Too long essay (according to the text of V. Soloukhin). Vladimir Alekseevich Soloukhin magic wand How an artist creates a landscape painting like this
Continuity in the development of the gift of speech in preparation
students for the exam
Thoughts do not need to be taught, but
Think.
I.Kant
Imagination is more important than knowledge, because
Knowledge is limited. Imagination
It covers everything in the world,
Stimulates progress and is
source of his evolution.
A. Einstein
The introduction of the Unified State Examination in the Russian language set serious tasks for us: to teach us to feel the stylistic features of the text, to see speech errors in tasks, to successfully use the acquired skills by completing the tasks of part C. Thus, the culture of written speech becomes one of the main areas of work of the philologist. As you know, graduates write a short essay-reasoning on the proposed text. That is why we conduct work on text analysis in a planned manner, from primary school, from simple to complex, taking into account the interests of students, giving them the opportunity to freely express their own opinion, not to impose their own, but tactfully make the necessary amendments.
In the primary grades, there is an acquaintance with the types of speech, work is underway to prevent speech errors, the topic, the main idea of the text are determined, texts are compiled on various topics.
In the middle link, a complex analysis of the text is carried out, a diagram of the structure of the text is given, students learn to see the beauty of the word, compose texts of an associative and descriptive nature.
In high school, students master the basic stages of working with text, are able to perform various elements of complex text analysis, and create an essay based on a given text.
“Only a creative person can bring up a creative person” - for a teacher, this truth is both a motto and a guide to action. But what is creativity, and can the work of a teacher always be called creative?
"Philosophical Encyclopedia" defines creativity as an activity that generates "something new, never before." The Soviet psychologist L. S. Vygotsky wrote: “Of course, the highest expressions of creativity are still available only to a few selected geniuses of mankind, but in everyday life around us, creativity is a necessary condition for existence, and everything that goes beyond the routine and which contains an iota new, owes its origin to the creative process of man ”(Vygotsky L. S. Imagination and creativity in childhood. - M., 1997)
Writing is creative work. The child must live in the world of creativity. “Without this,” wrote V. A. Sukhomlinsky, “he is a dried flower.” Unfortunately, the child's speech is often poor, monotonous, inconsistent, littered with various kinds of errors and shortcomings. "Creativity doesn't come to children on a whim." The most favorable conditions for compiling creative essays are observations of nature and the surrounding life. In the process of observing the interaction of objects, things, phenomena, children have a desire to convey their feelings and experiences. “At such moments,” writes Sukhomlinsky, “the thought asks for words.” He considered the happiest moments to be those in which word and thought merged in a child's soul into a "rapid stream, giving birth to a poetic image." In such conditions, each child, having found "his own word", can express a thought according to his logic of comprehending the interaction of objects and phenomena and consciously apply the rule when writing. This way of composing an essay gives scope to children's thinking, creativity. The correctness of this provision is shown in the studies of L.V. Zankov. Adults must learn to see the sprouts of creativity, they must trust children's forces in such a complex activity as composing. “A child will learn to compose an essay only when each word in front of him will appear as a ready-made brick, for which a place has been prepared in advance. And the children choose the only brick that is suitable in this case, ”wrote Sukhomlinsky.
What is a school essay? “The independent written work of the student, the presentation of his own thoughts, experiences, judgments, intentions” is how Professor M.R. Lvov defines the essay in his “Dictionary-Reference Guide to the Methods of the Russian Language” (M. 1988). I would like to continue the quote:
School essay - educational work, an exercise in the development of speech, in the construction of a text; at the same time, it is a means of self-expression of the individual, his life position, his inner world. In this sense, a school essay is a creative work and a means of education, the formation of a student's personality.
In school essays, narrative, description, reasoning are distinguished. Compositions in the primary grades are rarely kept in the pure genre of narration, description and reasoning, especially in grades I and 2. In fact, there is no need to demand a pure genre. Most often, in elementary school, essays are mixed works.
The story tells about successive events connected with each other. The works of this genre may have a plot, in which case they are close to stories as a literary genre. Narration is the most mobile, lively and therefore the most accessible genre of compositions for children (“New Year's holiday”, “How I spent the summer”, “Walking in the forest”).
The essence of the description is to indicate the signs of objects or phenomena. The purpose of the description is to give the most complete, accurate information about the subject. ("Cheetah", "My favorite toy", "In the forest in autumn"). Elements of description, as a rule, are found in narrative writings.
Reasoning is a coherent text in which judgments, comparisons, examples are used to prove a statement, leading to new judgments - to conclusions (“What do I dream of becoming”, “If I were a magician”, “Why do I need to study”).
The subject determines the content of the essay. This means that every new topic is a new content. There are two main groups of topics: reproductive and creative. The first group reveals some separate fact related to the experience of children or a separate educational subject. For example, to write an essay on the topic “What do I know about a protein”, it is enough to state the knowledge defined by the topic, that is, to do the work at the reproductive level. According to the method of work, such essays approach the presentations, although they are not identical to it, because the child independently selects the facts and composes the text.
The second group - creative, is not limited to reproducing knowledge about the protein, although the topic is close in meaning: "Can proteins live in water?". To answer this question, the child must reveal the relationship between animate and inanimate nature, the conditionality of the appearance of the animal by its habitat and nutrition. The child must show the ability to compare, prove, find expressive means and build a coherent text - do the work in a creative way. The creative theme forms the most important thing: the need for self-expression, empathy, brings up a sense of the word, the ability to transfer and connect knowledge from different areas. "Autumn in the Forest" - complete freedom of choice of genre, or "The Tale of the Wind that Travels the Globe." The topic can be in the form of a question: “Why do people talk?”, “Why do trees grow?”, “Why do people need toys?”. Topics that need to be compared: “Number and figure”, “Sentence and word”. Topics in which there are contradictions: "Game - good and bad", "Laughter - good and bad."
Of particular importance for the formation of a child's personality are topics that require a high level of generalization of the material and a wide transfer of knowledge, impressions: "What is kindness?", "Why do people need fairy tales?", "The world around me". The knowledge necessary for the disclosure of these topics is drawn from various sources, it is not limited to academic subjects. There are themes that stimulate the manifestation of creative expression, and as a result an original and artistic image is created: “The cat and the sun”, “Well, snowfall!”, “Once upon a time there was a kind, kind Baba Yaga ...”. But along with the themes that awaken the imagination, the following topics coexist: “Elephant”, “Human circulatory system”, “How do hares hibernate?”. Here the dominant role belongs to logical thinking, recreating imagination, memory.
Remember two prerequisites:
1. Discuss the written essay with your child.
2.According to the results of the discussion, give him the opportunity to edit the text.
In literary work, it is especially important that the child does not have a fear of corrections, show him how to carefully cross out an erroneously written word or letter.
Take on the job more boldly, and you and your children will quickly gain the necessary experience for this.
Tasks and exercises in preparation for writing.
1. Use the words in the correct meaning:
Hospitable - hospitable, cow meat - beef, sheets -
Leaves of iron, wet - damp dog, wet - damp earth.
2. Pick up synonyms.
3. Pick up antonyms.
4. Explain phraseological units: wait for the weather by the sea, the soul hurts.
5.Edit. Determine if pronouns are always used correctly.
Roman approached his brother. He smiled.
The boy's nose was stung by a wasp. But he was already big and did not cry at all.
6.Edit. (tautology)
Of all the seasons, I love only summer. I love it more than winter, autumn, spring.
7. Replace repeated words with synonyms.
8. Pay attention to single-root words.
Mom and I bought some groceries.
9.Edit. (pleonasms are superfluous words)
Patriot of the motherland, angry sly.
10. Edit. Pay attention to the forms of the verbs.
Snow falls in large flakes and melts on the ground.
Opening the umbrella, the rain did not fall on us.
Ivan Ivanovich was a wonderful surgeon. He like always helping
Sick.
12. Edit. Replace slang words.
I put a hat on my head. It's great to wander through the winter forest.
Translate into literary language:It's cool to ski, eat, etc.
13. Edit. Change the negative word.
Why did you swell so much sugar in your tea?
Went on a hike and did not break off.
14. Edit. Put the words in the correct order.
Birds build their nest in spring. The chicks are raised later by the birds.
15. Choose a suitable definition for the word.
rumble rumble
Produce loud, sharp sounds
Make loud rumbling noise.
16. Divide the text into parts. Designate paragraphs. Make a plan.
17. Write an essay according to the plan.
18.Edit the text. Pay attention to style (colloquial,
Literary, scientific)
19. Determine the type of text.
20. Read the essay. Determine if the topic is covered. If not, then
Try to do it.
I want to finish the first part of the speech with the words of V.A. Levin: “... children involved in a certain way organized creative life, retain interest in poetry and highly artistic prose both in adolescence and later”
II part
At the Russian language lessons in the middle classes, we work more deeply with texts. The main goals that we set for ourselves are on the slide. But the problem of the text is, first of all, the problem of its understanding. The ability to understand various texts is the main component of the literacy of a modern person, and it is this ability that has declined to a critical point in recent years. This is evidenced by the results of PISA-2003: in terms of the level of understanding of texts, we were in 32 (out of 41) place - in the same place as Turkey and Uruguay. This is also evidenced by the results of the USE (especially part C). Understanding the text depends on a number of conditions: extracting information from each word, phrase, sentence; creating an installation; the ability to store received text information in memory; the ability to compare, etc.
The task of the teacher is to make sure that, while reading a work of art, the students mentally “see and hear” what they read. Remember Grinovskaya Assol: she knew how to read between the lines, to see more visible. This is not easy to achieve. Only very few are able to see with their "mind's eye" the images created by the writer.
This goal - to stimulate the imagination of some children, to develop it, to prevent it from falling asleep in others - is facilitated by speech-creative trainings, the main didactic unit of which is the word. Speech-creative comprehension of the word develops in students an “attitude” for speech-creation.
