Topic of thoughts of Boris Bim-Bad - candidate pedagogical sciences is devoted to the problem related to the definition of the concept of wisdom. The author also serves as a senior researcher at a research institute engaged in research on general pedagogy. According to the scientist, wisdom should be regarded by us as the maximum height of what a person is capable of achieving. Wisdom has a need for knowledge, but is not limited solely to its presence.
Someone may be aware of all the known
species of butterflies, but at the same time do not understand ecology at all, nor are they interested in it. Accordingly, this “someone” misses the connection between an individual butterfly and the whole world as a whole.
According to the firm conviction of B. Bim-Bad, wisdom should be taught in school, that is, taught to abstain from such statements that have insufficient justification, as well as to be careful in judgment. According to the researcher, wisdom is not just knowledge, since this concept contains something more: intuition and aversion to self-deception.
It is difficult to disagree with the author’s position; wisdom acts as something more large-scale than just knowledge. Wisdom is also considered a set of skills, the presence of rich experience and the ability to reason. Leo Tolstoy in his work “War and Peace” created the image of a wise character named Platon Karataev, thanks to whose views on life Pierre survived in captivity. The wisdom of Plato taught him that you need to live simply, appreciate everything you have, because it is stupid to be in a state of searching for happiness all the time: a person should rejoice in the light of the sun, drops of rain and the fact that he lives.
A. de Saint-Exupery wrote the work “The Little Prince”, where he assigned the role of a teacher of wisdom to the Old Fox The Little Prince. Thanks to him main character learned to comprehend wisdom human relations. In order to understand a person, it is important to learn to peer into his inner world, at the same time, forgiving minor shortcomings.
Other works on this topic:
- What is wisdom? This is the problem that B. M. Bim-Bad raises. The author in his text reflects on what wisdom is. He is convinced: this is “the highest...
- This text addresses a large number of important moral and psychological problems. One of them is the question that the properties of a person’s soul determine his success in life....
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- In this text, the Russian teacher B. M. Bim-Bad raises the problem of educating culture, which is very important and relevant in our time. The essence of this problem is...
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- Prose writer, publicist and critic S. L. Lvov raises in his work the question of the role of loved ones in the development of personality. I think this problem will always be relevant because...
- We created a hadron collider and sent aircraft to the boundaries of the Universe, but our planet still conceals within itself plural secrets and mysteries...
The answers to tasks 1–24 are a word, phrase, number or sequence of words, numbers. Write the answer to the right of the assignment number without spaces, commas or other additional characters.
Read the text and complete tasks 1–3.
(1) Archaeologists find many treasures in the Slavic lands. (2) The value of the treasure lies not in the number of treasures, but in the quality of the jewelry (among them there are real masterpieces). (3)______ the most valuable thing for archaeologists is the idea of the life and way of life of the ancient Slavs, which develops in the process of studying jewelry found during excavations.
1
Which of the following sentences correctly conveys the MAIN information contained in the text?
1. Since jewelry allows one to recreate pictures of the life and everyday life of the ancient Slavs, they are of great value for archeology.
2. Archaeologists find many treasures, the value of which is determined primarily by the quality of jewelry.
3. The most valuable thing for archaeologists is not the quantity of jewelry found, but its quality.
4. For archaeologists, jewelry found in Slavic lands is important primarily because it gives an idea of the life and lifestyle of the ancient Slavs.
5. Among the jewelry found in the Slavic lands, there are real masterpieces, and archaeologists pay great attention to their study.
2
Which of the following words (combinations of words) should appear in the gap in the third (3) sentence of the text? Write down this word (combination of words).
2. Because
3. On the contrary,
4. In other words,
5. Despite this
3
Read a fragment of a dictionary entry that gives the meaning of the word PRESENTATION. Determine the meaning in which this word is used in the third (3) sentence of the text. Write down the number corresponding to this value in the given fragment of the dictionary entry.
PRESENTATION, I, Wed.
1. A written statement about something. (official). P. prosecutor (act of prosecutorial supervision).
2. A theatrical or circus performance, performance. The first paragraph of the new play. Amateur p.
3. Reproduction in consciousness of previously experienced perceptions (special). P. - the image of an object or phenomenon.
4. Knowledge understanding something. Have no idea about anything. Make up a paragraph about something. The book gives a good overview of the subject. * I have no idea (colloquial) - I don’t know at all, I’m not aware. Where did he go? - I have no idea.
4
In one of the words below, an error was made in the placement of stress: the letter denoting the stressed vowel sound was highlighted incorrectly. Write this word down.
folded
facilitate
5
One of the sentences below uses the highlighted word incorrectly. Correct the mistake and write the word correctly.
1. To prepare a marinade for fish baked in coals, you need to SHAKE the seeds from four to five cardamom pods, add a pinch of saffron and grind them in a mortar and salt.
2. The girl with a sharp movement threw her bangs off her forehead and unexpectedly calmly and TRUSTFULLY looked into Alexey’s eyes.
3. ISSUE of skates is carried out if the visitor to the skating rink has a passport or any other document that can be left as a deposit.
4. Analysts say that in the coming year the market valuable papers you can EXPECT significant changes.
5. Note-taking is a written recording of the main provisions of a readable or aurally perceived text.
6
In one of the words highlighted below, an error was made in the formation of the word form. Correct the mistake and write the word correctly.
favorite PROFESSOR
more than EIGHT HUNDRED million
BRIGHTER THAN THE SUN
TRAVEL by train
a pair of shoes
7
Establish a correspondence between the sentences and those admitted in them grammatical errors: for each position in the first column, select the corresponding position from the second column.
| OFFERS | GRAMMATICAL ERRORS |
| A) Favorable conditions have been created not only for publication scientific works, as well as for their implementation in practice. | 1) misuse case form noun with preposition |
| B) Those who have never been to the top of the Ivan the Great Bell Tower, who have never admired the majestic panorama of the capital, have no idea about Moscow. | 2) violation of the connection between subject and predicate |
| C) Contrary to analysts’ forecasts, this year the airline managed to maintain traffic volumes at last year’s level. | 3) violation in the construction of a sentence with an inconsistent application |
| D) Scientists, having discovered in comets organic matter, there was an assumption about the existence of life outside the Earth. | 4) error in constructing a sentence with homogeneous members |
| D) The Order of St. Andrew the First-Called was established by Peter I in 1698, issued only in rare, exceptional cases. | 5) incorrect construction of sentences with participial phrases |
| 6) violation in the construction of sentences with participial phrases | |
| 7) incorrect construction of sentences with indirect speech |
Write your answer in numbers without spaces or other symbols
8
Identify the word in which the unstressed vowel of the root being tested is missing. Write out this word by inserting the missing letter.
OK. .immit
prig..army
favor
touching... falling asleep
very..bed
9
Identify the row in which the same letter is missing in both words in the prefix. Write out these words by inserting the missing letter.
by..sun, oh..threw
pr..gained, pr..dacha
walking..walking, ra..water
pr..grandfather, p..nos
pr..followed, pr..call
10
Write down the word in which the letter E is written in the blank.
helpful
picky...picky
pull out..pull out
suede
underline
11
Write down the word in which the letter I is written in place of the gap.
rocked
fighting
met...
customizing..my
moving..my
12
Determine the sentence in which NOT is spelled together with the word. Open the brackets and write down this word.
1. HAVING NOT WAITED for dinner, the travelers went to bed.
2. I had to work in an area that had not yet been explored.
3. I had to sign a far (UN) PROFITABLE contract.
4. Semyon Rostislavovich seemed (NOT) SATISFIED.
5. You can (NOT) catch a fish from a pond without difficulty.
13
Determine the sentence in which both highlighted words are written CONTINUOUSLY. Open the brackets and write down these two words.
1. WHATEVER critics claim, Fet’s poems are unusually melodic, (THEREFORE) many of them formed the basis of romances.
2. (B) DIFFERENT from other representatives of the liberal camp, Pavel Petrovich is always firm in upholding his principles, and (THUS) he boldly confronts Bazarov.
3. Ceramics from Gzhel are sent to different parts of the planet to decorate people’s lives, and ALSO to cultivate a sense of beauty.
4. I told Ivan Petrovich everything that happened, and wanted to know his opinion (ON) ABOUT predestination, AS it was very important.
5. Krylov’s fables at (THAT) TIME were a completely new phenomenon in Russian literature (IN) COMPARISON with Sumarokov’s fables, which were written in the traditions of classicism.
14
Indicate all the numbers in whose place NN is written.
The portrait of a strange (1) man, painted (2) by an artist who had remarkable (3) talent, was part of the dow (4) of the (5) mistress of the house.
15
Place punctuation marks. Indicate the numbers of sentences in which you need to put ONE comma.
1. The hero of the novel loved travel and adventure and at the same time strived for comfort and family coziness.
3. Artistic painting of fabrics has existed since about the 30s of the 20th century and during its existence it has gained wide recognition.
4. Slang words fall out of tradition and from the sphere of reasonable word usage and from the uniformity of speech.
5. To convince the reader of the validity of his assessments, the author of the review can use both methods of scientific analysis and means artistic expression.
