Ethical and factual errors in writing the Unified State Examination in the Russian language. Unified State Examination in History: how to avoid common mistakes Get to know cultural monuments

In order to correctly write an Unified State Exam essay in 2019, you need to take into account a certain algorithm that was developed by the creators of the checkpoint.

Eleventh-graders have already written their final essay, and in six months they will have to complete the 27th task of the Unified State Exam. Next year, 2019, the test part will allow you to score 34 points, and the essay – 24. Roughly speaking, this is half the points that you need to score in the exam.

Number of points deducted for errors

Experts who evaluate essay errors assign a certain number of points if there are none. If there are no spelling errors or one is observed that is not rude, 3 additional points are awarded, which are included in the total number of 24. If more than two errors are made, a point is removed, three or four - 2 points. More errors earn 0 points.

Punctuation violations are separately identified. If there are no errors, 3 points are added to the total. From 1 to 3 errors – 2 points. If 4-5 violations of punctuation rules are observed, 1 point is added. If there are more, the punctuation checker does not add points.

When checking grammar, 2 points are added if there are no errors. One or two violations – 1 point, more – 0 points.

For the absence of speech errors, they can give 2 points. If 2-3 violations of the rules are recorded, 1 point is assigned, more - 0. Compliance with ethical standards brings 1 point, non-compliance - 0.

You can't distort the facts. If there are such violations, no points are given. When they are not there, you can additionally count on 1 point.

What did essay developers change in 2019?

The developers of the Unified State Exam provided that this essay will be written based on the text that is used when working on tasks 22-26. You need to focus on the material provided during the exam.

Experts studying aspects of the Unified State Exam have prepared recommendations that will help the future student write a high-quality paper. It is worth paying attention to the source text, rereading it several times. Next comes the analytical work - the examinee thinks through what exactly the author wanted to say in this text. Tasks 22 to 26 help you get in the mood for writing. The 26th task may even give a hint of a problem contained in the text itself.

Most of the work that will allow you to write a text correctly is forming a problem. In order to understand it, it is necessary to rephrase the author's question. For example, if the author of the text wrote about how painting affects people, the problem of the essay is its effect.

The creators of the 27th task have made changes that will work in 2019 - the essay does not have to be argued using examples from the literature, however, adjustments have been made to the comments on the problem raised by the author of the text.

Structure of the essay text

The structure of the text consists of 5 points.

1. The person who passes this checkpoint formulates the problem in an introductory text;
2. After the description of the problem, an introduction to the author’s position follows;
3. The main part is comments on the problem indicated in the text based on the material provided. Here you can use the following plan: first, the first example, which is indicated in the text, is described, then explained. Afterwards there is a bunch of examples, and a second similar point that was presented in the text is indicated. Then an explanation is drawn up for the example;
4. Argumentation of your position, its definition in the essay;
5. Conclusion.

To get maximum results, you should start preparing for your essay in advance.

Below are the criteria for assessing essays on the Unified State Exam in the Russian language for 2020. In the new demo versions in Russian 2020 assessment criteria have been changed K2 And K4.

What can give you the most points for:

• 5 points - for a comment on the source text problem - K2
• 3 points - for literacy: spelling (K7) and punctuation (K8)

Argumentation of your own opinion on the problem - REMOVED in 2019!

Maximum you can get it for writing 24 points.

Criteria for assessing the answer to task 27

K1 Formulation of source text problems

• 1 point. The examinee (in one form or another in any part of the essay) correctly formulated one of the problems of the source text. There are no factual errors related to the understanding and formulation of the problem.
• 0 points. The examinee was unable to correctly formulate any of the problems in the source text. *If the examinee did not formulate or formulated incorrectly (in one form or another in any part of the essay) one of the problems of the source text, then such work according to criteria K1–K4 is scored 0 points

