I have no words. Just unprintable letters! We write an essay based on the original text of the artistic style The work of the teacher of Russian language and literature Patser E.N.

Municipal
educational institution
"Secondary general education
School No. 21 in the village of Arkhipovskoye
Budennovsky district"
Stavropol Territory
Writing an essay on
original text
artistic style
Russian teacher's work
language and literature
Kharlanova Natalia
Georgievna

Text for analysis
Zoya Leshcheva managed to surpass her entire family. This is how it was. Her father, mother, grandfather and
grandmother and older teenage brothers - all scattered to distant camps for believing in
God. And Zoya was only ten years old. They took her to an orphanage (Ivanovo region). There she is
announced that she would never remove the cross from her neck that her mother put on her when they parted. AND
I tied the thread in a tighter knot so that it would not be removed during sleep. The fight went on for a long time, Zoya
I became embittered: you can strangle me, you’ll take me off dead! Whereas not amenable
to raise her, she was sent to an orphanage for the disabled! The struggle for the cross continued. Zoya
resisted: even here she did not learn to steal or use foul language. "Such a saint
women like my mother and daughter cannot be a criminal. I'd rather be political, like
Whole family".
And she became political! The more educators and radio glorified Stalin, the more likely
She guessed in him the culprit of all misfortunes. And, having not succumbed to criminals, she is now
carried them along with her. There was a standard plaster statue of Stalin in the courtyard. steel on her
mocking and obscene inscriptions appear. (Little kids love sports! Important
just direct them correctly.) The administration tints the statue, installs
surveillance, reports to the MGB. And the inscriptions keep appearing, and the guys laugh. Finally at one
In the morning the head of the statue was found broken off, turned over, and in its emptiness there was feces.
Terrorist act! The KGB officers have arrived. According to all their rules, interrogations and threats began:
“Hand over the gang of terrorists, otherwise we’ll shoot everyone for terror!” (No wonder,
Just think, shoot one and a half hundred children. If he had found out himself, he would have
ordered.)
It is unknown whether the youngsters would have stood or wavered, but Zoya Leshcheva announced:
- I did it all alone! What else is daddy's head good for?
And she was tried. And they sentenced him to capital punishment, without any laughter. But due to unacceptable humanity
The law on the reintroduction of the death penalty did not seem to allow shooting a 14-year-old girl. AND
That’s why they gave her a ten (surprisingly, it wasn’t twenty-five). Until the age of eighteen she
I was in regular camps, from the age of eighteen - in special ones. For her directness and language, she also had a second
camp term, and, it seems, the third.
Zoya’s parents and brothers had already been released, but Zoya still sat.
?Long live our religious tolerance! Long live the children - the masters of communism!
Respond, the country that would love its children as much as we love ours!
(According to A.I. Solzhenitsyn)

COMPOSITION OF AN ESSAY

1.
2.
3.
4.
5.
Introduction. Formulation in one form or another of one of the problems
source text.
Commentary on the formulated problem of the text.
Statement of the author’s position on the commented issue
Argumentation of your own opinion on the problem:
1).Thesis;
2) Arguments:
a) first argument;
b) second argument.
3) Conclusion.
Conclusion
Pay attention to the fact that according to this plan you have both
the minimum should be five, and if you select separate
paragraphs of points of argumentation of one’s own opinion, then and more,
paragraphs. If the paragraph division of the text is broken,
the score according to the K5 criterion is reduced

Formulation of source text problems

When defining a problem, you must think about how
way the content of the text concerns you, other people, everything
humanity. Remember that the specific
situation, facts of someone’s biography, etc. - this is an illustration,
a special case, an example of the manifestation of some abstract
ideas considered by the author. Therefore, formulate
problem so that it covers not only the case,
discussed in the text, but also many similar situations.
When identifying a problem, it is important to understand what can be “done” about it. You can
designated as follows:
1) Using speech cliches: Author NN touched upon such and such
Problems. Paid attention to a problem.
You can: think and work on any problem. Any
the problem arises, arises, is of interest,
deserves attention and awaits a solution. Put up, put out,
consider, present, discuss, resolve any
problem

