According to the text by A. Ivanova In the past few years, to the usual fears of parents ... (USE in Russian). The professor told why modern couples should have more children, but at the same time worry less about their upbringing All metaphors are divided into two groups

(2) Increasingly, teenagers scare us with an addiction to virtual communication.

Which of the statements correspond to the content of the text? Specify the answer numbers.

1) Parents of today's teenagers are most worried about the fact that their children spend all day watching TV.

2) Parents of modern teenagers, even with a strong desire, will not be able to learn how to navigate in the virtual space.

3) An educated person should not use the Internet.

4) Modern teenagers communicate today via the Internet.

5) A visit to a specialist is necessary only if a teenager begins to show signs of Internet addiction.

Explanation.

Statement 1) contradicts sentences 1-2.

Statement 2) contradicts sentences #29-31.

Statement 3) contradicts sentences #26-27.

Statement 4) is confirmed by Proposition No. 15.

Statement 5) is confirmed by Proposition No. 36.

Answer: 45|54

Answer: 45|54

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.

1) In sentences 18-19, reasoning is presented.

2) 8 sentence of the text contains a descriptive fragment.

3) Sentence 33 confirms the judgment made in sentence 29 of the text.

4) Sentences 26-27 contain the rationale for the judgment expressed in sentence 25.

5) Sentences 4-9 do not contain examples for sentence 3.

Explanation.

Sentence 33 does not confirm the judgment made in sentence 29 of the text.

And in sentences 4-9 examples are given to confirm the thought from sentence 3.

The eighth sentence contains a narrative, not a description, so the second answer is also not correct.

Options 1 and 4 are correct.

Answer: 14|41.

The correct answer is numbered

Answer: 14|41

Relevance: 2016-2017

Difficulty: normal

Codifier section: Functional-semantic types of speech

Write out synonyms from sentences 28-30.

Explanation.

Sentence 30 “I, too, once had to go through a period of irritation and discontent” uses the synonyms “irritation” and “discontent”.

The words "time" and "period" can (and even then with a stretch) be considered contextual synonyms.

Answer: irritability dissatisfaction

Answer: irritation discontent | irritation discontent

Relevance: 2016-2017

Difficulty: normal

Codifier section: Lexical meaning of the word

Ilya Shutov 19.05.2016 17:53

Tatiana Statsenko

no, it will not

Indicate the way the word APPROXIMATELY is formed (sentence 12).

Explanation.

The adverb "approximately" is formed from the adjective "approximate" with the help of the suffix -o-.

Answer: suffix

Among sentences 4-11, find one (s) that is (s) connected with the previous one using a personal pronoun. Write the number(s) of this offer(s).

Sentence 9 “I think he is going crazy - talking to himself” is connected to the previous one using the personal pronoun OH (corresponds to the word SON from the previous sentence).

Sentence 7 with the pronoun I is not suitable, because it is connected with the sixth not with the help of the pronoun I, but with the help of the pronoun THIS (that is, chats, aces, forums).

Answer: 9

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 has different forms. Lexical repetition in the tasks of the exam will be considered the repetition of a word in the same word form, used to enhance the impact on the reader.

In texts of artistic and journalistic styles, the chain connection through lexical repetition often has an expressive, emotional character, especially when the repetition is at the junction of sentences:

Here the Aral Sea disappears from the map of the Fatherland sea.

Whole sea!

The use of repetition here is used to enhance the impact on the reader.

Consider examples. We do not yet take into account additional means of communication, we look only at lexical repetition.

(36) I heard a very brave man who went through the war once say: “ It used to be scary very scary." (37) He spoke the truth: he used to be scared.

(15) As an educator, I happened to meet young people who yearn for a clear and precise answer to the question of higher education. values life. (16) 0 values, allowing you to distinguish good from evil and choose the best and most worthy.

note: different forms of words refer to a different kind of connection. For more on the difference, see the paragraph on word forms.

4 Root words

Single-root words are words with the same root and common meaning.

Word examples: Motherland, be born, birth, kind; break, break, break

Suggestion examples: I'm lucky be born healthy and strong. History of my birth nothing remarkable.

Although I understood that a relationship is needed break but he couldn't do it himself. This gap would be very painful for both of us.

5 Synonyms

Synonyms are words of the same part of speech that are similar in meaning.

Word examples: to be bored, to frown, to be sad; fun, joy, rejoicing

Suggestion examples: At parting, she said that will miss. I knew that too I will be sad through our walks and conversations.

Joy grabbed me, picked me up and carried me... jubilation seemed to have no boundaries: Lina answered, answered at last!

It should be noted that synonyms are difficult to find in the text if you need to look for a connection only with the help of synonyms. But, as a rule, along with this method of communication, others are used. So, in example 1 there is a union 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 guy 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: it is the same lexical phenomenon, but viewed from a different angle. Lexical means may serve to connect two adjacent sentences, or they may not be a link. At the same time, they will always be a means of expression, that is, they have every chance of being the object of tasks 22 and 24. Therefore, advice: when completing task 23, pay attention to these tasks. You will learn more theoretical material about lexical means from the help rule for task 24.

23.2. Communication by means of morphological means

Along with lexical means of communication, morphological ones are also used.

1. Pronoun

A pronoun link is a link in which ONE word or MULTIPLE words from the previous sentence is replaced by a pronoun. To see such a connection, you need to know what a pronoun is, what are the ranks in meaning.

