Methodical materials on the Russian language.

Introduction

After reading the proposed text, I was convinced of the validity of the words of a famous linguist (<или>philologist, writer, philosopher) (name, surname of the author), who wrote: "..."(you write QUOTE from the assignment in capital quotation marks).

Main part

Let's try to understand the meaning of these words. I understand this statement as follows: ...(an understanding of the meaning of the phrase from the task is formulated: 2-3 sentences).

Introduction of examples

I will try to prove the validity of my judgment with examples from the text.(name, surname of the author TEXT).

First, consider the sentence NUMBER In it we see...(indicate the lexical phenomenon), which / th / th ...(indicate the role and significance of this phenomenon in the text).

p.s. It is more reliable to use task B1, which already indicates what kind of lexical unit it is: a colloquial word, term or vernacular ... It remains only to conclude what role it plays in the text.

Secondly, let's turn to the sentence NUMBER(indicate the number of the proposal with a figure). It has(a grammatical or syntactic phenomenon is indicated). This gives the right to assert that(further commentary is given to the phenomenon (1-2 sentences) to the quote).

p.s. A frank hint for the argument is contained in task B7, where the type of a complex sentence is named. It remains only to determine its role in this text. .

Conclusion

Thus, the statement of a linguist (philologist, writer, philosopher) (name, surname of the author) proposed for analysis is correct, we can conclude that he is right.

Remember that tasks C1 (statement) and C2 (essay) will be checked by experts. Therefore, it is necessary to write not only COMPETENTLY, but also CAREFULLY, LEGIBLY, so that what is written can be read without difficulty.

Text (demo version 2014)

- (1) Grandma, this is for you, - said Tanechka, entering the apartment, accompanied by two girls and one serious boy. (2) Blind Anna Fedotovna stood on the threshold of the kitchen, not seeing, but knowing for sure that the children were shyly huddled at the threshold.

- (3) Go into the room and tell what business you came for, - she said.

- (4) Your granddaughter Tanya said that your son was killed in the war and that he wrote letters to you. (5) And we took the initiative: "There are no unknown heroes." (6) And she also said that you were blinded by grief. (7) The boy blurted out everything in one breath and fell silent. (8) Anna Fedotovna specified:

- (9) The son managed to write only one letter. (10) And the second was written by his comrade after his death. (11) She stretched out her hand, took a folder from the usual place and opened it. (12) The children whispered for a short time, and the big girl said with undisguised distrust: not real!

- (14) That's right, these are copies, because I really value real letters, - Anna Fedotovna explained, although she didn’t really like the tone.

–(15)Open the top drawer of the chest of drawers. (16) Get the wooden box and give it to me. (17) When they put the box in her hands, she opened it, carefully took out the priceless leaves. (18) The children looked at the documents for a long time, whispered, and then the boy said hesitantly:

- (19) You must hand over these documents to us. (20) Please.

- (21) These letters concern my son, why should I give them to you? she said almost cheerfully.

- (22) Because in our school they are creating a museum for the Great Victory Day.

- (23) I will gladly give copies of these letters to your museum.

- (24) Why do we need your copies? - with defiant aggression, the older girl suddenly wedged into the conversation, and Anna Fedotovna marveled at how officially inhuman the voice of a child can become.

- (25) The museum will not take copies.

- (26) He won’t take it, and you don’t take it. - (27) Anna Fedotovna really did not like this tone, defiant, full of a claim incomprehensible to her.

- (28) And please return all the documents to me. (29) They silently gave her letters and a funeral. (30) Anna Fedotovna felt each sheet, made sure that they were genuine, neatly folded them into a box and said:

- (31) Boy, put the box back. (32) And push the box tightly so that I can hear. (33) But she heard badly now, because the previous conversation greatly disturbed her, surprised and offended her.

- (34) An unfortunate coward, - the big girl suddenly said clearly, with incredible contempt. - (35) Just peep with us.

- (36) It’s still impossible, - the boy whispered hotly and incomprehensibly.

- (37) Be quiet better! the girl cut him off.

- (38) Otherwise, we will arrange such a thing for you that you will cry. (39) But this loud voice, apparently, flew past the consciousness of Anna Fedotovna. (40) She was waiting for the creak of a sliding drawer, she was all focused on this creak, and when it finally rang out, she breathed a sigh of relief:

- (41) Go, children. (42) I am very tired.

(43) The delegation left silently.

(44) Bitterness and not very clear resentment soon left Anna Fedotovna ...

(45) In the evening, the granddaughter, as usual, read her son’s letter to her, but Anna Fedotovna suddenly said:

- (46) He didn’t want something, but they threatened, frightened him. (47) Tanya! (48) Look into the box!

- (49) No, - Tanya said quietly. - (50) And the funeral is in place, and the photographs, but there are no letters.

(51) Anna Fedotovna closed her blind eyes, listened intently, but her soul was silent, and her son's voice no longer sounded in her. (52) He died, died, perished a second time, and now perished forever. (53) The letters, taking advantage of her blindness, were not taken out of the box - they were taken out of her soul, and now not only she was blind and deaf, but also her soul ...

(According to B. Vasiliev)

** Boris Lvovich Vasiliev (born in 1924) is a Russian writer. theme of war and

the fate of the generation for which the war has become the main event in life,

became the main thing in his work and was reflected in many

works such as “The Dawns Here Are Quiet...”, “He Wasn’t on the Lists”,

“Tomorrow there was a war”, etc.

Write an essay-reasoning, revealing the meaning of the statement of Konstantin Georgievich Paustovsky: "There is nothing in life and in our minds that could not be conveyed by the Russian word." Arguing your answer, give 2 (two) examples from the read text. When giving examples, indicate the numbers of the required sentences or use citations. You can write a work in a scientific or journalistic style, revealing the topic on linguistic material. You can start the composition with the words of K.G. Paustovsky. The essay must be at least 70 words. A work written without relying on the text read (not on this text) is not evaluated. If the essay is a paraphrase or a complete rewrite of the source text without any comments, then such work is evaluated by zero points. Write an essay carefully, legible handwriting.

Sample #1.

After reading the proposed text, I was convinced of the validity of the wordsKonstantin Georgievich Paustovsky , who wrote : “There is nothing in our life and in our minds that could not be conveyed by the Russian word” . Let's try to understand the meaning of these words. I understand this statement as follows:RThe Russian language is extremely rich, flexible and picturesque . The richness of the Russian language is manifested primarily in vocabulary. Many words have several meanings, including figurative ones.

“Working with gifted children in Russian language and
literature."
Creating conditions for the optimal development of gifted children whose
giftedness at the moment may not yet be manifested, as well as
simply capable children, in respect of whom there is a serious hope for
a further qualitative leap in the development of their abilities is
one of the main directions of the system of work with gifted children in the lyceum.
Can be included in the lesson increased difficulty, for execution
who need more high level, the ability to operate freely
knowledge and use it in new situations. This is the most productive
direction of work, so we will focus on it.
What forms and methods of work will help to realize it?
1. Independent selection by students of didactic material,
similar to the textbook exercise.
in exercise
fifth graders are invited to change the face of the verb in these proverbs.
Strong students must complete the specified task on the material
proverbs that they must choose on their own.
For example,
2. Tasks that guide students to establish intra-subject
connections between linguistic phenomena, on the comprehension of practical
the significance of the acquired knowledge. In the exercise task: insert the vowels EI
in verb endings. Strong learners must not only perform
task, but also to prove that the choice of orthograms is impossible without knowledge
grammar.
3. Tasks that guide students in the search for a variety of options
completing the task. This form of work allows us to consider those or
other linguistic phenomena are not unilinear, not according to a pattern, but under different
angles of view, to find solutions to the same problem.
For example: how many word groupings can you suggest?
Specify what underlies the grouping.
(Watchman, mouse, flow, youth, from pastures, the Sozh River, the city of Kerch, from
schools, daughter, without galoshes).
Students can offer a lot of options for grouping words: a) the presence
soft sign and its absence; b) type of declension; c) genus; d) case;

e) own common nouns; f) animate inanimate; g) with
prepositions - no prepositions; h) having only the form of units. numbers; and others.
4. Tasks for comparison, comparison of phenomena. For example, in the exercise
It is proposed to put the verbs in the present tense. For the strong
students, the task becomes more difficult: to determine the type of the verb and to establish which
regularity is observed when comparing the tense and the form of the verb.
5. Research tasks. 1) Selection of evidence for this
inference. For example: prove the following words true:
“Isolated definitions are widely used in scientific terms, where
it is necessary to express the idea quite accurately and at the same time with the maximum
brevity and clarity. Use textbooks, explanatory dictionaries.
“Possessing conciseness and harmony, structures with separate
definitions are widely used in fiction when
description of nature
2) Formulating your own
conclusions based on the collected material. For example: modal
particles in Krylov's fables ("Donkey and Nightingale", "Liar", "Crow and Fox")
characters."
Comparative turns in Lermontov's poem "Mtsyri".
6. Assistive tasks
the formation of the skill of independent
acquisition of knowledge by students. The purpose of such classes is to wake up a child
curiosity arouse the desire to look beyond the textbook
form an active attitude to the process of cognition.
Of great importance for the formation of skills of independent
obtaining knowledge and skills of self-control has work with dictionaries.
The practical need to refer to dictionaries is brought up on the basis of
situational tasks. For example:
You are preparing for a report. Do you have any doubts about how
pronounce the words: phenomenon, contract, means, intercede, chaos,
partly, quarter, industry. Put stress on words using a dictionary.
7. Creative tasks.
Reproductively creative tasks involve performing work on
analogy, model. The initial step could be to create
suggestions by analogy. The next stage is the creation of miniature essays
according to the sample. For example, the exercise suggests inserting adjectives into

text representing a description of a cloudy day. Children who have
a higher level of training, I propose to give this sample
independent description of a solar day.
Finally, creative tasks are possible that orient students
for independent expression; its form, content and selection of language
funds are determined by the theme. Here are some examples of such topics:
things you'd rather not do" (Einstein). (Complex subordinate
sentence). "Lambs are naughty." (Indefinite and negative
pronouns).
A large place among the works of a creative nature is occupied by work on
picture. Usually, they "read" the picture: in fact, they retell what is on it
depicted, a few words about color, about the main idea of the canvas, about their
impressions. And why not offer, in addition to this, to fill the picture
sounds? How subtly the guys feel nature, I am convinced when they
"Voicing" Shishkin's painting "A Stream in the Forest". Even pictures, at first
sight, devoid of sounds, if you listen to them, they will sound. For example, on
picture of Pimen, bent over the annals. It would seem that silence is spilled
on this canvas. And the children “hear” how the candle crackles, creaks
pen, the pages of the book rustle, how the wind howls outside the windows of the cell, how
sighs the wise old man.
I think it's creative independent activity adults
and children is necessary for a modern school. Therefore, in their lessons and
I strive for her. With interest pass the lessons of defense of their points of view,
especially when studying critical articles, when expressing one's own
relationship with a particular character. Each group or pair of students
receives his task, which must not only be completed, but completed with
using your creativity in a way that will interest others. Here
here what only students do not use! What a rich fantasy! And poetry
read their own writing
and illustrations for visual
confirmations and expressions of one's point of view are drawn and sung;
dramatizing individual passages is our usual form of lesson with them.
I contribute in every possible way to the literary development of our students,
awaken their love for the art of the word, sympathize with their creative
hobbies and help to correctly evaluate such hobbies, encourage them
own poetic and prosaic experiences.