It is very advantageous to identify a problem using rhetoric
question, for example,
What is true friendship? What kind of friends can you name?
real?
NN reflects on these questions in his essay (story,
essay, etc.) or
Honor... Human dignity... Is it always necessary to defend them?
Isn’t it better in difficult times for your own peace, peace
close people to remain silent, hide? Many people thought
over these issues, they did not leave NN indifferent, who
acutely and polemically examines the problem of honor and dishonor in...
This phrase will help you start your essay:
The problem identified by so-and-so is the following:
…
2.You can indicate the sentence number from the text or write it down
a sentence that, in your opinion, contains the main
problem put forward by the author, comment on it, noting that
it is complex or difficult, deep, relevant, topical,
philosophical, political, moral, etc.
So, you need to be careful when identifying the problem of the text.
An incorrectly identified problem jeopardizes the content of everything
essays!

Before us is an excerpt from Alexander's book
Isaevich Solzhenitsyn "The Gulag Archipelago".
Solzhenitsyn's book contains many
stories of people unfairly accused of
various crimes against
the existing government system and
ended up in prisons or labor camps.
Telling the story of Zoya Lesheva, author
raises the issue of inhumane
relationship with the child (and person)
in general) in a totalitarian state
(why life is devalued
person in a totalitarian state?).

Comment on the source text problem

The problem of human spiritual fortitude A.I.
Solzhenitsyn reveals with an example
complex fate of Zoya Leshcheva, who followed
for other members of her family was subjected to
persecution for religious beliefs,
It is no coincidence that the author emphasizes that
we are talking about the fate of the child. After all, even
It is difficult for an adult to maintain faith in
himself and his ideals when faced with
violence, hatred, lies, and Zoya,
no matter what, I didn’t want to study
steal and curse.

If the problem of the text is formulated in the form of a question, then the author’s position is the answer to the question posed in the text. For that

3. How to identify the author’s position?
If the problem of the text is formulated in the form of a question, then the author’s position is the answer to
question posed in the text. In order to identify the author's position, try
answer the following questions: “What did the author want to tell his readers when creating
text?”, “How does the author evaluate the specific situation being described, the actions of the characters?”
It should be remembered that in any case the comment must be supported by
to the text read. You can specify the content of the comment with
using the following questions:
- How, on what material does the author reveal the problem?
- What does he focus on?
- What aspects of the problem are discussed in the text?
- What emotions of the author are expressed in the text?
- How is the author’s attitude towards the depicted expressed?
- What means of expression help to identify the author’s attitude towards
problem?
The comment represents a logical transition from the problem statement
to present the author's position on this issue.
To distinguish a commentary from a paraphrase, you need to remember the following.
When retelling, we talk about what the heroes do, and when commenting, we talk about
what the author does.
The position of the author of a journalistic text is usually revealed quite simply.
It is much more difficult to determine the author's point of view of a literary text.
And here a good knowledge of visual and expressive means will come to the rescue.
speeches, since it is through their analysis that we can determine the author’s attitude towards
to his heroes, to the problem he stated.
You can write:
“It is impossible to disagree with the author’s point of view on (we indicate the problem)”
If you do not agree with the author's position, express your disagreement very
correctly. For example: “With all due respect to the author’s point of view. (or
to NN’s thoughts about...), I still allow myself to express my own vision of this
problems (or I will try to refute his opinion).”

When commenting on the author's position, you can use the following
rpm:
Author
- dedicates his article;
- sharpens the problem polemically;
- has an emotional impact on the reader;
- makes the reader your ally;
- figuratively recreates the picture of what is happening (depicted);
- reveals the essence of the problems posed;
- accurately formulates thoughts;
- makes the reader think about the problem;
- shows the urgency of the problem he is considering;
- tries to find the causes of negative (positive) phenomena;
- convinces the reader of the correctness of his position;
- tries to find a like-minded person in the reader;
- raises a number of moral questions that require immediate
permissions;
- writes interestingly and newly about old problems;
- speaks with anxiety about pressing problems;
- openly declares his civic position in relation to...