16
The ducks (1) frightened by the sudden appearance of the hunters (2) rose noisily and (3) somersaulting in the air (4) slowly and heavily flew away.
17
Place punctuation marks: indicate all the numbers that should be replaced by commas in the sentences.
The old garden (1) seemed (2) alone to refresh this (3) once (4) lively village and was picturesque in its desolation.
18
Place punctuation marks: indicate all the numbers that should be replaced by commas in the sentence.
Poetry A.S. Pushkin (1) based on the works (2) of whom (3) P.I. Tchaikovsky created his best operas (4) and most inspired the composer.
19
Place punctuation marks: indicate all the numbers that should be replaced by commas in the sentence.
After the instructor’s comments (1) the guys walked faster (2) and (3) when it began to get dark (4) there were only three kilometers left to the place where they would spend the night.
20
Edit sentence: correct lexical error, eliminating the extra word. Write this word down.
Usually in the month of May there is a cold snap, which coincides with the flowering of bird cherry (the so-called “cherry cold”).
Read the text and complete tasks 21-26.
(1) The highest thing a person can achieve is wisdom.
(2) Wisdom should have become a school subject; it should be taught. (3) More precisely, wisdom must be taught - as caution in judgment, abstinence from insufficiently substantiated statements, the ability to take into account many factors, relying on what is born of the diversity of historical experience.
(4) This is more than knowledge. (5) This is also intuition and aversion to self-deception. (6) A wise person is never arrogant: he does not consider the results of his reflections to be final; he admits their fallacy, comparing them with directly opposite statements and finding gaps in what seemed obvious.
(7) Wisdom needs knowledge, but cannot be reduced to it. (8) Someone may know, say, all the varieties of butterflies and understand nothing about environmental problems. (9) Don’t even be interested in them. (10) In this case, a person loses sight of the connection between an individual butterfly and the structure of the world.
(11) Knowledge answers the question “Why?”, and information only answers the questions “What?” Where? When? How?". (12) Knowledge consists of “understandings” and is the property of science. (13) Knowledge needs information, but is not limited to it - it is higher, because it knows how to check the reliability of information.
(14) Knowledge in the European, and now in the global scientific tradition, has always opposed opinion. (15) An opinion is just a certain attitude towards something, and knowledge is, I repeat, an understanding of a pattern. (16) It is important not so much to defend your opinion, but to think about it being proven, even if it strives to become knowledge. (17) The desire to encourage unfounded opinions in every possible way as an end in itself is very dangerous for a growing person. (18) It is not enough to think independently - you also need to think correctly.
What is wisdom? How do the concepts information, knowledge, wisdom relate? What are the dangers of endorsing unfounded opinions? These and other questions are considered in his text by B. M. Bim-Bad. But the author examines in more detail the problem of defending unfounded opinions.
To draw the reader's attention to this issue, the author cites the example of his friend the school principal, who proudly talks about the fact that at his school children write essays on complex philosophical topics without preparation. At the same time, students are encouraged to speak their minds and stand up for these immature thoughts. The author was outraged by this approach to teaching: “What about intellectual honesty? Doubt? An attitude to refrain from judgment if there is no knowledge of what and why others think about it? The problem of defending unfounded opinions is relevant in our time; there are many people who have their own opinions about various problems, but often these opinions turn out to be erroneous. This problem occurs in different situations, for example, when educational process or during an argument between two or more people.
For proof of this point of view I turn to fiction. Thus, the hero of I. S. Turgenev’s work, Evgeny Bazarov, does not tolerate unfounded opinions, he respects science and demands that every statement be proven. He hates self-confident people, as evidenced by his dispute with Pavel Petrovich Kirsanov. Bazarov demands Kirsanov to support his opinions scientific facts, sound reasoning. Thus, Bazarov really believes that unfounded opinions lead to excessive self-confidence.
Let me give you another literary example. The hero of Arthur Conan Doyle's work, Sherlock Holmes, is a master of solving crimes. He can use evidence to verify any opinion, any testimony. According to Sherlock Holmes, defending unfounded opinions leads not only to excessive arrogance, but also to more serious consequences.
Thus, one cannot approve of all opinions expressed, they must be proven or refuted, otherwise this can lead to self-confidence, arrogance and more serious consequences.
On our path we may meet many different personalities with deep knowledge, the ability to speak and think, the ability to reason and polemicize, deny and cultize - but it is very difficult to determine which of these people is truly wise.
What is wisdom? B.M. invites us to think about this question. Bim-Bad.
Analyzing the problem, the author cites as an example the situation with his acquaintance, the director of the school, who boasted that in his educational institution children write essays on complex, philosophical topics without preparation. They write without immersing themselves in the topic, without studying it in detail, without arguments - they simply express their opinion. The professor emphasizes that such a statement of thoughts cannot be called wisdom - such an opinion lacks intellectual honesty, there is no share of doubt, there is no reliance on third-party opinions, as well as allusions to the work of famous thinkers. The author draws our attention to the fact that wisdom is not an empty statement of opinion, it is not knowledge, even if deep; in the concept of “wisdom” there is no place for arrogance and self-confidence.
B.M. Bim-Bad believes that wisdom lies, first of all, in careful judgment, in the ability to base one’s opinion on knowledge, taking into account many factors.
I completely agree with the author’s opinion and also believe that a person who is able to realize his mistakes and is able to doubt what he says can be called wise. Wisdom embodies both knowledge and the ability to express one’s opinion - but the knowledge must be versatile, deep, connected to each other by a chain of logic, and the opinion must be based on the experience of other people, on many factors, on one’s own intuition and “aversion to self-deception” .
We all know the words of Socrates: “I only know that I know nothing.” This statement can safely be considered one of the life credos of all wise people, which, of course, was Socrates himself. The chronicles of the life of this philosopher say that, despite a large amount of knowledge and his own opinion, which left an imprint on history, he spent his entire life searching for the truth. And even in E. Radzinsky’s work “Conversations with Socrates,” the author emphasizes that the ancient Greek philosopher was a genuine sage, because he never considered his opinion to be the truth, because. he always questioned his own statements and knowledge.
The hero of the epic novel L.N. can also be called wise. Tolstoy "War and Peace". Platon Karataev was the embodiment of folk wisdom: with his help Pierre was able to gain a new look at things familiar to him, confidence, inner freedom, was able to join popular principle. The wisdom of Platon Karataev is embodied in his soft, calm, measured movements, a smile that never leaves his face, affection and simplicity in words - and this was during the war. The hero literally speaks in proverbs, thereby making an allusion to the experience of his people; his worldview contains Christian charity, compassion and love for people, as well as the idea of living according to conscience and justice. Platon Karataev is wise because he is not attached to everyday things and thoughts - he loves everything and everyone, is ready to accept the thoughts and feelings of any person and project them onto himself. However, in the end, based on Pierre’s experience, everyone who ever met this folk sage adopted his philosophy of life.
Thus, we can conclude that wisdom cannot be acquired by constant reading - knowledge does not make a person wise, wisdom cannot be portrayed by thoughtlessly expressing one’s own opinion - the presence of thoughts is not an indicator of wisdom. A person becomes wise when he is able to think critically about everything he says and does, as well as constantly learn something.
Na-pi-shi-te so-chi-ne-nie on the pro-chi-tan-no-mu text.
Form one of the problems posed by the authors of the text.
Pro-com-men-ti-ruy-te-form-mu-ro-van-nuyu pro-ble-mu. Include in the commentary two examples from the pro-chi-tan-no-go text, which, according to Va- In my opinion, we use the text (from the over-the-measures of the ro-va-niya). Explain the meaning of each example and indicate the semantic connection between them.
Form-mu-li-rui-te according to the position of the av-to-ra (tell-the-tale). You-ra-zi-te your attitude to the position of the author according to the pro-bl-me of the text (with-the-word or not -so-gla-sie) and surround it.
The volume of the essay is at least 150 words.
Work, on-pi-san-naya without relying on the pro-read text (not according to the given text), does not evaluate. If the co-representation is a re-said or completely re-written source text without any there were no com-men-ta-ri-ev, then such work is rated 0 points.
Write an essay carefully, legible handwriting.
(1) Let me remind you of the famous saying: “Where is our wisdom, lost in knowledge? Where is our knowledge lost in information?
(2) The highest that a person can achieve is wisdom. (3) It should have become a school subject; wisdom should be taught. (4) More precisely, wisdom must be taught - as caution in judgment, abstinence from insufficiently substantiated statements, the ability to take into account many factors, relying on what is born of the diversity of historical experience. (5) This is more than knowledge. (b) This is also intuition and aversion to self-deception. (7) A wise person is never arrogant: he does not consider the results of his thoughts to be final; he admits their fallacy, comparing them with directly opposite statements and finding gaps in what seemed indisputable.
(8) Wisdom needs knowledge, but cannot be reduced to it.
(9) Someone may know, say, all the varieties of butterflies and understand nothing about environmental problems. (10) Don’t even be interested in them. (11) In this case, a person loses sight of the connection between an individual butterfly and the structure of the world.
