B8№ 456. “The author of the article widely uses a variety of syntactic means of expressiveness: techniques such as _______ (sentences 20-23) and _______ (sentences 8, 27). Wanting to convince the reader, V. Kharchenko uses such means of expressiveness as _______ (sentences 1, 6, 7, 11, 12) and _____ (“experience the sweetness of victory,” “not allow one to rule,” etc.).”
List of terms:
1) series of homogeneous members
2) litotes
3) syntactic parallelism
4) irony
5) parcellation
6) dialectism
7) book vocabulary
8) dialogue with the reader
9) exclamatory sentences
(1) Doing science is difficult. (2) The one who dedicated his life to her knows this well. (3) A scientific vocation is always associated with a great deal of risk and courage, since the scientist takes on an obviously difficult burden and is obliged to show truly sophisticated patience in his work, not to mention the daily drama of his personal struggle with intellectual darkness in the name of achieving clarity . (4) Scientific thought is noteworthy in that it is one of the organizing principles of the human psyche and is aimed at preserving, constantly updating, correcting, and revising the results of its activities. (5) That is why it presupposes courage, constancy, perseverance, which gives the everyday work of a scientist genuine drama.
(6) Doing science is not only difficult. (7) It is necessary to do science. (8) Research activity - a wise teacher - educates the individual, develops memory and observation, accuracy and subtlety of thinking. (9) In my opinion, the more people gain research skills, the better off society is. (10) With the help of the mind, a person can not only understand the world, but can, with his will, change his environment, create a new quality that did not previously exist in nature.
(11) Doing science is not only necessary. (12) Do science [...]. (13) Firstly, because overcoming a difficulty brings a small, but quite strong, bright happiness, it evokes a desire to repeat one’s own feat and again experience the sweetness of victory. (14) Secondly, because research activity gives meaning to everyday life. (15) Thirdly, because a real scientist enjoys the most menial work, performed with his own hands.
(16) The subject of knowledge is inexhaustible not only for reason, but also for our love, our feelings. (17) “Why have you been dealing with worms all your life?” - they asked one scientist. (18) “The worm is so long, but life is so short,” he answered. (19) These words have been heard for a long time, and recently a Worm Museum was opened in one of the towns in Australia, where visitors are invited to feel like a worm, crawl through a maze, and be “inside” a worm. (20) Would you like to visit this museum? (21) Would you like to take your children there? (22) Would you be proud of this museum if it were in your city, would you tell your guests about it? (23) Just think, it all started with the love of single researchers for their subjects of research.
(24) Labor and love. (25) Labor and pleasure. (26) Labor and joy from labor, immediately - joy, not when there are fruits and results, but joy before the fruits ripen, in anxious anticipation and cultivation.
(27) It’s nice to do science because it, like an umbrella over your head, protects you from small, corrosive, landslide troubles, not allowing them to rule your soul. (28) Resentment towards a friend who said the wrong thing or the wrong thing, criticism from superiors, a scandal in the family, an incomprehensible illness - any negative factor loses its power as soon as we plunge into the world of our own research. (29) Even the most skillful brain is not able to simultaneously classify accumulated material and accumulated troubles. (30) In this regard, science is beneficial for health. (31) Science helps to survive even trouble, because, although for a short time, it strongly and firmly takes possession of the affected consciousness.
(According to V. Kharchenko)
Explanation.
Dialogue with the reader - in this text, in sentences 20-23, the author asks the reader leading questions.
Rows of homogeneous members - observed in sentence 8 homogeneous predicates and homogeneous additions; in sentence 27 homogeneous definitions are used.
Syntactic parallelism - sentences 1, 6, 7, 11, 12 use the same syntactic constructions: one-part sentence, consisting of a predicate, its complement and an adverbial manner of action.
Book vocabulary - vocabulary associated with book styles of speech, used in scientific literature, journalistic works, official business documents, etc.
Answer: 8,1,3,7
“Unified State Examination in Russian Language 2009” - Read the text. Extended certification procedure. State final certification. Distribution of tasks. Volume of the essay. Evaluation criteria. On the use of the results of the Unified State Exam. One-time certification procedure. Main characteristics. Item. Methodical letter.
“Preparing for the Unified State Exam” - Creative task. Getting ready for the exam. Working on options. After reading “Fathers and Sons”... Make up a word combination with anyone. simple distribution offer. After reading about the great traveler... Beautiful golden autumn in Maykop! There a man groans from slavery and chains... Give an example with an error in the formation of the word form.
“Conducting the Unified State Exam” - 4. Making a decision on admission to taking additional exams. deadlines. Letter of Rosobrnadzor dated February 25, 2011 No. 10-58-22/10-45. Unified State Exam-2011: compliance of technology and regulatory legal acts. Single block. Organizational and technological compliance with the Procedure for conducting the Unified State Examination. RCIO undertakes to ensure the safety of the complex.
“GIA in the Russian language” - Result of the trial exam in the RUSSIAN LANGUAGE (USE) 12/16/2010. Comparison of the results of trial exams in the Russian language (GLA) Quality of knowledge. The result of the trial exam in the RUSSIAN LANGUAGE (GIA) 12/17/2010. The work of a teacher in preparing students for the state final certification. On preparation for the state final certification in the 2010-2011 academic year.
“Unified State Exam in Russian Language 2012” - Retold or completely rewritten the original text. I didn’t write any postcards. The incident happened in a Russian village. Human and society. Postcard. Criteria for assessing the answer to task C1. The examinee’s own position on the issue is formulated. Typical mistakes in part C. Man and man.
Demo 3
(Answers at the end of the test)
A1. In which word is the letter denoting the stressed vowel sound correctly highlighted?
1) turn on
2) after dark
A2. In which sentence, instead of the word PRESENT (PRESENT), should we use PROVIDE (PROVIDE)?
1) For great services to the state, the artist was PRESENTED for a government award.
2) This house IS of historical value.
3) At the meeting we were INTRODUCED to a new employee.
4) The Russian language is an enormous wealth that PRESENTS us extraordinary opportunities.
A3. Give an example of an error in the formation of a word.
1) after reading the story
2) less significant
3) in two thousand and five
4) go home
A4. Choose the grammatically correct continuation of the sentence.
Studying the plants of the middle zone,
1) I became interested in this problem.
2) some of them are used for landscaping areas.
3) they were collected in a herbarium.
4) pay attention to their differences from plants in other zones.
A5. Indicate the sentence with a grammatical error.
1) Contrary to the rules of punctuation, journalists often use a dash instead of a colon.
2) Yesterday I got to Yalta and met many friends there who came on vacation.
3) Visitors were amazed at the height of the Ostankino tower.
4) The poem “Vasily Terkin” glorifies the feat of a Russian soldier, faithful to duty and the Fatherland.
A6. In which sentence can the subordinate part of a complex sentence not be replaced by a separate definition expressed by a participial phrase?
1) The neighbor said hello and went to the taxi that was standing at the entrance.
2) Only passion creates the tension of spiritual forces that will lead to the development of abilities.
3) Unfortunately, there are children who have not solved a single problem on their own throughout their entire school life.
4) Engineers are constantly making changes to the design of individual vehicle components, which make their operation more economical and efficient.
Read the text and complete tasks A7 - A12.
