hero’s reasonings that other heroes of the work should not hear. The internal monologue, from the reader’s point of view, characterizes his psychological state, for example: the internal monologue of Pyotr Grinev during interrogation.

Monologue- this is the reasoning of the hero of the work. The monologue is not designed for the response of those to whom the monologue is addressed, for example: the monologue of Maria Ivanovna.

Dialogue- this is a reasoning between two heroes, which is carried out through an exchange of remarks, for example: the dialogue between Pyotr Grinev and Pugachev on the way to the Belogorsk fortress.

Polylogue- this is the reasoning of several (more than two) heroes of the work, which, just like dialogue, is carried out through the exchange of remarks, for example: a polylogue at Pugachev’s military council, which was attended by Grinev.

Letter- this is a type of monologue, which is given in the form of a recording, i.e. letters, for example: a letter from Father Grinev to Savelich.

Also, folklore elements can be considered as compositional parts: songs, fairy tales, legends, proverbs, riddles, etc. For example: the song “Don’t make noise, mother green oak tree...” or the Kalmyk fairy tale that Pugachev told Grinev.

All of the above compositional elements are not exhausted. In each individual work, the presence of compositional parts will be its own, and this will reveal the peculiarity of the composition.

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How preparing for the Unified State Exam in Literature turned into a quest with an unpredictable ending for students and teachers

Text: Natalya Lebedeva
Photo: Profi.ru

There are only a few months left before final exams. Those who have chosen humanities faculties will have to take the test. What difficulties do well-read children face in the exam when they distinguish between stanza, anaphora and oxymoron? Why do questions from the question-answer series have no place in the literature exam? And do you need to read all the works on the list to get the maximum score? These and other questions are answered by the author of numerous textbooks and literature guides, associate professor of Moscow State Pedagogical University Elena Poltavets.

Elena Yuryevna, do you think that the knowledge that is given at school is enough to successfully pass the Unified State Exam in literature?

Elena Poltavets: Knowledge and schools are different. It happens that knowledge is given, but for various reasons they do not take it; it happens that knowledge is imposed, but what is imposed cannot be tied down by any strings. Knowledge can only be obtained through one’s own efforts and made it an integral part of one’s inner world. He also said that a good reader mixes a drop of his own blood into his work.

A modern applicant, motivated to take the exam, will find everything he needs in the library, the Internet and, of course, additional questions to the teacher. But the paradox is that the better a conscientious student learns what stage directions, anaphora, inversion, lyric epic, oxymoron, alliteration, assonance and all other elements are, knowledge of which is required in the “List of Content Elements” and “List of Requirements for the Level of Graduates” , the greater the likelihood of lowering exam scores.

How is this possible?!

Elena Poltavets: A simple example, in the demo version there is a task on the poem “Russia”, in which you need to indicate “the number of the stanza in which the poet uses anaphora.” A schoolchild who has read at least a short article “Anaphora” in a dictionary of literary terms will find anaphora, but not a stanza. If only because the list of “elements of content” does not include the term “stanza” (but this is not so scary: the developers of CIMs are sure that a schoolchild cannot help but know this). Another thing is worse: the sixth stanza of the proposed poem, containing anaphora, is not a stanza, but a strophoid, so a diligent applicant who, before the exam, repeated, in addition to the term “anaphora,” also the term “stanza,” will be confused.

Another example is a question about the novel: “What is the name of a significant detail that is a means of artistic characterization (for example, Bazarov’s robe and Pavel Petrovich’s English suite noted by the author)?” The implied answer is “detail.” But in theory, “detail” and “detail” are distinguished as terms.

In my opinion, the main problem of the Unified State Examination is the conceptual inconsistency of test CIMs, and indeed of any unambiguous tasks in the “question-answer” mode in the discipline “literature”. Incorrect question situation “What is the name of the detail...?”- this is a trap for a smart applicant. Especially if he thinks about whether the symbolism of the details and their opposition are meant. He could write about all this in an essay, but not in a line that could fit no more than a dozen letters.

