Evaluation of Olympiad works in literature

Maximum score -10 0.

Task No. 1 (before 70 points)

ASSESSMENT IN 9,10,11 grades

*** In order to reduce subjectivity when evaluating works, it is proposed focus on the rating scale that is attached to each criterion.

It corresponds to the four-point system familiar to Russian teachers:

the first grade is a conditional “two”,

the second is a conditional “three”,

the third is the conditional “four”,

fifth – conditional “five”.

The points between the grades correspond to the conditional “pluses” and “minuses” in the traditional school system.

An example of using the scale.

When assessing work according to the first criterion, the student generally understands the text, interprets it adequately, makes correct observations, but misses some of the meanings, not all bright moments emphasizes.

The work according to this criterion as a whole looks like a “B minus”.

In the grading system, according to the criterion, “four” corresponds to 20 points, and “three” – 15 points. Accordingly, the assessment is selected by the inspector on a scale of 16-19 points. Such a “narrowing” of the choice zone and the introduction of boundary assessments - “notches”, focused on the usual assessment model, will help to avoid unnecessary discrepancies in such a subjective process as the assessment of written texts.

The grade for the work is given first as a sequence of numbers - grades for each criterion (the student must see how many points he scored for each criterion), and then as a total score. This will allow you to focus on discussing the real pros and cons of the work at the stage of showing the work and appealing.

Must be assessed:

1. Understanding a work as a “complexly constructed meaning” (), consistent and adequate disclosure of this meaning in dynamics, in a “labyrinth of connections”, through specific observations made from the text.

Max. - 25 points.

Rating scale: 10 – 15 – 20 – 25

2. The compositional harmony of the work and its stylistic uniformity.

Accuracy of wording, appropriateness of quotations and references to the text.

Max. - 20 points.

Rating scale: 5 – 10 – 15 – 20

3. Mastery of the theoretical and literary conceptual apparatus and the ability to use terms correctly, accurately and only in cases where it is necessary, without artificially complicating the text of the work.

Max. 10 points.

Rating scale: 2 – 5 – 8 – 10

4. General language and speech literacy (no language, speech, or grammatical errors).

making it difficult to read and understand the text, attracting attention and distracting from reading (on average more than three errors per page of text),

work on this criterion receives zero points.

Max. - 5 points.

Rating scale: 1 – 2 – 3 – 5

Additionally assessed:

5. The presence of original and at the same time justified observations, formulations, parallels, which may not be obvious to the inspector.

Note 1: if there are no original observations in the work according to this criterion, no score is given. The criterion is called “additional” because it evaluates such an aspect of the work, the presence of which cannot be made an obligation, but which is nevertheless often present in the work and requires grounds for encouragement. Note 2: when assigning points according to this criterion, a mini-review of the examiner or such a system is desirable

designations/underlining in the text, which would allow the student, when viewing the work, to immediately see those original observations that

earned him points. It will be convenient to select these observations from the works and publish them.

Max. - 10 points.

Rating scale: 2 – 5 – 8 – 10

Total: 70 points

Task No. 2 (before 30 points)

A coherent text of a literary/historical-literary/educational/journalistic nature, including 10 words (phrases).

Each parallel has its own 10 words (phrases).

Students first explain briefly in writing where and how this text could be used (newspaper article, report for a magazine, fragment of a radio broadcast, encyclopedia article, textbook paragraph, blog entry, etc.). Choose a text style in accordance with the intended genre. Having finished the work, underline the words and phrases from the list given in the text.

Criteria for evaluating a creative assignment

1. Relevance and correctness of the use of words (phrase combinations) given in the task - 1 point per word (phrase). Max.-10 points.

2. Correspondence of the genre chosen by the student to the compositional and stylistic embodiment of the text.

Max. - 5 points.

3. Familiarity with the historical-cultural and theoretical-literary context and the ability to navigate them. Max. - 5 points.

4. Coherence and harmony of work, accuracy and expressiveness of speech, variety of syntactic structures.

Max. - 5 points.

5. Originality of the work (unusual design and implementation, unexpected associations, interesting finds, originality of the “plot”, stylistic freshness, etc.)

Max.-5 points.

Total: – 30 points

Total for all work - 100 points

The writer in his declining years expressed the accumulated observations and thoughts, the joys and sufferings he experienced in a cycle of prose poems. With his characteristic laconicism, Turgenev was able to say a lot in his poetic miniatures. They are considered poems, although they are written in prose, because they are lyrical, their language is musical and rhythmic.

Turgenev called this cycle Senilia (Senile). It was created at a difficult time in the country’s social life and personal life the writer himself - in the era of the onset of reaction, in the period of approaching old age and illness. And yet, an inner light illuminates many of his prose poems.

It is difficult to imagine that a sick old man created such a fighting, youthful work, the very name of which evokes a joyful, cheerful feeling: We will fight again! The reader sees the kind smile of a man to whom all living things are dear, feels playful affection in his words about the sparrow: Especially one of them was sitting sideways, sideways, bulging his crop and chirping impudently, as if the devil were not his brother! Conqueror - and that's it!

