1. Introduction. General Provisions . 3 2. The role of the Russian language in the world . 5

3. Russian is one of the world's leading languages. 7

4. Russian language in international communication. 9 5. Will the Russian language be among the world's languages ​​in the future? fourteen

6. Conclusion. 16

7. List of used literature. 17

Introduction. General Provisions .

Russian is the official language of the Russian Federation. Refers to eastern group Slavic languages ​​included in the Indo-European family of languages. Official language UN. It is used as a language of interethnic communication in the former union republics of the USSR. The number of St. 250 million people.

Language is an invaluable wealth of a nation - a kind of gene pool of national culture. The language in the life of the people performs ethno-differentiating and ethno-integrating functions, occupying not a secondary, secondary place somewhere on the periphery, but one of the leading ones, since it acts as the bearer of the nation's spiritual independence. The loss of language for her is a loss of mutual understanding not only outside, but also inside her.

Language is the main spiritual territory of the people. Those who call it the backbone of the national culture are right. V Ancient Rus the word "language" also had a second meaning - "people". To cherish the native speech is a high moral sign of loyalty to the Motherland and the nation. These feelings were expressed with great artistic force during the years of the Great Patriotic War Anna Akhmatova.

“It’s not scary to lie down dead with bullets,

It's not bitter to stay white

And we will save you, Russian speech,

Great Russian word

We will carry you free and clean

We will give it to our grandchildren, and we will save from captivity

The words of the Avar Rasul Gamzatov echo the feelings of the Russian poetess:

“And if tomorrow the language disappears,

I'm ready to die today »

Despite the widespread prevalence of national-Russian bilingualism (the proportion of those who are fluent in Russian as a second language increased from 80.1% in 1970 to 83% in 1979), all nationalities use their native language (93.1% of the total population) ...

The Russian language is a familiar and convenient tool for spiritual communication. Pushkin bequeathed to the Russian language a dual mission - the mission of unity and the mission of preserving other languages ​​and cultures. In the current conditions, it is the most important lever for the rapprochement of independent states. One remarkable fact should be recalled. In 1948, during the period " cold war"Allen Dulles taught: you don’t need to break up the USSR atomic bomb, you just need to instill in his people that they can do without knowing the Russian language. Economic, cultural and other ties are being disrupted. The state will cease to exist.

ROLE OF THE RUSSIAN LANGUAGE IN THE WORLD

The Russian language has been and continues to be one of the world's languages. According to estimates, the Russian language in terms of the number of people who speak it (500 million people, including more than 300 million abroad) ranks third in the world after Chinese (over 1 billion) and English (750 million). It is the official or working language in most reputable international organizations (UN, IAEA, UNESCO, WHO, etc.).

At the end of the last century, alarming tendencies emerged in the field of the functioning of the Russian language as a world language in a number of countries and regions for various reasons.

The Russian language found itself in the most difficult situation in the post-Soviet space. On the one hand, due to historical inertia, it still plays the role of a language of interethnic communication there. The Russian language in a number of CIS countries continues to be used in business circles, in the financial and banking systems, in some government agencies. The majority of the population of these countries (about 70%) is still quite fluent in it.

On the other hand, the situation can change dramatically in a generation, as the process is underway (in recent times it has slowed down somewhat, but not suspended) of the destruction of the Russian-speaking space, the consequences of which are already beginning to be felt today.

As a result of the introduction of the language of the titular nations as the only state language, Russian is gradually being ousted from social, political and economic life, the field of culture, and the media. The possibilities of getting education on it are decreasing. Less attention is paid to the study of the Russian language in general and vocational educational institutions, where instruction is conducted in the languages ​​of the titular nations.

The narrowing of the scope of the use of the Russian language deeply affects, firstly, the rights of millions of our compatriots who ended up abroad as a result of the collapse of the USSR, and secondly, it does not meet the national interests of the newly independent states. An erroneous language policy can cause serious difficulties in the development of cooperation both within the framework of the CIS (economic, scientific and technical integration, the formation of a single educational space etc.), and in the field of mutual bilateral relations.

The problem of imparting the Russian language in the CIS and Baltic countries has acquired particular urgency and importance. special status... This is a key factor in maintaining its position.

In the field of spreading the Russian language abroad, the most active activities are carried out by the Russian Center for International Scientific and Cultural Cooperation (Roszarubezhtsentr) under the Ministry of Foreign Affairs of Russia, the State Institute of Russian Language and Literature named after V.I. A.S. Pushkin, the Center for the Development of the Russian Language and the Russian Society of Teachers of the Russian Language and Literature (ROPRYAL).

Of course, in the field of promoting the Russian language abroad, the problem of resources remains the most acute. Despite the outlined, as noted above, some positive shifts, financial opportunities remain very limited. Currently, the issue of creating a fund to support the Russian language abroad is being worked out, which could partially solve these problems.

Russian is one of the world's leading languages

The Russian language has been and continues to be one of the world's leading languages. According to the latest data, the Russian language in the number of people who speak it (and this is over half a billion people) ranks third in the world after Chinese and English. Experts note that Russian belongs to those languages, knowledge of which meets the interests of practically all states. It is no coincidence that today in about 80 countries of the world, Russian is considered almost mandatory for learning. For example, in the Czech Republic, more schoolchildren choose Russian for teaching than French. In China, only English We are more loved by students, and in Bulgaria, Russian has moved from the 14th most popular in terms of study in schools to second place. And as experts note, the popularity of the Russian language will only grow in the coming years.