But in the Unified State Examination in literature, tasks have already appeared where you need to write detailed answers of 5-10 sentences.

Elena Poltavets: This is no longer a trap, but downright a “set-up”, and a very serious one. The demo shows an episode of the first meeting Bazarova And Pavel Kirsanova(Chapter four of the novel “Fathers and Sons”, from the words of Nikolai Petrovich “Here we are at home” to Arkady’s remark: “So, we hesitated a little”). The question is: “How does this episode of Fathers and Sons outline the main conflict of the work?” It seems that the poster of this question has not read the great novel. Because the main conflict of the novel is not outlined either in the antithesis of the robe and the English suite mentioned in the episode, or even in the opposition of generations, or in the ideological disputes that unfold in the novel almost before the duel episode, but lies in the conflict of the “passionate, rebellious heart” of the human and the grave as the tragic fate of all flesh among the eternal “indifferent nature.” Awareness of one’s spiritual uniqueness and understanding of one’s doom for loneliness is what brings together the former antagonists after the duel - Bazarov and Pavel Kirsanov - and contrasts them with all the other characters. A good teacher or tutor will, of course, read one of the greatest works of world literature with his students.

Elena Poltavets: I’ll start right away with an example. Assignment based on the same novel “Fathers and Sons”: “Establish a correspondence between the characters and their future fate. (Characters: , Nikolai Petrovich Kirsanov, Pavel Petrovich Kirsanov. Fate: he is wounded in a duel, marries Odintsova’s sister, dies of a serious illness, marries Fenichka.”) This task can be completed by an applicant who has not read the novel at all, provided that he is familiar with a brief retelling of the plot, and not even the plot, but only the ending of the novel.

There are no other tasks that could be considered as a test of knowledge of the text in the exam version, and this is understandable: do not turn exam questions into jokes: “What did the pig eat under the window of the house: a) nectarines; b) bananas; c) avocado...” The “text test” idea, popular in the past, failed. Because there is no point in asking the name of the main character of the novel, and there is no reason to inquire whether the applicant remembers the name of the dog that an elderly relative did not like so much Odintsova in the novel "Fathers and Sons".

Tasks of an overly general nature: naming works that “depict the conflict between representatives of different generations” and comparing these works with Turgenev’s novel or naming about the Motherland also do not really allow one to demonstrate knowledge of the text of the works. It is proposed to limit the answer to 5-10 sentences. And what works do not “display the conflict of generations”?

So it turns out that even an applicant who is familiar only with a brief retelling of the works can cope with the 16 tasks of the first part. Please also keep in mind that the list of works of art, the reading of which is supposedly required, is excessively extensive, especially in the part, which provokes the student’s bewilderment: “I still won’t have time, I won’t remember, it’s not worth reading.”

How objective are the evaluation criteria? After all, it was precisely for the sake of objectivity and equalization of chances that the Unified State Exam was introduced.

Elena Poltavets: This is the most interesting thing. The tasks of the first part that seem suitable for an objective assessment (knows - does not know) are not so. Here is the task: “Indicate the meter in which the poem is written, without indicating the number of feet.” Let's assume that all test takers indicated correctly. They received equal points. But some also know footness, some know the semantic halo, and some have determined the semantics of pyrrhic feet. And where can an applicant show this knowledge?

And in general, this is a strange approach: the first part requires knowledge of terms, and the second part requires writing an essay. As if knowledge of terms is not necessary for writing an essay.

Applicants often ask: “How many terms can a good essay contain?” I’ll answer: in a 4-hour project - no less than 50-60, or even 70. Because the plot, the conflict, the image, the landscape, the detail, the stage directions, the anaphora, and the size, in general, everything what is listed in " elements of content", and much more - this is the tool with which the author of the essay analyzes the work.

How many quotes? Well, let's say 70-80. Because there is absolutely no need to waste time quoting an entire stanza when you can point out that anaphora (“when”) and alliteration (on “r” and “s”) in the same poem by Blok “Russia” create an image of eternity and remind of the key word (if the applicant knows about anagramming, he will highlight the anagram “Russia”). Here are already three quotes in one sentence of the essay.