(1)... (2) But, for example, humans and guinea pigs lost this ability during evolution. (3) So people need to get 50-100 mg of vitamin C per day through food. (4) “Ascorbic acid” is involved in all types of metabolism, ensuring normal elasticity and permeability of capillaries, helping to strengthen the bone tissue of the teeth. (5) With a lack of vitamin C, a person develops scurvy: the gums become weak and begin to bleed, since due to the lack of ascorbic acid in the body, connective tissue fibers are not formed. (6)... scurvy often struck seafarers who had been deprived for a long time fresh vegetables and fruits.
A7. Which of the following sentences should come first in this text?
1) Ascorbic acid, or vitamin C, is involved in many enzymatic reactions in the body.
2) Vitamin C is necessary for the synthesis of animal connective tissue protein - collagen.
3) In pharmaceutical factories ascorbic acid obtained from cheap available raw materials - glucose.
4) The organisms of plants and many animals are able to produce ascorbic acid themselves.
A8. Which of the following words (combinations of words) should be in the blank in the sixth sentence?
1) In a word,
2) Due to the fact that
3) Therefore
4) Despite this
A9. What combination of words is not a grammatical basis in one of the sentences or in one of the parts of a complex sentence in the text?
1) people need to receive (sentence 3)
2) the gums become weak [and] begin to bleed (sentence 5)
3) fibers are not formed (proposition 5)
4) scurvy struck (sentence 6)
A10. Indicate the correct characteristic of the fifth (5) sentence of the text.
1) compound
2) complex with non-union and union coordinating and subordinating connections between parts
3) complex
4) complex with non-union and allied subordination between parts
A11. Indicate the correct morphological characteristics of the word DEprived from the sixth (6) sentence of the text.
1) passive participle
2) adjective
3) participle
4) active participle
A12. Which word in the text means “a system of homogeneous cells and their metabolic products”?
1) food (sentence 3)
2) vitamin (sentence 3)
3) fabric (sentences 4, 5)
4) gums (sentence 5)
A13. Which answer option correctly indicates all the numbers in whose place NN is written?
When the foggy (1) east brightened and the drum (2) beat died down in the camp, the enemy attack unexpectedly (3) began.
A14. In which row in all words is the unstressed vowel of the root being tested missing?
1) schematic..matic, component, proposed
2) updated, compiled, wade through
3) system..matization, f..formulation, um..silence
4) enrichment, subsequent, further
A15. In which row is the same letter missing in all three words?
1) pr..red, pr..tendent, pr..fastidious
2) not..tasty, and..drinkable, too..too much
3) p..pedestal, in..south, pre..anniversary
4) pos..yesterday, r..interpret, pr..grandfather
A16. In which row in both words is the letter E written in place of the gap?
1) mascara, restrained
2) breathe..sh, move..my
3) tender..study
4) cluck..sh, inevitable..my
A17. Which answer option contains all the words where the letter I is missing?
A. conceal..to hide
B. beans
V. command...
G. annoying
A18. In which sentence is NOT written separately with the word?
1) The sun, still (in)visible to the eye, spread a fan of pink rays across the sky.
2) A yellowish haze, (not) like dust, rose in the east.
3) Valentin walked with a (not) hasty, but decisive step.
4) Adverbs are (un)changeable words.
A19. In which sentence are both highlighted words written together?
1) It takes a lot of effort to raise a puppy, FOR how much joy it will bring you!
2) The youngest son loved books just like everyone else in our family, SO we had no doubt about what to give him on his birthday.
3) SO that the fish would bite AS (SAME) well as yesterday, I dug up fresh worms.
4) I thank you, and ALSO your secretary FOR giving me the opportunity to study this project.
A20. Provide the correct explanation for the use of a comma or its absence in the sentence:
A light drizzle began to drizzle () and the entire visible horizon was covered with clouds.
1) Compound sentence, before the conjunction And a comma is not needed.
2) Simple sentence with homogeneous members, before the conjunction And a comma is not needed.
3) A complex sentence, before the conjunction And a comma is needed.
4) A simple sentence with homogeneous members, before the conjunction And a comma is needed.
A21. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence?
In bad weather, pine trees groan, and their branches (1) are bent by gusts of an angry wind (2) crack (3) sometimes scratching (4) needles on the bark of the tree.
A22. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentences?
It was a surprisingly pleasant experience (1) I remember (2) for me to lie on my back in the forest and look up. Then the sky (3) seemed (4) like a bottomless sea, spread out before my eyes.
A23. Indicate a sentence that requires one comma. (There are no punctuation marks.)
1) To measure certain scientific objects or phenomena, units that are uniform for the whole world are used.
2) The clouds on the horizon either converged or diverged, or lined up into bizarre castles.
3) The spores of cap mushrooms are very small and light and are carried by air flow.
4) Only the white trunks of the nearest birches and a piece of the alley were visible.
A24. How to explain the placement of the colon in this sentence?
Lake Pleshcheevo near Pereslavl-Zalessky has two shores that are completely different in outline: one is ancient, high, cut by ravines and streams, the other is low, flat, marshy near the water.
1) The second part of a non-union complex sentence explains and reveals the content of the first part.
2) The first part of a non-union complex sentence indicates the condition for accomplishing what is said in the second part.
3) The first part of a non-union complex sentence indicates the time of commission of what is said in the second part.
4) The second part of a non-union complex sentence is contrasted in content to the first part.
A25. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence?
To understand your notes (1), you need to have before your eyes that book (2) about (3) which (4) the notes were made.
A26. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence?
Mitya often simply admired his sister (1) and (2) even when he had to listen to her complaints that (3) she looked bad after night shifts in the hospital (4) Lyubasha seemed to him the most beautiful.
A27. Read the text.
Over the past centuries, as a result of intensive economic activity, often carried out contrary to the laws of nature, many natural landscapes have been destroyed, rivers and lakes are becoming shallow and polluted, the area of the planet’s “green lungs” - forests - is shrinking, hundreds of species of animals and plants are on the verge of destruction. The destruction of nature threatens humanity with hunger, disease, and innumerable disasters as a result of not only man-made but also natural disasters. To save nature, today we need a thoughtful and well-organized system of measures for its conservation.
Which of the following sentences correctly conveys the main information contained in the text?
1) Natural disasters; droughts, floods, dust storms and forest fires, landslides and avalanches in the mountains are often the result of human activity that violates the laws of nature.
2) Not a single thoughtful and well-organized system of measures will help preserve nature if humanity allows a man-made or natural disaster to occur.
3) The result of intensive human economic activity has been the destruction of many natural landscapes, shallowing and pollution of rivers and lakes, reduction of forest areas, and the destruction of hundreds of species of animals and plants.
4) The consequences of the destruction of nature as a result of thoughtless human economic activity are disastrous for humanity, therefore, today a system of measures to preserve nature is needed.
Read the text and complete tasks A28-AZO; B1-B8; C1.