4. How to argue your position?
In this part of the work you must strictly follow the rules for constructing the text of the argument.
The purpose of argumentation is to convince of something, to strengthen or change an opinion. For
To achieve this, a logically coherent system of evidence is used.
A typical (complete) argument is built according to a scheme in which three parts are distinguished:
thesis (a position that needs to be proven);
argumentation (evidence, arguments);
conclusion (overall).
However, it should be remembered that you are required to do more than just formulate a position
the author, but show his opinion on the highlighted and commented by you
problem.
The thesis is the main idea of the author of the text, which must be substantiated and proven.
or refute. Arguments are evidence given in support of
thesis: facts, examples, statements, explanations - in a word, everything that can
confirm the thesis. From the thesis to the arguments, you can ask the question “Why?”, and
arguments answer: “Because...”. There are arguments “for” (your thesis) and
arguments “against” someone else’s thesis. Thus, if you agree with the position
author, then his thesis and your thesis coincide. Please note that you must
try not to repeat the author’s arguments used in the text, but bring your own.
A common mistake that all essay writers make is that if you
support the author’s position, then there is no point in analyzing his arguments. Such
the work is not provided for by the terms of the assignment, which means there is no need to spend money on it
precious time. The arguments in favor should be:
truthful, rely on authoritative sources;
accessible, simple, understandable;
reflecting objective reality and consistent with common sense.

Reader's experience
Artistic
literature
Historical
literature
Popular science
literature
Appeal to the reader's experience is the strongest argument of an essay. But contact
it is necessary if you remember well both the author of the book and the work itself,
to avoid factual errors.
For example: What does it mean to be a highly moral person? I think,
a moral person is one who strives to become better, not
hurt other people. There are many examples of the desire to “be quite good”
a lot in Russian classical literature. Let us remember the heroes of the novel “War and Peace” by Lev
Nikolaevich Tolstoy. Andrei Bolkonsky, Pierre Bezukhov, Natasha Rostova... All of them
strived to become better, kinder, cleaner...
When you turn to Russian classical literature,
remember this rule: do not allow expressions like Alexander
Pushkin, or, say, about M.I. Tsvetaeva, one cannot call her
Marina; When talking about the heroes of a literary work, name them as
this is done by the author (Evgeny Bazarov, but not Zhenya, Tatyana Larina, but not Tanya,
Katerina (from "The Thunderstorm"), but not Ekaterina. Must be observed
correctness and accuracy, otherwise you will lose points according to the criteria K 11, K
12.

Your arguments could be something like this
“The fate of Zoya Leshcheeva shocked me.
How inhuman is the state in which
a person’s life, especially a child’s, is so valued
low. From my grandparents I heard about
that terrible time. I was told that in
30s a person could be arrested for what
anything: for a political joke, for
an ambiguous joke for stolen from the field
spikelets...
Examples of terrible persecution against individuals in
totalitarian state there are many in our
literature. Let's remember the tragic poem
A. A. Akhmatova “Requiem”. (…..). How scary
the fate of the talented poet O, Mandelstam.
(….)»

Do not forget to draw a conclusion from what you have written, be sure to correlate it with the author’s position on the problem he raised, and with

your own
vision of this issue

The work used materials from the article
N. A. Borisenko, A. G. Narushevich,
N. A. Shapiro.
“Requirements for the content of part C of the Unified State Examination
Russian language.
Ways to identify text and copyright problems
positions. Commenting as analytical and synthetic work with text."
Russian language, No. 22, 2008

Description of the presentation by individual slides:

1 slide

Slide description:

2 slide

Slide description:

Text for analysis Zoya Leshcheva managed to surpass her entire family. This is how it was. Her father, mother, grandparents and older teenage brothers were all scattered to distant camps for their faith in God. And Zoya was only ten years old. They took her to an orphanage (Ivanovo region). There she announced that she would never remove the cross from her neck that her mother put on her when they parted. And she tied the thread in a tighter knot so that it would not be removed while sleeping. The struggle went on for a long time, Zoya became embittered: you can strangle me, you’ll take me off dead! Whereas, unable to be educated, she was sent to an orphanage for the disabled! The struggle for the cross continued. Zoya resisted: even here she did not learn to steal or swear. “A holy woman like my mother cannot have a daughter who is a criminal. I’d rather be political, like the whole family.” And she became political! The more teachers and radio praised Stalin, the more accurately she guessed in him the culprit of all misfortunes. And, having not succumbed to the criminals, she now carried them along with her. There was a standard plaster statue of Stalin in the courtyard. Mocking and obscene inscriptions began to appear on it. (Little kids love sports! It’s just important to guide them correctly.) The administration paints the statue, sets up surveillance, and reports to the MGB. And the inscriptions keep appearing, and the guys laugh. Finally, one morning, the head of the statue was found broken off, turned over, and in its emptiness - feces. Terrorist act! The KGB officers have arrived. According to all their rules, interrogations and threats began: “Give up the gang of terrorists, otherwise we will shoot everyone for terror!” (And it’s nothing marvelous, just think, to shoot one and a half hundred children. If he himself had found out, he would have ordered it himself.) It is not known whether the youngsters would have stood or wavered, but Zoya Leshcheva announced: “I did it all alone!” What else is daddy's head good for? And she was tried. And they sentenced him to capital punishment, without any laughter. But due to the unacceptable humanity of the law on the reintroduction of the death penalty, it seemed that the 14-year-old was not supposed to be shot. And so they gave her a ten (surprisingly, not twenty-five). Until she was eighteen she was in regular camps, and from eighteen she was in special camps. For her directness and language, she received a second prison sentence, and, it seems, a third. Zoya’s parents and brothers had already been released, but Zoya still sat. ?Long live our religious tolerance! Long live the children - the masters of communism! Respond, the country that would love its children as much as we love ours! (According to A.I. Solzhenitsyn)

3 slide

Slide description:

COMPOSITION OF AN ESSAY Introduction. Formulation in one form or another of one of the problems of the source text. Commentary on the formulated problem of the text. Formulation of the author's position on the commented problem Argumentation of one's own opinion on the problem: 1).Thesis; 2) Arguments: a) first argument; b) second argument. 3) Conclusion. Conclusion Pay attention to the fact that according to this plan you should have at least five, and if you highlight the points of argumentation of your own opinion in a separate paragraph, then even more paragraphs. If the paragraph division of the text is violated, the score according to criterion K5 is reduced

4 slide

Slide description:

Formulation of the problems of the source text When defining the problem, you must think about how the content of the text concerns you, other people, and all of humanity. Remember that the specific situation described in the text, the facts of someone’s biography, etc. - this is an illustration, a special case, an example of the manifestation of some abstract idea considered by the author. Therefore, formulate the problem so that it covers not only the case discussed in the text, but also many similar situations. When identifying a problem, it is important to understand what can be “done” about it. It can be designated as follows: 1) Using speech clichés: Author NN touched upon such and such a problem. Paid attention to a problem. You can: think and work on any problem. A problem arises, arises, is of interest, deserves attention, awaits a solution. Put, put forward, consider, present, discuss, resolve any problem

5 slide

Slide description:

It is very advantageous to identify the problem using a rhetorical question, for example, What is true friendship? What kind of friends can be called real? NN reflects on these questions in his essay (story, essay, etc.) or Chet... Human dignity... Is it always necessary to defend them? Isn’t it better for your own peace and the peace of your loved ones in difficult times to remain silent and hide? Many people have thought about these questions, and they did not leave NN indifferent, who sharply and polemically examines the problem of honor and dishonor in... The following phrase will help you start your essay: The problem identified by such and such an author is as follows: ... 2. You can indicate the number of the sentence from the text or write down the sentence that, in your opinion, contains the main problem put forward by the author, comment on it, noting that it is complex or difficult, deep, relevant, topical, philosophical, political, moral, etc. d. So, you need to be careful when identifying the problem of the text. An incorrectly identified problem jeopardizes the content of the entire essay!

6 slide

Slide description:

Before us is an excerpt from the book “The Gulag Archipelago” by Alexander Isaevich Solzhenitsyn. Solzhenitsyn's book contains many stories of people who were unfairly accused of various crimes against the existing political system and ended up in prisons or labor camps. Telling the story of Zoya Leshcheva, the author raises the problem of inhumane treatment of a child (and a person in general) in a totalitarian state (why is human life devalued in a totalitarian state?).

7 slide

Slide description:

Other problems 2. Let us remember that the heroine, like her entire family, suffers for her faith in God. Consequently, the author raises the issue of freedom of religion (does the state have the right to persecute a person for his religious beliefs?). 3. The story of Zoya Leshcheva is a stunning example of human courage and loyalty to one’s ideals. Here we see the problem of spiritual resilience (what helps a person maintain human dignity in inhuman conditions?)

