01.05.2017

Here is a collection of the main cliché phrases that can help you write a social studies essay correctly.

1. Cliche phrases for formulating an understanding of the statement, problems and their relevance

1. In his statement, the author meant that...
2. The author wanted to convey to us the idea that...
3. The meaning of this statement is that...
4. The author draws our attention to the fact that... the author’s idea is that...
5. The relevance of the problem raised is that...
6. This problem(topic) is relevant in the conditions...

• ...globalization of social relations;
• ...formation of a unified information, educational, economic space;
• ...exacerbation global problems modernity;
• ...the special controversial nature of scientific discoveries and inventions;
• ...development of international integration;
• ...modern market economy;
• ...development and overcoming the global economic crisis;
• ...strict differentiation of society;
• ...open social structure modern society;
• ...formation of the rule of law;
• ...overcoming the spiritual and moral crisis;
• ...dialogue of cultures;
• ...the need to preserve one's own identity and traditional spiritual values.

2. Cliche phrases for formulating your own position:

1. “I agree with the author that...”
2. “One cannot but agree with the author of this statement...”
3. “The author was right in asserting that...”
4. “In my opinion, the author quite clearly reflected the picture in his statement modern Russia(modern
5. society... the situation that has developed in society... one of the problems of our time)"
6. “I beg to differ with the author’s opinion that...”
7. “Partly, I share the author’s point of view regarding..., but with... I can’t agree”

3. Multidimensional analysis of statements (cliché phrases):

1. The statement can be analyzed from different angles...
2. Let's look at the statement from different aspects...
3. There are two aspects to the content of the statement...
4. The statement can be analyzed both in a broad and in a narrow sense...
5. It is worth noting that…

4. Argumentation should be carried out at two levels:

1. Theoretical level. Cliché phrases:

• Let's consider the statement from the point of view of economic (political, sociological...) theory...
• Let's turn to the theoretical meaning of the statement...
• In economic (political, sociological...) theory, this statement has its basis...
• This statement has a deep theoretical basis...
• To substantiate this statement from a theoretical perspective...
• In the course of social studies (economics, sociology...) ...

2. Empirical level - there are two options here:

1. using examples from history, literature and social reality;
2. appeal to personal experience.

Second-level arguments should illustrate and support the theoretical principles used to justify own position.

Cliché phrases:

• Let us give examples from public life that confirm my idea...
• Let's look at examples from history...
• What do the facts of social life tell us...
• Numerous examples from public life refute the author’s idea...
• We see confirmation of the author’s thoughts at every step...
• Many examples from our lives confirm the author’s idea...
• I can confirm my thoughts with examples from my own life...
• My personal experience (the experience of my parents, classmates...) suggests the opposite...

5. Cliche phrases for conclusion:

1. Thus…
2. In conclusion, we can conclude that...
3. Summing up common feature, I would like to note that...
4. Based on all of the above, it can be argued that...

The word “cliché” comes from the French cliche, meaning a stereotype, a pattern in something. A cliche phrase is a kind of stereotyped phrase that is often used in conversation or writing. Although many authors recommend avoiding such clichés, they help formulate ideas when writing an essay. But it will be better if you do not take the phrase in its finished form, but change it while maintaining the meaning.

The use of certain cliché phrases depends on the part of the essay in which they are used.

Cliché in the introduction

In the introductory part of an essay, phrases that often begin different works can be useful. These could be the following statements: “As the author aptly notes...”, “It turns out that the idea is about...”, “Who would have thought that...”, “In this work, the author raises the problem...”. Come up with your own variations on this theme, replacing words with synonyms and changing the word order.

Since the introduction requires substantiating the relevance of the problem raised, cliché phrases can also refer to the significance of the topic. For example, use the following variations of template phrases: “The problem under consideration is relevant for modern society...”, “This problem remains relevant for modern youth...”, “It is worth thinking about...”.

Cliché phrases in the main part of the essay

The main part of the essay involves the consideration of certain arguments that will confirm the thesis put forward. Therefore, here you can use the classic methods of enumeration: “The options can be as follows...”, “Firstly, ... secondly, ...”, “On the one hand, ... on the other hand, ...”.