“I felt courage, daring, a desire for life,” says the author. Death is inevitable. But life is stronger than death.

Leading type of speech This miniature contains a narrative: the narrator tells about one incident from his life. The basis of this mini-story is a hidden comparison of two situations: the “conqueror” sparrow is not afraid of the hawk circling above him, which can “devour” him at any moment; the narrator, having rebuilt himself under the influence of this picture, is not afraid of his “hawk,” that is, “dire forebodings,” “despondency.”

Changes in the narrator’s mood from “sad thoughts” - to “courage, daring” - subject miniatures; The optimistic conclusion with which it ends is “We will fight again!”, i.e. we will try to cope with difficulties, overcome them, is its idea, the main thought. The theme and idea are revealed in unity and gradually. Therefore the text has divisibility. He built according to the following plan:

We will fight again!

I. What an insignificant little thing can sometimes transform the whole person!

I. 1. “Grievous forebodings,” “despondency.”

2. Observations of the “family of sparrows”.

3. Sparrow - “conqueror”.

4. Hawk in the sky.

5. “The Conqueror” is a possible victim of the hawk.

6. “...Sad thoughts flew away.”

III. “We’ll fight again, damn it!”

As you can see, the beginning of the text is the first sentence; the end is the last, and it echoes the title of the story, thanks to which the text receives compositional completeness.

Offers in main part connected in a chain manner. Since the narration is told in the first person, i.e. on behalf of the narrator, among the connecting words there are many pronouns of the 1st person singular and correlative possessives in different forms: I, my (breast), by me, I, in front of me,(V ten steps) from me, I, above me. In addition to pronouns, we note other (morphological and lexical) means of interphrase communication: road- through this very road, coordinating conjunction And, connecting a paragraph-sentence to the previous one; family of sparrows- one of them, adversarial union A, connecting a paragraph-sentence to the previous one; conqueror- this same conqueror, coordinating conjunction And, linking the penultimate sentence with the previous one.

Style the story is artistic. It implements the influence function. The author seems to encourage readers: never despair, get yourself into a fighting spirit, try to overcome all difficulties, forget all troubles.

The story uses a variety of means of expression speech. For example: in the description of the road - instrumental comparisons with an arrow the road went into the distance; in the description of a family of sparrows - an epithet gilded bright summer the sun; in the description of the sparrow, which behaved especially arrogantly, - irony- conqueror; in describing the narrator's new mood - gradation: courage, daring, hunting I felt life. It is impossible not to note the phraseological units that both clarify the narrative and enliven it: big road- a well-maintained dirt road between large settlements (as opposed to a country road); chirping boldly, as if damn not his brother- about the conquering sparrow who holds himself extremely independent; damn it- an exclamation, in this case expressing the narrator’s admiration for his fighting mood. Conversational words are appropriately used: a little(trifle, trifle); and complete (Conqueror- and that's it!); gobble it up, let it go.

Miniature “We will fight again!” included in the cycle (“Poems in Prose.” Turgenev himself defined the features of this genre as “poems without rhyme or meter.” Their euphony and “coherence” are achieved through a thoughtful selection of not only words, but also syntactic structures. IN in the miniature, simple sentences predominate: out of 12 sentences in the text, 9 are simple and only 3 complex (2 non-conjunctive, 1 complex); in 6 cases, isolated parts of the sentence are used, which give the speech a special melodiousness.

The poem ends with a cheerful, life-affirming appeal:

And let my hawk circle above me...

We'll fight again, damn it!

Vladimir Alekseevich Soloukhin modern writer, author of many wonderful works about nature and art. A number of his stories well represent the world of childhood and show the formation of personality modern man. The title of the story “The Avenger” attracts with its mystery. The first thought that arises in the reader’s mind is most likely that some kind of intrigue, deception and revenge for this deception are hidden in the plot. It can be assumed that it will begin next Detective story. The reader fantasizes, imagining the outcome of the plot, sees himself in the place of an avenger, doing good and at the same time punishing evil.

But what we see: the story is not about elusive avengers, the plot is simpler, but the story is read with no less interest. The main characters are schoolchildren, students of the same school, the same class. One of them is Vitka Agafonov, the other, judging by the first-person narration, is the author. This story is a childhood memory with subsequent rethinking. The basis of the novella is conflict-intrigue. While working in the school plot, the students “had fun” by putting clods of earth on flexible rods and throwing the molded balls into the air. One lump thrown by Vitka, perhaps accidentally, or perhaps on purpose, hits the narrator in the back. From this moment it begins internal conflict. The hero is overcome by resentment, anger, and then the thought of revenge creeps into his consciousness.

Fortunately, children can stop themselves in time. They are afraid to answer for their actions in front of adults. This is partly why the narrator’s intention is not realized. Perhaps it was hard for the hero to hit the back of someone who trusted him. Moreover, hitting him on the back would be unmanly. The victim refuses retribution, he managed to forgive the offender and thereby made his life easier. “I feel relieved by the pleasant decision not to hit Vitka. And we enter the village like best friends.”