(12) Knowledge answers the question “Why?”, and information only answers the questions “What?” Where? When? How?". (13)3knowledge consists of “understandings” and is the property of science. (14)3knowledge needs information, but is not limited to it - it is higher, because it knows how to check the reliability of information.
(15) Knowledge in the European, and now in the global scientific tradition, has always opposed opinion. (16) An opinion is just some attitude towards something, and knowledge is, I repeat, an understanding of a pattern. (17) It is important not so much to defend your opinion, but to think about it being proven, even if it strives to become knowledge. (18) The desire to encourage unfounded opinions in every possible way as an end in itself is very dangerous for a growing person. (19) It is not enough to think independently - you also need to think correctly.
(20) The taste for freedom, for the flight of thought, takes a long time to learn. (21) Remember: Pinocchio’s thoughts were short and short. (22) And the very young Pushkin wrote the following words in a message to a friend: “I’m learning to hold the attention of long thoughts...”
(23) It turns out that your own thought requires a long and painful argument with yourself, an internal strict requirement for checks and re-checks, and building long chains of reasoning. (24) You need to keep them all in the circle of your intense attention - this is serious work. (25) This is what it means to “hold the attention of long thoughts.”
(26) And for some people this is pleasure. (27) Socrates, as the legend says, once became so carried away by thinking that he stood motionless in one place for almost a day, not noticing anything around him.
(28) People can obviously be divided into two categories: those who are able to “hold the attention of long thoughts” and those who prefer short, simple thoughts, which does not interfere with their complacency and narcissism. (29) When unfounded opinions are encouraged, they support this narcissism and tendency to self-deception in a person.
(ZO) That’s why today it is so important to move away from approval, from encouraging short thoughts, like Pinocchio’s, and to learn from Pushkin with his preference for “long thoughts.”
(According to B. Bim-Bad*)
*Boris Mikhailovich Bim-Bad(born in 1941) - academician of the Russian Academy of Education.
Which of the statements correspond to the content of the text? Please provide answer numbers.
1) Human inattention to environmental problems can lead to negative social and economic consequences.
2) The reliability of the information needs to be verified.
3) The only thing that should be taught to the younger generation is the ability to obtain information.
4) There have been many different types of philosophy throughout history.
5) It is important to think about ensuring that your opinion is proven and that it at least strives to become knowledge.
Explanation.
Statement 1) contradicts sentence No. 9.
Statement 2) is confirmed by sentence No. 14.
Statement 3) contradicts sentences No. 2-5.
Statement 4) is not confirmed in the text.
Statement 5) is confirmed by sentences No. 16-19.
Answer: 25|52
Answer: 25|52
Relevance: 2016-2017
Difficulty: normal
Codifier section: Semantic and compositional integrity of the text.
Which of the following statements are true? Please provide answer numbers.
Enter the numbers in ascending order.
3) Sentence 2 of the text contains a descriptive fragment.
5) Sentence 7 presents a narrative.
Explanation.
1) Sentences 15-19 present the reasoning.
2) Sentences 23 and 24 confirm the judgment expressed in sentence 20 of the text.
3) Sentence 2 of the text contains a descriptive fragment. Wrong
4) Proposition 30 presents a reasoning.
5) Sentence 7 presents a narrative. Wrong.
Answer: 124
Answer: 124
Relevance: 2016-2017
Difficulty: normal
Codifier section: Functional and semantic types of speech
Tatiana Statsenko
Because the 7th sentence contains a reasoning, not a narrative.
From sentence 28, write down a synonym (one) for the word “selfishness.”
Explanation.
In sentence 28, “People can obviously be divided into two categories: those who are able to “hold the attention of long thoughts” and those who prefer short, simple thoughts that do not interfere with their complacency and narcissism,” the synonyms “complacency” and “narcissism” are used.
Answer: self-righteousness or narcissism
Answer: complacency|narcissism|complacency|narcissism
Relevance: 2016-2017
Difficulty: normal
Codifier section: Lexical meaning words
Veniamin Khan (Krasnodar) 16.12.2015 22:09
I entered these two correct answers, everything went together, but it was not counted, please fix it
Tatyana Yudina
It doesn't happen that way. No error, checked.
Guest 21.12.2015 19:54
Do you need to write down two words? I wrote out narcissism, but it shows up as incorrect.
Tatyana Yudina
You wrote narcissism.
And you need narcissism.
One thing, as written in the assignment. Two words do not fit into 17 cells.
Indicate the method of forming the word REGULARITY (sentence 16)
Explanation.
The word “regularity” is formed from the word “regular” using the suffix “-ost-”.
Answer: suffix
Among sentences 2-7, find one(s) that is related to the previous one using a personal pronoun and word forms. Write the number(s) of this sentence(s).
The personal pronoun “her” in sentence 3 replaces the noun “wisdom” from sentence 2. Also, these two sentences are connected by the fact that in the 3rd sentence the word “wisdom” from the 2nd sentence is used, put in the dative case.
Answer: 3
Rule: Task 25. Means of communication of sentences in the text
COMMUNICATION MEANS PRE-LO-SAME IN TEXT
Several sentences, connected into a whole by theme and main idea, are called text (from the Latin textum - fabric , connection, connection).
It is obvious that all the proposals, separated by points, are not isolated from each other. There is a meaningful connection between two neighboring texts, and the connected ones can be not only -the same, located nearby, but also separated from each other by one or several of them before me. Meaningful relations between different sentences: the content of one sentence can to be pro-ti-to-sta-le-but with-holding another; the content of two or more propositions can be combined with one another; the content of the second sentence can reveal the meaning of the first one or clarify one of its members, and the content -the meaning of the third - the meaning of the second, etc. The goal of 23 is to determine the type of connection between the propositions.
The form for this could be like this:
Among the sentences 11-18, find one(s) that is connected with the previous one with the help of science -for-the-place-of-name, in-speech and one-co-words. Write the number(s) of the offer(s)
Or: Determine the type of connection between pre-lo-zhe-ni-i-mi 12 and 13.
Remember that the previous one is ONE HIGHER. Thus, if the interval 11-18 is indicated, then my proposal is in the pre-deeds, about - significant in the task, and answer 11 may be correct if this sentence is related to the 10th topic indicated -but in advance. There can be 1 or more origins. Point for successful completion of the work - 1.
Let's move on to the theoretical part.
Most often, we use this model for constructing text: each clause is linked to the next one -shim, this is called a chain connection. (We’ll talk about the parallel connection below). We speak and write, we combine our own pre-positions into the text according to simple rules. Here's the gist: in two adjacent clauses we should be talking about the same subject.
All types of communication are subject to lek-si-che-skie, mor-fo-lo-gi-che-skie and sin-tak-si-che-skie. As a rule, when combining sentences into a text, they can be used at one time, but several types of communication. This essentially makes it easier to search for the original proposition in the specified fragment. Let us remain in detail for each of the species.
23.1. Communication using lexical means.
1. Words of one te-ma-ti-che-skaya group.
Words of one particular group are words that have a common lexical meaning and designation -they are similar, but not the same.
Examples of words: 1) Forest, path-pin-ka, de-re-vya; 2) buildings, streets, sidewalks, squares; 3) water, fish, waves; pain, nurses, emergency room, pa-la-ta
Water was clean and transparent. Waves on-the-shore, slowly and silently.
2. Ro-do-vi-do-vye words.
Gender of words - words related to genus - species: genus - a broader concept, species - a narrower one.
Examples of words: Ro-mash-ka - flower; birch - de-re-vo; av-to-mo-bil - transport port and so on.
Examples of proposals: It was still growing under the window birch. How many memories I have in connection with this de-re-vom...
Left-handed ro-mash-ki becomes rare. But this is not a good idea flower.
3 Lek-si-che-sky in second
Lex-si-che-sky in a second way - a second time of the same word in the same word-form.
The closest connection between what you offer is primarily in the second place. The repetition of one or another member of a sentence is the main feature of a chain connection. For example, in sentences There was a forest behind the garden. The forest was deaf, forsaken the connection is built according to the model “under-le-zha-sche-s-be-under-le-zha-sche-schee”, that is, named at the end of the first pre-lo-zhe- the subject re-occurs in the beginning of the next; in pre-lo-zhe-ni-yah Physics is science. Science must use the dia-lec-ti-che-method- “model say-zu-e-mine - under-lying”; in example The boat came to the shore. The shore was strewn with small pebbles- model “situation - under-lying” and so on. But if in the first two examples the words forest and science stand in each of the nearby stands in the same pas-de-same, then the word shore has different forms. The Lex-si-che-second word in the Unified State Exam will be considered the second word in the same word-form, using -zo-van-ny for the purpose of enhancing the impact on chi-ta-te-la.
In the texts of artistic and pub- lic styles, the chain connection through the lexical second has often ex-press-siv-ny, emo-ci-o-nal character, especially when the second time is at the junction of the pre-lo- woman:
Here it is from the map of the Aral Fatherland sea.
Whole sea!
The second use is used here to enhance the impact on chi-ta-te-la.
Let's look at some examples. We do not yet take into account additional means of communication; we look only at the lexical language.
(36) I heard a very brave man who went through the war once say: “ It was scary, very scary." (37) He spoke the truth: he it was scary.