Sergey Morgunov, First Deputy Executive Director of the Russkiy Mir Foundation, agrees with this assessment: “According to our information, the Russian language is becoming more and more popular in different countries... This applies not only to people who come to work with us and have some kind of integration ties with Russia, but it also concerns people who have some kind of relationship with family ties. This refers to our compatriots in some generations - the third or fourth and are already forgetting the language. This interest is also growing due to the fact that Russia, as an active political player in last years, is highly represented on the world stage. Interest in Russian culture has always been quite high, but the latest research carried out by our foundation shows a constant, active growth. "

The Russkiy Mir Foundation was established by decree of Russian President Vladimir Putin to create centers for the Russian language and Russian culture around the world. To date, the foundation has opened over 20 Russian centers in the United States, Belgium, Bulgaria, Hungary, Japan, Azerbaijan, Armenia, Kazakhstan, Kyrgyzstan, Tajikistan, China, Estonia and Latvia. The Moscow government also plays an important role in supporting the Russian language abroad, especially in the CIS, with a number of programs to promote education in Russian. For example, in the Baltic countries the Moscow Mayor's Scholarship program is being implemented. During its operation, more than 500 people have become scholarship holders. International Olympiads in the Russian language are held among schoolchildren of the CIS countries, advanced training courses are organized for teachers of Russian-language schools in the neighboring countries. Schools with instruction in Russian in the former republics of the USSR receive hundreds of thousands of textbooks annually as a gift from Moscow. But, as experts say, this is not enough yet. It is no coincidence that Russian Prime Minister Vladimir Putin has repeatedly stressed that the growing role of Moscow in the world arouses a logical interest in the Russian language and Russian culture. And one of the main tasks of the government is to make Russian one of the main languages ​​in the world, so that in the future it will be spoken by over a billion people.

Russian language in international communication

Russian language in international communication. The Russian language is one of the most widespread and richest languages ​​in the world, which is spoken outside the main territory of their distribution. different nations communicating not only with the native speakers of these languages, but also among themselves.
Just like English and some other languages ​​that are used outside the countries for which they are state or official, the Russian language is widely used outside of Russia. It is used in various areas of international (interstate) communication, for example. acts as a "language of science" - a means of communication between scientists from different countries, a means of coding and storing common human knowledge (60-70% of all world information is published in English and Russian). Rus. language is a necessary accessory of world communication systems (radio broadcasts, air and space communications etc.). English, Russian and some others, etc. world languages ​​are characterized not only by the specifics of social functions (for example, the function of the lingua franca, i.e. an intermediary in the dissemination of knowledge and leveling their level in different countries; the function of the language of diplomacy, international trade, transport, tourism; educational function - they teach young people from developing countries, etc.), but also by the conscious choice of these languages ​​for learning and use (recognition " foreign language", I.e. the subject of instruction in schools and universities in most countries; legal recognition as a "working language" in international organizations, primarily in the UN, at international congresses, etc.).
Rus. in terms of the absolute number of those who speak it, the language ranks fifth in the world (after Chinese, Hindi and Urdu together, English and Spanish), but this feature is not the main one in defining the “world language”. For the "world language", it is not the number of those who speak it, especially as a native language, that is essential, but the globality of the settlement of native speakers, their coverage of different, maximum in terms of the number of countries, as well as the most influential social strata of the population in different countries (for example, scientific, technical and creative intelligentsia, administrative apparatus). Before the collapse of the USSR, Rus. the language was studied by 20-24 million schoolchildren, students and others in 91 countries, Ch. arr. in the countries of East. Europe and other former so-called. socialist states. It was also recognized as the language of interethnic communication among all peoples of the present “near abroad”, even the “second native language” of non-Russians. peoples who lived in the USSR. In the 90s. 20th century the number of Russian learners. language in the world (excluding the former republics of the USSR) is estimated at 10-12 million people. (The decrease in the number of learners of the Russian language occurred in the countries of Eastern Europe; in the developed countries and a number of other countries, the relative number of those choosing Russian for study has increased). Cancellation of the compulsory study of rus. language in those countries that gave high statistics, led to an improvement in the quality of mastering Russian. language by those persons who study it by their free choice, without Ph.D. coercion. Improving the level of proficiency in Russian. language is facilitated by the liberation of its teaching from the ideological coloring of the "language of communism", from the "political and educational function." Like other languages ​​of wide international study and use, rus. language entered the "club of world languages" due to the action of social and linguistic factors. Social factors are associated with the value of the native speaker of a given language in the history of mankind and its role, authority in modern world... Distribution of Russian. language in the countries of Europe and Asia goes from the 11th century. along the ascending line, a large role in this process is played by rus. classical literature of the 19th century, it was promoted - often contradictory - events of the 20th century, including political, economic, social and other changes in Russia, which began in the 2nd half. 80s 20th century
Linguistic factors are derived from historical and social, and not self-sufficient, being raised to the "natural, innate superiority" of a given language (for example, to the type of its morphological structure, as the adherents of the superiority of English analytical grammar believed) .Rus. language and other "world languages" are highly informative, that is, the ability to store in their system the maximum experience of communication and verbal creativity, tested means and possibilities of expressing and transmitting thoughts. Information value is the quality of the elements of the language themselves, but, naturally, it is closely dependent on the quantity and quality of information presented in a long language in original and translated publications. The information value is coupled with the communicative efficiency of a given language, the convenience of using it for speakers of other languages.
In a specific linguistic plan, the following are essential: the development of semantics, both lexical and grammatical, especially syntactic, stylistic and other differentiation of the dictionary, in particular, the presence of special terminologies; the adaptability of the language to the expression of the subtlest shades of thoughts; the stability of the generally accepted standard (literary language) and the degree of its normalization; the relationship between the book and the colloquial. speech, as well as the state of the oral form lit. language; the degree of internationalization of linguistic units and the preservation of their national identity; the nature of writing, etc. The function of an international mediator requires a language not to become similar to other or all languages, but to be able to express everything that is expressed in them (this thesis is associated with the concept of "inter-translatability").
Rus. the language, maintaining its uniqueness and identity over a vast space and for a long time, absorbed the wealth of the languages ​​of the West and the East, mastered Greco-Byzantine, Lat., East. and art-slav. heritage. He embraced the achievements of the new languages ​​\ u200b \ u200bRoman and Germanic areas of Europe. However, the main source of its development, processing and polishing was the creative work of Rus. people, especially generations of Russian. and all grew up. figures of science, politics, technology, culture and literature - rus. the language has become highly developed, rich, revealed in its potentials, ordered, stylistically differentiated, historically balanced language, capable of serving all needs - not only national, but also universal.
The Russian language, like other languages ​​of widespread world study and use, is especially intensively studied as a linguistic phenomenon, including from a contrastive-comparative point of view, that is, from the standpoint of the linguistic consciousness and culture of other peoples: various monographic descriptions appear all sides of it, different types dictionaries, grammars, stylistics, theoretical and practical grammars for all categories of users, etc. (see Russistics). Since 1967, the MAPRYAL International Association of Teachers of the Russian Language and Literature has been working (see), since 1973 - the Institute of the Russian Language. A. S. Pushkin (see) in Moscow, since 1967 the journal "Russian language abroad" and other periodical educational and methodical literature in Russia and other countries have been published.