Currently, many conflicts that arise between adults have a tragic ending. It’s unlikely that anything can stop an adult who dreams of revenge. He will do anything.

A short story is an artistically told life story. The language is simple, there are no ambiguous phrases or expressions. The author develops the plot in an ascending line. The description of the situation and the location of the plot is replaced by the development of the conflict: thinking about revenge and the understanding that revenge is not necessary. After all, everyone can take revenge, but only a spiritually strong and noble person can forgive.

This short story has something in common with Dostoevsky’s Crime and Punishment. Raskolnikov is offended and angry, but, unlike the child, he sentences the old woman to death and carries out his sentence. Such an ending contradicts moral principles, because God gave us life, and only he has the right to take it away from us.

In my opinion, “The Avenger” imitates inveterate bandits who lure their victims into the forest, where no one will see them. What is this? Cowardice? Or, on the contrary, courage?

Everyone judges differently. But I am convinced of one thing: it is harder for a person to forgive an offender than to punish him.

Soloukhin’s book is a kind of journey into “the most wondrous of all magical lands- the country of childhood. The keys to it are thrown so far away, lost so irretrievably, that you will never, never, even with one eye, even one trifling path, be seen for the rest of your life. However, in that country there cannot be a trifling path. Everything there is full of significance and meaning. A person who has forgotten what was there and how it was there, who has even forgotten that it once was, is the poorest person on earth.”

The book fully conveys the poetry of the native land, the poetry of rural life, the poetry of peasant labor. Perhaps the beauty of this work is most acutely felt by the village children. And perhaps one of the reasons for the success of V. Soloukhin’s prose books is that he talked about the poetry of peasant life through the perception of his childhood. Much has become outdated in this perception, because the writer’s childhood was in the pre-war years, and how many appeared after that in the village new (sometimes strange) signs' But that’s the value of this book, that the author tells here only about what he experienced, felt, what he managed to see and love on native land. And judging by the book, few things were imprinted in his memory and consciousness with the same strength and vividness of sensation as the first meetings with the “great collective farm work” - harvesting and threshing bread, sowing, mowing.

Naturally, the book contained echoes of the difficulties that the village experienced at that time. And yet, the social principles in Soloukhin’s poetic vision were muted. And the working man, the peasant - the breadwinner of the whole country - was shown powerfully and on a large scale.

(To help inspectors in 11 classes)

Story Analysis Alexandra Kostyunina. "Waltz with Guitar" Story

Plot construction: the introduction (landscape) and the beginning are based on an oxymoron (“guitar without strings”)
“Family Thought” plays an important role»: main character a child from a single-parent family. The mother is an irritated, tortured woman. The boy fights alone with life's difficulties. But the child elevates the image of the deceased father to the rank of ideal.
Working with the language of the work:
Neologism "Divyo"; "chopped speech"; colloquial speech (guys, what the heck, nagging, clinging, music, cramming, yelling, teacher, damn, it didn’t stick.) . Phraseologism: “black stripe”. Epithets “Hated day”, “desired night”, “beautiful four”, “so stunned”, “cherished guitar”, “in a baggy down jacket”. Metaphors: “The look beamed with kindness,” “Quiet music comes first,” “He has noticeably thawed,” “he clings only to me,” “and the music began to flow completely different.” Comparisons: “This is definitely a reward”; “my fingers are like his paws”; “The letter will be like a master key from her”; “Now I want to learn the guitar, like daddy”; “It’s as if he is no longer a senior sergeant, as in the photograph in the army album. He's a general." Language features: colloquial words: “Rolled up to the parking lot,” “constantly nagged,” “rumbles,” “trudged in tears,” “stomped and roared,” “drag,” “our boys.”

Colloquially lowered words: “So stunned”, “they’re shooting at you”, “yelling and clinging”, “they rolled in a deuce”, “yelling”. Slang words: “Fuck your accordion”, “Damn! I get a bad grade,” “teacher,” “I didn’t do my homework.” Double antithesis: “desired night” and “hated day.” The prose text has a poetic insertion: Blank verse using anaphora (To...). An oxymoron is used again: “Darkness is definitely a reward...”
One of the main ideas of the story is faith in a person and strengthening his spirit simply with a kind word.
The problem of talent: the hero of the story is clearly a gifted person, but he studied very poorly (he got bad grades!)
The boy found himself between two fires: his mother and his teacher. The result is catastrophic: thoughts of suicide. A very serious problem of our time in pedagogy and psychiatry. A teenager prefers night to day, darkness to light. He wants to sleep, not stay awake. Driven to despair, the child writes the cherished text on a piece of paper. He makes a wish for something very important for himself. His patience has run out; he has no strength to fight alone. And suddenly a MIRACLE happens! (How often in our lives important decisions depend on chance). A happy change in fate is coming. Or maybe this is just a reward for hard work? (Transition of quantity to quality).
The hero's talent is revealed. He has his own original vision of the world: music is heard everywhere...
The teacher’s recommendations before the concert are interesting: don’t look into the audience so as not to get lost, and if you get lost, still finish playing! (This is a good life lesson for all of us, not only for the stage)
The central image is the father. What an important role it plays in a child’s life! (This is especially problematic in our time of divorce and single mothers).
The author, through the mouth of the hero, draws a philosophical conclusion: months of hard labor ultimately comes down to a brilliant... two-minute performance?!
The climax of the story is an anonymous gift (a coveted guitar!) Who said miracles don’t happen? The most big miracle– a kind human heart (cf. A. Green “Scarlet Sails”, K. Paustovsky “Snow”)
Conclusions: The miracle of music; Hard work; Suicide is a manifestation of weakness; The first feat is to overcome oneself; The role of mother and father in the life of a child; Relationship between teacher and student; Lessons of kindness!

