This was Katya's first real fight according to Erashov (USE in Russian). Collection of ideal essays on social science All metaphors are divided into two groups
Mamaeva Marina Viktorovna,
MKOU "Ust-Saldinskaya secondary school"
Ust-Salda village, Verkhotursky district, Sverdlovsk region,
teacher of Russian language and literature
Methodical development of text tasks for the final certification
in Russian in grade 11
Subject: Working with text. What did the author want to say?
Lesson Objectives:
Cognitive aspect: learn to understand the content of the text, formulate the problem considered in the source text, comment on it, formulate the author's position;
Developing aspect: to develop speech by enriching and complicating its semantic function; develop logical and creative thinking.
Educational aspect: to develop a system of value relations to mother tongue; create conditions for the development of communication skills through work in small groups.
Lesson form: practical work by groups.
Equipment: notebook, sheets of paper, text, document camera.
DURING THE CLASSES
1. Organizational moment.
2. Motivation: communication of the topic of the lesson, showing the practical significance of studying this topic.
3. Reading the text by the teacher (students have printed text on their desks)
(1) It was the first real fight Katya. (2) Artillery preparation began before dawn, under its cover they took their starting positions.
(H) The night before they wrote letters. (4) Only Katya had nowhere to write: all her relatives died. (5) So, in fact, she had nothing to lose in battle - except her own life. (6) But she, a young girl, after suffering, unfortunately, already little appreciated.
(7) And here it is, the fight. (8) The tank in which they were was shaking from side to side, shaking so that Katya could barely keep her seat. (9) "If it continues like this, how to shoot?" she thought. (Yu) Although her business was not to point the gun, but to feed the shells. (11) Growling painfully, the cars stubbornly climbed up, from the engines running at full speed, the heat was utter, it still smelled of diesel fuel, clogged with exhaust gases, fresh air was drawn only through technical gaps and a viewing slot.
(12) Here, something rattled on the tank’s armor, heated from the battle, but Katya did not immediately realize that they were being fired upon. (13) Everything that followed merged for her into a continuous roar, smoke, screams in the intercom. (14) They hit either with sub-caliber, or armor-piercing incendiary, or fragmentation shells. (15) Katya did not understand what was happening outside, she could not yet determine the situation by the types of shells she fired. (16) She only heard the roar; she, such a fragile and small girl, was twitching along with a huge car. (17) Oddly enough, Katya did not feel fear at all: she did not understand well what was happening, she only heard commands and followed them. (18) The battle went on as if on its own, and she was on her own.
(19) And then suddenly something unexpected and wild happened: the car seemed to fail, after which Katya was thrown up, hit painfully from above, the inside of the tank was now completely filled with unbearable heat and heavy carbon monoxide odors, and then in an instant the ceiling lights went out.
(20) The commander opened the turret hatch cover, Katya squeezed after him.
(21) It turned out that the tank sank into a bomb funnel, it was impossible to get out without outside help. (22) Katya remembered how many times they were reminded, repeated, demanded to repeat the iron law aloud: if the tank is hit but does not burn, the crew is obliged to protect the military equipment to the end. (23) And Katya prepared to fight to the end, because it was her military duty. (24) At that moment, she saw the Germans: they were as close as ever, almost nearby, running, scribbling from Schmeisers. (25) "That's it," thought Katya, "it's over now."
(26) But, oddly enough, even now she did not feel fear: everything that was happening around this young woman, from whom the war took away her youth, family, dreams of happy life...
(27) Katya pulled the chain of the revolver plug, stuck the stigma of the machine gun into the hole and began to beat, not seeing the Germans, at random, and waited: now, just about ... (28) For some reason she saw: the clock on the instrument panel had stopped - it was nine o'clock and twenty minutes.
(29) They fought back with the commander and saved the tank, only the mechanic Genk died. (30) In September of the forty-fourth, Sergeant Ekaterina Mushkina, who was awarded the Order, became a tank commander. (31) Not a wife, not a mother, not a keeper of the family hearth - a tank commander.
(according to V.P. Erashov)
Valentin Petrovich Erashov (1927-1999) - Russian writer, author of numerous works about the war.
4. Actualization of knowledge. Group work.
When completing task C1, it is very important to correctly identify the problem raised by the author, because this helps to give a correct comment, to accurately determine the position of the author, to express his own attitude to the problem raised.
Task: each group performs one of the tasks using sheets of paper for notes. Then the completed tasks are checked and commented on.
Task 1 group
Sample student responses
What is a problem?
What are the ways to formulate a problem?
What is a synonym for the word "problem"?
What expressions did you remember for formulating the problem discussed by the author of the text?
A problem is a question the author is thinking about.
The problem (what?) ... the name of the problem is expressed by a noun in the genus.pad.
Rhetorical question.
What…? This important issue is raised by the author.
Task 2 group
Sample student responses
What is a problem comment?
How to comment on the found problem?
What expressions did you remember for commenting on the problem discussed by the author of the text?
These are arguments, explanatory remarks about the problem.
BOW YOU, SISTER! Women-warriors of the Great Patriotic War. Part 5
This was Katya's first real fight. Artillery preparation began before dawn, under its cover they took their starting positions.
Letters were written the night before. Only Katya had nowhere to write: all her relatives died. So, in fact, she had nothing to lose in battle - except her own life. (6) But she, a young girl, after suffering, unfortunately, already little appreciated.
And here it is, fight. The tank they were in was shaking from side to side, shaking so much that Katya could barely keep her seat. “If it continues like this, how will you shoot?” she thought. Although her job was not to point the gun, but to feed the shells. Groaning drearily, the cars stubbornly climbed up, from the engines running at full speed, the heat was unbearable, it still smelled of diesel fuel, clogged with exhaust gases, fresh air was drawn only through technical gaps and a viewing slot.
Then something rattled on the tank’s armor, heated from the battle, but Katya did not immediately realize that they were being fired upon. All further merged for her into a continuous roar, smoke, screams in the intercom. They thrashed either with sub-caliber, or armor-piercing incendiary, or fragmentation shells. Katya did not understand what was happening outside, she could not yet determine the situation by the types of shells she fired. She only heard the roar; she, such a fragile and small girl, was twitching along with a huge car. Oddly enough, Katya did not feel fear at all: she did not understand well what was happening, she only heard commands and carried them out. The fight went on as if by itself, and she was on her own.
And then suddenly something unexpected and wild happened: the car seemed to fail, after which Katya was thrown up, hit painfully from above, the inside of the tank was now completely filled with unbearable heat and heavy carbon monoxide odors, and after that the ceiling lights went out in an instant.
The commander opened the turret hatch, Katya squeezed after him.
It seemed that the tank had sunk into a bomb crater, it was impossible to get out without outside help. Katya remembered how many times they had been reminded, repeated, demanded to repeat the iron law aloud: if a tank is knocked out, but does not burn, the crew is obliged to protect the military equipment to the end. And Katya prepared to fight to the end, because it was her military duty. At that moment, she saw the Germans: they were as close as ever, almost close, running, scribbling from Schmeisers. "That's it," Katya thought, "it's over now."