K2 Commentary on the formulated problem of the source text

• 5 points. 2 illustration examples from the read text that are important for understanding the problem. An explanation is given for the two examples given. A semantic connection between them is revealed. There are no factual errors related to understanding the source text problem in the commentary.
• 4 points. The problem formulated by the examinee is commented on based on the source text. The examinee cited no less 2 illustration examples from the read text that are important for understanding the problem. An explanation is given for the 2 examples given, But no semantic connection has been identified between them,
  or a semantic connection between examples has been identified, But Only one example is explained. There are no factual errors related to understanding the source text problem in the commentary
• 3 points. The problem formulated by the examinee is commented on based on the source text. The examinee cited no less 2 illustration examples But an explanation is given for only one example, the semantic connection between the examples is not identified, or the examinee brought 1 example-illustration from the text read, important for understanding the problem, and gave an explanation for it, or brought 2 illustration examples from the text read, important for understanding the problem, but did not explain their meaning. The semantic connection between the illustrative examples is indicated.
  There are no factual errors related to understanding the source text problem in the commentary.
• 2 points. The examinee brought 2 illustration examples from the text read, important for understanding the problem, But did not explain their meaning. The semantic connection between the illustrative examples has not been identified.
• 1 point. The examinee brought 1 example-illustration from the text read, important for understanding the problem, but did not explain its meaning.
• 0 points. Examples and illustrations from the text read, important for understanding the problem, are not given, or the problem is commented without relying on the source text, or the commentary contains factual errors (one or more) related to understanding the source text, or another problem not formulated by the examinee was commented on, or instead of a commentary, a simple retelling of the text is given, or instead of a comment, a large fragment of the source text is quoted.

K3 Reflection of the position of the author of the source text

• 1 point. The examinee correctly formulated the position of the author (narrator) of the source text on the commented problem. There are no factual errors related to understanding the position of the author of the source text.
• 0 points. The position of the author of the source text by the examinee is formulated incorrectly, or the position of the author of the source text is not formulated.

K4 Attitude to the author’s position on the problem of the source text

• 1 point. The examinee expressed his attitude to the position of the author of the text on the problem (agreeing or disagreeing with the author) and substantiated it.
• 0 points. The examinee did not express his attitude to the position of the author of the text, or the examinee’s thoughts do not correspond to the formulated problem, or the examinee’s opinion is stated only formally (for example, “I agree / disagree with the author”)

II. Speech design of the essay

K5 Semantic integrity, speech coherence and consistency of presentation

• 2 points. The work of the examinee is characterized by semantic integrity, verbal coherence and consistency of presentation: - there are no logical errors, the sequence of presentation is not broken; - there are no violations of paragraph division of the text in the work.
• 1 point. The work of the examinee is characterized by semantic integrity, coherence and consistency of presentation, But 1 logical error was made, and/or There is 1 violation of paragraph division of the text in the work.
• 0 points. The examinee’s work reveals a communicative intent, But more than 1 logical error was made, and/or There are 2 cases of violation of paragraph division of the text.

K6 Accuracy and expressiveness of speech

• 2 points. The work of the examinee is characterized by the accuracy of expression of thoughts and the variety of grammatical structure of speech. * The examinee receives the highest score for this criterion only if the highest score is obtained for the K10 criterion.
• 1 point. The work of the examinee is characterized by the accuracy of expression of thoughts, But the monotony of the grammatical structure of speech can be traced, or the work of the examinee is characterized by a variety of grammatical structure of speech, But there are violations of the accuracy of expression of thoughts.
• 0 points. The work of the examinee is characterized by a poor vocabulary and monotony of the grammatical structure of speech.

III. Literacy

K7 Compliance with spelling standards

• 3 points. There are no spelling errors (or 1 minor error).
• 2 points. 1-2 mistakes were made.
• 1 point. 3-4 mistakes were made.
• 0 points. More than 4 errors were made.

K8 Compliance with punctuation standards

• 3 points. There are no punctuation errors (or 1 minor error).
• 2 points. 1–3 mistakes made
• 1 point. 4–5 mistakes were made.
• 0 points. 6 or more errors were made.

K9 Compliance with language norms

• 2 points. There are no grammatical errors.
• 1 point. 1-2 mistakes were made.
• 0 points. 3 or more errors were made.