This task is of particular importance for the middle classes, where
the conscious reading interests of students are formed and where
formed their ideas about art. Rarely do we get from guys
more or less successful "tests of the pen." Most often these are rhythmic
organized lines connected by "approximate" rhymes that
located haphazardly or absent altogether. Such, let
imperfect, student poems become a useful school for
formation of moral and aesthetic feelings,
education
poetic hearing, helping teenagers in the voluntary chosen, and
therefore, especially interesting, creative work to make exciting
discoveries, comprehend the secrets of the language, penetrate the secrets of poetic speech.
That is why even the very feeble "poetic experiments" of our
pupils should cause sympathetic understanding; hidden in them
something that promises the possibility of development and improvement, if not in
area of personal creativity, then in an area no less valuable for the spiritual
development of a teenager, in the field of perception of works of true
art. Since neither adults nor children can be taught to write poetry, everything
what is in my power and what can contribute to the development of the child, his interests,
his creative activity, I carry out in literature lessons, and especially
in speech development classes.
The development of the creative abilities of middle school students is
close connection with their general literary education and erudition.
Therefore, first of all, I strive to create in children, especially gifted ones,
rich reading experience, the experience of a correct and deep enough
perception fiction. This also applies to poetry. Reading
poems, conversations about what was read, observations on poetic speech,
expressive reading of students all this creates that literary and linguistic
culture, without which children's creativity is impossible.
All my work is accompanied by a variety of creative tasks,
encouraging especially strong children to "writing", and not
must be in verse form. Much is given by the exercises to which I
I turn when I prepare students for an essay on a free topic, and
that make you think about accuracy, expressiveness and
imagery of speech. For example:

“What does this or that object look like? What words can convey
his unchanging qualities, and what attitudes towards him or impressions from
him?". I often offer individual students the topics of small creative
works: "First spring Flower”, “What did the autumn forest give me?” and etc.
Any form of presentation is allowed, as long as it contains observations of
subject of thought and makes it possible to express one's impressions, one's
attitude in precise and bright light.
In the search for students
The development of creative skills is always accompanied by strong emotions,
who act as necessary condition improving these
skills.
organized
teacher, cognitive interest is formed, high activity
teenagers. Constant analysis of the author's position and style develops
schoolchildren the necessary linguistic instinct and develops methods of creative
activities. “Poets” and “prose writers” appear in the class.

The well-known philologist and philosopher A.A. Averintsev argued that “the task of the author of the reasoning is to substantiate his point of view as convincingly as possible. To do this, it is necessary to provide as much evidence as possible, placing them in a certain sequence.

This is how I understand this phrase. When making a reasoned reasoning, in which there should be as much evidence as possible, the author comes to the aid of introductory words. They help to build a coherent, logically connected and justified reasoning. I will give examples from the text of E.V. Grishkovets.

So, in sentences No. 17-18, the writer uses the introductory words “firstly” and “secondly”, which not only indicate the order of thoughts, but also help him authoritatively substantiate his point of view.

Thus, I can conclude that the statement of A.A. Averintsev is true.

Babel I.E.: "All paragraphs and all punctuation must be done correctly in terms of the greatest the impact of the text on the reader» .

The paragraph explains the compositional-syntactic structure of the text, expressing the dynamics of the development of the plot. It may contain a new thought or new information compared to the previous paragraph. I will prove this with examples from the text.

The division of the text into paragraphs reflects the logical movement of the author's thought. So, in the first paragraph (sentences 1-3) it is said about the boy's fears about an impending snowstorm, in the second (sentences 4-7) that his fears were justified - a snowstorm began, in the third (sentences 8-11) - about saving decision. The presentation of the course of events occurs by moving from one micro-theme to another, which allows the reader to trace the sequence in the development of the narrative.

The last paragraph (sentences 43-47) contains the main idea of the text (the influence of maternal upbringing on the fate of children).

Thus, I.E.Babel was right when he said that "all paragraphs and all punctuation must be done correctly in terms of the greatest impact of the text on the reader."

Russian philologist F.I. Buslaev stated: “Only in a sentence do individual words, their endings and prefixes get their meaning.”

This is how I understand this phrase. The verbal environment helps the reader to establish the meaning in which the word is used, especially the polysemantic or homonym. I will give examples from the text of K.G. Paustovsky.

Firstly, in sentence No. 30 (Then a meeting was called to judge me for hiding the boards.) There is an ambiguous word “judge”. In this sentence, it has the following meaning: "To consider someone's case in court, as well as in a public court."

Secondly, in sentence No. 32 (Not you, but your children will understand the value of these engravings, but someone else’s work must be read.) The homonym “revere” is used in the meaning of “the same as to honor.” If you realize it in the meaning of “spend some time, reading”, then the semantic meaning of the sentence will be violated.

Thus, I can conclude that the assertion of F.I. Buslaev is true.

Buslaev F.I.: "All power of judgment contained in predicate. Without a predicate there can be no judgment".

The statement of the linguist F.I. Buslaev I understand so. There are two organizing centers of a two-part sentence - the subject and the predicate, correlative with each other. The predicate is the main member of the sentence, which means what is being said about the subject of speech. The main center of the sentence lies precisely in the predicate. I will try to prove this using the text of V.I. Odnoralova.

First, the predicate as the main member of the sentence denotes what is being said about the subject of speech. So, in sentence No. 38 (“Andreika somehow mumbled an apology and thrust it into the hands of the shocked Alka astra”) I find the homogeneous predicates “mumbled” and “put”. Without them, we would not have known what was going on in Andreika's soul and how hard this apology was for him.

Secondly, compound predicates with which the text of V.I. Odnoralov (“I’ll have to apologize”, “could have broken”), carry more information and help the author to specify the actions of the subject. Without them, it would be difficult to recreate a complete picture of events, which means that the judgment would be incomplete.

Thus, we can conclude: F.I. was right. Buslaev, arguing that “the whole power of judgment is contained in the predicate. Without a predicate there can be no judgment."

Renowned linguist N.S. Valgina believes that "with the help of a dash, a high emotional load, psychological tension is transmitted." I will try to reveal the meaning of this statement. A dash is a punctuation mark with which you can understand the logic of a sentence, convey intonation, understand the feelings of the characters.

To confirm what has been said, let us turn to the sentences from the text of T.N. Tolstoy No. 13-14 ("This is happiness. This is cinema."), which clearly reveals the feeling of delight that the viewer experiences in anticipation of a film show, like a miracle.

In sentence No. 26 ("Cinema pretends that everything you see is true."), the dash indicates the psychological mood of the viewer, who loves and believes in dreams and miracles, and therefore in cinema. Watching it, he empathizes with the characters and believes in everything that happens on the screen.

Thus, the given examples prove the validity of N.S. Valgina.

Valgina N.S.: "AT syntax connections and relations between concepts, objects, phenomena of the world surrounding a person and the world comprehended by a person are transmitted”.

Statement by N.S. Valgina I understand so. Syntax, including the sentence as its main unit, reflects extralinguistic reality. With the help of judgments and inferences about the world of things, clothed in the form of sentences, the relation to this world external to the language is transmitted. I will show this with examples from the text of I.A. Cleander.

Sentence No. 21 lists phenomena that occur simultaneously: "Mashenka sniffs in an embrace with a doll" and "the clock tirelessly cuts eternity into slices." Changing the sequence of parts of a sentence does not change the meaning, so the relationship between two simple sentences in a complex one is absolutely equal. In this case, we observe the coexistence of two ongoing situations of extralinguistic reality.

On the example of sentence No. 10, we can consider the manifestation of subordinating relations in the syntax. Two phenomena do not just coexist, but are in relation to dependence: the situation “at night, Lena and Sophia began to discuss their new life” is presented as the main one, and the situation “when their new mistress fell asleep” is her temporary landmark, conveying her attitude to this world external to the language.

Thus, N.S. was right. Valgin, arguing that "connections and relations between concepts, objects, phenomena of the world surrounding a person and the world comprehended by a person are transmitted in syntax".

Renowned contemporary linguist N.S. Valgina believes that punctuation "helps the writer to make very subtle semantic highlights, focus on important details, and show their significance."

This is how I understand this phrase. One of the functions of punctuation marks is the selection function. Selective characters are paired commas, dashes, brackets and quotation marks, with the help of which constructions such as standalone additions, definitions, applications and circumstances; clarifying members of the proposal; introductory words and sentences; appeals and interjections; direct speech and quotations; affirmative, negative and interrogative-exclamatory words. I will give examples from the text of V. Oseeva.

Secondly, in sentence No. 20, such a sign as paired commas is used, with the help of which the author highlights the introductory word “seemed”, drawing the attention of readers to an important detail: the girl was so frightened of Yakov that her legs seemed to have rooted to the threshold ...

Valgina N.S.: « ellipsis- a frequent and indispensable sign in the texts of great emotional intensity, intellectual tension ".