When we talk about the author of a particular work, cliche phrases will help to introduce him, convey his main ideas without resorting to quotation, and also express your attitude towards his ideas. Options may be: “The author of this work is convinced that...”, “One cannot disagree with the author’s opinion regarding...”, “The author was right in his statement that...”.

The body of the essay also requires you to make theoretical and practical arguments, citing other authors and personal experience. The following cliché phrases will help do this: “As the historian wrote...”, “We can give such a definition to the concept...”, “Practice shows that...”, “The following picture can be observed...”.

Cliche phrases in conclusion

Since the conclusion implies conclusions for the entire work, the most common phrases in it will be: “To summarize, ...”, “So, the analysis showed that ...”, “Thus, ...”, “So, the following conclusions suggest themselves ...”. The degree of disclosure of the problem raised is also indicated here: “The problem under consideration remains open...”, “The work was able to reveal only one aspect of the problem raised...”, “The topic is fully disclosed...”.

The social studies exam is the most popular among the 2019 Unified State Exam subjects, so 11th grade students are interested in what the essay structure should be, what cliches and plan should be used when writing a mini-essay.

We propose to understand in detail the features of task No. 29 of KIMs in social studies, and we present detailed plan how to write an essay on the Unified State Exam in social studies. It consists of 7 important points.

1. Quote
2. The problem raised by the author; its relevance.
3. The meaning of the statement.
4. Own point of view.
5. Argumentation at the theoretical level.
6. At least two examples from social practice, history and/or literature confirming the correctness of the opinions expressed.
7. Conclusion.

1. Choice of statement

• When choosing statements for an essay, you must be sure that you know the basic concepts of the basic science to which it relates;
• clearly understand the meaning of the statement;
• you can express your own opinion (fully or partially agree with the statement or refute it);
• you know the social science terms necessary to competently substantiate a personal position at a theoretical level (the terms and concepts used must clearly correspond to the topic of the essay and not go beyond it);
• you will be able to give examples from social practice, history, literature, as well as personal life experience to confirm your own opinion.

2. Definition of the problem of the statement.

For a clearer formulation of the problem, we offer a list of possible formulations of problems that occur most often.

After formulating the problem, it is necessary to indicate the relevance of the problem in modern conditions. To do this, you can use cliche phrases:

• This problem is relevant in the context of...
• ...globalization of social relations;
• … formation of a unified information, educational, economic space;
• ... exacerbation of global problems of our time;
• ... the special controversial nature of scientific discoveries and inventions;
• … development of international integration;
• ... modern market economy;
• … development and overcoming the global economic crisis;
• ... strict differentiation of society;
• ... the open social structure of modern society;
• …formation of the rule of law;
• ... overcoming the spiritual and moral crisis;
• ... dialogue of cultures;
• ... the need to preserve one’s own identity and traditional spiritual values.

The problem must be revisited periodically throughout the essay writing process. This is necessary in order to correctly reveal its content, and also not to accidentally go beyond the scope of the problem and not get carried away by reasoning that is not related to the meaning of this statement (this is one of the most common mistakes in many exam essays).

3. Formulation of the main idea of ​​the statement

• “The meaning of this statement is that...”
• “The author draws our attention to the fact that...”
• “The author is convinced that...”

4. Determining your position on the statement

• “I agree with the author that...”
• “One cannot but agree with the author of this statement regarding...”
• “The author was right in asserting that...”
• “In my opinion, the author quite clearly reflected in his statement the picture of modern Russia (modern society... the situation that has developed in society... one of the problems of our time)”
  “I beg to differ with the author’s opinion that...”
• “Partly, I share the author’s point of view regarding ..., but I cannot agree with ...”
• “Have you ever thought about the fact that...?”

5-6. Argumentation of your own opinion

Argumentation must be carried out at two levels:

1. Theoretical level - its basis is social science knowledge (concepts,
terms, contradictions, directions of scientific thought, relationships, as well as opinions
scientists, thinkers).

Cliché phrases:

• Let's consider the statement from the point of view of economic (political, sociological...) theory...
• Let's turn to the theoretical meaning of the statement...
• In economic (political, sociological...) theory, this statement has its basis...