What you need to know:

Pronouns are words that are used instead of a name (noun, adjective, numeral), designate persons, point to objects, signs of objects, the number of objects, without specifically naming them.

According to the meaning and grammatical features, nine categories of pronouns are distinguished:

1) personal (I, we; you, you; he, she, it; they);

2) returnable (oneself);

3) possessive (mine, yours, ours, yours, yours); used as possessive also forms of personal: his (jacket), her work),them (merit).

4) demonstrative (this, that, such, such, such, so many);

5) defining(himself, most, all, everyone, each, different);

6) relative (who, what, what, what, which, how much, whose);

7) interrogative (who? what? what? whose? who? how much? where? when? where? from where? why? why? what?);

8) negative (no one, nothing, no one);

9) indefinite (someone, something, someone, someone, someone, someone).

Do not forget that pronouns change by case, so "you", "me", "about us", "about them", "no one", "everyone" are forms of pronouns.

As a rule, the task indicates WHAT rank the pronoun should be, but this is not necessary if there are no other pronouns in the specified period that play the role of CONNECTING elements. It must be clearly understood that NOT EVERY pronoun that occurs in the text is a link.

Let us turn to examples and determine how sentences 1 and 2 are related; 2 and 3.

1) Our school has recently been renovated. 2) I finished it many years ago, but sometimes I went and wandered around the school floors. 3) Now they are some 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 of the real USE in 2016. We give the full fragment published on the FIPI website in "Guidelines for teachers (2016)"

Examinees found it difficult to complete task 23 when the condition of the task required distinguishing between the form of a word and lexical repetition as a means of connecting sentences in the text. In these cases, when analyzing the language material, students should pay attention to the fact that lexical repetition involves the repetition of a lexical unit with a special stylistic task.

Here is the condition of task 23 and a fragment of the text of one of the options for the USE in 2016:

“Among sentences 8–18, find one that is related to the previous one with the help of lexical repetition. Write the number of this proposal.

Below is the beginning of the text given for analysis.

- (7) What kind of an artist are you when you don’t love your native land, an eccentric!

(8) Maybe that's why Berg did not succeed in landscapes. (9) He preferred a portrait, a poster. (10) He tried to find the style of his time, but these attempts were full of failures and ambiguities.

(11) Once Berg received a letter from the artist Yartsev. (12) He called him to come to the Murom forests, where he spent the summer.

(13) August was hot and calm. (14) Yartsev lived far from the deserted station, in the forest, on the shore of a deep lake with black water. (15) He rented a hut from a forester. (16) Berg was taken to the lake by the forester's son Vanya Zotov, a stooped and shy boy. (17) Berg lived on the lake for about a month. (18) He was not going to work and did not take oil paints with him.

Proposition 15 is related to Proposition 14 by personal pronoun "he"(Yartsev).

Proposition 16 is related to Proposition 15 by word forms "forester": a prepositional case form controlled by a verb, and a non-prepositional form controlled by a noun. These word forms express different meanings: the meaning of the object and the meaning of belonging, and the use of the considered word forms does not carry a stylistic load.

Proposition 17 is related to Proposition 16 by word forms ("on the lake - on the lake"; "Berga - Berg").

Proposition 18 is related to the previous one by means of personal pronoun "he"(Berg).

The correct answer in task 23 of this option is 10. It is sentence 10 of the text that is connected with the previous one (sentence 9) with the help of lexical repetition (the word "he").

It should be noted that among the authors of various manuals there is no consensus, what is considered a lexical repetition - the same word in different cases (persons, numbers) or in the same one. The authors of the books of the publishing house "National Education", "Exam", "Legion" (authors Tsybulko I.P., Vasiliev I.P., Gosteva Yu.N., Senina N.A.) do not give a single example in which the words in various forms would be considered lexical repetition.

At the same time, very difficult cases, in which words in different cases coincide in form, are considered differently in manuals. The author of the books N.A. Senina sees in this the form of the word. I.P. Tsybulko (based on a 2017 book) sees lexical repetition. So, in sentences like I saw the sea in a dream. The sea was calling me the word “sea” has different cases, but at the same time there is undoubtedly the same stylistic task that I.P. Tsybulko. Without delving into the linguistic solution of this issue, we will indicate the position of the RESHUEGE and give recommendations.

1. All obviously non-matching forms are word forms, not lexical repetition. Please note that we are talking about the same linguistic phenomenon as in task 24. And in 24, lexical repetitions are only repeated words, in the same forms.

2. There will be no coinciding forms in the tasks for the RESHUEGE: if the linguists-specialists themselves cannot figure it out, then the graduates of the school cannot do it.

3. If the exam comes across tasks with similar difficulties, we look at those additional means of communication that will help you make your choice. After all, the compilers of KIMs can have their own, separate opinion. Unfortunately, this may be the case.

23.3 Syntactic means.

Introductory words

Communication with the help of introductory words accompanies, complements any other connection, complementing the shades of meanings characteristic of introductory words.

Of course, you need to know which words are introductory.

He was hired. Unfortunately, Anton was too ambitious. 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 seemed, rows of synonymous constructions did not insist on meeting and didn't want to get close.

Denis Chechilenko 10.11.2015 14:16

Need to specify the sentence in which this pronoun is present? I just indicated 10, because. said to be related to the previous sentence.

