The work program for the discipline literature spo. A set of control and evaluation tools for evaluating the results of the EA "Literature" for SPO

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A set of control and evaluation tools for evaluating the results of development academic discipline"LITERATURE"
the main professional educational program in the specialties of SPO 34.02.01 "Nursing", 33.02.01 "Pharmacy"
a basic level of training
The set of KOS of the academic discipline was developed in accordance with the "Recommendations for the implementation of the educational program of the secondary general education in educational institutions of secondary vocational education in accordance with the federal basic curriculum and sample curricula for educational institutions Russian Federation implementing programs of general education”.

1. Passport of a set of control and evaluation tools.
1.1. Application area.
1.2. Requirements for learning outcomes (knowledge, skills)
1.3. General competencies
2. The system of control and evaluation of the development of the discipline program

2.2 The results of mastering the academic discipline to be verified
3. Evaluation of the development of the academic discipline
3.1. Forms and methods of assessment
3.2. Control and evaluation of the development of the academic discipline by sections, topics
3.3. Typical tasks for assessing the development of an academic discipline (for conducting current, intermediate certification)
4. Control and evaluation materials for the final certification in the academic discipline. Examiner package.
1. Passport of a set of control and evaluation tools (COS) of the academic discipline

1.1 Scope
Control and evaluation tools (CSE) are designed to monitor and evaluate the educational achievements of students who have mastered the program of the academic discipline "Literature".
CBS include control materials for current control and intermediate certification in the form of a differentiated test, final certification in the form of an exam.
KOS are developed on the basis of the provisions of:
recommendations on the implementation of the educational program of secondary general education in educational institutions of secondary vocational education in accordance with the federal basic curriculum and exemplary curricula for educational institutions of the Russian Federation implementing general education programs.
program of the academic discipline "Literature".
As a result of mastering the academic discipline "Literature", the student must have the provisions of the Federal State Educational Standard in accordance with the "Recommendations for the implementation of the educational program of secondary general education in educational institutions of secondary vocational education in accordance with the federal basic curriculum and exemplary curricula for educational institutions of the Russian Federation implementing general education programs » skills, knowledge.
The place of the academic discipline in the structure of the main professional educational program: the academic discipline "Literature" is studied as a basic academic subject.

1.2. Requirements for learning outcomes
As a result of studying the academic discipline "Literature", the student must:
know/understand
H.1 figurative nature of verbal art;
H.2 content of studied literary works;
H.3 the main facts of the life and work of classic writers of the 19th–20th centuries;
H.4 the main patterns of the historical and literary process and the features of literary trends; main theoretical and literary concepts:
H.4.1 the main patterns of the historical and literary process and the features of literary trends
H.4.2 basic theoretical and literary concepts.
be able to
D.1 play content literary work;
U.2 analyze and interpret a work of art using information on the history and theory of literature (themes, problems, moral pathos, system of images, compositional features, figurative and expressive means of language, artistic detail); analyze the episode (scene) of the studied work, explain its connection with the problems of the work;
U.2.1 analyze and interpret a work of art using information on the history and theory of literature (themes, problems, moral pathos, system of images, compositional features, figurative and expressive means of language, artistic detail)
U.2.2 analyze the episode (scene) of the studied work, explain its connection with the problems of the work;
U.3 correlate fiction with social life and culture; reveal the specific historical and universal content of the studied literary works; identify "cross-cutting" themes and key problems of Russian literature; correlate the work with the literary direction of the era;
U.3.1 correlate fiction with social life and culture;
U.3.2 disclose the specific historical and universal content of the studied literary works;
U.3.3 identify "cross-cutting" themes and key problems of Russian literature;
U.3.4 correlate the work with the literary direction of the era;
U.3.5. identify the author's position;
U.4 expressively read the studied works (or their fragments), observing the norms of literary pronunciation;
U.5 reasonably formulate their attitude to the read work;
U.6 write reviews of read works and essays of different genres on literary topics;
U.7 to use the acquired knowledge and skills in practical activities and Everyday life For:
U. 7.1 creating a coherent text (oral and written) on the required topic, taking into account the norms of the Russian literary language;
D.7.2 engaging in dialogue or discussion;
U.7.3 independent acquaintance with the phenomena of artistic culture and assessment of their aesthetic significance;
U.7.4 determining your reading circle and evaluating literary works;
U.7.5 determining one's circle of reading in Russian literature, understanding and evaluating foreign-language Russian literature, forming a culture of interethnic relations.
1.3 General competencies:
OK.1 Understand the essence and social significance of their future profession to show a steady interest in it;
OK.2 Organize their own activities, based on the goal and ways to achieve it, determined by the head;
OK.3 Analyze the working situation, carry out current and final control, evaluation and correction of their own activities, be responsible for the results of their work;
OK.4 Search for information necessary for the effective performance of professional tasks;
GC.5 Use information and communication technologies in professional activity;
OK.6 Work in a team, communicate effectively with colleagues, management, clients;
OK.7 Take responsibility for the work of team members (subordinates), the result of completing tasks;
OK.8 Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training;
OK.9 Navigate in conditions of frequent change of technologies in professional activities;
OK.10 Perform military duty, including with the application of acquired professional knowledge (for boys)

2. The system of control and evaluation of the development of the discipline program
Control and evaluation of the results of mastering the discipline is carried out by the teacher in the process of current and intermediate control using various forms and methods of control.
2.1 Forms of intermediate certification for the OPOP when mastering the discipline program

Download A set of control and evaluation tools for evaluating the results of the EA "Literature" for SPO

MINISTRY OF EDUCATION OF THE MOSCOW REGION

State budgetary vocational education

establishment of the Moscow region

"Lyubertsy College"

APPROVE

Director of GBPOU MO

"Lyubertsy College"

O.A. Klubnichkina

"____" _______ 20___

WORKING PROGRAM OF THE EDUCATIONAL DISCIPLINE

Literature

"General education cycle"

The main professional educational program in the specialty

Lyubertsy, 2015

Considered

Subject (cycle) commission of general education and natural science cycles

Protocol No. ____ "____" _________ 2015

Chairman ___________ E. P. Akinshina

AGREED

Deputy Director for Academic Affairs

O.Yu. Zakharova

"____" _______________ 2015

AGREED

Deputy Director for Educational and Methodological Work, Chairman of the Methodological Council

V. B. Atrepeva

"____" _______________2015

Compiled by: E.P. Akinshina , teacher of the first qualification category of GBPOU MO "Lyubertsy College";

Experts:

Internal expertise

Technical expertise: _______________________________________________

(FULL NAME methodologist, member of the methodological council of the educational institution)

_____________________________________________________________________

(Name, position, qualification category, abbreviated name of educational institution)

____________________________________________________________________

External expertise

(full name, position, full name of the educational institution of secondary vocational education and/or higher education)

___________________________________________________________________________________________________________

Working programm developed on the basis of the Federal state standard secondary vocational education in the specialties:24.02.01 "Manufacture of aircraft"approved by order of the Ministry of Education and Science of the Russian Federation of April 21 2014 N 362 (Registered in the Ministry of Justice of Russia on July 17, 2014 N 33128),20.02.04 "Fire safety"approved by order of the order of the Ministry of Education and Science of the Russian FederationApril 18, 2014 N 354 (Registered with the Ministry of Justice of Russia on May 30, 2014 N 32501).

Page

PASSPORT OF THE PROGRAM OF THE EDUCATIONAL DISCIPLINE

conditions for the implementation of the program of the academic discipline

Monitoring and evaluation of results Mastering the academic discipline

Explanatory note

This program of the discipline is focused on the implementation of the federal component of the state educational standard (hereinafter GEF) of secondary (complete) general education "Literature" at the basic level within the main educational program of secondary vocational education, taking into account the profile of the received professional education.

development knowledge about state of the art development of literature and methods of literature as a science;

acquaintance with the most important ideas and achievements of Russian literature, which had a decisive influence on the development of world literature and culture;

mastery the ability to apply the acquired knowledge to explain the phenomena of the surrounding world, the perception of information of literary and general cultural content obtained from the media, Internet resources, special and popular science literature;

development intellectual, creative abilities and critical thinking in the course of conducting simple observations and research, analyzing phenomena, perceiving and interpreting literary and general cultural information;

upbringing conviction in the possibility of knowing the laws of the development of society and using the achievements of Russian literature for the development of civilization and improving the quality of life;

application knowledge of literature in professional activities and everyday life, to ensure life safety; competent use modern technologies; health protection, environment.

In GBPOU MO "Lyubertsy Technical School" for "Literature" in the specialties of secondary vocational education 24.02.01 "Manufacture of aircraft", 20.02.04 "Fire safety" is given 175 hours, including 117 hours of classroom work in accordance with the clarifications on the implementation of the federal of the state educational standard of secondary (complete) general education within the framework of the OBOR of secondary vocational education 1 .

The basis of this program is the content, consistent with the requirements of the federal component of the standard of secondary (complete) general education of the basic level.

1 Clarifications on the implementation of the federal state educational standard of secondary (complete) general education (professional education) within the main professional educational programs primary vocational or secondary vocational education, formed on the basis of the federal state educational standard for primary vocational and secondary vocational education, approved by the Scientific and Methodological Council of the Center for Primary, Secondary, Higher and Additional Professional Education of the Federal State Institution "FIRO" (Minutes No. 1 of February 03, 2011 G.).

The program assumes differentiation of levels of achievement by students of goals. The level of functional literacy can be achieved both in mastering the most common literary concepts and practically useful knowledge when reading works of Russian literature, and in mastering the ways of competently expressing one’s thoughts orally and in writing, in mastering the skills of communicating with other people. At the level of acquaintance, such elements of content as fundamental ideas and values are mastered, which form the basis of human culture and provide a worldview and worldview of a person included in modern social culture.

The program is designed taking into account the need to conduct classes on the development of speech, as well as final classes (essays, tests, seminars, etc.). The form of conducting such classes and their topics depend on the goals and objectives set by the teacher, as well as on the level of preparedness of students. These types of work are closely related to the study of a literary work, provide the development of imagination, figurative and logical thinking, and contribute to the formation of students' skills in analyzing and evaluating literary works.

The introduction of different types of studies and tasks of a research nature activates the position of the student-reader, develops general creative abilities. In the program, theoretical information is supplemented by demonstrations of presentations, excerpts from program feature films, portraits of writers, etc.

The program contains a thematic plan that reflects the number of hours allocated for the study of "Literature" when students master the specialties 24.02.01 "Production of aircraft", 20.02.04 "Fire safety". The reserve of time - 04 hours - is aimed at studying the section "Russian literature of the second half of XIX century”, the theme “L.N. Tolstoy. Spiritual searches of Andrei Bolkonsky, Pierre Bezukhov, Natasha Rostova”, “L.N. Tolstoy. Kutuzov and Napoleon in the novel "War and Peace". Guerrilla War. The reserve of time - 02 hours - is aimed at studying the section “Literature of the 30s - early 40s. (review)”, the theme “Good and evil in the novel by M.A. Bulgakov “The Master and Margarita”.

The program provides for independent extracurricular work (58 hours), including:

work with primary sources (taking notes and summarizing critical articles and literary texts);

preparation for seminars (home preparation, classes in the library, work with electronic catalogs and Internet information);

compilation of bibliographic tables on the writer's work;

preparation of abstracts;

work with dictionaries, reference books, encyclopedias.

Quality control of mastering the discipline "Literature" is carried out in the process of current control and intermediate certification.

Current control is carried out within the study time allotted for the discipline, both traditional and innovative methods (test work, student essays, oral answers, reports, essays, research papers, essay competitions, literary quizzes, tournaments, tests), as well as frontier control points. The results of the current control are taken into account when summing up the results for the discipline.

Intermediate certification is carried out in the form of a test, based on the results of studying the discipline, at the end school year, a differentiated credit for the discipline is carried out at the expense of the time allotted for its development, and is set on the basis of the results of essays, as well as points of boundary control.

The program can be used by other educational institutions of professional and additional education implementing the educational program of secondary (complete) education.

1.2. The place of discipline in the structure of the main professional educational program: the discipline is included in the general education cycle and belongs to the basic general education disciplines.

1.3. The goals and objectives of the discipline are the requirements for the results of mastering the discipline:

know/understand:

The figurative nature of verbal art;

Basic facts of the life and work of classic writers of the 19th-20th centuries;

The main regularities of the historical and literary process and the features of literary trends;

Basic theoretical and literary concepts;

As a result of studying the academic discipline "Literature", the student must be able to:

Reproduce the content of a literary work;

Analyze and interpret a work of art using information on the history and theory of literature (themes, problems, moral pathos, system of images, compositional features, figurative and expressive means of language, artistic detail); analyze the episode (scene) of the studied work; explain its connection with the problems of the work;

Correlate fiction with social life and culture; reveal the specific historical and universal content of the studied literary works; identify "cross-cutting" themes and key problems of Russian literature; correlate works with the literary direction of the era;

Determine the type and genre of the work;

Argumented to formulate their attitude to the read work;

Write reviews of read works and essays of different genres on literary topics;

Use the acquired knowledge and skills in practical activities and everyday life to:

Creation of a coherent text (oral and written) on the necessary topic, taking into account the norms of the Russian literary language;

Participation in a dialogue or discussion, evaluation of their aesthetic significance

Independent acquaintance with the phenomena of artistic culture and assessment of their aesthetic significance,

Determining your circle of reading and evaluating literary works;

Determining your circle of reading in Russian literature, understanding and evaluating foreign-language Russian literature, forming a culture of interethnic relations.

STRUCTURE and content of the EDUCATIONAL DISCIPLINE

2.1. THEME PLAN

Name of sections and topics

Number of hours

Max-

naya

Independent

educational

Job

Mandatory classroom

including:

Total lessons

Lab. and practice. busy-

Section 1. Literature of the 19th century.

Topic 1.1. Introduction.

Topic 1.2. Russian literature of the first half of the 19th century.

Topic 1.3. Russian literature of the second half of the 19th century.

Section 2. Literature of the XX century.

100

Topic 2.1. The main streams of Russian literature of the XX century.

Topic 2.2. Russian literature at the turn of the century.

Topic 2.3. Literature of the first half of the 20th century.

Topic 2.4. Literature of the period of the Great Patriotic War and the first post-war years.

Topic 2.5. Literature of the second half of the XX century.

Topic 2.6. Poetry of our days.

Topic 2.7. A review of the literature of the last decade of the XX.

Topic 2.8. Foreign literature (review).

Topic 2.9. Differentiated account.

Total:

176

117

2.2 Thematic plan and content of the discipline Literature

Name of sections and topics

Watch volume

Level of development

Section 1.

Literature of the 19th century.

Topic 1.1

Introduction.

Historical and cultural process and periodization of Russian literature. The originality of Russian literature. The specifics of literature as an art form.

Demonstrations : ( not provided)

Laboratory work: (not provided)

Practical classes: (not provided)

Control works: (not provided)

Topic 1.2

Russian literature of the first half

XIX V.

A.S. Pushkin. Life and creative path. The main themes and motives of the lyrics. The theme of the poet and poetry. Poems "Prophet", "To the Poet", etc. Philosophical lyrics. Lyrics of love and friendship. Civil, political and patriotic motives of the lyrics. The development of realism in the work of A.S. Pushkin.

M.Yu.Lermontov. Information from the biography. Characteristics of creativity. Stages of creativity. The main motives of the lyrics. Poems "Poet", "Prayer", "Prophet", "Motherland", etc. Motives of loneliness. Affirmation of the heroic personality type. Love for the motherland, people, nature. Poet and Society.

N.V. Gogol. Information from the biography. The value of N.V. Gogol's work in Russian literature. "Petersburg Tales": "Portrait". Composition. Plot. Heroes. Ideological intention. Motives of personal and social disappointment. Comic tricks in the story. Author's position.

Literary theory: 1) Elegy; 2) the development of the concept of romanticism; 3) romanticism and realism.

Demos: not provided

Control works: Introductory control (test).

Independent work of students:read "Masquerade"

Topic 1.3.

Russian literature of the second half

19th century

Russia second halfXIXV. Rise of realism. The role of literature in society. Cultural and historical development of Russia, its reflection in literary process. Life-affirming and critical realism. Moral quest for heroes. Literary criticism.

2 2

A.N. Ostrovsky - the creator of the Russian national theater. Information from the biography. Drama Storm. Socio-cultural novelty of dramaturgy. The novelty of poetics. Types of business people in plays. The nature of the comic. Author's attitude to the characters.

Drama Storm. Ideological and artistic originality. The city of Kalinov and its inhabitants. The emotional tragedy of Katerina. The originality of the idea, the power of the tragic denouement. The conflict of a romantic personality with a way of life. The motives of temptations, the motive of willfulness and freedom in the drama. The position of the author and his ideal. Storm symbolism.

I.A. Goncharov. Information from the biography. The novel "Oblomov" (survey study). Creative history of the novel. Inconsistency of character. Stolz and Oblomov. Past and future of Russia. The author's solution to the problem of love in the novel.

I.S. Turgenev. Information from the biography. Analysis of the novel "Fathers and Sons". The era and the novel "Fathers and Sons". The temporary and all-human meaning of the title and the main conflict of the novel. Features of the composition of the novel.

The problem of generations in the novel "Fathers and Sons". Bazarov and his parents. The search for a "consciously heroic" nature as a response to the contradictions of the eras. Nihilism and its consequences.

Poets of "pure art". F.I. Tyutchev. Information from the biography. Philosophical and socio-political lyrics. Lyrics of love. A.A. Fet. Information from the biography. Poetry as an expression of ideal and beauty. Poems: F.I. Tyutchev "January 29, 1837", "Russia cannot be understood with the mind ...", "We are not given to predict ...", "K.B." (I met you - and all the past ... ") - philosophy is the basis of the poet's lyrics. A.A. Fet “Autumn”, “Whisper, timid breathing…”, “Don't wake her up at dawn…” - the fusion of the outer and inner worlds in his poetry.

N.A. Nekrasov. Information from the biography. Lyrics. Traditions of Russian poetry and innovation. Poems: “Motherland”, “Poet and Citizen”, “The Cry of Children”, “Elegy” (Let the changeable fashion tell us ...). Civil pathos of the lyrics. Folk poetry as a source of originality of Nekrasov's poetry.

N.S. Leskov. Information from the biography. The story "The Enchanted Wanderer" (survey study). Features of the plot of the story. The theme of the road and the image of the stages of the spiritual path of the individual (the meaning of the wanderings of the protagonist). The concept of folk character. The theme of the tragic fate of a talented Russian person. Meaning of the title of the story.

M.E. Saltykov-Shchedrin. Information from the biography. The novel "History of one city" (survey study). The peculiarity of typing. Objects of satire and satirical devices. Hyperbole and grotesque as ways of depicting reality. The role of Saltykov-Shchedrin in the history of Russian literature.

F.M.Dostoevsky. Information from the biography. The novel Crime and Punishment. The peculiarity of the genre. Display of Russian reality in the novel. Social and moral-philosophical problems of the novel.

The meaning of Raskolnikov's theory. Social and philosophical origins of his rebellion. Raskolnikov's crime. The theory of "strong personality" and its refutation in the novel. Secrets of the inner world of man: readiness for sin, trampling on high truths and moral values. The drama of the character and fate of Rodion Raskolnikov.

Humiliated and insulted in the novel "Crime and Punishment". Doubles of R. Raskolnikov. The evolution of the idea of "duality". Suffering and purification in the novel. Symbolic images in the novel. The role of the landscape The originality of the embodiment of the author's position in the novel.

L.N. Tolstoy. Life and creative path. Spiritual searches of the writer. Epic novel "War and Peace". genre of the novel. Features of the compositional structure of the novel.

Depiction of the wars of 1805-1807 Patriotic War 1812 in the novel War and Peace. The symbolic meaning of "war" and "peace". Pictures of the war of 1812. Condemnation of the cruelty of war in the novel.

Spiritual quest of the heroes of the novel (Andrey Bolkonsky, Pierre Bezukhov). Female images (N. Rostova, M. Bolkonskaya). Secular society in the image of Tolstoy. Ideological searches of Tolstoy.

Kutuzov and Napoleon in the novel "War and Peace". Guerrilla war. Debunking the idea of "Napoleonism". Patriotism in the understanding of the writer.

"People's Thought" and the family in the novel "War and Peace". The problem of the people and the individual. Combination in the novel of the idea of personal and universal. The author's ideal family.

The psychology of the novel. World significance of Leo Tolstoy's creativity. Artistic principles of Tolstoy in the depiction of Russian reality: following the truth, psychologism, "dialectic of the soul". L.N. Tolstoy and the culture of the 20th century. World significance of Tolstoy's creativity.

A.P. Chekhov. Information from the biography. Artistic perfection of stories. Denial of vulgarity, falsehood, lack of spirituality in his stories ("Ionych" - the degradation of the human personality). Periodization of Chekhov's creativity. The originality and all-penetrating power of Chekhov's creativity. A new type of story. Heroes of Chekhov's stories.

The play "The Cherry Orchard". Drama innovation. Lyricism and soft humor. Dramaturgy of Chekhov. The peculiarity of the genre. Expanding the boundaries of historical time in the play. The symbolism of the play. The role of A.P. Chekhov in the world dramaturgy of the theater.

Literary theory: 1) (not provided); 2) critical realism; 3) the concept of drama; 4) socio-psychological novel; 5) socio-psychological novel; 6) (not provided); 7) (not provided); 8) the development of the concept of the nationality of literature, the concept of style; 9) (not provided); 10) the development of the concept of satire, the concept of convention in art (grotesque, "Aesopian language"); 11) problems of contradictions in the outlook and work of the writer; 12) (not provided); 13) polyphony of the novels of F.I. Dostoevsky; 14) the concept of an epic novel; 15) (not provided); 16) (not provided); 17) (not provided); 18) (not provided); 19) (not provided); 20) (not provided); 21) the development of the concept of dramaturgy (internal and external action; subtext; the role of the author's remarks, pauses, replicas, etc.). The originality of Chekhov the playwright.