The depth of a word is measured primarily by its meanings, which are presented in dictionaries. Referring to dictionaries of different types in the classroom is an obligatory part of the work of students.
Consider the word wind in all its variety of meanings.
Dictionary:air flow in a horizontal direction.
Phrasebook:wind in the head; what wind brought; throw money down the drain; keep your nose to the wind; let the wind; where the wind blows; where does the wind blow from; look for the wind in the field; how the wind blew it away.From this we conclude: the essence of the wind is movement (action, dynamics).
Students are invited to "fill" the word with color, sound, smell.
Colour: transparent, invisible, colorless, gray, the color of distant mountains, a cold sky.
Sound: rustle, whisper, rustle, rumble, howl, whistle, dance, moan, prayer, shutters knock, lulling, bells ring, echo.
Smell: floral, freedom, mountainous, intoxicating, fresh, the smell of the sea, rain, dust, freshness.
Character: free, cheerful, strong, impetuous, exciting, restless, ruthless, wild, playful, crazy, etc.
Associations: lightness, joy, hope, freedom, fear, striving forward, cold, clouds, leaf fall, window, storm, hurricane, dust, wild, lonely ship.
Etymological meaning:common Slavic, formed with the help of the suffix -tri from the base to winnow. Originally was the name of the god of the winds.
Mythological meaning:demonic creature. Its destructive or beneficial power makes it necessary to appease the wind: to speak affectionately and even to make a sacrifice to it. The division of winds into good and evil is characteristic.
Then the behavior of the word "wind" in literary texts is considered. The artistic (figurative) meaning of the word is determined by students in the process of text analysis. You can refer to the work of I. Bunin, K. Paustovsky, A. Chekhov and others.
Very interesting appeal to the works of painting. After analyzing the reproductions, students complete the following task:
- Draw verbally the wind in the forest, on the sea, in the field, in the meadow.
After such painstaking work, students have ideas for their own texts, which they compose at the end of the lesson.
Example. Something rustled outside the window and tapped a gentle hand on my window. I flung open the shutters. Hello wind! Where did you come from? Maybe from the top of the most snow-capped mountain? Then tell me about the birds, about their free flight. Or maybe you rushed from the country of delicate roses? Then whisper their secrets to me. You are omnipresent, you are the master of your destiny. How I would like to break loose with you, my crazy, cheerful, restless friend! (Lvova Olga, 8th grade)
Of course, we carry out such work in the older grades - 8.9. Also in these classes, the guys are very interested in doing the following tasks:
Create a context for figurative means. Students learn to introduce figurative means into their own text. For example, “tearful morning” (Chekhov), “glass bushes” (Bunin), “white field of rye” (Andreev).
Describe the reproduction, give it a name. Compare with copyright. In what state does what you see put you in? Pay attention to details. What is their role? Write text.
Establish an associative transition of several steps between two distant concepts. (SCREEN-ROWAN. Scream - pain - loneliness - bitterness - mountain ash)
Create a text using two unrelated words. For example, the wind is a book.
In the younger grades 5-7, we practice the following types of work:
Match the reference word or phrase with words that are similar in meaning to it, or those that are born by association. N-r, "Christmas tree":holiday, fun, the smell of tangerines, gifts, sparklers, fabulous, kind, frost, beauty.By fixing the mental image in words and relying on them when constructing oral and written statements, students will be able to express their thoughts more freely and vividly.
Overcoming the difficulties of the transition from folded thoughts to expanded grammatical and logical forms is facilitated by such a technique as building sentences based on a single word or grammatical basis. The reference word is written on the board and, as sentences are received, it turns into a complex syntactic construction. N-r, Flower - a delicate white flower - a delicate white flower fragrant- a delicate white flower that had just blossomed was fragrant throughout the garden in the early spring morning.
Also, we often turn to the transformation of a simple plan into a complex one, to the selection of a synonymous series for verbs of speaking, movement, state, etc.
The children are very excited about working with watercolors. We propose to fix the impression, feeling, mood after the perception of the text with paints on paper. Then - the unraveling of feelings, assessments caught and reflected in color and lines, and their verbal expression.
Of great importance is the stimulus-motivational method, which is implemented in various types of situational exercises based on the dependence of the content and speech design of the statement on the speech situation. For example, a correspondence tour of exhibition halls, museums, streets and squares of cities (role-playing game guide-tourists); verbal or written invitation to the exhibition; dialogue in the exhibition hall near the picture; drafting questions for interviews with a writer, artist.
These exercises discipline thinking, hone a sense of language, teach you to use it flexibly, and are of great educational value, as they increase speech culture and behavior in general. It should also be noted that such exercises in the lesson are not an end in themselves, but a means of developing the communicative skills and abilities of high school students, a way of accumulating material for composition.
III part
Unfortunately, over the years, students lose their emotionality and figurative perception of the world around them, and a "teenage hole" of artistic development is formed. But, fortunately, our high school students often choose classes in the humanities, and we have the opportunity for purposeful and systematic work on the style and construction of the text. Each essay preparation lesson is a linguistic, verbal, stylistic analysis of the text, in which students enter into a “dialogue with the author”.
The text is an incentive to discuss various problems, so for the lesson I select texts that meet the following requirements:
It must be externally connected;
Take into account the age characteristics of students - correspond to the communicative reading and life experience;
Check mastery of conscious reading;
To give the possibility of an ambiguous interpretation by the graduate of the problem posed in the text;
Should deal with ethical, moral issues, contain material for reflection;
Should not be overloaded with informative elements.
In the essay preparation lesson, students receive informer cards.
1. The introductory part of the essay can be framed in different ways.
The most common version of the beginning of an essay suggests its direct connection with the definition of the topic and problems of the source text.
In this case, the named part of the examination paper may be:
a) the actual definition of the topic of the text;
b) the formulation of the main problems that the author of the text raises or touches on;
d) lyrical reflection related to the theme of the text or its problems.
The introductory part of the essay can also be associated with the idea of the text or the main conclusion of the author of the text. In this case, it takes the form of an "overturned beginning"(... This is how the article ends ... essay ... story).
The author expresses (expresses, formulates, conducts) a thought (deep, important, bold, wise, brilliant)...; according to the author...; the publicist is convinced that...; the author makes you think about ...; the writer solves the problem in an original way, because...; the author of the text proves his point of view ... .
3. The final part of the work, summing up all that has been said, can also have several options: in this part, the position of the author of the original text in relation to the problems under consideration can be generalized; the graduate's own position and his assessment of the author's point of view can be formulated; the general impression of the reading can be conveyed.
The final part of the essay-reasoning can be framed as:
1) ending-conclusion (a summary of the entire essay compressed into several lines);
2) ending-answer (energetic response to the question posed at the beginning of the essay);
3) ending-quote (a bright quote containing the essence of the idea of the essay).
Preparation for writing part C (USE in the Russian language) according to the text of V. Soloukhin
Lesson goals.
1. Teaching the ability to analyze a literary text:
Determine the problems of the text;
Determine the main idea of the text.
2. Teaching the ability to express one's own opinion on the issues of the text and argue it with reason.
3. Development of the skill to express one's thoughts consistently, accurately, using a variety of grammatical forms.
4. Education of love for the small motherland, responsible and careful attitude to native places.
Equipment for the lesson.
- Text by Vladimir Soloukhin (on the desk of each student):
- Text highlighters.
3. Memo "Reference words and expressions for the task" C "
Text by V. Soloukhin.
The face of old, pre-revolutionary Russia was determined, for example, to a large extent by those hundreds of thousands of churches and bell towers that were placed throughout its expanses on mostly elevated places and which determined the silhouette of each city - from the largest to the smallest, as well as hundreds of monasteries, countless number of windmills and watermills. Tens of thousands of landlord estates with their parks and systems of ponds also contributed a considerable share to the landscape and landscape of the country. But, of course, first of all, and small villages and villages with willows, wells, sheds, bathhouses, paths, gardens, kitchen gardens, pledges, whorls, carved architraves, skates, porches, fairs, sundresses, round dances, mowing, shepherd's horns, sickles, flails, thatched roofs, small individual fields, plowed horses… The face of the country changed when all these landscape-determining factors disappeared.
It is bad if the soul is asleep, if it is distracted, drowned out by side circumstances, interests, noises, self-interest or other considerations, if it is dead or, to be more precise, is in lethargy. Then the spirituality leaves the landscape. The landscape remains a landscape, but it seems to become empty, the form remains in the absence of content, it breathes cold, alienation, indifference, and that's it, emptiness. It becomes indifferent for an individual and a whole nation: what will it look like? What will the house, the village, the river, the valley, the hills, the country as a whole look like? What will be the face of the country? There are departments for the development and extraction of minerals, for the construction of roads, for agriculture, for electrification, for light, heavy and automotive industries, but there is no department for the appearance of the country (land), for its neatness, tidiness, spirituality ... We think about the strength of structures , about the nature and volume of earthworks, about the amount of wood, about centners and tons, about cubic meters and square meters, but we don’t think about how it will look like? How it will look not only on its own, but in combination with the environment, with the area, in accordance with traditions and with a projection into the future. The landscape in all its complexity and totality is not just the face of a country, but also the face of a given society. A littered forest, rutted roads with stuck cars, shallow rivers, green meadows streaked with caterpillar tracks, half-abandoned villages, agricultural machines rusting in the open, standard houses, fields infested with weeds, say nothing less about the inhabitants of a particular village than an unsightly and a neglected apartment about its tenants.
Reference words and expressions for task C
... This is what the remarkable Russian writer is thinking about ...
The text of the famous Russian writer ... is dedicated to ...
This text is a reflection not only about ..., but also serious reflections about ...
The writer talks about...
... About this on an example ... reflects ...
It is important for a writer to...
He calls us to...
The writer highlights...
It is especially significant that…
The fairness of the position ... is beyond doubt.
