Writing technology. Open job bank Influence of pop stars on teenagers arguments
Option: 52
1. Task formulation
Formulate
text) is not evaluated.
2. Source text
(1) For some reason, many modern pop "stars" talk with particular pleasure about how poorly they studied at school. (2) Someone was reprimanded for hooliganism, someone was left for the second year, someone brought teachers to a fainting state with their mind-blowing hairstyles ... (Z) You can treat such revelations of our "stars" differently: some these stories about a mischievous childhood are touching, others begin to complain grumblingly that today the path to the stage is open only to mediocrity and ignoramuses.
(4) But what worries me most is the reaction of teenagers. (5) They have a strong conviction that the shortest path to fame lies through the children's room of the police. (b) They take everything at face value. (7) They do not always understand that stories about a “crazy” childhood, when the future “star” amazed everyone around with its exotic originality, is just a stage legend, something like a concert costume that distinguishes an artist from an ordinary person. (8) A teenager does not just perceive information, he actively transforms it. (9) This information becomes the basis for his life program, for developing ways and means to achieve the goal. (10) That is why a person who broadcasts something to an audience of millions must have a high sense of responsibility.
(11) Does he really express his thoughts or unconsciously continue the stage play and say what the fans expect from him? (12) Look: I am “my own”, just like everyone else. (13) Hence the ironic and condescending attitude towards education, and the coquettish scoffing: “Learning is light, and ignorance is a pleasant twilight”, and arrogant narcissism. (14) But now the transfer is over. (15) What is left in the soul of those who listened to the artist? (1b) What seeds did he sow in trusting hearts? (17) Whom did he make better? (18) Whom did he direct on the path of creative creation? (19) When a young journalist asked a well-known DJ these questions, he simply snorted: go ahead, I’m not for that at all. (21) And a person who has not yet built himself as a person, has not realized his mission in society, becomes a humble servant of the crowd, its tastes and needs. (22) He may be able to sing, but he doesn’t know why he sings.
(23) If art does not call to the light, if it, giggling and winking slyly, drags a person into “pleasant twilight”, if it destroys unshakable values with poisonous acid of irony, then a reasonable question arises: does society need such “art” worthy of does it have to become part of the national culture?
(According to I. Gontsov)
Single state exam, 2007 RUSSIAN LANGUAGE, grade 11.
Option; 52
3. Information about text
Main 1) the problem of the influence of popular artists on
problems: teenagers (how popular artists and their
statements about teenagers?);
2) the problem of the artist's moral responsibility to society (what remains in the souls of people after the artist's performance?);
3) the problem of artists neglecting social norms for the sake of popularity with the public (is it worth building a stage image on outrageousness, on disregard for social norms, education?);
4) the problem of the purpose of art (does society need art built on the neglect of
position: on teenagers who believe their stories about bad
learning and bad behavior in childhood and believe that this is how you can succeed in life; therefore, the artist must have a special sense of responsibility;
2) if the artist is not aware of his mission in society, is not aware of himself as a person, he becomes a humble servant of the crowd;
3) the stage image, based on the disregard for social norms, disrespect for education, is similar to a concert costume; such an image does not help the artist to make the audience better, to direct people on the path of creativity, creation;
4) art that does not help people become better, does not call to the light, is unworthy of being part of the national culture.
Criteria evaluation of the answer to the task C1
Single state exam, 2007, RUSSIAN LANGUAGE, grade 11.
Option: 53
1. Task formulation
Write an essay based on the text you read.
Formulate and comment on one of the problems posed
Justify your answer, based on knowledge, life or
reader experience (the first two arguments are taken into account).
The volume of the essay is at least 150 words.
A work written without relying on the text read (not according to this
text) is not evaluated.
If the essay is a paraphrase or a complete
rewritten original text without any comments,
then such work is evaluated by zero points.
Write an essay carefully, legible handwriting.
2. Source text
(1) Vasily Fedotov was a rather interesting type of merchant who came out of the clerks and achieved good prosperity, but self-interest with the desire to put an extra million in his pocket ruined him.
(2) Fedotov was of medium height, bald, tried not to look you in the eye. (Z) At meetings, he raised his eyelids, looked at you with a quick glance and immediately lowered them; the same look, used as a special kind of coquetry, has been observed in some women. (4) He was extremely nervous; when he spoke to you, he raised his eyes to the sky, his hands too, to testify that he was right, and if this, in his opinion, was not enough, he poured out a tear, beat his chest. (5) His whole figure, his whole appearance with these gestures and tears was somehow unnatural, and they didn’t particularly trust him, calling him Vaska Fedotov behind his back, saying: “This Vaska will still invite us to a “cup of tea”. (6) Among the merchants, a “cup of tea” meant a meeting of creditors with a discount offer. (7) And this opinion turned out to be absolutely correct; he timely, before being invited to a “cup of tea”, transferred both houses to his wife, the cost of which amounted to about three hundred thousand rubles, put capital in her name in the bank, also three hundred thousand rubles, and was sure that he provided himself for a rainy day .
(8) But it turned out that, as they say, a person proposes, but God disposes, (9) The competition was over, and his wife escorted him out of her
Houses. (10) Fedotov, insulted, ruined, in order to exist, became a stock trader and, doing commission work, went to friends With different offers. (11) Once, during such an arrival, he, gloomy, unhappy, with wandering eyes from excitement, entered me, sat down on a chair and, clutching his head, fell on the table and sobbed. (12) His sobs were sincere, and not crafty, as he had to do before in order to obtain any benefits; now he really suffered. (13) Water and valerian drops brought him to a calmer state, he apologized for the disturbance and said:
(14) - You know that I lost my entire fortune, my favorite business, I was left by my wife, but no matter how painful it was for me, I endured it. (15) I had the only daughter who was dearest to me. (1b) When marrying, I rewarded her with fifty thousand rubles, gave her the same amount of diamonds and a dowry; whenever she came to me, I always gave her something, asked her: “Do you need anything?” (17) She was joy and love for me, I lived for her, and she was everything for me! (18) And on the way to you, at the Ilyinsky Gate, I see her walking towards me. (19) Can you imagine my unexpected joy! (20) I hasten to her. (21) She, when she saw me, turned to the side, pretending that she did not want to talk to me. (22) It was already beyond my strength!
(According to N. Varentsov)
3. Information about the text |
||
Main problems: | the problem of true and false life values (what can be called true life values?); the problem of the relationship between fathers and children (on what should relations between fathers and children be built?); the problem of responsibility for one's actions (does everything in human life go unpunished?). |
|
only universal human values are true: love, devotion, decency; in relations between children and parents, non-monetary relations should be priority; Man is always responsible for his actions. |
Evaluation criteria response on task C1
Option; 54
1. Task formulation
Write an essay based on the text you read.
Formulate and comment on one of the problems posed
Justify your answer, based on knowledge, life or
reader experience (the first two arguments are taken into account).
The volume of the essay is at least 150 words.
A work written without relying on the text read (not according to this
text) is not evaluated.
If the essay is a paraphrased or. fully
rewritten original text without any comments,
then such work is evaluated by zero points.
Write an essay carefully, legible handwriting.
2. Source text
(1) I am standing in the lobby of the editorial office of the central newspaper and patiently waiting for the duty officer to finish a telephone conversation with a friend. (2) The attendant is on the phone, explaining in detail the address of some of her girlfriends. (3) Finally, her distant interlocutor, and at the same time I thoroughly understood the right and left turns, fences, pits and pipes. (4) The phone hangs up, the attendant leans back in her chair, apparently remembers her friends for about two minutes and then, without looking at me, plunges into the visitor's book. (5) Here, of course, I can not stand it. (6) A stormy scene follows, they brand me “insensitive”, “impolite”, “meticulous person”, words fly that I want to immediately forget. (7) Only fifteen minutes later, after a fair amount of shock, I was able to go to the letter department, where the editor was waiting for me.
(8) On top of a pile of envelopes and papers of various sizes, with which the table is littered, two sheets of paper with editor's notes. (9) This is for me. (10) One letter from the Urals, Another from the Rostov region. (11) One from a young specialist, the other from a veteran. (12) And the content is almost the same. (13) It is described, in particular, how, having entered the office of an official, you need to stand for several minutes in front of the boss sitting in an armchair, busy with his own affairs, so that "every cricket knows its hearth."
(14) Naturally, after the scene just played out at the entrance, I immediately have a silent question to the authors
letters: why do they only talk about leaders? (15) And what about the watchman - worse? (1b) Or do watchmen not have absolute power in their workplace? (17) Or are they pre-selected for a position with the identification of their abilities for a sensitive (and therefore businesslike) attitude towards the visitor? (18) And the sellers? (19) Receptionists? (20) Nurses? (21) Bus drivers?
(22) I silently rake up bundles of letters. (23) This is a source of sociological information about the norms governing people's relations.
(24) What are "norms"? (25) These are the rules that must be followed in order to achieve some goal. (26) People's behavior is always subject to some rules, norms. (27)[...] norms determine the forms and nature of the interaction of people in society. (28) They are invisibly present in our minds. (29) These norms - unwritten laws - seem elusive to us. (30) Is it possible, and if possible, then how to formulate a look, a smile, a shrug of the shoulders, intonations of the voice? (31) But it is precisely these “little things” that determine what scientists call informal communication.
(32) When a person causes obvious damage to someone's property, health, he is brought to court, to criminal or administrative liability. (ЗЗ) Here legal norms come into effect, which are established by legislative means. (34) They are reflected in normative acts, are included in the codes of laws. (35) But no codes can provide for strict standards for the relationship of people, even directly in production. (Zb) Impoliteness or the desire to humiliate a colleague, client, passenger, subordinate, classmate is not considered a violation of legal norms. (37) Informal communication is the area of morality. (38) Behavior here should be regulated differently. (39) How?
(Assisted by M. Bobneva)
Criteria for evaluating the answer to task C1
Unified State Exam, 2007 G. RUSSIAN LANGUAGE, grade 11.
Option: 54
3. Text Information
Main 1) the problem of ethical standards governing business
problems: relationships between people (how they should behave
people endowed with any power - from the watchman to the leader - in relation to other people?);
2) the problem of the correlation of legal and ethical norms (is it possible to legally regulate informal relationships between people at work?);
3) the problem of the formation of norms of moral behavior in society (how can the informal behavior of people in society be regulated? How to influence the “region
position: empowered, neglect ethics in relationships
with "ordinary" people;
2) all the norms of "informal communication" cannot be prescribed in the laws, this is the area of morality;
3) you need to look for a way to regulate social, moral norms.
Criteria for evaluating the answer to task C1
Unified state exam, 2007 RUSSIAN LANGUAGE, grade 11.
Option: 55
1. Task formulation
Write an essay based on the text you read.