(1) It must be said that in Rus', if we have not yet kept up with foreigners in some other respects, we have far surpassed them in the ability to communicate. (2) It is impossible to count all the shades and subtleties of our appeal. (3) A Frenchman or a German will not understand and understand all its features and differences; he will speak with almost the same voice and the same language both to a millionaire and to a small tobacco dealer, although, of course, in his soul he is moderately mean to the former. (4) This is not the case with us: we have such wise men who will speak completely differently to a landowner who has two hundred souls than to one who has three hundred, and again to someone who has three hundred they will speak differently , as with the one who has five hundred of them, and with the one who has five hundred of them, again it is not the same as with the one who has eight hundred of them - in a word, even if you go up to a million, there will still be shades. (5) Suppose, for example, there is an office, not here, but in a distant country, and in the office, let us suppose, there is a ruler of the office. (6) I ask you to look at him when he sits among his subordinates - you just can’t utter a word out of fear! pride and nobility, and what does his face not express? just take a brush and paint: Prometheus, determined Prometheus! (7) Looks like an eagle, acts smoothly, measuredly. (8) The same eagle, as soon as it left the room and approaches the office of its boss, is in such a hurry like a partridge with papers under its arm that there is no urine. (9) In society and at a party, even if everyone is of low rank, Prometheus will remain Prometheus, and a little higher than him, Prometheus will undergo such a transformation that even Ovid would not invent: a fly, less than even a fly, was destroyed into a grain of sand. (10) “Yes, this is not Ivan Petrovich,” you say, looking at him. - Ivan Petrovich is taller, but this one is short and thin; he speaks loudly, has a deep bass voice and never laughs, but this devil knows what: he squeaks like a bird and keeps laughing.” (P) You come closer, you look - exactly Ivan Petrovich! (12) “Ehe-he!” - you think to yourself...
A28. Which statement does not correspond to the content of the text?
1) Honoring rank transforms a person outwardly.
2) In Rus', addressing a person depended on his social status.
3) Reverence for ranks was transferred from offices and departments to everyday life.
4) Foreigners build their communication with Russian people depending on the financial situation of the latter.
A29. Which of the following statements is false?
1) Sentences 1-2 present the reasoning.
2) Sentence 7 confirms the content of sentence 6.
3) Sentence 8 presents a narrative.
4) Sentence 10 contains a descriptive element.
A30. Indicate a sentence that uses contextual antonyms.
IN 1. From sentences 7-8, write down words formed by prefixes.
AT 2. From sentence 8, write down all subordinating conjunctions.
AT 3. Determine the type of subordinating connection in the phrase SUBJECT BEFORE THE FIRST (sentence 3).
AT 4. Find among sentences 1-8 difficult sentence, which includes one-component indefinite-personal(s). Write the number of this complex sentence.
AT 5. Among sentences 3-9, find a sentence with homogeneous isolated circumstances. Write the number of this offer.
AT 6. Among sentences 2-6, find a complex sentence that contains only a subordinate clause. Write the number of this complex sentence.
AT 7. Among sentences 1-8, find a sentence that is related to the previous one using a cognate word. Write the number of this offer.
AT 8. Read an excerpt from the review. This fragment examines the linguistic features of the text. Some terms used in the review are missing. Insert in the gaps the numbers corresponding to the number of the term from the list (enter the numbers separated by commas, without spaces, as they should appear in the text).
“Features of the poetics of N.V. Gogol are clearly manifested in an episode from the novel “Dead Souls”. Appeal to the characters of ancient mythology, as well as the use of such syntactic means as _______ (for example, “cannot be counted” in sentence 2) and _______ (in sentence 6), the use of tropes: _______ (“looks out like an eagle”, “hurries like a partridge” in sentence 7 , 8) and _______ (“destroyed into a grain of sand” in sentence 9) - reflect the author’s caring attitude towards what is depicted and create in the text a special ironic intonation, characteristic of the work of N.V. Gogol".
List of terms:
1) rhetorical question
2) lexical repetition
3) colloquial vocabulary
4) metonymy
5) litotes
6) epithets
7) question-and-answer form of presentation
8) comparison
9) inversion
Answers.
Read an excerpt from the review. It examines the linguistic features of the text. Some terms used in the review are missing. Fill in the blanks with numbers corresponding to the number of the term from the list.
“The peculiarities of N.V. Gogol’s poetics are clearly manifested in an episode from the novel “Dead Souls.” Appeal to the characters of ancient mythology, as well as the use of such syntactic means as (A)_____ (for example, “cannot be counted” in sentence 2) and (B)_____ (in sentence 6), the use of tropes: (B)_____ (“looks out like an eagle”, “hurries like a partridge” in sentences 7, 8) and (D)_____ (“destroyed into a grain of sand” in sentence 9) reflect the author’s caring attitude towards the depicted and create in the text a special ironic intonation, characteristic of the work of N.V. Gogol".
List of terms:
1) rhetorical question
2) lexical repetition
3) colloquial vocabulary
4) metonymy
6) epithets
7) question-and-answer form of presentation
8) comparison
9) inversion
Write down the numbers in your answer, arranging them in the order corresponding to the letters:
| A | B | IN | G |
(1) It must be said that in Rus', if we have not yet kept up with foreigners in some other respects, we have far surpassed them in the ability to communicate. (2) It is impossible to count all the shades and subtleties of our appeal. (3) A Frenchman or a German will not understand and understand all its features and differences; he will speak with almost the same voice and the same language both to a millionaire and to a small tobacco dealer, although, of course, in his soul he is moderately mean to the former. (4) This is not the case with us: we have such wise men who will speak completely differently to a landowner who has two hundred souls than to one who has three hundred, and again to someone who has three hundred they will speak differently , as with the one who has five hundred of them, and with the one who has five hundred of them, again it is not the same as with the one who has eight hundred of them - in a word, even if you go up to a million, there will still be shades. (5) Suppose, for example, there is an office, not here, but in a distant country, and in the office, let us suppose, there is a ruler of the office. (6) I ask you to look at him when he sits among his subordinates - you just can’t utter a word out of fear! pride and nobility, and what does his face not express? just take a brush and paint: Prometheus, determined Prometheus! (7) Looks like an eagle, acts smoothly, measuredly. (8) The same eagle, as soon as it left the room and approaches the office of its boss, is in such a hurry like a partridge with papers under its arm that there is no urine. (9) In society and at a party, even if everyone is of low rank, Prometheus will remain Prometheus, and a little higher than him, Prometheus will undergo such a transformation that even Ovid would not invent: a fly, less than even a fly, was destroyed into a grain of sand. (10) “Yes, this is not Ivan Petrovich,” you say, looking at him. - Ivan Petrovich is taller, but this one is short and thin; he speaks loudly, has a deep bass voice and never laughs, but this devil knows what: he squeaks like a bird and keeps laughing.” (11) You come closer and look - exactly Ivan Petrovich! (12) “Ehe-he!” - you think to yourself...
(N.V. Gogol)
Which of the statements correspond to the content of the text? Please provide answer numbers.
1) Honoring rank transforms a person outwardly.
2) In Rus', addressing a person depended on his social status.
3) Reverence for ranks was transferred from offices and departments to everyday life.
4) Foreigners build their communication with Russian people depending on the financial situation of the latter.
5) We have such sages who will talk to people of different social status in exactly the same voice.
Statement number 1 is confirmed by sentences number 6-10.
Statement number 2 is confirmed by sentence number 4.
Statement number 3 is confirmed by sentence number 9.
Statement number 4 contradicts sentence number 3.
Statement number 5 contradicts sentences number 2-4.
Answer: 123
Answer: 123
Relevance: 2016-2017
Difficulty: normal
Codifier section: Semantic and compositional integrity of the text.
Which of the following statements are true? Please provide answer numbers.
Enter the numbers in ascending order.
1) Sentences 1-2 present the reasoning.
2) Sentence 7 confirms the content of sentence 6.
3) Sentence 8 presents a narrative.
4) Sentence 10 contains a descriptive element.
5) The predominant type of speech of the text as a whole is narration.
Explanation (see also Rule below).