8 slide

Slide description:

Commentary on the problem of the source text A. I. Solzhenitsyn reveals the problem of a person’s spiritual fortitude using the example of the difficult fate of Zoya Leshcheva, who, following other members of her family, was persecuted for her religious beliefs. It is no coincidence that the author emphasizes that we are talking about the fate of a child. After all, even for an adult it is difficult to maintain faith in himself and his ideals when he is faced with violence, hatred, lies, and Zoya, in spite of everything, did not want to learn to steal and use foul language.

Slide 9

Slide description:

If the problem of the text is formulated in the form of a question, then the author’s position is the answer to the question posed in the text. In order to identify the author’s position, try to answer the following questions: “What did the author want to tell his readers when creating the text?”, “How does the author evaluate the specific situation described, the actions of the characters?” It should be remembered that in any case the comment should be based on the text read. You can specify the content of the comment using the following questions: - How, on what material does the author reveal the problem? - What does he focus on? - What aspects of the problem are discussed in the text? - What emotions of the author are expressed in the text? - How is the author’s attitude towards the depicted expressed? - What means of expression help to reveal the author’s attitude to the problem? The commentary represents a logical transition from the formulation of the problem to the presentation of the author's position on this problem. To distinguish a commentary from a paraphrase, you need to remember the following. When retelling, we talk about what the characters do, and when commenting, we talk about what the author does. The position of the author of a journalistic text is usually revealed quite simply. It is much more difficult to determine the author's point of view of a literary text. And here a good knowledge of figurative and expressive means of speech will come to the rescue, since it is through their analysis that we can determine the author’s attitude towards his characters, towards the problem he stated. You can write: “It is impossible to disagree with the author’s point of view on (we indicate the problem).” If you do not agree with the author’s position, express your disagreement very correctly. For example: “With all due respect to the author’s point of view. (or to NN’s thoughts about ...), I will still allow myself to express my own vision of this problem (or I will try to refute his opinion).” 3. How to identify the author’s position?

10 slide

Slide description:

When commenting on the author's position, you can use the following phrases: The author - dedicates his article; - sharpens the problem polemically; - has an emotional impact on the reader; - makes the reader your ally; - figuratively recreates the picture of what is happening (depicted); - reveals the essence of the problems posed; - accurately formulates thoughts; - makes the reader think about the problem; - shows the urgency of the problem he is considering; - tries to find the causes of negative (positive) phenomena; - convinces the reader of the correctness of his position; - tries to find a like-minded person in the reader; - raises a number of moral questions that require immediate resolution; - writes interestingly and newly about old problems; - speaks with anxiety about pressing problems; - openly declares his civic position in relation to...

11 slide

Slide description:

4. How to argue your position? In this part of the work, you must strictly follow the rules for constructing an argumentative text. The purpose of argumentation is to convince of something, strengthen or change an opinion. For this, a logically coherent system of evidence is used. A typical (complete) argument is built according to a scheme in which three parts are distinguished: thesis (the position that needs to be proven); argumentation (evidence, arguments); conclusion (overall). However, you should remember that you are required not only to formulate the author’s position, but to show his opinion on the issue you have highlighted and commented on. The thesis is the main idea of the author of the text, which must be substantiated, proven or refuted. Arguments are evidence given in support of a thesis: facts, examples, statements, explanations - in a word, everything that can confirm the thesis. From the thesis to the arguments, you can ask the question “Why?”, and the arguments answer: “Because...”. There are arguments “for” (one’s own thesis) and arguments “against” someone else’s thesis. Thus, if you agree with the author’s position, then his thesis and your thesis coincide. Please note that you should try not to repeat the author’s arguments used in the text, but bring your own. A typical mistake of all essay writers is that if you support the author’s position, then there is no point in analyzing his arguments. Such work is not provided for by the terms of the assignment, which means there is no need to spend precious time on it. Arguments in favor must be: truthful, based on authoritative sources; accessible, simple, understandable; reflecting objective reality and consistent with common sense.

Slide 2 from the presentation “11th grade Solzhenitsyn Gulag archipelago”

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Essay-reasoning

“Essay-reasoning in 5th grade” - Essay. Cliché to prove it. Cliché for an introduction. How to start an essay. How to build a conclusion. Why do you need to learn Russian? Essay sample. Reasoning is a type of speech in which an explanation is given. Cliché to conclude. What types of speech do we know? An essay is a reasoning. You can do wonders with the Russian language.

