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What is syncwine: traditional and didactic forms. What is cinquain: traditional and didactic forms Example of cinquain on the theme “frog”

Brodilo Ekaterina Borisovna ,
teacher speech therapistGBUDO
Center for Psychological and Pedagogical
medical and social assistance

Speech therapy work on the development of lexical and grammatical components of speech is carried out in the following areas:

1. expansion of the vocabulary;

2. formation of the structure of the meaning of the word;

3. development of lexical systematicity and semantic fields;

4. formation of paradigmatic and syntagmatic connections of words;

5. development of word formation;

6. clarification of the grammatical meaning of the word.

One of the effective methods of child speech development, which allows you to quickly get results, is to work on creating a didactic syncwine.

Cinquain (from French cinquains, English cinquain) is a five-line poetic form.

At the beginning of the 20th century, it was developed by the American poetess Adelaide Crancy, who relied on her acquaintance with Japanese syllabic miniatures of haiku and tanka.

The classic (traditional) cinquain is made up of 22 syllables and five lines. In this case, the number of syllables is strictly defined and is counted in each line separately.

The didactic rule for composing syncwine was developed much later, in the process of applying the methodology for composing syncwine in American education.

When composing a didactic syncwine, the number of syllables no longer matters. The most important thing in it is the semantic content and the part of speech that is used in each line.

Rules for compiling a didactic syncwine.

In the first line The theme of the syncwine itself should be present. Usually this is the phenomenon or object in question. Most often, only one word is written in the first line, but sometimes a small phrase is written. In terms of speech, it is a noun.

In the second line there are two words that describe the properties and characteristics of this object or phenomenon. In terms of speech, these are adjectives or participles.

In the third line already contains 3 words that describe actions common to this phenomenon or object. In terms of speech, these are verbs.

In the fourth line The author writes directly his opinion about the topic raised. The most traditional option is when this phrase consists of 4 words, but this is not so important. It could also just be a well-known aphorism.

Fifth line again contains only one word or phrase. This is like a summary of the entire poem, reflecting the essence of the object or phenomenon discussed in the syncwine. As a part of speech it is also a noun.

Thus, in order to correctly compose a syncwine, it is important:

· have sufficient vocabulary within the topic;

· own:

Analysis, generalization,

Concepts: word-object (living-inanimate), word-action, word-attribute;

· be able to select synonyms;

· learn to understand and ask questions correctly;

· coordinate words in a sentence;

· correctly formulate your thought in the form of a sentence.

The use of didactic syncwine in the classroom allows the speech therapist to harmoniously combine in his work the elements of three main educational systems: informational, activity-based and personality-oriented.

I have developed the following syncwines.

Synquains on the lexical topic “Forest”.

Strawberries.

Scarlet, juicy.

It blooms, ripens, smells.

I love collecting it.

Berry.

Birch.

Slender, curly.

It stands, rustles, sways.

Birch is the beauty of Russian forests.

Tree.

Wolf.

Angry, hungry.

Howls, attacks, prowls.

I saw him at the zoo.

Predator.

Hare.

Long-eared, fluffy.

Jumps, hides, sheds.

I'll give him a carrot.

Animal.

Nightingale.

Nondescript, small.

It flies, howls, and pecks.

The nightingale is the singer of the Russian forest.

Bird.

Ants.

Red-haired, hardworking.

They run, catch, drag.

Ants are the orderlies of the forest.

Insects.

Viper.

Poisonous, long.

Crawling, hissing, biting.

I'm afraid of vipers.

Snake.

Lily of the valley.

Beautiful, fragile.

Blooms, turns white, fades.

I like the scent of lilies of the valley.

Flower.

Boletus.

Edible, tall.

It grows, blushes, hides.

I love fried boletus.

Mushroom.

Moss.

Soft, elastic.

It turns green, spreads, and grows.

Moss is the decoration of the forest.

Plant.

Synquains on various lexical topics.

Beaver.

Herbivore, brown.

Gnawing, building, diving.

I saw a beaver's hut.

Rodent.

A lion.

Big, powerful.

Roars, hunts, lies down.

Lion is the king of the animals.

Predator.

Peacock.

Multi-colored, long-tailed.