But the essay has already been returned - the final essay is in December. And all the schoolchildren write an essay for the Unified State Exam in the Russian language...

Elena Poltavets: “Final” “essay” with a focus on “meta-subject matter”, reasoning about life, “a view and something”, preferably with the involvement of “extra-curricular” literary works and the everyday experience of high school students - this is, of course, useful, but also harmful at the same time. If only because the preparation of this “exam” and responsibility for it are entrusted to the same long-suffering school vocabulary specialist. And because no essay, the “topics” of which sound pathetic and demagogic and invites one to speak out for all that is good against all that is bad, can replace an essay exam in literature. Just as reasoning about why you need to know mathematics will not replace knowledge of at least the multiplication tables.

The presence of several essay options (mandatory “final” and optional) led to a blurring of the goals and objectives of each exam and disorientation of examinees. The requirements for the “final” “essay” learned by the student prevent him (and the teacher) from switching to the analysis of a work of art as an aesthetic phenomenon, which is required in an essay on a literary topic. And thanks to the final essay, all high school students quickly learn that a work of art is just a visual illustration of some simple worldly wisdom and that understanding a work comes down to more or less successfully using it as “material” for “argumentation” of common truths .

“Who can be called a true friend?”, “Is it possible to change a dream?”, “What role can a cowardly act play in a person’s fate?” And these topics for discussion are intended for seventeen-year-olds, who, it seems, should have already read Turgenev, and? It seems to me that such topics could only be proposed to ten-year-old fourth-graders, and even then with a feeling of some awkwardness...

Do I understand correctly that the most correct thing would be to return to that essay that we all used to write in graduate school?

Elena Poltavets: I am sure that the essay exam for school graduates should be returned. This should be the final creative work, allowing the graduate to reveal his knowledge and his, as it is fashionable to say, creativity. The same applies to the university entrance exam.

Many complain that schoolchildren copy all sorts of “golden” and “diamond” essays from collections, download them from the Internet... But no Unified State Exam and no police measures will prevent this. And there is nothing reprehensible in the collections of “exemplary” essays in themselves, just like in the catalogs of, say, hairstyles that we leaf through while waiting in line at the hairdresser. Another thing is that not every haircut and not every dress will suit a particular person or at least please them from an aesthetic point of view.

My high school students received assignments to write a review of essays from the “golden collection” and discussed these essays. But no one cheated when they had to hand in their work. If only because there was nowhere to copy: each student was given an individual topic and, at the same time, one that was not found either in the “collections” or on the Internet. And a kaleidoscope of quotations from articles and prefaces to reveal the topic of the essay certainly could not replace the logic of the original work.

What do you think an ideal literature exam should look like?

Elena Poltavets: An essay on one of the selected literary topics. That is, devoted to the analysis of the creativity/work of one or more authors listed in the exam program. Neither “free” nor problem-free “quote” topics are suitable for the exam. This should be an exam on the school discipline “literature”, and not on sensitivity, impressionability, kindness of heart, moral maturity, civic responsibility and other admirable qualities, which, however, are not taught in school lessons.

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a) Anya

b) Ranevskaya

c) Varya

d) Dunyasha

69. “I was alive, like a ray of sunshine, and now I had to sit motionless, like a stone.” What figurative and expressive device is used twice in this statement by the heroine?

a) metaphor

b) comparison

c) personification

d) hyperbole

70. What phrase ends the drama “The Thunderstorm”?

a) Mama, you ruined her, you, you, you...

b) Thank you, good people, for your service!

c) Good for you, Katya. Why did I stay in the world and suffer? !

d) Do what you want with her! Her body is here, take it; but the soul is now not yours: it is now before a judge who is more merciful than you!

