Grading system
exam paper
In Russian

PART 1

Listening text

Let's think about how often we get upset that we didn't understand someone? Or maybe we suffer much more often because they don’t understand us? Of course, the latter happens more often. When they don’t understand us, we feel offended. We are upset that our parents, teachers, and classmates do not understand us. We worry to tears that those we like and respect do not understand us. We are confident that we ourselves are able to understand, and we understand them all, but here they are...

But as long as we are confident in this, as long as we judge ourselves less strictly than others, misunderstanding is born. Maybe we should start with ourselves, by thinking about what we ourselves lack? Perhaps this is the first step towards understanding.

Do we, for example, have enough imagination? After all, imagination, as one of the writers accurately noted, is not needed at all in order to come up with something non-existent or unrealizable. Imagination is needed in order to embrace with the mind and heart all the richness of life, its situations, its turns, in order to see with the mind’s eye the hidden corners of the human soul. Without imagination there is no image of the world and no image of man. And without these images, life becomes flat and simplified, in which we are surrounded only by models and diagrams, and not by real people.

But to understand a person, imagination alone is not enough; you also need close attention to people, the desire to peer, listen with benevolent sympathy, with heartfelt participation. We need compassion, which encourages us to listen not only to words, but also to intonation, to peer not only into the obvious, but also into the imperceptible. With such an attitude, the difference in views and feelings never turns into misunderstanding.

(251 words)
(From the Internet)

Checking and assessing assignment C1

Table 1

Attention!

1. When writing a presentation, the examinee may use vocabulary that differs from that presented in the source text or in information about the text.

2. The number of paragraphs in a condensed presentation must correspond to the number of microtopics in the source text.

Answer to task C1 (condensed summary) assessed according to the following criteria.

table 2

PART 2

Checking tasks A1–A7; B1–B14

Behind true completing tasks second part exam paper (A1–A7; B1–B14), the examinee receives 1 point for each task. Behind incorrect unswer or him absence 0 points are given.

The maximum number of points that can be scored by an examinee who has correctly completed 21 test tasks of the second part of the work is 21 points.

For completing tasks A1–A7 with a choice of answer, 1 point is awarded, provided that only one number of the correct answer is circled. If two or more answers, including the correct one, are circled and not crossed out, the answer is not counted.

Table 3

Table 4

PART 3

Checking task C2.1

The answer to task C2.1 (essay-reasoning) is assessed according to the following criteria.

Table 5

Attention!

zero points according to all verification criteria (C 1 K1–C 1 K4; GK1–GK4, FC1).

The examinee's written speech literacy and the actual accuracy of his written speech are assessed separately (see Table 7).

Checking task C2.2

The answer to task C2.2 (essay-reasoning) is assessed according to the following criteria.

Table 5

Attention!

If the essay is a completely rewritten or retold text, then such work is assessed zero points according to all verification criteria (C 2 K1–C 2 K4; GK1–GK4, FC1).

The practical literacy of the examinee and the actual accuracy of his written speech are assessed based on the test presentations and writings in general(taking into account gross and non-gross, similar and heterogeneous errors).

Table 7

When assessing literacy (GC1–GC4), one should take into account volume of presentation and composition.

The standards specified in Table 7 are used for testing and evaluation presentations and essays, the total volume of which is 140–290 words.

If the total volume essays and presentations is 70–139 words, then for each of the criteria GK1–GK4 no more than 1 point is given:

GK1 – 1 point is given if there are no spelling errors or 1 minor error is made;

GK2 – 1 point is given if there are no punctuation errors or 1 minor error is made;

GK3 – 1 point is given if there are no grammatical errors;

GK4 – 1 point is given if there are no speech errors.

If in presentation and composition In general, there are less than 70 words, then such work according to the criteria of GK1–GK4 is scored zero points.

