The relevance of the paper lies in the need to consider various structural types of concept study lessons. This is because the work of language and literature teachers in this line turns into a system conditioned by the objective of developing figurative and conceptual thinking of schoolchildren, as well as forming their world view and life stance. The testing and assessment materials of the unified state exam in the 9th and 11th forms also direct attention to concepts. The study aims to consider various types of lessons focusing on the one that involves a direct connection between Russian language lessons and the literature syllabus. The paper characterises one such lesson on the example of working with the concept "thing" in the 10th form while studying the drama "Girl without a Dowry" by A. N. Ostrovsky. I have identified the following stages: 1) visualising the concept on the basis of works of visual arts and popular science text; 2) creating a language portrait of the concept, which implies giving attention to the lexical meanings of the concept-word, its synonymic series, the combinability of the concept-word with other words, its phraseology, material nouns; 3) creating a context in conjunction with identifying the philosophical and moral-psychological meanings of the concept-word based on the analysis of aphorisms and fragments from works of fiction; 4) performing a fragment-focused analysis of A. N. Ostrovsky’s drama "Girl without a Dowry" (excerpts are examined against a background of the previously created context); 5) creating a concept model that consists of the rubrics "Reality", "Man", "Objectification of a person"; 6) fulfilling home creative assignments. Each new stage of the lesson is conditioned by the previous stage. This approach to a literary text followed in the classroom promotes the actualization of the interdisciplinarity principle whose attributes are the methods of linguo-stylistic and literary analysis.

The paper presents an analysis of the final stage assignments developed for the Russia-wide Olympiad in the Russian language for school students. The study identifies assignment types. Etymology and issues of the history of the language receive particular attention in designing such assignments. It is noted that participants are required to combine their knowledge of all Russian language course sections to complete most assignments rather than simply reproduce the material. The research highlights the main problems that students encountered when doing the assignments. The insufficient formation of reading literacy skills and decreased attention to studying and assimilating the language and its levels as systemic phenomena are among such challenges. At the same time, we conclude that many school students demonstrated a high level of language proficiency and general erudition.

The article aims to identify specific features of the classic textbook for higher pedagogical educational institutions "Methodology of teaching Russian at secondary school" written by academician A. V. Tekuchev. The paper outlines the results of the analysis of the structure and content of the textbook. In addition, I examine a fragment of the generalised material concerning the addressed issue of tracing the history of the textbook on Russian teaching methodology. This material will be useful to improve courses in the theory and history of Russian language teaching methodology. Moreover, it can help Russian language teachers to develop the classical methodological ideas.

The paper presents a linguo-stylistic analysis of two poems by V. K. Trediakovsky, namely "A Ceremonial Ode on the Surrender of the City of Gdansk" (1734) and "Ode I. A Solemn Ode on the Surrender of the City of Gdansk" (1752). The study aims to determine the correlation between the key provisions of Trediakovsky’s language programme and his linguistic style reflected in the two chronologically distant texts. To achieve this goal, we used analysis, synthesis, as well as inductive, deductive, comparative-contrastive, typological, linguo-stylistic, lexicographic, and quantitative methods. The contrastive analysis confirms the genre-driven systematic use of bookish Slavonic elements. Moreover, a significant proportion of them, primarily lexical and morphological, are found in the 1752 version, which indicates the tendency for the style of mature Trediakovsky to archaize. Both texts are characterized by the use of phonetic Old Church Slavicisms and clipped adjectives. The observation of lexical units enables us to postulate a wider range of such means in the 1752 text. It is in this poetic version that some cases of replacing a stylistically neutral word with a Slavicism are identified, which seems important in the light of confirming the archaizing tendencies in the style of late Trediakovsky. The observations of the sentence typology and structure allow us to suggest that the new verse requirements of the 1752 version triggered syntactic transformations. The result was a rarer use of one-member sentences, an increase in the number of two-member and asyndetic composite sentences, and an insignificant decrease in the proportion of extending members of the sentence and syndetic multi-component composite constructions. At the same time, the syntactic pattern of the text does not appear to be completely renewed and innovated due to such constraints as the inverted order of sentence members and their significant intentional distancing. The analysis we performed confirms the inconsistency in the style and linguistic aspirations of V. K. Trediakovsky. His individual style still remains to be studied comprehensively.

The article deals with the structure and functions of two semantic fields functioning in the text of the comedy "The Forest" by A. N. Ostrovsky, namely the field "Theatre" and the field "Forest". It is shown that the words in these fields appear both in direct and figurative meanings and are text-forming in nature. They occur frequently and reflect the specific features of the conflict and the theme of the play. Examining the key semantic fields provides the basis for a linguo-stylistic analysis of the comedy "The Forest" performed with structural-semantic and linguoculturological research methods. The study focuses particular attention on the figurative potential of lexical and phraseological units in the semantic fields under consideration. It is noted that the words in the field "Forest" have national and cultural specificity and are associated with the images of Russian folk culture. At the same time, the units of the semantic field "Theatre"develop the game motif and determine the cross-cutting oppositions in the text of the comedy. Their functioning is associated with the "theatre in the theatre" technique which was often used by the playwright and is characteristic of his plays.