It walks, spreads, sits.

The peacock is very beautiful.

Bird.

Shark.

Toothy, fierce.

Swims, jumps out, devours.

The shark is the most dangerous predator of the sea.

Fish.

Giraffe.

Spotted, long-necked.

Reaches, picks, chews.

The giraffe is a very cute creature.

Animal.

Sun.

Radiant, bright.

It warms, shines, hides.

The sun gives life to everything.

Star.

Lemon.

Yellow, sour.

Hangs, sings, falls.

Lemon is very healthy.

Fruit.

Bees.

Striped, honey-bearing.

They sting, pollinate, hum.

Bees are our little friends.

Insects.

Astronaut.

Smart, healthy.

Trains, researches, reports.

An astronaut is a brave man.

Profession.

Turtle.

Sea, land.

Buries himself, sticks out, falls asleep.

The turtle is very slow.

Reptile.

Meteorite.

Stone, iron.

Rushing, approaching, colliding.

I'm interested in meteorites.

Heavenly body.

Ice cream.

Sweet, tasty.

Cools, quenches, melts.

Ice cream is my favorite treat.

Food.

Pinocchio.

Wooden, playful.

Helps, trusts, dreams.

Pinocchio is a cheerful, carefree little man.

Character.

Literature.

1. Akimenko V.M. Developmental technologies in speech therapy.-Rostov/nD.: Phoenix, 2011-111p.

2. Kabachenko E.I., Kabachenko N.A. Didactic syncwine as a means of optimizing work on children’s speech development. Speech therapist, 2012, No. 8, 31-35

3. www.samosoverhenstvovanie.ru


Cinquain was invented at the beginning of the 20th century by Adelaide Crapsey, an American poet. Inspired by Japanese haiku and tanka, Crapsey came up with a five-line poem form, also based on counting the syllables in each line. The traditional one she invented had a syllable structure of 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, the poem should have had 22 syllables in total.


Didactic syncwine was first used in American schools. Its difference from all other types of syncwine is that it is based not on counting syllables, but on the semantic specificity of each line.


The classic (strict) didactic syncwine is structured like this:



  • , one word, noun or pronoun;


  • second line – two adjectives or participles, which describe the properties of the topic;


  • third line - or gerunds, telling about the actions of the topic;


  • fourth line – four word sentence, expressing the personal attitude of the author of the syncwine to the topic;


  • fifth line – one word(any part of speech) expressing the essence of the topic; a kind of resume.

The result is a short, unrhymed poem that can be devoted to any topic.


At the same time, in a didactic syncwine, you can deviate from the rules, for example, the main topic or summary can be formulated not in one word, but in a phrase, a phrase can consist of three to five words, and actions can be described in compound words.

Compiling a syncwine

Coming up with syncwines is quite a fun and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and “feel” it.



For training, it is best to take as a topic something well known, close and understandable to the author. And start with simple things. For example, let’s try to create a syncwine using the topic “soap” as an example.


Respectively, First line- "soap".


Second line– two adjectives, properties of an object. What kind of soap? You can list in your mind any adjectives that come to mind and choose two that are suitable. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap that the author uses (baby, liquid, orange, purple, etc.). Let’s say the end result is “transparent, strawberry” soap.


Third line– three actions of the item. This is where schoolchildren often have problems, especially when it comes to syncwines devoted to abstract concepts. But we must keep in mind that actions are not only the actions that an object produces in itself, but also what happens to it and the impact it has on others. For example, soap can not only lie in a soap dish and smell, it can slip out of your hands and fall, and if it gets into your eyes, it can make you cry, and most importantly, you can wash yourself with it. What else can soap do? Let's remember and choose three verbs in the end. For example, like this: “It smells, it washes, it bubbles.”


Fourth line– the author’s personal attitude to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can you have towards soap if you are not a fan of cleanliness, who really loves to wash, or not, who hates soap. But in this case, personal attitude means not only the emotions that the author experiences. These could be associations, something that, in the author’s opinion, is the main thing in this subject, and some facts from the biography related to the topic of syncwine. For example, the author once slipped on soap and broke his knee. Or tried making soap yourself. Or he associates soap with the need to wash his hands before eating. All this can become the basis for the fourth line, the main thing is to put your thought into three to five words. For example: “Wash your hands before eating.” Or, if the author ever as a child tried to lick soap with a delicious smell - and was disappointed, the fourth line could be: “The smell, the taste is disgusting.”


