The essay-expression on the read and listened to text, essay in the genre of response, essay in the genre of essay, essay-explanation. Every year the wording of the "C" task on the Unified State Exam changes.
But no matter what form the final and entrance exams in literature take, the ability to intelligently, competently, coherently, and persuasively express thoughts in writing will remain necessary and definitely in demand in society. It means that we, school teachers, are obliged to help our students to acquire and improve this skill.
But how should we do it?
Sometimes it is not so easy even for specialists-philologists, teachers to write a good article the first time, and the requirements that we impose on school essays are excessive. After all, both the content of the work and the quality of the text are checked and evaluated at the same time. And although traditional methods suggest a step-by-step work on the essay:
- thinking about the topic;
- gathering material;
- making a plan;
- creating a rough draft;
- refining the text.
Usually the main efforts of the author-scholar is spent on thinking over the content and writing, at best completing their work with a cursory check and correction of spelling, punctuation, and speech errors. There is no special and rather lengthy work on an already written down text. But without it, there is too little chance of getting the desired result. But how do you do it? It requires special editorial skills and abilities. Every author, including a student, must be able to step back from the created text, look at it from the outside, as if it is someone else's, using special techniques to detect its imperfections and correct the text - that is, edit it.
The teacher-editor deals with someone else's text and is called upon to help make it more coherent, coherent and literate. He or she must understand the author's intent and the principles of text construction, not just correct speech and stylistic errors and shortcomings. It is necessary to analyze the text from the point of view of logic, the peculiarities of the genre, the composition of style.
When a teacher-editor stumbles during reading, noticing ambiguity, illogic, inconsistency of presentation, inaccuracy or mistaken word usage, he/she formulates comments and suggestions which he/she will discuss later with the author-student.
In such a case, the next stage is university essay editing service, the purpose of which is a literary finish to the text, improvement of its form, clarification of the author's idea, his idea. A variety of changes can be made to the text: abbreviations, rearrangements, replacement of words and turns of phrase, replacement of syntactic constructions.
The teacher should teach the students how to edit
How? The first type of work is to tell students essential information about the properties of a good text, about the rules of constructing texts of different types and genres, to show and analyze exemplary texts, and to tell them about the main types of errors and defects and the ways to eliminate them.
The second type of work: constantly offer students exercises on detection and correction of errors in other people's texts, i.e. on partial editing.
The third kind of work is to show students exemplary editing, to participate in the process of creating students' essays as an editor. In a collaborative activity, the teacher can teach her students practical editing techniques.
How to organize this work?
The teacher makes theoretical information about the properties of a good text, about the rules of construction of texts of different types and genres, about the main types of errors and defects and ways to eliminate them at the lessons on the development of speech in a specially allocated time.
To teach how to edit a text, it is useful to do special exercises in which "spoiled" texts are offered: errors in them must be found and corrected, i.e. to restore the text. These exercises the teacher can make up himself. These exercises - on restoring logical and syntactic connections, on eliminating mistakes in the composition of texts of various kinds - are connected with certain morphological and syntactic topics or with program works of literature, so they can be done in the language lessons, when the corresponding material is studied, or offered as homework. The following text and the task can serve as an example.