It seems to me that it is especially significant for understanding the author's intention is ...
It is impossible not to feel and not to accept ...
Have you thought…
Have you paid attention to...
Sympathizing with the heroes, we think ...
Unfortunately…
During the classes.
- Today we are analyzing the text of Vladimir Soloukhin. What do you know about this author? (Oral answers of students).
- Read the text, define the problem, the position of the author on this problem and underline the main thing for understanding it. (Pupils read the text and highlight the main points with markers)
Just as an artist creates a landscape painting, so does an entire people gradually, involuntarily, even perhaps, stroke by stroke over the course of centuries, create the landscape and landscape of their country...
The face of old, pre-revolutionary Russia was determined, for example, to a large extent by those hundreds of thousands of churches and bell towers that were placed throughout its expanses on mostly elevated places and which determined the silhouette of each city - from the largest to the smallest, as well as hundreds of monasteries, countless number of windmills and watermills. Tens of thousands of landlord estates with their parks and systems of ponds also contributed a considerable share to the landscape and landscape of the country. But, of course, first of all, and small villages and villages with willows, wells, sheds, bathhouses, paths, gardens, kitchen gardens, pledges, whorls, carved architraves, skates, porches, fairs, sundresses, round dances, mowing, shepherd's horns, sickles, flails, thatched roofs, small solitary fields, plowed horses… The face of the country changed when all these landscape-determining factors disappeared.
Just as a landscape painter puts a particle of his soul into his creation and creates a landscape, essentially speaking, in his own image and likeness, so the soul of the people and the idea of beauty that is in the soul of this or that person turns out to be embedded in the landscape of any country. people live.
It is bad if the soul is asleep, if it is distracted, drowned out by side circumstances, interests, noises, self-interest or other considerations, if it is dead or, to be more precise, is in lethargy. Then the spirituality leaves the landscape. The landscape remains a landscape, but it seems to become empty, the form remains in the absence of content, it breathes cold, alienation, indifference, and that's it, emptiness. It becomes indifferent for an individual and a whole nation: what will it look like? What will the house, the village, the river, the valley, the hills, the country as a whole look like? What will be the face of the country? There are departments for the development and extraction of minerals, for the construction of roads, for agriculture, for electrification, for light, heavy and automotive industries, but there is no department for the appearance of the country (land), for its neatness, tidiness, spirituality ... We think about the strength of structures , about the nature and volume of earthworks, about the amount of wood, about centners and tons, about cubic meters and square meters, but we don’t think about how it will look like? How it will look not only on its own, but in combination with the environment, with the area, in accordance with traditions and with a projection into the future. The landscape in all its complexity and totality is not just the face of a country, but also the face of a given society. A littered forest, rutted roads with stuck cars, shallow rivers, green meadows streaked with caterpillars of tractors, half-abandoned villages, agricultural machines rusting in the open, standard houses, fields infested with weeds, say nothing about the inhabitants of this or that village, this or that area no less than an unsightly and neglected apartment about its tenants.
4. What, according to Soloukhin, determined the landscape of pre-revolutionary Russia?
(The face of pre-revolutionary Russia was determined by hundreds of thousands of churches and bell towers, hundreds of monasteries, countless windmills and watermills. First of all, small villages and villages.)
5. Why, according to Soloukhin, has the face of the country changed? (The face of the country changed when all these landscape-defining factors disappeared.)
7. What is the author of the text complaining about?(It’s bad if the soul sleeps, if it is distracted, drowned out by self-interest, if it is dead. Then spirituality also leaves the landscape. The landscape seems to be empty, the form remains in the absence of content, it breathes indifference and emptiness. It becomes indifferent for an individual and a whole people: what will it look like? What will be the face of the country? There is no department for the appearance of the country (the land), for its neatness, tidiness, spirituality.)
8. Using the key words from part 2 of our memo, reveal the position of the author.
(In his reasoning, Soloukhin rightly claims that the soul of the people is embedded in the landscape of any country. The writer emphasizes that not all changes have a positive effect on the appearance of the country ..)
9. So, what conclusion does Soloukhin lead us to? Use the words from parts 3 and 4 of the handout to answer this question.
(The validity of the author’s position is beyond doubt: the landscape is the face of the country, the face of this society. It is especially significant that the littered forest, shallow rivers, half-abandoned villages speak about the inhabitants of our country no less than a neglected apartment about its residents. attention that there are different departments for the development and extraction of minerals, for the construction of roads, for agriculture, but there are no departments for the appearance of the country, for its neatness, tidiness, spirituality.The author makes us think about our attitude to our native city.)
(Of course, we agree with the opinion of Vladimir Soloukhin that the person himself influences the landscape and the landscape of the country.)
11. What arguments can you give?
(Although I do not agree that after the revolution, the soul disappeared from the Russian landscape. It remained, but became different: faster, more complex, industrial, digitized. The landscape and the people remained connected, but the connection between the people and traditions began to weaken, if not disappeared completely. It's like painting. It's one thing to draw on a canvas with a brush, and quite another - on a digital tablet with a stylus. As Soloukhin said, there remains a form in the absence of content. But still, a rural or urban landscape is beginning to regain its pre-revolutionary face. Parks are being ennobled, churches are being rebuilt, roads are being repaired. And this says a lot about the inhabitants of the country.) (Soloukhin's text warns us against mistakes in relation to the common house. Fortunately, Vladimirians try not to be indifferent to the landscape and landscape of their small homeland.)
12. Thus, today in the lesson we analyzed the text of the famous Vladimir writer V. Soloukhin, defining his problem and the author's position on this problem. In your answers, you were able to reasonably prove the relevance of the topic that the author discusses. Almost orally, we spoke the essay that you have to write. Tell me, did the work that we did during the lesson in preparing for the essay help you?
(Yes, the algorithm for working on the text has become more clear to us, the key words allow you to build your answer in a connected way, logically connect one part with another).
13. We have worked on the individual parts of our essay, and now you have to write the work as a whole.
Samples of student essays.
Written by Vlad T.
The text of the famous Russian writer Vladimir Soloukhin is dedicated to the connection of the country's landscape and landscape with the spirituality of the people.
The writer talks about the fact that a whole nation, stroke by stroke, has been creating the landscape and landscape of their country for centuries. Soloukhin emphasizes that the face of pre-revolutionary Russia was determined by hundreds of thousands of churches and bell towers, monasteries, countless wind and water mills, tens of thousands of landlord estates with their parks and ponds. The author laments that the face of the country has changed when all these factors that define the landscape have disappeared. In his reasoning, Soloukhin rightly asserts that the soul of the people is embedded in the landscape of any country. And it is bad if the soul sleeps, if it is distracted by self-interest, if it is dead. Then spirituality also leaves the landscape, the landscape, as it were, becomes empty, indifference emanates from it.
The validity of the author's position is beyond doubt: the landscape is the face of the country, the face of this society. A littered forest, shallow rivers, half-abandoned villages speak about the inhabitants of the country no less than a neglected apartment about its residents.
Last year we visited the city of Vladimir. There is a huge number of cathedrals and churches, and this, as you know, is the soul of the people. In Vladimir, they take care of the appearance of the city: churches and monasteries are being restored, where in Soviet times there were warehouses and museums. The Trinity Church, which stands at the Golden Gate and where the crystal museum is now located, was going to be demolished during the construction of the drama theater, and only after the intervention of famous people, including Soloukhin, was left in place. The estates of the Vorontsovs and Vsevolozhskys near Vladimir have been restored, they house sanatoriums, and vacationers have the opportunity to admire the beauty of ancient parks.
Soloukhin's text warns us against mistakes in relation to the common home. Fortunately, Vladimirians try not to be indifferent to the landscape and landscape of their small homeland.
The composition of Riyaz Ya.
The text of the famous Russian writer Vladimir Soloukhin is devoted to the problem of the relationship between the landscape and the landscape of the country with the spirituality of the people.
“The landscape in all its complexity and totality is not just the face of the earth, the face of the country, but also the face of this society,” the author rightly asserts. And society, as you know, is a dynamic system. So, involuntarily changing, society transforms the landscape of its country. Here in Russia, despite the apparent constancy, the landscape is changing. Under the influence of time, due to the influence of historical figures or in the fire of wars and natural disasters.
The author emphasizes that, unfortunately, not all changes have a positive effect on the appearance of the country. Some are destroying it, and that's a bad sign. After all, the nature and soul of the people are connected. And if the soul falls into a lethargic sleep, then the landscape is destroyed, and nature perishes. "Then spirituality leaves" from the landscape of the country. But what remains?
Although I do not agree that after the revolution, the soul disappeared from the Russian landscape. It remained, but it became different: faster, more complex, industrial, one might say, digitized. The landscape and the people remained connected, but the connection between the people and traditions began to weaken, if not completely disappeared. It's like painting. It's one thing to draw on a canvas with a brush, and quite another to draw on a digital tablet with a stylus. As Soloukhin said, the form remains in the absence of content. But still, the modern urban and rural landscape is beginning to regain its pre-revolutionary face. Parks are being ennobled, churches are being rebuilt, roads are being repaired. And it says a lot about the people of our country.
Thus, Soloukhin rightly asserts that the landscape of the country is a reflection of the spirituality of the people.
A visual resource that helps the teacher in his work is an interactive whiteboard. It allows you to present information using various multimedia resources. On the interactive whiteboard, it is easy to delete, move, insert inscriptions, add comments to texts. Students have the opportunity to note the features of the construction of the text, its artistic and expressive features, select the most stylistically appropriate combinations, inserting them into the gaps of the finished texts. In case of difficulty, they turn to the reference book, which is compiled by the students themselves and is supplemented from lesson to lesson. In the reference book, students find information on functional style, a brief description of the styles of the modern Russian language, a list of figurative and expressive means and their functional characteristics, language and speech standards-clichés used in writing essays. If it is necessary for students to hear expressive, orthoepic-correct reading of the text, then we connect audio or video equipment to the interactive whiteboard.