Formulate and comment on one of the problems posed
Justify your answer, based on knowledge, life or
reader experience (the first two arguments are taken into account).
The volume of the essay is at least 150 words.
A work written without relying on the text read (not according to this
text) is not evaluated.
If the essay is a paraphrase or a complete
rewritten original text without any comments,
then such work is evaluated by zero points.
Write an essay carefully, legible handwriting.
2. Source text
(1) She was a little late, in the courtyard all the shops were occupied by the public. (2) However, a place was waiting for her on a fenced bench, where several famous theatrical personalities were sitting. (Z) She greeted friends, sat down and looked around. (4) Everything is thought out: a performance from the fifties and sixties, played in the natural scenery of the Moscow courtyard, nothing needs to be made. (5) 3 here everything remains as it was in those years. (b) Except that an old tapestry was deliberately hung on one of the walls of the house.
(7) She took out glasses from her purse, peered. Exactly such a woven tapestry with a fringe hung over her trestle bed in her parents' apartment for many, many years. (9) Exactly such a tapestry: a family of deer descending to a watering hole, a mill on a stream, distant calling mountains are woven on it ...
(10) About ten minutes later it began to get dark, the actors came out, and the action began.
(11) She could not concentrate at all. (12) The sight of the tapestry, a companion of her childhood and youth, hung out for everyone to see, made it difficult to follow the actors.
(13) Suddenly I remembered a whole fan of long-forgotten pictures. (14) Grandmother feeds her porridge right in bed. (15) The characters embroidered on the brand new tapestry are present here very actively both as scenery and as participants in the action...
(16) Grandmother's speckled hand with a spoon obediently rested against a tapestry bush, from which a head with ears protruded, then peacefully followed into the neighboring, fraternally spread out mouth.
(17) And then, in school years, how sweet it was to hurt under her tapestry! (18) The main thing is that you could lie in an embrace with a book or even several books, changing them alternately, because you know everything by heart, and this is especially sweet.
(19) Once, in the ninth grade, she ended up in the house of a fellow student, the daughter of a well-known lawyer in the city. (20) Growing up in a family of very low income, she had never seen such wealth before - all these silver appliances with monograms during an everyday family dinner, this old heavy furniture, these huge, delicate ornate carpet patterns.
(21) - That Persian, - said the lawyer's daughter, nodding at the dining room wall, - and in my father's office there is a real Peshawar, grandfather. (22) He is almost a hundred years old ...
(23) What pulled her tongue to say:
(24) - We also have a carpet, not so big ...
(25) Her friend wrinkled her nose funny and said softly:
(26) - You don’t have a carpet, but a tapestry with ducks. All this petty-bourgeois vulgarity was in vogue about ten years ago.
(28) She ran home and, in a fit of indignant shame, began to tear her tapestry from the carnations.
(29) - What are you? her mother asked behind her back. (30) - What's wrong with you?
(31) - Because this is vulgarity, vulgarity! she shouted hotly.
(32) - Ah! - said the mother. (33) - Where did you pick it up today? (34) And, having listened to everything that, choking with resentment, her daughter blurted out to her,
spoke calmly:
(35) - This is what it is - [...]. (Z6) Hang the tapestry back, wash your hands and eat.
(37) And she, sobbing helplessly, hung up the tapestry, sat down under its spreading crown and wept, through evil tears examining familiar stumps, grass and peaked mountains in the distance to a millimeter ...
(38) A few more years passed, the tapestry was worn out in the area of the mill, my mother made a beautiful pillowcase out of it.
(39) Here's what's funny: not so long ago, the pillow migrated to their new apartment.
(40) - Well, how is the performance? - the daughter asked, returning from some of her parties.
(41) - There, you know, they hung a tapestry ... - she said smiling.
(42) - What kind of tapestry?
(43) -Well, exactly like oursRemember?
(45) - No, I don’t remember ...
(46) - Wait! (47) How is it - “I don’t remember”? !
(48) - Oh God! - the daughter sighed, rolled her eyes, went to put the kettle on.
(49) And her heart suddenly sank, a nagging resentment rolled up to her throat.
(50) - You don't remember anything! - she exclaimed. (51) Indifference is the banner of your generation!
(52) - Banner?! the daughter snorted. (53) - Well, mother, you give! - and went to her.
(54) - Why did you pester her with your tapestry? the husband asked in an undertone. (55) - This is your childhood and youth, so love them to your health, what does the girl have to do with it?
(According to D. Rubina)
3. Information about the text
The main ones are 1) the problem of memory (what remains in the human
problems: memory from such an important period as childhood?);
2) the problem of generations [which of the heroes is right in their attitude to memories?);
3) the problem of true and false values (what _______________ value for the heroine of a simple woven tapestry?).
position: things from the past that will show
beautiful because they are associated with childhood and
2) the daughter of the heroine is still too young to treat memories as touchingly as her adult mother;
3) the true values in life are the events that take place in it, and the memory of these events.
Criteria for evaluating the answer to task C1
Single state exam, 2007 RUSSIAN LANGUAGE.1 1 Class.
Option: 56
1. Task formulation
Write an essay based on the text you read.
Formulate and comment on one of the problems posed
Justify your answer, based on knowledge, life or
reader experience (the first two arguments are taken into account).
The volume of the essay is at least 150 words.
A work written without relying on the text read (not according to this
text) is not evaluated.
If the essay is a paraphrase or a complete
rewritten original text without any comments,
then such work is evaluated by zero points.
Write an essay carefully, legible handwriting.
2. Source text
(1) On the anniversary of the celebration of the Pushkin jubilee, at one of the meetings, I happened to be a witness to a very curious conversation. (2) The deputy head of one of the city districts asked his colleague how they wanted to celebrate the anniversary. (3) The official sighed and drawled plaintively: “Yes, we don’t know yet ...” (4) There was so much agonizing longing in his voice, so much genuine fatigue! (Z) They forced a poor person to do something in which he sees no point, no benefit.
(6) I would like to talk about the benefits of Pushkin. (7) In our time, when the market reigns supreme with its exact calculation, it seems to many that the spiritual sphere of a person is insignificant, it can be neglected, it can be ignored. (8) Indeed, in life, understandable “arithmetic” reigns for everyone and everyone: you buy where it is cheaper and better, and the manufacturer, if he does not want to fly into the pipe, will take care of pleasing the consumer. (9) But such clarity and consistency are actually illusory, those who believe in them are much more gullible and naive than those who believe in the moral powers of the human soul.
(10) “Take care of honor from a young age,” Pushkin bequeathed in his “Captain’s Daughter”. (11) "Why?" - asks another modern "ideologist" of our market life. (12) Why save goods for which there is a demand: if I am well paid for this very “honor”, then I will sell it. (13) Remember the merchant Paratov from “Dowry”: “I don’t have anything cherished, I’ll find a profit, so I’ll sell everything, anything ...” (14) And the only obstacle to this deal is the question of price. (15) But what does such a completely reasonable logic lead to in our life? (16) Here, a pharmacy worker is offered counterfeit medicines, and he agrees to sell them not at all because he fiercely wishes evil to people, but simply it is beneficial for him, and the obstacle in the face of "honor", "shame" and other "unnecessities" has been removed. (17) Here is a university teacher for a bribe suits yesterday's loser to the university. People step over their conscience only because they consider it to be something ephemeral, invented, and the banknotes that they receive in their hands are quite the material basis of well-being. (19) But what does this scanty philosophy lead to, what terrible, already completely material, quite tangible troubles does this stupid wisdom, this unscrupulousness, this “disgrace” bring us?
(20) Many perceive the moral appeals of Russian writers as a tedious teaching, not realizing that they are based on the desire to save a person. (21) And the fate of our country, which has all the material prerequisites for becoming one of the richest countries in the world, but which for some reason still remains poor, just speaks of how important the human soul is, how important be honest and conscientious.
(According to S. Kudryashov)
3. Information about the text
Main problems:
1) the problem of the role of literature in the spiritual life of modern society (what is the significance of Russian literature for modern people");
2) the problem of honor (how are the moral foundations of society and the development of the country as a whole interrelated?)
position: modern society is great, since literature
develops the moral principle in people;
mercantile philosophy brings to society
real danger; 2) priority of honor, high moral
exactingness is the most important conditions ______ prosperity of our country. _____________________
Criteria evaluation response on task C1
Unified state exam, 2007 RUSSIAN LANGUAGE, grade 11.
Option: 57
1. Task Formulation
Write an essay based on the text you read.
Formulate and comment on one of the problems posed
Justify your answer, based on knowledge, life or
reader experience (the first two arguments are taken into account).
The volume of the essay is at least 150 words.
A work written without relying on the text read (not according to this
text) is not evaluated.
If the essay is a paraphrase or a complete
rewritten original text without any comments,
then such work is evaluated by zero points.
Write an essay carefully, legible handwriting.
2. Source text
(1) On Holy Week, the Laptevs were at the painting school at an art exhibition.
(2) Laptev knew the names of all famous artists and did not miss a single exhibition. (3) Sometimes in the summer at the dacha he himself painted landscapes with paints, and it seemed to him that he had a wonderful taste and that if he had studied, then a good artist would probably have come out of him. (4) At home he had paintings of ever larger sizes, but bad ones; the good ones are badly hanged. (Z) It happened more than once that he paid dearly for things that later turned out to be a crude fake. (6) And it is remarkable that, timid in general in life, he was extremely bold and self-confident at art exhibitions. (7) Why?
(8) Yulia Sergeevna looked at the pictures, like a husband, through a fist or through binoculars and was surprised that the people in the pictures were as alive, and the trees as real; but she did not understand, it seemed to her that there were many identical paintings at the exhibition and that the whole purpose of art was precisely that in the paintings, when you look at them with your fist, people and objects stand out as if they were real.
(9) - This is Shishkin's forest, - her husband explained to her. (10) - He always writes the same thing But pay attention: such purple snow never happens And this boy's left hand is shorter than his right.
(13) When everyone was tired and Laptev went to look for Kostya to go home, Yulia stopped in front of a small landscape and looked at him indifferently. (14) In the foreground is a river, behind it a log bridge, on the other side a path disappearing in dark grass, a field, then on the right a piece of forest, near it a fire: they must be guarding the night. (15) And in the distance the evening dawn burns out.
(1b) Julia imagined how she herself was walking along the bridge, then along the path, farther and farther, and all around it was quiet, sleepy jerks were screaming, a fire was flashing in the distance. (17) And for some reason, it suddenly seemed to her that these same clouds that stretched across the red part of the sky, and the forest, and the field she had seen for a long time and many times, she felt lonely, and she wanted to go and go along the path ; and where there was an evening dawn, a reflection of something unearthly, eternal rested.