Demos: 2) a portrait of the writer, excerpts from the film "Thunderstorm"; 3 ) episodes from the film "Thunderstorm";4) a portrait of the writer, episodes from the film "Oblomov"; 5) a portrait of the writer, episodes from the film "Fathers and Sons"; 6)episodes from the film "Fathers and Sons"; 7) portraits of poets; 8) a portrait of the writer. 9) a portrait of the writer; 10) a portrait of a writer; 11) a portrait of the writer, episodes from the film "Crime and Punishment"; 12) episodes from the film "Crime and Punishment"; 13) episodes from the film "Crime and Punishment"; 14) a portrait of the writer, episodes from the film "War and Peace"; 15) episodes from the film "War and Peace"; 16) episodes from the film "War and Peace"; 17) episodes from the film "War and Peace"; 18) episodes from the film "War and Peace"; 19) episodes from the film "War and Peace"; 20) a portrait of a writer; 21)(not provided);

Laboratory work (not provided)

Practical classes (not provided)

Independent work of students: 2) read the drama "Thunderstorm"; 3) prepare for the test on N.A. Ostrovsky and the drama "Thunderstorm"; 4) prepare for the test; 5) read the novel "Fathers and Sons"; 6) write a mini-essay on one of the topics of block I (test work); 7) memorize F.I. Tyutchev’s poem “K.B.”; A.A. Feta - optional; 8) memorize the poem "Elegy"; 9) write a mini-essay on one of the topics of the II block (test work), read “The Enchanted Wanderer”; 10) read "History of one city", write a mini-essay on one of the topics of the III block (test work). 11) read the novel "Crime and Punishment"; 12) read the novel "Crime and Punishment"; 13) write a mini-essay on one of the topics of the IV block (test work); 14) read excerpts from the novel "War and Peace"; 15) read excerpts from the novel "War and Peace"; 16) prepare an essay on one of the topics: “The life and work of L.N. Tolstoy”, “Women's images in the novel “War and Peace”; 17) prepare a comparative analysis of the images of the commanders Kutuzov and Napoleon (in writing); 18) choose a topic from the V block and prepare for the essay (write an essay plan); 19) write a mini-essay on one of the topics of the V block (test work); 20) read excerpts from the play "The Cherry Orchard"; 21) complete a report on the topic: “The past, present and future in the play“ The Cherry Orchard ”.

24h.

Section 1 I.

Literature of the XX century.

Topic 2.1.

Main streams of Russian literatureXX century.

general characteristics cultural and historical process turn of XIX and XX centuries and its reflection in literature. Soviet literature, Russian literature abroad, "forbidden literature". Literary currents (symbolism, acmeism, futurism). The role of art in society.

Literary theory: (not provided)

Demos: not provided

Laboratory work (not provided)

Practical classes (not provided)

Control works (not provided)

Independent work of students: (not provided)

Topic 2.2.

Russian literature at the turn of the century.

I.A. Bunin. Information from the biography. Philosophical lyrics. Master of a short story ("Antonov apples", "Dark alleys", "Clean Monday"). The crisis of civilization in the story "The Gentleman from San Francisco". Poems: “Epiphany Night”, “The Last Bumblebee”, “Song”, etc. Realistic and symbolic in prose and poetry. Accuracy of perception of human psychology and the natural world; poeticization of the historical past.

A.I. Kuprin. Information from the biography. Moral and social problems in his stories. The story "Garnet bracelet". People of civilization and people of nature (story "Olesya"). Condemnation of vices modern society. The meaning of the title of the story, the dispute about strong, selfless love, the theme of inequality in the story "Garnet Bracelet". Symbolic and realistic in the work of Kuprin.

Literary theory: (not provided)

Demos: 1) a portrait of the writer, an exhibition of books by I.A. Bunin; 2) a portrait of the writer, episodes from the film "Garnet Bracelet".

Laboratory work (not provided)

Practical classes (not provided)

Control works (not provided)

Independent work of students: 1) read "The Gentleman from San Francisco", memorize a poem (at the student's choice) of at least 16 lines; 2) write a mini-essay on one of the topics of the VI block (test work).

Topic 2.3.

Literature of the first half of the 20th century

Poetry of the Silver Age. Literary currents of poetry, Russian modernism: symbolism, acmeism, futurism. N.S. Gumilyov, M.I. Tsvetaeva. Information from the biography. Test on the work of the poets of the "Silver Age". Review of Russian poetry late XIX beginning of XX centuries. The problem of traditions and innovations in the literature of the early 20th century; forms of its resolution in the works of realists, symbolists, acmeists, futurists. The origins of Russian symbolism. The influence of Western European philosophy and poetry on the work of Russian symbolists. N.S. Gumilyov - the desire for exotic descriptions and glorification of reality in lyrics. The spiritual height of the poetry of M.I. Tsvetaeva.

M. Gorky. Information from the biography. Early stories ("Old Woman Izergil", "Chelkash"). Attitude to the October Revolution "Untimely Thoughts". The truth of life in Gorky's stories. Types of characters in the writer's romantic stories. Themes and problems of Gorky's romantic creativity. The author's position and ways of its implementation.

Features of the genre and conflict in the play by A.M. Gorky "At the bottom". The image of the truth of life in the play and its philosophical meaning. Heroes of the play.

The dispute about the destiny of man, truth and lies in the drama "At the Bottom". Author's position and ways of its expression. Gorky's innovation as a playwright. Gorky and the Moscow Art Theater. Gorky is a novelist.

A.A. Blok. Information from the biography. The image of Russia in poetry ("Russia", "On the field of Kulikovo"). Poem "Twelve". The nature of social contradictions in the image of the poet. The theme of the historical past in Blok's lyrics. The theme of the motherland, anxiety for the fate of Russia. The complexity of Blok's perception of the social nature of the revolution. The plot of the poem and its characters. The struggle of the worlds. The image of the "world fire", the ambiguity of the finale, the image of Christ in the poem. Composition, vocabulary, rhythm, intonation diversity of the poem.

V.V.Mayakovsky. Information from the biography. Poems: "Listen", "Could you?", "Jubilee". The theme of the poet and poetry. The image of a poet - a citizen. Poems "Out loud", "Cloud in pants". Poetic novelty of early lyrics: unusual content, hyperbolicity and plasticity of images, brightness of metaphors, contrasts and contradictions. The theme of the discrepancy between dreams and reality, the imperfection of the world in the poet's lyrics. Problems of spiritual life. The character and personality of the author in poems about love. Mayakovsky's satire. Appearance of philistinism.

Peasant poetry of the 20s. S.A. Yesenin. Information from the biography. The theme of the Motherland in Yesenin's work. Poems: “Goy you, my dear Rus'!”, “Letter to mother”, “Letter to a woman”, “Russia”, “About valor, about exploits, about glory”. Concern for the fate of the native land of a person living on it in the works of S. Yesenin, N. Klyuev, S. Klychkov. Poeticization of Russian nature, the Russian village, the development of the theme of the motherland as an expression of love for Russia. The artistic originality of Yesenin's work: deep lyricism, unusual imagery, color painting, the principle of landscape painting, the folk song basis of poetry.

M.A. Bulgakov. Information from the biography. History, genre and composition of the novel "The Master and Margarita". The history of the creation of the novel. Changing the titles of the novel. The originality of the genre (the writer's appeal to the genre of the novel-myth). The versatility of the novel. The complex interaction of the two novels is the story of the life of the Master and the novel he created about Pontius Pilate.

The system of images in the novel "The Master and Margarita". Master and Margarita. Pontius Pilate and Yeshua Ha-Nozri. Ivan Bezdomny is a poet. The role of names in understanding the ideological and artistic structure of the novel.

Three worlds in the novel "The Master and Margarita". Fantastic and realistic in the novel. The system of internal correspondences within the framework of the novel.The three main worlds: the ancient Yershalaim, the eternal otherworldly and the modern Moscow are not only interconnected (the role of the link is performed by the world of Satan), the plans are united with each other and the images and symbols play the main role of connecting elements.

Good and Evil in The Master and Margarita. A novel about the responsibility of a person for all the good and evil that are committed on earth, for his own choice life path leading to truth and freedom, about the all-conquering power of love and creativity. Demonology. Secrets of human psychology: the fear of the "powerful of the world" before the truth of life. Woland and his entourage (Gella, Behemoth a werewolf cat and Woland's favorite jester; Azazello - "a demon of the waterless desert, a killer demon; Koroviev-Fagot - a subordinate of Woland, a devil and a knight; Frida - a participant in the Great Ball with Satan).

Love and fate of the Master in the novel "The Master and Margarita". Traditions of Russian literature (creativity of N. Gogol) in the works of M. Bulgakov. Preparation for writing. The symbolism of love in the novel: the image of a Finnish knife. Cross-cutting symbols in the novel: the symbolism of moonlight.The connection of the novel with many other works and works (with Nikolai Vasilievich Gogol, the dramatic poem "Faust" (1808-1832) by the great German poet Johann Wolfgang Goethe (1749-1832), with the poem by Nikolai Gumilyov (1886-1921) "Creativity" (1918 ), and etc.). This made it possible to expand the artistic space and interpret the images of the characters in a new way.

M.A. Sholokhov. Information from the biography. The epic novel "Quiet Flows the Don". An epic novel about the fate of the Russian people and the Cossacks during civil war. The peculiarity of the genre. composition features. The collision of the old and the new world in the novel. Mastery of psychological analysis. Patriotism and humanism of the novel.

The fate of Grigory Melekhov as a way to search for the truth of life. Women's fates in the novel Quiet Flows the Don. The tragedy of a man from the people at a turning point in history, its meaning and significance. Love in the pages of a novel. The versatility of the story. The originality of the artistic style of the writer.

N.A. Zabolotsky. Information from the biography. The affirmation of enduring moral values. Poems: "Testament", "Reading poetry", "On the beauty of human faces". The inseparable connection of generations, philosophical depth, artistic originality of the poet's poems. The originality of the artistic embodiment of the theme of nature in the lyrics of Zabolotsky.

Literary theory: 1) not provided; 2) not provided; 3)) are not provided; 4) development of the concept of drama; 5) development of the concept of artistic imagery (image-symbol), development of the concept of a poem; 6) traditions and innovation in literature, new system versification, tonic versification; 7) development of the concept of poetic means of artistic expression; 8) the diversity of novel types in Soviet literature; 9) not provided; 10)) is not provided; 11) not provided; 12) not provided; 13) not provided; 14) development of the concept of the writer's style; 15) development of the concept of the writer's style.

Demos: 1) portraits of poets, an exhibition of books; 2) a portrait of a writer, an exhibition of books; 3) episodes from the film "At the bottom"; 4) episodes from the film "At the bottom"; 5) a portrait of a poet, an exhibition of books; 6) a portrait of a poet, an exhibition of books; 7) a portrait of a poet, an exhibition of books; 8) a portrait of the writer, an exhibition of books, episodes from the film The Master and Margarita; 9) episodes from the film "The Master and Margarita"; 10) episodes from the film "The Master and Margarita"; 11) episodes from the film "The Master and Margarita"; 12) episodes from the film "The Master and Margarita"; 13) a portrait of a writer, an exhibition of books; 14) episodes from the movie "Quiet Don"; 15) a portrait of a poet, an exhibition of books.

Laboratory work (not provided)

Practical classes (not provided)

Control works: on the poetry of the "Silver Age".

Independent work of students: 1) memorize poems by N.S. Gumilyov and M.I. Tsvetaeva (at the student's choice) at least 16 lines; 2) not provided; 3) memorize Sateen's monologue about a person; 4) write a mini-essay on one of the topics of the VII block (test work); 5) memorize the poem "Russia" or "About valor, about exploits, about glory"; 6) memorize the poem "Listen"; 7) memorize poems by S.A. Yesenin (at the student's choice) at least 16 lines. Write a mini-essay on one of the topics of the VIII block (test work); 8) read the novel "The Master and Margarita"; 9) not provided; 10) not provided; 11) not provided; 12) write a mini-essay on one of the topics of block IX (test work); 13) complete an essay on the topic “Women's images and their fates in the novel “Quiet Flows the Don”; 14) write a mini-essay on one of the topics of block X (test work); 15) memorize a poem by N.A. Zabolotsky (at the student’s choice) of at least 16 lines.

Topic 2.4.

Literature of the period of the Great Patriotic War

war and the first post-war years.

The Great Patriotic War in Literature. Songs of the war years. S. Solovyov - Gray, V. Lebedev-Kumach, I. Dunaevsky. Figures of literature and art in defense of the Fatherland. Music by D. Shostakovich and songs of the war years. Cinema of the heroic era.

Poetry during the war. K.Simonov, A.Surkov, M.Isakovsky. Lyrical hero in the verses of front-line poets.

"Lieutenant's prose" (review). B. Vasiliev "The dawns here are quiet." Works of the first post-war years. The problem of human existence, good and evil, selfishness and feat of life, confrontation between creative and destructive forces. Realistic and romantic depiction of war in prose.

A.A. Akhmatova. Life and creative path. early lyrics. The tragedy of the people and the poet. Poem "Requiem". Themes of love for the native land, for the Motherland, for Russia. The theme of love for the motherland and civil courage in the lyrics of the war years. The theme of poetic skill in the work of the poetess. Poem "Requiem". The historical scale and tragedy of the poem. The tragedy of the life and fate of the lyrical heroine and poetess. The originality of Akhmatova's lyrics.

B.L. Pasternak. Information from the biography. Philosophical lyrics. Simplicity and lightness of late lyrics. The novel "Doctor Zhivago" (review). Poems: "Hamlet", "Definition of Poetry", "Winter Night", "February. Get ink and cry…” etc. Aesthetic searches and experiments in early lyrics. The theme of the path is the leading one in Pasternak's poetry. Features of poetic perception. originality art form poems.

A.T. Tvardovsky. Information from the biography. Poems about the war. post-war poetry. Poems: “The whole essence is in one single testament”, “In memory of the mother”, “I know: no fault of mine ...”, “On the day the war ended ...”, etc. The theme of war and memory in the lyrics of A. Tvardovsky. The affirmation of moral values. Reflection on the past, present and future of the Motherland. Artistic originality of A. Tvardovsky's creativity.

Theory of Literature: 1) development of the concept of the style of the writer; 2) development of the concept of the style of the writer; 3) development of the concept of the writer's style; 4) the problem of tradition and innovation in poetry. poetic skill; 5)not provided; 6)traditions of Russian classical literature and innovation in poetry.

Demos: 1) research work on the topic "Outstanding works during the WWII" (showing a presentation); 2) not provided; 3) episodes from the film “The Dawns Here Are Quiet”; 4) a portrait of a poetess, an exhibition of books; 5) episodes from the film "Doctor Zhivago"; 6) are not provided.

Laboratory work (not provided)

Practical classes (not provided)

Control works (not provided)

Independent work of students: 1)memorize a poem by any author about the war (at least 16 lines); 2) memorize the poem by K. Simonov “Wait for me”; 3)– complete an essay on the topic “Works of the first post-war years” and prepare its defense; 4) memorize a poem by A.A. Akhmatova (at the student's choice) of at least 16 lines; 5) memorize a poem by B.L. Pasternak (at the student’s choice) of at least 16 lines; 6) memorize a poem by A.T. Tvardovsky (at the student's choice) of at least 16 lines.

Topic 2.5.

Literature of the second half of the XX century.

Literature of the 50-80s of the XX century. New trends in literature. A new understanding of the problem of man in war. Y. Bondarev "Hot Snow", V. Kondratiev "Sashka". Changes in the social and cultural life of the country. Themes and problems, traditions and innovation in the works of writers and poets. The nature of heroism and betrayal. The role of works about the Great Patriotic War in the education of patriotic feelings of the younger generation.

Poetry of the 60-80s of the XX century (A. Voznesensky, I. Brodsky, N. Rubtsov, R. Gamzatov and others). Author's song. The significance of the work of V. Vysotsky, Yu. Vizbor, B. Akudzhava in the development of the art song genre. Search for a new poetic language, forms, genre. The development of the traditions of Russian classics in poetry. The theme of the Motherland in the poet's lyrics, a sharp pain for her fate. Harmony of man and nature. Yesenin traditions in Rubtsov's lyrics. The ratio of national and universal in the work of Gamzatov. The place of the author's song in the historical and cultural process (content, sincerity, attention to the individual).

V.Rasputin. Information from the biography. The fate of the people in his work. V. Rasputin "Farewell to Matyora". The growing role of journalism. Dynamics of moral values in time, foreseeing the danger of losing historical memory. Journalistic orientation of works of art of the 80s of the XX century. An appeal to the tragic pages of history, reflections on universal values.

A.I. Solzhenitsyn. Information from the biography. A new approach to depicting the past. Stories "One day of Ivan Denisovich", "Matryonin's yard". The issue of generational responsibility. The writer's reflections on the possible ways of human development in the story. The skill of A. Solzhenitsyn as a psychologist: the depth of characters, historical and philosophical generalization in the writer's work.

V.M. Shukshin. Information from the biography. "Village Prose". Stories: "Freak", "I choose a village for residence." Depiction of Russian Village Life: Depth and Wholeness spiritual world Russian person, bound by life his with the earth. Artistic features of V. Shukshin's prose.

Literary theory: 1) not provided; 2) not provided; 3)) are not provided; 4)) are not provided; 5) not provided;

Demos: 1) not provided; 2) not provided; 3)) are not provided; 4)) are not provided; 5) not provided

Laboratory work (not provided)

Practical classes (not provided)

Control works (not provided)

Independent work of students: 1) ) not provided; 2) complete an essay on the topic "Author's song" and prepare its defense; 3) read the work, complete the abstract; 4) read the work, complete the abstract; 5) prepare for a differentiated test.

Topic 2.6.

Poetry of our days.

N.M.Rubtsov, N.Zabolotsky B.Sh.Okudzhava, R.G.Gamzatov. The life and work of poets of choice. Poems: "Visions on the Hill", "Autumn Leaves". The originality of the artistic world of Rubtsov. The world of the Russian village and paintings native nature in the image of the poet. Experience the loss of an ancient life. Anxiety for the present and future of Russia. Yesenin traditions in Rubtsov's lyrics.

The poem "Cranes", "In the mountains, horsemen quarreled, it happened ...". The penetrating sound of the theme of the motherland in the lyrics of Gamzatov. Acceptance of parallelism. The ratio of national and universal in the work of Gamzatov. Poems "Midnight trolleybus", "Painters". Features of "bardic" poetry of the 60s. Arbat as an artistic universe, the embodiment of life ordinary people in the poetry of Okudzhava. Poems by N. Zabolotsky "In this birch grove", "Do not let your soul be lazy ...", poems about art,

Literary theory: (not provided)

Demos: not provided

Laboratory work (not provided)

Practical classes (not provided)

Control works (not provided)

Independent work of students: : not provided.

Topic 2.7.

A review of the literature of the last decade.

The main trends of the modern literary process. Postmodernism. Latest award-winning, high-profile, positive journal publications

Literary theory: (not provided)

Demos: not provided

Laboratory work (not provided)

Practical classes (not provided)

Control works (not provided)

Independent work of students: (not provided)

Topic 2.8.

Foreign literature (review).

I.V. Goethe "Faust", E. Hemingway "The Old Man and the Sea".

Literary theory: (not provided)

Demos: not provided

Laboratory work (not provided)

Practical classes (not provided)

Control works (not provided)

Independent work of students: (not provided)

Topic 2.9.

Differentiated account.

Differentiated account.

Literary theory: (not provided)

Demos: not provided

Laboratory work (not provided)

Practical classes (not provided)

Control works (not provided)

Independent work of students: (not provided)

Total:

117/ (s/r-59, c/r-4)

Within each section, relevant topics are listed. For each topic, the content of the educational material is described (in didactic units), the names of the necessary laboratory work and practical exercises (separately for each type), tests, as well as approximate topics independent work. If provided term papers(projects) by discipline, exemplary topics are described. The volume of hours is determined by each position of column 3 (marked with an asterisk *). The level of development is put down opposite the didactic units in column 4 (marked with two asterisks **).

To characterize the level of mastering the educational material, the following designations are used:

1. - introductory (recognition of previously studied objects, properties);

2. - reproductive (performing activities according to a model, instructions or under guidance)

3. - productive (planning and independent implementation of activities, solving problematic tasks)

3. Conditions for the implementation of the discipline program

3.1. Requirements for minimum logistics.

The implementation of the discipline program requires the presence of a study room of the Russian language and literature.

Study room equipment:

seats according to the number of students (30)

teacher's workplace (1)

work board (1)

a set of visual aids on the subject "Literature" (textbooks, dictionaries of various types, supporting notes-posters, stands, cards, texts of tests, fiction) (1)

Technical training aids:

TV, DVD, DVD discs (program films),

laptop,

audio system,

a set of slides on the topics of the discipline course.

3.2. Information support of training.

List of educational publications, Internet resources, additional literature.

Main Sources: Textbooks and study guides

1. Agenosov V.V. and others. Russian literature of the twentieth century. (parts 1, 2). 11th grade - M., 2012.

2. Russian literature of the XIX century. (parts 1, 2). 10 cells - M., 2010

3. Russian literature of the XIX century. Workshop textbook (parts 1, 2, 3). 11 cells / Ed. Yu.I. Lysogo. - M., 2011.

4. Russian literature of the twentieth century. (parts 1, 2). 11 cells / Ed. V.P. Zhuravlev.

5. Literature (parts 1, 2). 11 cells / Program ed. V.G. Marantsman. - M., 2012.

6.Lebedev Yu.V. Russian literature of the 19th century. (parts 1, 2). 10 cells - M., 2013.

7. Marantsman V.G. and etc. Literature. Program (parts 1, 2). 10 cells - M., 2014.

8. Russian literature of the XIX century. (part 1, 2, 3). 10 cells / Program ed. Obernikhina

G.A. - M., 2010.

9. Obernikhina G.A., Antonova A.G., Volnova I.L. etc. Literature. Workshop:

textbook allowance. / Ed. G.A. Obernikhina. - M., 2012.

For teachers:

10. History of Russian literature of the 19th century, 1800–1830. / Ed. V.N. Anoshkina and

CM. Petrov. - M., 2000.

11. History of Russian literature of the XI-XIX centuries. / Ed. IN AND. Korovin,

N.I. Yakushin. - M., 2001.

12. History of Russian literature of the nineteenth century. / Ed. V.N. Anoshkina, L.D. Gromov. M., 2001.

13. Kozhinov V. A prophet in his Fatherland. - M., 2002.

14. Literary manifestos from symbolism to the present day. - M., 2000.

15. Mikhailov A. Life of V. Mayakovsky. - M., 2003.

16. Mikhailov O. Bunin's life. - M., 2002.

17. Musatov V.V. History of Russian literature in the first half of the twentieth century. - M., 2001.

18. Nabokov V. Lectures on Russian literature. - M., 2001.

19. Russian literature of the twentieth century. / Ed. A.G. Andreeva. - M., 2002.

20. Russian literature of the XIX century. (part 1, 2, 3). 10 cells / Ed. Ionina G.N. - M., 2001.

21. Smirnova L.N. Russian literature of the late nineteenth - early twentieth centuries. - M., 2001.

22. Sokolov A.G. History of Russian literature of the 19th–20th centuries. - M., 2000.

23. Timina S.I. Russian prose of the late twentieth century. - M., 2001.

24. Literature at school: scientific and methodological journal. Established by the Ministry of Education of the Russian Federation.