But, oddly enough, even now she did not feel fear: everything that was happening around this young woman, from whom the war had taken away her youth, family, dreams of a happy life, was too incredible ...
Katya pulled the chain of the revolver cap, stuck the snout of the machine gun through the hole and began to beat, not seeing the Germans, at random, and waited: now, just about ... For some reason she saw: the clock on the instrument panel had stopped - it was nine o'clock and twenty minutes.
They fought back with the commander and saved the tank, only the mechanic Genk died. In September 1944, Sergeant Ekaterina Mushkina, who was awarded the order, became a tank commander. Not a wife, not a mother, not a keeper of the family hearth - a tank commander.
Valentin Petrovich Erashov - Russian writer, author of numerous works about the war.
This article was automatically added from the community
Everyone is used to the fact that the memory of the war and the idea of it are masculine. After all, it was mostly men who fought. Woman and war are incompatible concepts. This is what the author is thinking about. How to explain that many years have passed since we won, and writers again and again turn to military theme? Apparently, there is some kind of social, moral need that makes us return to this one. When the Great One Came Patriotic War, in which the fate of peoples was decided, many women took up rifles and put on soldier's overcoats. The charm of femininity, insecurity, purity and fearlessness with an unusual sharpness to a lump in the throat - reveals all the unfair, unbearable, blind cruelty of war.
In his story, V. Erashov describes the battle day of a young woman - Katya, from whom the war took away her youth, family, dreams of a happy life .... “She had nothing to lose in battle, in fact, except her own life.” Katya fulfilled her combat mission, for which she was awarded an order and became not a mother, not a wife, not a homemaker, but a tank commander.
I agree with the position of the author. In my opinion, the author most accurately reflected the opinion of each of us on this problem: it is not a woman's lot - to kill. The feat of women is captured in the works fiction. Is it possible to read B. Vasiliev's story "The Dawns Here Are Quiet" without excitement? With tears in our eyes, we learn about the girls who have not yet lived, who have not known life, who fought against well-trained fascist thugs. When the first of the girls, Sonya, dies, main character says: “I read poetry, and most importantly, I could give birth to children, and they would have grandchildren and great-grandchildren, and the thread would not have broken. And they are on this thread with a knife ... ”Were they afraid to die? Of course it's scary. But they understood: it is impossible to miss the enemy, behind them - the people, the country ...
The poem by Yu.V. Drunina: “Tanks are burning in no man's land. I managed to survive until dark ... I beg: "Summer footcloths And hand over linen for bandages." I wash them in some kind of puddle, I rub them with anger on the stones, Because I understand that I need it All this will be in the morning for me.
War is not for women. The original purpose of a woman is the continuation of the human race, the preservation of the hearth, the upbringing of children. We must remember that wars, even small ones, are always great for a woman, because a woman rejects death, she is called to love and continue Life.
Valeria Gumovskaya ©
War... It would seem a short word, but how much pain and suffering it brings to people... Is war compatible with life? And how does it affect the fate of people? It is on this problem that VP Erashov reflects.
The issue of the impact of war on human life is always relevant, because armed conflicts constantly arise in society. This problem belongs to the category of socio-philosophical. War is the misfortune of the whole society, which comes into conflict with the world, life. Considering this problem, the author refers to the fate of Ekaterina Mushkina, who became a tank commander. V. P. Erashov focuses on the fact that a woman in the war was not engaged in creating a family and raising children, but on an equal footing with men she fought enemies. The author speaks with admiration of Catherine's attitude to her military duty. But Erashova is upset by the fact that a woman practically does not value her own life, because Mushkina has lost loved ones and hope for happiness.
War is incompatible with normal life. As a result of battles, human destinies are broken, people are deprived of the most precious thing.
My position is confirmed by the experience of fiction. Many classics raised this problem in their works. A striking example is the epic novel by Leo Tolstoy "War and Peace". The youngest son of the Rostovs, Petya, fled to the war, which seemed to him a romantic adventure. The young man was young and could achieve a lot in life, but the senseless death crossed out everything.
Also this problem sounds in the novel by M. Mitchell "Gone with the Wind". Ashley's hero was a supporter of the old way of life, where peace and tranquility reigned. The young man had an extraordinary inner world, loved music and poetry. The young man did not recognize violence and did not enjoy participating in the battles, but still he was forced to go to the front and fight for the Confederation, stepping over his views.
So, war is the worst thing that can happen to society. It always contrasts sharply with the world. And everyone who got to the war will never be able to perceive life in the same way as before. Any battle leaves an imprint in the souls of the surviving fighters and takes hundreds and thousands of lives of those who fell under the bullets. War does not bring happiness, taking away from its participants everything the house, family and sometimes even the future.
Updated: 2014-06-27
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Useful material on the topic
Which of the statements correspond to the content of the text? List the answer numbers in ascending order.
1) Katya did not write letters to her relatives and friends, because there was no one to write to.
2) Katya's task was to feed shells, and she was not worried about how to aim and shoot in such shaking.
3) Katya in battle did not assess the situation at all and did not understand what was happening around.
4) Katya, when the tank fell into a funnel and the Germans appeared around, she began to shoot back from the fleeing Germans.
5) After the battle, Katya got married and became a heroine mother.
Explanation.
1) Katya did not write letters to her relatives and friends, because there was no one to write to. Right, pr. No. 4
2) Katya's task was to feed shells, and she was not worried about how to aim and shoot in such shaking. Wrong, bothered, pr. №9
3) Katya in battle did not assess the situation at all and did not understand what was happening around. Right, pr. No. 17
4) Katya, when the tank fell into a funnel and the Germans appeared around, she began to shoot back from the fleeing Germans. Right, pr. No. 24 and 27
5) After the battle, Katya got married and became a heroine mother. There is no such information.
Answer: 134
Answer: 134
Relevance: 2016-2017
Difficulty: normal
Codifier section: Semantic and compositional integrity of the text.
Which of the following statements are true? Specify the answer numbers.
Enter the numbers in ascending order.
4) Sentence 18 indicates the condition of what is said in sentence 17.
5) Proposition 8 is a conclusion from Proposition 7.
Explanation.
1) In sentences 5-6, reasoning is presented.
2) Sentence 11 contains a description.
3) Sentences 19-20 present the narrative.
4) Sentence 18 indicates the condition of what is said in sentence 17. False
5) Proposition 8 is a conclusion from Proposal 7. False.
Answer: 123
Answer: 123
Relevance: 2016-2017
Difficulty: normal
Codifier section: Functional-semantic types of speech
From sentence 22, write out the word in a figurative sense.
Explanation.
(22) Katya remembered how many times they were reminded, repeated, demanded to repeat aloud iron law: if the tank is knocked out, but does not burn, the crew is obliged to protect the military equipment to the end.