(18) - How well written! she said, surprised that the picture suddenly became clear to her. (19) - Look, Alyosha! (20) Do you notice how quiet it is here?
(21) She tried to explain why she liked this landscape so much, but neither her husband nor Kostya understood her. (22) She kept looking at the landscape with a sad smile, and the fact that others did not find anything special in it worried her. (23) Then she again began to walk around the halls and examine the paintings, she wanted to understand them, and it no longer seemed to her that there were many identical paintings in the exhibition. (24) When she, having returned home, for the first time in her life, drew attention to the large picture hanging in the hall above the piano, she felt enmity towards her and said:
(25) - Hunt to have such pictures!
(26) And after that, golden cornices, Venetian mirrors with flowers and paintings like the one that hung over the piano, as well as the reasoning of her husband and Kostya about art, aroused in her a feeling of boredom, annoyance and sometimes even hatred.
Criteria for assessing the answer "to task C1
Single state exam, 2007, RUSSIAN LANGUAGE, grade 11.
Option: 57
3. Text Information |
||
Main problems: | the problem of human perception of art (how does a person perceive art? Why do some people immerse themselves in the world created by the artist, while others remain deaf to the world of beauty?); the problem of the value of real art (what kind of art can be considered real? What is the value of real, genuine art?). |
|
art says a lot to a sensitive person, makes you think about the most mysterious and intimate; valuable in art is its ability to influence the soul of a person, therefore, the art that ennobles the soul, elevates the thoughts of a person is genuine. |
Criteria evaluating the answer to md "nne C1
Unified state exam, 2007 RUSSIAN LANGUAGE, grade 11.
Option: 58
^Formulation of the task
Write an essay based on the text you read.
Formulate and comment on one of the problems posed
Justify your answer, based on knowledge, life or
reader experience (the first two arguments are taken into account).
The volume of the essay is at least 150 words.
A work written without relying on the text read (not according to this
text) is not evaluated.
If the essay is a paraphrase or a complete
rewritten original text without any comments,
then such work is evaluated by zero points.
Write an essay carefully, legible handwriting.
2. Source text
(1) Most people imagine happiness very specifically: two rooms - happiness, three - more happiness, four - just a dream. (2) Or a beautiful appearance: although everyone knows about “don’t be born beautiful ...”, however, deep down we firmly believe that with a different ratio of waist and hips, our life could have turned out differently.
(H) Wishes can come true. (4) There is always hope, if not for slender hips, then at least for an extra room, and if you are very lucky, then for a house with a sea view. (5) But if our houses and figure have nothing to do with the feeling of complete bliss? (6) What if each of us is born with a greater or lesser capacity for happiness - an ear for music or mathematical abilities?
(7) This is the conclusion that psychologist Robert McCray came to after a ten-year study he conducted, covering about 5,000 people. (8) At the beginning and end of the experiment, the participants were asked to talk about the events of their lives and characterize themselves. (9) Are they smiling or gloomy? (10) Do they see the glass half full or half empty?
(P) Strikingly, the degree of satisfaction with one's own life was almost the same at the beginning and at the end of the study, regardless of what happened in the lives of its participants. (12) People rejoiced, grieved, mourned, but over time they returned to the starting point. (13) The level of happiness of each person was connected mainly with his personality, and not with the circumstances of life.
(14) Then they decided to measure this elusive constant. (15) used a special technology - positron emission tomography - to measure the neural activity of the brain in different states. (16) It turned out that people are naturally energetic, enthusiastic and optimistic have a high activity of a certain area of the cerebral cortex - the left prefrontal zone, which is associated with positive emotions. (I) The activity of this zone is a surprisingly constant indicator: scientists took measurements with an interval of up to 7 years, and the level of activity remained the same. (18) This means that some people are literally born happy. (19) Their wishes come true more often, and even if this does not happen, they do not dwell on failures, but find the bright side in the situation.
(20) But what about those whose left prefrontal area is not so active? (21) It's a shame to live and know that even a crystal palace on a tropical island will not bring you happiness! (22) Why then all the efforts? (23) Why make a career and build houses, go on a diet and sew outfits, if the amount of happiness is already measured to you at birth and will not change one iota? (According to K. Korshunova)
3. Information about the text
Basic 1) the problem of understanding happiness (happiness is a concept
problems: abstract or concrete? What is the content
this concept? Is it achievable?): 2) the problem of the ability to be happy (is every person capable of being happy? Or does it need to be learned? Is the ability to be happy innate, like any other? Is it possible to develop the ability to feel happiness? And Can any of us do this? _
position: a person always has hope that his desires
come true and he will achieve happiness;
2) scientists' experiments prove that there is an innate ability to be happy; given that there is a gene for happiness, there is doubt that every person can be happy.
Criteria evaluation answer to task C1
Single state examination, 2007 RUSSIAN LANGUAGE, 11 Class.
Option: 59
1. Formulation tasks
Write an essay based on the text you read.
Formulate and comment on one of the problems posed
Justify your answer, based on knowledge, life or
reader experience (the first two arguments are taken into account).
The volume of the essay is at least 150 words.
A work written without relying on the text read (not according to this
text) is not evaluated.
If the essay is a paraphrase or a complete
rewritten original text without any comments,
then such work is evaluated by zero points.
Write an essay carefully, legible handwriting.
2. Source text
(1) An old man in a naval uniform was sitting on the banks of the Moksha River. (2) The last pre-autumn dragonflies fluttered over him, some sat on shabby epaulettes, rested and fluttered when the person occasionally moved. (3) He was stuffy, he relaxed his long-long unbuttoned collar with his hand and froze, peered with watery eyes at the palms of small waves patting the river. (4) What did he see now in this shallow water? (5) What was he thinking?
(6) Until recently, he still knew that he had won great victories, that he had managed to break free from the captivity of old theories and discovered new laws of naval combat, that he had created more than one invincible squadron, and brought up many glorious commanders and crews of warships.
(7) But hardly ten years have passed since his resignation, and they tried to forget about him in the imperial palace, in the Admiralty, and in the headquarters of the fleets and naval schools. (8) So, Fedor Fedorovich Ushakov, the disgraced Russian naval commander, was ending his life, forgotten by the authorities and naval commanders here, in the center of Russia, in the Tambov region. (9) Forty campaigns he led, he was not defeated in a single battle. (10) The brilliant victories of the Russian fleet under his command made the name of Fedor Ushakov legendary. (11) But few people remembered this then in Russia ...
(12) Contemporaries often do not notice the genius, talent, prophet in their environment. (13) They cannot, and if we recall history, they do not want to highlight the outstanding, their superior abilities of their neighbor. (14) They speak with irritation about such a person, raising him at best to the category of eccentrics and lucky people ...
(15) 3 the sounds of that day mixed up in him, swam one upon another, forcing him to shudder, look around. (16) He recalled distant campaigns and battles. (17) His eyes were open, but his gaze wandered somewhere, along distant roads, bays and harbors, stumbled upon fortress walls and coastal reefs.
(18) The wind was blowing, trying to wrap up, swaddle the lonely admiral, and he pushed him away with his hand, trying to delay the visions of the past.
(According to V. Ganichev)
3. Information about the text
Main 1) the problem of historical memory (should it be preserved in
problems: stories, remembering the names and deeds of people,
glorified themselves in any profession or in the defense of the Fatherland, such as, for example, Fedor Ushakov?);
2) the problem of loneliness (what makes a person feel lonely?);
3) the problem of assessing talent by contemporaries (what prevents contemporaries of a talented person from
to appreciate his abilities?).
position: glorifying their Fatherland with discoveries in some
either profession, including in the naval; the memory of the defenders of the Fatherland should be especially carefully preserved in subsequent generations;
2) a person feels lonely when he ceases to be of benefit to people, when his discoveries and achievements in any field remain unappreciated;
3) contemporaries often act cruelly towards a genius, inflict spiritual wounds on a talented person, because they cannot or do not want to recognize abilities more outstanding than
Evaluation criteria response willows exercise C1
Unified state exam, 2007 RUSSIAN LANGUAGE, grade 11.
Option 60
1. Task formulation
Write an essay based on the text you read.
Formulate and comment on one of the problems posed
Justify your answer, based on knowledge, life or
reader experience (the first two arguments are taken into account).
The volume of the essay is at least 150 words.
A work written without relying on the text read (not according to this
text) is not evaluated.
If the essay is a paraphrase or a complete
rewritten original text without any comments,
then such work is evaluated by zero points.
Write an essay carefully, legible handwriting.
2. Source text
(1) An interesting letter came to the editorial office of the magazine. (2) The author, a seventy-two-year-old Muscovite, writes: “When I look at my fourteen-year-old grandson, it sometimes seems to me that he is some kind of alien - he does not look like his mother, like me, like his grandmother. (3) No, he’s actually a good guy, it’s a sin to complain: he studies decently, helps his mother - my daughter - as much as possible with the housework, and even in his rude address to me “grandfather”, I sometimes feel affection, but his clothes, this sweater with hanging sleeves, jeans with holes on the knees, two earrings in one ear, his speech with all these "outfits" and "gags", his views and the fact that all my thoughts and judgments make him laugh - all this makes him a real alien in our family...
(5) Looking at my grandson and his friends, passing by the noisy companies of teenagers, I cannot get rid of the question: where did they come from, these strange, self-confident and ignorant youths? (6) Who made them like that?
(7) There is no need to argue with the author of the letter. (8) What he writes about is probably familiar to most readers who have grandchildren. (9) The only thing that cannot be unconditionally agreed with is the question "Who made them like that?". (10) We are so accustomed to looking for the guilty in everything that a calm look at things, an attempt to find an objective explanation are given to us, unfortunately, with difficulty. (11) Of course, it is much easier to say that television, American films, schools, the market economy, the government are to blame for everything than to try to understand the reason for such a frighteningly widening gap between fathers and children, not to mention grandchildren.
(12) And this abyss, by the way, has always been. (13) About this one hundred and forty years ago he wrote his famous novel “Fathers and Sons”. (14) Why Turgenev! (15) In one of the ancient Egyptian papyri, the author complains that children have ceased to respect their fathers, their religion and customs, and that the world is truly collapsing.
(1b) Another thing is that in former times changes in human society occurred immeasurably slower than now. (17) Studying the impact of the accelerated course of history in the second half of the 20th century, psychologists even introduced the term “future shock”. (18) This is a feeling of confusion, helplessness, disorientation that covers people when their psyche stops keeping up with too rapid changes in society, in technology, in mores and customs. (19) What can we say about us, when in one decade - an elusive moment by the standards of history - we experienced a series of upheavals: the economic formation, the political system changed, the familiar country disappeared. (20) This is not just a shock of the future, this is a super shock. (21) One has only to be surprised at the mental stamina that allowed people to withstand such historical tsunamis.