The gymnasium has accumulated some experience in complex text analysis. Lessons that combine literary, linguistic and even musicological analysis are very popular with students and teachers.” Most recently, within the walls of the gymnasium, with the support of the IMC methodologist Satarova N.G. a zonal seminar was held on the topic "Development of intercultural competence of students by means of integrating subjects in a cultural-creative environment." This seminar was the first part of the project "Fates Burnt by Time" and was devoted to the work of B. Pasternak and G. Sviridov, in particular, the analysis of G. Sviridov's cantata to the words of B. Pasternak "It's snowing." The didactic theater "Poetry of the Silver Age" was shown, a cantata performed by the Rural Boys' Choir was listened to, and a literary and musicological analysis of the poems was given.
Thus, the works of Pasternak were studied through the integration of literature, music and history, and the experience of research and speech-creative activity was consolidated.
Which of the statements correspond to the content of the text? Specify the answer numbers.
1) The appearance of the country, the face of the country should be the concern of the state.
2) The landscape, the landscape of the country is completely independent of a person's idea of beauty.
3) Human economic activity largely determines the landscape and landscape of the country.
4) The landscape of the country tells a lot about the attitude of society towards man and nature.
5) It is necessary to create an agency for the protection of the appearance of the land.
Explanation.
Statement number 1 is confirmed by the content of sentences No. 13-16.
Statement number 2 contradicts sentence number 6 of the text.
Statement number 3 is confirmed by sentences 4-5 of the text.
Statement number 4 is confirmed by sentence number 6 of the text.
Statement number 5 is not confirmed in the text.
Answer: 134
Answer: 134
Relevance: 2016-2017
Difficulty: normal
Codifier section: Semantic and compositional integrity of the text.
Which of the following statements are true? Specify the answer numbers.
Enter the numbers in ascending order.
2) Sentences 6-8 present the narrative.
5) Sentences 13-14 contain a description.
Explanation.
1) Sentences 1-4 present reasoning and description.
2) In sentences 6-8, not a narrative is presented, but reasoning.
3) Sentences 8-10 contain elements of reasoning.
4) Sentence 17 contains an explanation of the judgment expressed in sentence 16.
5) Sentences 13-14 contain a description. Wrong.
Answer: 134
Answer: 134
Relevance: 2016-2017
Difficulty: normal
Codifier section: Functional-semantic types of speech
Write out the term from sentence 7.
Explanation.
(7) It is bad if the soul is asleep, if it is distracted, drowned out by side circumstances, interests, noises, self-interest or other considerations, if it is dead or, to be more precise, is in lethargy.
Lethargy is a medical term.
Answer: lethargy
Answer: lethargy
Relevance: 2016-2017
Difficulty: normal
Codifier section: Lexical meaning of the word
Roman Ryzhikov 04.06.2018 16:14
Why are you changing the case of the term in the answer? It must be written as in the text.
Tatiana Statsenko
Both options are provided.
Write a way to form the word DEVELOPMENT (sentence 13).
Explanation.
The noun DEVELOPMENT is formed from the stem of the verb DEVELOP by replacing the verbal suffix A with the noun suffix K, i.e., in a suffixal way.
Answer: suffix
Support service
From the stem of the verb DEVELOP.
Among sentences 1-5, find one (s) that is (s) connected with the previous one using the attributive and demonstrative pronouns. Write the number(s) of this offer(s).
(5) The face of the country changed when all these landscape-determining factors disappeared. The definitive pronoun ALL and the demonstrative - THESE indicate the words used in the previous sentence.
"(4) ... small villages and villages with willows, wells, sheds, bathhouses, paths, gardens, kitchen gardens, pledges, whorls, carved architraves, skates, porches, fairs, sundresses, round dances, mowing, shepherd's horns, sickles, flails, thatched roofs, small solitary fields, plowed horses...
Answer: 5
Relevance: Current academic year
Difficulty: normal
Codifier section: Means of communication of sentences in the text
Rule: Task 25. Means of communication of sentences in the text
MEANS OF COMMUNICATION OF OFFERS IN THE TEXT
Several sentences connected into a whole by a topic and a main idea are called a text (from Latin textum - fabric, connection, connection).
Obviously, all sentences separated by a dot are not isolated from each other. There is a semantic connection between two adjacent sentences of the text, and not only sentences located next to each other can be related, but also separated from each other by one or more sentences. The semantic relations between sentences are different: the content of one sentence can be opposed to the content of another; the content of two or more sentences can be compared with one another; the content of the second sentence can reveal the meaning of the first or clarify one of its members, and the content of the third can reveal the meaning of the second, etc. The purpose of task 23 is to determine the type of relationship between sentences.
The wording of the task may be as follows:
Among sentences 11-18, find one (s) that is (s) connected with the previous one using a demonstrative pronoun, adverb and cognates. Write the number(s) of the offer(s)
Or: Determine the type of connection between sentences 12 and 13.
Remember that the previous one is ONE HIGHER. Thus, if the interval 11-18 is indicated, then the desired sentence is within the limits indicated in the task, and the answer 11 may be correct if this sentence is related to the 10th topic indicated in the task. Answers can be 1 or more. The score for the successful completion of the task is 1.
Let's move on to the theoretical part.
Most often, we use this text construction model: each sentence is linked to the next one, this is called chain link. (We will talk about the parallel connection below). We speak and write, we combine independent sentences into a text according to simple rules. Here's the gist: two adjacent sentences must refer to the same subject.
All types of communication are usually divided into lexical, morphological and syntactic. As a rule, when connecting sentences into text, one can use several types of communication at the same time. This greatly facilitates the search for the desired sentence in the specified fragment. Let's take a closer look at each type.
23.1. Communication with the help of lexical means.
1. Words of one thematic group.
Words of the same thematic group are words that have a common lexical meaning and denote similar, but not identical, concepts.
Word examples: 1) Forest, path, trees; 2) buildings, streets, sidewalks, squares; 3) water, fish, waves; hospital, nurses, emergency room, ward
Water was clean and transparent. Waves ran ashore slowly and silently.
2. Generic words.
Generic words are words related by the relationship genus - species: genus is a broader concept, species is a narrower one.
Word examples: Chamomile - flower; birch - tree; car - transport etc.
Suggestion examples: Under the window still grew Birch. How many memories I have associated with this tree...
field chamomile become a rarity. But it's unpretentious flower.
3 Lexical repetition
Lexical repetition is the repetition of the same word in the same word form.
The closest connection of sentences is expressed primarily in repetition. The repetition of one or another member of the sentence is the main feature of the chain connection. For example, in sentences Behind the garden was a forest. The forest was deaf, neglected the connection is built according to the “subject - subject” model, that is, the subject named at the end of the first sentence is repeated at the beginning of the next one; in sentences Physics is science. Science must use the dialectical method- "model predicate - subject"; in the example The boat has landed on the shore. The beach was strewn with small pebbles.- model "circumstance - subject" and so on. But if in the first two examples the words forest and science stand in each of the adjacent sentences in the same case, then the word shore has different forms. Lexical repetition in the tasks of the exam will be considered the repetition of a word in the same word form, used to enhance the impact on the reader.
In texts of artistic and journalistic styles, the chain connection through lexical repetition often has an expressive, emotional character, especially when the repetition is at the junction of sentences:
Here the Aral Sea disappears from the map of the Fatherland sea.
Whole sea!
The use of repetition here is used to enhance the impact on the reader.
Consider examples. We do not yet take into account additional means of communication, we look only at lexical repetition.
(36) I heard a very brave man who went through the war once say: “ It used to be scary very scary." (37) He spoke the truth: he used to be scared.
(15) As an educator, I happened to meet young people who yearn for a clear and precise answer to the question of higher education. values life. (16) 0 values, allowing you to distinguish good from evil and choose the best and most worthy.
note: different forms of words refer to a different kind of connection. For more on the difference, see the paragraph on word forms.
4 Root words
Single-root words are words with the same root and common meaning.
Word examples: Motherland, be born, birth, kind; break, break, break
Suggestion examples: I'm lucky be born healthy and strong. History of my birth nothing remarkable.
Although I understood that a relationship is necessary break but he couldn't do it himself. This gap would be very painful for both of us.
5 Synonyms
Synonyms are words of the same part of speech that are similar in meaning.
Word examples: to be bored, to frown, to be sad; fun, joy, rejoicing
Suggestion examples: At parting, she said that will miss. I knew that too I will be sad through our walks and conversations.
Joy grabbed me, picked me up and carried me... jubilation seemed to have no boundaries: Lina answered, answered at last!
It should be noted that synonyms are difficult to find in the text if you need to look for a connection only with the help of synonyms. But, as a rule, along with this method of communication, others are used. So, in example 1 there is a union too , this relationship will be discussed below.
6 Contextual synonyms
Contextual synonyms are words of the same part of speech that come together in meaning only in a given context, since they refer to the same object (feature, action).
Word examples: kitten, poor fellow, naughty; girl, student, beauty
Suggestion examples: Kitty recently lived with us. Husband took off poor guy from the tree where he climbed to escape from the dogs.
I guessed that she student. Young woman continued to be silent, despite all efforts on my part to talk her.
It is even more difficult to find these words in the text: after all, the author makes them synonyms. But along with this method of communication, others are used, which facilitates the search.
7 Antonyms
Antonyms are words of the same part of speech that are opposite in meaning.
Word examples: laughter, tears; hot Cold
Suggestion examples: I pretended to like this joke and squeezed out something like laughter. But tears strangled me, and I quickly left the room.
Her words were warm and burned. eyes chilled cold. I felt like I was under a contrast shower...
8 Contextual antonyms
Contextual antonyms are words of the same part of speech that are opposite in meaning only in this context.