2. Empirical level - There are two options here:

1. using examples from history, literature and events in society;
2. appeal to personal experience.

When selecting facts, examples from public life and personal social experience mentally answer these questions:

• Do they confirm my opinion?
• Could they be interpreted differently?
• Do they not contradict the thesis I expressed?
• Are they convincing?

The proposed form will allow you to strictly control the adequacy of the arguments presented and prevent “drifting away from the topic.”

7. Conclusion

Finally, you need to formulate a conclusion. The conclusion should not coincide verbatim with the judgment given for justification: it brings together in one or two sentences the main ideas of the arguments and sums up the reasoning, confirming the correctness or incorrectness of the judgment that was the topic of the essay.

To formulate a problematic conclusion, cliche phrases can be used:

• “Thus, we can conclude...”
• “To summarize, I would like to note that...”
• In conclusion, we can conclude that...
• Based on all of the above, it can be argued that...

In addition, an additional advantage of the essay is the inclusion in it:

• brief information about the author of the statement (for example, “outstanding French philosopher-educator”,
  "great Russian thinker Silver Age", "famous existentialist philosopher", "founder
  idealistic direction in philosophy”, etc.);
• descriptions of different points of view on a problem or different approaches to its solution;
• indications of the polysemy of the concepts and terms used with justification for the meaning in which they
  used in essays;
• indications of alternative solutions to the problem.

Clichés for a mini-essay

Is it worth looking? ready-made essays for the Unified State Exam in social studies?

In fact, the idea of ​​finding and learning ready-made essay options comes to many graduates at the stage of preparing for exams. But you should be especially careful here, because there is a lot of irrelevant information on the Internet. Even the examples posted on the FIPI website are works from 2013, and since then there have been many changes in the evaluation criteria for this task. Moreover, you should not expect to get a high score for a standard version of an essay, because experts who have been working on the Unified State Exam for many years now also know these texts very well.

Conclusion - you need to look not for a ready-made text, but for clichés and clever thoughts that can be “strung” onto the above structure, getting your own unique essay for the Unified State Exam 2019. We offer you a selection of such preparations:

Criteria for evaluating mini-essays on the Unified State Exam in social studies in 2019

(compiled on the basis of the Demonstration version of the KIM Unified State Exam 2019 in social studies)