The modern language situation is characterized by the development of processes that negatively affect the state of the Russian language:
- the sphere of functioning of the Russian language on the territory of the former USSR is shrinking, as a result of which many millions of people who speak Russian cannot fully use it in the spheres of administration, education, culture, literature and informatics;
- the concept of the development of national-Russian bilingualism in the former republics of the USSR is changing, which leads to a weakening of the importance of the Russian language in the CIS and Baltic countries; this, in turn, negatively affects the attitude towards the problems of bilingualism in certain regions of the Russian Federation;
- the volume of business correspondence in Russian is reduced; changes in the forms and methods of management in the context of the transition to a market economy are not provided with new standards and rules for business correspondence, office work and archival affairs;
- the publication of books in Russian is declining, their circulation has significantly decreased, the book market is flawed and primitive, the release of serious scientific and artistic publications, including books on the Russian language, has sharply decreased due to the re-profiling of many publishing houses for the production of opportunistic literature;
- do not fully meet the needs of modern Russian society, mainly transferable Information Systems;
- normalizing work has lagged behind: the creation and dissemination of the norms of the Russian literary language does not fully meet the needs of modern society;
- serious difficulties arose in teaching the Russian language and literature in schools and universities: the existing educational and methodological literature does not answer modern requirements;
- there is no well-established system of propaganda of the Russian language in the media, in the middle and high school, in professional fields.

Will the Russian language be among the world's languages ​​in the future?

At the beginning of the 20th century, the Russian language was spoken by about 150 million people - mostly citizens Russian Empire... Over the next 90 years, the number of those who know Russian (who speak it actively or passively) more than doubled - to about 350 million people, and 286 million of them lived in a country where Russian was the state language and for most of its inhabitants was relatives.

More than 70 million people (mainly in the Union republics of the USSR, Eastern European, Balkan and a number of Asian countries) knew Russian to one degree or another. 14 years after the collapse of the USSR, by 2005, the number of those who speak Russian to varying degrees had dropped to 278 million, including in the Russian Federation itself - to 140 million.

Currently, the Russian language is the native language for 130 million citizens of the Russian Federation, for 26.4 million residents of the CIS and Baltic republics and for almost 7.4 million residents of non-CIS countries (primarily Germany and other European countries, the USA and Israel), then there are for a total of 163.8 million people.

More than 114 million people speak Russian as a second language (mainly in the CIS and Baltic countries) or know it as a foreign language (in non-CIS countries). In 10 years, by 2015, the number of those for whom Russian is their native language will decrease, according to our estimates, to 144 million (including in Russia itself - to 120 million). In addition, another 68 million people will speak it as a second or foreign language.

At present, the Russian language still ranks fourth in the world in terms of prevalence. The leaders are English (for an estimated 500 million people it is a native or second language, and over 1 billion people speak it as a foreign language) and Chinese (it is spoken almost exclusively as a native language - over 1,350 million people (including the mandarin dialect - over 900 million people) .The third place is occupied by Spanish(it is owned by about 360 million people, including an estimated 335 million as their own).

The second most important region in terms of the prevalence of the Russian language outside of Russia has traditionally been the states of Eastern Europe. Peak of interest in the Russian language and culture in countries Western Europe became the end of the 1980s, which was associated with the so-called perestroika and certain expectations from it.

The maintenance of interest in the Russian language and culture in the countries of Western Europe can, to a certain extent, be facilitated by the Russian-speaking community, formed from several waves of emigration. Its number is, according to our calculations, 4.3 million people, most of whom live in Germany, France, Greece, Great Britain, Portugal, Spain

Conclusion.

The problems of the Russian language are organically linked with the place of Russian culture in modern society- her great literature and painting, philosophy and history, her role in all spiritual life. They are associated with those new tasks that Russian culture is called upon to solve not only on its own national soil, but also in the context of the consolidation of the multinational national culture.

With all the acuteness is the question of its protection and protection, it is invaded by alien, crippling words. The Russian language began to deteriorate, to become poor, to lose its wealth, to be eroded by the so-called language of the outskirts. In many regions, the organization of teaching the Russian language is weak. More than five thousand Russian teachers are missing.

Russian is the world language. Little studied (lesser taught), but world-class in the sense that the entire heritage of world civilization has been translated into Russian.

List of used literature .

1. Trushkova Yu. V. Problems of description of modern sociolinguistic terminology (term " official language") // Problems of linguistic 2.Khaleeva I. I. Language will bring to Europe // gas." Trud ", February 7, 2010
3. Chelyshev E. P. "The great and mighty" are taken under protection // " Russian newspaper", November 17, 2009

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Slide captions:

“Getting ready for the exam. Russian language. Types of introductions and conclusions ".

Introduction and conclusion to the essay-reasoning of part C of the exam in the Russian language

The introduction can begin: 1) with a chain of interrogative sentences “What is the main thing in life: to contemplate or to create? Admire cultural property, architecture of palaces, priceless canvases, or to work on your own so that an ordinary processed wood seemed like a masterpiece? To judge the latest cinema and literature news or always come to the rescue? The text of D. Granin makes us think about this. ”Types of introductions

2) from question-and-answer unity “Is it possible to evaluate a person from the first communication with him? Most likely difficult. Sometimes a person will amaze you with his erudition, sense of humor, sophistication of manners, and then you see that in front of you is a lover of “showing off”, “grabbing the top of“ education ”, completely forgetting about his main duty - to be human. This is what the author of the text D. Granin makes us remember ”;

3) from the rhetorical question “Who among us has not heard what culture is? You've probably met people who consider themselves very cultured. Of course, there are different opinions about what it means to be cultured. This is what D. Granin discusses in the text "

4) with a brief information about the writer “V.S. Rozov is dear to every person who appreciates Russian drama. In his works, he raises questions of morality and civic responsibility. His reflections on happiness in this passage made me think about this question too "