(15) As a teacher, I had the opportunity to meet young people yearning for a clear and precise answer to the question about higher values life. (16) 0 values, allowing you to distinguish good from evil and choose the best and most worthy.
Note: different forms of words refer to another type of connection. For more details about the differences, see the paragraph on word forms.
4 One-word words
One-root words are words with the same root and a common meaning.
Examples of words: Birth, birth, birth, birth; tear, break, tear apart
Examples of proposals: I'm lucky to be born healthy and strong. The story of my birth nothing to do with it.
Even though I have no idea what is needed tear apart, but couldn’t do it myself. This rupture would be very painful for both of us.
5 Si-no-ni-we
Si-no-ni-we are words of the same part of speech, close in meaning.
Examples of words: be bored, frown, be sad; ve-se-lie, joy, li-ko-va-nie
Examples of proposals: In parting, she said that will be missed. I knew that too I'll be sad according to our pro-hum-kam and once-go-vo-ram.
Joy grabbed me, grabbed me and carried me... Li-ko-va-niyu, ka-za-elk, there were no boundaries: Lina from-ve-ti-la, from-ve-ti-la to the end!
It is necessary to note that it is difficult for us to find a connection in the text if we need to look for a connection only with the help of si-no-ni -mov. But, as usual, along with this method of communication, others also use it. So, in example 1 there is a conjunction Same , this connection will be discussed below.
6 Contextual si-no-we
Contextual si-no-we are words of the same part of speech, which are brought together in meaning only in a given context. ste, insofar as it relates to one thing (sign, action).
Examples of words: kitten, be-do-la-ha, naughty; de-vush-ka, student-dent-ka, kra-sa-vi-tsa
Examples of proposals: Kitty lives with us not long ago. My husband took it off be-do-la-gu from the tree where he had gone to escape the dogs.
I guessed that she student. Young woman I had to remain silent, despite all the efforts on my part to talk her out.
It is even more difficult to find these words in the text: after all, the author makes them. But along with this method of communication, others also use it, which makes the search easier.
7 An-to-ni-we
An-to-ni-we are words of the same part of speech, pro-ti-in-false in meaning.
Examples of words: laughter, tears; hot Cold
Examples of proposals: I pretended that I liked this joke and you made something out of yourself laughter. But tears you breathed on me, and I quickly left the room.
Her words were hot and about-zhi-ga-li. Eyes le-de-ni-li ho-lo-house. It was as if I had fallen under a contrast shower...
8 Contextual an-to-ni-we
Contextual an-to-ni-we are words of the same part of speech, false in meaning only in the given context.
Examples of words: mouse - lion; house - work green - ripe
Examples of proposals: On work this man was gray mouse. At home there's a problem in it a lion.
Ripe the berries can be safely used for preparing va-re-nya. And here green It’s better not to put them in, they are usually bitter and can ruin the taste.
Pay attention to the non-random agreement of terms(si-no-ni-we, an-to-ni-us, including context-text ones) in this za-da-nii and za-da-ni-yah 22 and 24: this is one and the same le-si-che-phenomenon, but you can see it from a different angle. Lexical means may serve to connect two sentences standing next to each other, or they may not be a connecting link. At the same time, they will always be a means of creation, that is, they have every chance of being an object for 22 and 24. Therefore, advice: you -complete task 23, pay attention to these tasks. You will learn more about medicinal means from the pra-vi-la-reference book to task 24.
23.2. Communication using marine means
Along with the lek-si-che-ski-mi means of communication, they use-use and mor-fo-lo-gi-che-skie.
1. Location
A connection with the help of place-names is a connection in which ONE word or SEVERAL words from the previous sentence are used. I have no place. To see such a connection, you need to know what a place is, what kind of ranks there are in terms of meaning.
What you don't need to know:
Place-nouns are words that are used instead of a name (substantive-no-go, with-la-ga-tel- no-go, number-no-go), indicate faces, point-to-objects, signs of objects, to -what kind of things are there, without naming them specifically.
According to the meaning and grammatical special features, you have nine types of places:
1) personal (I, we; you, you; he, she, it; they);
2) return (yourself);
3) attractive(mine, yours, ours, yours, yours); as heavy-duty uses also forms of personal: him (pi-jack), her work),them (for the service).
4) demonstrative (this, that, such, such, this, so much);
5) definitions(himself, most, all, all, each, other);
6) from-no-si-tel-nye(who, what, which, which, which, how many, whose);
7) vo-pro-si-tel-nye(who? what? which? whose? which one? how much? where? when? where? from where? why? in what way? what?);
8) ot-ri-tsa-tel-nye(nobody, nothing, no one's);
9) undefined(someone, something, someone, whoever, anyone, someone).
Do not forget that place-names from-me-by-pas-de-jams, that’s why “you”, “me”, “about us”, “about them”, “no one”, “everyone” are forms of place-nouns.
As a rule, in the order there should be a place, but this is not obligatory -but, if there are no other places in the specified place, you will fill the role of SOCIAL elements- Comrade You need to clearly understand that NOT EVERY place that appears in the text is a connection - the main link.
Let's turn to examples and definitions of how propositions 1 and 2 are connected; 2 and 3.
1) Our school recently underwent renovations. 2) I finished it many years ago, but sometimes I went and wandered around the school floors. 3) Now they are somehow strangers, different, not mine....
In the second sentence there are two names, both personal, I And her. Which one is the one skre-poch-koy, which unites the first and second sentences? If this is the place I, what it is for-me-no-lo in sentence 1? Nothing. What kind of place is it? her? Word " school"from the first preposition. We conclude: communication with the help of a personal place her.
In the third clause there are three places: they are somehow mine. The second one is connected only by place They(=floors from the second proposal). Rest they don’t fit in any way with the words of the second sentence and don’t replace anything. Conclusion: the second clause is connected with the third clause They.
What is the practical importance of this method of communication? The fact that it is possible and necessary to use places of nouns instead of nouns, adjectives and numbers. Use, but not abuse, since the abundance of words “he”, “him”, “them” sometimes leads to mis-understanding and don't-be-ri-he.
2. Speech
Communication with the help of speech is a connection that is especially dependent on the meaning of speech.
To see such a connection, you need to know what a word is, what kind of digits there are in terms of meaning.
In-speech - these are not-from-me words, which denote a sign by action and are related to the verb. go-lu.
The following meanings can be used as a means of communication:
Time and space: below, on the left, next to, in-cha-le, from-dav-on and additional ones.
Examples of proposals: We arrived at work. At first it was hard: I couldn’t work in the co-mand, I had no ideas. After They got involved, felt their strength and even got excited.Note: Prepositions 2 and 3 are connected with preposition 1 when indicated in speech. This type of communication is called via parallel communication.
We climbed to the very top of the mountain. Around There were only the tops of the de-re-views of us. Near swim with us about-la-ka. An analogous example of a parallel connection: 2 and 3 are connected with 1 with the help of those indicated in speech.
Indicative words. (They are sometimes called places-of-names on-re-chi-ya-mi, since they do not name how or where the action takes place, but only point to it): there, here, there, then, from-there-yes, in some way, so and additional ones.
Examples of proposals: Last summer I was from-dy-ha-la in one of the sa-na-to-ri-ev Be-lo-rus-sia. From there It was practically impossible to make a call, not to mention working at the in-ter-ne. In the word “from there” it replaces a whole word.
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 word “so” summarizes all the contents of the previous sentence.
It is possible to use and other sizes in speech, For example, from-ri-tsa-tel-nyh: IN school and university I’m not comfortable with my weight. Yes and nowhere not warehoused; however, I didn’t suffer from this, I had a family, I had brothers, they were my friends.
3. Union
Communication with the help of a call is the most common type of communication, thanks to something between the possibilities. There are no different personal relations associated with the meaning of the union.
Communication with the help of co-chi-ni-tel-nyh so-yu-call: but, and, and, but, also, or, however and others. The type of union may or may not be indicated in the assignment. That's why it's necessary to repeat ma-te-ri-al about so-yu-zakh.
In detail about so-chi-tel-nyh so-yu-zakhs ras-sk-za-za-but in a special time-de-le
Examples of proposals: By the end of the day we were unbelievably tired. But the construction was shocking! Communication with the help of the pro-ti-vi-tel-no union “but”.
This is how it has always been... Or this is how it seemed to me....Communication with the help of the division of the union “or”.
We draw attention to the fact that very rarely only one union participates in the formation of a connection: as a rule, at one time -men-but use lexical means of communication.
Communication with the help of sub-chi-tel-nyh so-y-u-call: because, so. This is a very unusual case, since sub-numerical conjunctions link pre-positions in a complex structure repaired. In our opinion, with such a connection, there is a deliberate break in the structure of a complex proposition.
Examples of proposals: I was completely ecstatic... For I didn’t know what to do, where to go and, most importantly, who to turn to for help. The union for it has meaning because, in fact, it indicates the reason for the hero’s condition.
I didn’t pass the test, I didn’t go to the institute, I couldn’t ask for help from my parents and I wouldn’t do it. . So there was only one thing left: to find a job. The conjunction “so” has significant consequences.
4. Parts
Communication using particles always accompanies other types of communication.