Internet resources

25. Electronic resource "Russian Language Cabinet". Access form: www.slovari.ru

26. Electronic resource "Free virtual electronic library - VVM".

Access form: www.velib.com

27. Electronic resource "Literary portal -" Russian literature ". Form

access: www.fplib.ru

28. Electronic resource "Electronic version of the newspaper" Literature, ". Form

4. Control and evaluation of the results of mastering the discipline

Learning Outcomes

(skill acquisition, knowledge acquisition)

Forms and methods of control and learning outcomes

Know:

figurative nature of verbal art;

Test

the content of the studied literary works;

Homework

the main facts of the life and work of the classic writers of the 19th century;

Chronological tables

the main regularities of the historical and literary process and the features of literary trends;

Glossary of terms

basic theoretical and literary concepts

Glossary of terms

Be able to:

reproduce the content of a literary work;

Retelling, testing

analyze and interpret a work of art using information on the history and theory of literature (themes, problems, moral pathos, system of images, compositional features, figurative and expressive means of language, artistic detail); analyze the episode (scene) of the studied work; explain its connection with the problems of the work;

creative work,

research work

correlate fiction with social life and culture; reveal the specific historical and universal content of the studied literary works; identify "cross-cutting" themes and key problems of Russian literature; correlate works with the literary direction of the era;

Research work, execution design work

determine the type and genre of the work;

Testing

Literary discussion

Expressive poetry reading

reasoned to formulate their attitude to the read work;

Creative works (essays),

reviews, reviews, essays-

miniatures, essays

write reviews of read works and essays of different genres on literary topics;

creative work

use the acquired knowledge and skills in practical activities and everyday life to create a coherent text (oral and written) on the necessary topic, taking into account the norms of the Russian literary language;

creative work

engaging in dialogue or discussion;

Literary discussion

independent acquaintance with the phenomena of artistic culture and assessment of their aesthetic significance;

Feedback on a read work

determining your circle of reading and evaluating literary works;

Literary discussion

determining their circle of reading in Russian literature, understanding and evaluating foreign-language Russian literature, forming a culture of interethnic relations.

Review essay

The assessment of individual educational achievements based on the results of current control and intermediate certification is carried out in accordance with the universal scale (table).

Percentage of effectiveness (correct answers)

Qualitative assessment of individual educational achievements

Score (mark)

Verbal analogue

90 ÷ 100

Great

80 ÷ 89

Fine

70 ÷ 79

Satisfactorily

less than 70

Not satisfactory

At the stage of intermediate certification, according to the median of qualitative assessments of individual educational achievements, the examination committee determines the integral assessment of the level of training in the academic discipline.

In the process of mastering the discipline, students should develop literary and general competencies:

The student must have literary competencies, including the ability to:

LK 1. Apply literary knowledge in a specific life situation.

LK 2. Use logical thinking in solving tasks to achieve goals.

LK 3. Develop an encyclopedic knowledge of the necessary information.

LK 4. Use linguistic knowledge in practice.

LK 5. Apply theoretical and literary knowledge.

The technician must have general competencies that include the ability to:

OK 2. Organize your own activities, choose standard methods and methods for performing tasks, evaluate their effectiveness and quality.

OK 3. Make decisions in standard and non-standard situations and be responsible for them.

OK 4. Search and use the information necessary for the effective implementation of tasks, personal development.

OK 5. Use information and communication technologies in their activities.

OK 6. Work in a team and team, communicate effectively with colleagues, management, consumers.

OK 7. Take responsibility for the work of team members (subordinates), for the result of completing tasks.

OK 8. Independently determine the tasks of personal development, engage in self-education, consciously plan advanced training.

OK 9. Navigate in the face of frequent changes in technology in their activities.

OK 10. Perform military duty, including with the application of acquired knowledge (for boys).

FEATURES OF THE DEVELOPMENT OF LITERATURE AT THE END OF THE XVIII - BEGINNING OF THE XIX CENTURY.
The reforms of Peter I contributed to the fact that literature and art began to acquire the features of secularism, general accessibility, topicality. During the reign of Catherine II (1762-1796), Russian literature and culture, although they were still under the influence of European authorities, received an impulse to develop in their own original and unique way. The works of Mikhail Vasilievich Lomonosov, the activities of such Russian thinkers and writers as Feofan Prokopovich, Antioch Kantemir, Vasily Kirillovich Trediakovsky, Alexander Petrovich Sumarokov, Mikhail Matveevich Kheraskov and others, gradually established in Russian literature and art a direction common to Europe of that time - classicism, whose absolute dominance in national culture lasted over half a century.

Classicism. As an artistic direction, classicism began to take shape in Europe at the end of the 16th century, replacing the aesthetics of the Renaissance. The word classicus in Latin means "exemplary", thus the name of the direction reflects that its aesthetic system is based on following ancient patterns and the works of classicism themselves are a role model.

The theory of classicism is based on the idea of the educational role of art in the life of society. Literature, theater, painting, music - all types of art, as in the ancient world, should serve the person and the state, directing their development towards the ideal, contributing to their upbringing and education. The theorists of classicism unequivocally affirmed the priority of reason over feeling, therefore, in the system of values of classicism, the Reasonable Man, who possesses all best qualities which a thinking person can bring up in himself. A thinking person cannot develop bad qualities, they will be overcome as contrary to reason. In the works of classicism, an equal sign is put between the word "stupidity" and the word "vice", all the troubles of mankind are presented as the result of unreason and lack of education. Stupidity has both funny and tragic consequences that serve as a demonstration of how not to act, how not to be.

CONTENT
From the authors
PART I RUSSIAN LITERATURE KOHUA XVIII-XIX CENTURIES
FEATURES OF THE DEVELOPMENT OF LITERATURE AT THE END OF THE XIII-BEGINNING OF THE XIX CENTURY 6
Alexander Sergeevich Pushkin 33
Mikhail Yurievich Lermontov 67
Nikolai Vasilyevich Gogol 89
FEATURES OF THE DEVELOPMENT OF RUSSIAN LITERATURE IN THE SECOND HALF OF THE XIX CENTURY 109
Alexander Nikolayevich Ostrovsky 117
Ivan Aleksandrovich Goncharov 134
Ivan Sergeevich Turgenev 152
Fedor Ivanovich Tyutchev 177
Afanasy Afanasievich Fet 189
Alexey Konstantinovich Tolstoy 200
Nikolai Alekseevich Nekrasov 205
Mikhail Evgrafovich Saltykov-Shchedrin 225
Nikolai Semenovich Leskov 239
Fyodor Mikhailovich Dostoyevsky 252
Lev Nikolaevich Tolstoy 290
Anton Pavlovich Chekhov 331
Exemplary questions and assignments for the final standings at the course of Russian literature of the late XVIII-XIX centuries 356
PART II RUSSIAN LITERATURE OF THE XX CENTURY
PECULIARITIES OF THE DEVELOPMENT OF LITERATURE AND OTHER KINDS OF ART IN THE END OF THE XIX-BEGINNING OF THE XX CENTURY 362
Ivan Alekseevich Bunin 378
Alexander Ivanovich Kuprin 396
Alexey Maksimovich Gorky 405
The Silver Age of Russian Poetry 423
Creativity of poets of the Silver Age 434
Alexander Alexandrovich Block 462
Vladimir Vladimirovich Mayakovsky 485
New peasant poetry 508
Sergei Alexandrovich Yesenin 513
FEATURES OF THE DEVELOPMENT OF LITERATURE IN THE 1920-1940s 535
Marina Ivanovna Tsvetaeva 549
Anna Andreevna Akhmatova 556
Mikhail Afanasyevich Bulgakov 568
Andrey Platonovich Platonov 578
Mikhail Alexandrovich Sholokhov 584
Boris Leonidovich Pasternak 598
FEATURES OF THE DEVELOPMENT OF LITERATURE IN THE 1950-1990s 607
Alexander Isayevich Solzhenitsyn 632
Alexander Trifonovich Tvardovsky 638
Alexander Valentinovich Vampilov 644
FEATURES OF THE DEVELOPMENT OF LITERATURE AT THE TURN OF THE XX-XXI CENTURIES 648
Approximate questions and assignments for the final standings at the course of Russian literature of the XX century.

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State Department of Education of the Pskov Region
State budget professional educational institution Pskov region
Pskov College professional technology and service »

APPROVE
Deputy Director of MMR
___________T. V. Mikheenko
"___" _____________ 20___

TRAINING AND METODOLOGY COMPLEX

BY DISCIPLINE

UDb.01 Russian language and literature.
Literature

general education cycle
basic professional educational program
for specialties
38.02.05 "Commodity research and quality assessment consumer goods»;
38.02.10 "Economics and Accounting";
19.02.10 "Technology of catering products" and professions
01/19/17 "Cook, confectioner"

Compiled by: Nosonova Olga Vladimirovna, lecturer at GBPOU PO "PKPTiS"

Pskov, 2016

No. p.p.
Structure
Pages

2
Academic discipline program:
2.1. Introduction
2.2. educational route
2.3. The content of the discipline

3
Calendar-thematic plan

2. The program of the academic discipline

2.1. Introduction

Dear student!

The educational-methodical complex for the discipline Literature was created to help you work in the classroom, when doing homework and preparing for the current and final control in the discipline.
The teaching materials for the discipline include a theoretical block, tasks for self-study of discipline topics, a list of midterm control points, as well as questions and tasks for intermediate certification.
When starting to study a new academic discipline, you should carefully study the list of recommended basic and additional literature. Of all sources, one should rely on the literature indicated as the main one.
Having a positive rating for different types work in the lesson is necessary for admission to a differentiated test by discipline, therefore, if you are absent from the lesson for a good or bad reason, you will need to find time and do the missed work.
In the process of studying the discipline, independent extracurricular work is provided, including the performance of various independent works.
Based on the results of the study of the discipline, a differentiated test is carried out.

As a result of mastering the discipline, you should be able to:

Reproduce the content of a literary work;
- analyze and interpret a work of art using information on the history and theory of literature (themes, problems, moral pathos, system of images, compositional features, figurative and expressive means of language, artistic detail); analyze the episode (scene) of the studied work, explain its connection with the problems of the work;
- correlate fiction with social life and culture; reveal the specific historical and universal content of the studied literary works; identify "cross-cutting" themes and key problems of Russian literature; correlate the work with the literary direction of the era;
- determine the type and genre of the work;
- compare literary works;
- identify the author's position;
- expressively read the studied works (or their fragments), observing the norms of literary pronunciation;
- argued to formulate their attitude to the read work;
- write reviews of read works and essays of different genres on literary topics;
- use the acquired knowledge and skills in practical activities and everyday life for:
creation of a coherent text (oral and written) on the necessary topic, taking into account the norms of the Russian literary language;
engaging in dialogue or discussion;
independent acquaintance with the phenomena of artistic culture and assessment of their aesthetic significance;
determining your circle of reading and evaluating literary works;
determining their circle of reading in Russian literature, understanding and evaluating foreign-language Russian literature, forming a culture of interethnic relations.

As a result of mastering the discipline, you should know:

The figurative nature of verbal art;
- the content of the studied literary works;
- the main facts of the life and work of classic writers of the 19th–20th centuries;
- the main regularities of the historical and literary process and the features of literary trends;
- basic theoretical and literary concepts.

As a result of mastering the discipline, you should form general competencies (OK):

Title OK
The result you should get after
studying the content of the discipline (indicators)

OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.

Clarity and reasoning in explaining the essence and social significance of their future profession, its demand in the labor market.
Personal interest of the student, a creative approach to teaching the profession.
Striving for professional self-improvement.

OK 2. . Organize their own activities, determine methods for solving professional problems, evaluate their effectiveness and quality
Timeliness of delivery of all types of work.
Rationality of distribution of time for solving professional problems.
Independence in detecting mistakes made, timely correction of one's own activities.
Self-criticism in evaluating the organization of one's own activities.

OK 4. Search, analyze and evaluate the information necessary for setting and solving professional problems, professional and personal development.
Argumentation in the selection of sources of information.
Sufficiency of sources of information for performing different types of work.
Independence in the search, analysis and evaluation of information.
Compliance with the requirements for the design of various types of work, compiling a list of references.

OK 5. Use information and communication technologies to improve professional activities.
The optimality of the inclusion of information and communication technologies in the process of completing tasks.
Accuracy and speed in completing tasks related to information retrieval and communication.
The effectiveness of information retrieval.
Compliance with content and design requirements electronic presentations during their creation and presentation.

OK 6. Work in a team and team, interact
with management, colleagues and social partners.
Goodwill and constructiveness in communication with colleagues and social partners.
Compliance speech etiquette, professional ethics.
Dialogism and tolerance in relationships.
Persuasiveness of argumentation during dialogues with colleagues, management, social partners.
Possession of the technology of effective communication (modeling, organization, management, reflection).

OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training.
Correspondence of self-assessment and assessment of professional and personal qualities.
Activity and initiative of participation in professional competitions, olympiads, projects, exhibitions. The use of diagnostics for planning self-education, advanced training.
Planning and designing your own career, professional growth.

Attention! If in the course of studying the discipline you have difficulties, if you missed classes, then you can come to the teacher for additional classes.

2. 2. Educational route

Specialty / profession 38.02.05 "Commodity science and examination of the quality of consumer goods", 19.01.17 Cook, confectioner (2015 admission)

semester number

Extracurricular

including

Classes at the lessons (hour)
Laboratory work (hour)
Practical lessons (hour)
Coursework (hour)

I
1
44
15
30
14
-
16
-

2
93
31
62
31
-
31
-

II
3
38
13
26
12
-
14
-

4
116
38
76
39
-
37
-
Differentiated offset

Total:
291
97
194
96
-
98
-

Profession 19.01.17 Cook, confectioner (2013 entry)
Well

semester number
Maximum teaching load (hour)
Extracurricular
(self) load (hour)
Mandatory classroom teaching load (hour)
including
Intermediate Attestation Form

Classes at the lessons (hour)
Laboratory work (hour)
Practical lessons (hour)
Coursework (hour)

I
1
44
15
30
14
-
16
-

2
93
31
62
31
-
31
-

II
3
38
13
26
12
-
14
-

4
-
-
-
-
-
-
-

III
5
116
38
76
37

Differentiated offset

Total:
291
97
194
94
-
100
-

2.3. The content of the discipline
Brief content of the theoretical material of the program.
Topic 1. Introduction.
Topic 2. Russian literature of the first half of the 19th century.
Topic 2.1. Essay on the life and work of A. S. Pushkin
Topic 2.2. Essay on the life and work of M. Yu. Lermontov
Topic 2.3. Essay on the life and work of N. V. Gogol
Topic 3. Russian literature of the second half of the 19th century.
Topic 3.1. Essay on the life and work of A.N. Ostrovsky.
Topic 3.2. Essay on the life and work of I.A. Goncharova.
Topic 3.3. Essay on the life and work of I.S. Turgenev.
Topic 3.4. Creativity F.I. Tyutchev.
Topic 3.5. Creativity A.A. Feta.
Topic 3.6. Essay on the life and work of M. E. Saltykov - Shchedrin
Topic 3.7. The personality and fate of the poet N.A. Nekrasov.
Topic 3.8. Essay on the life and work of F.M. Dostoevsky.
Topic 3.9. Life and creative path of L.N. Tolstoy.
Topic 3.10. A.P. Chekhov is a man and a writer.
Topic 4. Prose of the late XIX - early XX century.
Topic 4.1. Literature of the late XIX - early XX centuries and its features.
Topic 4.2. I.A. Bunin. Essay on creativity.
Topic 4.3. A.I. Kuprin. Essay on creativity.
Topic 4.4. A.M. Bitter. Life, creativity, personality.
Topic 5. Poetry of the beginning of the 20th century.
Topic 5.1. "Silver Age" of Russian poetry.
Topic 5.2. A.A. Block. Essay on creativity.
Topic 5.3. V.V. Mayakovsky. Life, work, personality of the poet.
Topic 5.4. S.A. Yesenin. Life, work, personality of the poet.
Topic 5.5. Creativity A.A. Akhmatova.
Topic 5. 6. Creativity M. I. Tsvetaeva.
Topic 6. Literature of the 1920s - 1940s
Topic 6.1. M.A. Bulgakov. Life, creativity, personality. The fate of the writer's works. Tale " dog's heart". Novel "The Master and Margarita"
Topic 6.2. M.A. Sholokhov. Life, creativity, personality. A true depiction of the civil war in Don Stories, the epic novel Quiet Flows the Don. "Destiny of Man".
Topic 7. Literature of the period of the Great Patriotic War and the first post-war years.
Topic 7.1. Patriotic motives in the lyrics of N. Tikhonov, A. Surkov, K. Simonova, O. Bergholz and others.
Topic 7. 2. A.T. Tvardovsky. Life, work, personality of the poet.
Topic 7. 3. Heroism and romance of war in the stories of L. Sobolev, stories and novels by A. Beck, B. Gorbatov and others.
Topic 7. 4. New understanding military theme in the work of Y. Bondarev, G. Baklanov, V. Bykov, V. Kondratiev and others.

Topic 8. Literature of the 1950s - 1980s.
Topic 8.1. B.L. Parsnip. Brief essay on life and work.
Topic 8. 2. A.I. Solzhenitsyn. The theme of the tragic fate of man in a totalitarian society. Stories "One Day in the Life of Ivan Denisovich", "Matryona Dvor".
Topic 8.3. Works about the historical fate of the village. Works by V. Shukshin.
Topic 8. 4. Urban prose. To Rasputin. The story "Farewell to Matera".
Topic 8. 5. Moral problems in the works of V. Astafiev.
Topic 8. 6. Poetry of the 60s.
Topic 9. Literature of the 1990s - 2000s
Topic 9.1. Literature of the Russian Diaspora. V. Nabokov. The novel "Mashenka".
Topic 9. 2. Essay on the work of S. Dovlatov. "Suitcase"
Topic 10. Repetition of the studied material. Preparation and implementation of a differentiated test.
Topic 10.1. Repetition of the studied material. Preparation and implementation of a differentiated test.

3. Calendar-thematic plan

class number
Name of sections,
topics of training sessions
Type of lesson
Logistics support of the lesson, Internet resources
Homework

I course - 92 hours

Topic 1. Introduction - 2 hours

1-2
Romanticism is a direction of Russian literature of the first half of the 19th century.
Lecture

Work with the textbook Russian literature of the XIX century. 10 cells Part 1 / V. I. Korovin. - M., 2002 Presentation "Romanticism - the literary trend of the first half of the 19th century."
Lecture, textbook Part 1. pp. 39-46

Topic 2. Russian literature of the first half of the 19th century - 12 hours

3-4
Life and creative path of A.S. Pushkin. The main themes and motives of the lyrics.
Lecture
Presentations "The life and work of A. S. Pushkin", "The main motives of the lyrics of A. S. Pushkin." Illustrative material (photographs of the poet, illustrations for Pushkin's lyrical works). Collection of poems
Lecture summary

5-6
Poem "The Bronze Horseman"
Practical lesson
Presentation "Artistic originality of A. S. Pushkin's poem "The Bronze Horseman"", feature film "The Bronze Horseman" (1857), text of the poem
Reading by heart an excerpt from a poem

s/r
Compilation of a crossword puzzle on the work of A. S. Pushkin (2 hours)

7-8
M.Yu. Lermontov. Characteristics of creativity
Lecture
Presentation "The life and work of M. Yu. Lermontov", "The motive of loneliness in the lyrics of M. Yu. Lermontov." Poems "Prayer", "To the Poet", "I go out alone on the road"
Reading by heart

9-10
"Demon" as a romantic poem by M.Yu. Lermontov
Practical lesson

The text of the poem
Expressive reading

s/r
Making a presentation "M. Y. Lermontov artist» (2 hours)

11-12
Creativity N.V. Gogol. The story "Portrait"
Practical lesson
Presentation. The text of the story

Part 1 pp. 266 – 271

13-14

Seminar
Questions for the seminar

Composition

s/r
Compilation of a crossword puzzle based on the artistic text "Portrait" by N. V. Gogol (1 hour)

Topic 3. Russian literature of the second half of the 19th century - 60 hours

15-16
Review of Russian Literature of the Second Half of the 19th Century
Lesson
Portraits of writers of the second half of the 19th century
Learn a lecture

17-18
A.N. Ostrovsky. Essay on life and creativity. The play "Thunderstorm".
Lesson
Portrait of a playwright. Biography presentation. X\f based on the play "Thunderstorm". Presentation on the topic.
Page 54-83, select quotation material about Dikoy and Kabanova.

19-20
"Closed" city of Kalinov
Practical lesson
Film "Thunderstorm. Illustrative material (photographs of the playwright, illustrations for the play "Thunderstorm"). Table "The city of Kalinov through the eyes of residents in the play by A. N. Ostrovsky" Thunderstorm "".
The composition “Did Katerina have another way?”

s/r
Synopsis of the article by N. Dobrolyubov “A ray of light in a dark kingdom” (2 hours)

s/r
Drawing up the plot plan of the play by A.N. Ostrovsky “The Dowry” (1 hour)

21-22
The main stages of the life and work of I.A. Goncharov
Lecture
Presentation "The life and work of I. A. Goncharov." Film "Several days of their life Oblomov." Roman "Oblomov"
Abstract. Read chapters 1-10.

23-24
The image of the protagonist in the novel "Oblomov". The concept of "Oblomovism"
Practical lesson
Presentation "The origins of" Oblomovism "". Roman I. A. Goncharova "Oblomov". Articles by N. Dobrolyubov, N. Druzhinin
Mini-essay “As I understand what “Oblomovism” is.

25-26
Historical and philosophical meaning of the novel "Oblomov". Novel test
Practical lesson
Handout (test papers). Roman I. A. Goncharova "Oblomov"
Part 2 pp. 43-53

s/r
Development of a test on the work of I. A. Goncharov (2 hours)

s/r
Reading and retelling of one of the novels by I. A. Goncharov (at the choice of students) (1 hour)

27-28
Stages of the biography and creativity of I.S. Turgenev
Lesson
Presentation "The life and work of I. S. Turgenev." Poem in prose "Russian language"
Abstract.
Read chapters 1-5 of the novel

29-30
Ideological dispute between fathers and children
Practical lesson

s/r
Analysis of the image of a literary hero (based on the novels "Rudin", "The Nest of Nobles" (optional)) (4 hours)

31-32
F.I. Tyutchev. Life and art.

Lesson
Portrait, audio recording. Exhibition of books. Presentation "Philosophical lyrics of F.I. Tyutchev". Lyric work analysis plan
Page 90-110. Poem by heart.

33-34
A.A. Fet. Life and art
Lesson
Portrait. Audio recording. Exhibition of books. Presentation "The main themes of the lyrics of A. A. Fet"
Page 111-129.
Poem by heart.

s/r
Artistic analysis of a lyrical work (4 hours)

35-36
Stages of the biography and creativity of M.E. Saltykov-Shchedrin
Lecture
Presentation "Life and work of M.E. Saltykov-Shchedrin". Text "History of one city". Fairy tales.
Reading fairy tales

37-38
Lesson - credit based on the writer's tales
offset
Questions for text analysis in groups

s/r
Compilation of a crossword puzzle based on the fairy tales of M.E. Saltykov-Shchedrin (1 hour)

s/r
Abstract: "The history of one city" - a satirical exposure of the state bureaucratic system in Russia (2 hours)

39-40
ON THE. Nekrasov. Poem "To whom in Rus' it is good to live"
Lecture
Portrait. Presentation "The life and work of N. A. Nekrasov." Poem "To whom it is good to live in Rus'". Presentation "Who should live well in Rus'"
Page 130-147, read the chapters "Prologue", "Drunken Night".