Answer: iron
Answer: iron
Relevance: 2016-2017
Difficulty: normal
Codifier section: Lexical meaning of the word
From sentence 2, write out the word formed in a non-suffix way.
Explanation.
In sentence 2, the word DAWN is formed in a non-suffix way from the verb DAWN.
Answer: dawn
Guest 07.05.2014 18:17
I answered "dawn", but the answer was not counted although it is correct. To be sure, I copied the word from the text Ctrl+C--->Ctrl+V
Tatyana Yudina
You can't copy! You need to pick it up yourself.
Guest 17.05.2014 18:53
Isn't preparation formed in a non-suffix way?
Tatyana Yudina
Of course not. Prepare is the original word. And where did the suffix K come from then?
Misha Yavorsky (Moscow) 24.05.2014 15:02
why not suitable "cover"? It seems to cover from the word.
Tatyana Yudina
Not suitable because:
1. Cover is formed from the verb cover.
2. Appeared suffix II (cover)
3. The non-suffix method does not allow the addition of suffixes, but only their removal.
Among sentences 7-18, find one(s) that is (s) related to the previous one using a demonstrative adverb and a personal pronoun. Write the number(s) of this offer(s).
Sentence 9 is connected to the previous ones using the demonstrative adverb "so" and the personal pronoun "she".
the 12th has no personal pronoun to link it to the 11th.
Answer: 9
Rule: Task 25. Means of communication of sentences in the text
MEANS OF COMMUNICATION OF OFFERS IN THE TEXT
Several sentences connected into a whole by a topic and a main idea are called a text (from Latin textum - fabric, connection, connection).
Obviously, all sentences separated by a dot are not isolated from each other. There is a semantic connection between two adjacent sentences of the text, and not only sentences located next to each other can be related, but also separated from each other by one or more sentences. The semantic relations between sentences are different: the content of one sentence can be opposed to the content of another; the content of two or more sentences can be compared with one another; the content of the second sentence can reveal the meaning of the first or clarify one of its members, and the content of the third can reveal the meaning of the second, etc. The purpose of task 23 is to determine the type of relationship between sentences.
The wording of the task may be as follows:
Among sentences 11-18, find one (s) that is (s) connected with the previous one using a demonstrative pronoun, adverb and cognates. Write the number(s) of the offer(s)
Or: Determine the type of connection between sentences 12 and 13.
Remember that the previous one is ONE HIGHER. Thus, if the interval 11-18 is indicated, then the desired sentence is within the limits indicated in the task, and the answer 11 may be correct if this sentence is related to the 10th topic indicated in the task. Answers can be 1 or more. The score for the successful completion of the task is 1.
Let's move on to the theoretical part.
Most often, we use this text construction model: each sentence is linked to the next one, this is called chain link. (We will talk about the parallel connection below). We speak and write, we combine independent sentences into a text according to simple rules. Here's the gist: two adjacent sentences must refer to the same subject.
All types of communication are usually divided into lexical, morphological and syntactic. As a rule, when connecting sentences into text, one can use several types of communication at the same time. This greatly facilitates the search for the desired sentence in the specified fragment. Let's take a closer look at each type.
23.1. Communication with the help of lexical means.
1. Words of one thematic group.
Words of the same thematic group are words that have a common lexical meaning and denote similar, but not identical, concepts.
Word examples: 1) Forest, path, trees; 2) buildings, streets, sidewalks, squares; 3) water, fish, waves; hospital, nurses, emergency room, ward
Water was clean and transparent. Waves ran ashore slowly and silently.
2. Generic words.
Generic words are words related by the relationship genus - species: genus is a broader concept, species is a narrower one.
Word examples: Chamomile - flower; birch - tree; car - transport and so on.
Suggestion examples: Under the window still grew Birch. How many memories I have associated with this tree...
field chamomile become a rarity. But it's unpretentious flower.
3 Lexical repetition
Lexical repetition is the repetition of the same word in the same word form.
The closest connection of sentences is expressed primarily in repetition. The repetition of one or another member of the sentence is the main feature of the chain connection. For example, in sentences Behind the garden was a forest. The forest was deaf, neglected the connection is built according to the “subject - subject” model, that is, the subject named at the end of the first sentence is repeated at the beginning of the next one; in sentences Physics is science. Science must use the dialectical method- "model predicate - subject"; in the example The boat has landed on the shore. The beach was strewn with small pebbles.- model "circumstance - subject" and so on. But if in the first two examples the words forest and science stand in each of the adjacent sentences in the same case, then the word Coast It has different forms. lexical repetition in USE assignments the repetition of a word in the same word form, used to enhance the impact on the reader, will be considered.
In texts of artistic and journalistic styles, the chain connection through lexical repetition often has an expressive, emotional character, especially when the repetition is at the junction of sentences:
Here the Aral Sea disappears from the map of the Fatherland sea.
Whole sea!
The use of repetition here is used to enhance the impact on the reader.
Consider examples. We do not yet take into account additional means of communication, we look only at lexical repetition.
(36) I heard a very brave man who went through the war once say: “ It used to be scary very scary." (37) He spoke the truth: he used to be scared.
(15) As an educator, I happened to meet young people who yearn for a clear and precise answer to the question of higher education. values life. (16) 0 values, allowing you to distinguish good from evil and choose the best and most worthy.
note: different forms of words refer to a different kind of connection. For more on the difference, see the paragraph on word forms.
4 Root words
Single-root words are words with the same root and common meaning.
Word examples: Motherland, be born, birth, kind; break, break, break
Suggestion examples: I'm lucky be born healthy and strong. History of my birth nothing remarkable.
Although I understood that a relationship is needed break but he couldn't do it himself. This gap would be very painful for both of us.
5 Synonyms
Synonyms are words of the same part of speech that are similar in meaning.
Word examples: to be bored, to frown, to be sad; fun, joy, rejoicing
Suggestion examples: At parting, she said that will miss. I knew that too I will be sad through our walks and conversations.
Joy grabbed me, picked me up and carried me... jubilation seemed to have no boundaries: Lina answered, answered at last!
It should be noted that synonyms are difficult to find in the text if you need to look for a connection only with the help of synonyms. But, as a rule, along with this method of communication, others are used. So, in example 1 there is a union too , this relationship will be discussed below.
6 Contextual synonyms
Contextual synonyms are words of the same part of speech that come together in meaning only in a given context, since they refer to the same object (feature, action).
Word examples: kitten, poor fellow, naughty; girl, student, beauty
Suggestion examples: Kitty recently lived with us. Husband took off poor fellow from the tree where he climbed to escape from the dogs.
I guessed that she student. Young woman continued to be silent, despite all efforts on my part to talk her.
It is even more difficult to find these words in the text: after all, the author makes them synonyms. But along with this method of communication, others are used, which facilitates the search.
7 Antonyms
Antonyms are words of the same part of speech that are opposite in meaning.
Word examples: laughter, tears; hot Cold
Suggestion examples: I pretended to like this joke and squeezed out something like laughter. But tears strangled me, and I quickly left the room.