Parts after all, and only, here, there, only, even, same add additional details to the proposal.
Examples of proposals: Call us, talk to them. After all it's so simple and at the same time difficult - to love....
Everyone in the house was already asleep. AND only ba-bush-ka quietly bor-mo-ta-la: she always read-ta-la prayers before going to bed, you are the great-grandmother of the heavenly forces for the best share for us.
After my husband left, my soul felt empty and my house empty. Even the cat, usually hanging around the apartment, just yawns sleepily and keeps trying to climb into my arms. Here whose arms would I like to lean on...Observe your attention, the connecting parts are at the forefront of the presentation.
5. Word forms
Communication using word forms the point is that in nearby sentences the same word is used in different
- if this noun - number and pas-de-same
- If pri-la-ga-tel-noe - kind, number and pas-de-same
- If place-name - gender, number and pas-de-de-same in za-vi-si-mo-sti from the raz-rya-yes
- If gla-gol in person (gender), number, tense
Verbs and participles, verbs and de-partialities are counted with different words.
Examples of proposals: Noise in-step-pen-but-on-ras-tal. This makes it so much worse noise I felt uneasy.
I knew my son ka-pi-ta-na. With myself ka-pi-ta-nom fate didn’t lead me, but I knew that it was only a matter of time.
Note: in the task there may be no “forms of the word”, and then it is ONE word in different forms;
“forms of words” - and these are already two words, repeated in neighboring sentences.
There is a special complexity in the different forms of the word and the vocabulary of the second word.
Information for teachers.
We consider it in terms of the complexity of the 2016 Unified State Examination. Here is a complete fragment published on the FIPI website in the “Me-di-che-instructions for teachers” (2016)"
For-the-work-of-not-ex-for-me-well-e-my when you fail-for-yes 23 caused cases when the condition for-yes - the need to differentiate the form of the word and the second word as a means of connecting sentences in the text. In these cases, when analyzing the languages of ma-te-ri-a-la, you should pay attention to the training that the lek-si-che-second is pre-la-ga-et the repeat of the lek-si-che-unit with a special sti-li-sti -what-for-yes-whose.
Let us assume condition 23 and a fragment of the text of one of the 2016 Unified State Examinations:
“Among the sentences 8–18, find something that is connected with the previous one with the help of a lexicon on the second. Write the number of this proposal.”
Below is the text, given for ana-li-za.
- (7) What kind of artist are you when you don’t love your native land, eccentric!
(8) Maybe that’s why Berg didn’t succeed in drinking. (9) He presented a portrait, a poster. (10) He tried to find the style of his time, but these attempts were full of failures and ambiguities.
(11) One day Berg received a letter from Khu-dozh-nik Yar-tse-va. (12) He called him to come to the Mu-rom forests, where he spent the summer.
(13) August was hot and windless. (14) Yartsev lived far from a deserted station, in the forest, on the shore of a deep lake with black water. (15) He rented a hut near the forest. (16) Berg was driven to the lake by the son of the forest, Vanya Zotov, a su-tu-ly and behind-the-wall boy. (17) Berg lived on Lake Berg for about a month. (18) He didn’t intend to work and didn’t take oil paints with him.
Proposition 15 in connection with the proposal 14 with the help personal place "He"(Yartsev).
Proposal 16 in connection with preposition 15 with help word forms "forester": pre-false form, control-la-e-my verb, and non-pre-false form, control-la-e-my noun -statement. These word-forms express different meanings: the meaning of an object and the meaning of ownership, and the use of ras-smat-ri-va-e-my word-forms does not carry a stylistic load.
Sentence 17 is connected with preposition 16 with the help word forms (“on the lake - to the lake”; "Berga - Berg").
Proposition 18 is connected with the previous one with the help personal place "he"(Berg).
The correct answer in question 23 given in va-ri-an-ta is 10. It is the sentence 10 of the text that is connected with the previous one (sentence 9) with the help lek-si-che-sko-go-on-the-second (the word “he”).
To summarize, pro-tsi-ti-ro-vav av-to-ra “Me-to-di-che-skom in-bii for teachers (2016)”, I.P. Tsy-bul-ko: “The Lex-si-che-second pre-la-ga-et the second le-si-che-unit with a special sti-li-sti-che-che- yes-whose.”
It’s not necessary to note that among the authors of different works there is no single opinion, what is considered le-si-che-skim in a second way - the same word in different pas-de-jas (persons, numbers) or in the same one. Authors of books from the da-tel-stva “Na-tsi-o-nal-noe-ra-zo-va-nie”, “Ek-za-men”, “Le-gi-on” ( authors Tsy-bul-ko I.P., Va-si-lye-vykh I.P., Go-ste-va Yu.N., Se-ni-na N.A.) are not used There is not a single example in which words in various forms would be considered a lexical second.
At the same time, there are very complex cases, in which the words that stand in different pas-de-jas coincide in form, are considered hud-sya in different ways. The author of the books Se-ni-na N.A sees in this the form of the word. I.P. Tsy-bul-ko (according to the ma-te-ri-a-lam book of 2017) sees the lek-si-che-sky second. So, in sentences like I saw the sea in a dream. The sea was calling me the word “sea” has different pas-de-zhi, but at the same time, no doubt, there is that very sti-li-sti-che-s-za-da-cha about which I writes .P. Tsy-bul-ko. Without delving into the linguistic solution to this question, let’s designate the RE-SHU-USE and give a re-commendation -yes-tion.
1. All obviously non-coincident forms are word forms, not lexical in the second place. Pay attention that we are talking about the same language phenomenon as in task 24. And in 24 lex-si-che - second words are only second words, in the same forms.
2. There will be no consistent forms in the questions on the RE-SHU-USE: if the linguist-specialists themselves cannot to figure this out, then you will not be able to let the school know.
3. If the ex-works are not going to be done with the additional difficulties, we look at those to the fullest extent. personal means of communication that can help determine your choice. After all, a group of KIMs may have their own, separate opinion. Unfortunately, it may be so.
23.3 Sin-so-si-che-che-s-stva.
Introductory words
Communication with the help of introductory words accompanies, complements any other connection, complementing the tens of meanings, ha-rak-ter-ny-mi for introductory words.
Of course, it’s not necessary to know which words are entered by us.
This is discussed in detail in the reference to assignment 17
He was hired at work. Unfortunately, Anton was too am-bi-ci-o-zen. On the one side, the company needed such personalities, on the other hand, he did not concede to anyone or anything, if there was anything, as he said, below its level.
Let us give examples of defining means of communication in a small amount of text.
(1) We met Masha a few months ago. (2) My family haven’t seen her yet, but they haven’t gotten to know her. (3) It seemed that she, too, did not strive for rapprochement, which made me somewhat upset.
Define how the propositions in this text are connected.
Sentence 2 is connected with preposition 1 with the help of a personal place her, which replaces the name Masha in sentence 1.
Preposition 3 is connected with preposition 2 using word forms she her: “she” is the form of the name-no-tel-no-go pas-de-ja, “her” is the form of the ro-di-tel-no-go pas-de-ja.
In addition, sentence 3 also has other means of communication: this is a union Same, introductory word ka-za-moose, rows of si-no-mich-structures not on acquaintance And did not strive for rapprochement.
Read an excerpt from the review. It discusses language features text. Some terms used in the review are missing. Fill in the blanks with numbers corresponding to the number of the term from the list.
“The author begins a conversation with the reader using a technique such as (A)_____ (sentence 1). In an effort to reveal complex concepts, B. Bim-Bad resorts to using a syntactic device such as (B)_____ (for example, in sentences 4, 6, 8), as well as a technique such as (B)_____ (in sentence 16). Describing the thinking process, the author uses a trope such as (D)_____ (“painful dispute”, “strict demand” in sentence 23).”
List of terms:
2) phraseology
4) quoting
5) opposition
6) exclamatory sentence
7) parcellation
8) row homogeneous members
9) question-and-answer form of presentation
Write down the numbers in your answer, arranging them in the order corresponding to the letters:
| A | B | IN | G |
Explanation (see also Rule below).
Let's fill in the blanks.
“The author begins a conversation with the reader using a technique such as citation(sentence 1). In an effort to reveal complex concepts, B. Bim-Bad resorts to the use of such syntactic means as series of homogeneous members(for example, in sentences 4, 6, 8), as well as such a technique as opposition(in sentence 16 there is a contrast between opinion and knowledge). Describing the thinking process, the author uses such a trope as epithet(“painful dispute”, “strict demand” in sentence 23).”
Answer: 4853.
Answer: 4853
Rule: Task 26. Language means of expression
ANA-LYZ MEANS YOU-RA-ZI-TEL-NO-STI.
The purpose of this is to determine the means of expression used in reviewing by word of mouth -nov-le-tion of correspondence between the entries, denoted by letters in the text of the review, and numbers -mi with opre-de-le-ni-i-mi. You only need to write answers in the order in which the letters appear in the text. If you don’t know what is hidden under one or another letter, do not put “0” in place of this number. For your answer you can get from 1 to 4 points.