41-42
Images of peasants and landlords in the poem.
Lesson
The text of the poem. Questions for group work on the analysis of Nekrasov's poem.
Page 147-154, prep. oral story about Y.Nagy, E.Girin

43-44
Images of people's intercessors in the poem
Practical lesson
The text of the poem. Questions for group work on the analysis of Nekrasov's poem. Illustrations for the chapter "Last Child"
Composition

s/r
Development of a quiz based on the poem “Who in Rus' should live well” (2 hours)

45-46
F.M.Dostoevsky. Novel "Crime and Punishment"
Lecture
Presentation "Life and work" of F. M. Dostoevsky, "Petersburg of F. M. Dostoevsky". Text of the novel
Page 155-164, draw up a biography plan

47-48
Dostoevsky's Petersburg. "The face of this world."
Lesson

Prepare a story on the first chapters about Raskolnikov.

49-50
“Shaken and unsettled hero”
Practical lesson
Illustrative material

Finish the table “The Marmeladov family”.

51-52
The resurrection of man in Raskolnikov through love.
Practical lesson
Film "Crime and Punishment"
Preparing for the test

53-54

Test
Handout

s/r
Report on the topic: "Symbolic images in the novel by F.M. Dostoevsky "Crime and Punishment" (2 hours)

s/r
Essay "Little Man" in a ruthless world" based on the novels of F. M. Dostoevsky (4 hours)

55-56
Pages of the great life of Leo Tolstoy. The novel “War and Peace” is an epic novel
Lecture
Presentation "Life and work of L. N. Tolstoy", "Images of heroes in L. Tolstoy's novel "War and Peace"". Text of the novel
Read the first chapters of Leo Tolstoy's novel "War and Peace"

57-58
True and false patriotism in the novel.
Lesson
Film "War and Peace"
View vol. 2, parts 1-3 Mark the material “The search for the meaning of life by P. Bezukhov and A. Bolkonsky.

59-60
The search for P. Bezukhov and A. Bolkonsky
Practical lesson
Film "War and Peace"
v.1, part 3, ch.14-17, ch.4, ch.7, ch.5, ch.15-18

61-62
Natasha Rostova on the way to happiness
Lesson
Illustrations "The first ball of Natasha Rostova", presentation "Favorite heroine of Leo Tolstoy in the novel "War and Peace""
Mini-essay "My attitude to Natasha Rostova"

63-64
Folk thought in the novel
Practical lesson
Presentation "Leo Tolstoy's novel "War and Peace""
Compose a quiz of 6 questions on the text of the work. Preparation for the offset.

65-66

offset
Handout for test paper

s/r
Development of the presentation "The image of the war in the "Sevastopol stories" by L. N. Tolstoy" (1 hour)

s/r
Comparative characteristics Kutuzov and Napoleon (2 hours)

s/r
Development of the presentation “The theme of the house in the novel “War and Peace”” (1 hour)

s/r
Essay "My favorite pages of the novel "War and Peace" (2 hours)

67-68
Essay on the life and work of A.P. Chekhov. The story "Ionych"
Lesson
Presentation " creative way A.P. Chekhov. Texts of A. P. Chekhov's stories. The play "The Cherry Orchard". Film "The Cherry Orchard"
Read the play "The Cherry Orchard"

69-70
The play "The Cherry Orchard". Destruction of the noble nest
Practical lesson
Illustrative material
Page 307-316, prepare a quotation of Ranevskaya and Gaev

71-72
Symbol of the garden in comedy. Originality of Chekhov's style.
Practical lesson
The text of the play
Preparation for test work

73-74

offset
Questions for offset

s/r
Written analysis of one story by A.P. Chekhov. (1 h)

Topic 4. Features of the development of literature and other arts at the beginning of the 20th century - 16 hours

75-76
Russian literature of the early twentieth century.
Lecture
Work with textbooks - Literature (Russian literature of the XX century). 11 cells Part 1 / Ed. Agenosov. - M., 2008. and Russian literature of the XX century. Reader for 11 cells. / Comp. A. V. Barannikov. - M., 2009. Table "Features of literature of the XX century." Dictionary of literary terms.
Page 14-20 studies. Page 11-14 readers

77-78
Analysis of the story by I.A. Bunin. "Dark alleys"
Lesson
Presentation "The life and work of I. A. Bunin." Texts of stories by I. Bunin
Read "Garnet Bracelet" by A. Kuprin.

s/r
Compose a quiz based on the stories of I. A. Bunin (2 hours)

79-80
A.I. Kuprin. The story "Garnet bracelet"
Lesson
Presentation "The life and work of A. I. Kuprin", feature film based on the story "Duel"
Mini essay. “Past the biggest love...”

s/r
Essay "Love is long-suffering, love is exalted?" based on the works of I. A. Bunin and A. I. Kuprin (2 hours)

81-82
Essay on the life and work of M. Gorky
Lesson
Album with illustrations "M. Gorky"
Read lecture notes. Read the story of M. Gorky “Old Woman Izergil”

83-84
Romantic works of M. Gorky. The story "Old Woman Izergil"
Lesson
Presentation "M. Gorky's story "Old Woman Izergil"", feature film "The camp goes to the sky"
Read d.1. Plays by M. Gorky “At the Bottom”

85-86
“At the Bottom” is a socio-philosophical drama.
Practical lesson
Presentation. Film "At the Bottom" (2014) and film "Without the Sun".
Read d.2-3 plays. Finish filling out the table according to step 1

87-88
Dispute about the appointment of a person.
Practical lesson
Task cards for the play, presentation
Prepare a story about Luke.

89-90
The Question of Truth in Gorky's Drama "At the Bottom"
Practical lesson
Theatrical performances
Composition

s/r
Notes on the article by M. Gorky “Untimely Thoughts” (1 hour)

s/r
Written answer to the question: "The role of Luke in the drama" (2 hours)

Topic 5. Repetition and generalization of the course - 2 hours

91-92
Credit work for 1 course
offset

s/r
Drafting reader's diary for 1 course (2 hours)

II course - 102 hours

Topic 6. Poetry of the beginning of the 20th century - 26 hours

93-94
Review of Russian poetry of the early twentieth century
Lecture

Page 7-20

95-96
"Silver Age" of Russian poetry
Lesson
Presentation "Symbolists". Poems by Z. Gippius, D. Merezhkovsky, N. Gumilyov, I. Severyanin. Collection of poems by V. Bryusov. Audio recordings of poems by A. Blok, A. Bely and others
Expressive poetry reading. pp. 20-48

s/r
Creative work on the topic: "Literary trends in the poetry of Russian modernism: symbolism, acmeism, futurism" (3 hours)

97-98
Biography of A. Blok. Romantic world of the early Blok
Lesson
Illustrative material, electronic application “Literat. direction" (Symbolism), texts of poetic works
Page 74-91. Learn one poem by heart.

99-100
Poem "Twelve"
Lesson
The text of the poem, task cards
Page 91-97, lit. answers on questions

s/r
Development of the presentation “My perception of A. A. Blok” (2 hours)

101-102
S. Yesenin as a national poet. love lyrics
Lesson
Presentation "The life and work of S. A. Yesenin", a collection of poems, documentary "Poetry of the "folk" poet"
Read one poem by heart (of your choice). Read the poem "Anna Snegina"

103-104
S. Yesenin's poem "Anna Snegina"
Practical lesson
Text of the work
Plan of the biography of V. Mayakovsky pp. 205-206 chrest.

s/r
Comparative analysis poems about the Motherland by S. Yesenin and A. Blok (2 hours)

105-106
Poetic innovation of V.V. Mayakovsky
Lecture
Album with illustrations “V.V. Mayakovsky"
Page 293-310. One poem by heart.

107-108
Love lyrics by V. Mayakovsky
Lesson
Audio recording by V. Mayakovsky, collections of poems
Read the poem "A Cloud in Pants"

109-110
Mayakovsky's poem "A Cloud in Pants"
Practical lesson
The text of the poem, questions to the poem
Retelling of the poem

s/r
Development of the presentation “V. Mayakovsky’s satirical poems “Klop” and “Bath” (2 hours)

111-112
A.A. Akhmatova. The main motives of the lyrics
Lesson
Textbook, portrait of the writer, table "Periodization of creativity"
Reading by heart, reading the poem "Requiem"

113-114
"The tragedy of the people or mother and son"?
Practical lesson
Textbook, text of the poem
Answer the problematic question of the lesson

115-116
M.I. Tsvetaeva. Lyrics
Lesson
Presentation "The life and work of the poetess M. I. Tsvetaeva." Poems
Page 348-367, memorize a poem

117-118

Test
Handout

s/r
Compilation of a reader's diary on poetry of the beginning of the 20th century (4 hours)

Topic 7. Features of the development of literature in the 1920s - 1940s - 28 hours

119-120
Characteristics of the literature of the period of the 20-30s.
Lecture
Presentation "The revolutionary era in the work of writers and poets of the 20s." Photo of poets. Collections of poems
Preparation for the seminar “Literature of the 20-30s”

s/r
Preparation of reports on literary groups and magazines of the 20s of the 20th century (4 hours)

121-122
Review of the works of the 20-30-ies. A.Fadeev “Destruction”, E.Zamiatin “We”, A.Platonov “Pit”
Seminar
Speakers' reports
Stories by M. Zoshchenko

s/r
Preparation of presentations on the work of writers D. Furmanov, A. Fadeev, B. Pilnyak (optional) (2 hours)

s/r
Make a plan for the work of Serafimovich "Iron Stream", Babel "Cavalry" (optional) (2 hours)

s/r
Make a plan for the biography of Averchenko and Teffi (2 hours)

s/r
Reading and retelling one satirical work 30s (2 hours)

123-124
M Zoshchenko. "Laughter is a great thing!"
Practical lesson
Story texts
Page 333-376 cross.

125-126
M.A. Bulgakov. Life, creativity, personality.
Lesson
Presentation "Life and work of M. A. Bulgakov"
Page 445-448

127-128
Satire Bulgakov. "Dog's heart"
Lesson

129-130
Novel Master and Margarita
Lesson
H.f. "Master and Margarita".
Presentation "Bulgakov's Moscow".
M. Bulgakov's novel "Master and Margarita".
Illustrations for M. Bulgakov's novel The Master and Margarita.
Page 452-455; image of Woland and his retinue

131-132
Good and evil in M. Bulgakov's novel "The Master and Margarita".
Practical lesson
Presentation "The Master and Woland: good and evil in M. Bulgakov's novel "The Master and Margarita".
pp. 455-457;
image of Yeshua

133-134
Love and destiny of the Master.
Practical lesson
Presentation "Gogol traditions in M. Bulgakov's novel "The Master and Margarita"". Photos of writers (M. Gorky, N.V. Gogol). Cards with tasks based on the novel by M. Bulgakov "The Master and Margarita".
Essay on the novel by M. Bulgakov "The Master and Margarita" (the image of the Master).

s/r
Write a review on the film "The Master and Margarita" dir. Y. Kary or V. Bortko (student's choice) (2 hours)

135-136
Life and creative path of M. Sholokhov.
Lecture
Presentations “Life and work of M.A. Sholokhov", "Russian Cossacks during the Civil War". H.f. Quiet Don.
Page 284 cross.

137-138
Moral problems of "Don stories" by M. Sholokhov.
Practical lesson
Story texts
Read volume 1 “Quiet Flows the Don”

139-140
“Quiet Flows the Don” is an epic novel about a national tragedy.
Lesson
x / f "Quiet Don"
Prepare the story “The Melekhov Family”

141-142
The image of Grigory Melekhov in the novel
Lesson
x / f "Quiet Don"
Prepare reports on female images in the novel.

143-144
Women's images in the novel
Lesson
x / f "Quiet Don"
Read book 2. Answer questions.

145-146

Speech development lesson
Essay topics
Composition

s/r
Write annotation for the film "Quiet Flows the Don" dir. S. Ursulyuk, 2015 (2 hours)

Topic 8. Features of the development of literature during the Great Patriotic War and the first post-war years - 12 hours

147-148
Literature of the period of the Great Patriotic War. leading genres.
Lecture
Presentation "Writers of the Front Generation". D.f. "The work of writers of the front-line generation: V. Grossman, V. Bykov."
Read A. Tolstoy “Motherland (p. 7-12 chrest)” and L. Leonov “Glory to Russia” (p. 12-14 chrest.)

149-150
Poetry of the period of the Great Patriotic War
Lecture
Presentation
Audio recordings
By heart one poem (p. 14-30 khrest.)

151-152
A.T. Tvardovsky. The theme of war and memory in the lyrics.
Practical lesson
Textbook, portrait of the writer, illustrations for works, literary text

Seminar preparation

153-154
Creativity of the writers of "lieutenant prose".
Seminar
Presentation "Publicism of the war years". Photos of writers of the war years, reports of speakers
Prepare brief retelling with elements of analysis of one work of "lieutenant's prose"

155-156
Journalism and dramaturgy of the war years
Lecture
Presentation "Military literature". Photos of writers of the war years. Writers' stories (author and work of the student's choice).
Abstract

157-158
Seminar on literature about the Great Patriotic War.
Seminar
Reports

s/r
Preparation of the report "A lyrical hero in the verses of front-line poets" (2 hours)

s/r
Preparation of the presentation “Works of the first post-war years (2 hours)

Topic 9. Features of the development of literature in the 1950s-1980s - 26 hours

159-160
B.L. Pasternak. The beginning of the creative path. Lyrics.
Lecture
Presentation "B. Pasternak's Lyrics", audio recordings of B. Pasternak's poems
Learn a poem (of your choice). Read "The Fate of Man" by M. Sholokhov

161-162
Literature of the “thaw”
Lecture
Presentation "Thaw in Literature 1953-1964"
Prepare a brief retelling of “The Fate of a Man” by M. Sholokhov

163-164
Analytical conversation based on the story of M. Sholokhov “The Fate of a Man”
Practical lesson

s/r
Preparation of the report “The search for a new poetic language, form, genre in the poetry of the 60s (2 hours)

165-166
Life and work of AI Solzhenitsyn.
Lesson
Presentations "Life and work of "camp" writers A. Solzhenitsyn, Shalamov". D.f. "A. Solzhenitsyn's camp path".
Prepare a short retelling of "One day ...".

s/r
Preparation of presentations on the work of B. Akhmadullina, E. Vinokurov, R. Rozhdestvensky, A. Voznesensky, E. Yevtushenko, B. Okudzhava (at the student's choice) (2 hours)

167-168
Analysis of the story “One Day in the Life of Ivan Denisovich”
Practical lesson
Presentation “The theme of human dignity in the story of A.I. Solzhenitsyn "One Day in the Life of Ivan Denisovich" The story of A.I. Solzhenitsyn "One Day in the Life of Ivan Denisovich". illustrations for the story.
Read “Matrenin Dvor” by A. Solzhenitsyn” (pp. 373-400 chrest.)

169-170
The "phenomenon" of a common man in A.I. Solzhenitsyn's story "Matryona's Dvor"
Practical lesson
Presentation “The theme of the Motherland in the story of A.I. Solzhenitsyn "Matrenin Dvor" The story of A.I. Solzhenitsyn "Matrenin Dvor". A series of tasks for group work
Page 174-181 (Christ.)

s/r
Preparation of questions for self-control on the work “One Day in the Life of Ivan Denisovich” (2 hours)

171-172
"Village prose": origins, problems, heroes
Lecture

Prepare a short retelling of 2-3 stories.

173-174
Stories by V.M. Shukshin.
Lesson
Presentation “Prose by V. Shukshin. Features of stories.
Read the story of V. Rasutin “Farewell to Matera”

s/r
Note-taking of an article about V.M. Shukshin. Information from the biography (from the textbook) (2 hours)

175-176

Practical lesson
Artistic text of the story, questions for text analysis
Prepare the story “Daria is the main character of the story”

177-178
V. Nabokov. Roman "Mashenka"
Lesson
Presentation for the lesson
Answer. to questions, pp. 181-199 (Christ.)

s/r
Preparation of questions for self-control based on Nabokov's novel "Mashenka" (2 hours)

179-180
V. P. Astafiev. The story "King-fish"
Lesson
Artistic text
Retelling the story

181-182
Seminar on creative work of poets of the “thaw” period. (R. Rozhdestvensky, E. Evtushenko, A. Voznesensky, B. Akhmadullina.
Seminar
Audio recordings of poems
By heart the poem pp. 329-361 cross.

183-184

Test
Handout

s/r
Preparing a presentation about N.M. Rubtsov. Information from the biography (2 hours)

Topic 10. Features of the development of literature in the late 1980s-2000s - 6 hours

185-186
Tradition and innovation in latest prose 80-90s
Lecture
Presentation for the lesson
Abstract

187-188
Essay on the work of S. Dovlatov. "Suitcase"
Practical lesson
Presentation for the lesson. Artistic texts
Retelling stories

189-190
Literature at the present stage.
Lesson
Presentation "Modern Literature".
Presentation "Prose of the 80-90s of the XX century."
D.f. "Writers of Recent Prose".
Illustrations based on the works of contemporary writers.
Works by T. Tolstoy, L. Petrushevskaya, V. Pelevin and others

Topic 11. Repetition and generalization of the course - 4 hours

191-192
Test work for the 2nd course
offset

193-194
Differentiated offset
offset
WMC

s/r
Writing a reader's diary (4 hours)

Topic 2. Russian literature of the first half of the 19th century

Practical lesson number 1.
"Demon" as a romantic poem by M. Yu. Lermontov
Questions for the lesson:

I. The tragedy of the rebellious personality in the poem by M.Yu. Lermontov "Demon".
1. The history of the creation of the poem and its place among other Roma
nic poems.
2. Lermontov's "Demon": the essence and contradictions of this image:
a) name the oppositions of the romantic text;
b) correlate the structure of the conflict and its development in the poem with
the poem "Mtsyri"; how is the representation
about freedom?
II. The image of the Demon in musical and visual arts.
1. Poeticization of the image of the Demon in the work of Vrubel. Its originality
artistic interpretation of the image of the Demon.
2. Rubinstein's "Demon" and the originality of its artistic interpretation.
III. Lermontov's "Demon" in the poetry of the Silver Age. (Individual
tasks)

Tasks:
1. Prepare reports on the editions of the poem "Demon".
2.Opera Rubinstein's "Demon" as a stage of innovative interpretation
Poem "Demon"
3. Reveal the poetics of the romantic in the text of the poem.
4.Vrubel and Lermontov: similarities and differences.

Literature:
1.Glukhov A.I. Epic poetry M.Yu. Lermontov. – Publisher
Saratov University, 1982.
2. Dmitrieva N. Mikhail Vrubel. - M., 1984.
3. History of Russian and Soviet music. - M., 1878 (chapter about Rubinstein)
4. Kogan D. Vrubel. - M., 1980.
5. Logunov K.N. Creativity Lermontov. - M., 1990.
6. Suzdalev P. Vrubel and Demon. - M., 1980.
7. Foght U.R. Lermontov. The logic of creativity. - M., Nauka, 1975.
8. Marchenko A.M. Lermontov. - M., 2010.
9.M.Yu. Lermontov. Pro and Contra: Lermontov's Personality and Creativity in
assessment of Russian thinkers. - St. Petersburg, 2002.

Practical lesson number 2.
The story of N. V. Gogol "Portrait"
Questions for the lesson:

1. "Petersburg stories" - new stage in the development of Russian critical realism.

2. The richness of the themes and problems of the work, the main character of the story. Petersburg image.
3. Problems of art in the story "Portrait".
4. Typification techniques, realistic fantasy, hyperbole, grotesque, mastery of artistic detail, speech characteristics of characters.
Literature:
Belinsky V. G. On the Russian story and the stories of Mr. Gogol // Belinsky V. G. Collected works in 9 volumes. - T. 1. Articles, reviews and notes 1834-1836. – M.: Artist. lit., 1976. - 138-185.
Bryusov V.Ya. Hyperbole and fantasy in Gogol. – http://gogol.lit-info.ru/gogol/bio/giperbola-i-fantastika.htm
Zolotussky I.P. Gogol. - M., 1984.
Mashinsky S.I. Artistic world of Gogol. - M., 1971.
Khrapchenko M. B. Nikolai Gogol: The Literary Way. greatness of the writer. - M., 1984.
Kuleshov V.I. History of Russian literature of the 19th century: Tutorial. - M.: Publishing House of Moscow State University, 1997.

Topic 2. Russian literature of the second half of the 19th century

Practical lesson number 3.
« closed city Kalinov" based on the play by A. N. Ostrovsky "Thunderstorm"
Questions for the lesson:

1. The place of "Thunderstorm" in the creative evolution of the writer. History of creation.
2. The originality and organization of the dramatic action in the play (the system of characters, the logic of the change of scenery, the finale).
3. Drama issues:
"Thunderstorm": the nature of the confrontation between Katerina and Kabanova, the ideals of the heroines.
4. Feature of the conflict situation:
"Thunderstorm": external and internal conflict in the play; "Thunderstorm" as a folk drama. Katerina as a folk character.
5. Types of merchants, "an extra person", " little man» in drama: tradition and innovation of the playwright.
6. The main character of "Thunderstorm" in the assessment of Dobrolyubov and Pisarev.

Literature:
History of Russian Literature: in 4 vols. L., 1982. T. 3. The heyday of realism.
History of Russian literature of the 19th century. 40-60s / ed. V.N. Anoshkina, L.D. Thunderous. M., 1998.
additional literature
Vishnevskaya I.L. Talent and admirers (A.N. Ostrovsky and his plays). M., 1999.
Drama A.N. Ostrovsky "Thunderstorm" in Russian criticism: Sat. articles. / comp., author intro. Articles and comments by I.N. Dry. L., 1990.
Dobrolyubov N.A. Dark realm, Beam of light in the dark realm.
Pisarev D.I. Motives of Russian drama.
Zhuravleva A.I., Makeev M.S. Alexander Nikolaevich Ostrovsky. M.: MGU, 1997.
Zhuravleva A.I., Nekrasov V.N. Ostrovsky Theatre. M., 1996.
Lakshin V.Ya. Ostrovsky. M., 1982.

Practical lesson number 4 - 5.
The image of the main character in the novel "Oblomov". The concept of "Oblomovism". The historical and philosophical meaning of the novel.

Questions for the lesson:

1. The history of the creation of the novel. Name specific.
2. The image of Ilya Ilyich Oblomov. Controversy around the main character. What is the difference between Dobrolyubov's understanding of "Oblomovism" and the content of this artistic image in the novel?
3. The place and function of "Oblomov's Dream" in the compositional structure of the novel. "Oblomov's Dream" as a kind of overture, the key to reading the novel.
4. Opposition movement/rest in "Oblomov": Oblomov's time and Stolz's time. How is the position of the author revealed in resolving this opposition?
5. Implementation of the plot of "finding paradise". Olga Ilyinskaya and Agafya Pshenitsyna.