K10 Compliance with speech norms

• 2 points. No more than 1 speech error was made.
• 1 point. 2-3 mistakes were made.
• 0 points. 4 or more errors were made.

K11 Compliance with ethical standards

• 1 point. There are no ethical errors in the work.
• 0 points. Ethical errors were made (1 or more).

K12 Maintain factual accuracy in background material

• 1 point. There are no factual errors in the background material.
• 0 points. There were factual errors (1 or more) in the background material.

Maximum amount points for all written work (K1–K12) - 24 points.

• When assessing literacy (K7–K10), the length of the essay should be taken into account.When counting words, both independent and functional parts of speech are taken into account. Any sequence of words written without a space is counted (for example, “still” is one word, “still” is two words). Initials with a surname are considered one word (for example, “M.Yu. Lermontov” is one word). Any other symbols, in particular numbers, are not taken into account when calculating (for example, “5 years” is one word, “five years” is two words.
• The assessment standards indicated in the table are developed for essays of 150–300 words. If the essay contains partially or completely rewritten by the examinee the text of the review of task 26 and/or information about the author of the text, then the volume of such work is determined without taking into account the text of the review and/or information about the author of the text.
• If in an essay less than 70 words, then such work is not counted and is scored 0 points, the task is considered unfulfilled.
• When evaluating an essay ranging from 70 to 150 words, the number of permissible errors of four types (K7–K10) decreases.

2 points according to these criteria are given in the following cases:

• K7 – there are no spelling errors (or one minor mistake was made);
• K8 – there are no punctuation errors (or one minor error was made).

1 point according to these criteria is given in the following cases:

• K7 – no more than two mistakes were made;
• K8 – one to three mistakes were made;
• K9 – no grammatical errors;
• K10 – no more than one speech error was made.

The highest score according to criteria K7–K12 is not given for work ranging from 70 to 150 words.

• If the essay is a retelling or completely rewritten of the original text without any comments, then such work on all aspects of the test (K1-K12) is scored 0 points.
• If the work, which is a rewritten or retold source text, contains fragments of the examinee’s text, then only the number of words that belong to the examinee is taken into account when checking. Work written without reference to the text read (not based on this text) is not graded.

Solve in Russian

Since the 2014-2015 school year, essay writing has been conducted in schools. He is called final, graduation, winter, December, essay on literature, final essay on literature.

Everything about the final winter essay

Job status?

This is a graduation essay. The exam is mandatory for all graduates: it is impossible to graduate from school without it. For those who are going to enroll in humanities faculties, this is an introductory work: it must be submitted to a university, which can organize an examination and assign points from 0 to 10. 10 points is a lot. This means that the final winter essay can become decisive in a competition situation. This is how it should be treated.

FIPI has developed “Criteria for evaluating the final essay by organizations implementing higher education programs.” But a caveat is made: universities have the right to develop their own criteria. This means that you can only partially rely on this document.

Pass - fail

The school will not award points for the exam. To graduate from school, you need to receive a test for your work, which will become a pass to the rest of the exams. Anyone who fails the essay will not be allowed to take other exams.

What if it fails?

Those who cannot pass the test will be given the opportunity to retake it. Later. In the spring.

Who will check the essays?

School teachers. Therefore, they will be your main advisers in preparation.
If you are applying to humanities faculties, your work will be checked again by the teachers of the university to which you are applying.

How much time is allotted for the exam?

This is a full length exam. It will last three hours and fifty-five minutes (235 minutes).

Estimated amount of work?

Essay idea: what does it test?

The essay should reveal the level of the graduate’s speech culture, his erudition, personal maturity and ability to reason based on literary material on the chosen topic. Thus, the purpose of the final essay is, first of all, to test speech competencies and the ability to access literary material. To reveal the topic, everyone needs to choose the work(s) that is most relevant to the subject matter of the essay to cover the topic (FIPI requirement).

Your essay must be based on works of Russian and/or world literature.

Relying on a work of art when writing an essay implies not just a reference to a particular literary text, but also an appeal to it at the level of argumentation, the use of examples related to the problems and themes of the works, the system of characters, etc.