Can't disagree with the statement. modern linguist N.S. Valgina. Indeed, the ellipsis is an emotionally filled sign, an indicator of psychological stress, deciphering the subtext, helping to hide a thought, not to give it nakedly. It has the ability to convey subtle shades of meaning, moreover, it is precisely this elusiveness that is emphasized by the sign, when it is already difficult to express anything in words. In a word, the ellipsis is an “indispensable sign” in fiction. I will give examples from the text of S.A. Lubenets.

For example, in sentence No. 5 “And Venya is even worse: Venya, tribe, burden, seed ...” this sign conveys the infinity of the enumerated series, which can be continued by choosing other rhyming words for it, for example, “crown”, “time”, "deer".

And in sentence No. 27 “This is a transfer for you ... from the class ...” the ellipsis is used twice. In this situation, it indicates a hidden meaning caused by great emotional stress.

Thus, we can conclude: N.S. Valgina was right in stating that "ellipsis is a frequent and indispensable sign in texts of great emotional intensity, intellectual tension."

Valgina N.S.: "What is in oral speech achieved with the help of pauses and logical stresses, in writing - with the help of punctuation marks".

The phrase of the modern linguist N.S. Valgina I understand so. In any speech statement, oral or written, there is a certain thought. In oral speech, intonation, pauses, logical stresses are used to identify meaning and emotions, in writing - punctuation marks. Focusing on them, the reader restores and reproduces the intonation of the speaker. I will give examples from the text of S.A. Lubenets.

First, let's pay attention to sentence No. 4 (“But this is only the beginning!”), At the end of which there is an exclamation mark. This means that it is pronounced with a special intonation. The presence of an exclamation point at the end of the sentence helps the author to very emotionally express the hope that everything is still ahead of the girl.

Secondly, inside sentence No. 27 I find an ellipsis, which indicates some understatement, a hidden meaning caused by the heroine's great emotional stress. Tanya does not give the name of the person to whom her message is intended, the addressee himself, and we, the readers, must guess about this.

Thus, I can conclude: N.S. was right. Valgina, stating: "What is achieved in oral speech with the help of pauses and logical stresses, in writing - with the help of punctuation marks."

Valgina N.S.: « Punctuation reached such a level of development that it became expressing the subtlest shades of meaning and intonation, rhythm and style» .

The statement of the linguist N.S. Valgina I understand so. We perceive the text according to the punctuation marks placed in it, because these signs carry certain information. The choice of punctuation mark is based on semantic connections, phrasal intonation, emotional orientation of the statement. I will give examples from the text of L. Volkova.

So, in sentence No. 14, the second part of the sentence explains the meaning of what is said in the first part. And the colon warns us about this.

And in sentence No. 6 (“Well, dad, can we play for another half an hour?”) The choice of punctuation marks is also not accidental. The question mark is used because the sentence is pronounced with an interrogative intonation, and the commas help to highlight the word "dad", which denotes the one to whom the speech is addressed in order to attract his attention.

Thus, we can conclude: N.S. Valgina was right in stating that "punctuation has reached such a level of development that it has become an expression of the finest nuances of meaning and intonation, rhythm and style."

N. S. Valgina says that “modern Russian punctuation is a very complex, but clear system. In the versatile richness of this system, there are great opportunities for the writer. And this turns punctuation ... into a powerful semantic and stylistic tool.

This is how I understand this statement. Modern Russian punctuation is clearly organized. The basis of this system is the syntactic structure of the Russian language: its structural and linguistic patterns, which are closely interconnected. These or those punctuation marks are chosen depending on the structure of the sentence, the emotional or stylistic side of the text. Let us turn to the text of A.A. Likhanov to confirm this idea.

First, sentences 2 to 12 and 21 to 31 are exclamatory. To convey the teacher's attempt to explain to the children all the responsibility that they take upon themselves by using books from the library, the author uses a lot of exclamation marks that are used at the end of a sentence. [b]Here it is, "a powerful semantic ... tool" that helps to understand what is written and read the text with the right intonation.

Secondly, punctuation marks help to understand the emotional direction of the sentence. This can be seen in the example of sentence 32, at the end of which there is a question mark. With this question, the teacher, as it were, sums up the conversation about enrolling in the library, Anna Nikolaevna is already sure that her students understood everything, so the question is asked in a calm voice.

Thus, I can conclude that the statement of N. S. Valgina is true.

V.G. Vetvitsky argued: “A noun is like a conductor of a grammatical orchestra. The orchestra members are vigilantly watching him - dependent words and are likened to him in form, consistent with him.

This is how I understand this phrase. In a sentence, a noun enters into grammatically organized compounds with other words, forming phrases. Acting as the main word, it subordinates dependent words. When agreeing, the forms of the dependent word are likened to the forms of the main word (in gender, number, case). When controlling, the dependent word is put in the case that the main word requires.

First, in sentence No. 25 (“According to my parents, my grandmother and I acted unreasonably and were wrong people ...”), the noun “people”, acting as the conductor of the “grammar orchestra”, subordinates the dependent word “wrong”, expressed by the adjective , which in everything (in gender, number, case) obeys the main word.

Secondly, in one of the parts of the compound sentence No. 1 (“... they designed factories together ...”) in the phrase when managing, the dependent word-orchestrant, expressed by the noun “factories”, is put in the case that the main word requires.

Thus, the expression of V.G. Vetvitsky is correct.

Vinogradov V.V.: “ Words and expressions acquire in the context of the whole work various semantic shades are perceived in a complex and deep figurative perspective.

I understand VV Vinogradov's statement as follows. Words in the language designate specific objects and abstract concepts, describe actions, express emotions. But outside the linguistic environment, the word in its meaning is definable approximately. It is the context that makes it possible to accurately establish the meaning of a separately included word or expression. I will prove this with examples from the text of A. Likhanov

In sentence No. 26 I find the phraseological phrase "eyes went to the forehead." Based on the context, I realize that this phrase means an extreme degree of surprise.

In sentence No. 18, it is the context that suggests the meaning of the word “minted”, which should be understood as follows: the boy made up a clear plan of action for himself.

Thus, V. V. Vinogradov was right when he asserted that “words and expressions acquire various semantic shades in the context of the entire work, are perceived in a complex and deep figurative perspective.”

The famous linguist V.V. Vinogradov argued: "All means of language are expressive, you just need to skillfully use them."

How do I understand this statement? The expressive and visual qualities of speech are communicated to it by lexical, derivational and by grammatical means, tropes and figures of speech, intonation-syntactic organization of sentences. Their skillful use helps the author to convey a complex labyrinth of thoughts and experiences, to create a world of characters' images. I will give examples from the text of A.A. Likhanov.

So, in sentence No. 3 I find a word related to high style, "reverent" (silence). This is an epithet that helps the author most clearly convey the psychological state that the boy experiences while in the library.

And in sentence No. 7, the writer, in order to show how enthusiastically, quickly and accurately the boy read L. Tolstoy's story "Philippok", uses the colloquial word "shparil" (sentence No. 7). The use of a colloquial word gives the text figurativeness, accuracy.

Thus, we can conclude that the statement of V.V. Vinogradov is right.

Vinogradov V.V.: « Mixing or combining expressions belonging to different styles of literary language, as part of a work of art must be internally justified or motivated".

The phrase of the linguist V.V. This is how I understand Vinogradov. In the language of fiction, various linguistic means can be used (colloquial and dialectisms, words of a high, poetic style and jargon, professional and business turns of speech and vocabulary of a journalistic style). All of them must obey the aesthetic function and be used "justifiably and motivatedly." I will try to prove this on the basis of the text by A.A. Likhanov.

So, in sentence No. 11 I find the word "drag", which refers to high style, and therefore in a conversation between two boys it would be unnatural if it were not justified by the fact that the guys were fond of Pushkin's poems and, imitating his style, practiced by inserting Pushkin's turns into everyday speech.

But the colloquial word "prikandybal" from sentence No. 14 indicates that Vovka does not understand what style of literary language it refers to. And here the confusion of expressions is justified: it leads to a comic effect.

Thus, V.V. Vinogradov was right in stating that "the mixing or combination of expressions belonging to different styles of the literary language in the composition of a work of art must be internally justified or motivated."

Gvozdev A.N.: « Participles... eliminate the monotony in the list of individual actions of the same person ".

The phrase of the linguist A.N. This is how I understand Gvozdev. Indeed, the gerund eliminates monotonous repetition, completes the main action, making speech more accurate and dynamic. I will give examples from the text of S.A. Lubenets.

So, in sentence No. 15 (“Like a London dandy ...” - my mother joyfully sentenced, looking at Venka) I find the adverbial phrase “looking at Venka”, thanks to which the author managed to create vivid image mother, rejoicing at her son's new clothes, "finish" the nature of her movements.

The surprisingly accurate drawing of the action (“climbed”) performed by Venka helps to create the adverbial turnover “clenching my teeth”, which I find in sentence No. 27. When we read this sentence, we see how reluctantly, without any desire, the boy puts on this jacket.

Thus, A.N. was right. Gvozdev, who argued that "general participles ... eliminate monotony in the list of individual actions of the same person"

Golub I.B.: "For correct use words in speech is not enough to know their exact meaning, it is also necessary to take into account the features lexical combination of words, that is, their ability to connect with each other ".

The phrase of the linguist I.B. Dove, I understand. Lexical compatibility of words is the ability of linguistic elements to connect with each other in speech. I will try to prove this using the text of Yu.Ya. Yakovlev.

So, words with a direct meaning are combined with other words by a subject-logical connection. For example, the noun "power" (sentence number 39) is freely connected with the word "heavy". They say: heavy power, but not "light power".

The same can be said about the phrase "cruel injustice", which we find in sentence No. 37. Indeed, "injustice" can be "cruel", but it cannot be "kind".

Thus, we can conclude: I.G. was right. Golub, arguing that "for the correct use of words in speech, it is not enough to know their exact meaning, it is also necessary to take into account the features of the lexical compatibility of words, that is, their ability to connect with each other."

Gorshkov A.I.: “The best stylistic possibilities lie in the vocabulary ( vocabulary) Russian language. The syntax is also rich in them ".