Word examples: mouse - lion; house - work green - ripe
Suggestion examples: On the work this man was gray mouse. Houses woke up in it a lion.
ripe berries can be safely used to make jam. And here green it is better not to put, they are usually bitter, and can spoil the taste.
We draw attention to the non-random coincidence of terms(synonyms, antonyms, including contextual ones) in this task and tasks 22 and 24: it is the same lexical phenomenon, but viewed from a different angle. Lexical means may serve to connect two adjacent sentences, or they may not be a link. At the same time, they will always be a means of expression, that is, they have every chance of being the object of tasks 22 and 24. Therefore, advice: when completing task 23, pay attention to these tasks. You will learn more theoretical material about lexical means from the help rule for task 24.
23.2. Communication by means of morphological means
Along with lexical means of communication, morphological ones are also used.
1. Pronoun
A pronoun link is a link in which ONE word or MULTIPLE words from the previous sentence is replaced by a pronoun. To see such a connection, you need to know what a pronoun is, what are the ranks in meaning.
What you need to know:
Pronouns are words that are used instead of a name (noun, adjective, numeral), designate persons, point to objects, signs of objects, the number of objects, without specifically naming them.
According to the meaning and grammatical features, nine categories of pronouns are distinguished:
1) personal (I, we; you, you; he, she, it; they);
2) returnable (oneself);
3) possessive (mine, yours, ours, yours, yours); used as possessive also forms of personal: his (jacket), her work),them (merit).
4) demonstrative (this, that, such, such, such, so many);
5) defining(himself, most, all, everyone, each, different);
6) relative (who, what, what, what, which, how much, whose);
7) interrogative (who? what? what? whose? who? how much? where? when? where? from where? why? why? what?);
8) negative (no one, nothing, no one);
9) indefinite (someone, something, someone, someone, someone, someone).
Do not forget that pronouns change by case, so "you", "me", "about us", "about them", "no one", "everyone" are forms of pronouns.
As a rule, the task indicates WHAT rank the pronoun should be, but this is not necessary if there are no other pronouns in the specified period that play the role of CONNECTING elements. It must be clearly understood that NOT EVERY pronoun that occurs in the text is a link.
Let us turn to examples and determine how sentences 1 and 2 are related; 2 and 3.
1) Our school has recently been renovated. 2) I finished it many years ago, but sometimes I went and wandered around the school floors. 3) Now they are some kind of strangers, others, not mine ....
There are two pronouns in the second sentence, both personal, I and her. Which one is the one paperclip, which connects the first and second sentence? If this is a pronoun I, what is it replaced in sentence 1? Nothing. What replaces the pronoun her? Word " school from the first sentence. We conclude: communication using a personal pronoun her.
There are three pronouns in the third sentence: they are somehow mine. Only the pronoun connects with the second they(=floors from the second sentence). Rest in no way correlate with the words of the second sentence and do not replace anything. Conclusion: the second sentence connects the pronoun with the third they.
What is the practical importance of understanding this mode of communication? The fact that you can and should use pronouns instead of nouns, adjectives and numerals. Use, but do not abuse, as the abundance of the words "he", "his", "them" sometimes leads to misunderstanding and confusion.
2. Adverb
Communication with the help of adverbs is a connection, the features of which depend on the meaning of the adverb.
To see such a connection, you need to know what an adverb is, what are the ranks in meaning.
Adverbs are invariable words that denote a sign by action and refer to the verb.
Adverbs of the following meanings can be used as means of communication:
Time and space: below, on the left, near, at the beginning, long ago and the like.
Suggestion examples: We got to work. at first it was hard: it was not possible to work in a team, there were no ideas. Then got involved, felt their strength and even got excited.note: Sentences 2 and 3 are related to sentence 1 using the indicated adverbs. This type of connection is called parallel connection.
We climbed to the very top of the mountain. Around we were only the tops of the trees. Near clouds floated with us. A similar example of a parallel connection: 2 and 3 are related to 1 using the indicated adverbs.
demonstrative adverbs. (They are sometimes called pronominal adverbs, since they do not name how or where the action takes place, but only point to it): there, here, there, then, from there, because, so and the like.
Suggestion examples: I vacationed last summer in one of the sanatoriums in Belarus. From there it was almost impossible to make a phone call, let alone work on the Internet. The adverb "from there" replaces the whole phrase.
Life went on as usual: I studied, my mother and father worked, my sister got married and left with her husband. So three years have passed. The adverb "so" summarizes the entire content of the previous sentence.
It is possible to use and other categories of adverbs, for example, negative: B school and university I didn't have good relationships with my peers. Yes and nowhere did not add up; however, I did not suffer from this, I had a family, I had brothers, they replaced my friends.
3. Union
Connection with the help of unions is the most common type of connection, due to which various relationships arise between sentences related to the meaning of the union.
Communication with the help of coordinating unions: but, and, but, but, also, or, however and others. The task may or may not specify the type of union. Therefore, the material on unions should be repeated.
Details about coordinating conjunctions are described in a special section.
Suggestion examples: By the end of the weekend, we were incredibly tired. But the mood was amazing! Communication with the help of the adversative union "but".
That's how it's always been... Or that's how it seemed to me...Communication with the help of a separating union "or".
We draw attention to the fact that very rarely only one union participates in the formation of a connection: as a rule, lexical means of communication are used simultaneously.
Communication using subordinating unions: for, so. A very atypical case, since subordinating conjunctions connect sentences as part of a complex one. In our opinion, with such a connection, there is a deliberate break in the structure of a complex sentence.
Suggestion examples: I was in total despair... For I did not know what to do, where to go and, most importantly, who to turn to for help. The union for matters because, because, indicates the reason for the state of the hero.
I didn’t pass the exams, I didn’t enter the institute, I couldn’t ask for help from my parents and I wouldn’t do it. So that There was only one thing left to do: find a job. The union "so" has the meaning of the consequence.
4. Particles
Communication with particles always accompanies other types of communication.
Particles after all, and only, here, out, only, even, the same bring additional shades to the proposal.
Suggestion examples: Call your parents, talk to them. After all It's so simple and so difficult at the same time - to love ...
Everyone in the house was already asleep. And only grandmother muttered softly: she always read prayers before going to bed, begging the powers of heaven for a better share for us.
After the departure of her husband, it became empty in the soul and deserted in the house. Even the cat, which used to run like a meteor around the apartment, only yawns sleepily and still strives to climb into my arms. Here Whose hands should I lean on...Pay attention, connecting particles are at the beginning of the sentence.
5. Word forms
Communication using the word form consists in the fact that in adjacent sentences the same word is used in different
- if this noun - number and case
- if adjective - gender, number and case
- if pronoun - gender, number and case depending on grade
- if verb in person (gender), number, tense
Verbs and participles, verbs and participles are considered different words.
Suggestion examples: Noise gradually increased. From this growing noise became uncomfortable.
I knew my son captain. With myself captain fate did not bring me, but I knew that it was only a matter of time.
note: in the task, “word forms” can be written, and then this is ONE word in different forms;
“forms of words” - and these are already two words repeated in adjacent sentences.
The difference between word forms and lexical repetition is of particular complexity.
Information for the teacher.
Consider, as an example, the most difficult task of the real USE in 2016. We give the full fragment published on the FIPI website in "Guidelines for teachers (2016)"
Examinees' difficulties in completing task 23 were caused by cases when the condition of the task required distinguishing between the form of a word and lexical repetition as a means of connecting sentences in the text. In these cases, when analyzing the language material, students should pay attention to the fact that lexical repetition involves the repetition of a lexical unit with a special stylistic task.
Here is the condition of task 23 and a fragment of the text of one of the options for the USE in 2016:
“Among sentences 8–18, find one that is related to the previous one with the help of lexical repetition. Write the number of this proposal.
Below is the beginning of the text given for analysis.
- (7) What kind of an artist are you when you don’t love your native land, an eccentric!
(8) Maybe that's why Berg did not succeed in landscapes. (9) He preferred a portrait, a poster. (10) He tried to find the style of his time, but these attempts were full of failures and ambiguities.
(11) Once Berg received a letter from the artist Yartsev. (12) He called him to come to the Murom forests, where he spent the summer.
(13) August was hot and calm. (14) Yartsev lived far from the deserted station, in the forest, on the shore of a deep lake with black water. (15) He rented a hut from a forester. (16) Berg was taken to the lake by the forester's son Vanya Zotov, a stooped and shy boy. (17) Berg lived on the lake for about a month. (18) He was not going to work and did not take oil paints with him.
Proposition 15 is related to Proposition 14 by personal pronoun "is he"(Yartsev).
Proposition 16 is related to Proposition 15 by word forms "forester": a prepositional case form controlled by a verb, and a non-prepositional form controlled by a noun. These word forms express different meanings: the meaning of the object and the meaning of belonging, and the use of the considered word forms does not carry a stylistic load.
Proposition 17 is related to Proposition 16 by word forms ("on the lake - on the lake"; "Berga - Berg").
Proposition 18 is related to the previous one by means of personal pronoun "he"(Berg).
The correct answer in task 23 of this option is 10. It is sentence 10 of the text that is connected with the previous one (sentence 9) with the help of lexical repetition (the word "he").
It should be noted that among the authors of various manuals there is no consensus, what is considered a lexical repetition - the same word in different cases (persons, numbers) or in the same one. The authors of the books of the publishing house "National Education", "Exam", "Legion" (authors Tsybulko I.P., Vasiliev I.P., Gosteva Yu.N., Senina N.A.) do not give a single example in which the words in various forms would be considered lexical repetition.
At the same time, very difficult cases, in which words in different cases coincide in form, are considered differently in manuals. The author of the books N.A. Senina sees in this the form of the word. I.P. Tsybulko (based on a 2017 book) sees lexical repetition. So, in sentences like I saw the sea in a dream. The sea was calling me the word “sea” has different cases, but at the same time there is undoubtedly the same stylistic task that I.P. Tsybulko. Without delving into the linguistic solution of this issue, we will indicate the position of the RESHUEGE and give recommendations.