To ensure clarity of the requirements for the essay (assessment parameters), including the requirement to rely on works of domestic and world literature, each set is accompanied by instructions for graduates placed on the examination sheet.

Select only ONE of the essay topics suggested below, and then write an essay on this topic (recommended volume of at least 350 words (approximately 2-2.5 A4 sheets).

Formulate your point of view and argue your position, building a discussion within the framework of the stated topic based on at least one work of domestic or world literature of your choice (the number of works involved is not as important as the depth of the topic based on literary material).

Think over the composition of your essay. Pay attention to speech format and compliance with literacy standards.

Write your essay clearly and legibly.

When evaluating an essay, first of all, the correspondence to the chosen topic and the reasoned use of literary works are taken into account.

What will the topics be?

You will only get the answer to this question in the exam. The final list will be approved by Rosobrnadzor. Theme packages will vary by time zone.

When composing essay topics, narrowly defined formulations are not used and reliance is placed on the following principles: feasibility, clarity and clarity of the problem statement. Topics will allow the graduate to choose literary material on which he will rely in his reasoning. As an example, below are several topic statements. Important: essay topics will not directly correspond to open thematic areas. Thematic areas are announced in advance (usually they are announced at the beginning or at the beginning of the academic year).

Examples of wording

What life questions can literature help you answer?

Why do people write poetry?

Does a dream take you away from life or lead you along the path of life?

It is not an easy task to come up with more and more new formulations. Therefore, sometimes new ones coincide or almost completely coincide with old ones, and it makes sense at the preparation stage to pay attention to the wording of topics from previous years.

What will be known in advance? Thematic directions!

For an example, check out the thematic areas for 2014.

They were developed by a special commission led by N. D. Solzhenitsyn. A commentary on them was prepared by FIPI.

"Evaluation criteria..." for everyone

FIPI project (hereinafter cited)

The essay is assessed according to five criteria. Criteria No. 1 and No. 2 are the main ones.

To receive a “pass” for the final essay, you must receive a “pass” for criteria No. 1 and No. 2 (giving a “fail” for one of these criteria automatically leads to a “failure” for the work as a whole), as well as an additional “pass” for at least according to one of the other criteria (No. 3-No. 5).

When assigning a grade, the length of the essay is taken into account. The recommended number of words is 350. If the essay contains less than 250 words (all words are included in the count, including function words), then such work is considered uncompleted and is scored 0 points. The maximum number of words in an essay is not established: in determining the volume of his essay, the graduate must proceed from the fact that 3 hours 55 minutes are allotted for the entire work.

Criterion No. 1 “Relevance to the topic”

This criterion aims to check the content of the essay.

The graduate discusses the proposed topic, choosing the way to reveal it (for example, answers the question posed in the topic, or reflects on the proposed problem, or constructs a statement based on theses related to the topic, etc.).

“Fail” is given only if the essay does not correspond to the topic or does not show the specific purpose of the statement, i.e. communicative intent (in all other cases a “pass” is given).

Criterion No. 2 “Argumentation. Attracting literary material"

This criterion aims to test the ability to use literary material to construct an argument on the proposed topic and to argue one’s position.

The graduate builds an argument, using at least one work of domestic or world literature for argumentation, choosing his own path of using literary material; shows a different level of understanding of literary material: from elements of semantic analysis (for example, themes, issues, plot, characters, etc.) to a comprehensive analysis of a literary text in the unity of form and content and its interpretation in terms of the chosen topic.

“Fail” is given if the essay was written without the use of literary material, or the content of the work is significantly distorted, or literary works are only mentioned in the work, without becoming a basis for reasoning (in all other cases, a “fail” is given).

Criterion No. 3 “Composition”

This criterion aims to test the ability to logically construct a reasoning on the proposed topic.

The graduate gives reasons for the thoughts expressed, trying to maintain the relationship between the thesis and evidence.

A “fail” is given if gross logical violations interfere with understanding the meaning of what was said or there is no thesis-proof part (in all other cases a “fail” is given).