Statements number 3 and 5 are erroneous.
3) Proposition 8 is a reasoning, not a narrative.
5) The predominant type of text as a whole is reasoning, not narration.
Answer: 124
Answer: 124
Relevance: 2016-2017
Difficulty: normal
Codifier section: Functional and semantic types of speech
From the context it can be understood that almost the entire text is a discussion. And sentence 8 is rather an emphatic (emotionally charged) element of description that is used to confirm the author’s point of view.
Guest 25.05.2012 13:06
Hello, where is the reasoning in the first and second sentence?
Anastasia Smirnova (St. Petersburg)
Sentences 1 and 2 present reasoning, as they talk about some of the author’s conclusions made on the basis of facts, which are discussed below.
Polina Potaptseva 14.10.2017 12:06
I disagree, since in sentence 8 the narrative predominates to a greater extent, as in sentence 7. And sentence 10, in my opinion, is an example of a description.
Tatiana Statsenko
In my opinion, you are right. I have corrected the explanations.
From sentence 8, write down contextual antonyms.
Explanation (see also Rule below).
The sentence “The same eagle, as soon as he left the room and is approaching his boss’s office, hurries like a partridge with papers under his arm that there is no urine” contains contextual antonyms “eagle” and “partridge”.
Answer: partridge eagle.
Answer: partridge eagle | partridge eagle
Relevance: 2016-2017
Difficulty: normal
Codifier section: Lexical meaning of the word
Lucy 14.02.2015 14:13
Tell me, please, do I need to include words in I.P??
Or copy it from the text
Tatyana Yudina
It is better in the same form as in the text. Tasks where words are entered in the initial form will be supplemented with a second answer option.
Polina Bobrova 22.11.2015 11:16
the answer "eagle partridge" was not protected
Tatyana Yudina
What is "protected"?
From sentences 7-8, write down words formed by prefixes.
Explanation (see also Rule below).
The verbs COMING OUT and COMING OUT are formed using the prefix you-.
Answer: stands out, came out|came out, stands out
Anastasia Smirnova (St. Petersburg)
Petr Ivanov 28.04.2014 19:31
Why don’t the words look out, approach?
Tatyana Yudina
Because there are no words “looking” and “approaching”.
Among sentences 1-8, find one(s) that is related to the previous one using a cognate word. Write the number(s) of this sentence(s).
Explanation (see also Rule below).
(1) It must be said that in Rus', if we have not yet kept up with foreigners in some other respects, we have far surpassed them in skill address. (2) It is impossible to count all the shades and subtleties of our appeals.
The noun “conversion” in sentence 2 and the verb “conversion” from sentence 1 are cognate. With the help of them, sentence 2 is connected with sentence 1.
Answer: 2
Rule: Task 25. Means of communication of sentences in the text
MEANS OF CONNECTING SENTENCES IN THE TEXT
Several sentences connected into a whole by theme and main idea are called text (from the Latin textum - fabric, connection, connection).
Obviously, all sentences separated by a period are not isolated from each other. There is a semantic connection between two adjacent sentences of a text, and not only sentences located next to each other can be related, but also those separated from each other by one or more sentences. The semantic relations between sentences are different: the content of one sentence can be contrasted with the content of another; the contents of two or more sentences can be compared with one another; the content of the second sentence may reveal the meaning of the first or clarify one of its members, and the content of the third - the meaning of the second, etc. The purpose of task 23 is to determine the type of connection between sentences.
The task could be worded like this:
Among sentences 11-18, find one(s) that is related to 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 ABOVE. Thus, if the interval 11-18 is indicated, then the required sentence is within the limits indicated in the task, and answer 11 may be correct if this sentence is related to the 10th topic indicated in the task. There may be 1 or more answers. Point for successfully completing the task - 1.
Let's move on to the theoretical part.
Most often we use this model of text construction: each sentence is linked to the next one, this is called a chain link. (We will talk about parallel communication below). We speak and write, we combine independent sentences into text using simple rules. Here's the gist: two adjacent sentences must be about the same subject.
All types of communication are usually divided into lexical, morphological and syntactic. As a rule, when connecting sentences into a text, they can be used several types of communication at the same time. This greatly facilitates the search for the desired sentence in the specified fragment. Let us dwell in detail on each of the types.
23.1. Communication using 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.
Example words: 1) Forest, path, trees; 2) buildings, streets, sidewalks, squares; 3) water, fish, waves; hospital, nurses, emergency room, ward
Water was clean and transparent. Waves They ran ashore slowly and silently.
2. Generic words.
Generic words are words connected by the relation genus - species: genus is a broader concept, species is a narrower one.
Example words: Chamomile - flower; birch - tree; car - transport and so on.
Example sentences: It was still growing under the window birch. I have so many memories associated with this tree...
Field daisies are becoming rare. But this is 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 a sentence is the main feature of a chain connection. For example, in sentences Behind the garden there was a forest. The forest was deaf and 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; in sentences Physics is a science. Science must use the dialectical method- “model predicate - subject”; in the example The boat moored to the shore. The shore 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 It has different shapes. Lexical repetition in Unified State Exam assignments repetition of a word in the same word form, used to enhance the impact on the reader, will be considered.
In literary texts and journalistic styles a chain connection through lexical repetition often has an expressive, emotional character, especially when the repetition is at the junction of sentences:
Aral disappears from the map of the Fatherland sea.
Whole sea!
The use of repetition here is used to enhance the impact on the reader.
Let's look at examples. We are not yet taking additional means of communication into account; we are looking only at lexical repetition.
(36) I heard a very brave man who went through the war once say: “ It was scary, very scary." (37) He spoke the truth: he it was scary.
(15) As a teacher, I had the opportunity to meet young people yearning for a clear and precise answer to the question about higher 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 type of connection. For more information about the difference, see the paragraph on word forms.
4 Similar words
Cognates are words with the same root and common meaning.
Example words: Homeland, be born, birth, generation; tear, break, burst
Example sentences: I'm lucky be born healthy and strong. The story of my birth unremarkable.
Although I understood that a relationship was necessary break, but couldn't do it myself. This gap would be very painful for both of us.
5 Synonyms
Synonyms are words of the same part of speech that are close in meaning.
Example words: be bored, frown, be sad; fun, joy, jubilation
Example sentences: In parting she said that will miss you. I knew that too I'll be sad from our walks and conversations.
Joy grabbed me, picked me up and carried me... Jubilation there seemed to be no boundaries: Lina answered, finally answered!
It should be noted that synonyms are difficult to find in the text if you need to look for connections only using synonyms. But, as a rule, along with this method of communication, others are also used. So, in example 1 there is a conjunction Same , this connection will be discussed below.
6 Contextual synonyms
Contextual synonyms are words of the same part of speech that are similar in meaning only in a given context, since they relate to the same object (feature, action).
Example words: kitten, poor fellow, naughty; girl, student, beauty
Example sentences: Kitty has been living with us for quite some time. My husband took it off poor guy from the tree where he climbed to escape the dogs.
I guessed that she student. Young woman continued to remain silent, despite all efforts on my part to get her to talk.
These words are even more difficult to find in the text: after all, the author makes them synonyms. But along with this method of communication, others are also used, which makes the search easier.
7 Antonyms
Antonyms are words of the same part of speech that have opposite meanings.
Example words: laughter, tears; hot Cold
Example sentences: I pretended that I liked this joke and squeezed out something like laughter. But tears They choked me, and I quickly left the room.