71. Name the literary direction in which it developed

creativity and principles of which were embodied in “Fathers and Sons”.

a) Sentimentalism

b) Realism

c) Romanticism

d) Classicism

72. What is the name of a significant detail that is a means of artistic characterization (for example, Bazarov’s robe and Pavel Petrovich’s English suite noted by the author)?

a) description

b) remark

c) detail

d) composition

73. The elder Kirsanov and Bazarov are presented in opposition from the first pages of the work. What is the name of the technique of sharp contrast used in a work of art?

a) metaphor

b) comparison

c) oxymoron

d) antithesis

74. He looked about forty-five years old: his short-cropped gray hair shone with a dark shine, like new silver; his face, bilious but without wrinkles, unusually regular and clean, as if carved with a thin and light incisor, showed traces of remarkable beauty; The light, black, oblong eyes were especially beautiful. Whose portrait characteristic is this?

a) Nikolai Kirsanov

b) Pavel Kirsanov

c) Evgenia Bazarova

d) Arkady Kirsanova

75. Match the last names, first names and patronymics of the characters in the story “Heart of a Dog”:

a) A-1, B-2, C-4, D-3

b) A-1, B-3, B-2, D-4

c) A-2, B-4, C-1, D-3

d) A-3, B-2, C-1, D-4

76. Who is described this way in the novel? “...A man of about fifty, of average height and thick build, with gray hair and a large bald spot, with a swollen... yellow, even greenish face and with swollen eyelids, from behind which shone tiny, like slits, but animated reddish eyes."

a) Zosimov

b) Marmeladov

c) Raskolnikov

d) Svidrigailov

77. Who is described in this way in the novel? “... A tall and fat man, with a puffy and colorless pale, clean-shaven face, with straight blond hair, glasses and a large gold ring on a finger swollen with fat. He was twenty-seven years old. He was dressed in a wide, dapper light coat, light summer trousers, and in general everything on him was wide and dapper; The linen is immaculate, the watch chain is massive.”

a) Zosimov

b) Marmeladov

c) Raskolnikov

d) Svidrigailov

a) Luke

b) Satin

c) Natasha

d) Bubnov

79. Who arranged the meeting between Katerina and Boris by stealing Kabanikha’s key?

a) Curly

b) Kuligin

c) Varvara

d) Glasha

80. Why does Prince Andrey go to serve in the active army?

a) ideas about officer’s duty

b) the desire to defend the Motherland

c) desire for fame

d) at the insistence of the father

Part B

1. Who in Ostrovsky’s play did N. Dobrolyubov call “a ray of light in the dark kingdom”?

Answer: Katerina

2. What is nihilism, according to Turgenev’s definition, in the novel “Fathers and Sons”?

Answer: denial

3. The main motives of Nekrasov’s lyrics.

Answer: homeland theme

4. Two main ideas in Tolstoy’s novel “War and Peace” (write the answer separated by commas).

Answer: family, folk

5. Theme of Chekhov's play "The Cherry Orchard".

Answer: sale of cherry orchard

6. Write the title of the first poem about the revolution.

Answer: Twelve

7. Two main themes of Yesenin’s lyrics (write the answer separated by commas).

Answer: homeland, nature

8. Write the names of Mayakovsky’s satirical poems (write the answer separated by commas).

Answer: Oversitting, About rubbish

9. Which character illustrates the fate of the Don peasantry in Sholokhov’s novel “Quiet Don”.

Answer: Grigory Melikhov

10. Which of Sholokhov’s heroes wrote an application to join the collective farm, because he completely agrees with the new life.

Answer: Kondrat Maydannikov

11. Why does Turgenev’s Bazarov die?

Answer: His time has not come

12. The main theme of Tsvetaeva’s lyrics.

Answer: love

13. The meaning of Tolstoy's story "The Viper".

Answer: Fury of Civil War

14. The meaning of the legend about Danko in the story “Old Woman Izergil”.

Answer: serving the people

15. What kind of music is heard in Kuprin’s story “The Garnet Bracelet” (write the answer separated by commas).

Answer: Sonata No. 2, Beethoven's Apossionata

16. What was the name of Professor Preobrazhensky’s assistant (full name).

Answer:

17. Why is the hero Shukshin called an eccentric.

Answer: something always happened to him

18. What is the name of the collection of poems by Vysotsky.

Answer: Nerve

19. What was the name of the hero of Sholokhov’s story “The Fate of a Man.”

Answer: Andrey Sokolov

20. What book about the fighter did Tvardovsky write?

Answer: Vasily Terkin

Part C

Read an excerpt from War and Peace and complete the tasks.