If the student only completed one type of creative work (either presentation, or essay), then assessment according to the criteria of GK1–GK4 is also carried out in accordance with the volume of work:

if the work contains at least 140 words, then literacy is assessed according to Table 7;

if the work contains 70–139 words, then for each of the criteria GK1–GK4 no more than 1 point is given (see above);

if the work contains less than 70 words, then such work according to the criteria of GK1–GK4 is assessed with zero points.

Maximum points which the examinee can receive for completing the entire examination work, – 44 points.

No. Criteria for assessing a concise presentation IR points 1 Content of the presentation The examinee accurately conveyed the main content of the listened text, reflecting all the micro-topics that were important for his perception, listed in Table 1. 2 The examinee conveyed the main content of the listened text, but missed or added 1 micro-topic. 1 The examinee conveyed the main content of the listened text, but missed or added more than 1 micro-topic. 0

IR 2 Source text compression The examinee applied 1 or more than 3 text compression techniques, using them throughout the entire text. The examinee applied 1 or more text compression techniques, using them to compress 2 2 text microtopics. The examinee applied 1 or more text compression techniques, using them to compress 1 1 micro-topics of the text. The examinee did not use text compression techniques. 0

IC 3 Semantic integrity, verbal coherence and consistency of presentation 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. 2 The examinee’s work is characterized by semantic integrity, coherence and consistency of presentation, 1 but 1 logical error was made, and/or there is 1 violation of paragraph division of the text in the work. The examinee’s work shows a communicative intent, but more than 1 logical error was made, and/or there are 0 cases of violation of paragraph division of the text. Maximum number of points for concise presentation according to criteria IR 1–IR 3 7

No. Criteria for assessing an essay-argument on a linguistic topic (C 2) From 1 To 1 Availability of a substantiated answer to the question posed Points The examinee presented the reasoning at a theoretical level. There are no factual errors associated with understanding the thesis 2 The examinee presented reasoning at a theoretical level. 1 factual error was made related to the understanding of the thesis 1 The examinee presented reasoning at a theoretical level. There were 2 or more factual errors related to understanding the thesis. either the thesis has not been proven, or reasoning has been given outside the context of the assignment, or the thesis has been proven at the everyday level 0

From 1 to 2 Availability of example arguments The examinee gave 2 example arguments from the text, 3 correctly indicating their role in the text The examinee gave 2 example arguments from the text, 2 but did not indicate their role in the text, or gave 2 example arguments from the text , indicating the role of one of them in the text, or gave 1 example-argument from the text, indicating its role in the text. The examinee gave 1 example-argument from the text, without 1 indicating its role in the text. The examinee did not give a single example of 0 argument illustrating the thesis. , or the examinee gave examples not from what he had read

From 1 to 3 Semantic integrity, verbal coherence and consistency of the essay The work of the examinee is characterized by semantic 2 integrity, verbal coherence and consistency of presentation: - there are no logical errors, the sequence of presentation is not broken - there is no violation of the paragraph division of the text in the work The work of the examinee is characterized by semantic 1 integrity, coherence and consistency of presentation, but 1 logical error was made and/or there was 1 violation of paragraph division of the text in the work. The communicative intent of the examinee’s work is observed, 0

From 1 to 4 Compositional harmony The work is characterized by compositional harmony and completeness, there are no errors in the construction of the text 2 The work is characterized by compositional harmony and completeness, but 1 error was made in the construction of the text 1 The work made 2 or more errors in the construction of the text 0 Maximum number of points for the essay 9 according to criteria C 1 K 1 – C 1 K 4

No. Criteria for assessing the literacy and actual accuracy of the examinee’s speech GK 1 Compliance with spelling norms There are no spelling errors, or no more than 1 mistake was made 2 -3 errors were made 4 or more errors were made GK 2 2 0 1 Compliance with punctuation norms There were no punctuation errors, or no more were made 2 2 errors 3 -4 errors were made 1 5 or more errors were made 0

GK 3 Compliance with grammatical norms There are no grammatical errors, or 1 mistake was made 2 errors were made 3 or more errors were made GC 4 2 0 1 Compliance with speech norms There were no speech errors, or no more than 2 errors were made 3-4 errors were made 2 5 or more errors were made 0 1