Tatyana Yudina

Should be the ninth. It is related to the eighth.

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.

“Telling about what worries parents of teenagers today, the author uses such a technique as (A) _____ (sentences 4-6, 7-9, 10-11), as well as such a syntactic device as (B) _____ (in sentences 13, 14). The use of a lexical device such as (B)_____ (“going crazy” in sentence 9, “out of hand” in sentence 10) emphasizes the parents' concern about the situation. With the help of such a technique as (D) _____ (sentences 18-19, 23-24), A. Ivanova seeks to attract readers to reflection.

List of terms:

3) phraseological unit

4) quoting

5) rhetorical question

7) parceling

8) rows of homogeneous members

9) question-answer form of presentation

Write down the numbers in response, arranging them in the order corresponding to the letters:

Explanation (see also Rule below).

Let's fill in the blanks.

“Telling about what worries parents of teenagers today, the author uses such a technique as citation(sentences 4-6, 7-9, 10-11), as well as such a syntactic means as rows of homogeneous members(in sentences 13, 14). The use of such a lexical means as phraseological unit("goes crazy" in sentence 9, "out of hand" in sentence 10), emphasizes the parents' concern about the situation. With the help of such a technique as (in sentences 18, 23 the author asks a question, and in sentences 19, 24 he answers it himself), A. Ivanova seeks to attract readers to reflection.

Answer: 4839.

Answer: 4839

Rule: Task 26. Language means of expression

ANALYSIS OF THE MEANS OF EXPRESSION.

The purpose of the task is to determine the means of expression used in the review by establishing a correspondence between the gaps indicated by the letters in the text of the review and the numbers with definitions. You need to write down matches only in the order in which the letters go in the text. If you do not know what is hidden under a particular letter, you must put "0" in place of this number. For the task you can get from 1 to 4 points.

When completing task 26, you should remember that you fill in the gaps in the review, i.e. restore the text, and with it semantic and grammatical connection. Therefore, an analysis of the review itself can often serve as an additional clue: various adjectives of one kind or another, predicates that agree with omissions, etc. It will facilitate the task and the division of the list of terms into two groups: the first includes terms based on the meaning of the word, the second - the structure of the sentence. You can carry out this division, knowing that all means are divided into TWO large groups: the first includes lexical (non-special means) and tropes; into the second figure of speech (some of them are called syntactic).

26.1 A TROPWORD OR EXPRESSION USED IN A PORTABLE MEANING TO CREATE AN ARTISTIC IMAGE AND ACHIEVE GREATER EXPRESSION. Tropes include such techniques as epithet, comparison, personification, metaphor, metonymy, sometimes they include hyperbole and litotes.

Note: In the task, as a rule, it is indicated that these are TRAILS.

In the review, examples of tropes are indicated in brackets, as a phrase.

1.Epithet(in translation from Greek - application, addition) - this is a figurative definition that marks a feature that is essential for a given context in the depicted phenomenon. From a simple definition, the epithet differs in artistic expressiveness and figurativeness. The epithet is based on a hidden comparison.

Epithets include all the "colorful" definitions that are most often expressed adjectives:

sad orphan land(F.I. Tyutchev), gray fog, lemon light, silent peace(I. A. Bunin).

Epithets can also be expressed:

-nouns, acting as applications or predicates, giving a figurative description of the subject: sorceress-winter; mother - cheese earth; The poet is a lyre, and not only the nurse of his soul(M. Gorky);

-adverbs acting as circumstances: In the north stands wild alone...(M. Yu. Lermontov); The leaves were tense elongated in the wind (K. G. Paustovsky);

-gerunds: the waves are rushing thundering and sparkling;

-pronouns expressing the superlative degree of this or that state of the human soul:

After all, there were fighting fights, Yes, they say, more 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)

Comparative form of an adjective or adverb: These 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 connection:

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, who from a young age comprehended people?.. (M. Yu. Lermontov);

17. Rhetorical exclamation- this is a figure in which an assertion is contained in the form of an exclamation. Rhetorical exclamations strengthen the expression of certain feelings in the message; they are usually distinguished not only by special emotionality, but also by solemnity and elation:

That was in the morning of our years - Oh happiness! oh tears! O forest! oh life! Oh the light of the sun! O fresh spirit of birch. (A. K. Tolstoy);

Alas! a proud country bowed before the power of a stranger. (M. Yu. Lermontov)

18. Rhetorical appeal- This is a stylistic figure, consisting in an underlined appeal to someone or something to enhance the expressiveness of speech. It serves not so much to name the addressee of the speech, but to express the attitude towards what is said in the text. Rhetorical appeals can create solemnity and pathos of speech, express joy, regret and other shades of mood and emotional state:

My friends! Our union is wonderful. He, like a soul, is unstoppable and eternal (A. S. Pushkin);

Oh deep night! Oh cold autumn! Silent! (K. D. Balmont)

19. Repeat (positional-lexical repetition, lexical repetition)- this is a stylistic figure consisting in the repetition of any member of a sentence (word), part of a sentence or a whole sentence, several sentences, stanzas in order to draw special attention to them.

The types of repetition are anaphora, epiphora and catch-up.

Anaphora(in translation from Greek - ascent, rise), or monotony, is the repetition of a word or group of words at the beginning of lines, stanzas or sentences:

lazily hazy noon breathes,

lazily the river is rolling.