№	Criteria for assessing a mini-essay	Points
29.1	Revealing the meaning of a statement	1 point
	The meaning of the statement is revealed: one or more main ideas related to the content of the social science course are correctly identified, and/or one or more theses are formulated in the context of the statement, which require justification.	1 point
	The meaning of the statement is not revealed: not a single main idea is highlighted / not a single thesis is formulated. OR The highlighted idea, the formulated thesis does not reflect the meaning of the statement / the meaning of the statement has been replaced by reasoning of a general nature (“homework”) that does not reflect the specifics of the proposed statement. OR Disclosure of the meaning is replaced by a direct retelling/paraphrasing of the given statement/sequential explanation of each word in the statement without explaining the meaning of the statement as a whole.	0 points
	Assessment instructions: If 0 points are assigned according to criterion 29.1, then 0 points are assigned for all other evaluation criteria.
29.2	Theoretical content of the mini-essay: explanation of the key concept(s), presence and correctness of theoretical provisions	2 points
	In the context of at least one highlighted idea / one thesis, explanations of the key concept(s) and theoretical positions that are correct from the point of view of scientific social science (without errors) are given.	2 points
	In the context of at least one highlighted idea / one thesis, explanations of the key concept(s) that are correct from the point of view of scientific social science (without errors) are given; theoretical positions are not presented. OR In the context of at least one highlighted idea / one thesis, theoretical provisions that are correct from the point of view of scientific social science (without errors) are presented, the meaning of the key concept(s) is not disclosed. OR In the given explanations of the key concept(s) / theoretical provisions, there are some inaccuracies that do not distort the scientific meaning of these concepts, theoretical provisions	1 point
	All other situations not provided for by the rules for assigning 2 and 1 points, including if there is no theoretical content of the mini-essay: the meaning of the key concept(s) is not explained, theoretical provisions are not given or are not related to the main idea/ thesis, do not reveal the meaning of the statement. OR Reasoning of an everyday nature is given without relying on social science knowledge.	0 points
29.3	Theoretical content of the mini-essay: the presence and correctness of reasoning and conclusions.	1 point
	In the context of at least one highlighted idea / one thesis based on the correct explanation(s) of the key concept(s), theoretical provisions, interconnected consistent and consistent reasoning is presented, on the basis of which a well-founded and a conclusion that is reliable from the point of view of scientific social science.	1 point
	All other situations, including reasoning and conclusions of an everyday nature without relying on social science knowledge.	0 points
29.4	Quality of social facts and examples provided	2 points
	Adapted from various sources at least two correct, comprehensively formulated facts/examples that confirm the illustrated idea/thesis/position/reasoning/conclusion and do not duplicate each other in content. There is a clear connection between each fact/example and the idea/thesis/position/reasoning/conclusion given in the essay.	2 points
	Only one correct, fully formulated fact/example is given that confirms the illustrated idea/thesis/position/reasoning/conclusion. There is a clear connection between this fact/example and the idea/thesis/proposition/reasoning/conclusion given in the essay. OR Correct, well-formulated facts/examples are cited from sources of the same type that confirm the illustrated idea/thesis/proposition/reasoning/conclusion. There is a clear connection between each fact/example and the idea/thesis/position/reasoning/conclusion given in the essay. OR Two examples from sources are given different types, duplicating each other in content. There is a clear connection between each fact/example and the idea/thesis/position/reasoning/conclusion given in the essay.	1 point
	All other situations not covered by the rules for assigning 2 and 1 points.	0 points
	Assessment instructions: Facts of public life (including media reports), personal social experience (including books read, films watched), materials educational subjects(history, geography, etc.). 1. Examples from different academic subjects are considered as examples from various sources; 2. Facts/examples containing factual and semantic errors that lead to a significant distortion of the essence of the statement or indicate a lack of understanding of the historical, literary, geographical and (or) other material used are not counted in the assessment.	0 points
	Maximum score - 6

Topics for 2019

No one knows exactly what statements will be offered to 11th graders in 2019. There is a certain bank of problems that are relevant to the main topics of social science, which can be guided by in preparation for the Unified State Exam.

In order for your essay to be holistic, concise, but at the same time deeply revealing the essence of the problem, you must:

• Understand the essence of the problem. Do not take statements whose problem you do not initially understand.
• Choose the right quote. This is an important stage that should be given enough time during the preparation stage.
• Build a chain of reasoning. All blocks of a mini-essay must be interconnected. It is recommended to periodically return to the main idea of ​​the statement in the text.
• Consider the issue from different points of view, if any..
• Find the right examples.

Here are a few useful tips, which will help you select examples and arguments that the new structure of an essay in social studies requires, taking into account the innovations of 2019:

Main mistakes and shortcomings in graduates’ works

Analysis of graduates’ works allows us to highlight some typical mistakes, which are allowed at various stages of essay writing.

When formulating the problem and the meaning of the author’s statement:

1. On the one hand, misunderstanding and inability to isolate the problem of the statement is associated with a lack of knowledge of the basic science to which the quotation relates, and on the other hand, with an attempt to fit well-known problems discussed in lessons into previously written, read, that is, ready-made essays.
2. The inability to formulate a problem is often associated with a lack of developed vocabulary and terminology in basic social sciences.
3. The inability to formulate the meaning of the author’s statement is associated with a misunderstanding or incorrect understanding of its content, and a lack of necessary social science knowledge.
4. Replacing the problem with the author's position is due to the fact that the student does not see the difference between them.

Problem- this is the topic of the author’s discussion. It is always broad and includes several opinions and positions, often completely opposite to each other. The essence or meaning of the author's statement is his personal answer to the question posed, one of several existing in science or social thought.

When expressing and arguing your own position:

1. The lack of arguments is due to the student’s ignorance or ignorance of the requirements for an essay in social studies and its structure.

2. The graduate’s argument only repeats the statement.

3. Errors in operations with concepts: unjustified expansion or narrowing of the meaning of the concept in question, substitution of concepts.