1. All obviously non-matching forms are word forms, not lexical repetition. Please note that we are talking about the same linguistic phenomenon as in task 24. And in 24, lexical repetitions are only repeated words, in the same forms.
2. There will be no coinciding forms in the tasks for the RESHUEGE: if the linguists-specialists themselves cannot figure it out, then the graduates of the school cannot do it.
3. If the exam comes across tasks with similar difficulties, we look at those additional means of communication that will help you make your choice. After all, the compilers of KIMs can have their own, separate opinion. Unfortunately, this may be the case.
23.3 Syntactic means.
Introductory words
Communication with the help of introductory words accompanies, complements any other connection, complementing the shades of meanings characteristic of introductory words.
Of course, you need to know which words are introductory.
He was hired. Unfortunately, Anton was too ambitious. One side, the company needed such personalities, on the other hand, he was not inferior to anyone and in nothing, if something was, as he said, below his level.
We give examples of the definition of means of communication in a small text.
(1) We met Masha a few months ago. (2) My parents have not yet seen her, but did not insist on meeting her. (3) It seemed that she also did not strive for rapprochement, which upset me a little.
Let's determine how the sentences in this text are related.
Sentence 2 is related to sentence 1 by a personal pronoun her, which replaces the name Masha in offer 1.
Sentence 3 is related to sentence 2 using word forms she her: "she" is the nominative form, "her" is the genitive form.
In addition, sentence 3 has other means of communication: it is a union too, introductory word seemed, rows of synonymous constructions did not insist on meeting and didn't want to get close.
Read the review snippet. It examines the linguistic features of the text. Some terms used in the review are missing. Fill in the gaps with the numbers corresponding to the number of the term from the list.
“Devoting the text to the problem of creating a landscape and landscape of the country, V. Soloukhin already in the first sentence, using such a technique as (A) _____, compares the work of an artist on a landscape painting with the creation of a landscape by a whole people. The same technique is repeated in the sixth sentence. Using numerous (B)_____ (sentences 4, 7, 14, 17), the author tries to describe this or that phenomenon more accurately. The key to understanding the problem posed by the author is found in sentences 7-12. (B)_____ (“the soul is sleeping, it is dead”) in the 7th sentence makes the reader take a fresh look at familiar things. The text is imbued with the author's understanding of the problem. An indifferent attitude to what the author writes about is constantly emphasized by precisely adjusted vocabulary, for example, “tidiness, tidiness, spirituality”, as well as (D) _____ (“of course”, “first of all)”.
List of terms:
1) comparative turnover
3) contextual antonyms
4) rows of homogeneous members
5) impersonation
6) matching
7) introductory words and constructions
8) colloquial vocabulary
9) rhetorical appeal
Write down the numbers in response, arranging them in the order corresponding to the letters:
| A | B | AT | G |
Explanation (see also Rule below).
Let's fill in the blanks.
“Devoting the text to the problem of creating a landscape and landscape of the country, V. Soloukhin already in the first sentence, using such a technique as comparison, compares the artist's work on a landscape painting with the creation of a landscape by a whole people. The same technique is repeated in the sixth sentence. Using numerous rows of homogeneous members(sentences 4, 7, 14, 17), the author tries to describe this or that phenomenon more accurately. The key to understanding the problem posed by the author is found in sentences 7-12. personification(“the soul is sleeping, it is dead”) in the 7th sentence makes the reader take a fresh look at familiar things. The text is imbued with the author's understanding of the problem. An indifferent attitude to what the author writes about is constantly emphasized by precisely adjusted vocabulary, for example, “tidiness, tidiness, spirituality”, as well as introductory words and constructions(“of course”, “first of all”)”.
Answer: 6457.
Answer: 6457
Rule: Task 26. Language means of expression
ANALYSIS OF THE MEANS OF EXPRESSION.
The purpose of the task is to determine the means of expression used in the review by establishing a correspondence between the gaps indicated by the letters in the text of the review and the numbers with definitions. You need to write down matches only in the order in which the letters go in the text. If you do not know what is hidden under a particular letter, you must put "0" in place of this number. For the task you can get from 1 to 4 points.
When completing task 26, you should remember that you fill in the gaps in the review, i.e. restore the text, and with it semantic and grammatical connection. Therefore, an analysis of the review itself can often serve as an additional clue: various adjectives of one kind or another, predicates that agree with omissions, etc. It will facilitate the task and the division of the list of terms into two groups: the first includes terms based on the meaning of the word, the second - the structure of the sentence. You can carry out this division, knowing that all means are divided into TWO large groups: the first includes lexical (non-special means) and tropes; into the second figure of speech (some of them are called syntactic).
26.1 A TROPWORD OR EXPRESSION USED IN A PORTABLE MEANING TO CREATE AN ARTISTIC IMAGE AND ACHIEVE GREATER EXPRESSION. Tropes include such techniques as epithet, comparison, personification, metaphor, metonymy, sometimes they include hyperbole and litotes.
Note: In the task, as a rule, it is indicated that these are TRAILS.
In the review, examples of tropes are indicated in brackets, as a phrase.
1.Epithet(in translation from Greek - application, addition) - this is a figurative definition that marks a feature that is essential for a given context in the depicted phenomenon. From a simple definition, the epithet differs in artistic expressiveness and figurativeness. The epithet is based on a hidden comparison.
Epithets include all the "colorful" definitions that are most often expressed adjectives:
sad orphan land(F.I. Tyutchev), gray fog, lemon light, silent peace(I. A. Bunin).
Epithets can also be expressed:
-nouns, acting as applications or predicates, giving a figurative description of the subject: sorceress-winter; mother - cheese earth; The poet is a lyre, and not only the nurse of his soul(M. Gorky);
-adverbs acting as circumstances: In the north stands wild alone...(M. Yu. Lermontov); The leaves were tense elongated in the wind (K. G. Paustovsky);
-gerunds: the waves are rushing thundering and sparkling;
-pronouns expressing the superlative degree of this or that state of the human soul:
After all, there were fighting fights, Yes, they say, more what kind! (M. Yu. Lermontov);
-participles and participial phrases: Nightingale vocabulary rumbling announce the forest limits (B. L. Pasternak); I also admit the appearance of ... scribblers who cannot prove where they spent the night yesterday, and who have no other words in the language, except for words, not remembering kinship(M. E. Saltykov-Shchedrin).
2. Comparison- This is a visual technique based on the comparison of one phenomenon or concept with another. Unlike metaphor, comparison is always binomial: it names both compared objects (phenomena, signs, actions).
Villages are burning, they have no protection.
The sons of the fatherland are defeated by the enemy,
And the glow like an eternal meteor,
Playing in the clouds, frightens the eye. (M. Yu. Lermontov)
Comparisons are expressed in various ways:
The form of the instrumental case of nouns:
Nightingale stray youth flew by,
wave in bad weather Joy subsided (A. V. Koltsov)
Comparative form of an adjective or adverb: These eyes greener sea and our cypresses darker(A. Akhmatova);
Comparative turnovers with unions like, as if, as if, as if, etc .:
Like a predatory animal, to a humble abode
The winner breaks in with bayonets ... (M. Yu. Lermontov);
Using the words similar, similar, this is:
Into the eyes of a cautious cat
Similar your eyes (A. Akhmatova);
With the help of comparative clauses:
Golden foliage swirled
In the pinkish water of the pond
Just like a light flock of butterflies
With fading flies to a star. (S. A. Yesenin)
3.Metaphor(in translation from Greek - transfer) is a word or expression that is used in a figurative sense based on the similarity of two objects or phenomena on some basis. In contrast to comparison, in which both what is being compared and what is being compared is given, a metaphor contains only the second, which creates compactness and figurativeness of the use of the word. The metaphor can be based on the similarity of objects in shape, color, volume, purpose, sensations, etc.: a waterfall of stars, an avalanche of letters, a wall of fire, an abyss of grief, a pearl of poetry, a spark of love and etc.
All metaphors are divided into two groups:
1) general language("erased"): golden hands, a storm in a teacup, mountains to move, strings of the soul, love has faded;
2) artistic(individual-author's, poetic):
And the stars fade diamond thrill
AT painless cold dawn (M. Voloshin);
Empty skies transparent glass (A. Akhmatova);
And eyes blue, bottomless
Blooming on the far shore. (A. A. Blok)
Metaphor happens not only single: it can develop in the text, forming whole chains of figurative expressions, in many cases - covering, as if permeating the entire text. This is extended, complex metaphor, an integral artistic image.
4. Personification- this is a kind of metaphor based on the transfer of signs of a living being to natural phenomena, objects and concepts. Most often, personifications are used to describe nature:
Rolling through sleepy valleys, Sleepy mists lay down And only the horse's clatter, Sounding, is lost in the distance. The autumn day went out, turning pale, Rolling up fragrant leaves, Taste a dreamless dream Half-withered flowers. (M. Yu. Lermontov)
5. Metonymy(in translation from Greek - renaming) is the transfer of a name from one object to another based on their adjacency. Adjacency can be a manifestation of a relationship:
Between action and tool of action: Their villages and fields for a violent raid He doomed swords and fires(A. S. Pushkin);
Between the object and the material from which the object is made: ... not that on silver, - on gold ate(A. S. Griboyedov);
Between a place and the people in that place: The city was noisy, flags crackled, wet roses fell from the bowls of flower girls ... (Yu. K. Olesha)
6. Synecdoche(in translation from Greek - correlation) is kind of metonymy, based on the transfer of meaning from one phenomenon to another on the basis of a quantitative relationship between them. Most often, the transfer occurs:
From less to more: Even a bird does not fly to him, And a tiger does not go ... (A. S. Pushkin);
Part to whole: Beard, why are you still silent?(A.P. Chekhov)
7. Paraphrase, or paraphrase(in translation from Greek - a descriptive expression), is a turnover that is used instead of a word or phrase. For example, Petersburg in verse
A. S. Pushkin - "Peter's creation", "Beauty and wonder of midnight countries", "city of Petrov"; A. A. Blok in the verses of M. I. Tsvetaeva - “a knight without reproach”, “blue-eyed snow singer”, “snow swan”, “almighty of my soul”.