FC 1 Actual accuracy of written language There are no factual errors in the presentation of the material, and 2 also in the understanding and use of terms. 1 error was made in the presentation of the material or 1 use of terms. 2 or more errors were made in the presentation of the material or in the use of terms. 0 10 Maximum points for the essay and presentation according to the criteria of FC 1, GC 1 – GC 4

When assessing (GK 1 - GK 4) literacy, the volume of presentation and essay is taken into account. The standards indicated in Table 4 are used to check and evaluate presentation and essay, the total volume of which is 140 words or more. If the total volume of presentation and essay is 70,139 words, then according to the criteria of GK 1 - GK 4 no more than one point is given. If the presentation and the essay as a whole contain less than 70 words, then such work according to the criteria of GK 1 - GK 4 is assessed with zero points. If a student has completed only one type of creative work (presentation or essay), then assessment according to the criteria of GK 1 - GK 4 is carried out in accordance with the amount of work. The maximum number of points that an examinee can receive for completing the entire examination work is 39 points.

Conversion of points into a grade 0 – 14 points – mark “2” 15 – 25 points – mark “3” 26 – 33 points (of which at least 4 points according to the criteria of GK 1 - GK 4) – mark “4” 34 – 39 points (of which at least 6 points according to the criteria of GK 1 - GK 4) – mark “5”

Concise presentation- this is the first task that you will complete at the OGE in the Russian language. This task is designed to test information processing skills.

First, let's remember what a presentation is? Presentation- a type of work that is based on an oral or written retelling of the source text. Concise presentation is a brief, generalized presentation of the content of the source text. In a concise presentation, it is necessary to reflect the content of the original text as much as possible, using minimal language.

According to the criteria for assessing a concise presentation, we need to complete the following tasks:

1) Convey the main content of the listened text, without missing a single micro-topic;

2) Apply at least one text compression method;

3) Write a paper without logical errors and violations of paragraph division of the text (approximate volume 90-110 words).

Listening to the text

In my opinion, the most difficult task is to remember and write down the text.

The original text is reproduced twice. Between the first and second reading you will have 3-4 minutes to comprehend the text.

When reading for the first time, try to understand the essence of the text, its main problem. Follow the development of micro-topics, remember their position and sequence.

Don't try to write down all the text! Mark only keywords (which form the semantic basis of this text). Leave gaps between entries: this will give you the opportunity (on a second reading and editing) to insert words, phrases and even sentences. Try to make a plan, formulating each micro-topic in the form of a thesis.

On the second reading, check whether you correctly remember the sequence of the topic and the author’s reasoning. Complete your entries.

Microthemes

In the process of listening to the text, you need to mentally divide it into its component parts - microthemes.

Micro theme- the content of several sentences united by one thought. Micro theme is part of the overall theme of the text and, as a rule, represents a separate paragraph (or several). In the text of the condensed presentation, all micro-topics of the source text should be noted, otherwise the grade will be reduced.

For example:

A careful reading of this text will help to identify the following micro-topics in it:

Methods for compressing text

The point of compressing text is to leave the main information while reducing the secondary information. There are three language methods for text compression: exclusion, generalization and replacement .

Using exceptions it is necessary to determine the main information and secondary details (introductory constructions, repetitions, homogeneous members, synonyms, unimportant fragments and whole sentences). By excluding these details, form a condensed text.

For example:

First of all, it is worth noting that both words are of foreign origin. They entered the Russian language at different times - These foreign words entered the Russian language at different times.

At generalization we isolate individual facts, select means of briefly conveying them, and compose a new text. Using this method, we can replace homogeneous members with a generalized name, direct speech with indirect speech, several simple sentences with complex ones.

For example:

He was forced to study with tutors in the Russian language, mathematics, social studies, history and chemistry - He was forced to study with tutors in many subjects.