Her words were warm and burned. eyes chilled cold. I felt like I was under a contrast shower...
8 Contextual antonyms
Contextual antonyms are words of the same part of speech that are opposite in meaning only in this context.
Word examples: mouse - lion; house - work green - ripe
Suggestion examples: On the work this man was gray mouse. Houses woke up in it a lion.
ripe berries can be safely used to make jam. But green it is better not to put, they are usually bitter, and can spoil the taste.
We draw attention to the non-random coincidence of terms(synonyms, antonyms, including contextual ones) in this task and tasks 22 and 24: This is the same lexical phenomenon, but viewed from a different angle. Lexical means may serve to connect two adjacent sentences, or they may not be a link. At the same time, they will always be a means of expression, that is, they have every chance of being the object of tasks 22 and 24. Therefore, advice: when completing task 23, pay attention to these tasks. You will learn more theoretical material about lexical means from the help rule for task 24.
23.2. Communication by means of morphological means
Along with lexical means of communication, morphological ones are also used.
1. Pronoun
A pronoun link is a link in which ONE word or MULTIPLE words from the previous sentence is replaced by a pronoun. To see such a connection, you need to know what a pronoun is, what are the ranks in meaning.
What you need to know:
Pronouns are words that are used instead of a name (noun, adjective, numeral), designate persons, point to objects, signs of objects, the number of objects, without specifically naming them.
According to the meaning and grammatical features, nine categories of pronouns are distinguished:
1) personal (I, we; you, you; he, she, it; they);
2) returnable (oneself);
3) possessive (mine, yours, ours, yours, yours); used as possessive also forms of personal: his (jacket), her work),them (merit).
4) demonstrative (this, that, such, such, such, so many);
5) defining(himself, most, all, everyone, each, different);
6) relative (who, what, what, what, which, how much, whose);
7) interrogative (who? what? what? whose? who? how much? where? when? where? from where? why? why? what?);
8) negative (no one, nothing, no one);
9) indefinite (someone, something, someone, someone, someone, someone).
Do not forget that pronouns change by case, so "you", "me", "about us", "about them", "no one", "everyone" are forms of pronouns.
As a rule, the task indicates WHAT rank the pronoun should be, but this is not necessary if there are no other pronouns in the specified period that play the role of CONNECTING elements. It must be clearly understood that NOT EVERY pronoun that occurs in the text is a link.
Let us turn to examples and determine how sentences 1 and 2 are related; 2 and 3.
1) Our school has recently been renovated. 2) I finished it many years ago, but sometimes I went and wandered around the school floors. 3) Now they are some kind of strangers, others, not mine ....
There are two pronouns in the second sentence, both personal, I and her. Which one is the one paperclip, which connects the first and second sentence? If this is a pronoun I, what is it replaced in sentence 1? Nothing. What replaces the pronoun her? Word " school from the first sentence. We conclude: communication using a personal pronoun her.
There are three pronouns in the third sentence: they are somehow mine. Only the pronoun connects with the second they(=floors from the second sentence). Rest in no way correlate with the words of the second sentence and do not replace anything. Conclusion: the second sentence connects the pronoun with the third they.
What is the practical importance of understanding this mode of communication? The fact that you can and should use pronouns instead of nouns, adjectives and numerals. Use, but do not abuse, as the abundance of the words "he", "his", "them" sometimes leads to misunderstanding and confusion.
2. Adverb
Communication with the help of adverbs is a connection, the features of which depend on the meaning of the adverb.
To see such a connection, you need to know what an adverb is, what are the ranks in meaning.
Adverbs are invariable words that denote a sign by action and refer to the verb.
Adverbs of the following meanings can be used as means of communication:
Time and space: below, on the left, near, at the beginning, long ago and the like.
Suggestion examples: We got to work. at first it was hard: it was not possible to work in a team, there were no ideas. Then got involved, felt their strength and even got excited.note: Sentences 2 and 3 are related to sentence 1 using the indicated adverbs. This type of connection is called parallel connection.
We climbed to the very top of the mountain. Around we were only the tops of the trees. Beside clouds floated with us. A similar example of a parallel connection: 2 and 3 are related to 1 using the indicated adverbs.
demonstrative adverbs. (They are sometimes called pronominal adverbs, since they do not name how or where the action takes place, but only point to it): there, here, there, then, from there, because, so and the like.
Suggestion examples: I vacationed last summer in one of the sanatoriums in Belarus. From there it was almost impossible to make a phone call, let alone work on the Internet. The adverb "from there" replaces the whole phrase.
Life went on as usual: I studied, my mother and father worked, my sister got married and left with her husband. So three years have passed. The adverb "so" summarizes the entire content of the previous sentence.
It is possible to use and other categories of adverbs, for example, negative: B school and university I didn't have good relationships with my peers. Yes and nowhere did not add up; however, I did not suffer from this, I had a family, I had brothers, they replaced my friends.
3. Union
Connection with the help of unions is the most common type of connection, due to which various relationships arise between sentences related to the meaning of the union.
Communication with the help of coordinating unions: but, and, but, but, also, or, however and others. The task may or may not specify the type of union. Therefore, the material on unions should be repeated.
Details about coordinating conjunctions are described in a special section.
Suggestion examples: By the end of the weekend, we were incredibly tired. But the mood was amazing! Communication with the help of the adversative union "but".
That's how it's always been... Or that's how it seemed to me...Communication with the help of a separating union "or".
We draw attention to the fact that very rarely only one union participates in the formation of a connection: as a rule, lexical means of communication are used simultaneously.
Communication using subordinating unions: for, so. A very atypical case, since subordinating conjunctions connect sentences as part of a complex one. In our opinion, with such a connection, there is a deliberate break in the structure of a complex sentence.
Suggestion examples: I was in total despair... For I did not know what to do, where to go and, most importantly, who to turn to for help. The union for matters because, because, indicates the reason for the state of the hero.
I didn’t pass the exams, I didn’t enter the institute, I couldn’t ask for help from my parents and I wouldn’t do it. So that There was only one thing left to do: find a job. The union "so" has the meaning of the consequence.
4. Particles
Communication with particles always accompanies other types of communication.
Particles after all, and only, here, out, only, even, the same bring additional shades to the proposal.
Suggestion examples: Call your parents, talk to them. After all It's so simple and so difficult at the same time - to love ...
Everyone in the house was already asleep. And only grandmother muttered softly: she always read prayers before going to bed, begging the powers of heaven for a better share for us.
After the departure of her husband, it became empty in the soul and deserted in the house. Even the cat, which used to run like a meteor around the apartment, only yawns sleepily and still strives to climb into my arms. Here Whose hands should I lean on...Pay attention, connecting particles are at the beginning of the sentence.
5. Word forms
Communication using the word form consists in the fact that in adjacent sentences the same word is used in different
- if this noun - number and case
- if adjective - gender, number and case
- if pronoun - gender, number and case depending on grade
- if verb in person (gender), number, tense
Verbs and participles, verbs and participles are considered different words.