A situation is described when a boy was returning from the city with his father’s broken guitar. On the minibus he got into conversation with a random fellow traveler. Answering a question about the guitar, the boy outlined his entire life, which was somehow connected with this guitar. His father played this guitar. Because of his guitar playing, his mother fell in love with his father. Now the boy wants to play the guitar. It seems to me that this guitar is dear to the boy primarily because his dad played it. We see this deep connection between father and son from the story of his first concert. Then it seemed to the boy that his father was watching him play the button accordion, and he played for him. Now the boy has a great desire to learn to play the guitar, and I think that in his heart he hopes to return the same situation and once again “play” for his father, but this time on the guitar.
From the boy's story we see that he is very diligent and purposeful. In addition, the boy is very talented and musical. As he himself says, at first he had big problems studying at music school. Fear held him down, he was afraid that he would make a mistake and they would yell at him again. I liked that he himself found a way out of this situation. He was “armed” with a letter of resignation from the music school and was already calmly walking to school. It was his calmness and poise that influenced him to pay attention to his surroundings. Previously, everything seemed gloomy and dark to him, but then he saw birch trees and made a wish on them. And when his desire to get a B came true, the boy believed in himself, in his strengths and capabilities.
This story teaches you not to give up in the face of difficulties, to believe in yourself and your strengths. At the end of the story a miracle happens. After the concert, the boy is given a beautiful modern guitar from a stranger. And we all know who gave this guitar. It was given to her by a fellow traveler who admired the boy’s talent and thoroughness. I think if there was a continuation of this story, we would learn about how the boy learned to play the guitar, became famous musician, became famous throughout the world, and most importantly, created a wonderful family and raised three wonderful sons. And in their big house in the most prominent place hung a guitar, old, with a broken neck, but such a dear and dear father’s guitar.

Soul, dark alleys, tests. Freedom of choice, empathy, compassion, complicity, faith, love, light. These are exactly the associations that A. Kostyunin’s story “Waltz with a Guitar” evoked in me. The hero of the story experiences a feeling of loneliness, loss, and despair. And he decides to leave the music school... “I will be free” The decision has been made. The mood changes. The feeling of inner freedom changes a teenager. He gains self-confidence, an interest in life appears: “And then I made a wish:. I’ll raise my head, see how many birch trees I see in front of me, I’ll get such a mark in class…..Yeah, I think it’s good...” And he really did succeed. How familiar is this situation! And here the main thing is to wish and believe, as the main character did. And from that moment on, the dark streak ended, everything began to work out.
The boy took a step towards life, and the world turned into love for her. The hero grows professionally. He has something to strive for: “...As a dad...he played better than anyone else. Sole of company".
Concert. “He was looking straight at me. I started playing for him... Just him and me... IN leading role music - he…..they dance happy…I cried with happiness…” It is impossible to read these lines without tears. I re-read it again and again, and again there are tears, tears of quiet joy, bright hope. So much love. Gratitude, tenderness, optimism in these lines!
Miracle? No. The teenager, having gone through suffering, made the choice that was prompted by his heart, his desire, his faith, his love. And the light triumphed. A random fellow traveler turned out to be a grateful listener. Maybe he recognized himself in the teenager, and therefore gave the boy a miracle on Easter Day Christ's Resurrection. The ending of the story is symbolic. The hero deserved a miracle, resurrection to a new life, full of love, hope and faith.
Kostyunin about life, about our life today. Any of us can become their hero. But he once again reminds us, following L. Tolstoy, that nothing happens for nothing, any accident is the result of laws. The main thing in a person is “good feelings”, which the writer forces to work day and night. And all the tests sent to us by fate are aimed at testing our souls for strength, and therefore our right to be called Humans.

Independence in actions, responsibility, human personality - I thought about these concepts

after reading Alexander Kostyunin’s work “Waltz with a Guitar”.
The hero of the story is my peer, a fourteen-year-old boy. He goes to school, plays music,

lives with his mother.
At a certain point in his life, he faces problems: everything he did does not work out for him,

knowledge “does not stick”, others do not understand.
Reading how he touches his native gap, you feel how unbearable fatigue has fallen on him, how hard it is for him.
The boy is sad and worried. He even writes a letter of resignation from music school...
If I had a heart-to-heart talk with someone, it might become easier. But with whom? Classmates

they prefer to play cards, and yes, they will laugh too. Mom alone pulls the strap family life. There is no father.