Criterion No. 4 “Speech quality”

This criterion aims to check the speech format of the text of the essay.

The graduate expresses thoughts accurately, using a variety of vocabulary and various grammatical structures, uses terms appropriately when necessary, and avoids speech cliches.

A “fail” is given if the low quality of speech significantly complicates the understanding of the meaning of the essay (in all other cases a “fail” is given).

Criterion No. 5 “Literacy”

This criterion allows you to assess the graduate’s literacy.

“Fail” is given if speech, grammatical, as well as spelling and punctuation errors made in the essay make it difficult to read and understand the text (in total, more than 5 errors per 100 words).

“Evaluation criteria...” for universities

FIPI project (cited below)

Note:

The essay is assessed according to ten criteria and taking into account its length.

Criteria No. 1 and No. 2 are the main ones. If 0 points are given for K1 or K2, then the essay is not checked further: 0 points are given for all other criteria.

The recommended number of words is 350. If the essay contains less than 250 words (all words are included in the count, including function words), then such work is considered uncompleted and is scored 0 points. There is no maximum number of words in an essay.

Evaluation criteria

To get 1 point on a 10-point scale, you need to have 5 or 6 primary points. Further, each two primary points correspond to 1 point on a 10-point scale, but, note, only up to 6 points. Then the price of each primary point increases. This means that the competition conditions are becoming tougher, and only the strongest continue to fight for a place in universities.

In contact with

@It makes sense to argue with the Gospel of Judas. You can, yes, but why? @

It was about betrayal. And he did not “argue with the Gospel of Judas” (I didn’t quite understand what this could mean?), but the episode he used for argumentation / example was taken from this Gospel (as material about the traitor Judas - why is this irrelevant material in the conversation about betrayal??). And I repeat: they gave him a _factual_ error for using E. from I., because it is apocryphal, and not a logical error for incorrect/irrelevant argumentation, and said that if he had used the Four Gospels, everything would be fine. That is, the conversation about Judas itself was counted as relevant (which is quite understandable, since it was about betrayal), no logical error was found, the factual error was seen in the fact that apocrypha was used (as if the author of the essay was trying to talk in this place about a real event, and not about the legendary plot of the story, and the examiner also knew for sure that it was the Four Gospels that conveyed this real event correctly, but the apocryphal one - incorrectly!)

Yes, undoubtedly, it is better not to “show off” - but this is better not because it is essentially better (see * at the very end), but because when going into a den of robbery, it is better not to irritate people there again - although you can , of course, to fall into the hands of a kind person who engages in robbery only out of duty and in order to make it easier for the victim of robbery. But you can end up with both an ordinary robber and an evil one. All this does not change in any way the fact that this business itself is robbery (cf.). Exam essays in literature (both finals and entrance exams) have always seemed to me to be a particularly sophisticated mockery of common sense, exams, and literature all at once. They are designed to identify the ability and ability to develop and organize thoughts and express this in writing. But obvious stupidity is the presumption that 16-18-year-old children regarding the problematics of Pushkin or Lermontov, or the moral problematics to which “essays-reasonings” are devoted, are _obliged_ to generate thoughts in a series that are worthy of being organized and expressed in letter. One adult in a hundred will have one such thought, an adult expert (and non-expert) cannot cope with elementary moral and life problems in his life, nor can he really express them - and here, therefore, it is required that the student cheerfully explained all this, and the expert adequately assessed the logic and content of such explanations! Yes, he and his own husband/wife in any personal clash/dispute affecting moral matters will not connect two words coherently and meaningfully - but here, it means that we must demand the opposite. What else could this turn into if not a profanation of everything - the topic, the assignment, and the test? People are given the task of explaining in 2-5 pages what clever commentators cannot express in five volumes or what great writers write works of fiction to convey. Surely, if only something at least somewhat adequate could be said about betrayal or love, their place in life, positive or negative value (that is, beyond “two legs are good, four are bad!” love is a great feeling, but betrayal is not good! ") to say briefly on 2 pages, without a literary gift, then world culture would look very different from how it looks in reality! That is, the student must obviously express himself _inappropriately, must obviously give out a blatant profanation of the topic, and all he can do is demonstrate the quality of syntax, grammar, spelling and punctuation when preparing this obviously low-quality craft, and sleight of hand in grasping “examples-arguments”, which, by the way say, they cannot be arguments by definition. Trying to “argument” a value thesis that is somewhat important for people in 200 words is only a mockery of this thesis and the very concept of argumentation (**).