The article characterises biblical allusions in the text of the story "The Life of Klim Samgin" by M. Gorky. The study relies on the methods of description, commenting, intertextual analysis, interpretation, and the hermeneutic circle. I conclude that the biblical allusions to water and fire employed by Gorky acquire the meaning of symbols which indicate a catastrophe reaching apocalyptic proportions. The catastrophe particularly refers to the death of the Russian Empire and the Russian intelligentsia created by it. The above mentioned allusions also help to understand the idea of the story better, as well as to approach a deeper comprehension of the authorial image.

The relevance of the article is determined by its historiographical purpose – to show that a number of provisions of the concept of D. N. Ovsyaniko-Kulikovsky were ahead of their time and developed thoroughly only in modern interdisciplinary areas of Linguistics. These provisions emphasized that artistic speech is a psychological activity of a person, which is influenced by socio–cultural factors via specific combinations with individual psychological factors in the personality of each creator. That is why the researcher strives to study the problems of artistic creativity as an integral system of "psychology of language, thought and creativity". This approach is based on the deep conviction that all elements of the human psyche are increasingly synthesized evolutionarily, and only this leads to the appearance of personality. The research is based on the material of the scientist’s articles and articles of a number of authors of "Issues of Theory and Psychology of Creativity" in 1907–1923.

The article presents a fragment of academic rules, namely those for spelling unstressed vowels in noun endings. Tables and teaching materials accompany the rules. This section of orthography is well-studied and described in both scientific and methodological literature. The provided characterisation is generalising: it systematically presents all orthographically significant types of noun declensions. The main rule formulation does not result in the usual vicious cycle, i. e. when the ending of the original form determines declension type (words ending with -a(-ya), words ending with -o(-ye)), and the ending of the motivating word is determined by the declension type (lake/ozero as window/ okno). The rules address all groups of words and individual lexemes that diverge from standard paradigms and present spelling difficulties. These include bolgarin – bolgary/a Bulgarian – Bulgarians, but anglichanin – anglichane/an Englishman – the English; Pushkin – Pushkinym/Pushkin – by Pushkin, but Chaplin – Chaplinom/Chaplin – by Chaplin; Sofia – o Sofii/Sofia – about Sofia, but Liya – o Lie/Leah – about Leah, Viy – o Vie/Viy – about Vii; j-stem words (Maya)), as well as grammatical variants (usishcha and usishchi/a very big moustache). We also mention individual words with stressed endings which do not correspond to this declension type (put’/path, kiy/cue). The rules prevent errors in dividing word forms into morphemes incorrectly. Such mistakes are common in reference and educational literature. One note discusses the problem of differentiating noun forms ending with -ie, -ii from derivative prepositions and lexicalised (adverbial) prepositional-case combinations associated with them. Their pronunciation coincides with that of prepositions (v zaklyuchenii soderzhitsya oshibka/there is an error in the conclusion – v zaklyuchenie seminara blagodaryu vsekh uchastnikov/in conclusion of the seminar, I thank all participants, skazal v zaklyuchenie/in conclusion, he said). Teaching materials enable educators to consistently form the skills necessary to correctly spell prepositions ending with -ie, -ii, as well as adverbial combinations and prepositional noun phrases associated with them. A sufficient number of examples, their grouping and arrangement enable learners to observe the semantic, syntactic, spelling differences of prepositions, adverbial combinations, and nouns. The materials permit wide variation in the volume and complexity of assignments. This allows teachers to adapt them focusing on the age and the preparation level of learners.

The way subject content is structured determines the strategy to teach it. Systemic thinking formation depends on the entirety of assimilating such content by students. Difficulties arise while ensuring the holistic assimilation of the content of modular structure subjects. Such disciplines are studied for two or more semesters. Students undergo midterm assessment. Unfortunately, learners perceive each module as a separate subject without establishing systemic connections between disciplines. This study aims to find a way to ensure that students learn the modular structure discipline "Russian language teaching methodology" holistically. The article attempts to solve the issue of structuring the content of student linguistic and methodological training. The study was conducted within the systematic approach framework. Investigating the content of the course in Russian language teaching methodology as a system required identifying its components and determining their connections and their core component. Teaching Russian in forms I–XI aims to develop student linguistic personality. Reliance on the linguistic personality concept and structure made it possible to identify the abovementioned core component. It is the section "Methodology for teaching speech culture and stylistics" of the course in Russian language teaching methodology for forms V–IX. This section promotes the connections between the elements of each section as well as between sections. Thus, it ensures the content integrity of the course in Russian language teaching methodology.

The paper considers the main stages of the scientific activity of Academician N. I. Tolstoy. In addition, the study analyses the most important scholarly works on toponymy in his extensive linguistic heritage. I describe the innovative methods the scientist used for the semantic reconstruction of the oldest layers of the appellative and toponymic vocabulary in the Slavic regions. These methods were also employed to establish reliable etymologies. The paper illustrates the significance of the works by N. I. Tolstoy for the development of the theory and practice of modern toponymy. Moreover, the specific features of the scientific presentation style peculiar to the researcher are noted.