And finally last line– summary in one or two words. Here you can re-read the resulting poem, think about the image of the object that has arisen, and try to express your feelings in one word. Or ask yourself the question - why is this item needed at all? What is the purpose of his existence? What is its main property? And the meaning of the last line greatly depends on what has already been said earlier. If the fourth line of the cinquain is about washing your hands before eating, the logical conclusion would be “cleanliness” or “hygiene.” And if the memories of a bad experience of eating soap are “disappointment” or “deception”.


What happened in the end? An example of a classic didactic syncwine of strict form.


Soap.


Transparent, strawberry.


It washes, it smells, it bubbles.


The smell is sweet, the taste is disgusting.


Disappointment.


A small but entertaining poem in which all children who have ever tasted soap will recognize themselves. And in the process of writing, we also remembered the properties and functions of soap.


After practicing on simple subjects, you can move on to more complex, but familiar topics. For training, you can try to compose a cinquain on the theme “family” or a cinquain on the theme “class”, poems dedicated to the seasons, and so on. And a cinquain on the theme “mother”, composed by primary school students, can be a good basis for a postcard in honor of the 8th of March holiday. And syncwin texts written by students on the same topic can form the basis for any class-wide projects. For example, for Victory Day or New Year, schoolchildren can make a poster or newspaper with a selection of thematic poems written in their own hand.

Why make a syncwine at school?

Compiling a syncwine is a rather exciting and creative activity, which, despite its simplicity, helps children of all ages develop systematic thinking and analytical abilities, isolate the main thing, formulate their thoughts, and expand their active vocabulary.


In order to write a cinquain, you need to have knowledge and understanding of the subject - and this, on top of everything, makes writing poems an effective form of testing knowledge in almost any subject of the school curriculum. Moreover, writing a syncwine in biology or chemistry will take less time than a full-fledged test. A cinquain in literature, dedicated to any of the literary characters or a literary genre, will require the same intensive work of thought as writing a detailed essay - but the result will be more creative and original, faster (to write a cinquain for children who have mastered the form well, it is enough 5-10 minutes) and indicative.


Sinkwine - examples in different subjects

Sinkwine in the Russian language can be devoted to different topics, in particular, you can try to describe parts of speech in this way.


An example of a syncwine on the topic “verb”:


Verb.


Returnable, perfect.


Describes an action, conjugates, commands.


In a sentence it is usually a predicate.


Part of speech.


In order to write such a syncwine, I had to remember what forms a verb has, how it changes, and what role it plays in a sentence. The description turned out to be incomplete, but nevertheless it shows that the author remembers something about verbs and understands what they are.


In biology, students can write syncwines dedicated to individual species of animals or plants. Moreover, in some cases, to write a syncwine on biology, it will be enough to master the content of one paragraph, which allows you to use the syncwine to test the knowledge acquired during the lesson.


An example of a syncwine on the theme “frog”:


Frog.


Amphibian, chordate.


Jumps, spawns, catches flies.


Sees only what moves.


Slippery.


Synquains in history and social studies allow students not only to systematize their knowledge on the topic, but also to feel the topic more deeply, “pass” it through themselves, and formulate their personal attitude through creativity.


For example, cinquain on the theme "war" could be like this:


War.


Terrible, inhumane.


Kills, ruins, burns.


My great-grandfather died in the war.


Memory.


Thus, syncwine can be used as part of the study of any subject in the school curriculum. For schoolchildren, writing thematic poems can become a kind of “creative break”, adding pleasant variety to the lesson. And the teacher, having analyzed the students’ creativity, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the students’ attitude to the topic, understand what interested them most. And, perhaps, make adjustments to plans for future classes.


Composing syncwines - short, unrhymed poems - has recently become a very popular type of creative task. School students, students of advanced training courses, and participants in various trainings encounter it. As a rule, teachers ask you to come up with a syncwine on a given topic - a specific word or phrase. How to do it?