The statement of the famous linguist A.I. This is how I understand Gorshkov. Each functional style is a complex system covering all language levels: pronunciation of words, lexical and phraseological composition of speech, morphological means and syntactic constructions. A variety of stylistic resources can be shown both on lexical and syntax examples. Let us turn to the text of S.A. Lubenets.

So, in sentence No. 18 I find an interesting lexical unit: the bookish word “contrasted”, which serves as a means of characterizing the character, helps to understand Nina’s inner world.

And in sentences No. 28-30, the author uses such a syntactic device as default, a stylistic figure, which consists in the fact that the speech that has been started is interrupted based on the guess of the reader, who must mentally finish it. This technique helps to convey the emotionality, excitement of the girl's speech.

Thus, we can conclude: A.I. was right. Gorshkov, arguing that “the best stylistic possibilities are contained in the vocabulary (lexicon) of the Russian language. The syntax is also rich in them.

Renowned linguist L.T. Grigoryan argued: “In non-union complex sentences different signs punctuation is used because each of them indicates a special semantic relationship between the parts.

How do I understand this phrase? Non-union complex sentences differ from allied ones in that the semantic relations between simple sentences are less clearly expressed in them, however, punctuation marks are determined by the meaning. I will give examples from the text of K. Shakhnazarov.

First, in sentence No. 5 ("The ladies were located in comfortable soft armchairs; men, having formed groups, talked to each other.") A semicolon is put, because simple sentences with the meaning of enumeration have the meaning of the simultaneity of the actions performed.

Secondly, in the non-union complex sentence No. 39 ("We have guests - here I am with my Nightingale!") A dash is used, since the first part has the meaning of time.

Thus, the statement of L.T. Grigoryan is true.

The statement of the modern Russian philologist O.N. Emelyanova I understand so. The author's speech is not connected with the speech of any character, its bearer in a prose work is the image of the narrator. The originality of his language is determined by the meaning and speech fabric embedded in the work and characterizes the speaker himself. I will give examples from the text of V.I. Odnoralova.

For example, in sentence No. 11 I meet the phraseological unit "I was ready to fall through the ground." Thanks to a stable combination, the narrator's speech [b] appears to the reader as bright, imaginative, emotional, reveals his character, attracts listeners, makes communication more interesting, lively.

Also in [b] the author’s speech I meet a lot of colloquial words (“blunder”, “flopped”, “trifles”), thanks to which the reader can imagine not only the character of the narrator, but even age. Before us is a teenager, the same boy as those he talks about.

Thus, we can conclude: O.N. was right. Emelyanov, who argued that "the author's speech has not only figurativeness, but also expressiveness and characterizes not only the object of the utterance, but also the speaker himself."

Kuznetsov A.A.: “The presentation„in the first person, use colloquial words and phrases give the author the opportunity to influence the consciousness and feelings of the reader.

The phrase of the philologist A.A. Kuznetsov I understand so. In a work of art, the narration can be conducted not “from the author”, but on behalf of the narrator. The image of the narrator is revealed in his point of view of what is happening, in assessments, in the manner of expressing thoughts. This technique allows the writer to use colloquial vocabulary and colloquial forms of syntax, shape the mind of the reader and influence his feelings. I will give examples from the text of V.P. Krapivina.

For example, in sentence No. 9 I come across the phraseological unit “climbed under the arm”, which the narrator uses in his speech instead of the word “interfered”. The use of this combination helps him not only to characterize his friend Lyoshka, but also to give brightness, imagery, emotionality to speech, to make it accessible to peers.

The narrator also uses a lot of colloquial words in his speech (“didn’t bother”, “grunt”, “shoved”, “slid”, “stealed”). They bring a touch of ease, simplicity to his story. It is thanks to the abundance of colloquial words in the speech of the hero that the reader can imagine in more detail not only his character, but even the social status and age of the hero. The narrator appears before us in the form of an energetic, inquisitive boy, a teenager like us, with his own view of the world, interests and dreams.

Thus, we can conclude: A.A. was right. Kuznetsov, who argued that "the presentation" in the first person, the use of words and phrases of a colloquial nature give the author the opportunity to influence the consciousness and feelings of the reader"

Kozhina M.N.: “The reader penetrates the world of images of a work of art through his speech tissue".

Linguist M.N. Kozhina argued that "the reader penetrates the world of images of a work of art through its speech tissue."

This is how I understand this phrase. The work of the reader is to communicate with the writer, in which the literary text becomes understandable in all its versatility. The speech fabric of the work helps the reader to understand the complex labyrinth of thoughts, experiences, assessments of the author, to penetrate the world of images of his characters. I will give examples from the text of Y. Shima.

First, in sentence #9, the writer vividly shows how the boy is trying to protect his secret. Phraseologisms "clenching ... teeth", "glaring frowningly" help the reader understand how he tried to take away the portraits of artists ...

Secondly, in sentence No. 13, through the eyes of Vera, we see Zheka, who is trying to restrain himself, not to betray his excitement. Homogeneous predicates are very successfully inscribed in the speech fabric of the sentence (“fenced off from everyone, closed, locked in a lock”), which help us understand what the boy feels at that moment.

Thus, the statement of the linguist M.N. Kozhina is true.

L.Yu. Maksimov wrote: “With the help of a paragraph indent (or a red line), the most important groups of sentences or individual sentences in the composition of the whole text are highlighted.”

This is how I understand this phrase. The paragraph clarifies the compositional-syntactic structure of the text and performs an expressive-selective function, expressing the dynamics, the rapid change of events. A paragraph can contain the main ideas of the text. I will give examples from the text of A. Aleksin.

So, with sentence number 5, the second paragraph begins, which contains new information compared to the previous one: it explains why all the guests compared the doll with the girl.

The third paragraph begins with sentence No. 17, which performs another function, expressive-excretory. It tells about the appearance of a doll in the heroine, which she immediately disliked, because the toy was taller than her. From this paragraph, the tone of the narration changes, there is a rapid change of events.

Thus, the expression of L.Yu. Maksimov is true.

The famous linguist I.G. Miloslavsky said: “The attitude of the writer to the reported can often be expressed with the help of“ small ”words, which are considered to be service words - particles and unions.”

This is how I understand this phrase. Service words, along with significant ones, help the writer convey his thoughts and attitude to what is being reported. Unions play the role of bonds between syntactic units and help convey various semantic relationships between them. Particles give various additional semantic or emotional shades to words and sentences. I will give examples from the text of N.I. Dubova.

Firstly, in sentence No. 2 (“You can’t reinvent the plane if it was invented long ago, or discover new countries if everything has already been covered up and down!”) I find the modal particle “same”, which helps the writer highlight the most important word "Impossible", introduces an additional shade of meaning into the sentence - amplification.

Secondly, coordinative union The “but” in sentence No. 31 (“Yes, we could surprise the world, but we didn’t know how yet.”) allows the author to contrast the content of the two parts of the statement, to tell about the desire of the boys, which they could not put into practice.

Based on the foregoing, I can conclude that the statement of I.G. Miloslavsky is true.

Miloslavsky I.G.: « Grammar Russian language is primarily a means of expressing thought.

The phrase of the linguist I.G. Miloslavsky I understand so. Language is a way of thinking. It consists of words denoting various items and processes, as well as from the rules that allow you to build sentences from these words. It is sentences built according to the laws of grammar and written in compliance with punctuation rules that are a means of expressing thought. I will try to prove this using the text of V.Yu. Dragunsky.

For example, sentence number 9 in this text is an exclamation point. It means that it is pronounced with a special intonation, extremely emotionally. So the author, using the possibilities of syntax, conveys the idea that the hero really wants to have a punching bag in order to start training.

And sentence No. 11 (“There is nothing to waste money on nonsense, get along somehow without a pear”) is unionless. The first part of it is an impersonal sentence, the second is definitely personal. The use of these constructions helps the author accurately convey the father's opinion about the son's undertaking, allows him to succinctly and emotionally state his decision. Here is another example of how grammar helps express a thought.

Thus, I.G. was right. Miloslavsky, arguing that "the grammar of the Russian language is primarily a means of expressing thought."

Miloslavsky I.G.: “The main technique expressing the desire of the speaker to introduce into the mind of the listener precisely his own assessment of the situation is the choice words containing an evaluative element» .

I.G. Miloslavsky I understand so. Words can have an expressive coloring if they express the attitude of the speaker to the subject of speech. The palette of emotional and evaluative shades is diverse: contempt, neglect, disapproval, irony; words can contain a playful or affectionate assessment. I will give examples from the text of Yu.Ya. Yakovlev.

So, in sentence No. 34 (“This voice completely seized power over me!”) I find the ambiguous word “captured”, which is used in a figurative sense: “To be very interested, absorb all attention, captivate”. The storyteller uses it for a reason. How much tenderness, love, delight is heard in this exclamation!

But in sentence No. 25 (“What an inattentive you are,” she said), in the answer of the girl Naili, disapproval is heard. The word "inattentive" gets a negative expressive connotation due to the fact that it helps the speaker convey his dissatisfaction with the fact that the boy did not pay attention to her.

Thus, the statement of I.G. Miloslavsky that "the main technique expressing the speaker's desire to instill his own assessment of the situation into the mind of the listener is the choice of words containing an evaluative element" is right.

Novikov L.A.: “The word in speech has the ability to generalize and at the same time designate individually unique” .

Statement by L.A. This is how I understand Novikov. The concept in a word is always one, but there can be several meanings. Also, a subjective assessment or expressive-emotional coloring can be added to the value. I will prove this with examples from the text of A. Aleksin.

In sentence No. 17, the word "bow" in the grandmother's mouth is not just an accessory to a stringed instrument, for her it is a symbol of her grandson's future musical career.

In sentence number 3 I find the word "decided". In this context, it means that the grandmother made a conclusion for herself about Oleg's remarkable abilities, and did not solve, for example, an equation or a problem.

Thus, L.A. is right. Novikov, arguing that "the word in speech has the ability to generalize and at the same time designate individually unique".

Ozhegov S.I.: "A high culture of speech lies in the ability to find not only the exact means for expressing one's thoughts, but also the most intelligible (that is, the most expressive) and the most appropriate (that is, the most suitable for a given case)" .