(22) So is it worth looking for those responsible for the fact that children and grandchildren are not like us? (23) They just live in a different time, in a different era. (24) And who is better, us or them, is a question that will never have a definite answer. (25) If they are aliens for some of us, then we are, at best, strange old people who do not understand anything in modern life and are afraid of everything.
(26) What should we do to somehow narrow the ditch that separates us? (27) First of all, you need to be patient and learn to respect each other's views and customs, no matter how alien they may seem to us. (28) And this, of course, is difficult, but necessary.
(According to E. Korenevskaya)
Criteria for evaluating the answer to task C1
Single state exam, 2007 RUSSIAN LANGUAGE, grade 11.
Option: 60
3. Information about the text
Main 1) the problem of fathers and children (how does the era affect
problems: relationship between fathers and children?);
position: parents, grandparents because they live in
another era, another time when there are rapid changes in society; young people endure “historical tsunamis”; 2) the views and morals of the young deserve respect, Therefore, adults must learn to understand their children; and then the gap between generations will disappear.
Real art. What should it be and what is its significance? It is this problem that the publicist Igor Gontsov touches upon in his text.
Discussing the question posed, the author notes that at present, many pop "stars" often build their image on outrageous behavior, defiantly behave, neglecting moral standards. The reason for this is the desire to attract attention, to gain even more popularity. Messengers anxiously says that all this has a devastating effect on adolescents, who often take an example from the "stars", imitate them.
As a literary argument, I want to cite Nikolai Gogol's story "Portrait", where this problem is raised.
The pictures of the protagonist of the story Chartkov, a young artist, which he made during his absorption in the secular lifestyle, were deprived of their manner, their look and did not reflect the vision of the author. Chartkov painted them for the sake of money, without investing his soul; These pictures did not evoke any deep feelings. And then we see the work of a young artist, an Italian, which impressed Chartkov and made it clear that he had lost his talent.
I hope that readers will think about this problem, about the purpose and power of true art, which should awaken in people only the most beautiful spiritual qualities.
Updated: 2018-03-19
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When starting to work on an essay, you need to remember that the main thing in the exam is not to rush. The main drawback of many written works is the lack of understanding of the content of the text, which is the result of inattentive, superficial reading. This also makes it difficult to isolate the problem raised by the author, so while working with the text, you need to delve into its content, and then try to write down the questions that concern the writer. For example, given the following text. Let's create questions and identify the problem.
For some reason, many modern pop "stars" talk with particular pleasure about how poorly they studied at school. Someone was left for the second year, someone brought the teacher to a fainting state. Some of these stories lead to emotion, others begin to complain that today the path to the stage is open only to mediocrity and ignoramuses.
But what worries me most is the reaction of teenagers. They have a firm conviction that the shortest path to fame lies through the children's room of the police. They do not always understand that stories about a "reckless" childhood are just a stage legend, something like a concert costume that distinguishes an artist from an ordinary person. A teenager not only perceives information, he actively transforms it. This information becomes the basis for his life program, for developing ways and means to achieve goals. That is why a person who broadcasts to an audience of millions must have a sense of responsibility. /I.Gontsov/
1. How do popular artists and their statements influence teenagers?
2. What remains in the souls of people after the performance of artists?
Problems:
1. The problem of the influence of popular artists on teenagers.
2. The problem of the artist's moral responsibility to society.
However, not all students can freely determine the topic of the text, its problem, the position of the author. We work with these concepts. Recall that the topic is a circle of events, phenomena, objects of reality reflected in the text. A problem is a complex issue that needs to be resolved. A position is an opinion about an issue.
It is very important to know that not all words can be combined with each other within a speech segment. We draw attention to the list of verbs and definitions of an evaluative nature:
The problem is raised, considered, touched upon, discussed, resolved, highlighted.
The problem is relevant, important, key, global, acute, topical, eternal.
You should not constantly repeat the noun author. You can pick up synonyms for it: writer, scientist, publicist, full name.
The following standard phrases can be used in an essay:
The text deals with /about what?/, considers /what?/
The main focus is on what?
It is necessary to give a commentary to the formulated problem, that is, an interpretation, an explanation of the meaning of the read text. You can’t mix commentary with retelling, in retelling we say what the characters are doing, and in the commentary what the author is doing. The commentary can be built as a system of reasoning, explanations.
Let's go back to the text and comment on the problem.
Personality is formed under the influence of various factors, one of which is the influence of authoritative people: parents, teachers, actors, pop stars. Their life experience, their views, as I. Gontsov rightly notes, become the basis for the life program of many young people. And sometimes it is very important in what direction this influence is carried out.
Reflecting on this issue, the author of the text touches upon the problem of a person's moral responsibility to society. It is impossible not to notice that many contemporary pop artists in search of popularity use various means, offering their fans very dubious information about themselves, not only misleading people, but also negatively affecting the lifestyle of the most gullible. This, of course, causes anxiety in the author and the desire to make many people think about it.
Further, on the commented problem, it is necessary to clearly formulate the position of the author and avoid factual errors related to its understanding. The position of the author can be stated in any sentence, but it must be emphasized on what basis you draw a conclusion about the author's position. It is necessary to focus on how you understood the purpose of the author and his opinion about the problem raised and ways to solve it. During the process, you can answer the following questions:
Example: The author is concerned about the lack of active help in everyday life. We respond to the call of the media and help victims during disasters, but we are afraid to approach a person lying on the ground, thinking that he is just drunk. According to the writer, we have less and less of that healthy curiosity that makes a person more attentive to the life of another.
You can use other expressions: the position of the author is especially clearly manifested in the statement; the position of the author becomes clear.
The student also needs to express his own opinion, which should be correlated with the problem of the source text. It must be stated correctly. The form of the expression can be free:
Example: The author's reasoning concerns an important feature of literary creativity - the ability to paint with words. It reveals the extraordinary in the ordinary. However, this should not only apply to those who have devoted themselves to writing. Each person should write well as well as speak well, because speech, written and oral, characterizes him to a greater extent than appearance or manners. The language reflects the intelligence of a person, his ability to think accurately and correctly.
It is important to remember that the expression of one's point of view by the author of the text must be supported by arguments. In no case should the student's arguments repeat what was said in the original text, even a simple development of the author's thought is not your own argument.
Arguments - an argument, proof, position, with the help of which the thesis, point of view is substantiated, proved. The student must show that he knows a lot, knows how to think logically. And for this you need to show your erudition in the essay, skillfully attracting material from fiction, from history and from life. These can be facts, examples, statements with explanations - anything that can support your own opinion. Arguments can be:
a/ logical judgments;
b/ examples from the student's life experience;
1. It is very difficult to determine the line where words, deeds and even objects become vulgar, trivialized. There must be a moral instinct, which art, in particular, can form. The theme of philistinism, vulgarity was stated most strongly in Russian classics. Suffice it to recall the "majestic vulgar" Chichikov, an intellectual dreamer in Chekhov's stories.
2. In my family, sitting in front of the TV for many hours is not welcome. Mom always says that such a pastime deprives a person of the opportunity to communicate.
Arguments must be detailed and persuasive. It is especially important that they confirm, prove the point you stated
In this case, certain constructions are used:
The above facts cannot leave anyone indifferent; I do not agree with the opinion of the author; One can argue with the author's conclusions;
A story I heard/read that happened to me/ comes to mind.
It must be remembered that each argument must begin with a new paragraph, be sure to think through the means of communication between them. The misfortune of many students lies in the inability to build an essay logically correctly, to maintain the necessary proportionality of its constituent parts. A huge beginning, a sparse middle, and a blurry conclusion are common, as is a complete lack of approach to the problem, and an ending with little or no connection with previous reasoning, and transitions that do not rely on the previous presentation. The inability to think and analyze is manifested in the retelling of the text instead of one's own reasoning.
As experience shows, the introductory part causes a lot of difficulties for students. The introduction of most works is a template opening: This text says ... However, there are many other options for the introductory part of the text. This also depends to some extent on which style the text belongs to. Most often, students are offered texts of a journalistic style. As you know, the main purpose of the journalistic style is to influence public opinion, to shape it. The speech structure of the journalistic style is focused on the expression of socially significant ideas, active citizenship.
The publicist not only reports on any facts of social, spiritual, cultural, economic life, but also gives them an interpretation, wrapping the text in an emotionally expressive stylistic form.
Question-answer unity allows you to make the introduction more original, so dialogue elements can be included in the introduction. For example: What is beauty? Probably, this is one of the most mysterious concepts in the history of culture. Many generations of people fought over this riddle. Artists, sculptors, sought to comprehend the secret of beauty, harmony. The statements of V. Sukhomlinsky make us think about what beauty is and what its role is in human life.
Interrogative sentences, the so-called chain of interrogative sentences, will help to highlight the main thing in the text. For example: What is talent? How should a person live so as not to waste his gift? Such questions involuntarily arise after reading the text of Yuri Bashmet.
The nominal sentence in the beginning should contain the main concept or the name of the person, which is described in the source text. Sergey Yesenin. This name is dear to everyone who appreciates real poetry. It seems to me that it is difficult to find a person whom Yesenin's poems would leave indifferent. Maxim Gorky is one of those who were lucky enough to see the poet. In his memoirs, he seeks to reveal the inner world of Sergei Yesenin.
A rhetorical question is used as a language device. However, it should be noted that not every interrogative sentence is a rhetorical question. A rhetorical question is a sentence that is interrogative in form and affirmative in meaning. For example: Who among us has not heard that truth is born in a dispute?
A quotation is used as a starting point. But you need to remember that the quoted fragment should not be voluminous, the main thing is that it should be directly related to the topic. For example: "...People have learned to fly, and people have forgotten how to be surprised at this," V. Soloukhin quotes the words of one of the Russian writers, urging his readers to think about the cause of "general stupefaction of feelings." The author emphasizes that many of his contemporaries suffered "a sad loss of the ability to be surprised"... In addition, the quote may not be a fragment of the original text, but a celebrity statement: It is known that Peter the Great spoke to his associates...; Leo Tolstoy has a very interesting phrase...
In the beginning, there may be personal impressions related to the topic, the main idea:
How pleasant it is to be in the company of people who have "good manners." It is always interesting to communicate with them, they are always courteous, tactful, polite. There is no better companion than such a person. Unfortunately, there are not as many such people as we would like”;
“I really like listening to music. One cannot but agree with V. Astafiev, who says that "music is the most wonderful creation of man, his eternal mystery and delight." Music is part of our culture. Music is the singing of birds, the rustle of grass"
Whatever language techniques we use, the main thing is not to allow violation of the semantic integrity and coherence of the statement, because coherence is a mandatory feature of the text. It is necessary to remember about introductory words, demonstrative pronouns and adverbs, unions, allied words and other means of fastening the text.