A boy, especially at this age, needs communication with his dad. He would definitely listen

advised, and it would be “fun, pleasant, even happy.”
How to find a way out? You can quit music lessons, do nothing, not go anywhere.
And yet the hero is a strong person by nature. He begins to struggle with failures. Slowly,

in small steps, thanks to his high spiritual content, his “second wind” opens.
The boy played a waltz at the concert so that everyone just listened to it. Music came from the very depths of the soul. And he played, remembering his father and mother - his success speaks of selfless love for loved ones. The hero’s soul and enormous potential are revealed, and the need arises to play a better, more unusual “Waltz with a Guitar.”
We observe independence and initiative - the hero is looking for a master to repair an old guitar in order to learn how to play. And this is already a manifestation of personality. A random fellow traveler also saw these qualities in the boy. This meeting is not accidental, as serious changes are taking place in the boy’s life. The fellow traveler saw himself in the boy. And this conversation may have eased both of their souls.
There is deep confidence that the hero will succeed because there is a goal. The boy has such qualities as responsibility, control over behavior, independence, love for his parents.
When a person has such qualities and ideals, any dreams come true and miracles happen.
As a result of my reflections, I came to the conclusion that thanks to hard work, willpower, love

You can become an individual and discover your talents. Each of us can take this path. In that

The mind, family, people around you, and for some, faith in God will help.

The work “Waltz with a Guitar” is wonderful. In this story, I see the image of an ordinary 14-year-old boy in a black, slightly baggy down jacket for his growth and in a woolen knitted hat right up to his eyes.
In the story he has neither a first nor a last name, just a boy. The hero is exhausted from the lack of understanding of adults, problems at school, and the demanding music teacher. At one point, the boy could not stand these problems that fell on his shoulders. He almost gave up, made a decision and wrote a statement to music school so that he would be expelled from third grade. Not on behalf of my mother, but on my own behalf. And as soon as I made the decision, I calmed down. And I thought: “Well, that’s it!”, but it turned out that there was more to come. It is no coincidence that the author singled out the episode with the birch trees. On the way to the music school, the accordion boy wished: “If I raise my head now, how many birch trees I see in front of me, I will get such a mark in the lesson.” There were four birch trees. He wasn't sure about this grade, the boy just wanted to get it. The growing birch trees along the path, which the teenager did not pay attention to, gave him strength, self-confidence and did not allow him to commit an unwanted act. The boy lost his fear of the teacher. When he took up the instrument and began to play, his music became beautiful, the boy began to play many times better than before.
The hero of the story cannot give up, give up his dream and his favorite thing. He regained confidence in his strength, in his abilities. The boy began to hear music in everything.
The hero of the story has a mother. We only know about our father that he was a military man and died in one of the hot spots. Maybe that is why the boy began to openly talk to a stranger about his great achievement - victory over himself, over all the difficulties that seemed enormous to him. But now it's heavy and meaningless life remained behind, and ahead - specific goal, daily work and a sense of pride in oneself.
The hero performs the waltz “On the Hills of Manchuria” at a concert,
playing the accordion. He performed with anxiety, but his father, whose image he presented during the performance, helped him cope with it.

Alexander Viktorovich Kostyunin was born on August 25, 1964 in Karelia. Graduated art school. Hobbies: literary creativity, photography and drawing. His photograph entitled “ Parents' house"decorated Vladimir Putin's office in the Kremlin. Personal photo exhibitions are held in different countries peace. His mother was a teacher of Russian language and literature, but he did not like to write essays. His mother helped him, and he carefully copied what was offered to him.
Graduated from two faculties: agricultural and economics. Member of the Writers' Union of the Russian Federation.
Married, has two children. In 2007, at the International Congress of Writers of Russian Abroad “The Russian Word is the Connecting Thread of Time” for the book “In the Font of the White Night” the writer was awarded a 1st degree diploma with the title of laureate of the Prize named after. A. Kuprin and the presentation of a memorial sign “For his contribution to Russian literature.”
Kostyunin about himself: “My literary sketches do not belong to a commercial project. This is rather a kind of “cross” that everyone carries through life due to their convictions. Now I have completely devoted myself to creativity.”

Analytical report on the results of the school stage All-Russian Olympiad for students in the Russian language.

According to the plan of the Ministry of Education for the humanitarian cycle, from November 26 to 27, 2012, the school stage of the All-Russian Olympiad in Russian language and literature was held on the basis of the MBOU secondary school in the village of Don Terezin.

Goals of the Olympiad:

Identification and development in students creativity and interest in research activities;

Creation necessary conditions to support gifted children;

Propagation of scientific knowledge.

In total, 11 students from grades 9–11 of the educational institution participated in the Olympiad, which is 50% of total number high school graduates.