And in the fiery and pure firmament

The clouds are lazily melting (F. I. Tyutchev);

Epiphora(in translation from Greek - addition, final sentence of the period) is the repetition of words or groups of words at the end of lines, stanzas or sentences:

Although man is not eternal,

That which is eternal, humanely.

What is a day or a century

Before what is infinite?

Although man is not eternal,

That which is eternal, humanely(A. A. Fet);

They got a loaf of light bread - joy!

Today the film is good in the club - joy!

Paustovsky's two-volume book was brought to the bookstore joy!(A. I. Solzhenitsyn)

pickup- this is a repetition of any segment of speech (sentence, poetic line) at the beginning of the corresponding segment of speech following it:

he fell down on the cold snow

On the cold snow, like a pine,

Like a pine in a damp forest (M. Yu. Lermontov);

20. Parallelism (syntactic parallelism)(in translation from Greek - walking side by side) - an identical or similar construction of adjacent parts of the text: adjacent sentences, lines of poetry, stanzas, which, when correlated, create a single image:

I look to the future with fear

I look at the past with longing... (M. Yu. Lermontov);

I was your ringing string

I was your blooming spring

But you didn't want flowers

And you didn't hear the words? (K. D. Balmont)

Often using antithesis: What is he looking for in a distant country? What did he throw in his native land?(M. Lermontov); Not the country - for business, but business - for the country (from the newspaper).

21. Inversion(translated from Greek - permutation, reversal) is a change in the usual word order in a sentence in order to emphasize the semantic significance of any element of the text (word, sentence), to give the phrase a special stylistic coloring: solemn, high-sounding, or, conversely, colloquial, somewhat reduced characteristics. The following combinations are considered inverted in Russian:

The agreed definition is after the word being defined: I am sitting behind bars in damp dungeon(M. Yu. Lermontov); But there was no swell on this sea; stuffy air did not flow: it was brewing great thunderstorm(I. S. Turgenev);

Additions and circumstances expressed by nouns are in front of the word, which includes: Hours of monotonous fight(monotonous strike of the clock);

22. Parceling(in translation from French - particle) - a stylistic device that consists in dividing a single syntactic structure of a sentence into several intonation-semantic units - phrases. At the place of division of the sentence, a period, exclamation and question marks, ellipsis can be used. In the morning, bright as a splint. Terrible. Long. Ratny. The infantry regiment was destroyed. Our. In an unequal battle(R. Rozhdestvensky); Why is nobody outraged? Education and healthcare! The most important spheres of society's life! Not mentioned in this document at all(From newspapers); It is necessary that the state remember the main thing: its citizens are not individuals. And people. (From newspapers)

23. Non-union and multi-union- syntactic figures based on intentional omission, or, conversely, conscious repetition of unions. In the first case, when unions are omitted, speech becomes compressed, compact, dynamic. The depicted actions and events here quickly, instantly unfold, replace each other:

Swede, Russian - stabs, cuts, cuts.

Drum beat, clicks, rattle.

The thunder of cannons, the clatter, the neighing, the groan,

And death and hell on all sides. (A.S. Pushkin)

When polyunion speech, on the contrary, slows down, pauses and a repeated union highlight words, expressively emphasizing their semantic significance:

But and grandson, and great-grandson, and great-great-grandson

They grow in me while I myself grow ... (P.G. Antokolsky)

24.Period- a long, polynomial sentence or a very common simple sentence, which is distinguished by completeness, unity of the theme and intonation splitting into two parts. In the first part, the syntactic repetition of the same type of subordinate clauses (or members of the sentence) goes with an increasing increase in intonation, then there is a separating significant pause, and in the second part, where the conclusion is given, the tone of the voice noticeably decreases. This intonation design forms a kind of circle:

Whenever I wanted to limit my life to a domestic circle, / When a pleasant lot ordered me to be a father, a spouse, / If I were captivated by a family picture for at least a single moment, then, it 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.

First, there are quotes; secondly, parceling is a very special technique. When we want to convey one thought, one sentence to the listener for greater intelligibility, we deliberately divide it into parts. For example: “I believed. Waited. But he didn't come. Not today. Not tomorrow. »

Naturally, quotes can also contain packaged sentences. But here in the quotations there are ordinary, "not artificially broken" sentences...

Write an essay based on the text you read.

Formulate one of the problems posed by the author of the text.

Comment on the formulated problem. Include in the comment two illustration examples from the read text that you think are important for understanding the problem in the source text (avoid over-quoting). Explain the meaning of each example and indicate the semantic relationship between them.

The volume of the essay is at least 150 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 with 0 points.

Write an essay carefully, legible handwriting.

Explanation.

Main problems:

1. The problem of teenagers' enthusiasm for virtual communication. (How should we relate to teenagers' passion for socializing on the Web?)

2. The problem of mutual understanding between parents and children. (How can parents and children reach mutual understanding in matters of hobbies?)

3. The problem of using the Internet. (Is the Internet good or bad?)

1. The fascination of teenagers with virtual communication should cause fear of adults only if it has become an all-consuming passion, but in this case it is necessary to fight not with the computer, but with the reasons that gave rise to addiction.

2. In order to better understand their teenage children, parents should remember that they themselves experienced periods of enthusiasm for technical innovations, and try to learn from children to be more confident in handling modern technology.

3. The Internet provides people with great opportunities, and the ability to use them today is a condition for success.

Explanation.