The main mistake in writing the main part is the usual retelling of the material presented by the author. On the contrary, an interpretation of the problem raised by the author is necessary here.
Another shortcoming of essays is the lack of a final part. It summarizes everything that has been said, a generalization is made. At the end of the reasoning, a personal attitude to the problem being solved in the text can be expressed.
Options for endings from student essays:
“The problems raised by V. Soloukhin are relevant even today. After all, in ancient times, when a person lived in harmony with the environment, observing the charm of wildlife and rejoicing in it, he did not experience those spiritual contradictions and difficulties that lead modern humanity to self-destruction. /According to Soloukhin/.
2. “V. Astafiev's thoughts about music did not leave me indifferent either. I agree with the author that modern music is becoming more and more like "an instinctive imitation of a howling and roaring beast." We must preserve the wonderful music that Mozart, Bach, Tchaikovsky left us.
It must be remembered that each fragment of the essay / introduction, commentary, disclosure of the topic, statement of the position of the author and the writer's own position, conclusion / should be divided into paragraphs.
When evaluating an essay, such qualities of speech as accuracy and expressiveness are taken into account. The accuracy of speech depends on the student's ability to select words and expressions that are most relevant to the content being conveyed. The purity of speech is characterized by the absence of clogging with words and expressions that are alien to the literary language. It is important to remember that speech should be expressive. The expressiveness of speech is created through the selection of language means. Speech, poor and simply poor, is distinguished by a limited vocabulary, inaccurate word usage, and syntactic monotony.
Which of the statements correspond to the content of the text? List the answer numbers in ascending order.
1) A good, quality education is the main condition for success in life.
2) A servant of art must be aware of his high responsibility to people.
3) Modern teenagers often believe stories about the childhood of their favorite artists.
4) Many "stars" of the stage are modestly silent about the facts of their school failures.
5) In the modern world, the path to the stage is open only to mediocre people.
Explanation.
Sentences 2 and 3 do not distort the content of the text.
Answer: 23
Answer: 23
Relevance: 2016-2017
Difficulty: normal
Which of the following statements are true? List the response numbers in ascending order.
1) In sentences 8-10, reasoning is presented.
2) Sentence 23 contains the author's emotional-evaluative judgment about what is expressed in 1-2 sentences of the text.
3) Sentence 5 explains the content of sentence 4.
4) Sentences 16-18 present the narrative.
5) The predominant type in the text is narrative.
Explanation.
In sentences 16-18 there is no narration, but the main, predominant type is reasoning.
Therefore, the rest are true.
Answer: 123
Answer: 123
Relevance: 2016-2017
Difficulty: normal
From sentence 6 write out the phraseological unit.
Explanation.
In sentence 6 “They take everything at face value”, the phraseological unit “taken at face value” is used.
It is in combination of these words that a common meaning is formed: they are deceived, they believe. Without the verb "accept" the meaning is lost.
Answer: taken at face value.
Answer: they accept a clean coin
Relevance: 2016-2017
Difficulty: normal
Indicate the way the word FAMOUS is formed (sentence 5).
Explanation.
The noun "fame" is formed from the adjective "famous" with the suffix -ost-.
Answer: suffix
Among sentences 11-22, find one (s) that is (s) connected with the previous one using lexical repetitions. Write the number(s) of this offer(s).
Sentences 16-18 repeat:
(16) What seeds He sowed in trusting hearts? (17) Whom He did better? (18) Whom He directed on the path of creative creation?
The 17th is related to the 16th, the 18th to the 17th.
Answer: 1718
Answer: 1718
Relevance: Current academic year
Difficulty: high
Codifier section: Means of communication of sentences in the text
Rule: Task 25. Means of communication of sentences in the text
MEANS OF COMMUNICATION OF OFFERS IN THE TEXT
Several sentences connected into a whole by a topic and a main idea are called a text (from Latin textum - fabric, connection, connection).
Obviously, all sentences separated by a dot are not isolated from each other. There is a semantic connection between two adjacent sentences of the text, and not only sentences located next to each other can be related, but also separated from each other by one or more sentences. The semantic relations between sentences are different: the content of one sentence can be opposed to the content of another; the content of two or more sentences can be compared with one another; the content of the second sentence can reveal the meaning of the first or clarify one of its members, and the content of the third can reveal the meaning of the second, etc. The purpose of task 23 is to determine the type of relationship between sentences.
The wording of the task may be as follows:
Among sentences 11-18, find one (s) that is (s) connected with the previous one using a demonstrative pronoun, adverb and cognates. Write the number(s) of the offer(s)
Or: Determine the type of connection between sentences 12 and 13.
Remember that the previous one is ONE HIGHER. Thus, if the interval 11-18 is indicated, then the desired sentence is within the limits indicated in the task, and the answer 11 may be correct if this sentence is related to the 10th topic indicated in the task. Answers can be 1 or more. The score for the successful completion of the task is 1.
Let's move on to the theoretical part.
Most often, we use this text construction model: each sentence is linked to the next one, this is called chain link. (We will talk about the parallel connection below). We speak and write, we combine independent sentences into a text according to simple rules. Here's the gist: two adjacent sentences must refer to the same subject.
All types of communication are usually divided into lexical, morphological and syntactic. As a rule, when connecting sentences into text, one can use several types of communication at the same time. This greatly facilitates the search for the desired sentence in the specified fragment. Let's take a closer look at each type.
23.1. Communication with the help of lexical means.
1. Words of one thematic group.
Words of the same thematic group are words that have a common lexical meaning and denote similar, but not identical, concepts.
Word examples: 1) Forest, path, trees; 2) buildings, streets, sidewalks, squares; 3) water, fish, waves; hospital, nurses, emergency room, ward
Water was clean and transparent. Waves ran ashore slowly and silently.
2. Generic words.
Generic words are words related by the relationship genus - species: genus is a broader concept, species is a narrower one.
Word examples: Chamomile - flower; birch - tree; car - transport and so on.
Suggestion examples: Under the window still grew birch. How many memories I have associated with this tree...
field chamomile become a rarity. But it's unpretentious flower.
3 Lexical repetition
Lexical repetition is the repetition of the same word in the same word form.
The closest connection of sentences is expressed primarily in repetition. The repetition of one or another member of the sentence is the main feature of the chain connection. For example, in sentences Behind the garden was a forest. The forest was deaf, neglected the connection is built according to the “subject - subject” model, that is, the subject named at the end of the first sentence is repeated at the beginning of the next one; in sentences Physics is science. Science must use the dialectical method- "model predicate - subject"; in the example The boat has landed on the shore. The beach was strewn with small pebbles.- model "circumstance - subject" and so on. But if in the first two examples the words forest and science stand in each of the adjacent sentences in the same case, then the word shore has different forms. Lexical repetition in the tasks of the exam will be considered the repetition of a word in the same word form, used to enhance the impact on the reader.
In texts of artistic and journalistic styles, the chain connection through lexical repetition often has an expressive, emotional character, especially when the repetition is at the junction of sentences:
Here the Aral Sea disappears from the map of the Fatherland sea.
Whole sea!
The use of repetition here is used to enhance the impact on the reader.
Consider examples. We do not yet take into account additional means of communication, we look only at lexical repetition.
(36) I heard a very brave man who went through the war once say: “ It used to be scary very scary." (37) He spoke the truth: he used to be scared.
(15) As an educator, I happened to meet young people who yearn for a clear and precise answer to the question of higher education. values life. (16) 0 values, allowing you to distinguish good from evil and choose the best and most worthy.
note: different forms of words refer to a different kind of connection. For more on the difference, see the paragraph on word forms.
4 Root words
Single-root words are words with the same root and common meaning.
Word examples: Motherland, be born, birth, kind; break, break, break
Suggestion examples: I'm lucky be born healthy and strong. History of my birth nothing remarkable.
Although I understood that a relationship is needed break but he couldn't do it himself. This gap would be very painful for both of us.
5 Synonyms
Synonyms are words of the same part of speech that are similar in meaning.
Word examples: to be bored, to frown, to be sad; fun, joy, rejoicing
Suggestion examples: At parting, she said that will miss. I knew that too I will be sad through our walks and conversations.
Joy grabbed me, picked me up and carried me... jubilation seemed to have no boundaries: Lina answered, answered at last!
It should be noted that synonyms are difficult to find in the text if you need to look for a connection only with the help of synonyms. But, as a rule, along with this method of communication, others are used. So, in example 1 there is a union Same , this relationship will be discussed below.
6 Contextual synonyms
Contextual synonyms are words of the same part of speech that come together in meaning only in a given context, since they refer to the same object (feature, action).
Word examples: kitten, poor fellow, naughty; girl, student, beauty
Suggestion examples: Kitty recently lived with us. Husband took off poor fellow from the tree where he climbed to escape from the dogs.
I guessed that she student. Young woman continued to be silent, despite all the efforts on my part to talk her.
It is even more difficult to find these words in the text: after all, the author makes them synonyms. But along with this method of communication, others are used, which facilitates the search.
7 Antonyms
Antonyms are words of the same part of speech that are opposite in meaning.
Word examples: laughter, tears; hot Cold
Suggestion examples: I pretended to like this joke and squeezed out something like laughter. But tears strangled me, and I quickly left the room.
Her words were warm and burned. eyes chilled cold. I felt like I was under a contrast shower...
8 Contextual antonyms
Contextual antonyms are words of the same part of speech that are opposite in meaning only in this context.
Word examples: mouse - lion; house - work green - ripe
Suggestion examples: On work this man was gray mouse. At home woke up in it a lion.
ripe berries can be safely used to make jam. And here green it is better not to put, they are usually bitter, and can spoil the taste.
We draw attention to the non-random coincidence of terms(synonyms, antonyms, including contextual ones) in this task and tasks 22 and 24: it is the same lexical phenomenon, but viewed from a different angle. Lexical means may serve to connect two adjacent sentences, or they may not be a link. At the same time, they will always be a means of expression, that is, they have every chance of being the object of tasks 22 and 24. Therefore, advice: when completing task 23, pay attention to these tasks. You will learn more theoretical material about lexical means from the help rule for task 24.
23.2. Communication by means of morphological means
Along with lexical means of communication, morphological ones are also used.
1. Pronoun
A pronoun link is a link in which ONE word or MULTIPLE words from the previous sentence is replaced by a pronoun. To see such a connection, you need to know what a pronoun is, what are the ranks in meaning.
What you need to know:
Pronouns are words that are used instead of a name (noun, adjective, numeral), designate persons, point to objects, signs of objects, the number of objects, without specifically naming them.
According to the meaning and grammatical features, nine categories of pronouns are distinguished:
1) personal (I, we; you, you; he, she, it; they);
2) returnable (oneself);
3) possessive (mine, yours, ours, yours, yours); used as possessive also forms of personal: his (jacket), her work),them (merit).