Linguist S. I. Ozhegov argued that “a high culture of speech lies in the ability to find not only the exact means for expressing one’s thoughts, but also the most intelligible (that is, the most expressive) and the most appropriate (that is, the most suitable for a given case).”

This is how I understand this phrase. The culture of speech is one of the indicators of the general culture of a person and consists in the knowledge of the literary language, its norms and rules. The distinctive properties of cultural speech include accuracy, expressiveness, and the appropriateness of the language means used. I will give examples from the text of A. Aleksin.

Firstly, in sentence No. 19 (“Lucy highly honored this master.”) the author uses the bookish word “honored”, the use of which is motivated: it, giving the whole phrase a special expressiveness, shows Lucy’s deep respect for the artist.

Secondly, in sentence No. 32 (“Well, merci, dear Lucy! - Olenka joked in rhyme.”) The use of the French word “merci” is very appropriate: it not only contributes to the rhyming of words, but also gives the girl’s phrase an ironic connotation.

Thus, I can conclude that the statement of S.I. Ozhegov is right.

Paustovsky K.G.: “Pushkin also spoke about punctuation marks. They exist to emphasize thought, to bring words into correct ratio and give the phrase lightness and correct sound. Punctuation marks are like musical notation. They firmly hold the text and do not allow it to crumble.

K.G. Paustovsky owns the statement: “Pushkin also spoke about punctuation marks. They exist to highlight the thought, to bring the words into the right ratio and to give the phrase lightness and the right sound. Punctuation marks are like musical notation. They firmly hold the text and do not allow it to crumble.

This is how I understand this phrase. Punctuation marks help the writer to accurately and clearly express thoughts and feelings, and the reader to understand them. The purpose of punctuation marks is to indicate the semantic division of speech, as well as to help identify its syntactic structure. I will give examples from the text of M.L. Moskvina.

Firstly, at the end of sentence No. 8 (“I have a dachshund, my name is Kit ...”) there is an ellipsis indicating the semantic articulation of speech. This sign in this case means understatement, the possibility of continuing the text.

Secondly, in sentence No. 24, ending with the words “even if you crack,” there is an exclamation mark, which is used to express a feeling of dissatisfaction, the hero’s grief about the fact that he was not allowed to audition with a dog in the House of Culture.

Thus, the statement of K.G. Paustovsky is true.

Peshkovsky A.M.: "Each part of speech has its own merits" .

Linguist A.M. Peshkovsky said that "each part of speech has its own merits."

This is how I understand this phrase. Parts of speech are groups of words over which the words of a language are distributed based on general meaning, morphological and syntactic features. I will give examples from the text of A.G. Alexina.

Firstly, in sentence No. 2 (“Masha knew how to do everything: draw, sing, walk on her hands”), the author of the text uses the verbs: “draw”, “sing”, “walk”, the “dignity” of which is that they denote the action of the subject, are in the initial form of the verb, are the predicate in the sentence. With the help of this part of speech, the diversity of the girl's abilities is emphasized.

Secondly, in sentences No. 19 (“Masha was promised the rank of academician, Lyalya - the conqueror of the stronger sex and the creator of a happy family ...”) I find adjectives: “strong”, “happy”, the “dignity” of which lies in the fact that they denote a sign subject, change by cases and numbers, and in the singular - by gender, can have a full and short form, in this sentence they are definitions.Adjectives give the text expressiveness, emotionality.

Based on the foregoing, I can conclude that the statement of A.M. Peshkovsky is right.

Reformatsky A.A.: “The pronoun is a convenient link in the structure of the language; pronouns allow you to avoid boring repetitions of speech, save time and space in the statement.

The famous linguist A.A. Reformatsky argued that “the pronoun is a convenient link in the structure of the language; pronouns allow you to avoid boring repetitions of speech, save time and space in the statement.

I understand this phrase. Pronouns can be used in speech instead of nouns, adjectives, numerals, that is, they can be substitutes for a name. They point to objects and their attributes (properties, qualities, quantity) and replace in speech the direct designations of concepts that are obvious from the context of the utterance. I will give examples from the text of Anton Ivanovich Denikin, a Russian military leader.

First, in sentence #3, instead of the noun “child,” the author uses the pronoun “me,” thereby avoiding tedious repetition of speech.

Secondly, in sentence No. 2 (“What I touch first, that will predetermine my fate”), the pronoun “what” replaces several nouns in speech at once, denoting “objects”, helping to avoid tautology, saving “place in the statement”.

Thus, the statement of the linguist A.A. Reformed is fair.

Reformatsky A.A.: “Pronouns stand out in a special class of substitute words, which, as„substitutes” ... enter the field when forced„free the game "significant words".

I understand the phrase of the Russian linguist A. Reformatsky as follows. Along with words denoting certain objects or their properties, quality, quantity, there are words that only indicate these objects or their attributes. Such words are called pronominal (pronouns). Their main function is to be substitutes for a name, that is, to replace in speech the direct designations of a concept that is obvious from the context of the statement. Pronouns help to combine sentences into a coherent text, to avoid repetition of the same words. I will give examples based on the text of Y. Trifonov.

So, in sentence No. 10, the use of the personal pronoun "he" avoids the repetition of the noun "Glebov". In addition, the pronoun serves as a means of communication between sentences in the text.

But relative pronouns perform the function of communication between parts of a complex sentence and are members of the sentence. For example, the pronoun “which” in sentence No. 18 is a “substitute” for the word “pugach”, it plays the role of a subject in a subordinate clause.

Thus, A.A. was right. Reformatsky, arguing that "pronouns stand out in a special class of substitute words, which, like "reserve players" ... enter the field when significant words are forced to" release the game ".

Reformatsky A.A.: “What in the language allows it to fulfill its main role - the function of communication? Syntax".

The famous linguist A. A. Reformatsky wrote: “What in the language allows it to fulfill its main role - the function of communication? It's the syntax."

I understand this phrase as follows: the function of communication is the mutual exchange of statements of members of the language community. An utterance as a unit of a message has a semantic integrity and is built in accordance with syntactic norms. I will give examples from the text of V. Droganov.

So, in the replica of the dialogue of sentence No. 6 (“Sanya, thanks for the book!”) I find an appeal that helps in the process of communication to identify the person to whom the speech is addressed.

And in sentence No. 10, the author uses the introductory word “of course”, with the help of which the speaker expresses his attitude to what he reports. In this sentence, the introductory word helps the narrator express his confidence in what he is saying.

Thus, the statement of A.A. Reformed is right: it is the syntax that allows the language to perform communicative.

Swift J.: “Just as a person can be recognized by the society in which he moves, so can he be judged by the language in which he is expressed.”

J. Swift wrote that “just as a person can be recognized by the society in which he moves, so can he be judged by the language he expresses himself.” In a person’s speech, his individual life experience, his culture, his psychology finds expression. The manner of speech, individual words and expressions help to understand the character of the speaker. Let's try to find confirmation of this in the text of V. Tokareva.

First, in sentence No. 11 we find the colloquial word "retruhi". So Oksana called the jacket in the style of "retro". Such slang is most often used in their speech by teenagers, which we observe in the text we read: Oksana was 16 years old!

Secondly, in sentence No. 18 there is a colloquial word "blurt out." Using it in communication tells us about teenage self-expression, about the result of her emotional attitude to the subject of conversation.

Thus, I can say that J. Swift was right.

Solganik G.Ya.: “Just as a sentence is built according to certain syntactic patterns, so too sentences in the text connected according to certain rules.

The phrase of the philologist G.Ya. Solganika I understand so. Indeed, any text is a combination of sentences according to certain rules. At the same time, a chain and parallel connection are distinguished: with a parallel connection, sentences are compared, with a chain connection, they are linked by various means (lexical, morphological and syntactic). I will give examples from the text of I. Seliverstova.

Thus, the coherence of sentences No. 1 - 2 is achieved with the help of a chain type of connection, which reflects the consistent development of thought. The interphrasal connection of these sentences in the text is carried out by the union "but" and the personal pronoun "they".

And sentences No. 26-29 are connected using a parallel type of connection. The sentences in the text, starting with the twenty-seventh and ending with the twenty-ninth, are both semantically and grammatically related to the twenty-sixth. They develop, concretize its meaning.

Thus, G.Ya. was right. Solganik, arguing that "sentences in the text are combined according to certain rules."

Soloukhin V.A.: "Epithets are the clothes of words" .

V. A. Soloukhin argued: “Epithets are the clothes of words.” With the help of epithets, the author, as it were, “dresses” the word, revealing its meaning more fully, clearly and accurately emphasizing the main features of objects. Let us turn to the text of E. Yu. Shim to confirm this idea.

First, in sentence 5, the epithet "golden" is used, with the help of which the author describes the girl's look much more expressively, creating an accurate and unique portrait of Vera.

Secondly, in sentence 75 I find a number of evaluative epithets: "quiet", "shy", "fearful", from these definitions describing the character of Grisha, we can conclude what a feat the boy accomplished on himself by throwing himself on a rocket.

Thus, using examples from the text, we were convinced of the correctness of the statement of V. A. Soloukhin.

Shansky N.M.: “Using the example of a complex sentence, one can trace how a person expresses the relationship between the world and his own point of view.”

N.M. Shansky said that "on the example of a complex sentence, one can trace how a person expresses the relationship between the world and his own point of view."

I understand this phrase as follows: in the main part of the complex sentence, the main meaning of the phrase is laid, and in the subordinate clause - the point of view of the author of the words on what is happening around. I will give examples from the text of A. G. Aleksin.

First, let's pay attention to sentence No. 26 ("Even at home, Tolya decided that he would never sit at a desk with a girl."). The main part of the complex sentence says what the boy was thinking about, and in the subordinate clause, without explaining the course of his thought (in the lower grades, sitting with a girl is considered shameful), a categorical decision is given.

Secondly, in the complex sentence No. 41 ("But he could not shout, because it is not supposed to shout at the lesson.") The clause of the reason explains that the boy cannot break the school rules, although he really wants to do it.

Thus, I can conclude that the statement of N.M. Shansky is right.

Shansky N.M.: “In a monologue speech, a complete thought sometimes does not fit within a single sentence, and its expression requires a whole group of sentences that are interconnected in meaning and grammatically.”