How it is easier to remember the dates of events, what an argument is and how speech errors are harmful.

Doctor of Historical Sciences, OGE expert, Foxford teacher.

How the exam works

The history examination paper consists of two parts and contains 25 tasks: 19 in the first and 6 in the second. The Unified State Exam lasts 3 hours 55 minutes.

First part

In the first 19 tasks, you are required to give a short answer: select the correct options from the list, arrange elements in a certain sequence, establish a correspondence, for example, between fragments of historical sources and their brief characteristics, or define a concept based on characteristics. The answer - a sequence of numbers, a word or a phrase - must be entered on the form without spaces.

The correct answer to tasks 1, 4, 10, 13–15, 18 and 19 is worth 1 point. A complete correct answer to tasks 2, 3, 5–9, 12, 16 and 17 will earn a maximum of 2 points. For one mistake, 1 point will be deducted, and for two or more mistakes, the graduate will receive 0 points. The most “expensive” part of the first part is task 11. For the correct answer, 3 points are given, with one error, 1 point is deducted, with 2-3 errors - 2. If you make four or more mistakes, the answer will be scored 0 points.

Second part

The last 6 tasks of the Unified State Exam test not only knowledge of history, but also the ability to reason, argue one’s position and express thoughts in writing. In tasks 20–22, graduates will have to analyze a historical source, and in task 23, they will have to study a historical problem or situation. Task 24 tests the ability to use historical information to make arguments in a discussion. Task 25 is the most voluminous. The graduate must write an essay describing one of the three proposed periods of Russian history.

When assessing answers to tasks in the second part, experts take into account the completeness and accuracy of the wording. Correct answers to tasks 20–22 will bring up to 2 points, task 23 - up to 3, task 24 - up to 4 points. For the correct answer in task 25 you can get the maximum score - 11.

How to avoid common mistakes

In task 24

Often schoolchildren do not know how to formulate arguments. A typical mistake: the graduate provides specific facts, but does not explain how they refute or confirm the point of view given in the assignment. An example of such an error: “The economic policy of the Russian government in the early 1990s, known as “shock therapy,” helped to overcome the crisis in the economy.”

To complete this complex task correctly, you need to provide a fact (an event that happened) and an explanation that reflects the relationship between the fact and the point of view presented in the task. In support of this point of view, the student cited the fact: “prices were liberalized,” but there is no explanation for it; it is not clear what consequences liberalization had for overcoming the crisis in the economy. The answer must be supplemented with the phrase: “This measure contributed to the saturation of the market with goods and essential products.”

Another mistake: the student presented a position that is not based on specific facts. For example, “‘shock therapy’ made life worse for Russians.” It is impossible to understand exactly what measures led to a deterioration in the lives of Russians and how the decline in living standards was expressed.

Example of task 24 from the 2019 demo

In task 25

When writing essays, graduates often have problems revealing the role of an individual in historical events, processes and phenomena. Graduates name figures, but do not indicate their specific actions that significantly influenced the course and (or) result of the named events. It is important to recall here that specific actions are meaningful volitional efforts that are singular in nature. Actions do not include natural processes, so it is incorrect to write “he was born in 1530” or “died in battle.”

Examples of specific actions:

• "AND. V. Stalin in December 1929 at the congress of shock workers put forward the slogan “Five-Year Plan in Four Years””;

• "N. S. Khrushchev spoke at the 20th Congress of the CPSU with a report “On Stalin’s personality cult and its consequences””;

• “Zoya Kosmodemyanskaya set fire to three houses in which the communications center was located, and the Germans were quartered before being sent to the front”;

• "Emperor Nicholas I issued a decree on obligated peasants."