4) demonstrative (this, that, such, such, such, so many);
5) defining(himself, most, all, everyone, each, different);
6) relative (who, what, what, what, which, how much, whose);
7) interrogative (who? what? what? whose? who? how much? where? when? where? from where? why? why? what?);
8) negative (no one, nothing, no one);
9) indefinite (someone, something, someone, someone, someone, someone).
Do not forget that pronouns change by case, so "you", "me", "about us", "about them", "no one", "everyone" are forms of pronouns.
As a rule, the task indicates WHAT rank the pronoun should be, but this is not necessary if there are no other pronouns in the specified period that play the role of CONNECTING elements. It must be clearly understood that NOT EVERY pronoun that occurs in the text is a link.
Let us turn to examples and determine how sentences 1 and 2 are related; 2 and 3.
1) Our school has recently been renovated. 2) I finished it many years ago, but sometimes I went and wandered around the school floors. 3) Now they are some strangers, others, not mine ....
There are two pronouns in the second sentence, both personal, I And her. Which one is the one paperclip, which connects the first and second sentence? If this is a pronoun I, what is it replaced in sentence 1? Nothing. What replaces the pronoun her? Word " school from the first sentence. We conclude: communication using a personal pronoun her.
There are three pronouns in the third sentence: they are somehow mine. Only the pronoun connects with the second They(=floors from the second sentence). Rest in no way correlate with the words of the second sentence and do not replace anything. Conclusion: the second sentence connects the pronoun with the third They.
What is the practical importance of understanding this mode of communication? The fact that you can and should use pronouns instead of nouns, adjectives and numerals. Use, but do not abuse, as the abundance of the words "he", "his", "them" sometimes leads to misunderstanding and confusion.
2. Adverb
Communication with the help of adverbs is a connection, the features of which depend on the meaning of the adverb.
To see such a connection, you need to know what an adverb is, what are the ranks in meaning.
Adverbs are invariable words that denote a sign by action and refer to the verb.
Adverbs of the following meanings can be used as means of communication:
Time and space: below, on the left, near, at the beginning, long ago and the like.
Suggestion examples: We got to work. At the beginning it was hard: it was not possible to work in a team, there were no ideas. After got involved, felt their strength and even got excited.note: Sentences 2 and 3 are related to sentence 1 using the indicated adverbs. This type of connection is called parallel connection.
We climbed to the very top of the mountain. Around we were only the tops of the trees. Near clouds floated with us. A similar example of a parallel connection: 2 and 3 are related to 1 using the indicated adverbs.
demonstrative adverbs. (They are sometimes called pronominal adverbs, since they do not name how or where the action takes place, but only point to it): there, here, there, then, from there, because, so and the like.
Suggestion examples: I vacationed last summer in one of the sanatoriums in Belarus. From there it was almost impossible to make a phone call, let alone work on the Internet. The adverb "from there" replaces the whole phrase.
Life went on as usual: I studied, my mother and father worked, my sister got married and left with her husband. So three years have passed. The adverb "so" summarizes the entire content of the previous sentence.
It is possible to use and other categories of adverbs, for example, negative: B school and university I didn't have good relationships with my peers. Yes and nowhere did not add up; however, I did not suffer from this, I had a family, I had brothers, they replaced my friends.
3. Union
Connection with the help of unions is the most common type of connection, due to which various relationships arise between sentences related to the meaning of the union.
Communication with the help of coordinating unions: but, and, but, but, also, or, however and others. The task may or may not specify the type of union. Therefore, the material on unions should be repeated.
Details about coordinating conjunctions are described in a special section.
Suggestion examples: By the end of the weekend, we were incredibly tired. But the mood was amazing! Communication with the help of the adversative union "but".
That's how it's always been... Or that's how it seemed to me...Communication with the help of a separating union "or".
We draw attention to the fact that very rarely only one union participates in the formation of a connection: as a rule, lexical means of communication are used simultaneously.
Communication using subordinating unions: for, so. A very atypical case, since subordinating conjunctions connect sentences as part of a complex one. In our opinion, with such a connection, there is a deliberate break in the structure of a complex sentence.
Suggestion examples: I was in total despair... For I did not know what to do, where to go and, most importantly, who to turn to for help. The union for matters because, because, indicates the reason for the state of the hero.
I didn’t pass the exams, I didn’t enter the institute, I couldn’t ask for help from my parents and I wouldn’t do it. So There was only one thing left to do: find a job. The union "so" has the meaning of the consequence.
4. Particles
Communication with particles always accompanies other types of communication.
Particles after all, and only, here, out, only, even, the same bring additional shades to the proposal.
Suggestion examples: Call your parents, talk to them. After all It's so simple and so difficult at the same time - to love ...
Everyone in the house was already asleep. AND only grandmother muttered softly: she always read prayers before going to bed, begging the powers of heaven for a better share for us.
After the departure of her husband, it became empty in the soul and deserted in the house. Even the cat, which used to run like a meteor around the apartment, only yawns sleepily and still strives to climb into my arms. Here Whose hands should I lean on...Pay attention, connecting particles are at the beginning of the sentence.
5. Word forms
Communication using the word form consists in the fact that in adjacent sentences the same word is used in different
- if this noun - number and case
- If adjective - gender, number and case
- If pronoun - gender, number and case depending on grade
- If verb in person (gender), number, tense
Verbs and participles, verbs and participles are considered different words.
Suggestion examples: Noise gradually increased. From this growing noise became uncomfortable.
I knew my son captain. With myself captain fate did not bring me, but I knew that it was only a matter of time.
note: in the task, “word forms” can be written, and then this is ONE word in different forms;
“forms of words” - and these are already two words repeated in adjacent sentences.
The difference between word forms and lexical repetition is of particular complexity.
Information for the teacher.
Consider, as an example, the most difficult task of the real USE in 2016. We give the full fragment published on the FIPI website in "Guidelines for teachers (2016)"
Examinees found it difficult to complete task 23 when the condition of the task required distinguishing between the form of a word and lexical repetition as a means of connecting sentences in the text. In these cases, when analyzing the language material, students should pay attention to the fact that lexical repetition involves the repetition of a lexical unit with a special stylistic task.
We give the condition of task 23 and a fragment of the text of one of the options for the USE in 2016:
“Among sentences 8–18, find one that is related to the previous one with the help of lexical repetition. Write the number of this offer.
Below is the beginning of the text given for analysis.
- (7) What kind of an artist are you when you don’t love your native land, an eccentric!
(8) Maybe that's why Berg did not succeed in landscapes. (9) He preferred a portrait, a poster. (10) He tried to find the style of his time, but these attempts were full of failures and ambiguities.
(11) Once Berg received a letter from the artist Yartsev. (12) He called him to come to the Murom forests, where he spent the summer.
(13) August was hot and calm. (14) Yartsev lived far from the deserted station, in the forest, on the shore of a deep lake with black water. (15) He rented a hut from a forester. (16) Berg was taken to the lake by the forester's son Vanya Zotov, a stooped and shy boy. (17) Berg lived on the lake for about a month. (18) He was not going to work and did not take oil paints with him.
Proposition 15 is related to Proposition 14 by personal pronoun "He"(Yartsev).
Proposition 16 is related to Proposition 15 by word forms "forester": a prepositional case form controlled by a verb, and a non-prepositional form controlled by a noun. These word forms express different meanings: the meaning of the object and the meaning of belonging, and the use of the considered word forms does not carry a stylistic load.
Proposition 17 is related to Proposition 16 by word forms ("on the lake - on the lake"; "Berga - Berg").
Proposition 18 is related to the previous one by means of personal pronoun "he"(Berg).
The correct answer in task 23 of this option is 10. It is sentence 10 of the text that is connected with the previous one (sentence 9) with the help of lexical repetition (the word "he").
It should be noted that among the authors of various manuals there is no consensus, what is considered a lexical repetition - the same word in different cases (persons, numbers) or in the same one. The authors of the books of the publishing house "National Education", "Exam", "Legion" (authors Tsybulko I.P., Vasiliev I.P., Gosteva Yu.N., Senina N.A.) do not give a single example in which the words in various forms would be considered lexical repetition.
At the same time, very difficult cases, in which words in different cases coincide in form, are considered differently in manuals. The author of the books N.A. Senina sees in this the form of the word. I.P. Tsybulko (based on a 2017 book) sees lexical repetition. So, in sentences like I saw the sea in a dream. The sea was calling me the word “sea” has different cases, but at the same time there is undoubtedly the same stylistic task that I.P. Tsybulko. Without delving into the linguistic solution of this issue, we will indicate the position of the RESHUEGE and give recommendations.
1. All obviously non-matching forms are word forms, not lexical repetition. Please note that we are talking about the same linguistic phenomenon as in task 24. And in 24, lexical repetitions are only repeated words, in the same forms.
2. There will be no coinciding forms in the tasks for the RESHUEGE: if the linguists-specialists themselves cannot figure it out, then the graduates of the school cannot do it.
3. If the exam comes across tasks with similar difficulties, we look at those additional means of communication that will help you make your choice. After all, the compilers of KIMs can have their own, separate opinion. Unfortunately, this may be the case.
23.3 Syntactic means.
Introductory words
Communication with the help of introductory words accompanies, complements any other connection, complementing the shades of meanings characteristic of introductory words.
Of course, you need to know which words are introductory.
He was hired. Unfortunately, Anton was too ambitious. On the one side, the company needed such personalities, on the other hand, he was not inferior to anyone and in nothing, if something was, as he said, below his level.
Let us give examples of the definition of means of communication in a short text.
(1) We met Masha a few months ago. (2) My parents have not yet seen her, but did not insist on meeting her. (3) It seemed that she also did not strive for rapprochement, which upset me a little.
Let's determine how the sentences in this text are related.
Sentence 2 is related to sentence 1 by a personal pronoun her, which replaces the name Masha in offer 1.
Sentence 3 is related to sentence 2 using word forms she her: "she" is the nominative form, "her" is the genitive form.
In addition, sentence 3 has other means of communication: it is a union Same, introductory word seemed, rows of synonymous constructions did not insist on meeting And didn't want to get close.
Read the review snippet. It examines the linguistic features of the text. Some terms used in the review are missing. Fill in the gaps with the numbers corresponding to the number of the term from the list.
“The lines of the text testify to the sincere concern of the author with the problem posed. And a clear proof of this is the use of such lexical means of expression as (A) _____ (“to mediocrity and ignorance”), (B) _____ (“undereducation” in sentence 20). The excitement of I. Gontsov develops into genuine anxiety in the second part of the text, which uses such a syntactic means of expressiveness as (C) _____ (sentences 15-18), and such a trope as (D) _____ ("acid irony destroys unshakable values" in sentence 23).