(37) It is only important to consider: the fight will have to be waged not with a computer, but with the reasons that gave rise to addiction. (the participial turnover "caused addiction" is the definition for the addition "causes")

The article provides an analysis of essays-reasonings of 11-graders, written according to the text read during testing in preparation for the Unified State Examination in the Russian language. The presence of criterion indicators determines special approaches in evaluating this type of work, when an essay is considered not as a type of student's creative work, but rather as a speech work formalized in a special way. In this regard, one of the most effective ways development of both general and textual speech culture of high school students, the appeal to holistic speech works, their analysis in the unity of form and content, in the unity of analytical and productive activities, is considered, since the ability to find and explain the semantic components of the source text, interpret its content, going the opposite way to the author's, selecting those means of language that most correctly and accurately reflect the author's thoughts. Identification of the most typical mistakes made by students when doing this work allows the teacher to correct the learning process in the direction of eliminating the identified shortcomings and errors, focusing on the identified problems.

essay-reasoning

evaluation criteria

typical mistakes.

1. Zolotova G. A. On the nature of the norm in syntax / G. A. Zolotova // Syntax and norm: collection of scientific articles. - M.: Nauka, 1974. - S. 145-175.

2. Krainik O. M. Speech culture and speech culture of students: to the problem of understanding from the standpoint of textology // Bulletin of the Tomsk State Pedagogical University. - 2009. - Issue. 10 (88). - S. 76-80.

3. Krainik O. M. Text as a fundamental component of the development of schoolchildren's speech culture // Metamethodology as a promising direction in the development of subject teaching methods: a collection of scientific articles. Issue. 6. - St. Petersburg: Ma'am, 2009. - S. 273-279.

4. Chibisova M. Yu. Unified state exam: psychological preparation. Working with students, teachers, parents. - M.: Genesis, 2009. - 184 p.

5. Educational and methodological materials for chairmen and members of regional subject commissions for checking assignments with a detailed answer to the exam papers of the USE in 2012. Russian language. URL: http://fipi.ru/view/sections/63/docs/597.html (Accessed 02/15/2012)

The state final certification for a secondary school course in the form of the Unified State Examination is a familiar event for society, for the education system, for school administrations and teachers. One of the components of the state final certification of students in grades 11 is an assessment of the level of formation of speech competence. Previously conducted theoretical studies actualize the development of speech culture in the modern educational space. The material presented in the article is a logical continuation of the above studies and makes it possible to characterize the degree of formation of speech skills and the characteristic features of the speech behavior of high school students in the perception and creation of the text.

An integral part of the test offered to students is part C, which represents an essay-reasoning written on the basis of the read text. With the help of this task, the level of formation of speech skills and abilities is revealed: to understand the content of the proposed text and its problem; formulate their own point of view on the designated problem and argue it; build the composition of a written statement, observing the sequence and coherence of the presentation, due to the chosen style and type of speech; select language means that ensure the accuracy and expressiveness of speech, observing the norms of the Russian language. When selecting texts, the age characteristics of the graduate are taken into account (the content of the texts should not go beyond the communicative, reading and life experience of the examinee) and issues that are socially significant for a teenager, giving the possibility of its ambiguous interpretation. Below is an analysis of the essays of 11-graders according to one of the texts proposed by students of the Altai Territory during testing in preparation for the Unified State Examination in December 2011.

In the past few years, another one has been added to the usual fears of parents. Increasingly, teenagers scare us with an addiction to virtual communication. Here are examples of complaints: “Children cannot be dragged away from the computer. They sit for days. Some ICQ, agents, chats, forums...”; “I don’t understand what pleasure it can be. But the son is sitting at the monitor, laughing at something, or even hitting the table with his fist. It seems to me that he is going crazy - talking to himself ”; “I used to play video games, it took a lot of time, I abandoned my lessons, and now it’s completely out of hand - it’s like he’s not at home. All day long on the Web, he says, they have a party there ... "

Something like this begins the conversation of worried parents with teachers and psychologists. Then the details are clarified: along with the enthusiasm for computer conversations, academic performance began to fall, the child spends all the time at home, sitting and looking at the screen. The teenager does not do his homework, does not help around the house, does not go outside, does not go in for sports. Instead of talking on the phone and walking late into the night, more and more children communicate with each other via the Internet. In fact, we have heard similar complaints before, only the evil did not come from the computer, but from the phone or TV. The current "computer" children are the descendants of their "television" parents.

How was this problem solved when today's parents were teenagers? Most likely, they simply grew out of it ... It may be objected to me that not everyone spent endless hours at the television screen; someone already in his youth clearly knew what he would do in life. Many became responsible early because some had younger brothers and sisters, some were influenced by the example of responsible adults, and some did not know how or why. And although their parents seriously feared for their future, they became completely independent people, with different professions and destinies, many families...

Why am I saying all this? To the fact that television turned out to be not dangerous in itself. No matter how insulting someone is to realize their own “backwardness”, they will have to come to terms with the fact that the Internet has become a part of our life and will not go anywhere. The ability to navigate in it and use its capabilities becomes a condition for a successful life in many ways. From an unlimited source of information, it has also turned into a trading network, a way of communication, a means of education ... Whether there will be more.

We should learn from children. I, too, at one time had to go through a period of irritation and discontent. And now, with the help of her son, she has become quite good at navigating in the virtual space. It happens, too, "you can't pull it off" ...