Suggestion examples: Noise gradually increased. From this growing noise became uncomfortable.
I knew my son captain. With myself captain fate did not bring me, but I knew that it was only a matter of time.
note: in the task, “word forms” can be written, and then this is ONE word in different forms;
“forms of words” - and these are already two words repeated in adjacent sentences.
The difference between word forms and lexical repetition is of particular complexity.
Information for the teacher.
Consider, as an example, the most difficult task real USE 2016. We give the full fragment published on the FIPI website in " Guidelines for teachers (2016)"
Examinees found it difficult to complete task 23 when the condition of the task required distinguishing between the form of a word and lexical repetition as a means of connecting sentences in the text. In these cases, when analyzing the language material, students should pay attention to the fact that lexical repetition involves the repetition of a lexical unit with a special stylistic task.
We give the condition of task 23 and a fragment of the text of one of USE options 2016:
“Among sentences 8–18, find one that is related to the previous one with the help of lexical repetition. Write the number of this offer.
Below is the beginning of the text given for analysis.
- (7) What kind of an artist are you when you don’t love your native land, an eccentric!
(8) Maybe that's why Berg did not succeed in landscapes. (9) He preferred a portrait, a poster. (10) He tried to find the style of his time, but these attempts were full of failures and ambiguities.
(11) Once Berg received a letter from the artist Yartsev. (12) He called him to come to the Murom forests, where he spent the summer.
(13) August was hot and calm. (14) Yartsev lived far from the deserted station, in the forest, on the shore of a deep lake with black water. (15) He rented a hut from a forester. (16) Berg was taken to the lake by the forester's son Vanya Zotov, a stooped and shy boy. (17) Berg lived on the lake for about a month. (18) He was not going to work and did not take oil paints with him.
Proposition 15 is related to Proposition 14 by personal pronoun "he"(Yartsev).
Proposition 16 is related to Proposition 15 by word forms "forester": a prepositional case form controlled by a verb, and a non-prepositional form controlled by a noun. These word forms express different meanings: the meaning of the object and the meaning of belonging, and the use of the considered word forms does not carry a stylistic load.
Proposition 17 is related to Proposition 16 by word forms ("on the lake - on the lake"; "Berga - Berg").
Proposition 18 is related to the previous one by means of personal pronoun "he"(Berg).
The correct answer in task 23 of this option is 10. It is sentence 10 of the text that is connected with the previous one (sentence 9) with the help of lexical repetition (the word "he").
It should be noted that among the authors of various manuals there is no consensus, what is considered a lexical repetition - the same word in different cases (persons, numbers) or in the same one. The authors of the books of the publishing house " national education”, “Exam”, “Legion” (authors Tsybulko I.P., Vasiliev I.P., Gosteva Yu.N., Senina N.A.) do not give a single example in which words in various forms would be considered lexical repeat.
At the same time, very difficult cases, in which words in different cases coincide in form, are considered differently in manuals. The author of the books N.A. Senina sees in this the form of the word. I.P. Tsybulko (based on a 2017 book) sees lexical repetition. So, in sentences like I saw the sea in a dream. The sea was calling me the word “sea” has different cases, but at the same time there is undoubtedly the same stylistic task that I.P. Tsybulko. Without delving into the linguistic solution of this issue, we will indicate the position of the RESHUEGE and give recommendations.
1. All obviously non-matching forms are word forms, not lexical repetition. Please note that we are talking about the same linguistic phenomenon as in task 24. And in 24, lexical repetitions are only repeated words, in the same forms.
2. There will be no coinciding forms in the tasks for the RESHUEGE: if the linguists-specialists themselves cannot figure it out, then the graduates of the school cannot do it.
3. If the exam comes across tasks with similar difficulties, we look at those additional means of communication that will help you make your choice. After all, the compilers of KIMs can have their own, separate opinion. Unfortunately, this may be the case.
23.3 Syntactic means.
Introductory words
Communication with the help of introductory words accompanies, complements any other connection, complementing the shades of meanings characteristic of introductory words.
Of course, you need to know which words are introductory.
He was hired. Unfortunately, Anton was too ambitious. One side, the company needed such personalities, on the other hand, he was not inferior to anyone and in nothing, if something was, as he said, below his level.
We give examples of the definition of means of communication in a small text.
(1) We met Masha a few months ago. (2) My parents have not yet seen her, but did not insist on meeting her. (3) It seemed that she also did not strive for rapprochement, which upset me a little.
Let's determine how the sentences in this text are related.
Sentence 2 is related to sentence 1 by a personal pronoun her, which replaces the name Masha in offer 1.
Sentence 3 is related to sentence 2 using word forms she her: "she" is the nominative form, "her" is the genitive form.
In addition, sentence 3 has other means of communication: it is a union too, introductory word it seemed, rows of synonymous constructions did not insist on meeting and didn't want to get close.
Read the review snippet. It examines the linguistic features of the text. Some terms used in the review are missing. Fill in the gaps with the numbers corresponding to the number of the term from the list.
“The style of Valentin Erashov in the presented fragment of the text is extremely concise and strict. And this is quite natural, because we are talking about a war. One of the leading techniques in the semantic construction of the text is (A)_____ (“fragile and small girl” - “huge car” in sentence 16, as well as sentence 31), which helps the author express his attitude to the problem. In the syntax of the text, replete with homogeneous members, one can also distinguish (B) _____ (“reminded, repeated, demanded” in sentence 22) and (C) _____ (sentences 30-31).
In the lexicon, the peculiarities of the style manifested themselves primarily in the use of (Г)_____ (“snuffed” in sentence 21, “thrashed” in sentence 14, “unbelievable” in sentence 11)”.
List of terms:
1) metaphor
2) metonymy
3) antithesis
4) contextual synonyms
5) impersonation
6) colloquial words
7) gradation
8) epiphora
9) hyperbole
Write down the numbers in response, arranging them in the order corresponding to the letters:
A | B | AT | G |
Explanation (see also Rule below).
Let's fill in the gaps.
“The style of Valentin Erashov in the presented fragment of the text is extremely concise and strict. And this is quite natural, because we are talking about a war. One of the leading techniques in the semantic construction of the text is antithesis(“fragile and small girl” - “huge car” in sentence 16, as well as sentence 31), which helps the author express his attitude to the problem. In the syntax of the text, replete with homogeneous members, one can also distinguish gradation(gradation is a stylistic figure, a series of homogeneous words or expressions (images, comparisons, metaphors, etc.) that consistently increase or, conversely, reduce semantic or emotional significance) and epiphora(an epiphora is a stylistic figure of repeating the endings of adjacent verses or phrases (or a single ending). (30) In September of the forty-fourth, Sergeant Ekaterina Mushkina, who was awarded the order, became a tank commander. (31) Not a wife, not a mother, not a keeper of a family hearth - a tank commander ). In the vocabulary, the peculiarities of style manifested themselves primarily in the use colloquial words(“hooked” in sentence 21, “thrashed” in sentence 14, “unbelievable” in sentence 11).