No matter how cramped and no one needed and no matter how difficult his life now seemed to Prince Andrei, he, just like seven years ago at Austerlitz on the eve of the battle, felt agitated and irritated.

Orders for tomorrow's battle were given and received by him. There was nothing else he could do. But the simplest, clearest thoughts and therefore terrible thoughts did not leave him alone. He knew that tomorrow's battle was going to be the most terrible of all those in which he participated, and the possibility of death for the first time in his life, without any regard to everyday life, without consideration of how it would affect others, but only according to in relation to himself, to his soul, with vividness, almost with certainty, simply and horribly, it presented itself to him. And from the height of this idea, everything that had previously tormented and occupied him was suddenly illuminated by a cold white light, without shadows, without perspective, without distinction of outlines. His whole life seemed to him like a magic lantern, into which he looked for a long time through glass and under artificial lighting. Now he suddenly saw, without glass, in bright daylight, these poorly painted pictures.

“Yes, yes, these are the false images that worried and delighted and tormented me,” he said to himself, turning over in his imagination the main pictures of his magic lantern of life, now looking at them in this cold white light of day - a clear thought of death. “Here they are, these crudely painted figures that seemed like something beautiful and mysterious. Glory, public good, love for a woman, the fatherland itself - how great these pictures seemed to me, what deep meaning they seemed filled with! And all this is so simple, pale and rough in the cold white light of that morning, which I feel is rising for me.

Three major sorrows of his life in particular occupied his attention. His love for a woman, the death of his father and the French invasion that captured half of Russia. “Love!.. This girl, who seemed to me full of mysterious powers. How I loved her! I made poetic plans about love, about happiness with it. Oh dear boy!” – he said out loud angrily.

- Of course! I believed in some kind of ideal love, which was supposed to keep her faithful to me during the whole year of my absence! Like the tender dove of a fable, she was to wither away from me. And all this is much simpler... All this is terribly simple, disgusting!

My father also built in Bald Mountains and thought that this was his place, his land, his air, his men; but Napoleon came and, not knowing about his existence, pushed him off the road like a piece of wood, and his Bald Mountains and his whole life fell apart. And Princess Marya says that this is a test sent from above. What is the purpose of the test when it no longer exists and will not exist? will never happen again!

He's gone! So who is this test for? Fatherland, death of Moscow! And tomorrow he will kill me - and not even a Frenchman, but one of his own, as yesterday a soldier emptied a gun near my ear, and the French will come, take me by the legs and head and throw me into a hole so that I don’t stink under their noses, and new conditions will arise lives that will also be familiar to others, and I will not know about them, and I will not exist.”

1) What terrible thoughts haunt Prince Andrei?

2) What events of his life does Prince Andrei consider the most tragic?

3) Which girl are we talking about at the end of the second paragraph?

4) About what event in his life does Prince Andrei say: “All this is terribly simple, disgusting!”?

5) What means of psychological writing does the author use to convey the prince’s internal state? Choose the correct answers from words and expressions for reference: dream, internal monologue, letter, diary, confession, author's commentary.

6) In what year did the Battle of Borodino take place?

7) In the third paragraph of the text, find 2 phrases from which it becomes clear that on the eve of the battle, a reassessment of values ​​is taking place in the mind of Prince Andrei

8) Compare the condition of Prince Andrei before the battles of Austerlitz and Borodino (find similarities and differences).

4. Scoring Criteria

The examination paper on literature consists of 3 parts.