List of terms:
1) extended metaphor
2) dialectism
3) rhetorical appeal
7) a number of homogeneous members
8) interrogative sentences
9) emotional-evaluative words
Write down the numbers in response, arranging them in the order corresponding to the letters:
| A | B | IN | G |
Explanation (see also Rule below).
Let's fill in the gaps.
“The lines of the text testify to the sincere concern of the author with the problem posed. And a vivid proof of this is the use of such lexical expressive means as emotionally evaluative words("to the untalented and the ignorant"), individual author's word(in the 20th sentence, the word "undereducation" was coined directly by the author of this text). The excitement of I. Gontsov develops into genuine anxiety in the second part of the text, which uses such a syntactic means of expressiveness as interrogative sentences(sentences 15-18), and such a trope as extended metaphor(an extended metaphor is an extended statement that contains a hidden comparison based on similarity. In sentence 23, irony is compared to acid.")
Answer: 9681.
Answer: 9681
Rule: Task 26. Language means of expression
ANALYSIS OF THE MEANS OF EXPRESSION.
The purpose of the task is to determine the means of expression used in the review by establishing a correspondence between the gaps indicated by the letters in the text of the review and the numbers with definitions. You need to write down matches only in the order in which the letters go in the text. If you do not know what is hidden under a particular letter, you must put "0" in place of this number. For the task you can get from 1 to 4 points.
When completing task 26, you should remember that you fill in the gaps in the review, i.e. restore the text, and with it semantic and grammatical connection. Therefore, an analysis of the review itself can often serve as an additional clue: various adjectives of one kind or another, predicates that agree with omissions, etc. It will facilitate the task and the division of the list of terms into two groups: the first includes terms based on the meaning of the word, the second - the structure of the sentence. You can carry out this division, knowing that all means are divided into TWO large groups: the first includes lexical (non-special means) and tropes; into the second figure of speech (some of them are called syntactic).
26.1 A TROPWORD OR EXPRESSION USED IN A PORTABLE MEANING TO CREATE AN ARTISTIC IMAGE AND ACHIEVE GREATER EXPRESSION. Tropes include such techniques as epithet, comparison, personification, metaphor, metonymy, sometimes they include hyperbole and litotes.
Note: In the task, as a rule, it is indicated that these are TRAILS.
In the review, examples of tropes are indicated in brackets, as a phrase.
1.Epithet(in translation from Greek - application, addition) - this is a figurative definition that marks a feature that is essential for a given context in the depicted phenomenon. From a simple definition, the epithet differs in artistic expressiveness and figurativeness. The epithet is based on a hidden comparison.
Epithets include all the "colorful" definitions that are most often expressed adjectives:
sad orphan land(F.I. Tyutchev), gray fog, lemon light, silent peace(I. A. Bunin).
Epithets can also be expressed:
-nouns, acting as applications or predicates, giving a figurative description of the subject: sorceress-winter; mother - cheese earth; The poet is a lyre, and not only the nurse of his soul(M. Gorky);
-adverbs acting as circumstances: In the north stands wild alone...(M. Yu. Lermontov); The leaves were tense elongated in the wind (K. G. Paustovsky);
-gerunds: the waves are rushing thundering and sparkling;
-pronouns expressing the superlative degree of this or that state of the human soul:
After all, there were fighting fights, Yes, they say, more which! (M. Yu. Lermontov);
-participles and participial phrases: Nightingale vocabulary rumbling announce the forest limits (B. L. Pasternak); I also admit the appearance of ... scribblers who cannot prove where they spent the night yesterday, and who have no other words in the language, except for words, not remembering kinship(M. E. Saltykov-Shchedrin).
2. Comparison- This is a visual technique based on the comparison of one phenomenon or concept with another. Unlike metaphor, comparison is always binomial: it names both compared objects (phenomena, signs, actions).
Villages are burning, they have no protection.
The sons of the fatherland are defeated by the enemy,
And the glow like an eternal meteor,
Playing in the clouds, frightens the eye. (M. Yu. Lermontov)
Comparisons are expressed in various ways:
The form of the instrumental case of nouns:
Nightingale stray youth flew by,
wave in bad weather Joy subsided (A. V. Koltsov)
Comparative form of an adjective or adverb: These eyes greener sea and our cypresses darker(A. Akhmatova);
Comparative turns with unions like, as if, as if, as if, etc .:
Like a predatory animal, to a humble abode
The winner breaks in with bayonets ... (M. Yu. Lermontov);
Using the words similar, similar, this is:
Into the eyes of a cautious cat
Similar your eyes (A. Akhmatova);
With the help of comparative clauses:
Golden foliage swirled
In the pinkish water of the pond
Just like a light flock of butterflies
With fading flies to a star. (S. A. Yesenin)
3.Metaphor(in translation from Greek - transfer) is a word or expression that is used in a figurative sense based on the similarity of two objects or phenomena on some basis. In contrast to comparison, in which both what is being compared and what is being compared is given, the metaphor contains only the second, which creates compactness and figurativeness of the use of the word. The metaphor can be based on the similarity of objects in shape, color, volume, purpose, sensations, etc.: a waterfall of stars, an avalanche of letters, a wall of fire, an abyss of grief, a pearl of poetry, a spark of love and etc.
All metaphors are divided into two groups:
1) general language("erased"): golden hands, a storm in a teacup, mountains to move, strings of the soul, love has faded;
2) artistic(individual-author's, poetic):
And the stars fade diamond thrill
IN painless cold dawn (M. Voloshin);
Empty skies transparent glass (A. Akhmatova);
AND eyes blue, bottomless
Blooming on the far shore. (A. A. Blok)
Metaphor happens not only single: it can develop in the text, forming whole chains of figurative expressions, in many cases - covering, as if permeating the entire text. This extended, complex metaphor, an integral artistic image.
4. Personification- this is a kind of metaphor based on the transfer of signs of a living being to natural phenomena, objects and concepts. Most often, personifications are used to describe nature:
Rolling through sleepy valleys, Sleepy mists lay down And only the horse's clatter, Sounding, is lost in the distance. The autumn day went out, turning pale, Rolling up fragrant leaves, Taste a dreamless dream Half-withered flowers. (M. Yu. Lermontov)
5. Metonymy(in translation from Greek - renaming) is the transfer of a name from one object to another based on their adjacency. Adjacency can be a manifestation of a relationship:
Between action and tool of action: Their villages and fields for a violent raid He doomed swords and fires(A. S. Pushkin);
Between the object and the material from which the object is made: ... not that on silver, - on gold ate(A. S. Griboyedov);
Between a place and the people in that place: The city was noisy, flags crackled, wet roses fell from the bowls of flower girls ... (Yu. K. Olesha)
6. Synecdoche(in translation from Greek - correlation) is kind of metonymy, based on the transfer of meaning from one phenomenon to another on the basis of a quantitative relationship between them. Most often, the transfer occurs:
From less to more: Even a bird does not fly to him, And a tiger does not go ... (A. S. Pushkin);
Part to whole: Beard, why are you still silent?(A.P. Chekhov)
7. Paraphrase, or paraphrase(in translation from Greek - a descriptive expression), is a turnover that is used instead of a word or phrase. For example, Petersburg in verse
A. S. Pushkin - "Peter's creation", "Beauty and wonder of midnight countries", "city of Petrov"; A. A. Blok in the verses of M. I. Tsvetaeva - “a knight without reproach”, “blue-eyed snow singer”, “snow swan”, “almighty of my soul”.
8. Hyperbole(in translation from Greek - exaggeration) is a figurative expression containing an exorbitant exaggeration of any sign of an object, phenomenon, action: A rare bird will fly to the middle of the Dnieper(N. V. Gogol)
And at that very moment, couriers, couriers, couriers through the streets ... can you imagine thirty five thousands one couriers! (N.V. Gogol).
9. Litota(translated from Greek - smallness, moderation) is a figurative expression containing an exorbitant understatement of any sign of an object, phenomenon, action: What tiny cows! There is, right, less than a pinhead.(I. A. Krylov)
And marching importantly, in orderly calmness, The horse is led by the bridle by a peasant In large boots, in a sheepskin coat, In large mittens ... and himself with a fingernail!(N.A. Nekrasov)
10. Irony(in translation from Greek - pretense) is the use of a word or statement in a sense opposite to the direct one. Irony is a type of allegory in which mockery is hidden behind an outwardly positive assessment: Where, smart, are you wandering, head?(I. A. Krylov)
26.2 "Non-special" lexical figurative and expressive means of the language
Note: The tasks sometimes indicate that this is a lexical means. Usually in the review of task 24, an example of a lexical means is given in brackets, either in one word or in a phrase in which one of the words is in italics. Please note: these funds are most often needed find in task 22!
11. Synonyms, i.e. words of the same part of speech, different in sound, but the same or similar in lexical meaning and differing from each other either in shades of meaning, or in stylistic coloring ( brave - brave, run - rush, eyes(neutral) - eyes(poet.)), have great expressive power.
Synonyms can be contextual.
12. Antonyms, i.e. words of the same part of speech, opposite in meaning ( truth - lies, good - evil, disgusting - wonderful), also have great expressive possibilities.
Antonyms can be contextual, that is, they become antonyms only in a given context.
Lies happen good or evil,
Compassionate or merciless,
Lies happen cunning and clumsy
Cautious and reckless
Captivating and joyless.
13. Phraseologisms as a means of linguistic expression
Phraseological units (phraseological expressions, idioms), i.e. phrases and sentences reproduced in finished form, in which the integral meaning dominates the values of their constituent components and is not a simple sum of such meanings ( get into trouble, be in seventh heaven, a bone of contention) have great expressive potential. The expressiveness of phraseological units is determined by:
1) their vivid imagery, including mythological ( the cat cried like a squirrel in a wheel, Ariadne's thread, the sword of Damocles, Achilles' heel);
2) the relevance of many of them: a) to the category of high ( the voice of one crying in the wilderness, sink into oblivion) or reduced (colloquial, colloquial: like a fish in water, neither sleep nor spirit, lead by the nose, lather your neck, hang your ears); b) to the category of language means with a positive emotionally expressive coloring ( store as the apple of an eye - torzh.) or with a negative emotionally expressive coloring (without the king in the head is disapproved, the small fry is neglected, the price is worthless - contempt.).