When you complete task 26, you should remember that you filled in the gaps in the review, i.e. . vo-sta-nav-li-va-e-te text, and with it semantic and grammatical connection. For this reason, analysis of the review itself can often serve as a complete clue: various features in that or in another way, co-gla-su-yu-schi-e-sya with pro-pus-ka-mi-say-e-my, etc. Ob-leg-read you-not-for-giving and dividing the list of terms into two groups: the first one includes terms -We are based on the meaning of the word, the second is the structure of the pre-position. You will be able to do this business, knowing that all funds are divided into TWO large groups: the first includes lek-si-che- ski (non-special means) and trails; in the second fi-gu-ry of speech (some of them are called sin-so-si-che-ski-mi).
26.1 TROP-WORD OR EXPRESSION WHICH IS REQUIRED IN THE PERIOD-NOSAL MEANING FOR THE CREATION OF AN ARTIST -GO-RA-ZA AND REACH-STI-SAME YOU-RA-Z-TEL-NO-STI. The tropes include such devices as epi-thet, comparison, oli-t-tvo-re-nie, me-ta-for-ra, me-th -ni-miya, sometimes gi-per-bo-ly and whether-you come to them.
Note: In the order, as a rule, it is indicated that these are TRAILS.
In the review, examples of tropes are indicated in brackets, like a word.
1.Epithet(in translation from Greek - appendix, addition) - this is a different definition, from a substantive a feature that is significant for a given context in the image of a phenomenon. From the simple definition of epi-tet from the hu-to-same expression and image but-styu. The epi-te-ta is based on a hidden comparison.
This includes all the “colorful” definitions that you most often find pri-la-ga-tel-ny-mi:
sad-but-si-ro-te-yu-shay land(F.I. Tyutchev), gray fog, lemon light, silent peace(I.A. Bunin).
Epi-te-you can also say:
-existence, you-stu-pa-yu-schi-mi in ka-che-stvo at-lo-zhe-nyh or say-e-my, yes-y-shchih about-different ha-rak-te- ri-sti-ku pre-me-ta: magic-no-winter; mother is the damp earth; The poet is the lyre, and not just the nanny of his soul(M. Gorky);
-na-re-chi-i-mi, you-stu-pa-yu-schi-mi in the role of conditions: It stands on the wild alone...(M. Yu. Ler-mont-tov); There were leaves na-straight-but you-you-well-you are in the wind (K. G. Pa-u-stov-sky);
-de-e-pri-cha-sti-i-mi: waves are not present rattling and sparkling;
-place-name-nor-i-mi, you-ra-zha-yu-schi-mi is a superior degree of this or that state of the human soul:
After all, there were fights, yes, they say, more which! (M. Yu. Ler-mont-tov);
-with-cha-sti-i-mi and with-part-ny-mi ob-ro-ta-mi: So-lo-vye word-in-word-wee gro-ho-chu-shim announce the forest pre-de-ly (B. L. Pa-ster-nak); Let me also admit... bor-zo-scribes who cannot tell where they were yesterday, and for some there are no other words in the language except words don't remember kinship(M. E. Sal-ty-kov-Shched-rin).
2. Comparison- this is an artistic technique, based on the combination of one phenomenon or understanding with another . Regardless of the meta-for-ry, the comparison is always two-term: in it both are called together. of our objects (phenomenon, sign, action).
The villages are burning, they have no defense.
You are the enemy of the sons of the fatherland,
And for-re-vo, like an eternal meteor,
Playing in ob-la-kah, it frightens the gaze. (M. Yu. Ler-mont-tov)
Comparisons you-ra-zha-yut-sya different-personally-with-me-with-me:
For-my creative-no-go pas-de-ja of substantives:
So-lo-viem beyond the summer Youth about-le-te-la,
Wave in the out-of-year, joy from-shu-me-la (A.V. Koltsov)
For-my comparative degree at-la-ga-tel-no-go or in-re-chiya: These eyes greener seas and our ki-pa-ri-owls anyway(A. Ah-ma-to-va);
Compare the ob-ro-ta-mi with so-yu-behind-mi as, word-but, as if, as if, etc.:
Like a predatory beast, to the humble monastery
Vry-va-et-sya shti-ka-mi po-be-di-tel... (M. Yu. Ler-mont-tov);
With the help of words, similar, similar, this is:
On the eyes of a cautious cat
Similar your eyes (A. Ah-ma-to-va);
With the help of comparative statements:
The golden foliage was spinning
In the pink water on the pond,
Just a ba-bo-chek light flock
From beyond the world he flies to the star. (S. A. Yesenin)
3.Me-ta-fo-ra(in translation from Greek - trans-nose) - this is a word or expression that is used in the trans-nose sign. based on the similarity of two objects or phenomena according to some sign. Depending on the comparison, in which both that which is compared and that with which it is compared -That's it, the meta-for-ra contains only the second, which creates the compactness and specificity of the use of the word. Based on the meta-for-ry, there may be similarity of objects in shape, color, volume, meaning, feel -sche-ni-yam, etc.: falling stars, la-vi-on letters, wall of fire, bottomless grief, pearl-chu-zhi-na in-ez-zia, spark of love and etc.
All meta-fores are divided into two groups:
1) common languages(“erased”): golden hands, a storm in a hundred waters, mountains to move, strings of the soul, love has faded away;
2) hu-do-fe-stvennye(in-di-vi-du-al-no-av-tor-skie, po-e-ti-che-skie):
And the stars fade and there are no stars al-maz-ny trembling
IN no-pain-no-ho-lo-de dawn (M. Vo-lo-shin);
Empty skies transparent glass (A. Ah-ma-to-va);
AND blue eyes, bottomless
There is a flower here in the distance. (A. A. Blok)
Me-ta-for-ra would-va-et not just one night: it can develop in the text, forming whole chains of different expressions, in many cases - cover, as it were, the entire text. This once again, complex me-ta-for-ra, a whole artistic image.
4. Oli-tse-tre-re-nie- this is a different kind of me-ta-for-ry, based on the per-re-no-se signs of a living being in reality le-niya nature, objects and concepts. Most often, oli-tse-tvo-re-tions are used when describing nature:
Rolling through the sleepy valleys, the sleepy valleys lay down, And only the tramp of a horse, Sounding, disappears in the distance. The autumn day has gone out, pale, Rolling up the fragrant leaves, Tasting sleep without dreams Half-withered flowers. (M. Yu. Ler-mont-tov)
5. Me-to-ni-miya(in translation from Greek - re-name-no-va-nie) - this is the transfer of the name from one subject to another on the basis of but-va-nii their contiguity. Adjacency can be a manifestation of connection:
Between co-container and co-container: I three ta-rel-ki ate (I. A. Krylov);
Between the author and the pro-from-ve-de-ni-em: Bra-nil Go-mera, Fe-o-kri-ta, But I read Adam Smith(A. S. Pushkin);
Between action and the weapon of action: Their villages and fields for a violent raid He condemned him to swords and fires(A. S. Pushkin);
Between the object and the ma-te-ri-a-lom, the object is made from something: ... or something like silver, - I ate it like gold(A.S. Gribo-edov);
Between the place and the people who live in this place: The city was noisy, flags were crackling, wet roses were falling out of bowls of flowers... (Yu. K. Olesha)
6. Si-nek-do-ha(in translation from Greek - so-from-not-se-nie) - this is diversity of me-to-n-mies, based on the transfer of meaning from one phenomenon to another based on the number of there is a significant relationship between them. Most often, the transfer occurs:
From the smaller to the larger neck: Not even a bird flies to him, And the tiger is not a child... (A.S. Pushkin);
From part to whole: Bo-ro-yes, why are you still silent?(A.P. Chekhov)
7. Pe-ri-phrase, or pe-ri-phrase(in translation from Greek - descriptive expression), - this is a phrase that is used instead of something -some word or word. For example, St. Petersburg in verse
A. S. Push-ki-na - “Petra’s creation”, “Half-night beauty and wonder”, “The city of Pet-rov”; A. A. Blok in the poems of M. I. Tsve-ta-e-voy - “knight-king without a rebuke”, “blue-eyed snow-howling singer” , “snow swan”, “all-holder of my soul.”
8.Gi-per-bo-la(in translation from Greek - increase) - this is a different expression, containing an immeasurable increase -is there any sign of an object, phenomenon, action: A rare bird to-le-tit to the se-re-di-ny of the Dnieper(N.V. Go-gol)
And at the same minute, along the streets, couriers, couriers, couriers... you can imagine, thirty five thousands just couriers! (N.V. Go-gol).
9. Li-to-ta(translated from Greek - smallness, moderation) - this is a different expression that contains an immeasurable amount of decrease -a sign of something, a phenomenon, an action: What tiny cows! There is, right, less bu-la-voch-noy head.(I. A. Krylov)
And walking importantly, in calm order, Lo-shad-ku leads a man by the reins in big boots, in a sheepskin coat -nom, In big hands... and he himself with no-go-tok!(N.A. Ne-kra-sov)
10. Irony(in translation from Greek - creation) - this is the use of a word or expression in a false sense straight-up. Irony is a type of foreign-speaking, in which something is hidden behind an external assessment. -laugh: Where are you, smart one, are you delusional?(I. A. Krylov)
26.2 “NON-SPECIAL” LEXICAL IMAGES OF THE LANGUAGE
Note: In some cases it is indicated that this is a lexical remedy. Usually, in a review for 24, an example of a lexical device is given in brackets either in one word or in a word with-what-ta-ni-em, in which one of the words is you-de-le-but cur-si-vom. Pay attention: it is these means that are most often not-about-ho-di-mo find in task 22!