“Essay-reasoning on the text” - Commentary. Choose one of the problems. Speech clichés. Keywords. How to formulate the problem. Determine the topic of the text. Mozart. What is the author's position? Compositional outline of the essay. Conscience and honor. Read the text carefully. Human. Composition.

“Essays-reasonings of the GIA” - Lesson-preparation for an essay-argumentation on a given text (C2.2). V. A. Oseeva - Khmelev (1902 - 1969). GIA 9th grade. Why was Dinka “uneasy at heart”? THESIS (the main point that needs to be proven) ARGUMENTS (evidence) CONCLUSION. Which statement reflects the main idea of the text? How does Lenya feel about her friend’s experiences?

“Preparation for an essay-argument” - A cliché for formulating the position of the author of the source text. Does the essay have 2 arguments, one of which is literary? Memo. Preparation for an essay-reasoning on a moral and ethical topic. Modeling the introduction. Ways to formulate the problem. How to formulate the position of the author of the source text.

Zoya Leshcheva managed to surpass her entire family. This is how it was. Her father, mother, grandparents and older teenage brothers were all scattered to distant camps for believing in God. And Zoya was only ten years old. They took her to an orphanage (Ivanovo region). There she announced thatwill never take off the cross from her neck that her mother put on her when they parted. And she tied the thread in a tighter knot so that it would not be removed while sleeping. The struggle went on for a long time, Zoya became embittered: you can strangle me, you’ll take me off dead! Whereas, unable to be educated, she was sent to an orphanage for the disabled! The struggle for the cross continued. Zoya resisted: even here she did not learn to steal or swear. “A holy woman like my mother cannot have a daughter who is a criminal. I’d rather be political, like the whole family.”

And she became political! The more educators and radiothey glorified Stalin, the more accurately she guessed in him the culprit of all misfortunes. And, having not succumbed to the criminals, she now carried them along with her. There was a standard plaster statue of Stalin in the courtyard. Mocking and obscene inscriptions began to appear on it. (Little kids love sports! It’s just important to guide them correctly.) The administration paints the statue, sets up surveillance, and reports to the MGB. And the inscriptions keep appearing, and the guys laugh. Finally, one morning, the head of the statue was found broken off, turned over, and in its emptiness - feces.

Terrorist act! The KGB officers have arrived. According to all their rules, interrogations and threats began: “Give up the gang of terrorists, otherwise we will shoot everyone for terror!” (It’s nothing marvelous, just think, to shoot one and a half hundred children. If he himself had found out, he would have ordered it himself.)

It is unknown whether the youngsters would have stood or wavered, but Zoya Leshcheva announced:

- I did it all alone! What else is daddy's head good for?

And she was tried. ANDsentenced to death , without any laughter. But due to the unacceptable humanity of the law on returnedThere seemed to be no death penalty for shooting a 14-year-old girl. And so they gave her a ten (surprisingly not twenty-five). Until she was eighteen she was in regular camps, and from eighteen she was in special camps. For her directness and language, she received a second prison sentence, and, it seems, a third.

Zoya’s parents and brothers had already been released, but Zoya still sat.

?Long live our religious tolerance! Long live the children - the masters of communism! Respond, the country that would love its children as much as we love ours!

(According to A.I. Solzhenitsyn)

Before us is an excerpt from the book “The Gulag Archipelago” by Alexander Isaevich Solzhenitsyn. Literally an acronym GULAG means the Main Directorate of Camps - a body within the system of the Ministry of Internal Affairs in the 1930s-1950s, which was in charge of prisons and camps. Archipelago - This is a group of sea islands located close to each other. Thus, the title of the book is a metaphor: GULAG archipelago - it is a network of camps that has entangled the country. After the publication of the book, a word GULAG received a new meaning - a system of surveillance, denunciation, suppression of dissent, lack of democratic freedoms, a state of general suspicion, spiritual, political, religious lack of freedom. MGB - Ministry of State Security. Gebist (colloquial) - State security officer. The last three sentences contain the author's bitter irony. Thus, the typical Soviet slogan “Children are the masters of communism” against the background of this and many other stories about child prisoners sounds like a cynical, blatant lie.

