Read the text and complete tasks C1 – C6.

About intelligence

A person must be intelligent. What if his profession does not require intelligence? And if he could not get an education: did the circumstances turn out that way? What if the environment doesn’t allow it? What if his intelligence makes him a “black sheep” among his colleagues, friends, relatives, and simply prevents him from getting closer to other people?

No, no and NO! Intelligence is needed under all circumstances. It is necessary both for others and for the person himself...

Many people think: an intelligent person is one who has read a lot, received a good education (and even mainly a humanitarian one), traveled a lot, and knows several languages.

Meanwhile, you can have all this and be unintelligent, and you can not possess any of this to a large extent, but still be an internally intelligent person.

Deprive a truly intelligent person of his memory completely. Let him forget everything in the world, he will not know the classics of literature, he will not remember the greatest works of art, he will forget the most important historical events, but if at the same time he retains sensitivity to cultural values, an aesthetic sense, he will be able to distinguish a real work of art from a crude “thing.” ”, made only to surprise, if he can admire the beauty of nature, understand the character and individuality of another person, enter into his position, and having understood the other person, help him, will not show rudeness, indifference, gloating, envy, but will appreciate the other at his true worth , - this will be an intelligent person... Intelligence is not only in knowledge, but in the ability to understand another.

D. S. Likhachev

C1. Highlight the main semantic parts of the text. Give each of them a title (make a text plan).

C2. What qualities do many people, according to D.S. Likhachev, associate intelligence with? Name four qualities.

C3. What qualities inherent in a truly intelligent person are given in the text? Name any four qualities.

C5. Two people argued until they were hoarse, each defending their point of view. Imperceptibly they moved on to discussing each other's personal qualities, and it came to mutual insults. For several months these people did not greet or speak to each other. Can such behavior be called intelligent? Provide a piece of text that helps answer the question.

C6

Keys Option 7.

C1. Highlight the main semantic parts of the text. Give each of them a title (make a text plan). Answer:

C2. What qualities do many people have, according to D.S. Likhachev, are they connected by intelligence? Name four qualities. Answer:

C3. What qualities inherent in a truly intelligent person are given in the text? Name any four qualities. Answer:

C5. Two people argued until they were hoarse, each defending their point of view. Imperceptibly they moved on to discussing each other's personal qualities, and it came to mutual insults. For several months these people did not greet or speak to each other. Can such behavior be called intelligent? Provide a piece of text that helps answer the question.

C6. How do you think a person should behave, whose “intelligence will make... a “black sheep” among his colleagues, friends, relatives, and will simply interfere with his rapprochement with other people”? Using the content of the text, social science knowledge and personal experience, make two judgments.

Letter Eleven

About careerism

"Letters about the good and the beautiful"

A person develops from the first day of his birth. He is focused on the future. He learns, learns to set new tasks for himself, without even realizing it. And how quickly he masters his position in life. He already knows how to hold a spoon and pronounce the first words.

Then, as a boy and a young man, he also studies.

And the time has come to apply your knowledge and achieve what you strived for. Maturity. We need to live in the present...

But the acceleration continues, and now, instead of studying, the time comes for many to master their situation in life. The movement proceeds by inertia. A person is always striving towards the future, and the future is no longer in real knowledge, not in mastering skills, but in placing oneself in an advantageous position. The content, the real content, is lost. The present time does not come, there is still an empty aspiration to the future. This is careerism. Internal anxiety that makes a person personally unhappy and unbearable for others.

Letter Twelve

A person must be intelligent

A person must be intelligent! What if his profession does not require intelligence? And if he could not get an education: did the circumstances turn out that way? What if the environment doesn’t allow it? What if his intelligence makes him a “black sheep” among his colleagues, friends, relatives, and simply prevents him from getting closer to other people?

No, no and NO! Intelligence is needed under all circumstances. It is necessary both for others and for the person himself.

This is very, very important, and above all in order to live happily and long - yes, long! For intelligence is equal to moral health, and health is needed to live long - not only physically, but also mentally. One old book says: “Honor your father and your mother, and you will live long on earth.” This applies to both an entire nation and an individual. That's wise.

But first of all, let’s define what intelligence is, and then why it is connected with the commandment of longevity.

Many people think: an intelligent person is one who has read a lot, received a good education (and even mainly a humanitarian one), traveled a lot, and knows several languages.

Meanwhile, you can have all this and be unintelligent, and you can not possess any of this to a large extent, but still be an internally intelligent person.

Education cannot be confused with intelligence. Education lives by old content, intelligence - by creating new things and recognizing the old as new.

Moreover... Deprive a truly intelligent person of all his knowledge, education, deprive him of his memory. Let him forget everything in the world, he will not know the classics of literature, he will not remember the greatest works of art, he will forget the most important historical events, but if at the same time he remains receptive to intellectual values, a love of acquiring knowledge, an interest in history, an aesthetic sense, he will be able to to distinguish a real work of art from a crude “thing” made only to surprise, if he can admire the beauty of nature, understand the character and individuality of another person, enter into his position, and having understood the other person, help him, he will not show rudeness, indifference, or gloating , envy, but will appreciate another if he shows respect for the culture of the past, the skills of an educated person, responsibility in resolving moral issues, the richness and accuracy of his language - spoken and written - this will be an intelligent person.

Intelligence is not only about knowledge, but about the ability to understand others. It manifests itself in a thousand and a thousand little things: in the ability to argue respectfully, to behave modestly at the table, in the ability to quietly (precisely imperceptibly) help another, to take care of nature, not to litter around you - do not litter with cigarette butts or swearing, bad ideas (this is also garbage, and what else!).

The Likhachev family, Dmitry - in the center, 1929. © D. Baltermants

I knew peasants in the Russian North who were truly intelligent. They maintained amazing cleanliness in their homes, knew how to appreciate good songs, knew how to tell “happenings” (that is, what happened to them or others), lived an orderly life, were hospitable and friendly, treated with understanding both the grief of others and someone else's joy.

Intelligence is the ability to understand, to perceive, it is a tolerant attitude towards the world and towards people.

Intelligence must be developed, trained, trained mental strength, how to train and physical. And training is possible and necessary in any conditions.