Spending time online is perfectly acceptable for teenagers. Most likely, this harmless hobby lies within the age norm. Although in some cases it is necessary to conduct an analysis of the situation. If virtual communication has become an all-consuming passion, a teenager has become withdrawn or aggressive, his vocabulary has become impoverished, or there are other symptoms that concern you, you should not postpone a visit to a specialist. It is only important to take into account: the fight will have to be waged not with a computer, but with the reasons that gave rise to addiction. (According to A. Ivanova)

Text by family psychologist A.G. Ivanova is relevant for teenagers, as it is dedicated to a modern problem - the role of the Internet in the formation and life of an individual. The author poses the following questions to the reader: How should you treat teenagers' passion for social networking? Is the Internet good or bad? How can parents and children reach mutual understanding in matters of hobbies?

Basically, future graduates clearly see the above problems of the text and correctly identify them. However, most schoolchildren focus their attention on the problem of "fathers and children", considering it quite broadly. From this point of view, it is important to show that a text dealing with the problems of two generations is not always a text on the topic of fathers and children. Most often, taking as a basis the problem of mutual understanding between children and parents, students begin to cover it in general terms ( children do not understand parents; the problem of fathers and children), not taking into account textual issues: misunderstanding in matters of hobbies. It is this fact that explains the incorrect formulation of the problem of the text: The problem of parents' struggle with the Internet; The problem of misunderstanding of fathers and children; A. Ivanova's text raises the problem of children's misunderstanding of selfless parental love; In this text, the problem is that children have ceased to be literate, because what kind of literacy can we talk about if people stop communicating with each other in reality ...

I would like to give as an example an excerpt from the essay, when the student ultimately did not formulate the problem: Family psychologist Alexandra Georgievna Ivanova touched on a topic that is very relevant at the moment. Pointing out the most exciting topics, she emphasized exactly the fact that points to the main problem of modern youth. I completely agree with the position of the psychologist. And this problem, I think, needs to be dealt with. There are quite a lot of such works, when the author of the composition “beats around the bush”, when only general phrases are observed, which indicates the poverty of speech experience and the inability to express one’s thoughts adequately to the author’s intention.

Thus, when working on highlighting the problem of the text, it is necessary to focus the attention of students on its semantic dominant. This could be, for example, working on the following questions: What does the proposed text “teach” us? What values ​​and traditions are reflected in the proposed text? Are there fragments in the text, reading which we can discuss moral, ethical, moral, social and other problems?

Most of the essays on this text are balanced, reasonable. The papers consider the positive and negative aspects of such a phenomenon as the Internet, analyze the problem of enthusiasm for virtual communication, and touch upon the problem of mutual understanding between children and adults about the hobbies of the latter. Reasoning on the last problem, like a litmus test, reflects the situation in the family, the attitude of a teenager to the older generation, which, unfortunately, is not always positive, kind, respectful. Sometimes there is some hostility in the teenager's reasoning, for example:

• The position of the author is that if you consider yourself backward, then you need to put up with it, and not blame someone for it. I agree with Ivanova. You can't be angry at the younger generation just because it masters a technical innovation faster. Progress does not stand still, you need to keep up with the times, and not scold the one who does it faster than you ...;
• Rather than scold us, it would be better if they looked at themselves, but they would have mastered the computer ...;
• I agree with the author, you should not criticize what you know nothing about. Once at school I heard a song... At home I turned on the speakers at full capacity. Mom immediately flew into the room shouting: “Make it quiet! I would rather listen to something normal!” I was so offended that she did not understand me!

Nevertheless, it is gratifying to state that there are only a few such works for which violations of ethics can be presented. In the vast majority of students' essays are correct, the problem is defined correctly and considered in detail. There are quite a few works in which students show themselves to be an accomplished person who understands and accepts the trends of modernity, but prefers “real life”, for example: And how many games were invented before computers appeared. There were Cossack robbers, various war games and catch-ups. In every yard one could find a hut, everyone was striving for lively communication. And now? Now I went online and wrote a printed and insensitive: "Hi."

The features of the argumentation of one's own position on this text are that examples from works of art are rarely given as evidence. This is explained by the fact that the Internet is a new phenomenon in our life. As an argument, students give examples from journalistic genres of the media. In particular, graduates rely on articles published in publications - Vestnik Evropy (on achievements in the field of computer technology), Komsomolskaya Pravda, Arguments and Facts, Evening Barnaul, Health, Zarinskaya Advertising, “On the land of Kosikhinskaya” (about the benefits and harms of the Internet), facts are given from the television program “Let them talk” with the host Andrey Malakhov. Without a link to the author and a detailed argumentation on the article, such examples cannot be counted as a literary argument.

Sometimes examples are given as an argument (not always logical and confirming the thesis put forward) from modern fiction: In Semtsov's work "Network", the main character Sergei, sitting at a computer, is building a multimedia empire that brings huge incomes. This proves the usefulness of the Internet.