Materials for the Olympiad were compiled by teachers of Russian language and literature Oorzhak S.S. (grades 9, 11), Mongush I.V. (grade 10) in accordance with the Basic School Program for grades 5-11 for national schools of the Russian Federation and included tasks from the following sections:

1. Phonetics (sound-letter analysis of words);

2. Word formation (find words with the same root and different shapes the same word)

3.Vocabulary (phraseology - add phraseological units, indicate the meaning of outdated words, etc.);

4.Spelling (working with text with missing spellings);

5.Orthoepy (place accents in words);

6.Syntax (sentence parsing);

7. Punctuation (fill in missing punctuation marks).

8. Stylistics (determine the type and style of the text).

Results of the Russian language Olympiad.

An analysis of the results of the Russian language Olympiad showed that the majority of students coped with the proposed tasks. Students are able to apply the acquired theoretical knowledge in practice, have the skills to work with text with missing spellings and missing punctuation marks. Correctly determine the style and type of text, but cannot correctly determine the means of expression. Difficulties were directly caused by vocabulary tasks (determining the meaning of outdated words). Also, the students could not give a detailed answer on the topic of the proposed text. This is due to poverty vocabulary, which in turn is a consequence of the lack of systematic reading outside of school.

Results of the Olympiad in Russian literature.

The materials of the Olympiad in Russian literature included tasks on knowledge of the facts of the biography of writers, on knowledge of the content of the studied works, tasks on the theory of literature, and students also had to analyze one piece of art to choose from. But, unfortunately, the students failed the last task. Assignments on literary theory are also difficult to complete; students do not know the definitions of terms (epigram, epitaph, sonnet, fiction, etc.).

The final results of the Olympiad by subject are reflected in the following table.

Based on the results of the Olympiads, the following conclusion can be drawn:

1. The same students took part in the Olympiads, which is explained by the small number of classes at the school.
2. The students mostly coped with the tasks of the Olympiads.

1. Subject teachers should intensify their work to prepare students for the municipal stage of the Olympiad.

Analysis of the school stage

All-Russian Olympiad for schoolchildren

branch of MKOU secondary school No. 26 in the town of Kropachevo

From October 6 to October 31, 2011, the school stage of the All-Russian Olympiad for schoolchildren was held.

Purpose of the event: identification and development of schoolchildren’s creative abilities and interest in research activities, support for gifted children.

Regulations on the organization and conduct of the school stage of higher education in the branch of MKOU secondary school No. 26 in the village of Kropachevo

Olympiad schedule

List of jury members

Requirements for conducting the school stage of higher education in the relevant subject

Olympics school tour were conducted in 17 general education subjects: law, social studies, history, geography, Physical Culture, computer science, chemistry, MHC, literature, ecology, Russian language, English language, physics, technology, mathematics, life safety, biology. The school stage of the Olympiads was carried out according to tasks compiled on the basis of approximate basic general educational programs basic general and secondary (complete) general education, developed by municipal subject-methodological commissions published on the website of the MMC of Asha.

Students took part in the school tour in the following subjects:

The winners and runners-up were determined on the basis of the results, which were entered into the final table of results of the Olympiad participants, which is a ranked list of participants, arranged in descending order of the points they scored. Participants with equal scores were placed in alphabetical order. The winners and runners-up are:

The Olympiad is complicated by the fact that there are no parallels in the school, the number of students is small and the same students participate in the Olympiads. The following students took an active part and became either winners or runners-up: Rayanova D., Kurbatov N, Zhukov I, . As a result, there were 21 winners and 34 runners-up in the school.

Subject teachers made a detailed analysis of their subject at the school stage of the All-Russian Olympiad for schoolchildren.

Analysis of the school tour of the All-Russian Olympiad for schoolchildren in mathematics

26 students took part in the Olympiad

Col. completed tasks of 12 points and above corresponds to the title of prize-winner or winner.

Over 12 points. The winner's place is determined.

5th grade.

First task - 3 points

Second task - 3 points

Third task - 4 points

Fourth task - 4 points

Fifth task - 5 points

Sixth task - 6 points

First task - logic problem. One student completed it correctly, 4 people completed it with an error.

The second task is a number puzzle. Nobody completed the task

The third task is a logical task. Nobody completed the task correctly

The fourth task is a text problem. Three people began to solve the problem, but did not complete the solution. Two people did not start solving the problem

The fifth task is the transfusion task. Four people completed the task without proper explanation. One person did not start the task

stage All-Russianolympiadsschoolchildren in the 2009-2010 academic year 1. General provisions These Regulations on carrying outschoolstageAll-Russianolympiadsschoolchildren in 2009...

Analytical information

based on the results of the school stage

All-Russian Olympiad for schoolchildren in general education subjects

in the 2013-2014 academic year.

The School Olympiad is the first stage of the All-Russian Olympiad for schoolchildren. Participation in the subject Olympiad is the result of the work of the teaching staff with gifted students not only in the classroom, but also during extracurricular activities(electives, clubs, etc.). Students demonstrate knowledge acquired outside the school curriculum.