5) from a lyrical digression “Each of us, probably at least once in our life, admired the work of a master: an artist or a builder. How the heart rejoices when you look at their work, bringing goodness, beauty, happiness to people. And even if this person is not good at conducting scholarly conversations, this does not make him less interesting. Such a person is mentioned in the essay by D. Granin "

6) from the nominal proposal “Barclay de Tolly. Great commander... This name is dear to everyone who has thought about the historical fate of our Motherland. Probably, it is difficult to find a person who would not associate this name with the events of the Great Patriotic War. V. Laptev is one of those writers who tries to truthfully portray this image of the commander. The author in his article reveals inner world hero. "The main thing in a war is not to die with honor, but to win," said Barclay de Tolly "

7) with the definition of the theme “Loneliness of a genius. For centuries, this topic excites and inspires poets, artists, musicians. Since the time of Sophocles, the image of Prometheus, forgotten by people, has arisen in our imagination when understanding the role of personality in history. Is it only the impossibility of understanding that lies the reason for the loneliness of a genius? Or does this problem lie on the verge of moral and ethical problems of society? "

8) with the quote “Tell me who your friend is, and I will tell you who you are! This saying is familiar from childhood. There is so much purity and simplicity in it - a naive inheritance of other centuries. Tell me who is your enemy, and I - who are you? - I will. The enmity of the enemy is more reliable than the friendship of a friend ... "These simple and touching lines of Eldar Ryazanov came to my mind when I read the text of M. Khudyakov"

9) reflections on the title "The Fates of Great People" - this is the title I would give to this text. V. Laptev in his text really writes about the fate of great people, about the difficult trials that fell to their lot. The writer takes us to the era of that time and makes us think about the eternal questions of being "

10) from the problem of the text “What makes a person perform feats, climb Everest, descend into the depths of the ocean, experience a fatal illness, fly into space? Louis Pastor, Yuri Gagarin and many, many unnamed heroes ... Not all of them will receive a well-deserved reward. But someone must be the first to go into battle, to prove that one cannot die in the ocean from thirst, fly to Mars. In his article V. Laptev raises the problem of human tragedy "

11) with instructions on the topic of the composition personal life spiritual experience "We urgently need to start creating a bright world of the future today" - this is how I. Botov ends his article, who raises the problem of upbringing and education and is of the opinion that education and upbringing are the main business in life and the activities of people. It depends on the quality of people's education what the world will be like tomorrow. I completely agree with this and believe that the elimination of the problems that have arisen in education and upbringing should be started today ”

12) connection with the present “Despite the fact that some schoolchildren lose interest in knowledge, many still understand that education and upbringing are the main business in the life and work of people. Even those who graduate from high school with a round "three" strive to enter somewhere "

13) dialogue with an imaginary interlocutor “Do you want to talk about who a writer is? You will probably say without thinking that a writer is the one who writes stories, novellas and novels. And can anyone who takes up a pen be called a writer? Let's read together an article by V. Veresaev, where the writer gives us an answer to this question "

14) comparisons (past and present, concepts, works) “There are many writers in life who give a“ push ”in life, make you think about the meaning of life, see the beautiful: this is A.S. Pushkin, L.N. Tolstoy, A.P. Chekhov, Turgenev and many others. The same cannot be said about the contemporary writer of the 21st century. You rarely come across a book that would reflect the inner world of a person, call for something, bring up such qualities as kindness, honor, conscience. About this article V. Veresaev "

15) personal impressions, feelings and life experiences related to the topic, main idea or central concept of the text “I like to read books. Previously, there were radio programs where the artist read chapters from the works of Russian writers. And now there are no such programs. So you go through the books in the library, looking for the one that would give you true pleasure. And it would be possible to take the book of that writer, about whom you have already heard or already read something, and about whom they say that he is a "classic", "a real writer"

You can start with: 1) a quote, if it is a final judgment “Relationship with friends was described in his poem“ A Conversation with a Friend ”by Eduard Asadov:“ And then it flashed: isn't that how I sometimes Praise someone who is not a scoundrel? But how many true hearts are there? Are all friends really friends? " These lines make you wonder if we are one hundred percent sure of our friends? Shouldn't we expect betrayal from them? " Types of conclusions

2) a dispute with an imaginary critic “Not everyone will probably agree with the position of D. Granin. There will also be those who say that he harshly judges people. But isn't it scary that people who have seen the beautiful creations of great masters are destroying the nature around us, unleashing wars, abandoning their loved ones, are indifferent to the grief of others. You have to be a stubborn fool to deny that all the tragedies in the world are due to immoral people. "

3) the development of the thought expressed in the introduction A) “All the best in himself, a person is obliged to familiarize himself with the beautiful. Anyone who loves and understands the beautiful knows this. And until we all do not realize the role of culture in our life, tragedies and catastrophes will occur ”. B) “The text of M. Khudyakov about two thirteen-year-old boys did not leave me indifferent. Just like the author, I was struck by the behavior of Seryozha Leontiev. Although his presentation of all the details of that case can be considered ill-considered, because he wanted to talk about his heroism. But on the other hand, all his earlier actions, namely: carried 8 kilometers of his friend on his shoulders on the hot earth, risking his life, can be considered quite conscious and deliberate. He wanted his heroism to look more impressive against the background of his friend's weakness. "

4) summing up your reflections “The problems raised by M. Khudyakov are extremely relevant today and make us think about their solution. After all, a person should see in a friend not a rival, not a traitor, but a comrade-in-arms, a comrade who is ready to lend his shoulder at any moment. And even if he puts his shoulder in a difficult moment, then do not talk about it, showing his superiority "

5) personal attitude to the problem raised in the article “V. Laptev's Reflection on the Fates of Great People Who Managed to Find the Strength to“ Go to the End ”, But“ Deprived of Compassion and Support ”did not leave me indifferent. I agree with the author that the life of a person who honestly fulfills his duty is often tragic. But a fair trial of history will certainly reward what it deserves. We, grateful descendants, remember the feat of Berklay-de-Tolly "