Rules for writing syncwine

Cinquain consists of five lines and, despite the fact that it is considered a type of poem, the usual components of a poetic text (the presence of rhymes and a certain rhythm) are not mandatory for it. But the number of words in each line is strictly regulated. In addition, when composing a syncwine, you must use certain parts of speech.

Synquain construction scheme is this:

  • first line – syncwine theme, most often one word, a noun (sometimes the topic can be two-word phrases, abbreviations, first and last names);
  • second line – two adjectives, characterizing the topic;
  • third line – three verbs(actions of an object, person or concept designated as a topic);
  • fourth line – four words, a complete sentence describing the author’s personal attitude to the topic;
  • fifth line – one word, summing up the syncwine as a whole (conclusion, summary).

Deviations from this rigid scheme are possible: for example, the number of words in the fourth line can vary from four to five, including or not including prepositions; Instead of “lonely” adjectives or verbs, phrases with dependent nouns are used, and so on. Usually, the teacher who gives the task to compose a syncwine decides how strictly his students should adhere to the form.

How to work with the syncwine theme: first and second line

Let's look at the process of inventing and writing a syncwine using the topic “book” as an example. This word is the first line of the future poem. But a book can be completely different, so how can you characterize it? Therefore, we need to specify the topic, and the second line will help us with this.

The second line is two adjectives. What's the first thing that comes to mind when you think of a book? For example, it could be:

  • paper or electronic;
  • sumptuously bound and richly illustrated;
  • interesting, exciting;
  • boring, difficult to understand, with a bunch of formulas and diagrams;
  • old, with yellowed pages and ink marks in the margins made by grandmother and so on.

The list can be endless. And here we must keep in mind that there cannot be a “correct answer” here - everyone has their own associations. Of all the options, choose the one that is most interesting to you personally. This could be an image of a specific book (for example, your favorite children's books with bright pictures) or something more abstract (for example, “books of Russian classics”).

Now write down two characteristics specifically for “your” book. For example:

  • exciting, fantastic;
  • boring, moralizing;
  • bright, interesting;
  • old, yellowed.

Thus, you already have two lines - and you already have an absolutely accurate idea of ​​the “character” of the book you are talking about.

How to come up with the third line of syncwine

The third line is three verbs. Here, too, difficulties may arise: it would seem, what can a book “do” by itself? To be published, to be sold, to be read, to stand on the shelf... But here you can describe both the impact that the book has on the reader and what goals the author set for himself. A “boring and preachy” novel, for example, might enlighten, moralize, tire, put to sleep and so on. “Bright and interesting” book for preschoolers - entertains, interests, teaches reading. Exciting fantasy story - captivates, excites, awakens the imagination.

When choosing verbs, the main thing is not to deviate from the image that you outlined in the second line and try to avoid words with the same root. For example, if you described a book as fascinating, and in the third line you wrote that it “fascinates,” you will feel like you are “marking time.” In this case, it is better to replace one of the words with a similar meaning.

Let’s formulate the fourth line: attitude to the topic

The fourth line of the syncwine describes a “personal attitude” to the topic. This causes particular difficulties for schoolchildren who are accustomed to the fact that attitudes must be formulated directly and unambiguously (for example, “I have a good attitude towards books” or “I think books are useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is formulated much more freely.

In essence, here you need to briefly outline what is most important for you in the topic. This may be relevant to you personally and your life (for example, “ Began reading at age four" or " I have a huge library", or " I can't stand reading"), but this is optional. For example, if you think the main disadvantage of books is that they use a lot of paper to produce, for the production of which forests are cut down, you don’t have to write “I” and “condemn.” Just write that " paper books – tree graves" or " book production is destroying forests”, and your attitude to the topic will be quite clear.

If it is difficult for you to immediately formulate a short sentence, first express your thought in writing, without thinking about the number of words, and then think about how you can shorten the resulting sentence. As a result, instead of " I love science fiction novels so much that I often can’t stop reading them until the morning"It might turn out, for example, like this:

  • I can read until the morning;
  • I often read all night long;
  • I saw a book - I said goodbye to sleep.