The main goals and objectives of the Olympics are:

Creating the necessary conditions for identifying and developing students’ creative abilities and interest in research activities;

Creating the necessary conditions to support gifted children;

intensifying the work of electives, clubs and other forms of extracurricular and extracurricular work with students;

Providing assistance to high school students in professional

self-determination.

The conduct of the school stage of subject Olympiads was regulated by the Regulations on the conduct of the school stage of the All-Russian Olympiad for schoolchildren in general education subjects, by order of the Krasnogorsk Administration Committee No. 131 dated 10/01/2013.On holding the school and municipal stages of the All-Russian Olympiad for schoolchildren in general education subjects in the 2013-2014 academic year in educational institutions of the Krasnogorsk region", by order of the school director No. 107 dated 10/04/2013 "On holding the school stage of the All-Russian Olympiad for schoolchildren in general education subjects in 2013-2014 2014 academic year." Sh Stake Olympiads were held in the following subjects: physics, chemistry, Russian language, mathematics, life safety, history, geography, biology, chemistry, literature, German, social studies, MHC. The school stage of the All-Russian Olympiad for schoolchildren was held from October 10 to October 29, 2013.

Olympiad work was assessed based on performance, according to a quota (3 people per class).

The school stage was carried out according to unified Olympiad tasks developed by teachers within the school district.

During the Olympiad, violations were identified. The chemistry teacher asked students to complete tasks that were not appropriate for the age of the participants. Due to the identified violations, 9th grade students repeated the Chemistry Olympiad.

Based on the reports and submitted works of students, a list of winners and prize-winners of the school stage of the All-Russian Olympiad for schoolchildren was compiled. Participants in the school stage of the Olympiad who scored the most points are recognized as the winners of the school stage of the Olympiad, provided that the number of points they scored exceeds half of the maximum possible points.

Table of performance of schoolchildren’s participation in subject Olympiads

Analyzing the table data, one should conclude:

1. high percent winners and prize-winners of the school stage of the Olympiad are shown in the subjects: biology, history, MHC, German, social studies, physics;

2. at the Olympiad in mathematics, life safety, Russian language, physics, and chemistry, the quota of participants was not met;

3. At the Olympiad in mathematics, literature, and chemistry, students showed a low level of completion of practical tasks. This is due to the characteristics of the subjects, and also indicates the insufficient work of subject teachers to identify talented children at the school level.

1. Teachers of mathematics, literature, and chemistry need to use all types of educational and extracurricular activities for targeted preparation for Olympiads;
2. The chemistry teacher should adhere to the Regulations on the conduct of the school stage of the Olympiad of the All-Russian Olympiad for schoolchildren
3. When conducting the Olympiad, teachers of mathematics, life safety, Russian language, physics, and chemistry must adhere to the quota established by the organizing committee of the Olympiad.

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1 ANALYSIS of the works of participants in the municipal stage of the All-Russian Olympiad for schoolchildren of the academic year in literature 147 students of 7-11th grades out of 35 took part in the municipal stage of the All-Russian Olympiad for schoolchildren (hereinafter referred to as the Olympiad) in literature educational institutions: 1, 2, 3, 4, 6,7, 11, 12, 17, 19, 20, 29, 31, 33, 42, 44, 46, 48, 49, 48, 49, 51, 52, 54, 55 , 64, 66, 68, 69, 70, 72, 77, “Integral”, “Dialogue”, Orthodox gymnasium. The distribution of Olympiad participants by class is presented in the table: Class Number of participants Percentage of participants In total, the Olympiad was held in two rounds. In the first round, the Olympiad participants were offered a choice of two work options: a comprehensive text analysis and an interpretation of a poetic text. 7th grade 7th grade students chose mainly the second option for their work: A. Delvig’s poem “Romance” was interpreted by 78% of the Olympiad participants, and only 22% of seventh graders analyzed the story “The Stray Cat” by B. Zhitkov. The criteria for evaluating the work were the same. Level of completion of work according to the assessment criteria of 7th grade students % Understanding of the work as “difficult” Accuracy of the choice of language means for 2 works as “difficult” Compositional variation of understanding harmony,

2 Accuracy of choice of language means for Originality of observations The table shows that still a small number of works are distinguished by the originality of judgments. Only 11% of 7th grade students scored more than 50% in the first round. The highest score students received for their work was 55 out of a possible 70. 8th grade Of 34 8th grade students, 59% chose the first version of the task (analysis of B. Ekimov’s story “Speak, Mom, Speak”), 41% chose the second (interpretation of K. Batyushkov’s poem “There is pleasure in the wildness of forests” "). Level of work completion according to the assessment criteria for 8th grade students % Understanding the work as “difficult” Accuracy in the choice of language means for Originality of observations option Understanding the work as “difficult” Accuracy in the choice of language means for who worked with prose, and the mastery of the theoretical and literary apparatus is better among those who interpreted the poetic text. More than 50% were received by 32% of 8th grade students, for the work of the first round - 55 out of 70 possible.