It should be noted that if we set ourselves the goal of bringing literary arguments directly on the problem, “in the literal sense” (about social networks, about the Internet, about its impact on adolescents), then this is quite difficult. But if we approach the understanding of the problems described above in an indirect, generalized sense, it becomes clear that the Internet is part of a big problem when a person lives in his own fictional world, where for various reasons he is comfortable and convenient. And those high school students who “penetrated” the subtext easily cited literary examples:

• The problem of dependence on virtual life is relevant not only today. A kind of virtual life can be called the life of Ilya Ilyich Oblomov from the work of Ivan Alexandrovich Goncharov "Oblomov". Main character as if he hid himself in a cocoon, moving away from real life. These slippers and bathrobe seem to have merged into one with the hero, Oblomov's whole life is like a dream, an endless dream, one can say that this is his usual state. Ilya Ilyich, like a modern teenager, lives in his own little world, isolated from those around him ...

• Loneliness in the Net is a novel by contemporary Polish writer Janusz Wisniewski that tells a poignant love story. The heroes of the work meet in an Internet chat, exchange thoughts, fantasies, tell the stories of their lives. All is well in this virtual world. But a real meeting will also become a real test, when not virtual, but real people stand in front of each other, when real feelings are tested "live" and do not withstand them. In the real world, everything turns out to be much more complicated, and most importantly, it is impossible to lie, looking into the eyes of your beloved...

Particular attention, in our opinion, should be given to grammatical and speech errors, which are most common in the works of students. Their analysis will allow the teacher to plan lessons in such a way as to focus on these problems. Let's single out the most common types of grammatical and speech errors in the works of students.

1. Violation of coordination, management: So, thanks to sites with news...; Exactly brings it to us author...; No time for serious reading...; He concerned about material problems...; Bring big benefit for armies...; I was surprised at the heartlessness of people...; ... rejoice in success surrounding; First author pays attention to complex people.

2. Violation of the connection between the subject and the predicate: Youth, being in a virtual network for days, forget about reality; But modern generation for unreasonable reasons ruthlessly erase them off the face of the earth; BUT those who has nobility, very in demand in society.

3. Errors in constructing a sentence with homogeneous members: Need take care and keep every piece of the past; Need cherish, remember architectural values; ... have to avoid and leave from conflicts; They are evil, careless and insensitive.

4. Errors in constructing a sentence with participial / participle turnover: Reading a lot of works, a person begins to have feelings, experiences ...; After reading Ivanova's text, disturbing thoughts appear; And even after death, lying in a coffin, he had a smile(about "The Man in the Case") ; Sitting at the monitor for a long time, the eyes begin to hurt.

5. Violation of lexical compatibility: In the last few years it has become flourish problem...; E there are people who not tormented by moral principles; Only sadness and longing come into my head; Well why man does bad deeds?; Bring good use around...; ... going on brain degradation...; ... fulfill their civil rights; Need cultivate your inner world.

Thus, we can state a low level of proficiency in the grammatical norms of the Russian language. The analysis of the indicated errors allows the teacher to plan exercises and tasks for their prevention and elimination. In this regard, a literary text as an exemplary speech work will provide the necessary speech experience and allow you to see how the master of the word "uses" the language to express the idea.

Violations of factual accuracy should be attributed to a special kind of errors. As a rule, factual errors are mostly associated with the distortion of names, genres, authors of literary works: In War and Peace, Tolstoy is indignant at what the French have done to our culture; Lermontov “Crime and Punishment; In the work "The Captain's Daughter"; Most of today's youth do not know such famous works as "War and Peace" by L.N. Tolstoy, "The Captain's Daughter" by A.S. Pushkin, "Thunderstorm" by Gorky, "Hero of Our Time" by N.I. Lermontov; Chingiz Aimentov in the novel "Stormy Station". There are less common misinterpretations of the background material: Alexander Matrosov covered the firing cannon with his body the enemy, saving the lives of his comrades; In 2011 The Cathedral of Christ the Savior in Moscow was restored.

And finally, a rather large layer of errors, in principle, cannot be qualified as a typical speech, grammatical or factual error. Rather, the name “You can’t think of it on purpose” is more suitable for such errors, for example: You can remember the work of Gogol "Taras and Bulba"; Books must be read, because they are written by the living hand of the poet; It’s easier for me to get on the Internet and read Pushkin’s “War and Peace” than to watch this story in the form of a movie; It is a pity that at the time of the development of poetry, the Internet did not exist. I think Tolstoy's "War and Peace" would be even more exciting; In the 21st century, children have a new addiction - computers! ... Replacing the usual Pushkin with all kinds of reading matter: detective stories, family novels - that's not the point! When your child grows up, he asks you to read a book, and you give him Dontsov. Nothing worthwhile will grow out of it.

“The true height of speech culture,” notes G. A. Zolotova, “is determined by the variety of ways of expressing the same meaning that are at the disposal of the speaker, the accuracy and expediency of their choice in accordance with the communicative task.” The above quotation reflects the idea of ​​speech culture as part of the general spiritual culture of the people, existing in the form of exemplary, perfect texts created over the centuries by the creativity of the people, its outstanding representatives. The analysis of the implementation of part C allows the teacher to adjust the educational process, focusing on the identified problem areas. One of the most effective ways of developing the speech culture of a high school student, in our opinion, can be considered an appeal to the text and its analysis in the unity of form and content. It is speech practice that is a means of creating the inner world of the individual, the richness of its content, reflecting life ideals, the orientation of the individual, life self-determination. In this sense, the text as a phenomenon of speech practice acts both as a result of primary and as an object of secondary communicative activity, which determines the demand for new methodological techniques in teaching students' speech culture on the basis of text activity and with a focus on it, which, in turn, involves emphasizing attention not only to the process of speech, but, above all, to qualitative changes in the personality.