Literature:

3. Geiro L.S. Roman Goncharov "Oblomov" // Goncharov I.A. Oblomov / Literary monuments "/ - L., 1987. - S. 527-551.
4. Kantor V. Long sleep habit. Reflections on Goncharov's novel "Oblomov" // Questions of Literature. - 1989. - No. 1. - S. 145-185.
5. Krivolapov V.N. Once again about "Oblomovism" // Russian Literature. - 1994. - No. 2. - P. 27-48.
6. Likhachev D.S. Moral descriptive time in Goncharov // Likhachev D.S. Poetics of ancient Russian literature - L., 1967. - S. 312-319.
7. Melnik V.I. Philosophical motives in I. Goncharov's novel "Oblomov" // Russian Literature. - 1982. - No. 3. - P. 81-100.
8. Nedzvetsky V.A. Novels by I.A. Goncharova. - M., 1996.
9. Otradin M.V. "Oblomov's Dream" as an artistic whole // Russian Literature. - 1992. - No. 1. - P. 3-18.

Practical lesson number 6.
The ideological dispute between fathers and children in the novel by I. S. Turgenev "Fathers and Sons"
Questions for the lesson:

1. The novel as assessed by critics: Pisarev, Antonovich, Strakhov and others. Significance of the article by I.S. Turgenev "Hamlet and Don Quixote" for understanding Turgenev's characterology.
2. Realization of the conflict "Bazarov and others" (Yu.V. Mann):
2.1. Bazarov and two generations of "fathers" (two levels of the protagonist's encounters with the past):
a) cultural and historical level: Bazarov and Pavel Petrovich, Nikolai Petrovich Kirsanov.
b) archaic level: Bazarov and people of the "old time" (Arina Vlasyevna and Vasily Ivanovich Bazarov, Timofeich);
2.2. Bazarov and the modern generation (Arkady, Sitnikov, Kukshina).
3. Bazarov and nihilism: how is Bazarov's nihilistic program revealed and how is it tested?
4. The role of a love conflict in revealing the character of the protagonist:
4.1. Plurality of love lines in the novel.
4.2. Bazarov and Odintsova.
5. What is the philosophical meaning of the title and ending of the novel?

Literature:
1. History of Russian literature: in 4 vols. L., 1982. T. 3. The heyday of realism.
2. History of Russian literature of the 19th century. 40-60s / ed. V.N. Anoshkina, L.D. Thunderous. M., 1998.
3. Byaly G.A. Roman I.S. Turgenev "Fathers and Sons". - M., 1982.
4.Lebedev Yu.V. Roman I.S. Turgenev "Fathers and Sons". - M., 1982.
5. Lebedev Yu.V. The tragic in the novel by I.S. Turgenev "Fathers and Sons" // Lebedev Yu.V. In the middle of the century. - M., 1988.
6. Markovich V.M. I.S. Turgenev and the Russian realistic novel of the 19th century. - L., 1982. - S. 186-200 (Ch. Who is Bazarov?)
7. Markovich V.M. Man in the novels of I.S. Turgenev. - L., 1975. (Ch. "Levels of humanity")
8.Mann Yu.V. Bazarov and others // New World. - 1968. - No. 10. - S. 235-238. Or: Mann Yu.V. The dialectic of the artistic image. - M., 1987. - S. 97-132.

Practical lesson number 7.
Images of people's intercessors in N. A. Nekrasov's poem "Who should live well in Rus'"

Questions and tasks for the lesson:
According to SLT or CLE, write out the definition of "Epic"
Disputes about the location of parts of the poem.
Task: Read one of the proposed works. Write down the order proposed by the author and his arguments. In the margins, mark the positions of other researchers that are disputed in the work you have studied:
Prokshin V.G. Poem by N.A. Nekrasov “Who should live well in Rus'”. - M., 1986, S.10-31.
Tverdokhlebov I.Yu. Nekrasov's poem "Who should live well in Rus'?". - M., 1959.
Shamorikova I.V. The location of the parts of the poem by N.A. Nekrasov “Who should live well in Rus'”. // Questions of textology. - M., 1957.
Chervyakovsky S.A. Review of the study of the poem "To whom in Rus' to live well." //Nekpasovsky collection. T.3, - M; L., 1960.
Evstigneeva L.A. Controversial issues of studying the poem by N.A. Nekrasov “Who should live well in Rus'”. // N.A. Nekrasov and Russian literature, 1821-1971. - M., 1971.
Gruzdev A.I. About the composition of the poem "To whom it is good to live in Rus'": (Order of parts). // The origins of the great poem: Sat. articles. - Yaroslavl, 1962.
3. Plot-compositional structure of the poem.
The image of the people, the originality of its decision in each of the parts and in the poem as a whole.
The theme of the search for happiness and the theme of popular consciousness. Their development in each part and in the poem as a whole.
Place and role of Grisha Dobrosklonov in the plot of the poem.
Literature:
Skatov N.N. “I dedicated the lira to my people”, p.116-160; or He. Literary essays. pp.174-209.
Gruzdev A.I. Nekrasov's poem "Who should live well in Rus'". // Russian classical literature: Analysis and analysis. -M., 1969, S.281-306.
Prokshin V.G. Poem by N.A. Nekrasov “Who should live well in Rus'”. - M., 1986.
Practical lesson number 8-9.
F. M. Dostoevsky. Novel "Crime and Punishment"
Questions for the lesson:
What is the last push in the formulation of Raskolnikov's theory (part 1, ch. 6)? When and how does Raskolnikov express his theory? What is its essence? What does the hero value most in his theory? (Part 3, ch. 5.) Why does Dostoevsky include in the novel not Raskolnikov's article itself, but only talk about it?
What is Raskolnikov striving for when committing his crime (disclose both the public and personal "benefits" of the crime)? Does Raskolnikov succeed in achieving his goals? Why, having planned a crime, does he become a superstitious person? What role in the author's plan do hints at the participation of mysterious forces in the fate of Raskolnikov, and what are these forces?
When does Raskolnikov's punishment begin and why? How does it manifest itself? How does the hero's relationship with himself and with the people around him develop before and after the crime?
How do Raskolnikov's theory and his character relate in the novel? How does Raskolnikov evaluate his heart impulses (helping a drunk girl (part 1, ch. 4), Marmeladov, Dunya, etc.) and why?
Why does Raskolnikov confess his crime to Sonya (the motivation of the hero)? What passage from the Gospel does Sonya read to Rodion and why? What, according to Sonya, is Raskolnikov's crime? (Part 4, ch. 4; part 5, ch. 4.)
What is the originality of the strategy and tactics of Porfiry Petrovich? What does Porfiry Petrovich want from Raskolnikov?
Raskolnikov's dreams, the meaning of each of them in revealing the character of the hero and the general structure of the novel.
The compositional principle of "mirror reflection". What personality traits of Raskolnikov are inherent in other heroes of the novel? What is the author's purpose in pointing out such similarities? "Twins" Raskolnikov.
Epilogue of the novel. What changes in Raskolnikov's mind does the author show? What does Raskolnikov understand?

Literature:

Vetlovskaya V. E. "The Other World" in Dostoevsky's novel "Crime and Punishment" // Dostoevsky: Materials and Research. T. 14. St. Petersburg, 1998.
Abeltin E. A., Litvinova V. I. "Crime and Punishment" by F. M. Dostoevsky in the context of modern study of the classics: Textbook. Abakan, 1999. (Electronic publication: http://philology.khsu.ru).
Evnin F.I. The novel "Crime and Punishment" // Dostoevsky's Creativity. M., 1959.
Kirpotin V. Ya. Disappointment and downfall of Rodion Raskolnikov. M., 1970. S. 80-225 and others.
Chirkov N. M. About Dostoevsky's style: Problematics. Ideal. Images. M., 1967. S. 80-90.
Starikova E.V. Historical roots of Raskolnikov's crime // Questions of Literature. 1971. No. 2.
Voytlovskaya E. A., Rumyantseva E. M. Practical classes in Russian literature of the 19th century. M., 1975. Ch. 4.
Dneprov VD Ideas, passions, deeds: From the artistic experience of Dostoevsky. L., 1978.
Korman B. O. Studying the text of a work of art: A manual for correspondence students. M., 1972. S. 20-29.
Altman M. S. Dostoevsky: By milestones of names. Saratov, 1975.
Dostoevsky's novel "Crime and Punishment" in the literary science of the XX century. Izhevsk, 1993. (Reader.)
Berdyaev N. A. Dostoevsky's world view // Berdyaev N. A. About the Russian classics. M., 1990.

Practical lesson No. 10-11.
Spiritual searches of P. Bezukhov and A. Bolkonsky; folk thought in L. N. Tolstoy's novel "War and Peace"

Questions for the lesson:

Image of a secular society (especially vol. 1, part 1). The place of Pierre and Andrei in secular society. Pierre and Andrei before the events of 1805
Prince Andrei's disappointment in the idea of personal glory and Pierre's coming to Freemasonry.
Bogucharovsky controversy.
Bolkonsky's way out of the crisis. The history of his relationship with Natasha.
Pierre's disillusionment with Freemasonry.

Andrei and Pierre during the events of 1812 Why is Prince Andrei dying?
Pierre and Platon Karataev.
What is the main moral and psychological difference between the character of Nikolai Rostov and the character of Pierre and Andrei?
The ideological and compositional significance of the epilogue.

On which pages of the novel is the image of a struggling people most clearly seen?
What gave such a unity of people when "the whole people want to pile on"?
Could one regular army, led by even such an experienced commander as Kutuzov, victoriously defeat the enemy?
Military historians argue that no army can hold victory without the help of the rear for a long time. Are they right?
Is it possible, speaking of the patriotism of the Russian people in the war of 1812, to confine ourselves to remembering this lofty feeling only in the popular class?
French historians argue that Napoleon would undoubtedly have won if the war had been waged "according to the rules" (although they also blame the Russian winter, which "stole the victory from them"). In what way were the "rules" violated by the Russians?
We say that Tolstoy shows us the people as a hero, as a conqueror, as a great, powerful, powerful force. Is the concept of "people" really homogeneous in the novel?
What qualities in the people the author considers the best?

Literature:
Kupreyanova E.N. "War and Peace" // History of the Russian novel: In 2 vols. Vol. 2. M., L., 1964. S. 304-318.
Bocharov S. "War and Peace" L.N. Tolstoy // Three masterpieces of Russian classics. M., 1972. S. 74-80, 87-100.
Khrapchenko M.B. Leo Tolstoy as an artist. M., 1978. S. 120-140.
Kurlyandskaya G. B. The moral ideal of the heroes of L.N. Tolstoy and F.M. Dostoevsky. M., 1988.
Gromov P. On the style of Leo Tolstoy "Dialectics of the Soul" in "War and Peace". L., 1977.
Kamyanov V.I. The poetic world of the epic. About L. Tolstoy's novel "War and Peace". M., 1938.
Fein G.N. Leo Tolstoy's novel "War and Peace". Holistic analysis. M., 1966.
Lurie Ya.S. On the historical concept of L. Tolstoy // Russian Literature. 1989. No. 1. S.26-43.
Dolinina N. G. Through the pages of War and Peace. L., 1989.
Opulskaya L. D. The epic novel by L. N. Tolstoy “War and Peace”. M., 1987.
Khalizev V. E., Kormilov S. I. L. N. Tolstoy’s novel “War and Peace”. M., 1983

Practical lesson No. 12-13.
Features of the dramaturgy of A.P. Chekhov. The play "The Cherry Orchard"
Questions and tasks:
The system of characters in the play.
generation of the past. Ranevskaya, Gaev and others. Reflection of noble culture in their images, its assessment.
generation of the present. Merchant Lopakhin. What is the internal inconsistency of this image?
New Generation. Petya and Anya. Can we say that Chekhov connects his hopes for the future with them?
Features of the conflict and the originality of the psychologism of A.P. Chekhov. Construction of dialogues, remarks. Text and subtext. How do the images of the characters combine their inner world, speech and behavior?
The role of interior and landscape. How do characters characterize their attitude to things?
The image of the cherry orchard and other images-symbols of the play. their role in the play.
The genre of the play.
Literature:
Chekhov A.P. Full coll. op. and letters: In 30 vols. T. 12-13. M., 1978.
Skaftymov A.P. To the question of the principles of construction of Chekhov's plays // Skaftymov A.P. Moral quests of Russian writers. M., 1972.
Skaftymov A.P. On the unity of form and content in "The Cherry Orchard" by A.P. Chekhov // Skaftymov A.P. Moral quests of Russian writers. M., 1972.
Khalizev V. E. The play by A. P. Chekhov "The Cherry Orchard" // Russian classical literature. Analysis and analysis. M., 1969.
Semanova M. L. Dramas and comedies of life. "The Cherry Orchard" // Semanova M. L. Chekhov is an artist. M., 1976.
Shah-Azizova T.K. Chekhov and Western European drama of his time. M., 1966.
Shah-Azizova T.K. In the creative laboratory of Chekhov. M., 1974.
Shah-Azizova T.K. Chekhov and his time. M., 1977.
Polotskaya E. A. "The Cherry Orchard". Life in time // Literary works in the movement of epochs. M., 1979.
Revyakin A.I. "The Cherry Orchard" by A.P. Chekhov. A guide for teachers. M., 1960.
Malyugin L. Dramaturgy of Chekhov and its researchers // Malyugin L. Theater begins with literature. Articles. M., 1967.
Zingerman B. I. Chekhov's Theater and its global significance. M., 1988.
Paperny Z. Against all the rules Chekhov's plays and vaudeville. M., 1982.
Stroeva M. Chekhov and the Art Theater. M., 1955.
Chudakov A.P. Poetics of Chekhov. M., 1971.

Topic 3. Russian literature of the early 20th century

Practical lesson No. 14-15.
M. Gorky "At the Bottom" is a socio-philosophical drama.
Questions for the lesson:
The play "At the bottom" as a continuation of the "tramp" theme:
a) Socio-philosophical problems.
b) Disputes about "truth" and "man" among the characters of "The Bottom".
c) The position of Luke, Satine and the author. How do they relate and contrast with each other?
d) Disputes about the play in criticism.

Literature:

Volkov. A. A. The path of the artist. M. Gorky until October. M.. 1969.
Babayan E. Early Gorky. M., 1973.
Yuzovsky Yu. "At the bottom" by M. Gorky. M., 1968.
Kostelyanets B.Spor about a man // Neva. 1968. No. 3.
Unknown Gorky. M., 1994.
Gachev G. Logic of things and man. The debate about truth and lies in M. Gorky's play "At the Bottom". M., 1992.
Dolzhenkov P. There is only man. About M. Gorky's play "At the bottom" // Literature at school. 1990. No. 5, p. 39-49.
Khodasevich V.A.M.Gorky // Khodasevich V. White Corridor. Omsk, 1989.
Basinsky P. The logic of humanism // Questions of literature. 1991. No. 2.

Topic 4. Poetry of the beginning of the 20th century

Practical lesson number 16.
S. Yesenin's poem "Anna Snegina" is the final completion of the poet's artistic searches.

Questions for the lesson:
Learn by heart excerpts from poems (optional).
Analyze poems by making notes in workbook with excerpts from the text.
The originality of the genre of "Anna Snegina". Combination of epic and lyrical plans. Confessional and epistolary forms. Historical events, their assessment by the poet. Peasant Rus' in the view of Yesenin. Conflict external and internal in the poem. The fate of the heroes The catastrophic beginning in the poem - what is it connected with?

Literature:
In the world of Yesenin. Digest of articles. M., 1986.
Guslyarov E.N., Karpukhin. Yesenin in life: A systematized collection of memoirs of contemporaries. Kaliningrad. 2000. or
Yesenin in the memoirs of contemporaries. In 2 vol. M., 1986.
Kiryanov S. The poem "The Black Man" in the context of S.A. Yesenin and national culture. Tver, 1999.4.
Russian Diaspora about Yesenin: memoirs, essays, essays, reviews. Articles. In 2 vol. M.. 1993.
Shubnikova-Guseva N. I. Yesenin's poems. From "Prophet" to "Black Man". M., 2001.
Prokushev Yu.L. Sergey Yesenin. M., 1986.
Marchenko A. Yesenin's poetic world. M., 1972.

Practice #17
Poem by V. Mayakovsky "A Cloud in Pants"

Questions for the lesson:
Show what the polemical nature of the introduction to the poem is. How does the poet portray himself?
On the one hand, Mayakovsky said that his poem was "four cries away"; on the other hand, the original title of the work “The Thirteenth Apostle” also assumed the assertion of new truths. Try to find this dichotomy in the further analysis of each chapter.
What is the love drama of the lyrical hero in the first chapter and by what means is it shown (detailed metaphors; tragic images of history).
What kind of poetry does the poet not accept and what, in his opinion, should poetry be (second chapter)? What Gorky image does Mayakovsky use when speaking about the appointment of the poet?
How does it seem modern world and even space to the poet in the third chapter?
The functions of biblical images and their rethinking in the fourth chapter of the poem.
Analyze the metaphors of the final lines of the poem and show what is the tragedy of Mayakovsky in the pre-revolutionary era.
Literature:
1. V. Mayakovsky. About it.
2. M.G. Pavlovets. V. Mayakovsky // History of Russian literature. XX century. Part 1. / Ed. V.V. Agenosov. - M .: Bustard, 2007. - P. 448-451.
3. A.Mikhailov. Mayakovsky - M., 1988 (ZhZL).

Practice #18
A. Akhmatova. Poem "Requiem"
Questions for the lesson:
1. Prepare an abstract report on the topic: "Disputes about the "returned" literature in criticism and literary criticism."
2. Select historical, folklore and biblical images in A. Akhmatova's poem and characterize them.
3. Learn by heart any passage from the poem.
4. The history of the creation and publication of A. Akhmatova's poem "Requiem".
5. The image of the lyrical heroine of the poem.
6. Artistic originality of the poem (the role of symbolism, features of the verse of the poem).

Literature:
1. Zhirmunsky V.M. Creativity of Anna Akhmatova. L., 1973.
2. Pavlovsky A.I. Anna Akhmatova. Essay on creativity. L., 1982.
3. Meeting with the past. Issue. 3. M., 1987.
4. Skatov N. "I am your voice"; Kushner A. Poetic perception
peace // Literary newspaper, 1989, July 21.

Literature of the 1920s - 1940s of the XX century

Practical lesson number 19.
M. Zoshchenko "Laughter is a great thing"
Questions for the lesson:
1. What is the difference between humor and satire?
2. What is the theme of his works?
3. Where does the story of M. Zoshchenko take place?
4. Features of M. Zoshchenko's satire (the plot basis of the works, language, style).

Literature:
1. Belaya G.A. Donquixotes of the 20s. M., 1989.
2. Sheshukov S. M. Furious zealots. From the history of the literary struggle of the 20s, M., 1984
3. Buznik V. Russian Soviet prose of the 20s. M., 1975
4.V.Chalmaev, S.Zinin Russian literature of the XX century. M., 2003.

Practical lesson No. 20-21.
M. A. Bulgakov "The Master and Margarita"
Questions for the lesson:
1. The creative history of the novel: conception and implementation. "Master and Margarita" in the context of M. Bulgakov's creativity.

2. Multidimensionality and multiworldliness of The Master and Margarita. The problem of artistic space-time in the novel.

3. "The novel about Pilate": the role and place in the structure of Bulgakov's novel. The problem of the author of the "Romance of Pilate".

4. A novel about the Master: literary Moscow in Bulgakov's novel. Specificity and grotesque image. The problem of the artist and art in the novel. The fate of the master

5. The image of Margarita. The theme of love, choice, sacrifice and happiness in the novel.

6. Moral and philosophical problems of the novel. Bulgakov's Yeshua Ha-Nozri and the gospel Christ. Yeshua and Pilate.

7. Woland in the multidimensional structure of the novel. The tradition of the image, its role in Bulgakov's novel. The system of good and evil "Master and Margarita".

Literature:
1. Boborykin V.G. Michael Bulgakov. M., 1991. S.164-207.

2. Bulgakov's Encyclopedia. M., 2000.

3. Zolotussky I. Riddles about two novels // Literary studies, 1991. No. 2.

4. Lakshin V.L. The World of Mikhail Bulgakov // Literary Review, 1989. No. 10.

5. Sokolov B. Roman Bulgakov "Master and Margarita": Essays on creative history. M., 1991.

6. Chudakova M. The creative history of the novel by M. Bulgakov "The Master and Margarita" // Questions of Literature, 1976. No. 1.

Yanovskaya L. The creative path of Mikhail Bulgakov. M., 1983. S. 225-317.

Practical lesson number 22.
M. A. Sholokhov "Don stories"
Questions for the lesson:
1. The history of the publication of "Don stories" by Sholokhov, the problems of the collections "Don stories" and "Azure steppe". Analysis of the stories "Birthmark", "Shepherd", "Food Commissar", "Alien Blood".
2. Conversation on predetermined questions on the content of the stories.
3. The characters of the characters, the peculiarity of the psychological portrait of the characters.
4. Artistic depiction of events and characters.
5. The role of symbolic images in stories.

Literature:
1. Biryukov F.G. Artistic discoveries of Sholokhov. - M., 1976.
2. Vasiliev V.V. Sholokhov and the Russian Diaspora. - M., 2003.
3. Kotovchikhina N.D. M. Sholokhov's epic prose in the Russian literary process of the 20th century. - M., 2004.
4. Sholokhov Encyclopedia. - M., 2013.
5. Dictionary of the Sholokhov language / Ed. E.I. Dibrova. - M., 2005.
6. Dibrova E.I. Sholokhov in the fate of the Don Cossacks // Philosophy: problems of history and poetics. - M., 2004.

Literature of the period of the Great Patriotic War and the first post-war

Practical lesson number 23.
A. T. Tvardovsky. Poem "By Right of Memory"

Questions for the lesson:
Formulate the life and creative principle of A.T. Tvardovsky. Select the appropriate quotation material from the poems (and poems) of the poet.
Based on these excerpts from the poems of A.T. Tvardovsky, formulate the creative principle of the poet.

From his path without yielding in anything,
Don't give up - be yourself.
So deal with your destiny
So that any fate finds itself in it
And someone's soul let go of the pain.
(“To bitter insults of one’s own person”, 1967-1968)

() And I, whose daily bread is the word,
The foundation of all my foundations
I am for such a charter severe,
To limit the waste of words;

So that the heart feeds them with blood,
So that their living mind closes;
In order not to squander at random,
From capitals capital;

So as not to interfere with the grain with the floor,
Dust in our own eyes;
To count any word
At the rate of the hard ruble ()
("Word about words", 1962)

() Say that word to no one else
I never could ever
Reassign. Even the fat lion
It is forbidden. He will not say - let him be a god.
And I'm just a mortal. For his answer,
I'm worried about one thing in life:
About what I know best in the world,
I want to say. And the way I want.
("The Whole Essence in One Single Testament", 1958)
3. The history of the creation of the poem "By the Right of Memory".