6) a striking comparison that sums up “What is the reason for the feeling of homeland in a Russian? With birch, Antonov apples, off-road, with starlings, which we wait for in the spring, with endless fields, forests ... And so it goes on forever. Someone associates Russia with the names of artists, writers, composers, while others will remember lines from a poem by their favorite poet. The aesthetic attitude and the feeling of homeland in the Russian people are linked by invisible threads, which are so strong that neither time nor any force can break them (according to the text of N. Aksenova) "

7) an ethically correct objection to the author “It is difficult to disagree with N. Gogol, but there are facts that give hope that mankind is gradually freed from the greed for profit. Today, many people are involved in charitable activities. Ice palaces, playgrounds, stadiums for children are being built, various foundations are working to support certain ideas, material assistance is being provided to orphanages and orphanages. Of course, it is still too early to paint optimistic pictures, but humanity has begun to distinguish true values ​​from false ones. "

8) a vivid example, generalizing the student's judgments “After reading the text, I remembered the mask of the two-faced Janus. People who wear this mask, under some circumstances, look strong, assertive, bright, and under others they suddenly turn into a "gray mouse". I would like to say about such people: "With the appearance of a falcon, but with the voice of a raven" (according to the text of N. Gogol)

9) an energetic answer to the question posed at the beginning of the essay (ending - answer) “So what is inspiration? The pangs of creativity? What is the usual working state of the writer? A stifling rise? Whatever characterization we give to this concept, one thing is important and valuable: inspiration is a state of inner awakening and lifting of the human soul, giving freshness and joy of perception of reality "

10) a short expressive utterance containing a generalizing conclusion (ending - an aphorism) “After reading the text, you understand that the problem posed in this text by M. Matveeva is actual. I agree with the author that it is dangerous to serve in Russia today. But this cannot serve as a reason for refusing to be drafted into the army. It is not for nothing that they say: "Motherland is a mother, be able to stand up for it"

We give the text of V. Peskov, the types of introductions and conclusions to it (1) In the fall, the forest is silent. (2) Such silence. (3) A hundred steps away, a mouse can be heard running over dry leaves. (4) In anticipation of the cold, the birds fell silent. (5) Not a sound. (6) At such a time, the woodpecker's working music brings special joy in the forest. (7) It seems that a bone hammer is knocking on that string, not on a tree. (8) I walked along the spruce forest for a long time until I saw the only musician in the silent forest. (9) The woodpecker worked tirelessly. (10) On the diseased pine tree one could see the pattern of his "chisel". (eleven). Through the binoculars, it was seen how the woodpecker with its long tongue took out the larvae that had lodged in the wood. (12) I hid behind a bush, admiring the work. (13) The woodpecker looked sideways down, but continued to work. (14) At that moment, a story happened, unfortunately, very common. (15) A shot rang out from the hazel bushes - the bark eaten away by worms was torn off with a shot, and a bird fell with it on the yellow grass. (16) The woodpecker did not have time to swallow the larva - it remained white in its bloody beak.

(17) A guy of about seventeen came out of the blue smoke into the clearing with a new double-barreled gun, with a creaking belt full of cartridges. (18) I did not swear, but the guy felt that the meeting did not bode well. (19) To top it off, he did not know what to do with the bird. (20) - Why? (21) - And just like that ... (22) The guy awkwardly stomped on the spot, then pulled out a cartridge from the second barrel and put it in his pocket. (23) Who should teach the boys, from the age of seven, in love with slingshots, homemade pistols and new double-barreled guns? (24) Who should take care of them and love nature? (25) Who should explain to them that a forest without birds is boring and inhospitable? (26) Who is to teach them to rejoice at the arrival of cranes and to protect the grove, which darkens as an island in the field?

1. A chain of interrogative sentences. Why does a person consider himself entitled to cruel, consumerist attitude to nature? Where does this indifference, disregard for spiritual values, passion for destruction, destruction come from? Who should teach the younger generation to take good care of nature, appreciate beauty, and protect all living things? Such thoughts arise ... 1. In the final part of the essay, all that has been said is summed up, a generalization is made. In his article, the author discusses the inner emptiness of today's youth, their indifference and blindness to the beauty that surrounds each of us. Love for nature should be established in childhood. To teach to perceive her beauty is really the task of adults. The author calls to protect and love the native nature, to love everything beautiful and living Conclusion Introduction Types of introductions and conclusions to the text of V. Peskov

2. Question-answer unity. Where do people come from, mercilessly and indifferently destroying nature? The reason, most likely, is that next to the growing up boys and girls there is often no person who subtly feels the beauty and harmony of all life on Earth, who is responsible, who is able to teach children to protect and love nature. 2. In the conclusion, the student's personal attitude to the problem solved in the text can be expressed. Who, if not you and me, should protect nature? The life of nature follows its own wise deep laws. Fish need clean water - we will protect our reservoirs. There are various valuable animals in the forests, steppes, mountains - we will protect our forests, steppes, mountains. Fish - water, bird - air, beast - forest, steppes, mountains. Only through joint efforts can we preserve our nature. Conclusion Introduction

3 Rhetorical question. 1. Can there be any doubt that love for nature should be formed from early childhood? Of course, fostering a respect for beauty native nature for people it is necessary to start from early childhood ... 2. Can there be any doubt that from early childhood there should be a person with boys and girls who can develop in children the conviction: to preserve nature means to preserve life on earth? 3. In the conclusion, the thought expressed in the introductory part can be developed. Indeed, man himself is a part of nature. Nature is the world around us, where everything is interconnected, where everything is important. And a person must live in harmony with the world around him. Nature is powerful and defenseless, mysterious and sensitive. One must live in peace with her and learn to respect her. Conclusion Introduction