Thus, for the implementation and, above all, the inclusion of the student in the creative activity of analyzing the text and creating his own speech work on its basis, it is necessary to transfer previously acquired knowledge and formed analysis skills to a new situation, which is characterized by the relationship of analytical and productive activities and can be implemented in teaching based on the text-technological approach.

Reviewers:

• Karakozov S.D., Doctor of Pedagogical Sciences, Professor, I Vice-Rector of the Altai State Pedagogical Academy, Barnaul.
• Suvorova E.P., Doctor of Pedagogical Sciences, Professor of the UNESCO Chair “Education in a Multicultural Society”, Russian State Pedagogical University named after. A.I. Herzen, St. Petersburg.

Examples from students' work are given in full accordance with the original.

Bibliographic link

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In the modern world, starting large families is not accepted. Many of us are afraid that if there are more than 1-2 children in the family, then we will not be able to give them enough of our attention, we will not provide them with a good education and all kinds of material benefits. However, economics professor Brian Kaplan expressed a diametrically opposite view on this issue and told why it is not scary when there is more than one child in a family.

Editorial website got acquainted with the point of view of the professor and, having appreciated the logic and healthy egoism of Brian, decided to tell you about his theory.

Obviously, in previous years, people had a harder life, and there were many times less financial opportunities. At the same time, children were born more often than now. Now we can afford excellent nutrition, medicine has stepped far forward, and life expectancy has increased by several decades. However, every year fewer children are born in civilized countries.

Life has become a thousand times more dangerous than before. Many of us remember how, from the 1st grade, we went to school unaccompanied, after school we came home and fried our own eggs, and then ran out for a walk outside until our parents arrived from work. We are sure that the world was safer then. But it's not.

Just like now, 30-40 years ago you had to cross busy streets, there were villains in the world, and the few playgrounds of those times are more like military testing grounds.

If we look at the situation soberly, we will understand that there are no more dangers - we just become more aware of them. You can learn about all incidents a maximum of half an hour after they occur. And we find out, we are horrified and we put our 10-12-year-old children in cars to take them to friends on the next street.

We occupy them too much, sacrificing ourselves

It seems to us that we should give the child as much as possible. Razvivashki, circles, sections - our children have no time to be bored. And parents, in fact, too. From parents, we are turning into drivers, accompanying our little bosses either to dances or to English. This takes a lot of time and resources.

There is no problem if a life of traveling around circles is really a pleasure. However, many women sacrifice their careers for this. And they feel much less happy than before, when they did not have such worries.

At the same time, the question of whether such a large employment is really necessary for children remains open. If you see your kids in the car more often than anywhere else, it's worth considering slowing down and slowing down the pace of life a little.

All this happens to us unconsciously. After all, being a good parent is now in trend. Never before has the value of a human cub been as great as it is now - in the last few decades. Never before has so much attention been paid to the growing up of children. It is no wonder that gradually people begin to see parenthood as more of a problem than a pleasure.

For some, children are the meaning of life, and only with them did everything really begin. For others, on the contrary, all good things almost ended with the advent of children. But in reality, nothing begins or ends: children just happen to us.

This, apparently, was known to our parents and grandmothers, who by the age of 25-27 already had 2-3 children, despite the absence washing machines, multicookers and dishwashers. They knew that children, for all their fragility, have great strength and excellent survival abilities.

Children are too expensive

Almost every potential parent is sure that a child is an expensive project. Of course, it is possible and even necessary to invest in the physical and mental development of the child, spend money on branded clothes and expand the horizons of your children while traveling from an early age. However, in reality, all our children need is balanced and loving parents, time for play and creativity. But certainly not paid English classes from six months.

As a rule, they do not care if you put on them a branded T-shirt or a thing from the mass market. It is important for them that there is an inscription from their favorite Star Wars movie franchise. And if you offer them a choice of a trip to Paris or to a local water park, then they are likely to choose the latter. But the most interesting thing is that Bruce Sakerdot once analyzed more than 1 thousand families and found out that the financial capabilities of parents do not in any way affect the desire or unwillingness of children to study.

There is also good news

Many parents are afraid of not coping, harming their children, injuring them with something. However, psychogenetics says that we cannot do significant harm to our children, regardless of whether we protect them from every traumatic situation or force them to face the problem. Children, one way or another, will grow up and, most likely, in behavior and actions will be similar to us. A child is not plasticine from which something can be molded, but a ready-made personality with its own inclinations and capabilities.

This was proven in a study: for a long time, scientists observed 250 foster children who grew up in successful families. During childhood, their IQ levels were found to tend towards those of their adoptive parents at the same age, however, during adolescence, adopted children became more like their biological parents.

Therefore, do not think that the future of your child is solely in your hands. An extra hour of reading books doesn't make kids smarter, and an extra 30 minutes of watching cartoons doesn't make them dumber. The future of a child depends on his genes. Part of the responsibility was removed from us by nature itself, subtly hinting that we should not bother too much. And may you feel better from this knowledge.

What do you think is why modern families around the world are becoming more and more popular with the tendency to postpone the birth of a child "for later" and "until better times"? In your opinion, is this due to the peculiarities of the millennial generation, or are there big problems in such decisions that can lead to a demographic crisis?