Her words were hot 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 have opposite meanings only in a given context.
Example words: mouse - lion; home - work green - ripe
Example sentences: On work this man was gray with the mouse. At home woke up in it a lion.
Ripe The berries can be safely used to make jam. And here green It’s better not to put them in, they are usually bitter and can ruin 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: this is one and the same lexical phenomenon, but viewed from a different angle. Lexical means can serve to connect two adjacent sentences, or they may not be a connecting 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 reference rule for task 24.
23.2. Communication using morphological means
Along with lexical means of communication, morphological ones are also used.
1. Pronoun
A pronoun connection is a connection in which ONE word or SEVERAL words from the previous sentence are replaced by a pronoun. To see such a connection, you need to know what a pronoun is and what categories of meaning there are.
What you need to know:
Pronouns are words that are used instead of a name (noun, adjective, numeral), denote persons, indicate objects, characteristics of objects, the number of objects, without naming them specifically.
Based on their meaning and grammatical features, nine categories of pronouns are distinguished:
1) personal (I, we; you, you; he, she, it; they);
2) returnable (self);
3) possessive (my, yours, ours, yours, yours); used as possessives also forms of personal: his (jacket), her work),their (merit).
4) demonstrative (this, that, such, such, such, so much);
5) definitive(himself, most, all, everyone, each, other);
6) relative (who, what, which, which, which, how many, whose);
7) interrogative (who? what? which? whose? which? how many? where? when? where? from where? why? why? what?);
8) negative (nobody, nothing, nobody);
9) indefinite (someone, something, someone, anyone, anyone, someone).
Do not forget that pronouns change by case, therefore, “you”, “me”, “about us”, “about them”, “no one”, “everyone” are forms of pronouns.
As a rule, the task indicates WHAT category the pronoun should be, but this is not necessary if in the specified period there are no other pronouns that act as LINKING elements. You need to clearly understand that NOT EVERY pronoun that appears in the text is a connecting link.
Let's look at the 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 in and wandered around the school floors. 3) Now they are some strangers, different, 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 it's a pronoun I, what it is replaced in sentence 1? Nothing. What replaces the pronoun? her? Word " school" from the first sentence. We conclude: connection using a personal pronoun her.
There are three pronouns in the third sentence: they are somehow mine. The second is connected only by a pronoun They(=floors from the second sentence). Rest do not correlate in any way with the words of the second sentence and do not replace anything. Conclusion: the second sentence connects the third with the pronoun They.
What is the practical importance of understanding this method of communication? The fact is that pronouns can and should be used instead of nouns, adjectives and numerals. Use, but not abuse, since the abundance of words “he”, “his”, “their” sometimes leads to misunderstanding and confusion.
2. Adverb
Communication using 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 and what categories of meaning there are.
Adverbs are unchangeable words that denote an action and refer to a verb.
Adverbs of the following meanings can be used as means of communication:
Time and space: below, on the left, next to, at the beginning, long ago and the like.
Example sentences: We got to work. At the beginning it was hard: I couldn’t work as a team, I had 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 There were only the treetops of us. Near The clouds floated with us. A similar example of a parallel connection: 2 and 3 are connected 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.
Example sentences: Last summer I was on holiday in one of the sanatoriums in Belarus. From there It was almost impossible to make a call, let alone surf 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 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 fold; however, I didn’t suffer from this, I had a family, I had brothers, they replaced my friends.
3. Union
Communication using conjunctions is the most common type of connection, thanks to which various relationships arise between sentences related to the meaning of the conjunction.
Communication using coordinating conjunctions: but, and, and, but, also, or, however and others. The assignment may or may not indicate the type of union. Therefore, the material on alliances should be repeated.
Details about coordinating conjunctions described in a special section
Example sentences: By the end of the day off we were incredibly tired. But the mood was amazing! Communication using the adversative conjunction “but”.
It's always been like this... Or that's how it seemed to me...Connection using the disjunctive conjunction “or”.
We draw attention to the fact that very rarely only one conjunction is involved in the formation of a connection: as a rule, lexical means of communication are used simultaneously.
Communication using subordinating conjunctions: because, so. A very atypical case, since subordinating conjunctions connect sentences within a complex sentence. In our opinion, with such a connection there is a deliberate break in the structure of a complex sentence.
Example sentences: I was in complete despair... For I didn’t know what to do, where to go and, most importantly, who to turn to for help. The conjunction for has the meaning because, because, indicates the reason for the hero’s condition.
I didn’t pass the exams, I didn’t go to college, 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 conjunction “so” has the meaning of consequence.
4. Particles
Particle Communication always accompanies other types of communication.
Particles after all, and only, here, there, only, even, same add additional shades to the proposal.
Example sentences: Call your parents, talk to them. After all It's so simple and at the same time difficult - to love....
Everyone in the house was already asleep. AND only Grandma muttered quietly: she always read prayers before going to bed, asking the heavenly forces for a better life for us.
After my husband left, my soul became empty and my house deserted. Even the cat, who usually rushed like a meteor around the apartment, just yawns sleepily and keeps trying to climb into my arms. Here whose arms would I lean on...Please note that connecting particles come at the beginning of the sentence.
5. Word forms
Communication using word form is 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 the category
- If verb in person (gender), number, tense
Verbs and participles, verbs and gerunds are considered different words.
Example sentences: Noise gradually increased. From this growing noise I felt uneasy.
I knew my son captain. With myself captain fate did not bring me together, but I knew that it was only a matter of time.
note: the assignment may say “word forms”, and then it is ONE word in different forms;
“forms of words” - and these are already two words repeated in adjacent sentences.
There is a particular difficulty in the difference between word forms and lexical repetition.
Information for teachers.
Let's consider as an example the most difficult task of the real Unified State Exam 2016. Here is the full fragment published on the FIPI website in “ Guidelines for teachers (2016)"
Difficulties for examinees in completing task 23 were caused by cases where the task condition 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 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 present the condition of task 23 and a fragment of the text of one of Unified State Exam options 2016:
“Among sentences 8–18, find one that is related to the previous one using 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, eccentric!
(8) Maybe that’s why Berg wasn’t good at 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) One day 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 windless. (14) Yartsev lived far from a 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 driven 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": prepositional case form, controlled by a verb, and non-prepositional form, controlled by a noun. These word forms express different meanings: the meaning is object and the meaning of belonging, and the use of the word forms in question does not carry a stylistic load.
Proposition 17 is related to sentence 16 by word forms (“on the lake - to the lake”; "Berga - Berg").
Proposition 18 is related to the previous one by 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) using lexical repetition (the word “he”).
It should be noted that there is no consensus among the authors of various manuals, What is considered a lexical repetition - the same word in different cases (persons, numbers) or in the same one. Authors of books published by " 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 words in various forms would be considered lexical repeat.
At the same time, very complex cases in which words in different cases have the same form are treated differently in the manuals. The author of the books N.A. Senina sees this as a form of the word. I.P. Tsybulko (based on materials from 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 it undoubtedly has the same stylistic task that I.P. writes about. Tsybulko. Without delving into the linguistic solution to this issue, we will outline the position of 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 matching forms in the tasks on RESHUEGE: if the linguist specialists themselves cannot figure it out, then school graduates cannot do it.