How to sum it up: the fifth line of syncwine

The task of the fifth line is to briefly, in one word, summarize all the creative work of writing a syncwine. Before you do this, rewrite the previous four lines - almost a finished poem - and re-read what you got.

For example, you thought about the variety of books, and you came up with the following:

Book.

Fiction, popular science.

Enlightens, entertains, helps.

So different, everyone has their own.

The result of this statement about the endless variety of books can be the word “library” (a place where many different publications are collected) or “diversity”.

In order to isolate this “unifying word”, you can try to formulate the main idea of ​​the resulting poem - and, most likely, it will contain the “main word”. Or, if you are used to writing “conclusions” from essays, first formulate the conclusion in your usual form, and then highlight the main word. For example, instead of " thus we see that books are an important part of culture”, write simply – “culture”.

Another common option for the ending of a syncwine is an appeal to one’s own feelings and emotions. For example:

Book.

Fat, boring.

We study, analyze, cram.

Classic is a nightmare for every schoolchild.

Yearning.

Book.

Fantastic, fascinating.

Delights, captivates, deprives you of sleep.

I want to live in a world of magic.

Dream.

How to learn to quickly write syncwines on any topic

Compiling syncwines is a very exciting activity, but only if the form is well mastered. And the first experiments in this genre are usually difficult - in order to formulate five short lines, you have to seriously strain.

However, after you have come up with three or four syncwines and mastered the algorithm for writing them, things usually go very easily - and new poems on any topic are invented in two or three minutes.

Therefore, in order to quickly compose syncwines, it is better to practice the form on relatively simple and well-known material. For training, you can try to take, for example, your family, home, one of your relatives and friends, or a pet.

Having dealt with the first syncwine, you can work on a more complex topic: for example, write a poem dedicated to any of the emotional states (love, boredom, joy), time of day or time of year (morning, summer, October), your hobby, hometown, etc. Further.

After you write several such “test” works and learn to “package” your knowledge, ideas and emotions into a given form, you will be able to easily and quickly come up with syncwines on any topic.

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Sinkwine

SINQWAIN is a five-line verse

The ability to summarize information, to express complex ideas, feelings and perceptions in a few words is an important skill. It requires thoughtful reflection based on a rich conceptual stock. A cinquain is a poem that requires a synthesis of information and material in brief terms, which allows you to describe or reflect on any occasion.

The word cinquain comes from a French word that means five. Thus, a cinquain is a poem consisting of five lines. When you introduce students to syncwines, first explain to them how such poems are written. Then give some examples (below are some syncwines). After this, invite the group to write several syncwines. For some people, writing syncwines will be difficult at first. An effective means of introducing syncwines is to divide the group into pairs. Name the theme for the syncwine. Each participant will be given 5-7 minutes to write a syncwine. Then he will turn to his partner and from two syncwines they will make one, with which both will agree. This will give them the opportunity to talk about why they wrote and re-examine the topic critically. In addition, this method will require participants to listen to each other and extract ideas from others' writings that they can relate to their own. Then the whole group will be able to familiarize themselves with paired syncwines. If overhead projectors are available, it is useful to show a couple of syncwines. Each of them can be represented by both authors. This could spark further discussion.

Synquains are a fast and powerful tool for reflecting, synthesizing and summarizing concepts and information. It is important to do these exercises systematically, purposefully and with clear pedagogical goals.

Rules for writing syncwine:
1 line – one word (title of the poem, topic, usually a noun).
Line 2 – two words (description of the topic, adjectives or participles).
Line 3 – three words (topic action, verbs).
Line 4 – four words – a sentence (a phrase that shows the author’s attitude to the topic stated in the first line).
Line 5 – one word (association, synonym for the topic, usually a noun, descriptive phrases are allowed).

Cinquain on the theme of Gagarin-
Gagarin
soviet famous
flew became famous died
first person to fly into space
hero

Space
Eternal unbridled
Crazy, scary, beckons
Space is the immeasurability of space
Secret

Planet
Lifeless, distant
They fly in, disassemble, rescue
...No water...no minerals...populated by robots..
Shelezyak

Milky Way
Cosmic, beautiful
Beckons, calms, brings closer
"Forget about clothes, everyone who enters there"
Peace.