8. Hyperbole(in translation from Greek - exaggeration) is a figurative expression containing an exorbitant exaggeration of any sign of an object, phenomenon, action: A rare bird will fly to the middle of the Dnieper(N. V. Gogol)
And at that very moment couriers, couriers, couriers... you can imagine thirty five thousands one couriers! (N.V. Gogol).
9. Litota(translated from Greek - smallness, moderation) is a figurative expression containing an exorbitant understatement of any sign of an object, phenomenon, action: What tiny cows! There is, right, less than a pinhead.(I. A. Krylov)
And marching importantly, in orderly calmness, The horse is led by the bridle by a peasant In large boots, in a sheepskin coat, In large mittens ... and himself with a fingernail!(N.A. Nekrasov)
10. Irony(in translation from Greek - pretense) is the use of a word or statement in a sense opposite to the direct one. Irony is a type of allegory in which mockery is hidden behind an outwardly positive assessment: Where, smart, are you wandering, head?(I. A. Krylov)
26.2 "Non-special" lexical figurative and expressive means of the language
Note: The tasks sometimes indicate that this is a lexical means. Usually in the review of task 24, an example of a lexical means is given in brackets, either in one word or in a phrase in which one of the words is in italics. Please note: these funds are most often needed find in task 22!
11. Synonyms, i.e. words of the same part of speech, different in sound, but the same or similar in lexical meaning and differing from each other either in shades of meaning, or in stylistic coloring ( brave - brave, run - rush, eyes(neutral) - eyes(poet.)), have great expressive power.
Synonyms can be contextual.
12. Antonyms, i.e. words of the same part of speech, opposite in meaning ( truth - lies, good - evil, disgusting - wonderful), also have great expressive possibilities.
Antonyms can be contextual, that is, they become antonyms only in a given context.
Lies happen good or evil,
Compassionate or merciless,
Lies happen cunning and clumsy
Cautious and reckless
Captivating and joyless.
13. Phraseologisms as a means of linguistic expression
Phraseological units (phraseological expressions, idioms), i.e. word combinations and sentences reproduced in finished form, in which the integral meaning dominates the meanings of their constituent components and is not a simple sum of such meanings ( get into trouble, be in seventh heaven, a bone of contention) have great expressive potential. The expressiveness of phraseological units is determined by:
1) their vivid imagery, including mythological ( the cat cried like a squirrel in a wheel, Ariadne's thread, the sword of Damocles, Achilles' heel);
2) the relevance of many of them: a) to the category of high ( the voice of one crying in the wilderness, sink into oblivion) or reduced (colloquial, colloquial: like a fish in water, neither sleep nor spirit, lead by the nose, lather your neck, hang your ears); b) to the category of language means with a positive emotionally expressive coloring ( store as the apple of an eye - torzh.) or with a negative emotionally expressive coloring (without the king in the head is disapproved, the small fry is neglected, the price is worthless - contempt.).
14. Stylistically colored vocabulary
To enhance expressiveness in the text, all categories of stylistically colored vocabulary can be used:
1) emotionally expressive (evaluative) vocabulary, including:
a) words with a positive emotional and expressive assessment: solemn, sublime (including Old Church Slavonics): inspiration, coming, fatherland, aspirations, secret, unshakable; sublimely poetic: serene, radiant, spell, azure; approving: noble, outstanding, amazing, courageous; affectionate: sun, darling, daughter
b) words with a negative emotional-expressive assessment: disapproving: conjecture, bicker, nonsense; disparaging: upstart, delinquent; contemptuous: dunce, cramming, scribbling; swear words/
2) functionally-stylistically colored vocabulary, including:
a) book: scientific (terms: alliteration, cosine, interference); official business: the undersigned, report; journalistic: report, interview; artistic and poetic: azure, eyes, cheeks
b) colloquial (everyday-household): dad, boy, braggart, healthy
15. Vocabulary of limited use
To enhance expressiveness in the text, all categories of vocabulary of limited use can also be used, including:
Dialect vocabulary (words that are used by the inhabitants of any locality: kochet - rooster, veksha - squirrel);
Colloquial vocabulary (words with a pronounced reduced stylistic coloring: familiar, rude, dismissive, abusive, located on the border or outside the literary norm: goofball, bastard, slap, talker);
Professional vocabulary (words that are used in professional speech and are not included in the system of the general literary language: galley - in the speech of sailors, duck - in the speech of journalists, window - in the speech of teachers);
Slang vocabulary (words characteristic of jargons - youth: party, bells and whistles, cool; computer: brains - computer memory, keyboard - keyboard; soldier: demobilization, scoop, perfume; jargon of criminals: dude, raspberry);
Vocabulary is outdated (historicisms are words that have become obsolete due to the disappearance of the objects or phenomena they designate: boyar, oprichnina, horse; archaisms are obsolete words that name objects and concepts for which new names have appeared in the language: brow - forehead, sail - sail); - new vocabulary (neologisms - words that have recently entered the language and have not yet lost their novelty: blog, slogan, teenager).
26.3 FIGURES (RHETORICAL FIGURES, STYLISTIC FIGURES, FIGURES OF SPEECH) ARE STYLISTIC TECHNIQUES based on special combinations of words that are beyond the scope of normal practical use, and aimed at enhancing the expressiveness and descriptiveness of the text. The main figures of speech include: rhetorical question, rhetorical exclamation, rhetorical appeal, repetition, syntactic parallelism, polyunion, non-union, ellipsis, inversion, parcellation, antithesis, gradation, oxymoron. Unlike lexical means, this is the level of a sentence or several sentences.
Note: In the tasks there is no clear definition format that indicates these means: they are called both syntactic means, and a technique, and simply a means of expression, and a figure. In task 24, the figure of speech is indicated by the number of the sentence given in brackets.
16. Rhetorical question is a figure in which a statement is contained in the form of a question. A rhetorical question does not require an answer, it is used to enhance the emotionality, expressiveness of speech, to draw the reader's attention to a particular phenomenon:
Why did he give his hand to insignificant slanderers, Why did he believe false words and caresses, He, who from a young age comprehended people?.. (M. Yu. Lermontov);
17. Rhetorical exclamation- this is a figure in which an assertion is contained in the form of an exclamation. Rhetorical exclamations strengthen the expression of certain feelings in the message; they are usually distinguished not only by special emotionality, but also by solemnity and elation:
That was in the morning of our years - Oh happiness! oh tears! O forest! oh life! Oh the light of the sun! O fresh spirit of birch. (A. K. Tolstoy);
Alas! a proud country bowed before the power of a stranger. (M. Yu. Lermontov)
18. Rhetorical appeal- This is a stylistic figure, consisting in an underlined appeal to someone or something to enhance the expressiveness of speech. It serves not so much to name the addressee of the speech, but to express the attitude towards what is said in the text. Rhetorical appeals can create solemnity and pathos of speech, express joy, regret and other shades of mood and emotional state:
My friends! Our union is wonderful. He, like a soul, is unstoppable and eternal (A. S. Pushkin);
Oh deep night! Oh cold autumn! Silent! (K. D. Balmont)
19. Repeat (positional-lexical repetition, lexical repetition)- this is a stylistic figure consisting in the repetition of any member of a sentence (word), part of a sentence or a whole sentence, several sentences, stanzas in order to draw special attention to them.
The types of repetition are anaphora, epiphora and catch-up.
Anaphora(in translation from Greek - ascent, rise), or monotony, is the repetition of a word or group of words at the beginning of lines, stanzas or sentences:
lazily hazy noon breathes,
lazily the river is rolling.
And in the fiery and pure firmament
The clouds are lazily melting (F. I. Tyutchev);
Epiphora(in translation from Greek - addition, final sentence of the period) is the repetition of words or groups of words at the end of lines, stanzas or sentences:
Although man is not eternal,
That which is eternal, humanely.
What is a day or a century
Before what is infinite?
Although man is not eternal,
That which is eternal, humanely(A. A. Fet);
They got a loaf of light bread - joy!
Today the film is good in the club - joy!
Paustovsky's two-volume book was brought to the bookstore joy!(A. I. Solzhenitsyn)
pickup- this is a repetition of any segment of speech (sentence, poetic line) at the beginning of the corresponding segment of speech following it:
he fell down on the cold snow
On the cold snow, like a pine,
Like a pine in a damp forest (M. Yu. Lermontov);
20. Parallelism (syntactic parallelism)(in translation from Greek - walking side by side) - an identical or similar construction of adjacent parts of the text: adjacent sentences, lines of poetry, stanzas, which, when correlated, create a single image:
I look to the future with fear
I look at the past with longing... (M. Yu. Lermontov);
I was your ringing string
I was your blooming spring
But you didn't want flowers
And you didn't hear the words? (K. D. Balmont)
Often using antithesis: What is he looking for in a distant country? What did he throw in his native land?(M. Lermontov); Not the country - for business, but business - for the country (from the newspaper).