11. Si-no-ni-we, i.e. words of the same part of speech, different in sound, but the same or similar in lexical meaning and from each other or from the shadows of the meaning, or from the stylistic coloring ( brave - important, run - rush, eyes(neutral) - eyes(poet.)), they have a great creative power.
Si-no-n-we can be con-text-n-mi.
12. An-to-ni-we, i.e. words of the same part of speech, pro-ti-false in meaning ( is-ti-na - lie, good - evil, from-vra-ti-tel-but - for-me-cha-tel-but), also about more possibilities.
An-to-ni-we can be context-us, that is, sta-no-vit-sia an-to-ni-ma-mi only in a given context.
It would be a lie good or evil,
Seriously painful or merciless,
It would be a lie dexterous and awkward,
Inspecting and without looking back,
Hopeful and joyless.
13. Fra-zeo-lo-giz-we as a means of language you-ra-zi-tel-no-sti
Fra-zeo-lo-giz-we (fra-zeo-lo-gi-che-skie vy-ra-zhe-niya, go-o-we), i.e. re-pro-iz-vo-di- words and prepositions in the form of words, in which the whole meaning of the pre-mi-ni- ru-et-over-the-sign-of-my-composition-of-their-com-nents and is not a simple sum-of-my-such-significance- niy ( in vain, to be in the seventh heaven, just once), there are more possibilities for you. You-ra-zi-tel-ness of the phrase-zeo-lo-giz-mov def-de-la-et-sya:
1) their bright variety, including mi-fo-lo-gi-che-che-skaya ( the cat cried like a squirrel in a co-le-se, Ari-ad-na’s thread, yes-mo-klov’s sword, Akhil-le-so-va’s heel);
2) from many of them: a) to the number of you ( a voice in emptiness, sinking into oblivion) or taken down (speaking, simply spoken: like a fish in water, neither sleep nor breath, lead by the nose, pour on the neck, un-hang the ears); b) to a range of linguistic means with a real-life emotional coloring ( keep the thread as ze-ni-tsu oka - trade.) or with a ot-ri-tsa-tel-noy emo-tsi-o-nal-no-ex-press-siv-noy coloring (without the king in the head - disapproved, small fry - disdainful, worthless - despised.).
14. Sty-li-sti-che-ski colored lek-si-ka
To enhance the versatility in the text, all ranks of style can be used. no lek-si-ki:
1) emo-tsi-o-nal-no-ex-press-siv-naya (evaluated-night) lek-si-ka, including:
a) words with a positive emotional evaluation: solemn, lofty ( including old-ro-sla-vya-niz-we): inspiration, coming, fatherland, tea, blood, unshakable; lofty-high-but-po-e-ti-che-skie: be-less, luminous, enchantment, azure; approving: noble, you-y-y, amazing, from-important; las-ka-tel-nye: sol-nysh-ko, go-lub-chik, up to a lot
b) words with a positive emo-tsi-o-nal-but-ex-press-sive assessment: dis-approval: before we sat down, pre-pi-ra-tsa, oko-le-si-tsa; pre-not-careful: you-jump, de-la-ha; pre-visual: ball-demon, tooth-ri-la, pi-sa-ni-na; swear words/
2) functional-tsi-o-nal-no-sti-li-sti-che-ski colored le-si-ka, including:
a) book: scientific (terms: al-li-te-ra-tsiya, ko-si-nus, in-ter-fe-ren-tsiya); official-ci-al-no-de-lo-vaya: n-under-pi-sav-shi-e-sya, before-treasury; pub-li-qi-sti-che-skaya: re-port-age, inter-view; hu-do-same-stven-but-po-e-ti-che-skaya: la-zur-ny, eyes, la-ni-you
b) conversational (obi-move-but-would-be): dad, boy-chon-ka, hva-stu-nish-ka, healthy
15. Lex-si-ka restrict-ni-chen-no-go-re-requirement
To enhance the vy-ra-zi-tel-no-sti in the text, all ranks of lex-si-ki restrictions can also be used -th use-requirement, including:
Lex-si-ka dialect-naya (words that are used in the lives of any place: kochet - rooster, veksha - squirrel);
Lex-si-ka pro-sto-rech-naya (words with a bright-ra-feminine syn-feminine style coloring: fa-mi-lyar-noy, gru -fight, pre-not-re-living, abusive, on-the-border or beyond the pre-de-la-mi-li-te-ra -tour norm: go-lo-d-ra-nets, for-bul-dy-ga, for-tre-schi-na, tre-pach);
Lex-si-ka pro-fes-si-o-nal-naya (words that are used in pro-fes-si-o-nal speech and are not included They are in the system of the common language: galley - in the speech of sailors, duck - in the speech of journalists, window - in the speech of pre-da-va-te-ley);
Lex-si-ka hot-gon-naya (words characteristic of hot-go-to-us - mo-lo-de-no-mu: tu-owl, on-the-ro-you, cool; com-pew-ter-no-mu: brains - memory com-drink-te-ra, keyboard - cla-vi-a-tu-ra; soldier-dat-sko-mu: dem-bel, cher-pak, perfume; heat-ho-well, pre-step-ni-kov: brother-va, ma-li-na);
Lex-si-ka-usta-rev-shaya (is-to-riz-we - words that have come out of use in connection with the disappearance of the word the objects or phenomena they signify: bo-yarin, oprich-ni-na, horse-drawn; ar-ha-iz-we - outdated words, naming objects and concepts, for which new ones have appeared in the language on-name-no-va-niya: brow - forehead, wind-ri-lo - sail); - lek-si-ka new (neo-lo-giz-we - words that have recently entered the language and have not yet lost their novelty: blog, slogan, tee-nay-ger).
26.3 FI-GU-RA-MI (RI-TO-RI-CHE-SKI-MI FI-GU-RA-MI, STI-LI-STI-CHE-SKI-MI FI-GU-RA-MI, FI-GU -RA-MI SPEECH) NA-ZY-VA-YUT-XY STY-LI-ST-CH-SKY PRICES, based on special co-che-ta-ni-yah words that go beyond the usual practical usage, and have the goal of strengthening your -tel-no-sti and image-ra-zi-tel-no-sti text. To the main fi-gu-rams of speech from-no-syat-sya: ri-to-ri-che-question, ri-to-ri-che-scream-cry, ri-to-ri-che-ra-sche-nie, second, syn-so-si-che-sky par-ral-le-ism, many-so-yu-zie, bess- so-yu-zie, el-lip-sis, in-ver-sia, par-cel-la-tion, an-ti-te-za, grad-da-tion, ok-su-mor-ron. Regardless of lexical means, this is the level of a preposition or several prepositions.
Note: In the laws there is no clear form of definition, no indication of these means: they are -they call for syn-so-si-che-ski-mi means, and reception, and just a means of vy-ra-zi-tel-no-sti, and fi-gu -Roy. In task 24, the figure of the speech indicates the number of the sentence, given in brackets.
16.Ri-to-ri-che-sky question- this is a fi-gu-ra, in which a statement is kept in the form of a question. The ri-to-ri-che-question does not require from-ve-ta, it is used to enhance emo-tionality, you -ability of speech, to attract the attention of the reader to this or that phenomenon:
Why did he give his hand to slander the worthless, Why did he believe in false words and caresses, He, who understood people from a young age?.. (M. Yu. Ler-mont-tov);
17.Ri-to-ri-che-scream- this is a figure in which a statement is contained in the form of a cry. Ri-to-ri-che-c-c-c-c-lls intensify the expression of certain feelings in communication; they usually are not only distinguished by their special emotionality, but also by their solemnity and submissiveness. that is:
That was on 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! The proud country bowed to the power of a stranger. (M. Yu. Ler-mont-tov)
18.Ri-to-ri-che-s-ra-schenie- this is a sti-li-sti-che-fi-gu-ra, with-standing in an under-stressed attitude towards someone or something- be to enhance your speech. It serves not so much for naming the ad-re-sa speech, but rather for expressing the attitude towards what it is about. appears in the text. Ri-to-ri-che-ra-s-tions can create solemnity and pa-the-ticism of speech, express joy, con- sting and other shades of structure and emotion:
My friends! Our union is beautiful. He, like the soul, is unstoppable and eternal (A.S. Pushkin);
Oh, deep night! Oh, cold autumn! Mute! (K. D. Balmont)
19. On-second (po-zi-tsi-on-no-lek-si-che-sky on-second, lek-si-che-sky on-second)- this is a sti-li-sti-che-fi-gu-ra, co-standing in the second part of a sentence (word) , parts of a sentence or a whole sentence, several sentences, stanzas in order to attract special attention to them -ma-nie.
Once again, they appear a second time ana-for-ra, epi-for-ra and under-grip.