• Part 1 includes an analysis of a fragment of an epic, or lyre-epic, or dramatic work: 7 short-answer tasks (B1-B7), requiring the writing of a word, or a combination of words, or a sequence of numbers, and 2 long-answer tasks (C1-C2) , in the amount of 5-10 sentences.
• Part 2 includes an analysis of the lyrical work: 5 tasks with a short answer (B8-B12) and 2 tasks with a detailed answer in the amount of 5-10 sentences (C3-C4). When completing tasks C1-C4, try to formulate a direct, coherent answer to the question posed, avoiding lengthy introductions and characteristics, observing the norms of speech. The indication of the volume of detailed answers in parts 1 and 2 is conditional; The assessment of the answer depends on its content.
• Part 3 includes 3 tasks, from which you need to choose only ONE and give a detailed, reasoned answer to it in the genre of an essay on a literary topic of at least 200 words.

When completing tasks with a detailed answer, rely on the author’s position, formulate your point of view, use theoretical and literary concepts to analyze the work.

The duration of the Unified State Examination in literature is 4 hours (240 minutes). We recommend spending no more than 2 hours to complete the tasks of parts 1 and 2, and 2 hours for part 3.

Answers on Unified State Exam forms are written clearly and legibly in bright black ink. You can use gel, capillary or fountain pens.

When completing assignments, you can use a draft, but the entries in it will not be taken into account when grading the work.

We advise you to complete the tasks in the order in which they are given. To save time, skip a task that you cannot complete immediately and move on to the next one. If you have time left after completing all the work, you can return to the missed tasks.

The points you receive for completed tasks are summed up. Try to complete as many tasks as possible and score the most points.

Part 1

Read the fragment of the work below and complete tasks B1-B7; C1, C2.

“Here we are at home,” said Nikolai Petrovich, taking off his cap and shaking his hair. - The main thing is now to have dinner and rest.
“It’s really not bad to eat,” Bazarov remarked, stretching, and sank down onto the sofa.
- Yes, yes, let's have dinner, have dinner quickly. - Nikolai Petrovich stamped his feet for no apparent reason. - By the way, Prokofich.
A man of about sixty entered, white-haired, thin and dark, wearing a brown tailcoat with copper buttons and a pink scarf around his neck. He grinned, walked up to Arkady's handle and, bowing to his guest, retreated to the door and put his hands behind his back.
“Here he is, Prokofich,” began Nikolai Petrovich, “he has finally come to us... What? how do you find it?
“In the best possible way, sir,” said the old man and grinned again, but immediately frowned his thick eyebrows. - Would you like to set the table? - he said impressively.
- Yes, yes, please. But won’t you go to your room first, Evgeny Vasilich?
- No, thank you, there is no need. Just order my suitcase to be stolen there and these clothes,” he added, taking off his robe.
- Very good. Prokofich, take their overcoat. (Prokofich, as if in bewilderment, took Bazarov’s “clothes” with both hands and, raising it high above his head, walked away on tiptoe.) And you, Arkady, will you go to your room for a minute?
“Yes, we need to clean ourselves,” answered Arkady and was about to go to the door, but at that moment a man of average height, dressed in a dark English suit, a fashionable low tie and patent leather ankle boots, Pavel Petrovich Kirsanov, entered the living room. He looked about forty-five years old: his short-cropped gray hair shone with a dark shine, like new silver; his face, bilious, but without wrinkles, unusually regular and clean, as if drawn by a thin and light incisor, showed traces of remarkable beauty; The light, black, oblong eyes were especially beautiful. The whole appearance of Arkady's uncle, graceful and thoroughbred, retained youthful harmony and that desire upward, away from the earth, which for the most part disappears after the twenties.
Pavel Petrovich took his beautiful hand with long pink nails from the pocket of his trousers - a hand that seemed even more beautiful from the snowy whiteness of the sleeve, fastened with a single large opal, and gave it to his nephew. Having previously performed the European “shake hands,” he kissed him three times, in Russian, that is, touched his cheeks with his fragrant mustache three times, and said: “Welcome.”
Nikolai Petrovich introduced him to Bazarov: Pavel Petrovich slightly tilted his flexible figure and smiled slightly, but did not offer his hand and even put it back in his pocket.
“I already thought that you wouldn’t come today,” he spoke in a pleasant voice, swaying courteously, twitching his shoulders and showing his beautiful white teeth. - Did something happen on the road?
“Nothing happened,” answered Arkady, “so, we hesitated a little.”