3 9th grade Of the 30 participants in the Olympiad, 9th grade students, 83% analyzed N.M.’s story in the first round. Karamzin “Evgeny and Yulia”, 17% turned to N. Yazykov’s poem “Motherland”. The level of work completion according to the assessment criteria for 9th grade students is presented in the table. % Understanding the work as “difficult Accuracy of the choice of language means for the Originality of observations option Understanding the work as “difficult” Accuracy of the choice of language means for Noteworthy is the presence of high scores on the evaluation criteria, as well as a significant number of those who received more than 50%. This indicates a good level of preparation of the Olympiad participants in this parallel. 4 of them scored more than 50% in total, - 66 out of 70 possible. 10th grade To work in the first round of the Olympiad, 10th grade students were offered the story “Signal” by V. Garshin and the poem “My Generation” by Yu. Levitansky. Of the 22 participants, 14% performed analysis of poetic text, the remaining 86% turned to prose. Level of work completion according to the assessment criteria of 10th grade students 1 understanding of the work as “difficult”

4 Option 2 Accuracy in the choice of language means for Understanding the work as “difficult” Accuracy in the choice of language means for Absence of originality and higher criteria indicates a low level of preparation of students in this parallel. Only 5 people scored 50% or higher - 43 out of 70 possible. 11th grade For 11th grade students, in the first round of the Olympiad, the story “Manka” by Yu. Kazakov and the poem “Guests” by A. Akhmatova were given. 92% of students wrote work on prose, 8% on poetry. Level of completion of work according to the assessment criteria of 11th grade students % Understanding of the work as “difficult” Accuracy in the choice of language means for Originality of observations option Understanding of the work as “difficult”

5 Accuracy of choice of language means for % of participants in the first round showed a good result, scoring more than 50%, 63 out of 70 possible. Thus, we can conclude that 11th grade students were well prepared for the first round. Analysis of students’ performance of Olympiad work allowed us to identify the following: typical mistakes in students' written works, such as: lack of formation of perception of a literary work as an artistic whole; ignorance of the writer's style; ignorance characteristic features literary direction; abstract knowledge of literary theory, inability to assess their role in a specific literary work; non-distinction between the image of the narrator and the author; insufficient knowledge of the basic ways of expressing the author's consciousness in works; inability to determine author's position and formulate your attitude towards it; poor knowledge of the historical and literary context of a certain era. For the first time, the municipal stage of the Olympiad included an oral round, in which the Olympiad participant had to demonstrate to the jury his mastery of the norms of public speech, historical and cultural outlook, reading erudition, artistic and aesthetic taste, sense of words, civic ideological and moral position, and the power of persuasion. On the oral round final stage During the Olympiad, participants were offered two topics to choose from. A public performance was being prepared for one of them. Preparation time for a public speech is 60 minutes. All participants of the Olympiad were invited to the oral round. The participants of the Olympiad were offered the following topics for presentations: You should definitely read this! (Grade 7) In what ways does literature represent the world? (7th grade) Do people who speak the same language need a common reading circle? (8th grade) How is the attitude towards the world manifested in literature? (8th grade) Will a computer kill? paper book? (9th grade) Who is a hero in a literary work? (9th grade) Who is the author in a literary work? (Grade 10) Can you say more in poetry than in prose? (10th grade) “Don’t expect to get rid of books!” (U. Eco) How do you understand the slogan of the famous novelist and literary critic? (11th grade) Why and for whom does the writer create a lyrical work? (11th grade) The following criteria for assessing public speaking were used: Compliance of the public speaking with the chosen topic and task, originality and persuasiveness of the idea proposed by the speaker 7.

6 Reasonable attraction literary material, understanding of the issues and the adequacy of the interpretation of the literary work(s) taken as the basis for creating a public speech or used as illustrations 7. Reasonable involvement of the historical and cultural context 7. Logic, consistency , harmony of oral utterance, speech integrity of speech, imagery and literacy of speech, its lexical richness 4 a. Mastery of oratorical techniques 5. Maximum amount for performance 30. Each criterion was scored from 0 to 2. Analyzing the protocols of the oral round, the jury members note: 25% of the participants did not understand the topic of the speech, the worst were 10th grade students, the best were 11th grade students; more than 50% of participants were not convincing in using literary material; 75% of participants were unable to attract historical and literary context; 60% of participants were unable to demonstrate good command of public speaking standards. Disadvantages of oral presentations also include the lack of originality and the dominance of speech cliches, the inability to structure the text, a large number of speech and grammatical errors, and the inconsistency of literary examples with the age of the participant. The jury notes that the oral round is a promising form of creative competition; it allows a truly talented student who can think independently and strives to expand his communication capabilities to reveal himself brighter and more fully. RECOMMENDATIONS: Analyze the results of the municipal stage of the Olympiad and the criteria used to evaluate Olympiad works at a meeting of the methodological association (department, section, etc.) of teachers of Russian language and literature. Develop a system of individual support for gifted students. Organize work with gifted children, taking into account the specifics of Olympiad tasks. Take measures to eliminate gaps in the knowledge, skills and abilities of students identified as a result of the Olympiad.

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