Literature:
Burtin Yu. To you, from another generation: // October. 1987. No. 8. pp. 91-202.
Lakshin V. Without hiding his eyes // Youth. 1989. No. 3. pp. 89-91.::::.. "Voice of true memory". RLSh. No. 4. 1989.
Mitin G.A. "To clothe mute pain in words:". RLSh. No. 5. 1995. S. 24-26.
Merkin G.S. Russian literature of the XX century. Educational book for high school students. // Part II. SKRIN - Moscow. TRUST - OTHERWISE. Smolensk. 1995.
Smirnova L.A. Russian literature. Soviet literature (reference materials). A book for high school students. // M.: Enlightenment. 1989, pp. 403-404.
Grishunin A.L. "Rereading the Classics" Creativity of Tvardovsky (to help teachers, high school students and applicants). // Moscow University Publishing House. 1998.

Literature of the 1950s - 1980s of the XX century

Practical lesson number 24.
M. Sholokhov "The Fate of Man"

Questions for the lesson:

1. Highlight the main compositional parts of the story.

2. Analyze the landscape at the beginning of the story. What motive prevails in it? Find the poetic devices that the author uses in creating the landscape (metaphors, epithets, comparisons, personifications, antitheses, etc.). What role does he play in the realization of the author's intention?

3. Find the portrait characteristics of the main characters and compare them. Highlight the main details of portrait characteristics. What is the portrait skill of the writer?

4. Analyze the main episodes of the story in terms of the use of poetic devices (farewell to his wife, scene in the church, son's funeral, meeting with Vanyushka).

5. Analyze the climactic scene in the development of the plot of the story (episode with Muller). Find speech means that oppose the characters.

6. Describe the speech of the main characters (narrator, Sokolov) and emphasize its individual originality.

6. Analyze the ending of the story. How does it relate to the beginning of the story? Why do we need the image of the author-narrator? What is the main idea of the story?

Literature:

1. Ermolaev G.S. Mikhail Sholokhov and his work. - St. Petersburg, 2000.

2. Osipov V. Sholokhov. - M., 2005.

3. Semenova S. Russian poetry and prose of the 1920-1930s. - M., 2001.

4. Sholokhov and Russian Abroad. Collection. - M., 2003.

5. Sholokhov M.A. Letters. - M., 2003.

6. Sholokhov M.M. About father. - M., 2004.

7. Larin B.A. M. Sholokhov's story "The Fate of a Man" (Analysis of Form) // Larin B.A. Aesthetics of the word and the language of the writer. - L., 1974.

Practical lesson No. 25-26.
A. I. Solzhenitsyn. "One day of Ivan Denisovich". "Matryona Yard"

Questions for the lesson:
1. Periodization of creativity.
2. The story "One Day in the Life of Ivan Denisovich" as a work of "camp prose".
3. The story "Matryona Dvor" and "village prose".
4. Features of the style of A. Solzhenitsyn.

Literature:
1. Golubkov M. M. Alexander Solzhenitsyn / M. M. Golubkov. M., 1999.
2. Niva Georges. Solzhenitsyn / Georges Niva. M., 1992.
3. Palamarchuk P. Alexander Solzhenitsyn: Guide / P. Palamarchuk. M., 1991.

Practical lesson number 28.
V.Rasputin. The story "Farewell to Matera"
Questions for the lesson:

1. The history of the creation of the story. Autobiographical motives as one of the sources of author's lyricism. The specifics of Rasputin's literary method.
2. The image of the world in the story of V. Rasputin:
A). Features of the artistic space: the island of Matera as a model of the world. The meaning of the title of the story;
b) Features of artistic time. Follow the development of the category of time in the story at different semantic levels (season, time of life of people, etc.). Determine the ratio of the past, present and future in the artistic world of the story.
3. The system of images-symbols in the story, their semantic content and artistic functions (leaf, birch, fog, hut, Boss, etc.).
4. Characteristics of the images of the characters and the problems of the story:
A). The image of the old woman Daria as the ethical center of the story;
b). The images of the "old men" and their role in revealing the idea of the story (Bogodul, Nastasya, Yegor, Katerina, Tunguzka, Sima);
V). Causes and essence of the dispute between Daria and Andrey. Paul's position.
5. Features of the composition of the story. Highlight the main compositional "knots" of the story. Justify your choice.

Literature:
1. N. Panasev. Valentin Rasputin: Through the pages of creativity. - M., 1990.
2.* Y. Seleznev. Land or territory: about the story of V. Rasputin "Farewell to Matyora" // Seleznev Yu. Thought feeling and alive. - M, 1982.
3.* S. Semyonova. V.Rasputin. - M, 1987.

Literature of the 1980s - 2000s of the 20th - early 21st centuries

Practical lesson number 29.
S. Dovlatov. "Suitcase"
Questions for the lesson:
1) The history of the creation of the collection
2) How was the era of stagnation reflected in "Suitcase"? What are its signs and realities?
3) What is the life and being of the hero in this society? What are the personality traits of the hero? What is the character's attitude?
4) What is the difference between "Seryozha Dovlatov" - the hero of "Suitcase", from the hero of Trifon's "Exchange"?
Literature:

1.Genis A. Dovlatov and environs. M.: Vagrius, 2004.

2. Ariev A. The story of the storyteller // Dovlatov S. Sobr. op. In 4 volumes: V.1. St. Petersburg: Azbuka, 2000. S.5-32.

3. Shevchenko E.S. Theatrical code of Dovlatov's prose // Bulletin of Samarskogo state university. Humanitarian Series. 2006. Issue. 10/2(50). pp. 59-66.

4. Website of S. Dovlatov. URL: http://www.sergeidovlatov.com/

Guidelines for students on extracurricular independent work
Types of independent work
1. Compilation of a crossword puzzle on the work of A. S. Pushkin
2. Drawing up a presentation “M. Y. Lermontov artist»
3. Compilation of a crossword puzzle based on the literary text "Portrait" by N. V. Gogol
4. Synopsis of the article by N. Dobrolyubov “A ray of light in a dark kingdom”
5. Drawing up a plot plan for the play by A.N. Ostrovsky “The Dowry”
6. Development of a test based on the work of I. A. Goncharov
7. Reading and retelling of one of the novels by I. A. Goncharov (at the choice of students)
8. Analysis of the image of a literary hero (based on the novels "Rudin", "Noble Nest" (optional))
9. Artistic analysis of a lyrical work
10. Compilation of a crossword puzzle based on the fairy tales of M.E. Saltykov-Shchedrin
11. Abstract: "The history of one city" - a satirical exposure of the state bureaucratic system in Russia
12. Development of a quiz based on the poem “Who should live well in Rus'”
13. Report on the topic: “Symbolic images in the novel by F.M. Dostoevsky “Crime and Punishment”
14. Essay "Little Man" in a ruthless world" based on the novels of F. M. Dostoevsky
15. Development of the presentation “The image of the war in the “Sevastopol stories” by L. N. Tolstoy”
16. Comparative characteristics of Kutuzov and Napoleon
17. Development of the presentation "The theme of the house in the novel" War and Peace ""
18. Essay "My favorite pages of the novel" War and Peace "
19. Written analysis of one story by A.P. Chekhov.
20. Make a quiz based on the stories of I. A. Bunin
21. Essay "Love is long-suffering, love is exalted?" based on the works of I. A. Bunin and A. I. Kuprin
22. Outlining the article by M. Gorky “Untimely Thoughts”
23. Written answer to the question: "The role of Luke in the drama"
24. Creative work on the topic: "Literary currents of the poetry of Russian modernism: symbolism, acmeism, futurism"
25. Development of the presentation "My perception of A. A. Blok"
26. Comparative analysis of poems about the Motherland by S. Yesenin and A. Blok
27. Development of the presentation “V. Mayakovsky’s satirical poems “Bug” and “Bath”
28. Compilation of a reader's diary
29. Preparation of reports on literary groups and magazines of the 20s of the 20th century
30. Preparation of presentations on the work of writers D. Furmanov, A. Fadeev, B. Pilnyak (optional)
31. Draw up a plan for the work of Serafimovich "Iron Stream", Babel "Cavalry" (optional)
32. Make a plan for the biography of Averchenko and Teffi
33. Reading and retelling of one satirical work of the 30s
34. Write a review of the film "The Master and Margarita" dir. Y. Kary or V. Bortko (student's choice)
35. Compose annotation for the film "Quiet Flows the Don" dir. S. Ursulyuk, 2015
36. Preparation of the report "A lyrical hero in the verses of front-line poets"
37. Preparation of the presentation "Works of the first post-war years"
38. Preparation of the report “The search for a new poetic language, form, genre in the poetry of the 60s
39. Preparation of presentations on the work of B. Akhmadullina, E. Vinokurov, R. Rozhdestvensky, A. Voznesensky, E. Yevtushenko, B. Okudzhava (at the choice of the student)
40. Preparation of questions for self-control on the work “One Day in the Life of Ivan Denisovich”
41. Outlining an article about V.M. Shukshin. Information from the biography (from the textbook)
42. Preparation of questions for self-control based on Nabokov's novel "Mashenka"
43. Preparing a presentation about N.M. Rubtsov. Information from the biography
44. Report “Review of works published in last years in magazines and individual publications

Forms of control of independent work:
- checking essays, creative works;
- evaluation of oral communications and reports;
- conversation on the read literary text;
- performance practical work;
- analysis of the episode, individual chapters of the literary text;
- participation in the discussion on the problem posed;
- reading by heart lyrical works.

The study of the biography of the writer.

To hear the voice of the writer, to understand the originality of his personality, character traits, to explain his views will help the study of biography.
One of the tasks of studying the writer's biography is to show how and what impressions of life and art were embodied in his works of art.
How to prepare a report (message).
Having received the topic of the report (message), you must:
To delve into the wording, comprehend the topic, determine the boundaries of the future statement, its main idea.
Select and study literature on the topic. You can outline the most important fragments of the text, make extracts, quotes, on separate cards so that you can use them during your speech.
Make a working draft plan, observing the sequence and logical connection of individual thoughts.
Systematize the collected material in accordance with the plan, finally select the relevant evidence, facts, figures.
Write down the text of the report completely or concisely; beginning, main theses, main parts, transitions - "bridges" between thoughts, ending.
Writing a good report and a good "read" are not the same thing. When reading a report, it is necessary to use all the richness of Russian speech, intelligence, intonation, rigor, brevity of thought, conviction, accessibility and emotionality.
Do not complicate the speech with an abundance of complex sentences / with participial and participial phrases /, an abundance of scientific terminology. Constantly enrich your active vocabulary, fight speech stamps.
Do not constantly read the text in front of the audience, sometimes explain this or that concept or phenomenon in your own words. Hearing natural live speech, the degree of attention immediately rises in the audience.
You can have and use a summary of the report or theses in your hands, where there are directions for the main issues, separate wordings, dates, names, quotes, / thoughts are thought out, facts are checked / the logic of the presentation is defined.

How to determine the theme, idea, problematics of a work of art.
A literary work is created by the author as a conversation with himself and the reader on a certain topic through the language of literary images.
In literary criticism, the following definition of the topic is accepted:
THEME is a vital phenomenon that has become the subject of artistic consideration in a work. The range of such vital phenomena constitutes the THEME of a literary work. All phenomena of the world and human life make up the artist's sphere of interests: love, friendship, hatred, betrayal, beauty, ugliness, justice, lawlessness, home, family, happiness, deprivation, despair, loneliness, struggle with the world and oneself, solitude, talent and mediocrity, the joys of life, money , relations in society, death and birth, secrets and mysteries of the world, etc. and so on. - these are the words that call life phenomena that become themes in art.
The task of the artist is to creatively study the life phenomenon from the sides that are interesting to the author, that is, to artistically reveal the topic. Naturally, this can be done only by posing a question (or several questions) to the phenomenon under consideration. It is this question that the artist asks, using the figurative means available to him, that is the problem of a literary work.
So, a PROBLEM is a question that does not have a unique solution or involves many equivalent solutions. ambiguity possible solutions the problem is different from the task. The set of such questions is called PROBLEM.
The more complex the phenomenon of interest to the author (that is, the more difficult the topic chosen by him), the more questions (problems) it will cause, and the more difficult these questions will be to solve, that is, the deeper and more serious the problems of the literary work will be.
The theme and the problem are historically dependent phenomena. Different eras dictate different themes and problems to artists. For example, the author of the ancient Russian poem of the XII century "The Tale of Igor's Campaign" was worried about the topic of princely strife, and he asked himself questions: how to make the Russian princes stop caring only about personal gain and quarrel with each other, how to unite the disparate forces of the weakening Kiev state? The 18th century invited Trediakovsky, Lomonosov and Derzhavin to think about scientific and cultural transformations in the state, about what an ideal ruler should be like, raised in literature the problems of civic duty and equality of all citizens without exception before the law. Romantic writers were interested in the secrets of life and death, penetrated into the dark recesses of the human soul, solved the problems of human dependence on fate and unsolved demonic forces, the interaction of a talented and extraordinary person with a soulless and mundane society of inhabitants.
The 19th century, with its focus on the literature of critical realism, drew artists to new themes and forced them to reflect on new problems:
Through the efforts of Pushkin and Gogol, the “small” person entered literature, and the question arose about his place in society and his relationship with “big” people;
the women's theme became the most important, and with it the so-called public "women's question"; A. Ostrovsky and L. Tolstoy paid much attention to this topic;
the theme of home and family acquired a new meaning, and L. Tolstoy studied the nature of the connection between upbringing and a person’s ability to be happy;
the unsuccessful peasant reform and further social upheavals aroused a close interest in the peasantry, and the theme of peasant life and fate, discovered by Nekrasov, became the leading one in literature, and with it the question: what will be the fate of the Russian peasantry and all of great Russia?
tragic events in history and public moods brought to life the theme of nihilism and opened up new facets in the theme of individualism, which were further developed by Dostoevsky, Turgenev and Tolstoy in an attempt to resolve the questions: how to warn the younger generation against the tragic mistakes of radicalism and aggressive hatred? How to reconcile the generations of "fathers" and "children" in a troubled and bloody world? How is the relationship between good and evil to be understood today, and what is meant by both? How, in an effort to be different from others, do not lose yourself?
Chernyshevsky addresses the topic of the public good and asks: "What should be done?" so that a person in Russian society could honestly earn a comfortable life and thereby increase social wealth? How to "equip" Russia for a prosperous life? Etc.
Note! A problem is a question, and it should be formulated mainly in an interrogative form, especially if the formulation of problems is the task of your essay or other work in literature.
Sometimes in art, it is the question posed by the author that becomes a real breakthrough - a new one, previously unknown to society, but now burning, vital. Many works are created in order to pose a problem.
But the next step is the author's solution to the question. The author's vision of solving the problems posed is the idea of the work.
So, IDEA (Greek Idea, concept, representation) - in literature: the main idea of a work of art, the method proposed by the author for solving the problems posed by him. The totality of ideas, the system of author's thoughts about the world and man, embodied in artistic images, is called the IDEA CONTENT of a work of art.
Thus, the scheme of semantic relations between the topic, problem and idea can be represented as follows:
When you are engaged in the interpretation of a literary work, looking for hidden (in scientific terms, implicit) meanings in it, analyzing the thoughts expressed explicitly and subtly by the author, you are studying the ideological content of the work.
In a good text, all sentences are where they are supposed to be, and work for one purpose: to express the topic and idea (main idea). The topic is what the text is about. Determining the topic of the text is usually easy. You just need to answer the question "what is this text about?". Shall we train? Glorious autumn! Healthy, vigorous Air invigorates tired forces; The ice is not strong on the icy river, As if it lies like melting sugar; Near the forest, as in a soft bed, You can sleep in peace and space! Leaves have not faded yet, Yellows and fresh lie like a carpet... N. A. Nekrasov. What is the theme of this passage? What is he talking about? There is nothing to even think about - about autumn. And here's another: The sky was already breathing in autumn, The sun was shining less often, The day was getting shorter, The mysterious canopy of the forests With a sad noise was exposed, Fog was falling on the fields, A caravan of noisy geese Stretched to the south: a rather boring time was approaching; It was November already at the yard. A.S. Pushkin. What is the theme of this passage? Is it autumn too? But, excuse me, here some other autumn is shown, not at all "glorious", but you can even say "boring time"? Yes, that's right. There really aren't that many. The number of topics is still limited. But the attitude to what is being said is limited only by the number of people. And even on such a simple topic as autumn, there were two different opinions. What can we say about more complex, controversial topics! About love, for example, or about friendship. Here everyone will come with their own opinion and want to be listened to. The way the author understands the topic is the idea, or the main idea of the text. Usually the idea is expressed directly, in one of the sentences of the text. And sometimes it is necessary to formulate it yourself.

How to analyze a work (episode of a work).

The “correct” reading of a work of art presupposes an obligatory understanding of its ideological and philosophical content, i.e. topics, problems and ideas that the author concluded in his creation. It is important to understand that there is nothing accidental in a literary text: all characters, events, plot twists, lyrical digressions and other visual means are interconnected and serve to embody the author's idea.
To comprehend the ideological and philosophical content of an epic, lyrical or dramatic work, it is necessary to master the methods of analyzing the text as a whole or its episode.
To make it easier to analyze an episode of a major work or the text of a poem, a story, we offer the following algorithms of actions, designed in the form of plans.

An approximate plan for analyzing an episode of an epic work.

The place and role of the episode in the composition of the work.
episode theme.
Heroes.
Links to other episodes.
The role of the episode in revealing the main idea (artistic idea) of the work:
through the circumstances
- conflict,
- descriptions,
- monologue,
- dialogue,
- the behavior and psychology of the characters.
6. The manner of narration, the style of the writer.
7. Keywords.
8. Features of the language.
9. Means of artistic expression.
10. Means of creating subtext.
11. The image of the author, the author's position.

Sample story analysis plan.

Story creation time. History of its creation.
Features of the genre, how they manifest themselves (short story, essay, detective story, parody, parable, essay, condensed story, historical anecdote, travel notes, diary entries, letter, etc.)
The main theme of the story. The meaning of the name.
How are the main ideas of the story revealed in the plot?
How do the features of the composition help to reveal the author's intention? Including:
- what is the significance of portrait and landscape sketches (if any) for understanding the meaning of the story;
- what is the significance of the characters' speech (monologues, dialogues, internal and improperly direct speech) for understanding their characters, relationships;
How does the position of the author appear in the story? What is the relationship between author and narrator?
6. What stylistic features of the work (epithets, metaphors, hyperbole, grotesque, irony, comparison, antithesis, etc.) contribute to the realization of the author's intention?
7. How does the theme, the ideas of this story relate to other works of the same author and other writers and poets (continue, develop the theme, pose a new problem, oppose something, etc.)?

An approximate plan for analyzing an episode of a dramatic work.

If the boundaries of the episode are determined by the structure of the drama (the phenomenon is separated from other components), give the episode a title.
Describe the event underlying the episode. What place does it occupy in the course of the development of the action (exposition, climax, denouement, episode of the development of the action of the whole work)?
Name the main (or the only) participants in the episode and briefly explain: who are they, what is their place in the system of characters (main, title, secondary, off-stage)?
Reveal the features of the beginning and ending of the episode.
Formulate a question, a problem that is in the center of attention of the author, characters.
Identify and characterize the theme and controversy underlying the episode.
Describe the characters in the episode:
- their attitude to the event;
- to the question (problem);
- to each other;
- the speech of the participants in the dialogue;
- author's remarks;
- features of characters' behavior, motivation of actions (author's or reader's);
- alignment of forces, grouping or regrouping of heroes depending on the course of events in the episode.
8. Describe the dynamic composition of the episode (its exposition, plot, climax, denouement).
9. Describe the author's attitude to the event; correlate it with the climax and the idea of the whole work as a whole; determine the attitude of the author to the problem.
10. Formulate the main idea (author's idea) of the episode.
11. Analyze the plot, figurative and ideological connection of this episode with other episodes of the drama.

An approximate plan for the analysis of a lyrical (poetic) work.

The work in the context of the poet's work:
- History of creation;
- the period of creativity to which the work belongs;
- biographical context: the circumstances of the poet's life, which served as the basis for the creation of the work;
- the person to whom the work is dedicated (if known);
- the place of the work occupied in the work of the poet.
2. What direction does the poet's work and the poem belong to (romanticism, surrealism, symbolism, acmeism, sentimentalism, avant-gardism, futurism, modernism, etc.)?
3. What type of lyrics does the poem belong to:
- landscape,
- socio-political,
- love / intimate,
- philosophical?
4. Lyrical plot of the work:
- theme and idea;
- development of a lyrical plot (movement of thoughts or feelings of a lyrical hero);
- conflict.
5. Characteristics of the lyrical hero and the system of artistic images in its relation to the lyrical hero.
6. Genre originality of the work (which genre of lyrics it belongs to, what genre features it has, what, perhaps, is the genre innovation of this work).
7. Artistic media:
a) composition: size, rhyme, rhythm:
size:
- _ _` / _ _` /_ _` / _ _` / iambic 4-foot (accent on every second syllable);
- `_ _ / `_ _ / `_ _ / 3-foot polecat;
- `_ _ _ dactyl;
- _ `_ _ amphibrachs;
- _ _ _` anapaest.
rhyme:
- aabb steam room;
- abab cross;
- abba ring;
b) word tropes and phrases that are used not in the direct, but in the figurative, figurative meaning:
- epithet artistic definition;
- comparison;
- allegory - an allegorical image of an abstract concept / phenomenon through specific images and objects;
- irony hidden mockery;
- hyperbole artistic exaggeration;
- Litota artistic understatement;
- personification for example: a bush that talks, thinks, feels;
- a metaphor is a hidden comparison built on the similarity/contrast of phenomena, in which the words "like", "as if" are absent;
- parallelism;
c) stylistic figures:
- repetition / refrain;
- a rhetorical question, an appeal increases the reader's attention and does not require an answer;
- antithesis/opposition;
- gradation (for example: light pale barely noticeable);
- inversion - an unusual word order in a sentence with a violation of the syntactic structure;
0ћDorN - default, unfinished, unexpectedly broken sentence, in which the thought is not fully expressed, the reader thinks it out himself;
d) poetic phonetics:
- alliteration repetition of identical consonants;
- assonance repetition of vowels;
- anaphora - monophony: the repetition of a word or group of words at the beginning of several phrases or stanzas;
- epiphora is the opposite of anaphora: the repetition of the same words at the end of several phrases or stanzas;
e) synonyms, antonyms, homonyms, archaisms, neologisms.
8. Statements about this poem by critics, opinions of literary critics.
9. Personal perception of the work, interpretation, associations and reflections.