Answer: 3786.
Answer: 3786
Rule: Task 26. Language means of expression
ANALYSIS OF THE MEANS OF EXPRESSION.
The purpose of the task is to determine the means of expression used in the review by establishing a correspondence between the gaps indicated by the letters in the text of the review and the numbers with definitions. You need to write down matches only in the order in which the letters go in the text. If you do not know what is hidden under a particular letter, you must put "0" in place of this number. For the task you can get from 1 to 4 points.
When completing task 26, you should remember that you fill in the gaps in the review, i.e. restore the text, and with it semantic and grammatical connection. Therefore, an analysis of the review itself can often serve as an additional clue: various adjectives of one kind or another, predicates that agree with omissions, etc. It will facilitate the task and the division of the list of terms into two groups: the first includes terms based on the meaning of the word, the second - the structure of the sentence. You can carry out this division, knowing that all means are divided into TWO large groups: the first includes lexical (non-special means) and tropes; into the second figure of speech (some of them are called syntactic).
26.1 A TROPWORD OR EXPRESSION USED IN A PORTABLE MEANING TO CREATE AN ARTISTIC IMAGE AND ACHIEVE GREATER EXPRESSION. Tropes include such techniques as epithet, comparison, personification, metaphor, metonymy, sometimes they include hyperbole and litotes.
Note: In the task, as a rule, it is indicated that these are TRAILS.
In the review, examples of tropes are indicated in brackets, as a phrase.
1.Epithet(in translation from Greek - application, addition) - this is a figurative definition that marks a feature that is essential for a given context in the depicted phenomenon. The epithet differs from a simple definition artistic expressiveness and imagery. The epithet is based on a hidden comparison.
Epithets include all the "colorful" definitions that are most often expressed adjectives:
sad orphan land(F.I. Tyutchev), gray fog, lemon light, silent peace(I. A. Bunin).
Epithets can also be expressed:
-nouns, acting as applications or predicates, giving a figurative description of the subject: sorceress-winter; mother - cheese earth; The poet is a lyre, and not only the nurse of his soul(M. Gorky);
-adverbs acting as circumstances: In the north stands wild alone...(M. Yu. Lermontov); The leaves were tense elongated in the wind (K. G. Paustovsky);
-gerunds: the waves are rushing thundering and sparkling;
-pronouns expressing the superlative degree of this or that state of the human soul:
After all, there were fighting fights, Yes, they say, more what kind! (M. Yu. Lermontov);
-participles and participial phrases: Nightingale vocabulary rumbling announce the forest limits (B. L. Pasternak); I also admit the appearance of ... scribblers who cannot prove where they spent the night yesterday, and who have no other words in the language, except for words, not remembering kinship(M. E. Saltykov-Shchedrin).
2. Comparison- This is a visual technique based on the comparison of one phenomenon or concept with another. Unlike metaphor, comparison is always binomial: it names both compared objects (phenomena, features, actions).
Villages are burning, they have no protection.
The sons of the fatherland are defeated by the enemy,
And the glow like an eternal meteor,
Playing in the clouds, frightens the eye. (M. Yu. Lermontov)
Comparisons are expressed in various ways:
The form of the instrumental case of nouns:
nightingale stray youth flew by,
wave in bad weather Joy subsided (A. V. Koltsov)
form comparative degree adjective or adverb: Those eyes greener sea and our cypresses darker(A. Akhmatova);
Comparative turnovers with unions like, as if, as if, as if, etc .:
Like a predatory animal, to a humble abode
The winner breaks in with bayonets ... (M. Yu. Lermontov);
Using the words similar, similar, this is:
Into the eyes of a cautious cat
Similar your eyes (A. Akhmatova);
With the help of comparative clauses:
Golden foliage swirled
In the pinkish water of the pond
Just like a light flock of butterflies
With fading flies to a star. (S. A. Yesenin)
3.Metaphor(in translation from Greek - transfer) is a word or expression that is used in a figurative sense based on the similarity of two objects or phenomena on some basis. In contrast to comparison, in which both what is being compared and what is being compared is given, the metaphor contains only the second, which creates compactness and figurativeness of the use of the word. The metaphor can be based on the similarity of objects in shape, color, volume, purpose, sensations, etc.: a waterfall of stars, an avalanche of letters, a wall of fire, an abyss of grief, a pearl of poetry, a spark of love and etc.
All metaphors are divided into two groups:
1) general language("erased"): golden hands, a storm in a teacup, mountains to move, strings of the soul, love has faded;
2) artistic(individual-author's, poetic):
And the stars fade diamond thrill
AT painless cold dawn (M. Voloshin);
Empty skies transparent glass (A. Akhmatova);
And eyes blue, bottomless
Blooming on the far shore. (A. A. Blok)
Metaphor happens not only single: it can develop in the text, forming whole chains of figurative expressions, in many cases - covering, as if permeating the entire text. it extended, complex metaphor, an integral artistic image.
4. Personification- this is a kind of metaphor based on the transfer of signs of a living being to natural phenomena, objects and concepts. Most often, personifications are used to describe nature:
Rolling through sleepy valleys, Sleepy mists lay down And only the horse's clatter, Sounding, is lost in the distance. The autumn day went out, turning pale, Rolling up fragrant leaves, Taste a dreamless dream Half-withered flowers. (M. Yu. Lermontov)
5. Metonymy(in translation from Greek - renaming) is the transfer of a name from one object to another based on their adjacency. Adjacency can be a manifestation of a relationship:
Between action and tool of action: Their villages and fields for a violent raid He doomed swords and fires(A. S. Pushkin);
Between the object and the material from which the object is made: ... not that on silver, - on gold ate(A. S. Griboyedov);
Between a place and the people in that place: The city was noisy, flags crackled, wet roses fell from the bowls of flower girls ... (Yu. K. Olesha)
6. Synecdoche(in translation from Greek - correlation) is kind of metonymy, based on the transfer of meaning from one phenomenon to another on the basis of a quantitative relationship between them. Most often, the transfer occurs:
From less to more: Even a bird does not fly to him, And a tiger does not go ... (A. S. Pushkin);
Part to whole: Beard, why are you still silent?(A.P. Chekhov)
7. Paraphrase, or paraphrase(in translation from Greek - a descriptive expression), is a turnover that is used instead of a word or phrase. For example, Petersburg in verse
A. S. Pushkin - "Peter's creation", "Beauty and wonder of midnight countries", "city of Petrov"; A. A. Blok in the verses of M. I. Tsvetaeva - “a knight without reproach”, “blue-eyed snow singer”, “snow swan”, “almighty of my soul”.
8. Hyperbole(in translation from Greek - exaggeration) is a figurative expression containing an exorbitant exaggeration of any sign of an object, phenomenon, action: A rare bird will fly to the middle of the Dnieper(N. V. Gogol)
And at that very moment couriers, couriers, couriers... you can imagine thirty-five thousand one couriers! (N.V. Gogol).