That training physical strength contributes to longevity is understandable. Much less understands that longevity requires training of spiritual and mental strength.

The fact is that an angry and angry reaction to the environment, rudeness and lack of understanding of others is a sign of mental and spiritual weakness, human inability to live... Pushing around in a crowded bus is a weak and nervous person, exhausted, reacting incorrectly to everything. Quarreling with neighbors is also a person who does not know how to live, who is mentally deaf. An aesthetically unresponsive person is also an unhappy person. Someone who cannot understand another person, attributes only evil intentions to him, and is always offended by others - this is also a person who impoverishes his own life and interferes with the lives of others. Mental weakness leads to physical weakness. I'm not a doctor, but I'm convinced of this. Long-term experience has convinced me of this.

Friendliness and kindness make a person not only physically healthy, but also beautiful. Yes, exactly beautiful.

A person’s face, distorted by malice, becomes ugly, and the movements of an evil person are devoid of grace - not deliberate grace, but natural grace, which is much more expensive.

A person's social duty is to be intelligent. This is a duty to yourself. This is the key to his personal happiness and the “aura of goodwill” around him and towards him (that is, addressed to him).

Everything I talk about with young readers in this book is a call to intelligence, to physical and moral health, to the beauty of health. Let us live long as people and as a nation! And veneration of father and mother should be understood broadly - as veneration of all our best in the past, in the past, which is the father and mother of our modernity, great modernity, to which it is great happiness to belong.

Dmitry Likhachev, 1989, © D. Baltermants

Letter twenty two

Love to read!

Every person is obliged (I emphasize - obliged) to take care of his intellectual development. This is his responsibility to the society in which he lives and to himself.

The main (but, of course, not the only) way of one’s intellectual development is reading.

Reading should not be random. This is a huge waste of time, and time is the greatest value that cannot be wasted on trifles. You should read according to the program, of course, without strictly following it, moving away from it where additional interests for the reader appear. However, with all deviations from the original program, it is necessary to draw up a new one for yourself, taking into account the new interests that have arisen.

Reading, in order to be effective, must interest the reader. An interest in reading in general or in certain branches of culture must be developed in oneself. Interest can be largely the result of self-education.
Creating reading programs for yourself is not so easy, and this should be done in consultation with knowledgeable people, with existing reference guides of various types.

The danger of reading is the development (conscious or unconscious) of a tendency to “diagonally” view texts or to various types speed reading methods.

Speed ​​reading creates the appearance of knowledge. It can be allowed only in certain types of professions, being careful not to create the habit of speed reading; it leads to attention disorders.

Have you noticed how great an impression is made by those works of literature that are read in a calm, leisurely and unhurried environment, for example on vacation or during some not very complex and non-distracting illness?

“Teaching is difficult when we do not know how to find joy in it. It is necessary to choose forms of recreation and entertainment that are smart and capable of teaching something.”

“Disinterested” but interesting reading is what makes you love literature and what broadens a person’s horizons.

Why is TV now partially replacing books? Yes, because TV forces you to slowly watch some program, sit comfortably so that nothing disturbs you, it distracts you from your worries, it dictates to you how to watch and what to watch. But try to choose a book to your liking, take a break from everything in the world for a while, sit comfortably with a book, and you will understand that there are many books that you cannot live without, which are more important and more interesting than many programs. I'm not saying stop watching TV. But I say: look with choice. Spend your time on things that are worth spending. Read more and read with greater choice. Determine your choice yourself, depending on the role your chosen book has acquired in the history of human culture in order to become a classic. This means that there is something significant in it. Or maybe this essential for the culture of mankind will be essential for you too?

A classic is one that has stood the test of time. With him you won't waste your time. But the classics cannot answer all the questions of today. Therefore, it is necessary to read modern literature. Don't just jump at every trendy book. Don't be fussy. Vanity makes a person recklessly spend the largest and most precious capital he has - his time.

Letter twenty-six

Learn to learn!

We are entering a century in which education, knowledge, and professional skills will play a decisive role in a person’s destiny. Without knowledge, by the way, which is becoming more and more complex, it will simply be impossible to work and be useful. Because physical labor will be taken over by machines and robots. Even calculations will be done by computers, as well as drawings, calculations, reports, planning, etc. Man will bring in new ideas, think about things that a machine cannot think about. And for this, a person’s general intelligence will be increasingly needed, his ability to create new things and, of course, moral responsibility, which a machine cannot bear. Ethics, simple in previous centuries, will become infinitely more complex in the age of science. It is clear. This means that a person will have the most difficult and complex task of being not just a person, but a person of science, a person morally responsible for everything that happens in the age of machines and robots. General education can create a man of the future, a creative man, a creator of everything new and morally responsible for everything that will be created.

Teaching is what a young man now needs from a very young age. You always need to learn. Until the end of their lives, all the major scientists not only taught, but also studied. If you stop learning, you won’t be able to teach. For knowledge is growing and becoming more complex. It must be remembered that the most favorable time for learning is youth. It is in youth, in childhood, in adolescence, in adolescence, that the human mind is most receptive. Receptive to the study of languages ​​(which is extremely important), to mathematics, to the assimilation of simple knowledge and aesthetic development, which stands next to moral development and partly stimulates it.

Know not to waste time on trifles, on “rest”, which sometimes tires more than the hardest work, do not fill your bright mind with muddy streams of stupid and aimless “information”. Take care of yourself for learning, for acquiring knowledge and skills that only in your youth you will master easily and quickly.

And here I hear the young man’s heavy sigh: what a boring life you offer to our youth! Just study. Where is the rest and entertainment? Why should we not rejoice?

No. Acquiring skills and knowledge is the same sport. Teaching is hard when we don’t know how to find joy in it. We must love to study and choose smart forms of recreation and entertainment that can also teach us something, develop in us some abilities that we will need in life.

What if you don’t like studying? This cannot be true. This means that you simply have not discovered the joy that the acquisition of knowledge and skills brings to a child, boy or girl.