(I.S. Turgenev, “Fathers and Sons.”)

The answer to tasks B1-B7 is a word, or a phrase, or a sequence of numbers. Enter the answers first into the text of the work, and then transfer them to answer form No. 1 to the right of the number of the corresponding task, starting from the first cell, without spaces, commas or other additional characters. Write each letter (number) in a separate box in accordance with the samples given in the form.

Q1 Name the literary direction in which the work of I.S. developed. Turgenev and whose principles were embodied in “Fathers and Sons”.

Q2 What genre does the work of I.S. belong to? Turgenev "Fathers and Sons"?

Answer: ___________________________.

Q3 What is the name of a means of characterizing a character that is based on a description of his appearance (“He looked about forty-five years old...”)?

Answer: ___________________________.

Q4 Establish a correspondence between the characters appearing in this fragment and their future fate.
For each position in the first column, select the corresponding position from the second column.

Write down your answer in numbers in the table and transfer it to answer form No. 1.

Q5 What is the name of a significant detail that is a means of artistic characterization (for example, Bazarov’s robe and Pavel Petrovich’s English suite noted by the author)?

Answer: ___________________________.

B6 Senior Kirsanov and Bazarov are presented in opposition from the first pages of the work. What is the name of the technique of sharp contrast used in a work of art?

Answer: ___________________________.

Q7 At the beginning of the above fragment, the characters communicate with each other, exchanging remarks. What is this type of speech called?

Answer: ___________________________.

To complete tasks C1 and C2, use answer form No. 2. First write down the task number, and then give a direct, coherent answer to the question (approximate volume - 5-10 sentences).
Rely on the author’s position and, if necessary, express your point of view. Justify your answer based on the text of the work.
When completing task C2, give at least two comparison positions (a comparison position is considered to indicate the author and title of the work of art with the obligatory justification for your choice; you can give two works of the same author as comparison positions, with the exception of the author whose work is considered in the task).

C1 How is the main conflict of the work outlined in this episode of Fathers and Sons?

C2 Which works of Russian classics depict the conflict between representatives of different generations, and in what ways can these works be compared with Turgenev’s “Fathers and Sons”?

Part 2

Read the work below and complete tasks B8-B12; C3, C4.

Again, like in the golden years,
Three worn out harnesses flutter,
And the painted knitting needles knit
Into loose ruts...

Russia, poor Russia,
I want your gray huts,
Your songs are windy to me -
Like the first tears of love!

I don't know how to feel sorry for you
And I carefully carry my cross...
Which sorcerer do you want?
Give me your robber beauty!

Let him lure and deceive, -
You won’t be lost, you won’t perish,
And only care will cloud
Your beautiful features...

Well? One more concern -
The river is noisier with one tear,
And you are still the same - forest and field,
Yes, the patterned board goes up to the eyebrows...

And the impossible is possible
The long road is easy
When the road flashes in the distance
An instant glance from under a scarf,
When it rings with guarded melancholy
The dull song of the coachman!..

(A.A. Blok, 1908)

The answer to tasks B8-B12 is a word, or a phrase, or a sequence of numbers. Enter the answers first into the text of the work, and then transfer them to answer form No. 1 to the right of the number of the corresponding task, starting from the first cell, without spaces, commas or other additional characters. Write each letter (number) in a separate box in accordance with the samples given in the form.

AT 8 Name the modernist poetic movement of the early 20th century, one of the prominent representatives of which was A.A. Block.

Answer: ___________________________.