Provisions "K. K. Rokossovsky commanded the front" or "P. I. Bagration commanded the army” - not specific actions, since it is not clear what kind of strong-willed efforts were made by the military leaders. The expert will not accept such answers from the applicant.

Fragment of task 25 from the 2019 demo

Errors in an essay occur when a graduate cannot correctly express his thoughts. In order to correctly formulate a thought, it is necessary to develop a culture of speech. You should think through your answer in detail, go back to what you wrote, correct and correct it. An example of a speech error: “Paul I issued a decree on a three-day corvee.” The graduate casually constructed the phrase, using the term “maternity leave” instead of the word “manifesto.” Due to inaccurate wording, the expert has the right to regard the speech error as factual and reduce the score.

It is also important to avoid factual errors. An example from a graduate’s essay: “The result of Alexander II’s reforms was the active development of machine production and the emergence of new industries in Russian industry. The significance of the reforms is that public life in the country has become more liberal, and the political system has also seriously changed.”

The statement that the reforms of Alexander II caused “the active development of machine production and the emergence of new industries in Russian industry” is controversial and will most likely be recognized as a factual error. The phrase “the political system has seriously changed” is also erroneous. If a student wrote that the reforms opened the way for the intensive development of capitalism in the Russian economy; that the political system has not changed, but millions of peasants received civil rights and were included in public life, the meaning of the answer would be different.

How long will it take

With solid basic preparation, it is enough to start taking additional classes in the 11th grade. If a student’s knowledge is weak, it is better to start preparing for the Unified State Exam in 10th grade. The history exam is one of the most difficult and, at the same time, not the only one, so it is better not to postpone preparing for the Unified State Exam until the last school year.

To write the Unified State Examination with 75 points or higher, you must study at least 90 hours (3 academic hours per week) throughout the entire academic year.

How to prepare yourself

First of all, you need to set a goal - to determine how many points the graduate intends to score. Then you need to determine which topics are sufficient to repeat and which require detailed study. After this, it is important to allocate constant time for classes in your schedule and distribute the study of the program over days, weeks and months.

What to read

I recommend the classic textbook “History of Russia” (authors A. S. Orlov, V. A. Georgiev, N. G. Georgieva) to all graduates taking the Unified State Exam. “History” will also be useful. A new complete reference book for preparing for the Unified State Exam” by P. A. Baranov and S. V. Shevchenko.

How to train

Mastering the theory should be accompanied by practical exercises. You can solve problems from previous years posted in the free database on the FIPI website.

Classify events

In tasks 1 and 11 you need to demonstrate knowledge of the chronology of events in domestic and foreign history. It is important to understand that task developers do not expect exact dates from graduates; it is enough to indicate the sequence of events (task 1) and in what century the event took place (task 11).

Example of task 1 from the 2019 demo

Understanding dates works better than rote memorization of chronology. I recommend completing tasks using the timeline. For example, having studied the history of Russia in the 17th century, we draw a timeline and mark the dates of important events on it.

It is useful to use visual aids such as chronological series and tables.

In the codifier you should find a list of the most important events (processes, phenomena) in the history of foreign countries, knowledge of which can be tested in tasks 1 and 11. These events and dates should be entered in a chronological table. To the basic table columns (“Date”, “Event”) you should add one more (“Century”). If there is little time left to prepare for the exam and you have difficulty remembering exact dates, you can classify events by century and focus on two columns (“Event” and “Century”). In this case, the student will need less effort to memorize. Agree, it is easier to understand that the “Declaration of the Rights of Man and the Citizen” was adopted in the 18th century than to remember the exact date - 1789.

Example of task 11 from the 2019 demo

Develop cartographic skills

When studying a specific historical period, refer to the corresponding historical maps. I recommend the Bustard atlases (6th grade - until the end of the 16th century;

7th grade - late 16th - 18th centuries; 8th grade - XIX century; 9th grade - XX - early XXI centuries).