When characterizing the hero of a literary work
The plan will help you:
Determining the place of the hero among other characters.
The degree of participation and its role in the conflict (episode).
Presence of prototypes and autobiographical traits.
Name analysis.
Portrait. Appearance, as it is given by the author and in the perception of other characters.
Speech characteristic.
Description of household items, housing, clothing, living conditions, as a means of self-expression of the hero.
Family, upbringing, life history. Occupation.
Character traits. The evolution of personality in the process of plot development.
Actions and motives of behavior in which the hero manifests himself most clearly.
Direct author's characteristic. Attitude towards the hero of other characters of the work.
Comparison with other characters or literary hero of another author.
Evaluation of a literary character by his contemporaries.
The hero as a product of his era and an exponent of a certain worldview. Definition of typical and individual in a literary hero.
Your personal attitude towards the character and this type of people in life.
With the help of the presented plan, you can most deeply and accurately tell about the literary hero of any work. When analyzing, it is not necessary to use all the points of the plan, since the plan is intended for any hero, but not for a single one. Use only those items that really help you.
A portrait in literature is one of the means of artistic characterization, consisting in the fact that the writer reveals the typical character of his characters and expresses his ideological attitude towards them through the depiction of the appearance of the characters: their figures, faces, clothes, movements, gestures and manners.

How to prepare for writing an essay.

In the course of training, students often write essays devoted to the analysis of one or more works (lyrical, epic, dramatic), episodes from these works.
Writing is the most effective way to check the mastery of educational material. In the process of creating his own text, the writer analyzes the work, evaluates the events and characters depicted, expresses his agreement or disagreement with the author's position. However, when evaluating the author's position, one should not rely only on one's intuition. First of all, it is important to carefully read the work, the relevant sections in the textbook, critical literature, then the writer's own opinion will be motivated.
When a work of art has been thoughtfully read, it is necessary to get acquainted with the opinions of critics, read the relevant material in the textbook. However, the essay is not written about the whole work, but concerns a specific problem, considers one or another character, a system of characters, etc. From the way the theme of the essay is formulated, the method of its proof follows.
It is important to be able to see similarities and differences in topics in one work or similar in content, to highlight the range of issues that should be covered in each of them.
All the nuances of the topic should be taken into account when preparing for writing the work and begin to develop an essay plan. A plan well thought out by the author helps to achieve a clear logic and clarity of the composition of the work.
Composition plan. In order for the plan to be built correctly, the author of the work must first of all deeply comprehend the topic. The plan contributes to the creation of an integral text of the essay, free from such shortcomings as incomplete disclosure of the topic, deviation from it, lack of logic in reasoning, lack of argumentation, etc.
The first outlines of the plan (the main points that determine the volume and content of the essay) are made in the process of analyzing the theme of the essay and are processed after the final formulation of the idea of future work.
The points of the plan should be formulated stylistically in the same way. Most often, nominal sentences are used in the plans (for example, “Peculiarities of the poetry of the period of the Great Patriotic War”, etc.), but other syntactic constructions are also possible (“Why do I love Natasha Rostova?”. The plan can also be quotation (partially or fully).
According to the structure, two types of plan are distinguished: simple (without subparagraphs) provides a list of only the main sections; complex (with subparagraphs) the presence of sections, each of which includes several subsections. A complex plan consists of three parts, which are indicated by Roman numerals. Subsections can be marked with Arabic numerals, numbers with brackets, letters with brackets. A complex plan allows you to follow the course of the author's thoughts and helps to consistently present your reasoning in the course of working on an essay.
Epigraph. The essay may be preceded by an epigraph: an excerpt chosen by the author from any work of art, journalistic or critical article, proverb, saying, aphorism, which emphasize the main idea of the essay. After the epigraph, the author of the quote and the work from which these lines are given should be indicated.
The structure of the essay. As in any text, there are three compositional parts in the essay (introduction, main part, conclusion). The introduction and conclusion should be proportionate to each other and occupy much less volume than the main part.
The introduction outlines the range of problems that will be discussed in the main part. The introduction should arouse the reader's interest in the subject of discussion. Here the author explains his interpretation of the title of the topic (for example, the topic “Bazarov the Nihilist” suggests an explanation of the meaning of the word “nihilist”) or focuses on the aspect of the topic that he will consider.
In the main part of the essay, it is important to consistently develop the topic. When characterizing a hero (or work), it is necessary to show generally accepted points of view on this character. If the writer of the essay has his own opinion, then he should be motivated, proved. Arguing with literary critics, one should not leave the text and confine oneself to general phrases; one should present one's own system of proofs of one's point of view on the problem.
The most important thoughts are supported by quotations, which help to reveal the ideological content of the work, give the composition an emotionally colorful character. However, it is important to remember that quoting is not an end in itself. It is impossible to do without quotations in general, especially when it comes to the analysis of a literary text, but one should not overload the essay with quotations. It is important to correctly format the quote, observing the rules of spelling. It is better to present a large quotation in the form of indirect speech, remembering that any distortion of it will lead to factual errors.
In the final part of the essay, they summarize the work on the topic, put forward a generalizing thesis of the main part, draw conclusions; the writer emphasizes the social role of the work, formulates his attitude towards it. Conclusions should resonate with the issues discussed in the introduction. In conclusion, you can put reviews about the writer (work) of outstanding masters of literature and art, famous public figures, etc.
Drawing conclusions, we can mention the role of the writer, poet, work in the further development of literature. For example, the topic “Citizenship of N.A. Nekrasov" can be concluded with a discussion about a new approach to the topic of "little man".
In the introduction and conclusion there should not be information (albeit very valuable) that is not directly related to the topic of the essay. You can not start every essay with a biography of the writer! Stamps should be avoided in the text.
The final stage of work on an essay is checking and improving what is written.

Features of essay-reasoning.
A reasoning essay always has the goal of convincing the reader (listener) of something, changing or reinforcing his opinion on a particular issue (if the opinions of the author and reader coincide.
Therefore, the basis of reasoning, its core is a clearly formulated, understandable and justified from different positions one main idea.
We write an essay-reasoning on a free topic.
Step one. Clearly and completely state the idea you want to prove.
You can verify the success of this step as follows. Read the wording to several people: if they have no questions about your position (objections on the essence of the issue do not count), then the wording is successful. Now you can move on to writing an essay-reasoning.
What parts does an essay consist of?
A complete essay-reasoning consists of 3 parts. This:
thesis (that thought, judgment, position that you have formulated and which you will prove);
arguments (each of them should serve as a clear, accomplished, and therefore convincing proof of your thought);
conclusion (it essentially repeats the thesis, but brings it to new level broad generalizations, forecasts, recommendations, etc.).
An optional but desirable part of the discussion is a brief introduction, the task of which is to engage the reader in a dialogue, to indicate the essence and relevance of the problem.
Example. The theme of the essay-reasoning is “First love”. You can talk about first love endlessly (as well as about other issues), so we immediately take the first step and formulate the thesis.
With the thesis “First love is the most important stage in a person’s life, which will affect all future relationships and the personality itself,” the introduction can be as follows: “For teenagers, it becomes the meaning of life, and for adults it causes a condescending smile. However, in vain parents and acquaintances grin: according to psychologists, the source of our “adult” happiness and unhappiness is hidden in the first love.
Main body: arguments, content of arguments
Argumentation in an essay-reasoning should occupy at least 2/3 of the total volume. The optimal number of arguments for a small (school or examination) essay is three.
The best arguments are widely known historical facts (or not very well known, but which can be easily found in authoritative sources - encyclopedias, reference books, scientific papers, etc.). Statistical data, discussed events will be a good proof. In the practice of school essays, the most weighty argument is a literary work, but not all, but that episode of it, the storyline, the story of the hero, which confirm your idea.
To choose the right arguments, mentally pronounce your thesis each time and ask him the question “Why?”
Example. Let's take another thesis related to the topic "First love" "To love means to become better." Why?
In an effort to please another person, we improve. literary argument. Tatyana Larina, wanting to unravel Onegin's soul, spends her days in his library reading books, eagerly peering at the notes left by Eugene, and reflecting on what she read. She not only finally understands what kind of person fate brought her together with, but she herself grows spiritually and intellectually.
An argument can also be personal experience, but remember that such a proof is the least convincing and it is good to present it as an extension to the main facts known and authoritative.
Step two. Select the arguments that support your idea, and arrange them in the following order: "very convincing fairly convincing most convincing."
Conclusion
The conclusion deepens the thesis, contains, if not explicit, advice, rules, and offers forecasts.
Example. First love, at whatever age it happens, can make a person a tough, ruthless cynic, an incorrigible romantic, and a realist who does not exclude any possibilities for himself.
The first will be deeply unhappy: he will not be able to love, which means he will remain alone. The second from the absolute optimism of "love forever" often passes to the same pessimism of "love is not." And only the third is able to find harmony. In order to increase the number of such people, adults, relatives, friends should carefully and seriously treat the feelings of adolescents and children.

How to prepare for the retelling of the text.

Retelling is a meaningful reproduction of a literary text in oral speech.
Text retelling (oral or written) is necessary for the development of speech, the formation and consolidation of skills in the correct construction of sentences and spelling. Retelling, if it is not just addressed to mechanical memory, always causes the work of thought, emotions, and prepares students for creative independent performances.

Memo for retelling the work according to the plan.
1. Make a plan.
2. Read the story piece by piece.
3. Retell each part.
4. Retell the story according to the plan with the book closed.

There are different types of retelling. Consider recommendations for preparing for some types of retelling.

DETAILED RETELLING
2. Answer the questions after the text that are given in the textbook (if any).
3. Formulate the topic and the main idea of the text.
4. Divide the thought into semantic parts and make a plan.
5. Try to remember the main features of the language of the work and keep them in the retelling.
6. Read the text again, separating its parts with significant pauses.

SELECTIVE REtelling
1. Read the text carefully, find out the meaning of incomprehensible words.
2. Think about the topic of selective retelling, define its boundaries.
3. Carefully reread the text, choose what is related to the topic, make the necessary notes and extracts.
4. Determine the main idea of the retelling.
5. Determine what style (artistic, scientific, journalistic ..) and type of speech (description, narration, reasoning) you will use.
6. Make a plan for the selected text.
7. Think about how to connect the semantic parts of the selective retelling.

SUMMARY
1. Read the text, determine its topic and main idea, mark the figurative and expressive means.
2. Select all its parts in the text.
3. Determine which parts can be excluded, combined. Why?
4. Make a plan for a concise retelling.
5. In each part, highlight the main thing.
6. Mark what can be combined.
7. Think about how to connect the parts together.
8. Summarize each part.
Memo for expressive reading of a poem.
Try to understand the content and mood of the poem. 2. Pay attention to punctuation marks. 3. In each line of the poem, determine for yourself a key word or phrase. 4. Think about where and what kind of pause you can make while reading.5. Be sure to include the author and title of the poem. 6. Don't forget: they listen to what you read and how you read. 7. Subject to these points, you can say: “What an interesting work! “How well, beautifully you read!”
How to write an annotation for a work of art.
Working with a book requires not only the ability to understand the content, to select the essential, the main thing in the ideological and thematic richness of the work, but also the ability to give it a certain assessment, to draw certain conclusions from what has been read.
Evaluation of the work is often given in the annotations.
An abstract is a summary of the content of an article, book, monograph, etc. The abstract reveals the most significant of the entire content and explains the purpose of the work. Annotation plan includes: 1. Bibliographic description of the book (author, title, etc.) 2. Enumeration of the main issues raised in the book (a brief summary of the content material). 3. Conclusions of the author, his opinion, assessment.

Review of the read work

Author, title, genre of the book
- Time and place of action. What is this book about? (do not retell all the content!)
What places in the book made the strongest impression?
- What is the conflict? How interesting did it seem to you, important in modern life?
- What is the problem posed by the author?
- What characters did you like, excited? Why? Evaluate the actions of the characters.
- What impression did the author's language and style make?
- Your reader's opinion, feeling, thoughts about the book. What did you get from reading this book?

Adviсe:
Try to reflect the main idea of the review in the title.
Write simply, sincerely, avoid cliches (for example: the book made an indelible impression on me)
The assessment formulated at the beginning of the essay in the form of a thesis is argued (proved) in the main part of the work. You can argue your assessment with your attitude to the hero, his actions and behavior, judgment about his character, attitude to life. It can be noted how interesting the topic raised by the writer in the work is, indicate some features of the plot, composition.
Evidence that reveals your thoughts and feelings should be of an emotionally evaluative nature.
Remember! Detailed retelling reduces the value of the work.
At the end, your personal assessment of the book you read is given. Here you can write what the work taught you, what you thought about after reading it. End the review well with some quote from the book that you especially liked.
When reading a draft essay aloud, watch for any inappropriate, unjustified repetition of words in your review. Synonyms will help you avoid this. For example: to like - to deeply excite, to make a great (indelible) impression, to be remembered, to attract attention, to be imprinted in memory, to sink into the heart and memory; interesting - fascinating, entertaining, curious; describe - describe, draw, outline; depict, show, talk about, acquaint with., introduce into.

An example of a review of the story by V. Kondratiev "Sasha".
The story of Vyacheslav Kondratiev "Sasha" is dedicated to the Great Patriotic War. Kondratiev knew firsthand about the war - in 1939, from the first year of the institute, he was drafted into the army, served in the railway troops on Far East, and in December 1941 was sent to the army. He fought as a platoon commander near Rzhev on the Kalinin Front. In February 1942 he was seriously wounded. After being wounded, he again served in the railway troops and in October 1943 near Nevel received a second severe wound. After the war, Kondratiev visited the places where he fought. There are still traces of battles - helmets, shells, shells. Then he decided that it would be almost meanness of him not to write about those battles. He wrote: “Only I myself can tell about my war.”
One of the best works of Kondratiev on the topic of war is his story "Sasha". This story differs from all others in that its main theme is not the war itself, as such, but the fate of an ordinary person in this war. Such a person is main character story - a simple soldier named Sasha. The writer does not even give his last name to emphasize that Sasha is the most ordinary person. For the first time we see him when he gets boots for his company commander. This episode reveals an important feature of Sasha's character - self-sacrifice, because he, in fact, risked his life so that another person would feel good.
Kondratiev also shows many other positive character traits of the protagonist, exposing him to a variety of tests. For example, when Sashka captured a German, he promised him: "We do not shoot prisoners." But the German was nevertheless sentenced to death, then Sasha did everything to convince the battalion commander to cancel the sentence, and the battalion commander canceled it. Later, when Sasha was asked how he dared to disobey the order, he replied that in battle he would have killed a German without hesitation, but he could not shoot a prisoner. In this episode, the author, as it were, tests the main character with power over another person, and Sashka withstands this test.
On the other hand, Sasha's personality is revealed in the episode when he explains to Zina that you can't go to dances, have fun, when there is a war around, the bodies of soldiers are not buried. Here, such a trait of his character as humanity, responsibility for the fate of the country is manifested. Sasha shows herself very well in friendship. For example, when he takes the blame of Lieutenant Volodya, saving him from the tribunal. Sashka understands that he, a simple soldier, for allegedly throwing a bowl at a believer, will “only” be sent to the front again, and Volodya will also be demoted to the rank and file.
Thus, Vyacheslav Kondratiev in the story "Sashka" shows a wonderful collective image of a Russian soldier. Sasha is brave, smart, savvy, he is faithful to friendship, philanthropic, he believes in victory with all his heart. And no matter what trials fate puts him in the war, he always comes out of these trials with honor.

How to issue an abstract (report) according to GOST
The abstract, like any document, is written and drawn up in accordance with certain standards, in Russia GOST. The topic of the abstract is usually selected from the general list and agreed with the teacher or lecturer. The topic should be interesting to the pupil or student. When working on an abstract, it is recommended to use at least 45 sources.
Content and structure of the abstract:
I. The work process is best broken down into the following steps:
Define and isolate the problem
Based on primary sources, independently study the problem
Conduct a review of selected literature
Present material logically
II. Recommended abstract structure
The introduction sets out the purpose and objectives of the work, the rationale for choosing a topic and its relevance. Volume: 12 pages.
The main part of the author's point of view is based on the analysis of the literature on the problem. Volume: 1215 pages.
Conclusion conclusions and suggestions are formed. The conclusion should be short, clear, the conclusions should follow from the content of the main part. Volume: 13 pages.
Bibliography.
The abstract may contain applications in the form of diagrams, questionnaires, diagrams and other things. Figures and tables are welcome in the design of the abstract.
III. Making an abstract
Text and design
Font size 1214 points, typeface Times New Roman, regular; line spacing: 1.52; margins: left 30 mm, right 10 mm, top 20 mm, bottom 20 mm. Do not put a dot at the end of the title. Titles are always in bold type. Usually: 1 heading font size 16 points, 2 heading - font size 14 points, 3 heading - font size 14 points, italic. The distance between chapter or paragraph headings and subsequent text should be three spaces. In order to receive an automatic table of contents after completing the work, it is necessary to put down the titles of the chapters as “Heading 1”, “Heading 2”, “Heading 3”: The text is printed on one side of the page; footnotes and notes are indicated either in the text itself, or at the bottom of the page1. For the design of footnotes and notes, standard Microsoft Word tools are used: 1Sinkevich A.I. International Treaties aimed at resolving issues of citizenship. M.: Prospekt, 2000. p. 5556. All pages are numbered starting from the title page; the number of the page number is placed at the top center of the page; The title page does not have a page number. Each new section starts on a new page.
Title page of the abstract

Above is the full name of the institution.

In the middle field, the name of the topic of the abstract is indicated without the word "topic" and quotation marks
Below in the center of the heading, the type of work and the subject are indicated (for example, an essay on literature).

Even lower, closer to the right edge of the title page, the name of the student, group is indicated. Even lower is the name and position of the head and, if any, consultants

The lower field indicates the city and year of work (without the word "year")

Table of contents
The table of contents is placed after the title page, which contains all the titles of the work and indicates the pages from which they begin. The headings of the table of contents should exactly repeat the headings in the text.IY. Making a list of used literature
The list of references should be fresh, the sources are 57 years old, it is rarely possible to use early works, provided they are unique.
Sources are listed in the following order:
legislative literature, if any;
basic and periodic;
Internet sources, if any.
An example of a list of references:
Sinkevich A.I. International treaties aimed at resolving issues of citizenship. M.: Prospekt, 2000. p. 5556
Ostapov A.I. Compressors and their device // Internet resource: compresium.ru

Educational and teaching aids for students
For students
Agenosov V.V. and others. Russian language and literature. Literature (advanced level). Grade 11. M., 2014.
Arkhangelsky A.N. etc. Russian language and literature. Literature (advanced level). Grade 10. M., 2014.
Belokurova S.P., Sukhikh I.N. Russian language and literature. Literature (basic level). Grade 10. Workshop / edited by I. N. Sukhikh. M., 2014.
Belokurova S. P., Dorofeeva M. G., Ezhova I. V. and others. Russian language and literature. Literature (basic level). Grade 11. Workshop / ed. I. N. Sukhikh. - M., 2014.
Zinin S. A., Sakharov V. I. Russian language and literature. Literature (basic level). Grade 10: at 2 pm M., 2014.
Zinin S. A., Chalmaev V. A. Russian language and literature. Literature (basic level). Grade 11: at 2 pm M., 2014.
Kurdyumova T.F. etc. Russian language and literature. Literature (basic level) Grade 10 / ed. T. F. Kurdyumova. M., 2014.
Kurdyumova T. F. and others. Russian language and literature. Literature (basic level). Grade 11: at 2 pm / ed. T. F. Kurdyumova. M., 2014.
Lanin B.A., Ustinova L.Yu., Shamchikova V.M. Russian language and literature. Literature (basic and advanced levels). 1011 class / ed. B. A. Lanina M., 2014.
Lebedev Yu. V. Russian language and literature. Literature (basic level). Grade 10: at 2 pm M., 2014.
Mikhailov O. N., Shaitanov I. O., Chalmaev V. A. and others. Russian language and literature. Literature (basic level). Grade 11: at 2 pm / ed. V. P. Zhuravleva. M., 2014.
Obernikhina G. A., Antonova A. G., Volnova I. L. et al. Literature: a textbook for institutions of the environment. prof. education: in 2 hours / ed. G. A. Obernikhina. M., 2015.
Obernikhina G. A., Antonova A. G., Volnova I. L. and others. Literature. workshop: textbook. allowance / ed. G. A. Obernikhina. M., 2014.
Sukhikh I.N. Russian language and literature. Literature (basic level). Grade 10: at 2 pm M., 2014.
Sukhikh I.N. Russian language and literature. Literature (basic level). Grade 11: at 2 pm M., 2014.
For teachers
Federal Law of 29.12. 2012 No. 273-FZ "On Education in the Russian Federation".
Order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413 “On Approval of the Federal State Educational Standard of Secondary (Complete) General Education”.
Order of the Ministry of Education and Science of Russia dated December 29, 2014 No. 1645 “On Amendments to the Order of the Ministry of Education and Science of the Russian Federation dated May 17, 2012 No. 413 “On Approval of the Federal State Educational Standard of Secondary (Complete) General Education””.
Letter No. 06-259 of the Department of State Policy in the Field of Training of Workers of the FVE of the Ministry of Education and Science of the Russian Federation dated March 17, 2015 “Recommendations on the organization of obtaining secondary general education within the framework of mastering educational programs of secondary vocational education on the basis of basic general education, taking into account the requirements of federal state educational standards and the received professions or specialties of secondary vocational education.
Belokurova S.P., Sukhikh I.N. Russian language and literature. Russian literature in grade 10 (basic level). A book for the teacher / edited by I. N. Sukhikh. M., 2014.
Belokurova S. P., Dorofeeva M. G., Ezhova I. V. and others. Russian language and literature. Literature in grade 11 (basic level). A book for the teacher / ed. I. N. Sukhikh. M., 2014.
Burmenskaya G. V., Volodarskaya I. A. et al. Formation of universal educational activities in basic school: from action to thought. Task system: teacher's guide / ed. A. G. Asmolova. M., 2010.
Karnaukh N. L. Our creative work// Literature. 8 cells Additional materials/aut.-stat. G. I. Belenky, O. M. Khrenova. M., 2011.
Karnaukh N. L., Kats E. E. Letter and essay // Literature. 8 cells M., 2012.
Obernikhina G. A., Matsyyaka E. V. Literature. Book for the teacher: method. allowance /
ed. G. A. Obernikhina. M., 2014.
Panfilova A.P. Innovative pedagogical technologies. M., 2009.
Potashnik M.M., Levit M.V. How to help the teacher in mastering the Federal State Educational Standard: a guide for teachers, school leaders and educational authorities. M., 2014.
Independent work: guidelines for specialists in institutions of primary and secondary vocational education. Kirov, 2011.
Modern Russian literature of the late 20th early 21st century. M., 2011.
Chernyak M.A. Modern Russian literature. M., 2010.