4. Errors in working with information caused by the inability to analyze social experience. Often, the examples given by graduates are weakly related to the position under consideration (the connection is either not traceable or is superficial and does not reflect essential points).

5. Uncritical perception of social information from media reports and the Internet. As a result, unverified facts, unfounded or provocative statements, and biased assessments are often used by graduates as evidence in essays.

6. The predominance of a one-sided view of social phenomena, the inability to identify and build cause-and-effect relationships.

Changes in the Unified State Examination in Social Studies in 2019

Due to changes that affect tasks 25, 28 and 29, the total primary score The 2019 Unified State Exam in society will increase to 65 points (in 2018 this parameter was 64 points).

FIPI officially announced that the following changes are planned:

More details about the changes that will come into force in 2018-2019 academic year read in the document.

For an essay, the specifications allow 45 minutes, but tutors recommend leaving at least 60-90 minutes for a mini-essay out of the total exam time, which in 2019 is 235 minutes (almost 4 hours).

Video webinar on essay writing 2019

Also watch the video lesson on completing task No. 29 in the Unified State Exam in social studies for the 2018-2019 academic year:

And this video discusses the structure of writing a mini-essay and evaluation criteria, and provides exercises for training:

In the Unified State Examination in social studies 29, the task is considered difficult - writing an essay on a statement, chosen from five proposed.

Essay- This short essay in prose, expressing the author’s personal position on a specific issue.

Algorithm for writing an essay in social studies:

• Acquainted with .
• Read all statements carefully;
• Highlight the main idea in each;
• Think about which idea you can quickly find arguments for;
• Write down the statements on a separate sheet of paper.
• Add at least two empirical examples, but more can be given.
• Monitor the quality of the examples: they must be presented without errors. An example should illustrate the stated point, so do not try to place them at the end of the text.

Sample essay plan

1. Introduction
2. Reflection of the problem in the text:
   • problem statement
   • Why is this problem relevant today?
3. Problem comment
   • what the author writes about
   • as the author writes
   • what conclusion does it lead the reader to?
4. Author's position
5. Student position:
   • agreement/disagreement with the author
   • own position
6. Argumentation (2 arguments)
7. Conclusion - conclusion

Now in more detail about the structure:

1. Quote.

For each topic, try to find quotes. Only they must be justified and accompanied by examples. To be able to refute or agree with the author of the statement.

2. The problem and its relevance.

Cliche:

This problem is relevant in the conditions...

• ...globalization of social relations;
• ...formation of a unified information, educational, economic space;
• ...exacerbation of global problems of our time;
• ...the special controversial nature of scientific discoveries and inventions;
• ...development of international integration;
• ...modern market economy;
• ...development and overcoming the global economic crisis;
• ...strict differentiation of society;
• ...the open social structure of modern society;
• ...formation of the rule of law;
• ...overcoming the spiritual and moral crisis;
• ...dialogue of cultures;
• ...the need to preserve one's own identity and traditional spiritual values.

Remember! You need to return to the topic periodically so as not to get carried away by off-topic discussions. This is considered an error.

3. The meaning of the statement.

Remember! There is no need to repeat the verbatim statement. State the main idea in your own words. For this use cliche:

• “The meaning of this statement is that...”
• “The author draws our attention to the fact that...”
• “The author is convinced that...”

4. Own point of view.

Determining your position consists of agreeing or disagreeing with the author in whole or in part. Or argue with the author and express your point of view.

Use cliche:

• “I agree with the author that...”
• “One cannot but agree with the author of this statement regarding...”
• “The author was right in asserting that...”
• “In my opinion, the author quite clearly reflected in his statement the picture of modern Russia (modern society... the situation that has developed in society... one of the problems of our time)”
• “I beg to differ with the author’s opinion that...”
• “Partly, I share the author’s point of view regarding..., but with... I can’t agree”
• “Have you ever thought about the fact that...?”

5. Theoretical argumentation.

It is necessary to use knowledge of social science: concepts, opinions of scientists, directions of scientific thought.

Remember! There is no need to overload your essay with terminology. You need to be sure that they are understood correctly and used appropriately. Prepare examples in advance.