First of all, you need to learn how to use the symbols (legend) of the map and navigate the objects. To do this, select a symbol on the map and determine its meaning based on the legend. Determine the type of activity marked on the map: war, campaign, trade migration, colonization, industrialization, etc.

Analyze the geography of the site, focus on the main objects - large cities, rivers, mountains, relief features. Start with the largest ones, gradually moving to the smaller ones. It is enough to identify a few reference points - usually this is enough to give the event a name and find out what period and region we are talking about.

Keep a dictionary of terms

A terminological dictionary will help you prepare to solve tasks 3 and 4. Write down the concept and its definition - this way you train in its correct spelling, pronunciation, and memorization. Review terms regularly: It is useful to do a concept-definition exercise.

Get to know cultural monuments

To successfully prepare for tasks 18 and 19, it is useful to systematize the information. For example, you can create a separate album folder on your desktop with the most important illustrations of sculptures, paintings and architectural structures and their characteristics. Classify cultural monuments by time periods: the culture of Rus' of the pre-Mongol period, the culture of the 13th-15th centuries, the 16th century, the 17th century. etc.

Example of task 18 from the 2019 demo

Start brand attribution with image analysis - you need to recognize the historical figure. Then analyze the text information: dates, names of historical figures, and so on. Based on the information received, restore in your memory the type of activity of the person depicted, the time of his life, the events in which he took part. The information obtained will help you choose the right judgments.

How to learn the history of Russia of the 20th century

Half of the “difficult questions” of Russia’s centuries-old history lie in the historical events of the Soviet era. I recommend paying special attention to traditionally difficult topics for graduates: “Civil War”, “Causes, consequences and assessment of “perestroika” and the collapse of the USSR”, “Assessment of the causes, nature and consequences of economic reforms of the early 1990s. (“shock therapy”, privatization methods).”

To understand difficult material, it is necessary to systematize it, build chronological tables, and connect it with the activities of historical figures. When analyzing the material, ask questions: why did this event happen, what consequences did it have, what assessments did historians receive, why do historians have different opinions about this event. Repeat the material you have already covered: tell everything orally to a friend, girlfriend, or parents. Retelling develops memory, imagination and improves speech culture.

How the teacher can help

Even if the Unified State Exam is in a few weeks, a professional teacher will be able to identify gaps in knowledge and explain topics that are difficult for the student. Such express preparation will allow you to gain additional points, but it is better to ask for help in advance, sign up for courses or see a tutor.

The teacher’s task is to identify gaps in the student’s knowledge and structure existing knowledge. Even in an ideal situation, when a student has not missed school lessons, there will be topics in which he “floats”. It happens that a student has not yet had time to understand one topic, and the school teacher is already moving on to the next one. An experienced teacher helps you repeat and consolidate the material, as well as practice analytical skills.

In the written tasks of the second part, it is important to check the work and evaluate the answer according to the criteria. It is useful to give your essay to someone else to check. The teacher will not only point out mistakes, but also teach how to avoid them.

During the last academic year, a graduate has to comprehend and remember a lot of information. Only fresh information remains in the memory, and the material presented at the beginning of the year is forgotten. The tutor structures lessons in such a way as to regularly repeat the topics covered, which is usually not done in school lessons.

Need motivation and the right attitude

An important point in any study is motivation. You need to find something that makes studying history fun and interesting. It’s good to have a company of like-minded people; it’s easier to learn in an intellectual environment with the support of peers.

Successful memorization is related to a person’s mental state: a depressed mood can interfere with the process, so it is important to have a positive attitude.

How to allocate time during an exam

Each task in the first part should take from 3 to 7 minutes, and in the second part - from 5 to 20 minutes. It is better to spend a whole hour on the essay, because it is the most important. The essay in task 25 is worth 11 primary points out of 55.

It is better to start with tasks 13–16 or 18–19, which require vigilance and high concentration. Then you can move on to the tasks with detailed answers in the second part.

Tasks 24 and 25 are of increased difficulty; it is better to complete them in two stages:

• write the draft on a draft and set it aside;

• complete the tasks of the first part within an hour;