Solzhenitsyn's book contains many stories of people who were unfairly accused of various crimes against the existing political system and ended up in prisons or labor camps. What problems can be identified in the above fragment?

First, as throughout the book, it raises the problem of inhumane treatment of a child (and a person in general) in a totalitarian state (why is human life devalued in a totalitarian state?).

Secondly, let us remember that the heroine, like her entire family, suffers for her faith in God. Therefore, the author raises the problem of freedom of religion (does the state have the right to persecute a person for his religious beliefs?).

Thirdly, the story of Zoya Leshcheva is a stunning example of human courage and loyalty to one’s ideals. Here we see the problem of spiritual resilience (what helps a person maintain human dignity in inhuman conditions?)

Each of the problems considered can become the basis for writing an essay, and yet the author’s focus is primarily on the heroine’s courage and spiritual fortitude.

As we remember, the problem of the text should not only be identified, but also formulated. Can you suggest The two simplest ways to formulate the problem are:

2. Formulation as a question(let me remind you that a problem is a question that requires a solution) provides more opportunities in cases where it is impossible to briefly formulate the problem of the text

Let us give an example of a commentary on one of the problems in the text by A.I. Solzhenitsyn.

The problem of human spiritual fortitude A. I. Solzhenitsynreveals with an example the difficult fate of Zoya Leshcheva, who, like other members of her family, was persecuted for her religious beliefs,It is no coincidence that the author emphasizes that we are talking about the fate of the child. After all, even for an adult it is difficult to maintain faith in himself and his ideals when he is faced with violence, hatred, lies, and Zoya, in spite of everything, did not want to learn to steal and swear,

Man is the highest value. Essay on A. Solzhenitsyn

We write an introduction, define the problem

At all times it is said that a person is the highest value, but it happens that he becomes an outcast when he is persecuted, his freedom is taken away, and sometimes his life. The problem of inhumane treatment of individuals in a totalitarian state is posed by A. I. Solzhenitsyn. Why is human life devalued in a country where both society and all aspects of human life are completely controlled? It seems to me that this question is the main one in the passage from A. I. Solzhenitsyn’s book “The Gulag Archipelago”.

We write a comment and give two examples from the test

Why does this question seem especially significant to me? Firstly, it tells about the fate of a girl who found herself in the terrible conditions of the Stalinist Gulag. But not only she, her entire family suffers not for some criminal offenses, but for their faith in God (sentence 3). Secondly, we see that the girl, who passionately loves her mother and her family, “has become political,” because she cannot help but understand that human freedom, freedom of religion (sentences 6, 10), and the very right to life are being violated: “ And she was tried. And they sentenced them to death, without any laughter.” A fourteen-year-old girl was tried! The girl may not have been shot, but her life was ruined: until she was eighteen, she was in regular camps, then in special ones. Zoya Leshcheva received two or three prison sentences “for her directness and language.” The last exclamatory sentences about a country in which “the children who are the masters of communism” are persecuted by a country “that loves its children so much” sound bitter and ironic!

It seems to me that it is precisely these bitter exclamations that contain the author’s attitude to the problem posed: a totalitarian state in which human rights are trampled is a terrible evil that should not exist! It is impossible to disagree with this point of view; both history and literature convince us of this.

Examples from history (include them in your essay yourself)

In the 20s a system of camps (GULAG) is created. In 1937-1938 Most of the top leaders of the party (Bukharin, Rykov, Zinoviev, Kamenev, etc.) and the army (Tukhachevsky, Egorov, Uborevich, etc.), hundreds of thousands of ordinary people died, and Stalin’s power was finally strengthened. The perpetrators of terror, led by the People's Commissar of Internal Affairs of the USSR N. I. Yezhov, were shot, and the blame for “excesses” was blamed on them.

4 million peasants were dispossessed. The number of direct victims of repression (persons sentenced to death or imprisonment for political (counter-revolutionary) crimes, evicted, exiled) is estimated in the millions.