3. If you come across tasks with similar difficulties during the exam, we look at those additional means of communication that will help you make your choice. After all, the compilers of KIMs may 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 and complements any other connection, adding shades of meaning 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 individuals, on the other hand, he was not inferior to anyone or anything, 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 several months ago. (2) My parents had not seen her yet, but did not insist on meeting her. (3) It seemed that she also did not strive for rapprochement, which upset me somewhat.
Let's determine how the sentences in this text are connected.
Sentence 2 is connected to sentence 1 using a personal pronoun her, which replaces the name Masha in sentence 1.
Sentence 3 is related to sentence 2 using word forms she her: “she” is a nominative case form, “her” is a genitive case form.
In addition, sentence 3 also has other means of communication: it is a conjunction Same, introductory word it seemed, series of synonymous constructions didn't insist on getting to know each other And didn't try to get closer.
Mahir Salmanov (Naberezhnye Chelny) 19.12.2012 22:38
Why is sentence 8 incorrect: the noun "eagle" from sentence 7 and the noun "eagle" from sentence 8 are cognates?
Anastasia Smirnova (St. Petersburg)
They are not just the same root, they are the same. This is lexical repetition.
Write an essay based on the text you read.
Formulate one of the problems posed by the author of the text.
Comment on the formulated problem. Include in your comment two illustrative examples from the text you read that you think are important for understanding the problem in the source text (avoid excessive quoting). Explain the meaning of each example and indicate the semantic connection between them.
The volume of the essay is at least 150 words.
Work written without reference to the text read (not based on this text) is not graded. If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is graded 0 points.
Write an essay carefully, legible handwriting.
Explanation (see also Rule below).
Main problems:
1) the problem of veneration and servility towards wealthy people (can veneration and servility be seriously called “subtlety of treatment”? How is veneration and servility towards wealthy people combined with disdain for people of lower income and official position?);
2) the problem of a person’s self-esteem (is this concept being replaced by others? Are self-esteem and self-abasement compatible?);
3) the problem of freedom (how does veneration and servility towards wealthy people relate to a person’s self-esteem? Can such a person be called free?)
1) respect for rank and servility towards wealthy people are naturally combined with a contemptuous attitude towards those who are lower in official position or income;
2) self-esteem is incompatible with either veneration and servility towards wealthy people, or with disdain for those who are lower in official position or income;
3) both the one who humiliates and the one who humiliates are equally unfree.
Explanation (see also Rule below).
Let's fill in the blanks.
“The peculiarities of N.V. Gogol’s poetics are clearly manifested in an episode from the novel “Dead Souls.” Appeal to the characters of ancient mythology, as well as the use of such syntactic means as inversion(inversion - changing the neutral order of words in order to enhance expressiveness, introducing additional shades of meaning) and a rhetorical question(a rhetorical question is a question that does not require an answer. “Pride and nobility, and what does his face not express?”), use of tropes: comparison(comparison - in sentence 7 the ruler of the office is compared with an eagle and Prometheus, and in sentence 8 he is compared with a partridge and litotes(litota is an understatement of properties, qualities (as opposed to hyperbole). In sentence 9, the construction “a fly, smaller than even a fly, was destroyed into a grain of sand” is a litote, since it is an understatement of the actual size of the ruler of the office) - reflect the author’s caring attitude towards the depicted and create the text has a special ironic intonation, characteristic of the work of N.V. Gogol.”
Answer: 9185.
Answer: 9185
Rule: Task 26. Language means of expression
ANALYSIS OF MEANS OF EXPRESSION.
The purpose of the task is to determine the means of expression used in the review by establishing correspondence between the gaps indicated by letters in the text of the review and the numbers with definitions. You need to write matches only in the order in which the letters appear in the text. If you do not know what is hidden under a particular letter, you must put “0” in place of this number. You can get from 1 to 4 points for the task.
When completing task 26, you should remember that you are filling 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 consistent with the omissions, etc. It will make it easier to complete the task and divide 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; secondly, figures of speech (some of them are called syntactic).
26.1 TROPIC WORD OR EXPRESSION USED IN A FIGUREABLE MEANING TO CREATE AN ARTISTIC IMAGE AND ACHIEVE GREATER EXPRESSIVENESS. Tropes include such techniques as epithet, comparison, personification, metaphor, metonymy, sometimes they include hyperbole and litotes.
Note: The assignment usually states that these are TRAILS.
In the review, examples of tropes are indicated in parentheses, like a phrase.
1.Epithet(in translation from Greek - application, addition) - this figurative definition, marking a feature that is significant for a given context in the depicted phenomenon. An epithet differs from a simple definition artistic expression and imagery. The epithet is based on a hidden comparison.
Epithets include all “colorful” definitions that are most often expressed adjectives:
sad orphaned 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 characteristic of the subject: winter sorceress; mother is the damp earth; The poet is a lyre, and not just the nanny of his soul(M. Gorky);
-adverbs, acting as circumstances: In the wild north stands alone...(M. Yu. Lermontov); The leaves were tensely stretched in the wind (K. G. Paustovsky);
-participles: waves rush thundering and sparkling;
-pronouns, expressing the superlative degree of a particular state of the human soul:
After all, there were fighting fights, Yes, they say, still which! (M. Yu. Lermontov);
-participles and participial phrases: Nightingales in vocabulary rumbling announce the forest limits (B. L. Pasternak); I also admit the appearance of... greyhound writers who cannot prove where they spent the night yesterday, and who have no other words in their language except the words not remembering kinship(M. E. Saltykov-Shchedrin).
2. Comparison is a visual technique based on the comparison of one phenomenon or concept with another. Unlike metaphor, comparison is always binary: it names both compared objects (phenomena, characteristics, actions).
The 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:
Instrumental case form of nouns:
Nightingale vagrant Youth flew by,
Wave in bad weather Joy fades away (A.V. Koltsov)
Comparative form of an adjective or adverb: These eyes greener sea and our cypresses darker(A. Akhmatova);
Comparative phrases with conjunctions like, as if, as if, etc.:
Like a predatory beast, to the humble abode
The winner breaks in with bayonets... (M. Yu. Lermontov);
Using the words similar, similar, this is:
On the eyes of a cautious cat
Similar your eyes (A. Akhmatova);
Using comparative clauses:
Golden leaves swirled
In the pinkish water of the pond,
Like a light flock of butterflies
Flies breathlessly towards a star. (S. A. Yesenin)
3.Metaphor(in translation from Greek - transfer) is a word or expression that is used in a figurative meaning based on the similarity of two objects or phenomena for some reason. Unlike a comparison, which contains both what is being compared and what is being compared with, a metaphor contains only the second, which creates compactness and figurativeness in the use of the word. A 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, moving mountains, 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 blue, bottomless eyes
Bloom on far shore. (A. A. Blok)
Metaphor happens not just single: it can develop in the text, forming entire chains of figurative expressions, in many cases - covering, as if permeating the entire text. This extended, complex metaphor, a complete artistic image.