14. Stylistically colored vocabulary
To enhance expressiveness in the text, all categories of stylistically colored vocabulary can be used:
1) emotionally expressive (evaluative) vocabulary, including:
a) words with a positive emotional and expressive assessment: solemn, sublime (including Old Church Slavonics): inspiration, coming, fatherland, aspirations, secret, unshakable; sublimely poetic: serene, radiant, spell, azure; approving: noble, outstanding, amazing, courageous; affectionate: sun, darling, daughter
b) words with a negative emotional-expressive assessment: disapproving: conjecture, bicker, nonsense; disparaging: upstart, delinquent; contemptuous: dunce, cramming, scribbling; swear words/
2) functionally-stylistically colored vocabulary, including:
a) book: scientific (terms: alliteration, cosine, interference); official business: the undersigned, report; journalistic: report, interview; artistic and poetic: azure, eyes, cheeks
b) colloquial (everyday-household): dad, boy, braggart, healthy
15. Vocabulary of limited use
To enhance expressiveness in the text, all categories of vocabulary of limited use can also be used, including:
Dialect vocabulary (words that are used by the inhabitants of any locality: kochet - rooster, veksha - squirrel);
Colloquial vocabulary (words with a pronounced reduced stylistic coloring: familiar, rude, dismissive, abusive, located on the border or outside the literary norm: goofball, bastard, slap, talker);
Professional vocabulary (words that are used in professional speech and are not included in the system of the general literary language: galley - in the speech of sailors, duck - in the speech of journalists, window - in the speech of teachers);
Slang vocabulary (words characteristic of jargons - youth: party, bells and whistles, cool; computer: brains - computer memory, keyboard - keyboard; soldier: demobilization, scoop, perfume; jargon of criminals: dude, raspberry);
Vocabulary is outdated (historicisms are words that have fallen out of use due to the disappearance of the objects or phenomena they designate: boyar, oprichnina, horse; archaisms are obsolete words that name objects and concepts for which new names have appeared in the language: brow - forehead, sail - sail); - new vocabulary (neologisms - words that have recently entered the language and have not yet lost their novelty: blog, slogan, teenager).
26.3 FIGURES (RHETORICAL FIGURES, STYLISTIC FIGURES, FIGURES OF SPEECH) ARE STYLISTIC TECHNIQUES based on special combinations of words that are beyond the scope of normal practical use, and aimed at enhancing the expressiveness and descriptiveness of the text. The main figures of speech include: rhetorical question, rhetorical exclamation, rhetorical appeal, repetition, syntactic parallelism, polyunion, non-union, ellipsis, inversion, parcellation, antithesis, gradation, oxymoron. Unlike lexical means, this is the level of a sentence or several sentences.
Note: In the tasks there is no clear definition format that indicates these means: they are called both syntactic means, and a technique, and simply a means of expression, and a figure. In task 24, the figure of speech is indicated by the number of the sentence given in brackets.
16. Rhetorical question is a figure in which a statement is contained in the form of a question. A rhetorical question does not require an answer, it is used to enhance the emotionality, expressiveness of speech, to draw the reader's attention to a particular phenomenon:
Why did he give his hand to insignificant slanderers, Why did he believe false words and caresses, He, who from a young age comprehended people?.. (M. Yu. Lermontov);
17. Rhetorical exclamation- this is a figure in which an assertion is contained in the form of an exclamation. Rhetorical exclamations strengthen the expression of certain feelings in the message; they are usually distinguished not only by special emotionality, but also by solemnity and elation:
That was in the morning of our years - Oh happiness! oh tears! O forest! oh life! Oh the light of the sun! O fresh spirit of birch. (A. K. Tolstoy);
Alas! a proud country bowed before the power of a stranger. (M. Yu. Lermontov)
18. Rhetorical appeal- This is a stylistic figure, consisting in an underlined appeal to someone or something to enhance the expressiveness of speech. It serves not so much to name the addressee of the speech, but to express the attitude towards what is said in the text. Rhetorical appeals can create solemnity and pathos of speech, express joy, regret and other shades of mood and emotional state:
My friends! Our union is wonderful. He, like a soul, is unstoppable and eternal (A. S. Pushkin);
Oh deep night! Oh cold autumn! Silent! (K. D. Balmont)
19. Repeat (positional-lexical repetition, lexical repetition)- this is a stylistic figure consisting in the repetition of any member of a sentence (word), part of a sentence or a whole sentence, several sentences, stanzas in order to draw special attention to them.
The types of repetition are anaphora, epiphora and catch-up.
Anaphora(in translation from Greek - ascent, rise), or monotony, is the repetition of a word or group of words at the beginning of lines, stanzas or sentences:
lazily hazy noon breathes,
lazily the river is rolling.
And in the fiery and pure firmament
The clouds are lazily melting (F. I. Tyutchev);
Epiphora(in translation from Greek - addition, final sentence of the period) is the repetition of words or groups of words at the end of lines, stanzas or sentences:
Although man is not eternal,
That which is eternal, humanely.
What is a day or a century
Before what is infinite?
Although man is not eternal,
That which is eternal, humanely(A. A. Fet);
They got a loaf of light bread - joy!
Today the film is good in the club - joy!
Paustovsky's two-volume book was brought to the bookstore joy!(A. I. Solzhenitsyn)
pickup- this is a repetition of any segment of speech (sentence, poetic line) at the beginning of the corresponding segment of speech following it:
he fell down on the cold snow
On the cold snow, like a pine,
Like a pine in a damp forest (M. Yu. Lermontov);
20. Parallelism (syntactic parallelism)(in translation from Greek - walking side by side) - an identical or similar construction of adjacent parts of the text: adjacent sentences, lines of poetry, stanzas, which, when correlated, create a single image:
I look to the future with fear
I look at the past with longing... (M. Yu. Lermontov);
I was your ringing string
I was your blooming spring
But you didn't want flowers
And you didn't hear the words? (K. D. Balmont)
Often using antithesis: What is he looking for in a distant country? What did he throw in his native land?(M. Lermontov); Not the country - for business, but business - for the country (from the newspaper).
21. Inversion(translated from Greek - permutation, reversal) is a change in the usual word order in a sentence in order to emphasize the semantic significance of any element of the text (word, sentence), to give the phrase a special stylistic coloring: solemn, high-sounding, or, conversely, colloquial, somewhat reduced characteristics. The following combinations are considered inverted in Russian:
The agreed definition is after the word being defined: I am sitting behind bars in damp dungeon(M. Yu. Lermontov); But there was no swell on this sea; stuffy air did not flow: it was brewing great thunderstorm(I. S. Turgenev);
Additions and circumstances expressed by nouns are in front of the word, which includes: Hours of monotonous fight(monotonous strike of the clock);
22. Parceling(in translation from French - particle) - a stylistic device that consists in dividing a single syntactic structure of a sentence into several intonation-semantic units - phrases. At the place of division of the sentence, a period, exclamation and question marks, ellipsis can be used. In the morning, bright as a splint. Terrible. Long. Ratny. The infantry regiment was destroyed. Our. In an unequal battle(R. Rozhdestvensky); Why is nobody outraged? Education and healthcare! The most important spheres of society's life! Not mentioned in this document at all(From newspapers); It is necessary that the state remember the main thing: its citizens are not individuals. And people. (From newspapers)
23. Non-union and multi-union- syntactic figures based on intentional omission, or, conversely, conscious repetition of unions. In the first case, when unions are omitted, speech becomes compressed, compact, dynamic. The depicted actions and events here quickly, instantly unfold, replace each other:
Swede, Russian - stabs, cuts, cuts.
Drum beat, clicks, rattle.
The thunder of cannons, the clatter, the neighing, the groan,
And death and hell on all sides. (A.S. Pushkin)
When polyunion speech, on the contrary, slows down, pauses and a repeated union highlight words, expressively emphasizing their semantic significance:
But And grandson, And great-grandson, And great-great-grandson
They grow in me while I myself grow ... (P.G. Antokolsky)
24.Period- a long, polynomial sentence or a very common simple sentence, which is distinguished by completeness, unity of the theme and intonation splitting into two parts. In the first part, the syntactic repetition of the same type of subordinate clauses (or members of the sentence) goes with an increasing increase in intonation, then there is a separating significant pause, and in the second part, where the conclusion is given, the tone of the voice noticeably decreases. This intonation design forms a kind of circle:
Whenever I wanted to limit my life to a domestic circle, / When a pleasant lot ordered me to be a father, a spouse, / If I were captivated by a family picture for at least a single moment, then, it’s true, I wouldn’t look for one bride other than you. (A.S. Pushkin)
25. Antithesis, or opposition(in translation from Greek - opposition) - this is a turn in which opposite concepts, positions, images are sharply opposed. To create an antithesis, antonyms are usually used - general language and contextual:
You are rich, I am very poor, You are a prose writer, I am a poet.(A. S. Pushkin);
Yesterday I looked into your eyes
And now - everything is squinting to the side,
Yesterday, before the birds sat,
All larks today are crows!
I'm stupid and you're smart
Alive and I'm dumbfounded.
O cry of women of all times:
"My dear, what have I done to you?" (M. I. Tsvetaeva)
26. Gradation(translated from Latin - a gradual increase, strengthening) - a technique consisting in the sequential arrangement of words, expressions, tropes (epithets, metaphors, comparisons) in order of strengthening (increasing) or weakening (decreasing) of a sign. Increasing gradation usually used to enhance the imagery, emotional expressiveness and influencing power of the text:
I called you, but you did not look back, I shed tears, but you did not descend(A. A. Blok);
Glowing, burning, shining huge blue eyes. (V. A. Soloukhin)
Descending gradation is used less often and usually serves to enhance the semantic content of the text and create imagery:
He brought the tar of death
Yes, a branch with withered leaves. (A. S. Pushkin)
27. Oxymoron(in translation from Greek - witty-stupid) - this is a stylistic figure in which usually incompatible concepts are combined, as a rule, contradictory to each other ( bitter joy, ringing silence and so on.); at the same time, a new meaning is obtained, and speech acquires special expressiveness: From that hour began for Ilya sweet torment, lightly scorching the soul (I. S. Shmelev);
Eat melancholy cheerful in the scares of dawn (S. A. Yesenin);
But their ugly beauty I soon comprehended the mystery. (M. Yu. Lermontov)
28. Allegory- allegory, the transfer of an abstract concept through a specific image: Must defeat foxes and wolves(cunning, malice, greed).
29.Default- a deliberate break in the statement, conveying the excitement of the speech and suggesting that the reader will guess what was not said: But I wanted ... Perhaps you ...
In addition to the above syntactic expressive means, the following are also found in the tests:
-exclamatory sentences;
- dialogue, hidden dialogue;
-question-answer form of presentation a form of presentation in which questions and answers to questions alternate;
-rows of homogeneous members;
-citation;
-introductory words and constructions
-Incomplete sentences- sentences in which a member is missing, which is necessary for the completeness of the structure and meaning. Missing members of the sentence can be restored and context.
Including ellipsis, that is, skipping the predicate.
These concepts are considered in the school course of syntax. That is probably why these means of expression are most often called syntactic in reviews.