9. Litota(translated from Greek - smallness, moderation) is a figurative expression containing an exorbitant understatement of any sign of an object, phenomenon, action: What tiny cows! There is, right, less than a pinhead.(I. A. Krylov)
And marching importantly, in orderly calmness, The horse is led by the bridle by a peasant In large boots, in a sheepskin coat, In large mittens ... and himself with a fingernail!(N.A. Nekrasov)
10. Irony(in translation from Greek - pretense) is the use of a word or statement in a sense opposite to the direct one. Irony is a type of allegory in which mockery is hidden behind an outwardly positive assessment: Where, smart, are you wandering, head?(I. A. Krylov)
26.2 "Non-special" lexical figurative and expressive means of the language
Note: The tasks sometimes indicate that this is a lexical means. Usually in the review of task 24, an example of a lexical means is given in brackets, either in one word or in a phrase in which one of the words is in italics. Please note: these funds are most often needed find in task 22!
11. Synonyms, i.e. words of the same part of speech, different in sound, but the same or similar in lexical meaning and differing from each other either in shades of meaning, or in stylistic coloring ( brave - brave, run - rush, eyes(neutral) - eyes(poet.)), have great expressive power.
Synonyms can be contextual.
12. Antonyms, i.e. words of the same part of speech, opposite in meaning ( truth - lies, good - evil, disgusting - wonderful), also have great expressive possibilities.
Antonyms can be contextual, that is, they become antonyms only in a given context.
Lies happen good or evil,
Compassionate or merciless,
Lies happen cunning and clumsy
Cautious and reckless
Captivating and joyless.
13. Phraseologisms as a means of linguistic expression
Phraseological units (phraseological expressions, idioms), i.e. word combinations and sentences reproduced in finished form, in which the integral meaning dominates the meanings of their constituent components and is not a simple sum of such meanings ( get into trouble, be in seventh heaven, a bone of contention) have great expressive potential. The expressiveness of phraseological units is determined by:
1) their vivid imagery, including mythological ( the cat cried like a squirrel in a wheel, Ariadne's thread, the sword of Damocles, Achilles' heel);
2) the relevance of many of them: a) to the category of high ( the voice of one crying in the wilderness, sink into oblivion) or reduced (colloquial, colloquial: like a fish in water, neither sleep nor spirit, lead by the nose, lather your neck, hang your ears); b) to the category of language means with a positive emotionally expressive coloring ( store as the apple of an eye - torzh.) or with a negative emotionally expressive coloring (without the king in the head is disapproved, the small fry is neglected, the price is worthless - contempt.).
14. Stylistically colored vocabulary
To enhance expressiveness in the text, all categories of stylistically colored vocabulary can be used:
1) emotionally expressive (evaluative) vocabulary, including:
a) words with a positive emotional and expressive assessment: solemn, sublime (including Old Church Slavonics): inspiration, coming, fatherland, aspirations, secret, unshakable; sublimely poetic: serene, radiant, spell, azure; approving: noble, outstanding, amazing, courageous; affectionate: sun, darling, daughter
b) words with a negative emotional-expressive assessment: disapproving: conjecture, bicker, nonsense; disparaging: upstart, delinquent; contemptuous: dunce, cramming, scribbling; swear words/
2) functionally-stylistically colored vocabulary, including:
a) book: scientific (terms: alliteration, cosine, interference); official business: the undersigned, report; journalistic: report, interview; artistic and poetic: azure, eyes, cheeks
b) colloquial (everyday-household): dad, boy, braggart, healthy
15. Vocabulary of limited use
To enhance expressiveness in the text, all categories of vocabulary of limited use can also be used, including:
Dialect vocabulary (words that are used by the inhabitants of any locality: kochet - rooster, veksha - squirrel);
Colloquial vocabulary (words with a pronounced reduced stylistic coloring: familiar, rude, dismissive, abusive, located on the border or outside the literary norm: goofball, bastard, slap, talker);
Professional vocabulary (words that are used in professional speech and are not included in the system of the general literary language: galley - in the speech of sailors, duck - in the speech of journalists, window - in the speech of teachers);
Slang vocabulary (words characteristic of jargons - youth: party, bells and whistles, cool; computer: brains - computer memory, keyboard - keyboard; soldier: demobilization, scoop, perfume; jargon of criminals: dude, raspberry);
Vocabulary is outdated (historicisms are words that have fallen out of use due to the disappearance of the objects or phenomena they designate: boyar, oprichnina, horse; archaisms are obsolete words that name objects and concepts for which new names have appeared in the language: brow - forehead, sail - sail); - new vocabulary (neologisms - words that have recently entered the language and have not yet lost their novelty: blog, slogan, teenager).
26.3 FIGURES (RHETORICAL FIGURES, STYLISTIC FIGURES, FIGURES OF SPEECH) ARE STYLISTIC TECHNIQUES based on special combinations of words that are beyond the scope of normal practical use, and aimed at enhancing the expressiveness and descriptiveness of the text. The main figures of speech include: rhetorical question, rhetorical exclamation, rhetorical appeal, repetition, syntactic parallelism, polyunion, non-union, ellipsis, inversion, parcellation, antithesis, gradation, oxymoron. Unlike lexical means, this is the level of a sentence or several sentences.
Note: In the tasks there is no clear definition format that indicates these means: they are called both syntactic means, and a technique, and simply a means of expression, and a figure. In task 24, the figure of speech is indicated by the number of the sentence given in brackets.
16. Rhetorical question is a figure in which a statement is contained in the form of a question. A rhetorical question does not require an answer, it is used to enhance the emotionality, expressiveness of speech, to draw the reader's attention to a particular phenomenon:
Why did he give his hand to insignificant slanderers, Why did he believe false words and caresses, He, with young years comprehending people?.. (M. Yu. Lermontov);
17. Rhetorical exclamation- this is a figure in which an assertion is contained in the form of an exclamation. Rhetorical exclamations strengthen the expression of certain feelings in the message; they are usually distinguished not only by special emotionality, but also by solemnity and elation:
That was in the morning of our years - Oh happiness! oh tears! O forest! oh life! Oh the light of the sun! O fresh spirit of birch. (A. K. Tolstoy);
Alas! a proud country bowed before the power of a stranger. (M. Yu. Lermontov)
18. Rhetorical appeal- This is a stylistic figure, consisting in an underlined appeal to someone or something to enhance the expressiveness of speech. It serves not so much to name the addressee of the speech, but to express the attitude towards what is said in the text. Rhetorical appeals can create solemnity and pathos of speech, express joy, regret and other shades of mood and emotional state:
My friends! Our union is wonderful. He, like a soul, is unstoppable and eternal (A. S. Pushkin);
Oh deep night! Oh cold autumn! Silent! (K. D. Balmont)
19. Repeat (positional-lexical repetition, lexical repetition)- this is a stylistic figure consisting in the repetition of any member of a sentence (word), part of a sentence or a whole sentence, several sentences, stanzas in order to draw special attention to them.