Look at a small child - with what pleasure he begins to learn to walk, talk, delve into various mechanisms (for boys), and nurse dolls (for girls). Try to continue this joy of mastering new things. This largely depends on you. Make no mistake: I don’t like studying! Try to love all the subjects you take at school. If other people liked them, why shouldn't you like them! Read worthwhile books, not just reading matter. Study history and literature. An intelligent person should know both well. They are the ones who give a person a moral and aesthetic outlook, make the world around him large, interesting, radiating experience and joy. If you don’t like something about an item, strain yourself and try to find a source of joy in it - the joy of acquiring something new.

Learn to love learning!

“Lessons of Likhachev”: reflections on opportunities and risks

Kazakova Elena Ivanovna – Doctor of Pedagogical Sciences, Professor of St. Petersburg state university, scientific director of the school named after. A. M. Gorchakova.

When the employees of the D.S. Likhachev Foundation approached the authors of this methodological manual with a proposal to hold a “Likhachev Lesson” on September 1, 2006, I, as, I think, all my colleagues faced a certain moral and professional dilemma.

On the one hand, I share the belief of many teachers that the school year should begin on a positive, preferably a fairly high note; the name and work of D.S. Likhachev, undoubtedly, can become the tuning fork that will serve to tune our common school ensemble.

The mission, meaning, structure of the proposed socio-pedagogical project “Lessons of Likhachev” is clear, accepted, and realistic.

On the other hand, one cannot help but see the many risks that were initially inherent in the project. I will list just a few obvious dangers.

The first risk is formalism. Most teachers who have worked in schools for 10 years or more have had extensive experience in formally solving the problem of “all-Union” lessons, when the teacher was asked to teach a lesson on a topic that he himself did not consider relevant. Note that many teachers emphasized that they began to have a negative attitude towards the idea of ​​a “universal lesson” regardless of its topic, simply because “being like everyone else” does not mean “being together with everyone.”

The second risk is “false benefit”. I am convinced that not every meeting of a modern schoolchild with the work of D.S. Likhachev is useful. A formal story about a great compatriot who lived and worked in an era rapidly moving away from modern teenagers may be perceived by a student as a pointless waste of time, having nothing to do with his personal spiritual values, or with considerations for wisely spent time.

The third risk is “falsity”. I dare to suggest that not all teachers in their everyday teaching practice refer to the texts of D.S. Likhachev in their lessons.

In order for this project to take place, in order for our students to understand and accept the values ​​​​affirmed in Russian culture in the name and work of Dmitry Sergeevich Likhachev, it is fundamentally important that each participant in the project: the director, who will propose the project to the team at the August teachers' council; the teacher who will go to Likhachev's Lesson in front of the class on September 1, the student who will sit at the desk - agreed on the main thing - teaching this lesson is very important, but also very difficult. It is possible to realize the high mission of the project only if you set goals for yourself, that is, everyone answers the question: What exactly do I want to do in this lesson?

The answers may vary. I gave this task to a group of future teachers who might be asked to teach this lesson to children - and here are some typical answers explaining the reasons for choosing the goal and how to structure the lesson.

“I will try to tell the children why every self-respecting historian should have a volume of D.S. Likhachev’s works on his bookshelf. It seems to me that in modern search The Great Russian Idea - Dmitry Sergeevich went further than many, connecting this idea with the mission of Russian culture. I'll just talk and read excerpts from the book I brought from my home library. I think the kids will believe me when they see the many bookmarks and marks on the pages. I will also ask them if they agree with my position... And, probably, I will give one of the books to one of the children... To whom? I haven't figured it out yet"

“I will invite the children to think about good and evil. It seems to me that for any young person this is the most interesting topic theme in Likhachev’s work. I'm talking about "Letters of Good." A normal person cannot but like the attempt to speak simply, beautifully and convincingly about the most important thing - about the meaning of human life on earth. I will offer the children a choice of several chapters of this book; We’ll look at one of them in detail, and maybe we’ll try to write our own short continuation.”

“I would talk about Likhachev as a person who worked in a very difficult era. I would try, together with the children, using the example of the creative and life path, to draw the conclusion that “man has power over time, but not time over man.”

“I don’t know anything about Likhachev. Well, except for the name, and even that is vague... It seems we once analyzed something at a seminar... Or, rather, they retold something to us... I don’t remember.... But if everyone thinks it's important, I'll try to understand. You know, I will choose some text that will affect me personally. Then I will ask the children to read it, and together with the children we will try to find something valuable in it that will justify in our minds the need for such a lesson.”

“With this lesson I will begin studying the topic “Spiritual Culture” in the “Social Studies” course, it seems to me that it will be useful, and the timing will be appropriate…. You can suggest another topic; D.S. Likhachev has many articles that correspond well with the content of the high school course. I don't see any problems. I already have teaching experience; my children and I always read texts from primary sources - it’s more useful than a textbook.”

These different judgments are just fragments from the palette of opinions of people who were asked to think on given grounds. They were experienced designers (though only at the level of project development, not their implementation) and easily developed criteria for the effectiveness of Likhachev’s Lesson:

Sincerity in setting goals by the teacher;

Reliance on texts by D.S. Likhachev, and not on critical articles about these texts;

Involving the teacher and students in independent thinking (about texts, phenomena, facts).

Let us supplement the proposed analysis with another important statement, despite its triviality. The statement will be: “Most teenagers are not familiar with the work of D.S. Likhachev and do not consider his creative heritage to be significant components of spiritual culture for themselves.”

Let us refer to the research of V.E. Pugach, who claims that modern children are growing up in a cultural paradigm in which culture is deprived of one of its essential properties - hierarchy. “Based on the lack of hierarchy in satisfying spiritual needs, teenagers naturally prefer popular music and computer games, since both give an immediate emotional effect. Immensely more complex works of art, not designed for modern video clip consciousness, cannot produce a similar effect and give rise to irritation and a feeling of boredom.” (Pugach V.E., 2005).

So the legacy of D.S. Likhachev may turn out to be too difficult to perceive if a teenager finds himself “alone with the phenomenon.” “I don’t understand, that means it’s bad,” - such a defensive reaction is very typical for the proposed situation. It seems strange to use methodological manual this concept is their youth slang, but a succinct assessment is already heard from the future: “It sucks!”

Agree that you really don’t want to hear this; simply because it’s a pity... Of course, not for D.S. Likhachev, but for you and me.

