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Abstract: The article discusses the methodological potential of problem situations aimed at training high school students in writing essays, reflecting the text read. Based on the methodological principle of the continuity of work on the speech development, the system of lessons makes available an achievement both in subject and in metasubject results. Teacher regularly offers to carry out cross-checks of the created works in order to stimulate the development of students' spelling, punctuation and the skill of identifying speech mistakes in text. Even those students who initially have not had a high level of the substantive knowledge of the Russian language gradually begin to navigate the main types of classmates’ mistakes in opinion essays. Students’ skills of the critical evaluation of another person's text with the correct pedagogical support also make a positive impact on the quality of their own texts. The most successful students are able to get very difficult verification criteria connected with the logical structure of an opinion essay. The student faced with the challenge of creating an opinion essay after reading a text, should be helped to divide it into several less complex problems and components and be provided with educational support through the number of problem situations, the solution of which will allow to significantly develop student's speech, his foundations of logic and critical thinking skills.