AT 9 Indicate the number of the stanza (ordinal number in the nominative case) in which the poet uses anaphora.

Answer: ___________________________.

AT 10 Indicate the technique the author resorts to in the lines:

I want your gray huts,
Your songs are windy to me -
Like the first tears of love!

Answer: ___________________________.

AT 11 From the list below, select three names of artistic means and techniques used by the poet in the fourth stanza of this poem.

1) hyperbole
2) inversion
3) irony
4) epithet
5) sound recording

Enter the corresponding numbers in the table in ascending order and transfer them to answer form No. 1.

AT 12 Indicate the size in which A.A.’s poem is written. Block “Russia” (without indicating the number of stops).

Answer: ___________________________.

To complete tasks C3 and C4, use answer form No. 2.
First write down the number of the task, and then give a direct, coherent answer to the question (approximate volume - 5-10 sentences).
Rely on the author’s position and, if necessary, express your point of view. Justify your answer based on the text of the work. When completing task C4, give at least two comparison positions (a comparison position is considered to indicate the author and title of the work of art with the obligatory justification for your choice; you can give two works of the same author as comparison positions, with the exception of the author whose work is considered in the task).
Write down your answers clearly and legibly, following the rules of speech.

C3 What feeling is imbued with the poet’s appeal to Russia?

C4 In what works of Russian poets is the image of Russia created and what are their similarities and differences with the poem by A.A. Blok?

Part 3

To complete the task of part 3, select only ONE of the proposed essay topics (C5.1, C5.2, C5.3).
In answer form No. 2, indicate the number of the topic you have chosen, and then write an essay on this topic in a volume of at least 200 words (if the essay is less than 150 words, then it is scored 0 points).
Rely on the author's position and formulate your point of view. Argument your theses based on literary works (in an essay on lyrics, you must analyze at least three poems).
Use literary theoretical concepts to analyze the work.
Think over the composition of your essay.
Write your essay clearly and legibly, observing the norms of speech.

C5.1 As in the poem by M.Yu. Lermontov's "Mtsyri" reflects the clash of dreams with reality?

C5.2 What is the meaning of comparing the images of Katerina and Varvara? (Based on the play “The Thunderstorm” by A.N. Ostrovsky.)

C5.3 As in the prose of M.A. Bulgakov reveals the theme of a person’s moral choice? (Based on the novel “The White Guard” or “The Master and Margarita.”)

Evaluation system for examination work in literature

For the correct answer to tasks B1-B12, 1 point is given, for an incorrect answer or no answer - 0 points.

Answers to tasks B1-B12

Criteria for checking and assessing the completion of tasks with a detailed answer

Assessment of the completion of tasks C1 and C3, which require writing a detailed answer in the amount of 5-10 sentences

The indication of volume is conditional; the assessment of the answer depends on its content (if the examinee has deep knowledge, he can answer in a larger volume; with the ability to accurately formulate his thoughts, the examinee can answer quite fully in a smaller volume).

*It is acceptable to indicate two works by the same author, with the exception of the author whose work is considered in the assignment.

Assessment of the completion of tasks C5.1, C5.2, C5.3,
requiring writing a detailed, reasoned answer in the genre
essays of at least 200 words

Among the five criteria by which an essay is assessed, the first criterion (content aspect) is the main one. If, when checking the work, the expert gives 0 points according to the first criterion, the task of part 3 is considered unfulfilled and is not checked further. For four others (2, 3, 4, 5) in the “Protocol for checking answers to tasks” of form No. 2, 0 points are given.

The score for the first position of the assessment of the assignment of part 3 is put in column 7 of the protocol, for the second position - in column 8, for the third - in column 9, for the fourth - in column 10, and for the fifth - in column 11.

When assessing the completion of tasks in Part 3, you should take into account the volume of the written essay. A minimum length of 200 words is recommended for examinees. If the essay contains less than 150 words (the word count includes all words, including function words), then such work is considered incomplete and is scored 0 points.

When the essay is from 150 to 200 words, the maximum number of errors for each point level does not change.