The famous philologist N.M. Shansky said: “In a monologue speech, a complete thought sometimes does not fit within one sentence, and its expression requires a whole group of sentences that are interconnected in meaning and grammatically.”

This is how I understand this phrase. In an effort to broadly cover the topic, the speaker uses such a form of speech as a monologue. Monologue speech is characterized by its unfolding and the presence of common constructions that are related in meaning and grammatically. I will give examples from the text of V.P. Krapivin.

Firstly, in sentences No. 11-13, which are monologue in form, telling that the hero made wonderful birds out of paper and let them out of the balcony to the children, all three sentences are connected in meaning and represent a complete thought.

Secondly, in sentences No. 2-3, the grammatical connection between the sentences of the monologue is clearly manifested, which are connected using the personal pronoun "he" used in the third sentence instead of the word "yard".

Thus, the statement of N.M. Shansky is true.

Shcherba L.V.: « Paragraph, or the red line, which should also be considered a kind of punctuation mark, deepens the previous point and opens up a completely different train of thought ".

The phrase of the linguist L.V. That's the way I understand it. The paragraph serves to highlight the main micro-theme and to move from one micro-theme to another. Each new paragraph reflects a new stage in the development of the action, salient feature in the description of an object or person, a new idea in reasoning or proof. I will give examples from the text of Yu.Ya. Yakovlev.

So, in the first paragraph (sentence No. 1), which consists of only one sentence, it is said that an urban person does not know what land is, since it is hidden from his eyes by asphalt. In the second paragraph (sentences No. 2-5), the author continues the idea of the previous paragraph, deepening it with a story about his discovery of the earth.

And from the fifth paragraph (sentences No. 13-16) a new semantic passage begins, in which a different thought develops: the author talks about his love for his mother.

Thus, I can conclude: L.V. Shcherba was right in stating that "a paragraph, or a red line, which should also be considered a kind of punctuation mark, deepens the previous point and opens up a completely different train of thought."

Writer L.S. Sukhorukov argued: "Our speech is the most important part not only of our behavior, but also of our personality, our soul, mind." Let's try to understand the meaning of this statement.
We often hear people say: “He has a rich speech” or “He has a clear speech”. But we rarely think about what it is - speech, and how it is connected with us. Speech is a process of communication, language in action. The speech reflects the mental warehouse of a person, his character and his world. The text of A.G. will help us to confirm these arguments. Alexina.
First, in sentences 18 - 21, which are part of the dialogue, we see one of the most basic distinctive features speech - its focus on achieving the goal. With constant approval, praise, the father seeks to grow a worthy person out of his son. In the text, the author achieves this by repeatedly using exclamatory sentences.
Secondly, in sentences 36 and 37: “So, love and care did not make you an egoist,” Mom concluded. “We are very happy,” the writer concludes about the unity of the requirements of the parents, about the healthy moral climate of the family. The use of simple sentences with a minimum number of secondary members indicates that mom is a “person of action”.
Based on what has been said above, I cannot but agree with the author of the statement. Indeed, speech is variable, individual and its possibilities are very wide.

Write an essay-reasoning, revealing the meaning of the statement of the famous linguist I. G. Miloslavsky: “Any repetition, double or multiple, draws the special attention of the reader” .
I understand this expression of I. G. Miloslavsky as follows: by repeating a word in the text, a key concept is highlighted, which the reader will definitely pay attention to. I will give examples from the text of V. Oseeva, in which I find about ten lexical repetitions.

Firstly, in sentences 4-5, the author uses the lexical repetition of the word “will not”, which deepens the content of the statement, sharpens the idea that nothing will happen again in the relationship between Dina and her childhood friend.
Secondly, in sentence 14, V. Oseeva uses the repetition of the adverb ("many ... many"). It has a strong emotional impact on the reader, reflecting Dinky's moral torment.
Thus, I can conclude that the well-known linguist I. G. Miloslavsky was right when he asserted that “any repetition, double or multiple, attracts the special attention of the reader.”

This manual is intended for independent preparation of high school students for the successful passing of the unified state exam in the Russian language. Much attention in the tasks is paid to the analysis of the source text, the full and correct perception of which is one of the decisive conditions for successful work on the creation of an essay-reasoning. Essay-reasoning is considered as a specific speech task, for the solution of which the most rational ways are proposed.

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157451 Kostroma region, Kologrivsky district, Krasny Bor settlement,

st. School, house 2, Ileshevskaya secondary school.

Competition of methodological developments.

Didactic material for students in preparation for the exam.

(exercises related to text analysis and the creation of an essay-reasoning)

Work completed:

Khrobostova Elena Valerievna,

Teacher of Russian language and literature

The highest qualification category.

year 2014.

Explanatory note.

How to work with assignments? The task of high school students is to find their weaknesses, to understand the material that, for one reason or another, was not completely mastered. If necessary, ask the teacher specific questions. Therefore, while working on the exercises, students should not yet chase time, but, on the contrary, analyze every mistake made.

In science, the analysis of their own actions is called reflection, so students should try to reflect on each of their actions, explain why they chose exactly this answer, what language pattern they relied on when completing the task.

Exercises related to text analysis and work on creating an essay-reasoning occupy a very special place in the exam and allow you to score the maximum number of points on the exam.

Exercise 1 develops the ability to understand the content of the read text, exercise 2 offers a variant of an essay-reasoning on the text of the previous exercise with educational commentary on the main stages of the work (introduction, transition from one part to another, etc.), with a description of the techniques that can be use when modeling similar texts. Exercise 3 is material for independent work. After reading the text, the high school student must write an essay using the sample from the previous task, which will serve as a kind of hint model.

I wish you to successfully pass the exam in Russian!

Exercise 1. Working with text.

1. Read the text.

(1) Since childhood, I have developed the image of a writer - a sensitive person,

kind, intelligent, absolutely extraordinary: he knows everything about life, about people, and he himself is a kind of magician, a storehouse of human destinies and feelings. (2) He

Has a secret - to create ordinary printed characters

a world that is more real to you than the real real.

(3) When I met Paustovsky in my college years, I saw in him the happy face of a writer and a person, close to the image of a sorcerer created by my childhood imagination. (4) This wonderful writer is the personification of philanthropy, kindness and nobility. (5) Now, perhaps, there is no other master in our literature who would raise so many disciples. (6) How many unknown talents he first noticed, how many he instilled a love for the hardest writing work!

(7) As for fame, money, noise and pop success, it was Paustovsky who instilled in us, his students, the very caution that is necessary when walking on ice in shod boots. (8) Everything that is too deafeningly noisy and catchy passes, and books remain, and only books that help people live and be people. (9) Paustovsky's talent fixes our attention on the beautiful. (10) for Paustovsky, the criterion of truth is always morality, and the criterion of morality is beauty. (Yu. Bondarev)

1) What is this text talking about?

A) On the significance of the writer in the spiritual life of society;

B) About the origins of writing talent;

C) About the secrets of writing;

D) About the detrimental effect on the formation of a young writer of too early fame.

2) Which word most accurately reflects the position of the author?

A) criticize B) proves; B) remembers D) denies.

3) Which statement distorts the meaning of the text?

B) Paustovsky is the most striking embodiment of a writer who has absorbed both the talent of the creator and human beauty.

B) Paustovsky believed that beauty is the most complete expression of goodness.

D) Paustovsky taught young writers not to get carried away with depicting social problems, but to look for their own topics, contemplating nature.

4) What words and expressions most clearly reflect the author's attitude to the personality of Paustovsky?

1) "A wonderful writer";

2) "There is no other such master";

3) "Unknown talents";

4) "The personification of philanthropy, kindness and nobility";

5) "Too deafening-noisy ..."

A) 1,2,4; B) 1.5; C) 2,3,4; D) 1,2.

5) What attitude to the image of the writer does the author express with the help of such words as “magician”, “sorcerer”?

A) jokingly ironic; B) reverent;

C) friendly-familiar; D) judgmental.

6) What artistic means is incorrectly illustrated by an example from the text?

A) Words in a figurative sense ("a storehouse");

B) Homogeneous members (proposal 5);

C) Lexical repetitions (sentence 8);

D) Antonyms (sentence 7).

7) Which question is not answered in this text?

A) What features should a true artist have?

b) What is the purpose of the writer;

C) What an amazing ability the creator has;

D) Why writers are always attracted by the beauty of nature.

8) Which statement most accurately reflects the main idea of this text?

A) Writing is hard, painful work;

B) The writer, who serves only glory, gradually becomes the slave of the crowd;

C) The writer must carry the world faith in goodness and beauty;

D) Take care of the book, because it contains the thoughts and feelings of great people!

Standard: 1(a); 2(c); 3(d); 4(a); 5(b); 6(d); 7(d); 8(c).

Exercise 2. Creating an essay-reasoning.

Write an essay based on the text of the previous exercise.

1.Introduction.

(To create an introduction, we use the most common technique, which is called "Keyword". It is performed as follows: 1) determine the topic of the source text; 2) highlight the key concept; 3) reveal the meaning of this concept. The text you have read is dedicated to K. Paustovsky. Who is Paustovsky? Writer. Consequently, the words "writer" and "K. Paustovsky" are the very keywords, words-themes, the meaning of which we must reveal. What is a writer? What is the significance of the writer in the spiritual life of society? The answers to these questions can be

The basis for the deployment of the entry. And a shining example revealing the high

the meaning of the writer's vocation is the personality of Paustovsky. Now look at how this technique can be performed).

The writer in Russia has always been a special figure, he was a teacher, mentor, bearer of truth, the chosen one of God, who is called to "burn people's hearts with a verb." And E. Yevtushenko’s already textbook phrase that “a poet in Russia is more than a poet” (v-1: expresses, shows, reflects, denotes) the high importance of the artist in (v-1: material, spiritual) life of society . One such writer who remained true to his calling was ______________. This wonderful person Y. Bondarev dedicates his text.

2. Commented retelling of the text.

Unusual, "magician". And in the guise of K. Paustovsky, he saw a living embodiment

This childish performance.(Comment on this point.) I think that

The true writer is in fact a "sorcerer", a sorcerer: "with his fingers

Light as a dream, he turns dead letters into a royal word that

Causes us joyful laughter, then _________________ tears.