That is why, apparently, it is necessary to strengthen the criterion of “pedagogical sincerity” with the requirement that the teacher must fulfill the function of an intermediary between the modern student and:

A story that he did not experience, but which is too close, and therefore little understood;

Works that are significant for Russian culture, but may not be clear to the student;

Moral and spiritual values ​​that D.S. Likhachev affirmed throughout his life and which may differ from the beliefs of the student himself and his close circle.

The tradition of the school where I work is to discuss all current pedagogical problems with students. On September 1, 2006, I addressed the question of what Likhachev’s Lesson should be like in our school to eleventh-graders. The first thing they suggested was to create a website to support the lesson, where to post information, photographs, articles, memories, be sure to provide feedback, and hold a competition for schoolchildren. However, they quickly agreed that the site would most likely work before and after the Lesson; what to do during the lesson itself? They asked for a few days for reflection, several volumes of D.S. Likhachev’s “Thoughts on Russia” and brought to the next meeting a list of articles that, in their opinion, met the necessary conditions:

Be interesting to read and discuss with others;

Be useful for education;

Be brief and accessible.

Such articles included: “Myths about Russia, old and new,” “Russian classical literature. Pushkin”, “Russian classical literature. Dostoevsky”, “Letter about Peter’s reforms”, “Ancient Novgorod as the capital - the predecessor of St. Petersburg”, “Russian North”, “On the Russian intelligentsia” (fragments).

Try to repeat this experiment when preparing to conduct Likhachev’s Lesson; it is possible that most of the answers to the question of what the lesson should be will be found by children, choosing for their peers those stories that can reach the mind and heart.

The project for conducting Likhachev's Lesson offered to the reader is built taking into account the above criteria. A project of this kind has already been implemented once in practice and was recognized by its participants (children and adults) as a significant event in their lives.

In 2004, on the initiative of the Public Institute for School Development, an Intellectual Marathon was held among ninth-graders of St. Petersburg schools and gymnasiums. During the marathon, students had to solve problems from four areas:

Demonstrate general cultural competence in all general education subjects;

Show good results in solving problems of increased complexity (in one or two subjects);

Demonstrate functional literacy in solving applied everyday problems;

Confirm the level of your research competence associated with the ability to read and comprehend a complex, non-adapted text that addresses real problems of our time.

Note that the task last block aroused both the greatest interest among the students and the greatest difficulty among some of the marathon runners.

For analysis, ninth-graders were offered a fragment (highlighted by the author himself) of D.S. Likhachev’s article “The Three Foundations of European Culture and Russian Historical Experience.”

We will provide the full text of the problem and the “keys” to it, and also make a brief analysis of the results obtained in the marathon. Dear colleagues could repeat this experience and obtain results that are significant for the teaching community and for themselves personally.

Exercise:

Read the text carefully and answer the questions below.

“Three foundations of European culture and Russian historical experience.

I have long been interested in historical terms: what are the main features of European culture and Russia’s attitude towards them.

What are the main features of European culture?

If we determine the geographical boundaries of Europe, this will not present any particular difficulties. This matter is largely conditional. We can agree to count Europe up to the Urals, to the Bosporus, to the Caucasus.

However, defining its spiritual boundaries is much more difficult. Geographical and spiritual boundaries do not coincide.

The culture of North America, for example, is undoubtedly European, although it lies outside the geographical boundaries of Europe.

And at the same time, we must admit: if the geographical boundaries of Europe, with all their “materiality,” are conditional, then the spiritual features of European culture are unconditional and defined.

These spiritual features of European culture can be perceived directly. Their existence, from my point of view, does not require proof. They can be characterized and named.

First of all, European culture is a personal culture.

Then she is receptive to other personalities and cultures (this is her universalism).

And finally, this is a culture based on the freedom of creative self-expression of the individual.

Let's touch on sensitivity to other cultures. Dostoevsky, in his famous speech at the Pushkin celebrations, attributed this receptivity only to the Russian people; in fact, “all-humanity,” receptivity to foreign cultures is the common basis of all European culture as a whole.

A European is capable of studying and including into his orbit all cultural phenomena, all “stones”, all “graves”. They are all “family”. He perceives everything valuable in culture not only with his mind, but also with his heart.

From the very beginning, European culture studies, understands and includes the cultures of Antiquity, the Middle East, Egypt, and in the last two centuries - all the cultures of the world: China, Japan, India, Africa, etc.

European culture is a culture of universalism, and universalism is of a personal nature. A person’s personality - his individual characteristics, differences, his talent and beliefs - are most valued in European culture.

The personal character of European culture determines its special attitude towards everything “other”, that is, everything outside the boundaries of this culture.

This is not only tolerance, but to a certain extent, attraction to others. Hence the principle of freedom, the inner freedom of man.

All three principles of European culture - its personal character, its universalism and its freedom - are unthinkable without each other. As soon as one is taken away, the remaining two are destroyed. As soon as universalism is taken away and only one’s own, national culture is recognized, freedom perishes. And vice versa. This terrible danger was demonstrated by National Socialism, Fascism and Stalinism.

The basis of personality is freedom of expression. Only freedom gives a person personal dignity.

Personality grows only with the existence of " feedback"with other individuals. Freedom is the realization of a creative personality.

So, the three foundations of European culture: personality, universalism and freedom. Without one of these foundations, the other two cannot exist, but the full implementation of one of them requires the implementation of the other two.

The three foundations of European culture are obviously connected with its mission, with its highest purpose: to preserve in its depths, in its science and in its emotional understanding, all the cultures of humanity - both existing and previously existing.

Every culture and every cultural people has its own mission in history, its own idea.

But it is precisely this mission, this idea that is subject to targeted attacks by evil and can turn into an “anti-mission.”

Evil, in my opinion, is first of all the negation of good, its reflection with a minus sign.

Evil carries out a negative mission, attacking the most characteristic features of culture associated with the mission, with its idea.

So, for example, if the people are generous and their generosity is the most important feature, then the evil inclination in them will be wastefulness, extravagance. If the most noticeable feature of a people is precision, then evil will be inertia, inertia, brought to complete heartlessness and spiritual emptiness.