Examples from literature

1. Ray Bradbury "Fahrenheit 451"

2. B. Vasiliev. "Tomorrow there was a war"

3. A. I. Solzhenitsyn. "One day in the life of Ivan Denisovich." “One Day in the Life of Ivan Denisovich” is connected with one of the facts of the biography of the author himself - the Ekibastuz special camp, where in the winter of 1950 - 1951. It was during general work that this story was created. The main character of Solzhenitsyn's story is Ivan Denisovich Shukhov, an ordinary prisoner of Stalin's camp. In this story, the author, on behalf of the hero, narrates about one day - out of three thousand six hundred and fifty-three days of Ivan Denisovich’s term. But the description of this day is enough for the reader to understand what kind of situation reigned in the camp, what orders and laws existed, to learn a lot about the life of prisoners, to be horrified by this life.

4. V. Shalamov. “Kolyma Stories” is the first collection of stories by Varlam Shalamov, which reflects the life of Gulag prisoners. The collection was created from 1954 to 1962, after Shalamov returned from Kolyma. “Kolyma Stories” introduces the reader to the life of Gulag prisoners and is an artistic interpretation of everything Shalamov saw and experienced during the 17 years he spent in prison from 1929 to 1931 and in Kolyma (1937-1951)

Ray Bradbury "Fahrenheit 451"

The novel “Fahrenheit 451” tells about a totalitarian society in which human life is devalued. Literature is banned, and firefighters must burn all prohibited books they find, along with the homes of the owners. The owners of the books are subject to arrest, one of them is even sent to an insane asylum. The best people who have not lost the ability to think are destroyed, and the rest lose contact with each other, with nature, with the intellectual heritage of humanity. People rush to or from work, never talking about what they think or feel, talking only about meaningless and empty things, admiring only material values. A “prosperous” state, at first glance, is on the verge of a total destructive war, which is nevertheless destined to begin at the end of the work.

Text by A. Solzhenitsyn

(1) Zoya Leshcheva managed to surpass her entire family. (2) This is how it was. (3) Her father, mother, grandparents and older teenage brothers were all scattered to distant camps for their faith in God. (4) And Zoya was only ten years old. (5) They took her to an orphanage (Ivanovo region). (6) There she announced that she would never remove the cross from her neck that her mother put on her when they parted. (7) And she tied the thread in a tighter knot so that it would not be removed during sleep. (8) The fight went on for a long time, Zoya became embittered: you can strangle me, you’ll take me off dead! (9) Whereas, unable to be educated, she was sent to an orphanage for the disabled! (10) The struggle for the cross continued. (11) Zoya resisted: even here she did not learn to steal or use foul language. (12) “A holy woman like my mother cannot have a daughter who is a criminal. (13) I’d rather be political, like the whole family.”

(14) And she became political! (15) The more educators and radio praised Stalin, the more accurately she guessed in him the culprit of all misfortunes. (16) And, having not succumbed to the criminals, she now carried them along with her! (17) In the courtyard there was a standard plaster statue of Stalin. (18) Mocking and obscene inscriptions began to appear on it. (19)Young kids love sports! (20)It’s only important to guide them correctly. (21)The administration paints the statue, sets up surveillance, and reports to MTB. (22)And the inscriptions keep appearing, and the kids laugh. (23)Finally, in one In the morning the head of the statue was found broken off, turned over, and in its emptiness there was feces.

(24) Terrorist act! (25) The KGB officers have arrived. (26) Interrogations and threats began according to all their rules: (27) “Give up the gang of terrorists, otherwise we’ll shoot everyone for terror!” (28) It’s nothing marvelous, just think, to shoot one and a half hundred children. (29) If he himself had found out, he would have ordered it himself.

(30) It is not known whether the youngsters would have stood or wavered, but Zoya Leshcheva announced:

(31) - I did it all alone! (32) What else is daddy’s head good for?

(33) And she was tried. (34) And they sentenced him to the death penalty, without any laughter. (35) But due to the unacceptable humanity of the law on the reintroduction of the death penalty, it seemed that it was not supposed to shoot a 14-year-old girl. (36) And so they gave her a ten (surprisingly, not twenty-five). (37) Until the age of eighteen she was in regular camps, from eighteen - in special ones. (38) For her directness and language, she received a second camp term, and, it seems, a third.

(39) Zoya’s parents and brothers had already been released, but Zoya still sat.

(40) Long live our religious tolerance!

(41) Long live the children - the masters of communism!

(42) Respond, the country that would love its children as much as we love ours!