6. Examples from social practice, history and literature.

Empirical level:

1. Using examples from social practice, history, and literature.
2. Usage own experience from life.

Remember! When using examples from history or personal experience, pay attention to their persuasiveness. Prepare examples in advance.

7. Conclusion.

The conclusion summarizes the reasoning - 1-2 sentences.

Use cliche:

• “Thus, we can conclude...”
• “To summarize, I would like to note that...”

• Unified State Examination in Social Studies.
• EGE in social studies.

14.03.2020

What plan to follow when writing an essay, how to build the correct structure and much, much more SUPER useful for you - on this page!

WHAT CHANGED IN 2020

Briefly about essay structure 2020

1. If there is a specific block, then we turn to it immediately. BUT! There may be an extremely “narrow” “bad” quote in your favorite block, which means you need to look for a quote from another social studies block.

2. Select a quote.

3. Let’s compare the quote and the block from the social studies course, it is listed next to the quote! We immediately begin to think in terms of this block (sociology, political science, economics, etc.)

4. We make a draft list of terms that need to be reflected in the essay. BUT only those that coincide with the topic of the essay!

5. If we cannot make a list of terms (at least 3 terms), then we choose another quote that we can open.

6. Write out the quote on the draft and underline it Keywords, on the basis of which we build the KEY IDEAS raised by the author.

THIS IS THE FIRST PARAGRAPH OF THE ESSAY – THE MOST IMPORTANT CRITERION, if it gets 0, then the whole essay gets 0!

7. We derive theoretical judgments from key ideas (2 exactly), accompanying them with terms from the list.

THIS IS THE SECOND PARAGRAPH OF THE ESSAY – THEORETICAL ARGUMENTATION

• Need to clarify...
• Researchers understand...
• The following types are distinguished...
• The classification is based on...

8. For each theoretical proposition, we select an illustrative example. Various sources! History, literature, social experience, books, films.

Examples should not be of the same type and abstract. Must clearly reflect theoretical judgments. You must show why you are using this fact as an illustrative argument!

THIS IS THE THIRD PARAGRAPH OF THE ESSAY – PRACTICAL ARGUMENTATION

• As an example…
• Firstly (if we say, firstly, then it must be, secondly; if we say on the one hand, then on the other side!)
• Experience...illustrates

9. In the conclusion, it is necessary to formulate and show how/why the ideas raised by the author in the quotation are important (we go from bottom to top of the essay)

PARAGRAPH - ENDING

• The importance of development….
• Thus,
• Hence…

10. Slogan phrase as the logical conclusion of creative thought.

An essay is an option for creative work:

• I hope,
• I think it's important
• I think it is necessary...
• This will improve…
• Will create the preconditions for improvement...

Here is a specific DETAILED plan for how to write an essay on the Unified State Exam in social studies. It consists of 7 important points.

Essay writing plan

1. Quote.
2. The problem raised by the author; its relevance.
3. The meaning of the statement.
4. Own point of view.
5. Argumentation at the theoretical level.
6. At least two examples from social practice, history and/or literature confirming the correctness of the opinions expressed.
7. Conclusion.

How to write a social studies essay in 2020 - webinar

1. Choice of statement

• When choosing statements for an essay, you must be sure that you know the basic concepts of the basic science to which it relates;
• clearly understand the meaning of the statement;
• you can express your own opinion (fully or partially agree with the statement or refute it);
• you know the social science terms necessary to competently substantiate a personal position at a theoretical level (the terms and concepts used must clearly correspond to the topic of the essay and not go beyond it);
• you will be able to give examples from social practice, history, literature, as well as personal life experience to confirm your own opinion.

2. Definition of the problem of the statement.

For a clearer formulation of the problem, we offer a list of possible formulations of problems that occur most often.

After formulating the problem, it is necessary to indicate the relevance of the problem in modern conditions. To do this, you can use cliche phrases:

• This problem is relevant in the conditions...
• ...globalization of social relations;
• ...formation of a unified information, educational, economic space;
• ...exacerbation of global problems of our time;
• ...the special controversial nature of scientific discoveries and inventions;
• ...development of international integration;
• ...modern market economy;
• ...development and overcoming the global economic crisis;
• ...strict differentiation of society;
• ...the open social structure of modern society;
• ...formation of the rule of law;
• ...overcoming the spiritual and moral crisis;
• ...dialogue of cultures;
• ...the need to preserve one's own identity and traditional spiritual values.