The ghostly individuality of evil is a reflection with a minus sign of the creative individuality of good. Evil is deprived of an independent creative principle. Evil consists in uncreative denial and uncreative opposition to good.

From what I said about characteristic features evil, it becomes clear why in European culture evil manifests itself primarily in the form of a fight against the personal principle in culture, with tolerance, with freedom of creativity, and expresses itself in the denial of everything that constitutes the basic values ​​of European culture. Evil in Europe is, first of all, the religious confrontations of the Middle Ages and the totalitarianism of the 20th century with its racism, the desire to suppress creativity, reducing it to one meager direction, and the destruction of entire nations and classes.”

(Likhachev D.S. Russian culture. - M.: Art, 2000, pp. 45-47.).

Dear students, you have carefully read the text, try to comprehend it by answering the questions proposed below. Try to answer them as accurately as possible, but briefly.

2. The passage talks about Dostoevsky. Who is this? What is he famous for, besides the mentioned speech?

This was the end of the task.

Let us analyze the didactic nature of the proposed questions.

“All-humanity” is receptivity to foreign cultures, universalism, and attraction to others.

An answer that contains at least one of the named synonyms is considered correct.

Answer score: 3 points.

The task is aimed at identifying one of the basic components of the ability to analytical reading - isolating the definition of a key concept from the text.

2. The passage talks about Dostoevsky. Who is this? What is he famous for, besides the mentioned speech?

Famous Russian writer. F.M.Dostoevsky. He wrote such works as “Crime and Punishment”, “The Idiot”, “The Brothers Karamazov”, etc.

The correct answer is the one that states that Dostoevsky is a Russian writer and names any of his works. Perhaps the wording “Dostoevsky wrote Crime and Punishment.” Answer score: 3 points.

The question, of course, is aimed at testing general cultural competence.

The three foundations of European culture are personal character, universalism (gravitation towards other cultures), freedom.

The answer is considered correct if all three components are named (instead of universalism, one of the synonyms can be given).

Answer score: 3 points.

Another question on a reproductive presentation of a position on a key concept, but in this case, students were required to perform a more complex task - not just to identify the essence of the concept, but to characterize it through the connection of its components.

“The three foundations of European culture are obviously connected with its mission, with its highest purpose: to preserve in its depths, in its science and in its emotional understanding, all the cultures of mankind - both existing and previously existing.”

A verbatim quote from the text can be given or retold in your own words. Answer score: 4 points.

A reproductive task to identify in the text indications of the relationship between two key concepts. And yet, this task seems more difficult than the previous ones simply because understanding this author’s statement is much more difficult for a student than simply finding it in the text.

“Evil, in my opinion, is first of all the negation of good, its reflection with a minus sign.

Evil carries out a negative mission, attacking the most characteristic features of culture associated with the mission, with its idea.”

“The ghostly individuality of evil is a reflection with a minus sign of the creative individuality of good. Evil is deprived of an independent creative principle. Evil consists in uncreative negation and uncreative opposition to good.”

Any answer that indicates that evil is a reflection of good with a minus sign is considered correct, that is, evil tries to turn any positive traits through their exaggeration into their complete opposite.

Score for answer up to 4 points

In relation to this task, the same comments can be given as in relation to the fourth, with one exception: if the answer to the fourth question is contained in the text and can be characterized in one direct quotation, then the author gives the answer to the fifth question in several judgments.

6. What is the mechanism of action of evil? Show it using an example of some human trait (hard work, sociability, curiosity, or any other of your choice).

A reasoning should be given that is similar in meaning to the reasoning about generosity, when generosity is contrasted with extravagance.

“So, for example, if the people are generous and their generosity is the most important feature, then the evil inclination in them will be wastefulness, extravagance. If the most noticeable feature of a people is precision, then inertia and inertia, brought to complete heartlessness and spiritual emptiness, will be evil.”

So the opposite of a hardworking person can be a workaholic, a sociable person can be an annoying talker, an inquisitive person can be a person who likes to collect gossip, meddle in other people’s affairs, etc.

Answers in which evil acts as the antipode of good cannot be recognized as correct, that is, in which “hard work is opposed to laziness,” “curiosity is opposed to indifference to knowledge,” etc.

The answer can be scored up to 5 points if 1-3 reasonings that are correct in meaning and close in form to the author’s logic are given.

This task has an obvious creative nature; it is necessary not only to understand the essence of the author’s thought, but also to illustrate it with your own examples.

An additional complexity of the task is that D.S. Likhachev’s position may differ qualitatively from the one shared by the student before reading the article.

7. What facts can you cite to support the fact that Russian culture is characterized by features of universalism and receptivity to other cultures.

Any examples related to music, painting, literature, architecture, modern youth culture, etc. can be given, showing that Russian culture is characterized by openness towards the perception and processing of the cultural traditions and values ​​of other peoples; At the same time, Russian culture does not lose its originality.

The answer can be scored up to 5 points. The maximum score is given to the work that provides 1-3 examples and provides independent reasoning and comments.

A creative task that involves an open comparison of one’s own position and the author’s.

Students completed the task within 45 minutes. After completing the task (outside the marathon), discussions based on the article’s materials took place in many schools. Of course, the focus of the discussion was not reproductive issues, not “who read the text correctly and to what extent,” although this was important for teenagers. Agree, it takes some effort to understand. That is why, when analyzing philosophical texts like this one, it is advisable to begin the analysis with reproduction:

What key concepts does the author use?

What definitions does he give?;

What connections between concepts does it establish?;

What ideas does he put forward?

What arguments does it use? Metaphors? etc.

These pragmatic questions have many goals, but one of them is the leading one - careful, critical, constructive reading, preceding independent conclusions and value judgments.

The discussion flared up around the idea of ​​good and evil and the mission of Russian culture in this regard. Students were asked to supplement their written answers to questions 6 and 7 with oral statements and provide additional comments, after which the focus of the conversation was on the question:

“What political events of the last 3-5 years could you attribute to manifestations of “evil” in the author’s understanding? And in your own understanding?”

However, the key question, of course, depended on the class and its predilections during the discussion.

Summarizing the prepositional reflections, we can propose the following methodological course for constructing and conducting a lesson.