4. Quote as a start. 1. “Take care of these lands, these waters, Even loving a small blade of grass. Take care of all the animals inside nature, Kill only the animals inside yourself. " These heartfelt lines of E. Yevtushenko came to my mind after reading the article by V. Peskov. 2. “Birds, fish, beasts Look into people's souls. You feel sorry for them, people, do not kill in vain! After all, a sky without birds is not a sky! And a sea without birds is not a sea! And the land is not land without animals. " I remembered these lines from a poem by R. Rozhdestvensky ... 4. Conclusion in the form of a vivid comparison that summarizes the reasoning. Planet Earth is often compared to a giant spaceship flying across the vastness of the universe. And humanity is the crew of this ship. A beautiful comparison, in some ways even wise. But we all have to realize that our ship EARTH does not have an emergency exit. Today, the main thing is to solve an acute problem - the formation of an ecological culture and ecological literacy of the entire population. And if every person on the planet makes efforts to improve the situation: plant a tree, make a birdhouse, do not trample a wildflower, do not dump dirty, poisonous waters into clean rivers, then our ship will become an eternally prosperous, clean space ship. Conclusion Introduction

5. Lyrical digression. 1. How good it is in the forest! Heavenly azure pours on the tops of tall pines, the gentle sun gilded the braids of birches, bells ring in the grass, bees buzz, grasshoppers chirp, birds sing. How interesting it is to observe the life of nature! But how fragile and vulnerable is this world of beauty and harmony! How he needs our support and protection! This is the article by V. Peskov. 5. The conclusion can be written in the form of a quotation, if it is a final judgment, reflecting the idea or problems of the text, but it must be commented on. "Not what you think, nature: Not a cast, not a soulless face - It has a soul, it has freedom, It has love, it has a language ..." These lines of FI Tyutchev once again remind us of the fact that it is necessary to treat nature as a living being, to appreciate beauty. And for this you need to take care of it and and protect all living things. Conclusion Introduction

6. Connection with modernity. Human civilization has reached such a level today that it can "squeeze" almost everything out of nature: energy, medicine, etc. But, paradoxically, a civilized person makes every effort to destroy the source and condition of his existence. This is hardly due to a person's ignorance or misunderstanding of simple truths. Unfortunately, this is due to the spiritual degradation of society, and the younger generation must be saved. Who should do this? Here main question, put by the author of the text ... 6. The conclusion can be written in the form of a generalizing judgment. To kill an innocent bird, not to find words to explain your deed can be regarded as the destruction of a person's personality. For such a person, the system life values is a new double-barreled shotgun with a squeaky belt full of ammo. Isn't this an example of how cruel a person can be? Therefore, it is worth thinking: "Wouldn't this act be the beginning of the end for a seventeen-year-old guy?" Conclusion Introduction

7. Statement of own position. I think the author of the text is raising important problem: who should educate a person who subtly feels the beauty and harmony of all life on Earth, who is able to teach this to others. In my opinion, the leading role here belongs to parents and teachers. And for this it is necessary that the mentors themselves value beauty, understand nature and protect all living things, because, according to the outstanding educator - humanist Sh. A. Amonoshvili, “knowledge is brought up by knowledge, kindness is brought up by kindness, beauty is brought up by beauty”. 7. The conclusion can be written in the form of a dispute with critics about the position of the author. Probably, not everyone will agree with the position of V. Peskov, and you can hear the phrase: "Well, what boy did not shoot with a slingshot?" However, it should be remembered that prey is not always a weapon, and protection is a lot strong in spirit of people. But what kind of spirituality can we talk about if an innocent bird becomes a victim of an act without explanation? In my opinion, instilling a love of nature does not mean breaking the dreams of boys, but being able to explain in an accessible way the essence of the concepts of "good" and "evil". Conclusion Introduction

8. Formulation of the problem raised in the text. Who is responsible for the spiritual and moral education of the younger generation? Who should develop in children the noble qualities of the soul: love for nature, a sense of beauty, mercy and compassion? Who should explain to children that by destroying nature, a person condemns himself to death? Such questions are posed to the reader by the author of the article ... 8. Conclusion in the form of an ethically correct objection to the author. It is difficult to disagree with V. Peskov that in his essay he raised topical and topical issues. Maybe in the given example there is a moment that carries a positive motivation. Meeting people in a majestic autumn forest - the author and a seventeen-year-old guy - is a moral lesson. For a mature person, this is an opportunity to convey a share of morality, love, and for a young man - to draw conclusions and accept the priceless gift of goodness and beauty. The author's description of the meeting of two generations allows us to make sure once again that a mute reproach, a person's expression, are often more weighty arguments compared to shouting and edification. A young man who can feel awkward and embarrassed in this situation is still able to appreciate that fate pointed out to him the mistake in time. Conclusion Introduction

9. Personal impressions, feelings related to the topic of the text. I cannot imagine my life without communication with nature. She pleases and delights me at any time of the year. The delicate green of the newly hatched leaves squeezes the heart with defenseless beauty, and the exuberant flowering of nature fills with new strength for life. Autumn attracts with an abundance of shades of gold, copper, transparency of air and fogs, the smell of mushrooms and rotten leaves. And the snowy silence of the plains makes you think about the mysteriousness and incomprehensibility of life. How unique and how beautiful is this amazing, great, mysterious nature! How to keep it? The author of the article makes us think about this ... Conclusion Introduction

10. Comparison, juxtaposition of phenomena, concepts, works, etc. There was a time when vast territories of the Earth were occupied by virgin forests, there were tens of thousands of different individuals of the animal world, varieties of birds, fish. Today the picture has changed a lot. Endangered species of birds and animals are listed in the Red Book, many forests and lakes are declared reserves, otherwise they cannot be saved from human cruelty. How and who can change the situation for the better? This question worries the author of the article V. Peskov ... Conclusion Introduction

11. Indication of the topic through personal spiritual experience. Among the sayings of Academician DS Likhachev, an outstanding humanist, scientist and thinker, there is this: "The greatest value in the world is life ...". I think that these lines correspond to the main idea of ​​the text. Indeed, what can be more valuable than life, what can be more important than bringing up responsibility for all life on Earth? Conclusion Introduction

12. In the introduction, the topic of the text is determined. In the text, V. Peskov raises important problems: this is the preservation of nature for the future generation, the harmful influence of man on nature, our role in fostering a careful attitude towards nature in the younger generation, humanity as a whole. Introduction Conclusion

Useful clichés for the C1 task in the Russian language.

The essay is written according to a specific plan:

1. Introduction
2. Statement of the problem
3. Comment on the problem
4. Position of the author
5. Your position
6. Literary argument
7. Any other argument
8. Conclusion

1) Everyone knows that ... Thousands of books have been written about this and hundreds of films have been shot, both inexperienced adolescents and experienced people talk about this ... Probably, this topic interests each of us, therefore the text ... is also dedicated ...