K. Paustovsky was not only an outstanding writer, he was a wise mentor who taught young writers to serve the great(let's confirm this statement with an example from the text):“Everything that is too deafening, noisy and catchy passes, and ___________ remains, and only __________ helping people ____________ and being ____________.”

“Helping people _______ be people” - and this, probably, is the highest vocation of the writer.

3. Analysis of artistic means.

Each word in the text is filled with the warmth of a sincere feeling for the bright personality of Paustovsky. Expressive-evaluative words (“the personification of philanthropy, ___________ and _____________”), epithets (“________ appearance”,

"_____________"), exclamations (sentence __), lexical repetitions ("books and only books") help the author create an unforgettable portrait of K. Paustovsky, reveal the versatility and originality of this artist of the word and a wonderful person.

4. The main idea of the original text.

After reading this text, you begin to understand with particular force that a writer is not just a writer, but a creator who is called upon to bring people faith in the power of goodness and beauty.

Exercise 3. Independent work.

1. Read the text.

(1) Reading Dostoevsky's books is difficult. (2) In them, everything seems to be clear and everything is fascinating: the reader is seized by curiosity - what's next? (3) The fate of the characters immediately, from the first page, becomes important, you can’t tear yourself away from the book. (4) But still it is difficult to read, even painful.

(5) Probably because Dostoevsky is not afraid to look into such secret nooks and crannies human soul which even the great Tolstoy passed by.

(6) Or not. (7) Perhaps it would be better to put it differently: in Tolstoy's novels - life as it is, everyday, with weekdays and holidays, with joy and sorrow, with despondency and delight, with insights and expectation of a miracle, losses and finds. (8) The reader recognizes himself in Tolstoy's heroes and rejoices in recognition, empathizes with the heroes, pities them, loves, sometimes gets angry with them, repents of their actions, because he himself could make the same mistakes.

(9) Dostoevsky does not write about everyday life. (10) In his books, the characters are revealed to the reader during the hours and days of such events that may fall to the lot of one person only once in a lifetime, or may never fall.

(11) Dostoevsky's heroes live in a special dimension, not in the least similar to the ordinary life of ordinary people. (12) They suffer so painfully that it is painful to read about these sufferings. (13) They solve such important questions of life and death, the usefulness and futility of human existence, love and duty, happiness and despair, that it is difficult for us readers to imagine ourselves in their place. (14) All human feelings are brought to the highest tension by Dostoevsky's heroes: love and passion, the pangs of jealousy, kindness and hatred, childish naivety and cold deceit, disinterestedness and calculation, frivolity and the heavy responsibility of duty - everything reaches the highest limit. (15) When we read, we feel compassion. (16) This is a very necessary concept for a person: CO-SUFFERING.

(17) Yes, we suffer along with the heroes, and this enriches our souls, no matter how painful it is to read Dostoevsky (N.G. Dolinin)

2. Complete tasks that will help you assess the depth and accuracy of perception of the source text.

1) What statementdistorts the meaning of the text?

A) Dostoevsky depicts a dull everyday life in which people suffocate

His heroes.

B) Reading the works of Tolstoy, we recognize ourselves in his heroes.

C) At first glance, the works of Dostoevsky seem simple and

understandable.

D) Dostoevsky's heroes find themselves in exceptional circumstances, in

Which exposes all the hidden corners of their souls.

2) Determine the style and type of speech of this text.

A) journalistic, reasoning;

B) Artistic, description;

B) Scientific, storytelling;

D) conversational, reasoning.

3) In which sentence is there a phraseological unit that means "become someone's fate"?

A) 4; B) 5; AT 10 O'CLOCK; D) 14.

4) What three artistic means of the five named are used in this text?

1) Series of homogeneous members (proposition 7);

2) Antitheses (sentence 14);

3) Parceling (proposal 6);

4) Rhetorical question (sentence 2);

5) Epithets (sentence 5).

A) 1,2,3; B) 2,4,5; C) 1,3,4; D) 1,2,5.

A) To prove that Dostoevsky as an artist is higher than Tolstoy;

B) To reveal the significance of Dostoevsky in the spiritual life of a person;

C) Tell about the unexplored aspects of Dostoevsky's work;

D) To refute the well-established opinion of readers that Dostoevsky's novels are simple and devoid of philosophical depth.

A) Expand your cultural horizons;

B) Understand how ordinary people used to live;

C) Feel the beauty of Russian nature;

D) Learn to understand the other person.

Reference: 1(a); 2(a); 3(c); 4(d); 5 B); 6(d).

3. Based on the sample, write an essay-reasoning on this text.

1. Start options.

a) Reception "Thread".

"_________________________" - this is how ______________ begins. Already in the first sentence(how?) _________________ (in-1: indicated, expressed, formulated, presented)________________ text. Dostoevsky -(evaluative epithet) _______________ (in-1: writer, artist, prose writer, wordsmith)which had a huge impact on _______________ society.(Designate your position)Yes, Dostoevsky is very difficult _______. I remember well(tell us about your impressions caused by reading the works of Dostoevsky) ...

b) Reception "Keyword".

(The text is dedicated to the work of Dostoevsky. We will take a step back in the movement of thought, that is, we will move on to source code gradually: first let's say who Dostoevsky is, what role he played in the spiritual life of society.)

Dostoevsky forever included ________________________.

Today it is impossible to imagine Russian literature without it.(give the names of famous works of Dostoevsky) "_________",

"____________", "____________". An anxious thought will always be _________

hearts and minds. It is no coincidence that _____________ dedicates his article to the artist _____________.

2. The main part. Commenting on the original text.

At the very beginning, N. Dolinina writes that _________________ is not just difficult, but(insert evaluative word from the article) "______________".Why are works in which everything seems to be ____________ and _____________ read ______________? The author of the article gives the following answer to this question(give a quote, you may have to shorten it if it is too long): «_____________________________________».

The artist with __________________ power revealed the truth about a person, became the conscience of the people. However, they were very different from each other. If Tolstoy has _______________________, then

________________________________________.

(We will include consideration of artistic means in the text.)

Rows of homogeneous members (________________________________), antitheses

("____________________"), syntactic parallelisms

(sentences_______) help to reveal the complexity and ______________

artistic quest of the great classics. The author of the article uses introductory words ("__________", "___________"), complex sentences, which help to reflect the movement of the main idea.

(Let's move on to the main idea.)The author of the article believes that the meaning of literature is to _______________ in people(quote from A.S. Pushkin’s poem “I erected a monument to myself not made by hands ...”)

"the senses_____________". Reading Dostoevsky, we«_________________».

(Enter a comment).The writer teaches us to understand another person,

(keyword from article text)"______________" to someone who needs our sympathy.

3. Conclusion. By quote.

(A very important point! We will introduce a quote that is consonant with the main idea of the original text.)

“The most downtrodden, the last person is also a person and is called

" my brother " ”- these words express the writer's mission _____________.

He (how?) _____________ loved a person, showed him the way __________

salvation. And, after reading the article _____________, you start with ____________

the power to understand what an important place in the spiritual life ________________

occupy ______________ Dostoevsky.

To help a graduate completing task C on the Unified State Examination in the Russian language.Step-by-step instruction.

Main parts:

1. Determine the topic of the text, identify and formulate one of the problems posed by the author of the text.

2. Comment on this issue.

3. Determine and formulate the position of the author in relation to this problem.

4. Formulate and argue your own attitude to the problem.

The composition of the composition of part C.

1. Introduction .(message about the topic, author, positive impression of the text, nominative topic, quote, rhetorical question, rhetorical exclamation)

2.Main part : --analysis of text problems(enumeration of problems) - choose one of the problems under consideration, clearly formulate it, motivate the choice;

Explain the problem, explain, characterize it, talking about the attitude of society towards it, its relevance, novelty; explain the author's interest in the problem, the course of his thoughts;

Statement of own opinion:

* formulating one's own position;

* proof of the validity of one’s own position (select at least 2 arguments proving the validity of the thesis; support the arguments with specific examples, links.

*conclusion from the argument (draw a conclusion about the correctness of the position, the validity of the thesis)

3.Ending (moral conclusion, call, proverb, wish for the future, rhetorical exclamation).

Where to start writing?

1. Definition of the topic of the text (possible beginning):

« Full name is a real master of words, publicist, author of many articles on moral topics. The text I read made me think about …»

*Nominative themes:

« A book… Who among us has not thought about the benefits of reading?..”

"Sergey Yesenin ... He can be called a poet-wizard who opened to us the wondrous world of nature."

Friendship is one of the brightest feelings, which often turns out to be stronger than blood family ties, since in friendship people are connected not by biological kinship, but by spiritual closeness. "

* Rhetorical question:

"Human and nature. What is their influence on each other? How should a person treat the world around him in order to preserve it for future generations?These questions concern …«

* Proverb:

« Folk wisdom says: "Do not have a hundred rubles, but have a hundred friends." Is this statement correct? The text of the writer (full name) is devoted to the search for an answer to this question.

It is undesirable to start an essay with hackneyed phrases like "The topic of the text is...

"This text says... ". The introduction should be bright, original, speak about the individuality of the author of the essay, the freedom of his thinking.

Justification of the relevance of the topic of the text. Use phrases:

« The relevance of the topic of the text (name) is determined by the fact that ... "

“The text (full name) is devoted to the current topic ...”

« Today, the relevance of the topic raised ... in the text does not weaken, because ... "

“All of the above determines the relevance of the topic of the text (FI writer)”

“The topic… to which the text of the famous writer is devoted… is relevant, because…”

“... - this is the theme of the writer's reasoning .... Its relevance is obvious, because today ... "

2. Isolation of problems in the source text.

A problem is a complex issue that needs to be resolved, studied.

Usually the problem is suggested by the topic, follows from it, but is not always clearly formulated by the author himself.

The problem might be formulated as a question: « What is happiness? Can a person be absolutely happy?”, “Is mercy necessary in our life??» What makes a person feel lonely?» “How are the moral foundations of society and the development of the country as a whole interrelated?”