Determining the objectives of the lesson, accepted and understood by the teacher.

Selection of texts that the teacher and children are ready to analyze (preferably, children’s participation in the choice). The text must meet the criteria: be meaningful (by any criteria) and accessible for perception at a given time.

Preparation of questions of a reproductive and productive nature that will be asked to children.

Preparation of questions and additional materials for group discussion.

Conducting a lesson will require 2 hours (2 lessons):

Part one - written analysis of the text;

Part two - self-analysis of completed work under the guidance of the teacher (students evaluate the correctness and completeness of their answers “using the keys” or the teacher’s comments);

Part three – discussion on the problem proposed for analysis;

Part four – final summary of the teacher and students.

The final summary is one of the most significant moments of the lesson. They can cross out positive meaning and correct the failure. However, in order for the resume to become like this, we apparently need to ask ourselves and our children a few more questions:

Did it make sense to hold Likhachev’s Lesson in the country on the first of September?

What exactly did it consist of?

How did we (that is, the teacher and the children) do our job? Did we manage to do something worthy of the memory and ideals of Dmitry Sergeevich Likhachev?

However, the last question is appropriate only if the answer to the first two is positive and meaningful.

WHAT UNITES PEOPLE

(1) Floors of care. (2) (3) It binds families together, binds friendships, binds together fellow villagers, residents of one city, one country.

(4) Trace a person's life.

(5) A person is born, and the first care for him is his mother; gradually (after just a few days) the father’s care for him comes into direct contact with the child (before the birth of the child, care for him already existed, but was to a certain extent “abstract” - the parents were preparing for the birth of the child, dreaming about him).

(6) The feeling of caring for another appears very early, especially in girls.(7) The girl doesn’t speak yet, but she’s already trying to take care of the doll, nursing it.(8) Boys, very small, love to pick mushrooms and fish.(9) Girls also love to pick berries and mushrooms.(10) And they collect not only for themselves, but for the whole family.(11) They take it home and prepare it for the winter.

(12) Gradually, children become objects of increasingly higher care and themselves begin to show real and broad care - not only about the family, but also about the school where parental care placed them, about their village, city and country...

(13) (14) Children pay for caring for themselves by caring for their elderly parents, when they can no longer repay the children’s care.(15) And this concern for the elderly, and then for the memory of deceased parents, seems to merge with concern for the historical memory of the family and homeland as a whole.

(16)

(17) Caring brings people together, strengthens the memory of the past and is aimed entirely at the future.(18) This is not the feeling itself - it is a specific pro the phenomenon of feelings of love, friendship, patriotism. (19) A person must be caring. (20) A carefree or carefree person is most likely a person who is unkind and does not love anyone.

(21) Morality is characterized to the highest degree by a sense of compassion. (22) In compassion there is the consciousness of one’s unity with humanity and the world (not only people, nations, but also with animals, plants, nature, etc.).(23) A feeling of compassion (or something close to it) makes us fight for cultural monuments, for their preservation, for nature, individual landscapes, for respect for memory. (24) In compassion there is a consciousness of one’s unity with other people, with a nation, people, country, universe. (25) That is why forgotten concept compassion requires its full revival and development.

(26) A surprisingly correct thought: “A small step for a person, a big step for humanity.” (27) Thousands of examples can be given of this: it costs nothing for one person to be kind, but it is incredibly difficult for humanity to become kind. (28) (29) Feed a child, walk an old man across the street, give up your seat on a tram, do a good job, be polite and courteous... etc. and so on. – all this is simple for a person, but incredibly difficult for everyone at once.(30) That's why you need to start with yourself.

(31) Good cannot be stupid. (32) A good deed is never stupid, because it is selfless and does not pursue the goal of profit and “smart results.” (33) Name good deed“stupid” is possible only when he clearly could not achieve the goal or was “false kind”, mistakenly kind, that is, not kind. (34) I repeat, a truly good deed cannot be stupid, it is beyond evaluation from the point of view of the mind or not the mind. So good and good.

(D.S. Likhachev. “Letters about good”)

Tasks A1–A7 complete based on an analysis of the content of the text you read. For each task A1–A7 There are 4 answer options, of which only one is correct.

A1. Which answer option contains the information necessary to substantiate the answer to the question: “Why do you need to start with yourself in everything?”

1) Caring is expanding and becoming more altruistic.

2) It is impossible to correct humanity, it is easy to correct yourself.

3) Good cannot be stupid.

4) Caring strengthens relationships between people.

A2. Indicate the meaning in which the word is used in the textan object (offer).

1) The appearance of the outside world;

2) enterprise, institution;

3) an object to which someone's attention is directed;

4) something that is the site of some activity.

A3. Indicate a sentence in which the means of expressive speech is an epithet.

1) Gradually, children become objects of increasingly higher care and themselves begin to show real and widespread care...

2) Girls also love to pick berries and mushrooms. And they collect not only for themselves, but for the whole family.

3) If care is directed only at oneself, then an egoist grows up.

4) Trace a person's life. A person is born, and the first care for him is his mother...

A4. Indicate the erroneous judgment.

1) In a word universe first sound – [f].

2) In a word people soft separator sign

3) In a word berries there are more sounds than letters.

4) In a word famous The consonant sound [t] is unpronounceable.

A5. Specify the word with alternating vowel in the root.

1) Parents;

2) placed;

3) fastens;

4) collect.

A6. Which word has a prefiximmutable ?

1) Bring;

2) revival;

3) gradually;

4) fix it.

A7. Which word is spelled?suffix

explained by verb conjugation?

1) Becomes;

2) loving:

3) unites;

4) holds it together.

Tasks B1–B9 complete based on the text you read. Answers to assignments B1–B9 write in words or numbers.

IN 1. Replace the word altruistic in sentence 13 a synonym. Write this synonym.

AT 2. Replace the phrasemother's care , built on the basis of management, a synonymous phrase with communication coordination. Write the resulting phrase.

AT 3. Write down the grammatical basis of sentence 7.

AT 4. Among sentences 21–25, find sentences with homogeneous objects in the instrumental case. Write the numbers of these sentences.