2) About necessity ... everyone knows. Teachers at school, writers talk about this in their books. Problems ... - these are the problems that a person faces all the time. It would seem that everything should have been decided long ago. But how often everything remains only at the level of formal knowledge.

3) (Rhetorical questions). These questions have always worried humanity. Oh… reflects in his article….

4) (Rhetorical questions). At first glance, these questions seem simple. For some people, they do not seem to be questions, they do not stand in front of them. The answers to them seem to them self-evident.
Some believe that…. Others emphasize…. But the meaning of this article is somewhat broader than it seems at first glance. The problem posed by the author concerns not only selected people, it concerns any of us. …. Why does this happen? The answer to this question can be found in the article ...

5) Start with a quote, which contains the main idea of ​​the text. (Reception "Thread") "(Utterance)," - this is how the article begins .... Already in the first sentence it is clearly expressed main topic text. Oh ... much has been said and written. The importance of this topic can hardly be overestimated: not all people understand ... (Define the problem as a question).

6) One of the most exciting mysteries that have always troubled human thought was the question related to…. (Rhetorical questions).

7) (Rhetorical question). This question arises before each new generation, because a person does not want to be content with old answers and seeks to find his own truth.

8) Reception " Keyword". a) Determine the topic of the text. b) Highlight the key concept. c) Expand the meaning of this concept.

9) Reception "Allegory". It is necessary to illustrate the importance of the problem posed by some specific example.

10) Reception "Quote". “…,” - wrote the famous…. These words sound…. Really, …

11) (Questions). These questions are heard in the article…. The author raises a problem, the relevance of which no one doubts.

12) People often think that…. (That ... people thought both in the times of the most ancient, and in the times recent history).

13) What do we know about ...? (each of us someday ...). Most often, our knowledge about ... is limited to the most general concepts: ...

14) (Questions). These questions are very important because they make us think about the essence…. Someone thinks that…. Somebody … .

15) “…,” - in these words, it seems to me, the main idea of ​​the text is expressed….
Let's think about the meaning of this seemingly "textbook" and understandable phrase? (Questions. Then you need to reveal the complexity of the questions posed). If you ask any of us ..., then perhaps we will answer this question in the affirmative. We know that…

1) In the text proposed for analysis (we indicate the author) raises (touches on) the problem ...

3) This text is dedicated to the topic (problem) ...

4) The text presents the point of view (indicating the author) on the problem ...

5) In the text proposed for analysis (we indicate the author) concerns the following issues ... (dwells on the following problems ...)

9) The problem that worries all of us ... is raised by (pointing out the author).

10) The problem raised (posed) (we indicate the author) is ...

11) The problem ... can't help but worry modern man... I thought about it and (indicate the author).

12) What is ...? (What is ...? What role does ... play in a person's life?) This important problem is raised by (pointing out the author).

1) The question about ... (we denote the problem in other words than it was in the first paragraph) cannot leave anyone indifferent, it concerns each of us to a greater or lesser extent. (We explain why)

2) The problem put forward (raised, indicated, etc.) (we indicate the author) is especially relevant (topical, important, significant) today, because ...

3) The narrator discusses the issue raised by him not detached, one feels his interest in what he is writing about. (Referring to the text, we explain how this is manifested).

4) Reasoning over the problem ..., (indicate the author) addresses ... (indicate on what material the author considers the problem: maybe these are memories, dialogues, artistic narration, an excited monologue, quoting the thoughts of great people, reasoning, description of paintings nature, etc.). (We convey the content of the text, not a retelling).

8) The text proves the idea that ...

9) The main idea of ​​the text is that ...

1) I share (do not share) the author's point of view on the problem ...

2) I hold (do not hold) the same opinion on the problem ... as the author.

- using life experience:
1) How often do you have to deal with ...

2) Haven't such phenomena as ... have become common (the norm of life)?

3) Who among us did not observe (did not collide; did not notice (for himself); did not turn out to be a witness) of how ...

4) Unfortunately, often these days (among us; around us) ...

- from reading experience
1) This problem worried many great Russian writers, in particular ...

2) This problem is especially acute in the works ...

- from the audience experience
1) The topic is often discussed (discussed) on the Internet (on the pages of newspapers and magazines; in various TV programs) ...

2) Noteworthy is the fact (no coincidence) that numerous articles and TV shows are devoted to this topic ...

1) Reception "Response". The signal of this technique is the adverbial construction "After reading this text ...":
After reading this text, it becomes clear (you understand) that….

2) Using a quote, which expresses the main idea of ​​the text:
“…!” - this statement reflects the main idea of ​​the text. (To reveal the meaning expressed in this statement).

4) (Use of quotation) "...," - wrote .... These words express the idea of…. The author of the text also believes that….

6) After reading this text, you understand how…. It is no coincidence that the author writes in the final part of his article that "...".

How to identify the problem in the proposed text?

Let's start with the definition of this concept: in short, the problem is the question asked by the author.
The surest way to identify the problem in the text is to find the position of the author. If there is an author's position, there must certainly be a problem on which this position is expressed. It is best to take the main problem of the text, but indirect verifiers, as a rule, are loyal.

Types of introductions to writing essays (C1).

1.Question-answer unity. Dialogue allows for a more energetic introduction.

What is risk? The dictionary gives the answer that this is a possible danger of any unfavorable outcome. Why do people take risks? This is what the author of the proposed text M. Weller is thinking about.

2. A chain of interrogative sentences. Several interrogative sentences at the beginning of the essay are designed to fix attention on the key concepts of the source text.

What is care? Where does compassion grow? Such questions arise after reading the text of D.S. Likhachev.

3. Nominative sentences. Should contain the basic concept or name of the person who will be described in the text.

Black charred earth to the horizon. Dead silence. Life has stopped. All this awaits a person if he continues the pernicious path that the author writes about in his article.

4. Rhetorical question. A sentence that is interrogative in form and affirmative in content.

Who among us has not heard that the truth is born in a dispute? You have probably come across "inveterate debaters" who are ready to argue to the point of hoarseness over any little thing. Of course have different ways dispute. They are considered in the text of L. Pavlov.