Anaphora(in translation from Greek - ascent, rise), or unity, is the repetition of a word or group of words in the na- some lines, stanzas or prepositions:
Le-ni-in the hazy half-day breathes,
Le-ni-in the river is rolling.
And in the firmament, fiery and pure
Le-ni-vo melt about-la-ka (F.I. Tyut-chev);
Epiphora(in translation from Greek - add-on, final pre-position of re-ri-o-da) - this is the repetition of words or groups of words in at the end of lines, stanzas or prepositions:
Although man is not eternal,
That which is eternal - wow.
What is a day or an age?
Before what the hell?
Although man is not eternal,
That which is eternal - wow(A. A. Fet);
They got enough light bread - joy!
This year the film is good in the club - joy!
The two-volume nick of Pa-u-stov was brought to the bookstore joy!(A.I. Sol-zhe-ni-tsyn)
Under-grip- this is a repeat of something from a speech (pre-lo-z-niya, poet-ho-creative line) in the next-ch- The following is the answer from his speech:
He po-va-lil-sya on the cold snow,
On the cold snow, like from September,
It’s like being in a damp forest (M. Yu. Ler-mont-tov);
20. Pa-ral-le-ism (sin-so-si-che-sky pa-ral-le-ism)(in translation from Greek - walking next to) - identical or similar structure of adjacent parts of the text: standing next to each other lo-same, poetic lines, stanzas, which, coming together, create a single image:
I look at the future with fear,
I look at the past with longing... (M. Yu. Ler-montov);
I was a ringing string for you,
I was the flower of spring for you,
But don't you want flowers?
And did you not hear the words? (K. D. Balmont)
Often with the use of an-ti-te-zy: What is he looking for in the country? What did he throw in his native land?(M. Ler-mont-tov); Not the country - for the business, but the business - for the country (from the newspaper).
21. In-ver-siya(in translation from Greek - re-sta-nov-ka, re-re-in-ra-chi-va-nie) - this is a change in the usual series- ka words in the sentence for the purpose of emphasizing the semantic meaning of some element of the text (words , pre-lo-zhe-niya), giving the phrase a special sti-li-sti-che-coloring: solemn, you what sound or, on-the-mouth, once-speaking, somewhat sni-female ha-rak-te-ri-sti-ki. In-ver-si-ro-van-ny-mi in the Russian language read the following associations:
The co-gla-so-van-noe definition comes after the definition of the word: I’m sitting behind bars in none the less raw(M. Yu. Ler-mont-tov); But no swells ran across this sea; the sultry air did not flow: in the future great thunderstorm(I.S. Tur-ge-nev);
Before completion and conditions, you-ra-wed beings stand in front of the word, to which- mu from-no-syat-xia: Hours one-on-one time(one-time strike of the clock);
22.Par-cel-la-tion(translated from French - part-sti-tsa) - a stylistic technique that is key in the division of a single syn- so-si-che-stru-tu-ry of pre-lo-zhe-niya on several in-the-tsi-on-but-sense-loving units - phrases. In place of the division of the pre-position, a dot, exclamatory and interrogative signs, and multiple signs can be used. -what-what. In the morning, bright as a splint. Scary. Dol-gim. Rat-nom. The rifle regiment was defeated. Our. In unequal battle(R. Rozhdestvensky); Why doesn't anyone bother? Education and health care! The most important areas of society's life! Don’t mention me in this matter at all(From newspapers); It is necessary for the state to remember the main thing: its citizens are not individuals. And people. (From newspapers)
23.Bes-so-yu-zee and many-go-so-yu-zee- sin-so-si-che-fi-gu-ry, os-no-van-nye on the na-me-ren-nom pro-pus-ke, or, on-o-bo-rot, co-knowing -tel-nom on the second-re-nii with-yu-call. In the first case, when the so-yu-call is omitted, speech becomes compressed, compact, di-na-mich-noy. The images of actions and events here quickly, instantly unfold, replace each other:
Swede, Russian - stabs, chops, cuts.
The banging, clicking, grinding.
The thunder of guns, stomping, neighing, groaning,
And death and hell on all sides. (A.S. Pushkin)
When many-go-so-yu-zia speech, on the contrary, slow, pauses and repeated conjunction you make words, ex-press-siv-but under- cher-ki-vaya their semantic significance:
But And grandson, And great-grandson, And great-great-grandson
It grows in me while I grow... (P.G. An-to-kol-sky)
24.Period– a long, multi-part sentence or a very widespread simple sentence, which comes from It is based on the finality, the unity of the theme and the in-that-on-tsi-on-nym dis-pas-de-ni-em into two parts. In the first part of the syn-so-si-che-second of one-type pre-yes (or members of the pre-position) comes from the so-high-high-n-at-tion, then - a separate significant pause, and in the second part, where yes, that’s the conclusion, the tone of voice is za-met-but it’s not too bad. This kind of in-the-tsi-on-formation forms a kind of circle:
Whenever I would like to limit my life to the distance, / When I would like to be a father, a husband, a pleasant lot would order, / When If I had been captivated by the family picture even for a single moment, then it’s true that I wouldn’t have looked for another fiancee besides you. (A.S. Pushkin)
25.An-ti-te-za, or pro-ti-in-sta-le-nie(in translation from Greek - pro-ti-in-po-lo-sie) - this is a turn of the mouth, in which it is sharply pro-ti-in-la-ut-sya pro-ti-false po-nya-tiya, lo-zhe-niya, images. To create an-ti-te-zy, we usually use an-to-n-we - common-languages and con-tech-stu-al -nye:
You are rich, I am very poor, You are pro-za-ik, I am a poet(A. S. Pushkin);
Yesterday I looked into your eyes,
And now everything is going haywire,
Yesterday I was sitting before the birds,
Everyone is hot these days!
I'm stupid, and you're smart,
Alive, but I'm dumbfounded.
O cry of women of all times:
“My dear, what have I done to you?” (M.I. Tsve-ta-e-va)
26.Gra-da-tion(in translation from Lat. - gradually increasing, intensifying) - a technique that occurs in the subsequent phase number of words, vy-ra-same, trop-ov (epi-te-tov, meta-for, comparison) in a series of intensification le-niya (increase) or weakening (decrease) at-sign. Rising gradation usually used to enhance imagery, emotional expression and influence -the power of the text:
I called you, but you didn’t look back, I shed tears, but you didn’t descend.(A. A. Blok);
Glowed, glowed, shone huge blue eyes. (V. A. So-lo-ukhin)
Nis-ho-da-sha-cha-da-tion used less frequently and usually serves to enhance the meaning of the text and create an image but-sti:
He brought mortal resin
Yes, a branch with withered leaves. (A. S. Pushkin)
27.Ok-syu-mo-ron(in translation from Greek - sharp-ro-mind-but-stupid-singing) - this is a sti-li-sti-che-fi-gu-ra, in which the co-edi-nya-yut -usually not-co-me-sti-my in-nya-tia, as a rule, pro-ti-in-re-cha-to each other ( bitter joy, ringing ti-shi-na and so on.); at the same time new meaning, and the speech has a special eloquence: From that hour it began for Ilya sweet mu-che-nya, the light that burns the soul (I. S. Shme-lev);
Eat melancholy in the reds of dawn (S. A. Yesenin);
But you are beautiful without them I soon realized the secret. (M. Yu. Ler-mont-tov)
28.Al-le-go-riya– foreign-speaking, transferring from-attraction through a specific image: Foxes and wolves must fight(cunning, malice, greed).
29. Default- an im-measure break in the expression, a re-yes-excitement of speech and a pre-la-ga-yu-shchy that chi-ta-tel do-ga-da-et-sya about something you-said: But I wanted... Perhaps you...
In addition to the highest number of syn-so-si-che means, you-ra-zi-tel-no-sti are found in the tests and the following -yu-schi:
-exclamatory prepositions;
- dialogue-log, hidden dialogue-log;
-question-but-from-the-form of the this form of expression, in which there are questions and answers to questions;
-rows of one-kin members;
Tatiana Statsenko
But what about homogeneous predicates: needs, cannot be reduced?
Explanation.
Main problems:
1. The problem of defining the concept of wisdom. (What is wisdom?)
2. The problem of determining the relationship between such concepts as information, knowledge and wisdom. (How do the concepts information, knowledge and wisdom relate?)
3. The problem of confrontation between knowledge and opinion. (What is the difference between knowledge and opinion?)
4. The problem of defending unfounded opinions. (What is the danger of endorsing unfounded opinions?)
5. The problem of mastering the ability to think. (How to learn to think?)
1. Wisdom consists, first of all, in careful judgment, in the ability to rely on knowledge when substantiating judgments, taking into account many factors.
2. Knowledge is higher than information, because it can verify its reliability, and wisdom is greater than knowledge, it is the highest that a person can achieve.
3. Opinion is just an attitude towards something, and knowledge is an understanding of a pattern.
4. Approval of opinions and immature thoughts not supported by knowledge leads to empty arrogance.
5. The process of thinking is a serious work that you need to learn to perform, checking and rechecking various assumptions, building and holding long chains of reasoning in a circle of intense attention.