AT 5. In the sentences below from the text read, all commas are numbered. Write down the numbers indicating commas in a separate definition.

The feeling of caring for another appears very early, 1 especially girls. The girl doesn't speak yet 2 but is already trying to take care of the doll, 3 babysits her. boys, 4 very small 5 love to pick mushrooms 6 to fish. Berries, 7 Girls also love to pick mushrooms. And they collect not only for themselves, 8 but for the whole family. They carry it home 9 prepared for the winter.

AT 6. Indicate the number of grammatical bases in sentence 12. Write the answer in numbers.

AT 7. In the sentences below from the text read, all commas are numbered. Write down the numbers indicating commas between parts of a complex sentence connected by a subordinate connection.

Gradually, children become objects of increasingly higher care and themselves begin to show real and broad care - not only about the family, 1 but also about school, 2 where parental care placed them, 3 about his village, 4 city ​​and country... Caring is expanding and becoming more altruistic. Children pay for taking care of themselves by taking care of their elderly parents, 5 when they can no longer repay the children’s care.

AT 8. Among sentences 14–17, find a complex sentence with an adverbial clause. Write the number of this offer.

AT 9. Among offers 24–27, find difficult sentence with non-union and union coordinating connections between parts. Write the number of this offer.

Answers:

A1. 2;

A2. 3;

A3. 1;

A4. 2;

A5. 4;

A6. 3;

A7. 2.

IN 1.selfless;

AT 2.maternal care;

AT 3.the girl doesn’t speak, she tries to care

fuss, nurse;

AT 4. 22, 24;

AT 5. 4, 5;

AT 6. 3;

AT 7. 2, 5;

AT 8. 16;

AT 9. 27.

“D. S. Likhachev’s reasoning is reminiscent of diary entries: pure, sincere, devoid of feigned intricacy and empty admiration for words, they deeply reveal the author’s inner world. At the same time, reading Dmitry Sergeevich’s texts, we do not at all feel like passive observers: using a technique such as (A)______ (sentences 5–6), the author involves the reader in the process of reflection, making him a participant in the conversation about eternal values. In his vocabulary, trying to emphasize the importance of certain concepts, Likhachev very actively uses (B)_____ (good - evil, past - future). Probably, for the same purpose, the author uses such a lexical-syntactic device as (B)_____ (in sentences 25–27). In syntax, D. S. Likhachev invariably gives preference to simple sentences, however, in order to avoid “chopped” phrases, he enriches them with (G)______ (for example, sentences 3, 11, 16).”

List of terms:

2) antonyms

3) parcellation

4) vernacular

9) anaphora

(1) A person must radiate kindness and live in the realm of goodness. (2) This sphere of good is largely created by himself. (3) It is created from his good deeds, good feelings, good influences on environment, good memories.

(4) An evil deed is forgotten faster than a good one. (5) Maybe this happens because remembering good things is more pleasant than bad things? (6) Of course, it’s more pleasant! (7) But the point is different. (8) Evil fragments society. (9) It is “separate” in nature. (10) Good is social in the broad sense of the word. (11) It connects, unites, brings together. (12) It evokes sympathy, friendship, love. (13) Therefore, evil associations are short-lived. (14) They are based on a commonality of temporary interests.

(15) “The wolf pack,” angry, wild, cruel, merciless, baring its teeth, with raised fur, with bloodshot eyes, sooner or later ends in a fight of wolves. (16) Unification on the basis of a good deed, good feelings, kindness lives even when the good deed itself, which served as the reason for its creation, is completed. (17) Good unification lives in the souls of people even when the practical need for such unification is completed and forgotten.

(18) Good is higher than practical needs! (19) Therefore, in life, goodness and, accordingly, kindness are perhaps the most valuable, and at the same time, kindness is smart, purposeful. (20) Intelligent kindness is the most valuable thing in a person, the most attractive to him and, ultimately, the most faithful on the path to personal happiness. (21) Happiness is achieved by those who strive to make others happy and are able to forget about their interests and themselves, at least for a while. (22) This is an “unchangeable ruble”.

(23) Here we turn our attention to another feature of the sphere of good. (24) It is closely connected with the traditions of the native culture, with the culture of humanity in general, with its past and future. (25) The sphere of good is large. (26) The sphere of good is strong, indestructible, although it is more difficult to achieve than the sphere of evil is formed. (27) The sphere of good is closer to eternity.

(28) That is why the sphere of good requires each of us to pay attention to history – our own and the world’s, to the cultural values ​​accumulated by all humanity, to humanitarian values ​​in the first place. (29) Fine arts, literature, music, architecture, urban planning and the natural landscape created by nature alone or nature in union with man - the study of all these humanitarian values ​​multiplies, strengthens, and improves the morality of the individual and the entire society. (30) And without morality, in turn, social and economic, historical and any other laws that create the well-being and self-awareness of humanity do not apply.

(31) And this is a huge practical result of a good that is “impractical” in nature.

(32) That is why the job of everyone individually and all together is to increase goodness, honor and preserve traditions, know and respect their native history and the history of all humanity. (33) Knowing this, remembering this always and following the paths of goodness and kindness is very, very important.

(By D. S. Likhachev*)

* Dmitry Sergeevich Likhachev (1906–1999) - Soviet and Russian philologist, cultural scientist, art critic, academician of the Russian Academy of Sciences.

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

1) No matter how pleasant it is to remember the good, it is forgotten faster than the bad.

2) Good is the basis for the emergence of sympathy, friendship, love.

3) According to the observations of zoologists, fights often occur among wolves over their place in the hierarchy of the pack.

4) A good deed is the result of practical necessity, and as soon as this necessity disappears, the good deed loses its meaning.

5) Likhachev considers fine arts, literature, music, architecture, urban planning and the natural landscape to be humanitarian values.

Explanation.

1) No matter how pleasant it is to remember the good, it is forgotten faster than the bad. No, sentence 4 refutes this idea.

2) Good is the basis for the emergence of sympathy, friendship, love. Yes, that's right. Suggestion 12.

3) According to the observations of zoologists, fights often occur among wolves over their place in the hierarchy of the pack. There is no such information.

4) A good deed is the result of practical necessity, and as soon as this necessity disappears, the good deed loses its meaning. There is no such information; Proposition 18 states the opposite.