4. Personification- this is a type 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 the sleepy valleys, the sleepy mists lay down, And only the sound of a horse's tramp is lost in the distance. The autumn day has faded, turning pale, with the fragrant leaves curled up, and the half-withered flowers are enjoying dreamless sleep.. (M. Yu. Lermontov)
5. Metonymy(translated from Greek - renaming) is the transfer of a name from one object to another based on their contiguity. Adjacency can be a manifestation of connection:
Between action and the instrument of action: Their villages and fields for a violent raid He doomed to swords and fires(A.S. Pushkin);
Between an object and the material from which the object is made: ... or on silver, I ate on gold(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) - this a type of metonymy, based on the transfer of meaning from one phenomenon to another based on the quantitative relationship between them. Most often, transfer occurs:
From less to more: Even a bird does not fly to him, And a tiger does not come... (A.S. Pushkin);
From part to whole: Beard, why are you still silent?(A.P. Chekhov)
7. Periphrase, or periphrasis(translated from Greek - a descriptive expression) is a phrase that is used instead of any word or phrase. For example, Petersburg in verse
A. S. Pushkin - “Peter’s Creation”, “Beauty and Wonder of the Full Countries”, “The City of Petrov”; A. A. Blok in the poems of M. I. Tsvetaeva - “a knight without reproach”, “blue-eyed snow singer”, “snow swan”, “almighty of my soul”.
8.Hyperbole(translated from Greek - exaggeration) is a figurative expression containing an exorbitant exaggeration of any attribute of an object, phenomenon, action: A rare bird will fly to the middle of the Dnieper(N.V. Gogol)
And at that very moment there were couriers, couriers, couriers on the streets... can you imagine, thirty five thousands only couriers! (N.V. Gogol).
9. Litota(translated from Greek - smallness, moderation) is a figurative expression containing an exorbitant understatement of any attribute of an object, phenomenon, action: What tiny cows! There is, right, less than a pinhead.(I. A. Krylov)
And walking importantly, in decorous calm, the horse is led by the bridle by a peasant in large boots, in a short sheepskin coat, in large mittens... and from the nails myself!(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: Why, smart one, are you delirious, head?(I. A. Krylov)
26.2 “NON-SPECIAL” LEXICAL VISUATIVE AND EXPRESSIVE MEANS OF LANGUAGE
Note: In assignments it is sometimes indicated that this is a lexical device. Typically, in a review of task 24, an example of a lexical device is given in parentheses, either as a single word or as a phrase in which one of the words is in italics. Please note: these are the products most often needed find in task 22!
11. Synonyms, i.e. words of the same part of speech, different in sound, but identical or similar in lexical meaning and differing from each other either in shades of meaning or 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 - lie, good - evil, disgusting - wonderful), also have great expressive capabilities.
Antonyms can be contextual, that is, they become antonyms only in a given context.
Lies happen good or evil,
Compassionate or merciless,
Lies happen dexterous and awkward,
Prudent and reckless,
Intoxicating and joyless.
13. Phraseologisms as a means of linguistic expression
Phraseologisms (phraseological expressions, idioms), i.e. phrases and sentences reproduced in ready-made form, in which the integral meaning dominates the meanings of their constituent components and is not a simple sum of such meanings ( get into trouble, be in seventh heaven, bone of contention), have great expressive capabilities. 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, sword of Damocles, Achilles heel);
2) the classification 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 category linguistic means with a positive emotional-expressive coloring ( to store like the apple of your eye - trade.) or with a negative emotional-expressive coloring (without the king in the head - disapproved, small fry - disdained, worthless - despised.).
14. Stylistically colored vocabulary
To enhance expressiveness in the text, all categories of stylistically colored vocabulary can be used:
1) emotional-expressive (evaluative) vocabulary, including:
a) words with a positive emotional-expressive assessment: solemn, sublime (including Old Slavonicisms): inspiration, future, fatherland, aspirations, hidden, unshakable; sublimely poetic: serene, radiant, enchantment, azure; approving: noble, outstanding, amazing, brave; endearments: sunshine, darling, daughter
b) words with a negative emotional-expressive assessment: disapproving: speculation, bickering, nonsense; dismissive: upstart, hustler; contemptuous: dunce, crammer, scribbling; abusive/
2) functionally and 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): 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:
Dialectal vocabulary (words that are used by residents of a particular area: kochet - rooster, veksha - squirrel);
Colloquial vocabulary (words with a pronounced reduced stylistic connotation: familiar, rude, dismissive, abusive, located on the border or outside the literary norm: beggar, drunkard, cracker, trash talker);
Professional vocabulary (words that are used in professional speech and are not included in the system of 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 youth slang: party, frills, cool; computer: brains - computer memory, keyboard - keyboard; soldier: demobilization, scoop, perfume; criminal jargon: bro, raspberry);
The vocabulary is outdated (historicisms are words that have fallen out of use due to the disappearance of the objects or phenomena they denote: boyar, oprichnina, horse-drawn horse; archaisms - outdated words, naming objects and concepts for which new names have appeared in the language: forehead - 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 DEVICES based on special combinations of words that go beyond the scope of normal practical use, and aimed at enhancing the expressiveness and figurativeness 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 indicating these means: they are called syntactic means, and a technique, and simply a means of expressiveness, 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 that contains a statement in the form of a question. A rhetorical question does not require an answer; it is used to enhance the emotionality, expressiveness of speech, and to attract 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 comprehended people from a young age?.. (M. Yu. Lermontov);
17.Rhetorical exclamation is a figure that contains a statement in the form of an exclamation. Rhetorical exclamations enhance the expression of certain feelings in a message; they are usually distinguished not only by special emotionality, but also by solemnity and elation:
That was on the morning of our years - Oh happiness! oh tears! O forest! oh life! oh sunshine! O fresh spirit of birch. (A.K. Tolstoy);
Alas! The proud country bowed to the power of a stranger. (M. Yu. Lermontov)
18.Rhetorical appeal- this is a stylistic figure consisting of an emphasized appeal to someone or something to enhance the expressiveness of speech. It serves not so much to name the addressee of the speech, but rather to express the attitude towards what is said in the text. Rhetorical appeals can create solemnity and pathosity of speech, express joy, regret and other shades of mood and emotional state:
My friends! Our union is wonderful. He, like the soul, is uncontrollable and eternal (A.S. Pushkin);
Oh, deep night! Oh, cold autumn! Mute! (K. D. Balmont)
19.Repetition (positional-lexical repetition, lexical repetition)- this is a stylistic figure consisting of the repetition of any member of a sentence (word), part of a sentence or a whole sentence, several sentences, stanzas in order to attract special attention to them.
Types of repetition are anaphora, epiphora and pickup.
Anaphora(translated from Greek - ascent, rise), or unity of beginning, is the repetition of a word or group of words at the beginning of lines, stanzas or sentences:
Lazy the hazy noon breathes,
Lazy the river is rolling.
And in the fiery and pure firmament
Clouds are melting lazily (F.I. Tyutchev);
Epiphora(translated from Greek - addition, final sentence of a 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 an age?
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!
A two-volume edition of Paustovsky 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 tree,
Like a pine tree in a damp forest (M. Yu. Lermontov);
20. Parallelism (syntactic parallelism)(in translation from Greek - walking next to) - identical or similar construction of adjacent parts of the text: adjacent sentences, poetic lines, stanzas, which, when correlated, create a single image:
I look at the future with fear,
I look at the past with longing... (M. Yu. Lermontov);
I was a ringing string for you,
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 land? What did he throw in his native land?(M. Lermontov); Not the country is for business, but business is for the country (from the newspaper).