The problem must be revisited periodically throughout the essay writing process. This is necessary in order to correctly reveal its content, and also not to accidentally go beyond the scope of the problem and not get carried away by reasoning that is not related to the meaning of this statement (this is one of the most common mistakes in many exam essays).

3. Formulation of the main idea of ​​the statement

• “The meaning of this statement is that...”
• “The author draws our attention to the fact that...”
• “The author is convinced that...”

4. Determining your position on the statement

• “I agree with the author that...”
• “One cannot but agree with the author of this statement regarding...”
• “The author was right in asserting that...”
• “In my opinion, the author quite clearly reflected in his statement the picture of modern Russia (modern society... the situation that has developed in society... one of the problems of our time)”
  “I beg to differ with the author’s opinion that...”
• “Partly, I share the author’s point of view regarding..., but with... I can’t agree”
• “Have you ever thought about the fact that...?”

5-6. Argumentation of your own opinion

Argumentation must be carried out at two levels:

1. Theoretical level - its basis is social science knowledge (concepts,
terms, contradictions, directions of scientific thought, relationships, as well as opinions
scientists, thinkers).

Cliché phrases:

• Let's consider the statement from the point of view of economic (political, sociological...) theory...
• Let's turn to the theoretical meaning of the statement...
• In economic (political, sociological...) theory, this statement has its basis...

2. Empirical level - There are two options here:

1. using examples from history, literature and events in society;
2. appeal to personal experience.

When selecting facts, examples from public life and personal social experience, mentally answer the following questions:

• Do they confirm my opinion?
• Could they be interpreted differently?
• Do they not contradict the thesis I expressed?
• Are they convincing?

The proposed form will allow you to strictly control the adequacy of the arguments presented and prevent “drifting away from the topic.”

7. Conclusion

Finally, you need to formulate a conclusion. The conclusion should not coincide verbatim with the judgment given for justification: it brings together in one or two sentences the main ideas of the arguments and sums up the reasoning, confirming the correctness or incorrectness of the judgment that was the topic of the essay.

To formulate a problematic conclusion, cliche phrases can be used:

• “Thus, we can conclude...”
• “To summarize, I would like to note that...”
• In conclusion, we can conclude that...
• Based on all of the above, it can be argued that...

In addition, an additional advantage of the essay is the inclusion in it

• brief information about the author of the statement (for example, “outstanding French philosopher-educator”,
  “great Russian thinker of the Silver Age”, “famous existentialist philosopher”, “founder
  idealistic direction in philosophy”, etc.);
• descriptions of different points of view on a problem or different approaches to solving it;
• indications of the polysemy of the concepts and terms used with justification for the meaning in which they
  used in essays;
• indications of alternative solutions to the problem.

And in conclusion. Let's watch a webinar that discusses the structure of writing a mini-essay, provides exercises for training, and discusses evaluation criteria:

The most common mistakes when writing essays

• The saddest situation is that there is no plan at all. The man was afraid to write it, got confused, and stupidly didn’t have time to rewrite it from the draft. The draft is not checked on any Unified State Examination, is everyone aware? Neither an appeal nor tears change this situation.
• “Required” items are highlighted incorrectly. Yes, with the innovations it has become more scary, but it’s still worth a try. For example, to cover the topic “Political Parties” the following features were taken as “mandatory” points in the exam: political parties How public organizations, functions of political parties and classification/types of political parties. That's bad. Do you know which points are required for this topic?
• There are less than 3 points in the plan or none of the points are disclosed in the subparagraphs.“If you don’t know the rules, you won’t get points.” Learn the criteria.
• Plans for legacy templates no one needs it, it's a waste of time and points. There is no need to write the first paragraph with the question: “What is a market?” - this formulation is long outdated.
• There is no need to try to “stand out” or “show a special view of the world.” This is not a casting, this is just one of the tasks of the Unified State Exam.
• Spelling errors don't bother anyone, but if you can’t formulate a thought, your points will be reduced
• The plan is written off-topic or does not cover the topic “in essence”.