Internet resources
Library dedicated to classical poetry and prose. [Download the file to view the link]
Library of Alexei Komarov - classic Russian books fiction. [Download the file to view the link]
"Milestones" (library of Russian religious-philosophical and fiction).[ Download the file to view the link ]
"Elements" by Masha Shkolnikova presents more than 150 Russian and Soviet poets. This is the largest and most diverse poetic server of RUNET. [Download the file to view the link]

Silver Age. [Download the file to view the link]
Russophile - Russian philology. [Download the file to view the link]/
Russian virtual library. [Download the file to view the link]
Russian poetry of the 60s. [Download the file to view the link]

Control and evaluation tools for the academic discipline
Russian literature of the first half of the 19th century

current control

List of points
frontier control

Topic Coverage
(indicate the numbers of topics to be controlled)
Development
control
form of control

Preparation for home writing on the problems of the topics studied
Topic 2. Creativity of A. S. Pushkin, M. Yu. Lermontov, N. V. Gogol
Annex 1
Essay check.

Control testing based on the novel by I. A. Goncharov "Oblomov"
Topic 3. Creativity of I. A. Goncharov
Appendix 2
Test check

Control work on the work of F. M. Dostoevsky
Topic 3. Creativity of F. M. Dostoevsky
Annex 3
Checking control work.

Credit work on the work of L. N. Tolstoy
Topic 3. Creativity of L. N. Tolstoy
Appendix 4
Conducting and evaluating the test

Test work on the course of Russian literature of the 2nd half of the 19th century
Topic 3.
Annex 5
Testing and evaluation of credit

Credit work for 1 course
Topic 1-3
Appendix 6
Testing and evaluation of credit

Control work on poetry of the early 20th century
Theme 6
Annex 7
Checking control work.

Composition on the work of M.A. Sholokhov
Topic 7. Creativity of M. A. Sholokhov
Appendix 8
Essay check

Composition “Listening to the horrors of war ...” (About the Great Patriotic War)
Topic 8.
Annex 9
Essay check

Test work on the literature of the 1950s - 1980s
Topic 9.
Annex 10
Checking control work.

Test work for the 2nd course
Topic 6-11
Annex 11
Testing and evaluation of credit

Differentiated offset
Topic 1- 11
Appendix 12
Set-off

Annex 1.
Essay on literature of the first half of the 19th century.
1. The theme of the poet and poetry in Pushkin's lyrics
2. Petersburg story A.S. Pushkin "The Bronze Horseman". Man and history in the poem.
3. Philosophical motives of the lyrics. The theme of the Motherland in the work of M. Yu. Lermontov.
4. Nevsky Prospekt by N. V. Gogol. Petersburg image. (Episode analysis).
5. The theme of love in the work of A.S. Pushkin.
6. “I look sadly at our generation” (according to the work of M.Yu. Lermontov).

Criteria for evaluation:
"5"
1. The content of the work is fully consistent with the topic, demonstrates excellent knowledge of the text of a literary work and materials involved in the disclosure of this topic (literary, critical, historical, philosophical, etc.).2. There are no actual errors.3. The content is presented sequentially.4. The work is distinguished by the richness of the dictionary, the variety of syntactic constructions used, and the accuracy of word usage. In general, 1 defect in the content and 1-2 speech defects are allowed in the work.

"4"
1. The content of the work basically corresponds to the topic (there are minor deviations from the topic).2. The content is mostly reliable, but there are isolated factual inaccuracies.3. There are minor violations of the sequence in the presentation of thoughts.4. The lexical and grammatical stand of speech is quite diverse.5. The style of work is distinguished by unity, sufficient expressiveness. In general, no more than 2 shortcomings in the content and no more than 3-4 speech shortcomings are allowed in the work.

"3"
1. The work allowed significant deviations from the topic.
2. The work is reliable in the main, but there are some factual inaccuracies in it.3. One-sidedness or incompleteness in the disclosure of the topic, insufficiency of citation material and argumentation were found.4. Separate violations of the sequence of presentation are allowed.5. The dictionary is poor, and the syntactic constructions used are monotonous, there is an incorrect word usage.6. The style of work is not distinguished by unity, speech is not expressive enough. In general, no more than 4 shortcomings in the content and 5 speech shortcomings are allowed in the work.

"2"
1. The work does not correspond to the topic.
2. In the work, there is a noticeable tendency towards retelling, rather than analysis.
3. Ignorance of the literary text and critical material is revealed.4. There are many factual inaccuracies in the text.5. The sequence of presentation of thoughts in all parts of the work is broken, there is no connection between them.6. The dictionary is extremely poor, the work is written in short sentences of the same type with a weakly expressed connection between them, cases of incorrect word usage are frequent.7. The stylistic unity of the text is broken. In general, the work allowed 6 shortcomings in the content and up to 7 speech shortcomings.

Appendix 2
Test based on the novel by I. A. Goncharov "Oblomov"

B 1. Determine the type of genre of the novel to which the work of I.A. Goncharov "Oblomov".
B 2. Name the article by N.A. Dobrolyubov dedicated to the novel by I.A. Goncharov "Oblomov".
Q 3. With the help of what artistic device in the first paragraph does the author emphasize the immutability, immobility of the hero’s life (“When he was at home and he was almost always at home, he was always lying, and everyone was constantly in the same room where we found him, serving lived in his bedroom, study and reception room")?
B 4. Indicate the term that denotes the description interior decoration premises.
B 5. Specify the figurative and expressive means used by I.A. Goncharov when describing Oblomov's office ("pure taste", "heavy, ungraceful chairs", etc.)
Q 6. What is the name in literary criticism of a particularly significant, highlighted element of the artistic image, a detail that helps to reveal the character of the hero (“a web saturated with dust”, “a newspaper number ... last year”)?

Tasks with a detailed answer of a limited volume (5-10 sentences) /choose one task/
C1. What is "Oblomovism"?
C2. Which of the heroes of Russian classics can be attributed to the Oblomov type?

Appendix 3. A verification test on the creativity of F.M. Dostoevsky.

1. In what educational institution was educated by F.M. Dostoevsky:
A) at Moscow University
B) at the Higher Military Engineering School
B) at St. Petersburg University
D) at the Tsarskoye Selo Lyceum
2. F.M. Dostoevsky was a native of: A) Omsk B) Petersburg C) Moscow D) Tver
3. Indicate the reason for the arrest of F.M. Dostoevsky: A) committing a criminal offense B) openly calling for the overthrow of the autocracy C) publishing the novel "Poor People" D) illegal publication of an anti-government magazine, membership in Petrashevsky's political circle
4. Indicate the main theme of F.M. Dostoevsky: A) the theme of serfdom B) the theme of social protest C) the theme of "humiliated and insulted" D) the theme of a strong personality, "superman"
5. At what time of the year does the novel "Crime and Punishment" take place:
A) autumn
B) in winter
B) in the spring
D) in summer
6. Indicate a work that does not belong to the pen of F.M. Dostoevsky: A) "Netochka Nezvanova" B) "The Idiot" C) "Demons" D) "An Ordinary Story"
7. Which of the following events occurred after Raskolnikov committed the crime: A) a conversation between two officers in a tavern about a useless old money-lender B) a meeting with Semyon Marmeladov C) Raskolnikov received a letter from his mother about Dunya's impending marriage D) meeting Sonya Marmeladova
8. What profession should Raskolnikov have received if he had graduated from the university: A) teacher B) diplomat C) lawyer D) doctor
9. Explain why Raskolnikov makes an attempt on the life of an old money-lender: A) he wants to quickly get rich and improve his social position
B) he wants to test his theory: what category does he belong to (to "Napoleons" or to "material") C) he wants to take revenge on the pawnbroker for the humiliating situation in which he finds himself D) he wants to get money and help his suffering mother and sister
10. Why, after the murder, Raskolnikov did not use the loot:
A) the hero, having hidden the money, could not then remember the place of the hiding place
b) fear of being exposed
C) the money was not the purpose of the crime
D) in a hurry forgot to take the money
11. What is the role of St. Petersburg in the novel "Crime and Punishment": A) psychological background B) decorative background C) does not play any role D) accomplice of crimes, hero of the novel
12. Which definition of the novel "Crime and Punishment" best matches its character: A) a crime novel B) an adventure novel C) a socio-psychological, philosophical novel D) a love story
13. The image of Sonya Marmeladova is symbolic. He is the embodiment of: A) Christian humility B) pride
C) greed D) rebellion
14. In the novel "Crime and Punishment" one can notice biblical stories, images, symbols. Indicate which image is the main one for understanding the main idea of the novel: A) the murderer and the harlot B) Golgotha C) the cross D) the resurrection of Lazarus
15. It is known that Raskolnikov's dreams are the embodiment of his real and subconscious life. Who else from the heroes of the novel had dreams and who is the psychological twin of Raskolnikov:
A) Svidrigailov
B) Luzhin
B) Razumikhin
D) Marmeladov

16. The symbolism of color plays a big role in the novel Crime and Punishment. What color prevails in the description of St. Petersburg by F.M. Dostoevsky: A) yellow B) green C) black D) gray
17. Which historical figure was Raskolnikov's idol: A) Napoleon B) Caesar
C) Ivan the Terrible D) Peter I
18. What is the meaning of the title of the novel by F.M. Dostoevsky "Crime and Punishment": A) not every crime entails punishment B) crime and punishment are opposed C) the inevitability of punishment for the crime committed D) the inconsistency of punishment with the crime committed
19. The first victim of Raskolnikov was an old pawnbroker, and the second was:
A) Katerina Ivanovna
B) a girl on the boulevard
C) Sonya Marmeladova
D) Lizaveta
20. After committing a crime, Raskolnikov seeks Sonya's sympathy because: A) she also "crossed" the norms of human morality B) he has no one else to go to C) she will be able to understand Raskolnikov D) she will not betray him
21. What event in the novel was the beginning of the collapse of Raskolnikov's "idea": A) Svidrigailov's suicide B) a conversation with Profiry Petrovich C) a second date with Sonya D) a meeting with Marmeladov
22. Indicate which conflict is the main one in the novel "Crime and Punishment": A) ideological (Raskolnikov - Sonya Marmeladova) B) psychological (Raskolnikov - Profiry Petrovich) C) social (Raskolnikov - an old pawnbroker) D) internal (occurring in soul of the protagonist

Appendix 4. Test work on the work of L. N. Tolstoy
1. The first published work of L. N. Tolstoy was called:
A) "Sevastopol stories"
B) "Resurrection"
B) "Cossacks"
D) "Childhood"
2. Which of the following works was not written by Leo Tolstoy?
A) Resurrection
B) "Sevastopol stories"
C) "My universities"
D) "Youth"
3. Connect the titles of the works and their genre:
A) "After the ball"
A) a story
B) "Childhood"
B) novel
C) War and Peace
B) epic novel
D) Anna Karenina
D) story
4. How did Leo Tolstoy himself define the genre of "War and Peace"?
A) epic
B) novel
B) a poem
D) historical chronicle
5. How long does the action of the novel last?
A) 10 years
B) about 7 years
B) 25 years old
D) 15 years
6. Name the climax of the novel.
A) the first ball of Natasha Rostova
B) Patriotic War of 1812
C) council in Fili
D) the death of Prince Andrei
7. In historical writings, Napoleon was often opposed to Alexander I. Who is opposed to Napoleon in the novel?
A) Alexander I
B) Kutuzov
C) A. Bolkonsky
D) Pierre Bezukhov
8. After what battle did Prince Andrei become disillusioned with his idol, Napoleon?
A) Shengraben
B) Austerlitz
B) Borodino
9. Connect the name of the heroine and her external description:
A) “a thin miniature brunette with a soft, tinted look with long eyelashes, a thick black braid that wrapped around her head twice, and a yellowish tint of skin on her face and especially on naked, thin, but graceful muscular arms and neck”
B) “A black-eyed, with a big mouth, an ugly, but lively girl, with her childish open shoulders that jumped out of her corsage from a quick run, with her black curls knocked back”
C) "A tall beautiful lady with a huge braid and very bare white, full shoulders and a neck, on which there was a double string of large pearls"
A) Natasha
B) Sonya
B) Helen
D) Julie

10. Connect the name of the hero and his external description:
A) “The whole figure was round, the head ... back, chest, shoulders, even the arms that he wore, as always about to hug something, were round; a pleasant smile and large tender eyes were round", he "must have been over fifty years old."
B) “A massive, fat young man with a cropped head, glasses, light trousers in the fashion of the time, with a high frill and in a brown tailcoat”
C) “The whole plump, short figure with broad thick shoulders and an involuntarily protruding belly and chest had that representative, portly appearance that forty-year-old people living in the hall have.”
A) Napoleon
B) Pierre Bezukhov
C) Platon Karataev
D) Andrei Bolkonsky

11. Read a fragment of the work “War and Peace”: “Malasha timidly and joyfully looked from the stove at the faces, uniforms and crosses of the generals, one after another entering the hut and sitting in the red corner, on wide benches under the images.” name historical event, which Malasha became a witness.
12. What figurative and expressive means is the main one in the work "War and Peace"? Give examples of the use of this trope in the title, composition, imagery, etc.
13. Which of the heroes became for Pierre Bezukhov "the most powerful and dearest memory and personification of everything Russian, kind and round"?

14. Explain the meaning of the title of the work "War and Peace". Can we talk about the ambiguity of the title?

15. Comment on the words of M. Gorky: "Without knowing Tolstoy, you cannot consider yourself knowing your country, you cannot consider yourself a cultured person."

Appendix 5
Credit work on literature of the second half of the 19th century
1. Indicate the author and title of the work in which the psychological report of one crime is given?
A) A.N. Ostrovsky "Thunderstorm" B) L.N. Tolstoy "The Living Corpse"
B) F.M. Dostoevsky "Crime and Punishment" D) N.S. Leskov "Lady Macbeth"
2. Agafya Pshenitsyna is a heroine:
A) the novel by I.S. Turgenev "Fathers and Sons"
B) the novel by F.M. Dostoevsky "Crime and Punishment"
C) the novel by I.A. Goncharov "Oblomov"
D) the novel by L.N. Tolstoy "War and Peace"
3. Which of the Russian writers was called "Columbus of Zamoskvorechye"?
A) I.S. Turgenev B) L.N. Tolstoy
B) A.N. Ostrovsky D) F.M. Dostoevsky
4. The heroine of Ostrovsky's play "Thunderstorm", Kabanikha, was called:
A) Anna Petrovna B) Katerina Lvovna
B) Marfa Ignatievna D) Anastasia Semenovna
5. Who is the author of the following lines “You can’t understand Russia with the mind, // You can’t measure it with a common yardstick // She has a special become-// One can only believe in Russia”
A) A.S. Pushkin B) F.I. Tyutchev
B) N.A. Nekrasov D) A.A. Fet
6. Which of the heroes of the novel by F.M. Dostoevsky asked the question “Am I a trembling creature or have the right”?
A) Sonya Marmeladova B) R. Raskolnikov
B) Pyotr Luzhin D) Lebezyatnikov
7. In what work of Russian literature does the nihilist hero appear?
A) A.N. Ostrovsky "Forest" B) F.M. Dostoevsky "Crime and Punishment"
B) I.S. Turgenev "Fathers and Sons" D) I.A. Goncharov "Oblomov"
8. In which of the following works does the action take place against the background of the Volga panorama?
A) The Cherry Orchard B) Dead Souls
B) "Thunderstorm" D) "Gooseberry"
9. Enter the name of the writer who made the trip to Sakhalin Island.
A) L.N. Tolstoy B) A.P. Chekhov
B) I.A. Goncharov D) M.E. Saltykov-Shchedrin
10. What does L.N. Tolstoy mean by the concept of “people”?
A) all workers who create wealth
B) serfs working on the land
B) a set of representatives of all social groups and estates showing spirituality, patriotism
D) artisans, artisans
11. What hero of "War and Peace" belongs to the statement "Chess is placed. The game starts tomorrow"?
A) Prince Andrew B) Napoleon
B) Emperor Alexander 1 D) M.I. Kutuzov
12. What miscalculations did Raskolnikov (F.M. Dostoevsky "Crime and Punishment") make during the murder of the old woman?
A) forgot to close the door of the apartment B) left the hat at the crime scene
B) forgot to take the crime weapon D) stained with blood

13. Indicate which of the heroes of Tolstoy's novel "War and Peace" is on the path of searching.
A) Platon Karataev B) Pierre Bezukhov
B) Fedor Dolokhov D) Anatole Kuragin

14. Which of the Russian poets owns the words “You may not be a poet, but you must be a citizen”?
A) A.S. Pushkin B) F.I. Tyutchev
B) N.A. Nekrasov D) M.Yu. Lermontov

15. What theme is predominant in the work of N.A. Nekrasov?
A) the theme of the city B) love
B) loneliness D) citizenship

16. Indicate that the teacher Belikov taught, the character of the story "The Man in the Case" by A.P. Chekhov.
A) geography B) literature
B) the Greek language D) the law of God

17. Indicate which of the Russian writers owns the words that "beauty will save the world."
A) F.M. Dostoevsky B) I.A. Bunin
B) L.N. Tolstoy D) A.P. Chekhov

19. Raskolnikov's theory (F.M. Dostoevsky "Crime and Punishment") is
A) a rigorous scientific justification for dividing people into categories
B) the division of people into categories depending on their social affiliation, education
C) the division of people into categories: ordinary and extraordinary

20. The following problem does not rise in the story "Gooseberry" by A.P. Chekhov
A) the relationship between man and nature
B) personality degradation
C) personal responsibility for what is happening in the world
D) Russian intelligentsia

Appendix 6
Credit work for 1 course

Option 1

1. What literary trend dominated the literature of the second half of the 19th century? List the main features of this literary trend.

A) Romanticism. B) classicism. C) sentimentalism. D) realism.

2. Match the titles of works of art and their authors:

A) The Bronze Horseman. B) Oblomov. C) fathers and sons. D) "Russia cannot be understood with the mind." D) "I came to you with greetings"
Authors: 1) M.Yu. Lermontov. 2) A.S. Pushkin. 3) I. S. Turgenev. 4) I. I. Goncharov. 5) N. A. Nekrasov. 6) F.I. Tyutchev. 7) L. N. Tolstoy. 8) A.A. Fet.

3. Match the title of the work and the genre:

A) Nevsky Prospekt. B) Storm. C) "I met you." D) "Who is living well in Rus'?" D) War and Peace.

Genres: 1) Story. 2) Story. 3) Poem. 4) Poem. 5) Drama. 6) Comedy. 7) Tragedy. 8) Roman. 9) An epic novel. 10) An epic poem.

4. In what work of Russian literature of the 19th century does the nihilist hero appear?

5. Who is the author of the following works: "First Love", "Rudin", "Poems in Prose"?
6. What literary hero is said about:
“Lying down was not a necessity for him, like a sick person or a person who wants to sleep, neither an accident, like someone who is tired, nor a pleasure, like a lazy person, it was his normal state. When he was at home - and he was almost always at home - he was always lying, and everything was constantly in one room, which served him as a bedroom, study and reception room.

B Eyes as blue as the sky,
Smile, linen curls,
Movement, voice, light camp,
But any novel
Take it and you'll find it, right
Her portrait is very cute

In “Ahead of the others, a black-haired woman, very thin, ran up to the carriage. A black-eyed girl in a yellow cotton dress, tied with a white handkerchief, from under which strands of disheveled hair were knocked out.

7. Establish a correspondence between the characters of the novel "Crime and Punishment" and the events that happened to them.

A) Raskolnikov. B) Porfiry Petrovich. D) Razumikhin.

Events: 1) throws money at Sonechka; 2) helps the Marmeladov family; 3) reads an article by Raskolnikov; 4) marries Dunya.

8. Specify artistic technique, which is used in the following sentence: "I then, like a spider, hid in my corner." Write a dictionary entry for this term.

9. List the main characters of M. Gorky's play "At the Bottom"

10. Remember the name of the protagonist of Chekhov's story "Ionych"

11. Creative task.
Compose a short text on the topic “A work of fiction that I read and left a mark on my soul”

Appendix 7. Test work on poetry of the early 20th century

The literature of the beginning of the 20th century was called "literature of modernism". How do you understand what "literature of modernism" means?
What was the essence of literature at the beginning of the 20th century?
Name the philosopher of the early 20th century who claimed that man belongs to two worlds: the real and the unreal?
What was the name of the Russian philosopher who, by analogy with the Golden Age of Russian literature, called the beginning of the 20th century the “Silver Age” of Russian poetry?
What estate does the Yesenin family come from?
Russian poetry was experiencing its renaissance. What does this word mean?
What are the directions of the beginning of the 20th century known to you?
What was the name of the lecture by D. Merezhkovsky, in which he outlined the theoretical foundations of symbolism?
What direction did the poets belong to: V. Bryusov, D. Merezhkovsky, A. Bely?
Who is the author of the cycle of poems "Poems about the Beautiful Lady"?
The main theme of S. Yesenin's work?
What work did S. Yesenin write about: “This is the best thing I wrote”?
How do you understand V. Mayakovsky's expression "love is a community"?
List the works of V. Mayakovsky known to you?
What is the name of the married woman who became the muse for V. Mayakovsky and whom the poet would later write the poem "Lilichka"?
What is the real name of A. Akhmatova.
What direction of the beginning of the 20th century does the work of A. Akhmatova belong to?
What is the main problem of A. Akhmatova's poem "Requiem"?
Whose lines are these? "I followed him to the gate."
Why is the work of M. Tsvetaeva associated with a red rowan branch?

Appendix 8. Preparation for an essay based on the work of M. Sholokhov

Topics for essays:

“The theme of war and revolution in the novel by M.A. Sholokhov "Quiet Don".

“Features of the image of the landscape in the“ quiet Don ”m. a. Sholokhov.

“Images of Cossack women in the novel by M.A. Sholokhov "Quiet Don"";

"Grigory Melekhov in Search of Truth".

Stages of theme analysis:

Reading the topic: determining the main words, volume (narrow, broad topic), character (personal, literary, etc.).

Definition of the thesis, the main idea of the essay.

Selection of arguments, "illustrative" material.

Thinking through the conclusion and introduction.

Appendix 9. Composition "Listening to the horrors of war"

Topics for essays:

1. What do I know about the Great Patriotic War?

2. The Great Patriotic War in the life of my family.

3. Does today's generation need to know about the Great Patriotic War?

The work program for the discipline literature spo. A set of control and evaluation tools for evaluating the results of the EA "Literature" for SPO

PASSPORT OF THE PROGRAM OF THE EDUCATIONAL DISCIPLINE

conditions for the implementation of the program of the academic discipline

Monitoring and evaluation of results Mastering the academic discipline

STRUCTURE and content of the EDUCATIONAL DISCIPLINE

How to put on the most beautiful hijab

Burial of the dead according to the tradition of the Orthodox Church Where is the best place to bury the dead

History of Samarkand In 1868 Samarkand was occupied

Comparative analysis of the life cycle of mosses (cuckoo flax) and club mosses (annual club moss) What does a moss box grow from

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