21. Inversion(translated from Greek - rearrangement, inversion) is a change in the usual order of words in a sentence in order to emphasize the semantic significance of any element of the text (word, sentence), giving 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 comes after the word being defined: I’m sitting behind bars in dungeon dank(M. Yu. Lermontov); But there were no swells running through this sea; the stuffy air did not flow: it was brewing great thunderstorm(I. S. Turgenev);
Additions and circumstances expressed by nouns come before the word to which they relate: Hours of monotonous battle(monotonous clock strike);
22.Parcellation(in translation from French - particle) - a stylistic device that consists in dividing a single syntactic structure of a sentence into several intonational and semantic units - phrases. At the point where the sentence is divided, a period, exclamation and question marks, and an ellipsis can be used. In the morning, bright as a splint. Scary. Long. Ratnym. The rifle regiment was defeated. Our. In an unequal battle(R. Rozhdestvensky); Why isn't anyone outraged? Education and healthcare! The most important areas of society! Not mentioned in this document at all(From newspapers); It is necessary for the state to remember the main thing: its citizens are not individuals. And people. (From newspapers)
23. Non-union and multi-union- syntactic figures based on deliberate omission, or, conversely, deliberate repetition of conjunctions. In the first case, when omitting conjunctions, speech becomes condensed, compact, and dynamic. The actions and events depicted here quickly, instantly unfold, replacing each other:
Swede, Russian - stabs, chops, cuts.
Drumming, clicks, grinding.
The thunder of guns, stomping, neighing, groaning,
And death and hell on all sides. (A.S. Pushkin)
When multi-union speech, on the contrary, slows down, pauses and repeated conjunctions highlight words, expressively emphasizing their semantic significance:
But And grandson, And great-grandson, And great-great-grandson
They grow in me while I grow... (P.G. Antokolsky)
24.Period- a long, polynomial sentence or a very common simple sentence, which is distinguished by completeness, unity of topic and intonational division into two parts. In the first part, the syntactic repetition of the same type of subordinate clauses (or members of the sentence) occurs with an increasing increase in intonation, then there is a significant pause separating it, and in the second part, where the conclusion is given, the tone of voice noticeably decreases. This intonation design forms a kind of circle:
If I wanted to limit my life to the home circle, / When a pleasant lot ordered me to be a father, a husband, / If I were captivated by the family picture for even a single moment, then it’s true that I wouldn’t look for another bride besides you. (A.S. Pushkin)
25.Antithesis or opposition(in translation from Greek - opposition) is a turn in which opposing concepts, positions, images are sharply contrasted. To create an antithesis, antonyms are usually used - general linguistic 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 looking sideways,
Yesterday I was sitting before the birds,
All larks these days are crows!
I'm stupid and you're smart
Alive, but I'm dumbfounded.
O cry of women of all times:
“My dear, what have I done to you?” (M. I. Tsvetaeva)
26.Gradation(in translation from Latin - 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 characteristic. Increasing gradation usually used to enhance the imagery, emotional expressiveness and impact of the text:
I called you, but you didn’t look back, I shed tears, but you didn’t condescend(A. A. Blok);
Glowed, burned, shone huge Blue eyes. (V. A. Soloukhin)
Descending gradation is used less frequently and usually serves to enhance the semantic content of the text and create imagery:
He brought mortal resin
Yes, a branch with withered leaves. (A.S. Pushkin)
27.Oxymoron(translated from Greek - witty-stupid) is a stylistic figure in which usually incompatible concepts are combined, usually contradicting each other ( bitter joy, ringing silence and so on.); at the same time, a new meaning is obtained, and the speech acquires special expressiveness: From that hour began for Ilya sweet torment, lightly scorching the soul (I. S. Shmelev);
Eat joyful melancholy in the red of dawn (S. A. Yesenin);
But their ugly beauty I soon comprehended the mystery. (M. Yu. Lermontov)
28. Allegory– allegory, transmission of an abstract concept through a concrete image: Foxes and wolves must win(cunning, malice, greed).
29.Default- a deliberate break in the statement, conveying the emotion of the speech and suggesting that the reader will guess what was unspoken: But I wanted... Perhaps you...
In addition to the above syntactic means of expressiveness, the tests also contain the following:
-exclamation sentences;
- dialogue, hidden dialogue;
-question-and-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 any member is missing that is necessary for completeness of structure and meaning. Missing sentence members can be restored and contextualized.
Including ellipsis, that is, omission of the predicate.
These concepts are discussed in school course syntax. That is probably why these means of expression are most often called syntactic in reviews.
Gogol's poetics
Considering the sequential change of phases in Gogol’s depiction of the fantastic, Yu.V. Mann identified three stages; their diachrony is described as a gradual transition to the principle of silence, indistinctness, removal of obvious motivation for what is happening, as an expansion of plot gaps and ambivalences. The chain of cause and effect, revealing the meaning of the motive, passes in its development from a detailed sequence of explicit formulations, integrated into the plot and read unambiguously, to a compressed formula, sometimes a single word usage that has lost connections with the event context and has concentrated all the plot-forming potential. Restoring the semantic possibilities of the motive in this case becomes the task of the reader, forced by the reduction of narration to fill the plot voids with semantic paradigms available in the context.
Speaking about the problem of the fantastic in Gogol, Yu.V. Mann, cited numerous examples of what D. Fanger aptly called "the narrator's refusal of his authoritative role." All the slips, hesitations, and lapses in the narrator’s memory were explained thanks to the concept of the author of “Gogol’s Poetics”: together with other oddities of the narrative and history, they make the narrated world unsteady, uncertain, in a word, fantastic.
In addition, the narrative structure of this group of texts became one of the main themes of V. M. Markovich’s monograph “Petersburg Stories by N.V. Gogol". The author of the monograph richly illustrated his key thesis: “the narration in St. Petersburg stories is stylistically heterogeneous and the position and appearance of the narrator is clearly heterogeneous.” From his point of view, one of the functions (meaning-forming) of this heterogeneity is the connection to the literary form of the possibilities of “grassroots” culture, ranging from anecdote to legend. Being connected with the mythogenic chronotope of St. Petersburg, such a narrative acquires a mythological dimension. Both in the aspect of syntactics (the mythological scattered subject of the narrative) and in the aspect of semantics (the apocalyptic invasion of chaos into the St. Petersburg “space”) we have before us a holistic concept.
The artistic world of Gogol
The absurd in Gogol's world, according to Nabokov, has several specific features. Firstly, it borders on the tragic, and this is its main property. The combination of tragedy and absurdity gave birth to such a story, in the writer’s opinion, as significant for Gogol as “The Overcoat,” one of the most landmark in his work. Secondly, the absurd is not part of the writer’s artistic world, it is his immediate property; the world is initially and infinitely absurd. It would be wrong to say that Gogol puts his characters in absurd situations. You cannot put a person in an absurd position if the whole world in which he lives is absurd....
Gogol combined “reality” and “fiction” in his work: in his texts they are combined within one specific work. Here the fundamental question becomes about the relationship between the worlds and the choice of the writer - what becomes more important for him - fiction or “objective reality”. Gogol studies give various answers to this question, but the fundamental one for us is the answer of Nabokov, who not only in his interviews, but directly in the book, conceived as a biography, but realized as piece of art, manifests his attitude towards the writer and his own attitude towards creativity, the basis of which is fiction (“In addition to Gogol’s personal characteristics, one current misconception played a fatal role for him. The writer died when he began to be occupied with questions such as “what is art?” and “what is the duty of a writer?”). Echoes Nabokov and Weiskopf: “Gogol’s artistic world during the period of the St. Petersburg stories and “The Overcoat” is as hermetic and endogenous as the inner world of Akaki Akakievich. The desire to overcome this isolation (Volume II of Dead Souls) led Gogol to disaster.” .