5) Likhachev considers fine arts, literature, music, architecture, urban planning and the natural landscape to be humanitarian values. Yes, that's right. Proposition 29.

Answer: 2, 5.

Answer: 25|52

Which of the following statements are true? Please provide answer numbers. Enter the numbers in ascending order.

1) Sentences 1–2 provide a description.

3) Sentence 15 contains a description.

4) Sentence 28 presents a narrative.

5) Proposition 32 presents the reasoning.

Explanation.

1) Sentences 1–2 provide a description. No, they are reasoning.

3) Sentence 15 contains a description. Yes, this is a description of the pack included in the reasoning.

4) Sentence 28 presents a narrative. No, this is reasoning.

5) Proposition 32 presents the reasoning. Yes, that's right.

Answer: 2, 3, 5.

Answer: 235

Difficulty: normal

From sentence 32, write down synonyms (synonymous pair).

Explanation.

(32) That’s why the job of everyone individually and everyone together is to increase goodness, honor and keep traditions, know and respect native history and the history of all humanity.

Answer: honor, respect.

Answer: honorrespect|respecthonor

Relevance: Used since 2015

Among sentences 28–33, find one(s) that is related to the previous one using a coordinating conjunction and a demonstrative pronoun. Write the number(s) of this sentence(s).

(30) And without morality, in turn, social and economic, historical and any other laws that create the well-being and self-awareness of humanity do not apply.

(31)AND V this(=the content of sentence 30) a huge practical result of a good that is “impractical” in nature.

Answer: 31.

Answer: 31

Relevance: Used since 2015

Difficulty: normal

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 var-re-nya. And here green It’s better not to put them in, they are usually bitter and can spoil the taste.

Pay attention to the non-random agreement of terms(si-no-ni-we, an-to-ni-us, including contextual 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 the theory of lexical remedies 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, therefore, “you”, “me”, “about us”, “about them”, “no-to-mu”, “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-ni-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.

Andrey Dimitriev 20.01.2019 12:17

what about sentence 29?

Tatiana Statsenko

The connection with the previous one is not carried out in it with the help of a coordinating conjunction and a demonstrative pronoun.

Read an excerpt from the review. It examines the linguistic features of the text. Some terms used in the review are missing. Fill in the blanks with numbers corresponding to the number of the term from the list.

“Prose D.S. Likhacheva has her own style, distinguished by its recognizable brevity of form and unique depth of content. The author in the presented text, as in most of his works, uses very few tropes. And this is quite natural. He talks about complex things - eternal values ​​- and strives to make his reflections accessible, understandable, honest, and devoid of excessive formal pathos. Of the tropes found in the text, perhaps only (A)_____ (in sentence 15) is worth noting. But the text very often contains such a lexical device as (B)_____ (good, kind in sentences 1–3), and a syntactic device such as (B)______ (in sentences 3, 24, 29, etc.) . In the syntax it is also worth noting (D)_____(sentences 6, 18): this adds expression and conveys the author’s emotions.”

List of terms:

1) epithets

2) antonyms

3) parcellation

4) spoken words

5) series of homogeneous members of the sentence

6) exclamatory sentences

7) lexical repetition

9) alliteration

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

Explanation (see also Rule below).

“Prose D.S. Likhacheva has her own style, distinguished by its recognizable brevity of form and unique depth of content. The author in the presented text, as in most of his works, uses very few tropes. And this is quite natural. He talks about complex things - eternal values ​​- and strives to make his reflections accessible, understandable, honest, and devoid of excessive formal pathos. Of the tropes found in the text, it is perhaps worth noting only epithets(in sentence 15). But the text very often contains such lexical means as lexical repetition(good, kind in sentences 1–3), and such a syntactic device as rows of homogeneous members(in sentences 3, 24, 29, etc.). It is also worth noting in the syntax exclamation sentences(sentences 6, 18): this adds expression, conveys the author’s emotions.”

Let's write down the numbers in the answer, arranging them in the order corresponding to the letters:

Answer: 1756

Relevance: Used since 2015

Difficulty: normal

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 pain-free cold 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 only 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-river-naya (words with a brightly-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, the clicks, the 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, a new meaning is obtained, and the speech acquires 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-measurable 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;

-citation;

-introductory words and constructions

-Incomplete sentences- propositions in which any member is introduced that is not needed for complete structure and meaning nia. The absent members of the sentence can be restored and con-text.

Including el-lip-sis, that is, skipping say-zu-e-mo-go.

These nya-tiya ras-smat-ri-va-yut-sya in the school course sin-tak-si-sa. It is precisely for this reason that these means are most often called syn-so-si-che in reviews -ski-mi.

Write an essay based on the text you read.

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

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

The volume of the essay is at least 150 words.

Work written without reference to the text read (not based on this text) is not graded. If the essay is a paraphrase or a complete rewrite original text without any comments, such work is assessed 0 points.

Write an essay carefully, legible handwriting.

Explanation.

Explanation.

“D. S. Likhachev’s reasoning is reminiscent of diary entries: pure, sincere, devoid of feigned intricacy and empty admiration for words, they deeply reveal the author’s inner world. At the same time, reading Dmitry Sergeevich’s texts, we by no means feel like passive observers: using such a technique as (A) question-and-answer form of presentation(sentences 5–6), the author involves the reader in the process of reflection, makes him a participant in the conversation about eternal values. In vocabulary, trying to emphasize the importance of certain concepts, Likhachev very actively uses (B) antonyms(good - evil, past - future). Probably, for the same purpose, the author uses such a lexical-syntactic device as (B) anaphora(in sentences 25–27, a single beginning of three sentences: “The sphere of good...”). In syntax, D. S. Likhachev invariably gives preference to simple sentences, however, in order to avoid “chopped” phrases, he enriches them (D) rows of homogeneous sentence members(for example, sentences 3, 11, 16).”

List of terms:

2) antonyms

3) parcellation

4) vernacular

5) series of homogeneous members of the sentence

6) exclamatory sentences

7) question-and-answer form of presentation

9) anaphora

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

Answer: 7295

Relevance: Used since 2015

Difficulty: normal