5. Quote. "Life is stronger than death." This is not a banal phrase, but one of the universal truths.

6. Lyrical introduction.

Rowan ... This is undoubtedly a magnificent image, combining the bright attractiveness of the berries-lights and the modesty of the branches, bent under the weight of full-weight clusters, washed by the autumn rain.

7. Quick reference about the writer.

M. Weller is a modern writer. During his life, he changed about thirty professions! He was both a teacher and a lumberjack in the taiga, a hunter-fisherman in Taimyr, a journalist. A huge number of different human destinies are familiar to him. What are the main qualities in a person? What can a person do? He writes about this in his works, and reflects on this in the proposed text.

8. Determination of the topic of the text.

This text is about the fact that memory is a creative process, that with the help of memory humanity overcomes time and death, that conscience and memory are closely interrelated things.

9. Comparison of the past and the present, comparison of concepts.

In life, there are many such events that remain in the memory of frost for a long time and are almost never forgotten. These can be both pleasant, joyful memories, and very sad, difficult ones..

10. The title that can be given to the text.

Sworn friends of nature is the name I would give to the proposed text. Is it paradoxical? But isn't what V. Soloukhin writes about is not a terrible paradox? Let's turn to this text.

11. Connection with the present.

There are two start- rational and spiritual. In the modern world, reason prevails over feeling, but despite this, the soul of the poet lives in us. Even in a city where everything seemed to be filled with cars and dust, a sense of beauty lives in us.

12. Personal impressions, feelings and life experience associated with the topic, main idea and central concepts of the text.

I really love listening to music. One cannot but agree with V. Astafiev, who said that "music is the most wondrous creation of man, his mystery, delight." Music is part of our culture.

13. Historical characteristics of the corresponding era, analysis of socio-economic, moral, cultural characteristics.

In the history of mankind there are examples of how a new science, not fully understood and accepted by everyone, was subjected to doubts, attacks, encroachments. More than once it has been denied even the very right to its existence.

Types and conclusions for an essay on the Russian language (C1)

1. Summary and generalization of what has been said.

After reading the text of D.S. Likhachev, you understand that care, compassion, goodness must be learned, but good must be done every day, every hour and every minute in relation to relatives, friends, small and defenseless children, and to all living things.

2. The thought expressed in the introductory part can be developed.

Life is, indeed, stronger than death. Any person who has not forgotten how to be human knows this. Life never ends. It is reflected in children and subsequent generations, in the sounds that fill the world, in the most gentle and warm words ... And as long as we realize this, life will not stop.

3. Personal attitude to the problem solved in the text.

The reasoning of D.S. Likhacheva cannot leave anyone indifferent. I agree with the author that care for loved ones grows both a feeling of compassion and love for the motherland, because care is a good feeling. Good breeds good.

4. The ending is an aphorism.

Again and again we are convinced that the courageous beginning is stronger than the destructive and philistine. What a person has done in the name of life and freedom will never disappear; on the contrary, it grows, becomes stronger, more and more affirms and adorns life on earth.

"We sing a song to the madness of the brave!"

5. Ending-answer. The answer to the question posed at the beginning of the essay.

Why do people take risks? The happiness of risk is in victory. Over your fears. Over yourself. Overcoming yourself, you learn to be a real person.

6. A quote, if it is a final judgment, reflecting the idea or problem of the text.

The attitude to D.S. Likhachev as a person of high morality was well defined by Daniil Granin. “I'm used to the fact that there is a person by whom you can check your actions. His presence made it difficult to make deals with his weaknesses. He protected us from that evil, vengeful, cynical, that every day gave birth to our time. "

It is difficult to disagree with the author of the text M. Weller that risk leads to the happiness of victory. But where is the line between selflessness and recklessness? Still, one should not neglect the danger and take caution for cowardice. Not every risk gets glory. Not every sacrifice is a feat.

8. A striking example, generalizing the reasoning.

Once I read a tale about a greedy man who dreamed that everything he touched would turn into gold. God decided to make the fool happy and fulfilled his request. The result was terrible: the man died of hunger and thirst. Are we repeating a fatal mistake in pursuit of profit? I think this is the very case when you don't want the fairy tale to come true.

Modern Russian language (standard version, in the Russian tradition known as literary language) was formed around the turn of the 18th - 19th centuries. In 1708, a division of the civil and Church Slavonic alphabet took place. In 1755 Lomonosov created the first Russian grammar. Of the subsequent changes, the reform of the Russian spelling of 1918 should be highlighted, as well as the less significant changes in 1956.

At the beginning of the 20th century, when the scientific sphere of activity is actively developing, English-language words begin to be used, which are closely intertwined with the Russian language, become inseparable with it. The Church, as well as many politicians in the period of the 18th - 20th centuries, fought for the preservation of the purely Russian-Slavic language as a national one. But the study of foreign speech made its mark: a fashion for words of foreign origin developed.

In the mid-twenties, the peak of the popularity and development of the Russian language began in many countries of the world. In the seventies, almost all the main educational institutions of the world were engaged in the study of the Russian language. The number of countries that mastered the Russian language exceeded 90.

Standardization oral speech contributed to the spread of the media in the XX century, the introduction of universal education, large-scale interregional migration of the population. Traditional dialects are preserved only by the rural population (older generation). In the oral speech of the urban population, the middle generation, young people, there are practically only some differences in vocabulary and pronunciation, which are gradually leveled out under the influence of centralized television and radio broadcasting. The language is experiencing its ascent, acquires new rules, and is brought to perfection. Learning the language, drawing up rules, exceptions, finding new examples continues to take shape to this day.

Conclusion

In conclusion, we note that since the Russian language appeared, it has undergone many metamorphoses from the basics to a modern rich and rich language with complex rules and a huge vocabulary. During its long history, the Russian language has never experienced such significant transformations as in the 20th century. History shows that the Russian language was formed gradually, but purposefully. We, Russians, ourselves must "learn and feel" the Russian language, because we ourselves do not know it enough, we speak it poorly, we treat it carelessly, and after all, we and only we are responsible for the state native language, its further development, enrichment, for its place in the world.