The types of repetition are anaphora, epiphora and catch-up.
Anaphora(in translation from Greek - ascent, rise), or monotony, is the repetition of a word or group of words at the beginning of lines, stanzas or sentences:
lazily hazy noon breathes,
lazily the river is rolling.
And in the fiery and pure firmament
The clouds are lazily melting (F. I. Tyutchev);
Epiphora(in translation from Greek - addition, final sentence of the period) is the repetition of words or groups of words at the end of lines, stanzas or sentences:
Although man is not eternal,
That which is eternal, humanely.
What is a day or a century
Before what is infinite?
Although man is not eternal,
That which is eternal, humanely(A. A. Fet);
They got a loaf of light bread - joy!
Today the film is good in the club - joy!
Paustovsky's two-volume book was brought to the bookstore joy!(A. I. Solzhenitsyn)
pickup- this is a repetition of any segment of speech (sentence, poetic line) at the beginning of the corresponding segment of speech following it:
he fell down on the cold snow
On the cold snow, like a pine,
Like a pine in a damp forest (M. Yu. Lermontov);
20. Parallelism (syntactic parallelism)(in translation from Greek - walking side by side) - an identical or similar construction of adjacent parts of the text: adjacent sentences, lines of poetry, stanzas, which, when correlated, create a single image:
I look to the future with fear
I look at the past with longing... (M. Yu. Lermontov);
I was your ringing string
I was your blooming spring
But you didn't want flowers
And you didn't hear the words? (K. D. Balmont)
Often using antithesis: What is he looking for in a distant country? What did he throw in his native land?(M. Lermontov); Not the country - for business, but business - for the country (from the newspaper).
21. Inversion(translated from Greek - permutation, reversal) is a change in the usual word order in a sentence in order to emphasize the semantic significance of any element of the text (word, sentence), to give the phrase a special stylistic coloring: solemn, high-sounding, or, conversely, colloquial, somewhat reduced characteristics. The following combinations are considered inverted in Russian:
The agreed definition is after the word being defined: I am sitting behind bars in damp dungeon(M. Yu. Lermontov); But there was no swell on this sea; stuffy air did not flow: it was brewing great thunderstorm(I. S. Turgenev);
Additions and circumstances expressed by nouns are in front of the word, which includes: Hours of monotonous fight(monotonous strike of the clock);
22. Parceling(in translation from French - particle) - a stylistic device that consists in dividing a single syntactic structure of a sentence into several intonation-semantic units - phrases. At the place of division of the sentence, a period, exclamation and question marks, ellipsis can be used. In the morning, bright as a splint. Terrible. Long. Ratny. The infantry regiment was destroyed. Our. In an unequal battle(R. Rozhdestvensky); Why is nobody outraged? Education and healthcare! The most important spheres of society's life! Not mentioned in this document at all(From newspapers); It is necessary that the state remember the main thing: its citizens are not individuals. And people. (From newspapers)
23. Non-union and multi-union- syntactic figures based on intentional omission, or, conversely, conscious repetition of unions. In the first case, when unions are omitted, speech becomes compressed, compact, dynamic. The depicted actions and events here quickly, instantly unfold, replace each other:
Swede, Russian - stabs, cuts, cuts.
Drum beat, clicks, rattle.
The thunder of cannons, the clatter, the neighing, the groan,
And death and hell on all sides. (A.S. Pushkin)
When polyunion speech, on the contrary, slows down, pauses and a repeated union highlight words, expressively emphasizing their semantic significance:
But and grandson, and great-grandson, and great-great-grandson
They grow in me while I myself grow ... (P.G. Antokolsky)
24.Period- a long, polynomial sentence or a very common simple sentence, which is distinguished by completeness, unity of the theme and intonation splitting into two parts. In the first part, the syntactic repetition of the same type of subordinate clauses (or members of the sentence) goes with an increasing increase in intonation, then there is a separating significant pause, and in the second part, where the conclusion is given, the tone of the voice noticeably decreases. This intonation design forms a kind of circle:
Whenever I wanted to limit my life to a domestic circle, / When a pleasant lot ordered me to be a father, a spouse, / If I were captivated by a family picture for at least a single moment, then, it would be true, except for you, one bride would not look for another. (A.S. Pushkin)
25. Antithesis, or opposition(in translation from Greek - opposition) - this is a turn in which opposite concepts, positions, images are sharply opposed. To create an antithesis, antonyms are usually used - general language and contextual:
You are rich, I am very poor, You are a prose writer, I am a poet.(A. S. Pushkin);
Yesterday I looked into your eyes
And now - everything is squinting to the side,
Yesterday, before the birds sat,
All larks today are crows!
I'm stupid and you're smart
Alive and I'm dumbfounded.
O cry of women of all times:
"My dear, what have I done to you?" (M. I. Tsvetaeva)
26. Gradation(translated from Latin - a gradual increase, strengthening) - a technique consisting in the sequential arrangement of words, expressions, tropes (epithets, metaphors, comparisons) in order of strengthening (increasing) or weakening (decreasing) of a sign. Increasing gradation usually used to enhance the imagery, emotional expressiveness and influencing power of the text:
I called you, but you did not look back, I shed tears, but you did not descend(A. A. Blok);
Glowing, burning, shining huge Blue eyes. (V. A. Soloukhin)
Descending gradation is used less often and usually serves to enhance the semantic content of the text and create imagery:
He brought the tar of death
Yes, a branch with withered leaves. (A. S. Pushkin)
27. Oxymoron(in translation from Greek - witty-stupid) - this is a stylistic figure in which usually incompatible concepts are combined, as a rule, contradictory to each other ( bitter joy, ringing silence etc.); at the same time, a new meaning is obtained, and speech acquires special expressiveness: From that hour began for Ilya sweet torment, lightly scorching the soul (I. S. Shmelev);
There is melancholy cheerful in the scares of dawn (S. A. Yesenin);
But their ugly beauty I soon comprehended the mystery. (M. Yu. Lermontov)
28. Allegory- allegory, the transfer of an abstract concept through a specific image: Must defeat foxes and wolves(cunning, malice, greed).
29.Default- a deliberate break in the statement, conveying the excitement of the speech and suggesting that the reader will guess what was not said: But I wanted ... Perhaps you ...
In addition to the above syntactic expressive means, the following are also found in the tests:
-exclamatory sentences;
- dialogue, hidden dialogue;
-question-answer form of presentation a form of presentation in which questions and answers to questions alternate;
-rows of homogeneous members;
-citation;
-introductory words and constructions
-Incomplete sentences- sentences in which a member is missing, which is necessary for the completeness of the structure and meaning. Missing members of the sentence can be restored and context.
Including ellipsis, that is, skipping the predicate.
These concepts are considered in the school course of syntax. That is probably why these means of expression are most often called syntactic in reviews.