Simplification (replacement) is a text compression technique based on simplifying syntactic structures.

- replacing part of a complex sentence with a participial or adverbial phrase;

- merging several sentences into one;

- replacing part of the text with one sentence;

- reducing the number of parts of a complex sentence;

- replacing a sentence fragment with a synonymous expression;

- replacing a sentence or part of it with a demonstrative pronoun;

For example:

When I read his notes, I am imbued with his love for his mother - Reading his notes, I am imbued with his love for his mother.

Working on a condensed presentation

For example, I offer the following text:

Example of a condensed presentation:

The world of childhood is constantly expanding. The child's soul equally absorbs all impressions, preserving them for life. A.S. Pushkin wrote that happiness is the best university. It completes the education of the soul. A kind-hearted attitude towards a child does not contradict the demands of adults.

Childhood memories are always specific and imaginative, but everyone remembers them differently. If we take spring, then many will probably remember it for installing a birdhouse, constructing a dam, catching fish for the first time, and much more.

Children subtly sense the elusive line during the transition from one state to another. Everyone knows that the most delicious potatoes are between raw and baked. The moment when the swing, moving upward, is about to begin its reverse movement, the moment before falling into the water or straw - all this gives rise to the delight of happiness and fullness of life (109 words).

The OGE exam paper in the Russian language consists of three parts.

The first part of the work is writing a concise summary of the listened text.

This form requires not just the mobilization of the student’s memory, but, first of all, a structured perception of the content of the text, the ability to identify micro-topics in it, determine the main, essential things in them, and cut off the secondary. Thus, a concise presentation encourages the graduate to perform information processing of the text. At the same time, not only reproductive, but also productive communication skills are in demand, and above all, the ability to select lexical and grammatical means that make it possible to coherently and concisely convey the information received.

Basic approaches to assessing condensed presentation are presented in the FIPI document "Methodological materials for chairmen and members of regional subject commissions for checking the completion of tasks with a detailed answer for the 2017 OGE exam papers"

(Exercise 1)

Listen to the text and write a concise summary.

Please note that you must convey the main content of both each micro-topic and the entire text as a whole.

*The volume of presentation is at least 70 words.

Write your summary in neat, legible handwriting.

* When counting words, both independent and auxiliary 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 counting (for example, “5 years” is one word, “five years” is two words).

If the presentation contains less than 50 words, then such work is not counted and is assessed with zero points, the task is considered uncompleted.

Assessment criteria for assignment 1

Table 1

*Table 2 see the FIPI document

The maximum number of points for a concise presentation according to criteria IR1–IR3 is 7

The expert checks the work if it contains at least 50 words.

When writing a presentation, the examinee may use vocabulary that differs from that presented in the source text or in information about the text.

The examinee must write the narrative from the person from whom the narration in the source text comes.

If proper names are found in the source text, they should be written out on the board.

Reading the examination paper, the expert establishes:

Correspondence of the number of microtopics in the work of the examinee to the number of microtopics in the information about the text;

The sequence of microthemes in the examinee’s work, which must correspond to the sequence of microthemes in the information about the text;

Accuracy of information transfer in each micro-topic.

It is important to note that the presentation is not a reproduced, but a created text. This provision directs experts assessing a student’s presentation to take into account not only the substantive characteristics of a condensed presentation (the presence of microtopics, keywords), but also the logic of the development of the author’s thought.

The author of the text can reveal the general thesis formulated in the first paragraph, can update new aspects in a seemingly well-known concept, can refute the prevailing idea of ​​​​a particular phenomenon, etc. Thus, in the above student’s work we see complete compliance of the presentation with the structural and semantic parts of the source text.

This, for example, is manifested in the sequence of keywords: calling, talent, hard work, happiness, specialist, favorite profession, etc. That is why, in order to increase the objectivity and reliability of the check, the expert should very carefully study the source text, identify the author’s purpose, which is reflected in the choice of topic, the sequence of semantic parts, and the selection of speech means.