Or as a combination of the word "problem"with a noun in the genitive case: rises in textthe problem of mercy, honor, historical memory, the role of literature in the spiritual life of modern society, moral choice (between what and what), social justice, cruel attitude (to what or to whom), loneliness, ecology, the relationship of "fathers and children",

purpose and meaning (of life, writing, etc.), the complexity of life, the role (of books, music, nature, etc.) in human life, etc.

As a rule, the described case for the author is an illustration of his reflections on the problem.

Use phrases:

»The problem… is attracting the attention of many…. I thought about it and…” ”Referring to the text… made me think about the problem… which the author considers.

" What is… ? In what...? This important problem for everyone is raised by the author of the text.

"A problem that worries us all... is raised by a well-known writer...

3. Definition of the position of the author.

Answer the following questions:

What did the author want to tell his readers by creating the text?

Use phrases:

“Attention ... attracts the problem ... . His position is that…

“Analyzing the problem ..., the writer comes to the conclusion that ...”

“Reasoning ... concerns the problem ... . The position of the author, stated openly, is that ... "

« The writer does not express his attitude to what is happening, but we, the readers, are well aware that it is unacceptable to do so, because it entails ... ".

Most often, the answer must be sought in the speech of the hero, his actions, thoughts, attitude towards others. From this we can conclude what it is.

* Do not put an equal sign between the author and the hero-narrator.

*If the problem is presented in the form of a question, then the position of the author should sound like an answer to this question. If according to the formula "problem + noun in the genitive case", then this noun should sound in the designation of the author's position.

4. Formulation of one's own position (own opinion)

It shouldn't just be:I agree with the author that…”

You should write something like this:I agree/disagree with the author because... and I think...

Selection of arguments

1. Episodes of works of art.

2.Characteristics of literary heroes.

3. Facts, events, conclusions of science (theories, hypotheses, axioms)

4.Statistical data.

5.Evidence of eyewitnesses.

7. Proverbs and sayings reflecting folk wisdom.

8. Appeal to the Bible.

You need to quote carefully and it is better not to use quotation marks, but to give a quote in your own, as accurate as possible, retelling.

Let us recall the meeting between I. Pushchin and A.S. Pushkin, who is under police surveillance. I. Pushchin describes his feelings caused by an unexpected meeting with a friend: “I’m running,“ jumping out ”,“ dragging ”,“ kissing ”.Friends are overwhelmed with the joy of meeting. Moments of that memorable day seem to come alive in our eyes. And one involuntarily recalls Pushkin's lines addressed to a friend: "My first friend is my priceless friend ..."

Arguments.

1.Proverbs:

"Birds are strong with wings, but people are strong with friendship"

"A friend in need is a friend indeed"

"Without a friend in the heart of a blizzard"

"Everyone has their own side"

"Patience and a little effort"

"To be afraid of death is not to live in the world"

"Every man is a blacksmith of his own happiness"

"Life is given for good deeds"

"A smart head is revered from a young age"

"Learning to learn is always useful"

" Knowledge is power"

"The book is a step to wisdom"

"Do not drink water from the face"

"Keep your honor from a young age"

Thoughts of the wise

"A happy share is to be proud of friends" (V. Fedorov)

“A person cannot live without a Motherland, just as one cannot live without a heart” (K. Paustovsky)

“Work ennobles a person” (V. G. Belinsky)

“Idleness is the root of evil to everything” (A. Suvorov)

“Evil tongues are worse than a gun” (A.S. Griboyedov)

“Our land is our home” (S. Zalygin)

“Memory is the most important property of being. (D.S. Likhachev)

“Take the pain of the“ younger brother ”as your own” (M. Prishvin)

“You must believe in the possibility of happiness in order to be happy” (L.N. Tolstoy)

"Happiness never knows the measure" (Seneca

Questionnaire-application of a participant in the competition of methodological developments.

Khrobostova Elena Valerievna
04/29/1969.
MOU Ileshevskaya secondary school 157451 Kostroma region, Kologrivsky district, the village of Krasny Bor, st. School, house 2.
Teacher.
24 years.
Russian language and literature.
Grade 11
Integrated lesson of literature and history
A lesson in preparing for an essay in literature.

st. Yuzhnaya, house 3, apt. 1. phone: 89106609754, e-mail: [email protected]

Golubeva Nadezhda Alexandrovna
157451 Kostroma region, Kologrivsky district, the village of Krasny Bor,

Lesson goals.

Educational:

Highlight the basic principles of Russian spelling and trace their functioning in the Russian language;

Update and systematize theoretical knowledge on spelling;

Create conditions for preparing for the Unified State Examination in the Russian language;

Improve spelling skills.

Developing:

Develop key competencies, speech, attention, memory, logical thinking, the ability to generalize, draw conclusions;

To develop the skills of self-control, mutual control, the ability to work in time, to develop the speech-thinking and creative abilities of students;

To help improve the skills of independent work with the test.

Educational:

Improve interpersonal communication skills;

To educate a conscious attitude towards the native language as a cultural phenomenon;

To form the skills of cooperation in solving search problems.

Type of lesson: iterative-generalizing lesson.

Equipment:

Computer and projector with the presentation of educational material;

Tests with tasks of the USE type;

Worksheets with tasks;

Keys for mutual control of the execution of tasks.

1. Organizational moment (3 minutes).

Teacher's word.

Many linguists have dealt with problems of spelling. One of them is Lev Vladimirovich Shcherba (Soviet linguist, academician of the Academy of Sciences of the SSR).

Do you agree with the following statement of Academician L. Shcherba:

To write illiterate is to encroach on the time of the people to whom we are addressing, and therefore it is completely unacceptable in a properly organized society;

... it is clear that if everyone writes differently, then we will no longer understand each other.

Justify the answer.

I am glad that you are aware of the role of competent oral and written speech in the life of a modern person. Obviously, it is important to know the rules of spelling . A person who knows spelling, does not make mistakes when writing, is called literate.

Definition of the topic of the lesson:

"Repetition of orthographic norms, their grouping based on the principles of spelling."

2. Questioning students on the material given at home (7 minutes).

Preparing students for the perception of new educational material, updating knowledge.

A characteristic feature of the literary language is the presence in it of certain norms, that is, uniform and binding rules developed by the language with the participation of exemplary literature. Compliance with spelling norms that make up the specifics of the written form of speech seems to be no less important than compliance with orthoepic and lexico-grammatical norms, since “writing correctly requires social decency” (L. Shcherba)

Doing your homework, you repeated different types of spelling. Now we will check how you learned the spelling standards, for this we will perform a test on USE materials(tasks 8-14).

2. Write out the words, depending on the spelling principle underlying the spelling of this word.

1 group - words whose spelling obeys the morphological principle,

Group 2 - words whose spelling obeys the traditional principle,

Group 3 - words whose spelling is subject to phonetic and differentiating principles.

The groups present the results of their work.

It is important not only to develop the skills of competent writing, but also to learn the art of reading, attentive, thoughtful, which becomes, as it were, co-creation with the author. Solving these problems, you should turn to the analysis of the text.

Creative task

Work on identifying the main problem of the text. Formulate and comment on one of the problems posed by the author of the text. Express your attitude to the problem raised by the author.

Guardians of the purity of the language often rebel against that vulgar jargon that little by little colloquial speech some circles of youth.

Bullshit, awesome, shmakodyavka. In each of these words, I seem to have a cynical attitude towards people, things and events.

With deep anguish, I learned about a literary conversation that was conducted in the library by a group of schoolchildren who were choosing an interesting book:

Take this: a valuable item.

Don't take this one! Labuda.

This is such a powerful book!

Is it possible that someone who overhears such a conversation will be upset only by the vocabulary of these children, and not by the low level of their spiritual culture, which determines this vulgar vocabulary?

After all, vulgar words are the product of vulgar deeds and thoughts.

And in every word of this jargon I see the seal of that spiritual misery which Herzen called dullness of heart.

But can we judge this jargon so categorically? After all, he has a lot of defenders. Let's listen to them carefully and impartially.

Basically, what are you worried about? they tell us. At all times, boys have loved and love to indulge in some swagger and rudeness, because because of their peculiar shyness, they are ashamed to reveal soft, sincere, lyrical, tender feelings in front of their comrades.

And secondly, do not forget that our usual, traditional "adult" speech often seems insipid and boring to young minds. They want some new, unprecedented, bizarre, exotic words - such that neither teachers, nor parents, nor "old people" in general speak. This happens to all teenagers, and there is nothing criminal in the fact that they strive to create for themselves the language of their clan - their own youth language.

I won't dispute the defenders' claims. May they be right. But the question remains unresolved: why is this jargon defended by them almost entirely composed of vulgar words expressing shameless rudeness? Why is there no dreaminess, no kindness, no grace in him - no qualities characteristic of young hearts?

And can it be denied that rude language most often reflects the psyche of rude people?

The main malignancy of this jargon lies in the fact that it is not only caused by the impoverishment of the senses, but itself, in turn, leads to the impoverishment of the senses. Try to talk at least a week in this vulgar jargon, and you will certainly have vulgar habits and thoughts. (According to K. Chukovsky)

Students' responses.

Korney Ivanovich very sharply raises the problem of the purity of the language, arguing that the low level of the spiritual culture of young people directly depends on the use of vulgar vocabulary . Recently, we have seen the spread of rude obscene speech not only among adults, but also among young people and adolescents. Many can no longer explain their thoughts without neglecting the swear words, and this problem has become everyday, familiar.

5. Homework (4 minutes).

Lesson results.

Why do you need to know the principles of Russian spelling?

When asked why it is necessary to write correctly, everyone finds an acceptable answer for themselves. For one, good writing is the key to a successful career; for another, it is a matter of prestige if he is accustomed to not making mistakes in everything he does; the third masters spelling, because this is taught in school. Spelling is, among other things, also a part of Russian culture. Behind the illiterate letter lies disrespect for their people, their traditions and culture.

The final word of the teacher about the work of students in the lesson. Putting marks.

Homework:

textbook exercise

creative task (composition-reasoning: formulate the position of the author of the text. Explain why you agree or disagree with the author of the read text. Argue your answer based on life or reader experience)

Reflection

Are you satisfied with your work?
- Mark with what mood you worked at the lesson?