21. Inversion(translated from Greek - rearrangement, reversal) - this is a change in the usual word order in a sentence in order to emphasize the semantic significance of any element of the text (word, sentence), to give the phrase a special stylistic coloring: solemn, high-sounding, or, conversely, colloquial, somewhat reduced characteristics. The following combinations are considered inverted in Russian:
The agreed definition is after the word being defined: I am sitting behind bars in damp dungeon(M. Yu. Lermontov); But there was no swell on this sea; stuffy air did not flow: it was brewing great thunderstorm(I. S. Turgenev);
Additions and circumstances expressed by nouns are in front of the word, which includes: Hours of monotonous fight(monotonous strike of the clock);
22. Parceling(in translation from French - particle) - a stylistic device that consists in dividing a single syntactic structure of a sentence into several intonation-semantic units - phrases. At the place of division of the sentence, a period, exclamation and question marks, ellipsis can be used. In the morning, bright as a splint. Terrible. Long. Ratny. The infantry regiment was destroyed. Our. In an unequal battle(R. Rozhdestvensky); Why is nobody outraged? Education and healthcare! The most important spheres of society's life! Not mentioned in this document at all(From newspapers); It is necessary that the state remember the main thing: its citizens are not individuals. And people. (From newspapers)
23. Non-union and multi-union- syntactic figures based on intentional omission, or, conversely, conscious repetition of unions. In the first case, when unions are omitted, speech becomes compressed, compact, dynamic. The depicted actions and events here quickly, instantly unfold, replace each other:
Swede, Russian - stabs, cuts, cuts.
Drum beat, clicks, rattle.
The thunder of cannons, the clatter, the neighing, the groan,
And death and hell on all sides. (A.S. Pushkin)
When polyunion speech, on the contrary, slows down, pauses and a repeated union highlight words, expressively emphasizing their semantic significance:
But and grandson, and great-grandson, and great-great-grandson
They grow in me while I myself grow ... (P.G. Antokolsky)
24.Period- a long, polynomial sentence or a very common simple sentence, which is distinguished by completeness, unity of the theme and intonation split into two parts. In the first part, the syntactic repetition of the same type of subordinate clauses (or members of the sentence) goes with an increasing increase in intonation, then there is a separating significant pause, and in the second part, where the conclusion is given, the tone of voice noticeably decreases. This intonation design forms a kind of circle:
Whenever I wanted to limit my life to a domestic circle, / When a pleasant lot ordered me to be a father, a spouse, / If I were captivated by the family picture for at least a single moment, then, it would be true, except for you, one bride would not be looking for another. (A.S. Pushkin)
25. Antithesis, or opposition(in translation from Greek - opposition) - this is a turn in which opposite concepts, positions, images are sharply opposed. To create an antithesis, antonyms are usually used - general language and contextual:
You are rich, I am very poor, You are a prose writer, I am a poet.(A. S. Pushkin);
Yesterday I looked into your eyes
And now - everything is squinting to the side,
Yesterday, before the birds sat,
All larks today are crows!
I'm stupid and you're smart
Alive and I'm dumbfounded.
O cry of women of all times:
"My dear, what have I done to you?" (M. I. Tsvetaeva)
26. Gradation(in translation from Latin - a gradual increase, strengthening) - a technique consisting in the sequential arrangement of words, expressions, tropes (epithets, metaphors, comparisons) in order of strengthening (increasing) or weakening (decreasing) of a sign. Increasing gradation usually used to enhance the imagery, emotional expressiveness and influencing power of the text:
I called you, but you did not look back, I shed tears, but you did not descend(A. A. Blok);
Glowing, burning, shining huge blue eyes. (V. A. Soloukhin)
Descending gradation is used less often and usually serves to enhance the semantic content of the text and create imagery:
He brought the tar of death
Yes, a branch with withered leaves. (A. S. Pushkin)
27. Oxymoron(in translation from Greek - witty-stupid) - this is a stylistic figure in which usually incompatible concepts are combined, as a rule, contradictory to each other ( bitter joy, ringing silence etc.); at the same time, a new meaning is obtained, and speech acquires special expressiveness: From that hour began for Ilya sweet torment, lightly scorching the soul (I. S. Shmelev);
There is melancholy cheerful in the scares of dawn (S. A. Yesenin);
But their ugly beauty I soon comprehended the mystery. (M. Yu. Lermontov)
28. Allegory- allegory, the transfer of an abstract concept through a specific image: Must defeat foxes and wolves(cunning, malice, greed).
29.Default- a deliberate break in the statement, conveying the excitement of the speech and suggesting that the reader will guess what was not said: But I wanted ... Perhaps you ...
In addition to the above syntactic expressive means, the following are also found in the tests:
-exclamatory sentences;
- dialogue, hidden dialogue;
-question-answer form of presentation a form of presentation in which questions and answers to questions alternate;
-rows of homogeneous members;
-citation;
-introductory words and constructions
-Incomplete sentences- sentences in which a member is missing, which is necessary for the completeness of the structure and meaning. Missing members of the sentence can be restored and context.
(17) Garbage forest, rutted roads with bogged down cars, shallow rivers, green meadows streaked with tractor caterpillars, half-abandoned villages, agricultural machines rusting in the open, standard houses, fields infested with weeds ..
This is as many as 8 rows of homogeneous!
I haven't traveled all over the world much, but still I've been to France, England, Denmark, Czechoslovakia, Poland, Bulgaria, Hungary, China, Vietnam, Albania…. Observing, comparing and comparing, I can say that often the most modern, most industrial and grandiose structures are still beautiful and even elegant in their own way. It cannot be said about them that they fit into the landscape, because they themselves determine it, they themselves are the landscape.
Great doesn't have to be huge. A swan does not have to be the size of an elephant to appear majestic. A two-story building, like the Mikhailovsky Palace in Leningrad, may look grander than a hundred-story box. But there is also an inverse pattern: not everything grandiose and huge is necessarily ugly. Our land is large enough to “master” and adapt sufficiently large structures. After all, Everest, Fujiyama, Elbrus, Mont Blanc, Kilimanjaro do not spoil the appearance of our planet.
However, people who are carried away only by economic or only political considerations may lack one simple criterion: “What will it look like?” How will it look today and, moreover, how will it look tomorrow?
The Soviet architect Andrey Konstantinovich Burov in his book “On Architecture” (Moscow: Gosstroyizdat, 1960) dropped a significant phrase: “It is necessary to build, first of all, and in a short time, good dwellings, without spoiling the face of the country for centuries.”
A beautiful and sinister phrase. It is beautiful because of the concern about the face of the country, and ominous because, it turns out, the face of the country can be spoiled, and not for a year, not for two, but for whole centuries. The most important thing that emerges from this phrase is that there exists, there is such a thing as the face of the country, and it is determined not only by the geographical landscape (mountainous country, plain, forest, etc.), but no less by human activity. .
Just as an artist creates a landscape picture, so does an entire nation gradually, involuntarily, perhaps even stroke by stroke over the course of centuries, create the landscape and landscape of their country.
The face of old, pre-revolutionary Russia was determined, for example, to a large extent by those hundreds of thousands of churches and bell towers that were placed throughout its expanses on mostly elevated places and which determined the silhouette of each city, from the largest to the smallest, as well as hundreds of monasteries, innumerable number of windmills and watermills. Tens of thousands of landowners' estates with their houses, parks, and systems of ponds also contributed a considerable share to the landscape and landscape of the country. But, of course, first of all, small villages and villages with their willows, wells, sheds, bathhouses, paths, gardens, kitchen gardens, pledges, whorls, carved architraves, skates, porches, fairs, sundresses, round dances, mowing, shepherd's horns, sickles, flails, clothes, thatched roofs, small individual fields, plowed horses ...
There are departments for the development and extraction of minerals, for the construction of roads, for agriculture, for electrification, for light, heavy and automotive industries, but there is no department for the appearance of the country (land), for its neatness, tidiness, spirituality ... We think about the strength of structures , about the nature and volume of earthworks, about the amount of wood, about centners and tons, about cubic meters and square meters, but we don’t think about how it will look like? How it will look not only on its own, but in combination with the environment, with the area, in accordance with traditions and with a projection into the future.
The landscape in all its complexity and totality is not just the face of the earth, the face of the country, but also the face of this society. A littered forest, rutted roads with stuck cars, shallow rivers, green meadows streaked with caterpillars of tractors, half-abandoned villages, agricultural machines rusting in the open, monotonous, standard houses, fields infested with weeds, speak of the inhabitants of this or that village, this or that district is no less than an unsightly and neglected apartment about its tenants.
Show full text
Who or what shapes the face of a country? Why is it so important not to ruin it? These are the questions that concern V. A. Soloukhin.
Reflecting on this problem, the author shares the thoughts of the narrator, who believes that the face of the country is determined by small details: "hundreds of thousands of churches and belfries, countless windmills and watermills. Tens of thousands of landlord estates with their houses and parks also contribute a considerable share to the landscape and landscape of the country.. Moreover, the narrator emphasizes that the landscape is the face of not only the country, but also society as a whole. “A littered forest, shallow rivers, half-abandoned agricultural vehicles say about the inhabitants of a particular village no less than an unattractive and shabby apartment about its residents.”
The position of the author is not clearly visible, but it follows from the entire course of the story. V. A. Soloukhin is sure that the face of the country is formed not only by the geographical landscape, but also by human activity, which can both improve it and ruin it. The author also encourages not get carried away by economic and political interests, but rely on one criterion: "What will it look like?".
Criteria
- 1 of 1 K1 Statement of source text problems
- 2 of 3 K2
Nature... Temple or workshop? How does it reflect the essence of man and the people as a whole? These and other questions are answered by the poet and prose writer V.A. Soloukhin in the text offered to us.
In a small but capacious text, the author raises an important problem of man's relationship to nature. He writes that the state of nature reflects the state of the soul of the people, because "Just as a landscape painter puts a particle of his soul into his creation and creates a landscape, in essence, in his own image and likeness, so the soul is invested in the landscape of any country people and the idea of beauty that lives in the soul of this or that people. People change the environment, adjust it for themselves, while, as often happens, spoil nature, its appearance, therefore, calling for attention to this problem, the writer writes: "There are departments for the development and extraction of minerals, for the construction of roads, for agriculture, for electrification, for light, heavy and automotive industries, but there is no department for the appearance of the country (land), for its neatness, tidiness, spirituality ... ", which very accurately conveys his feelings.
I fully agree with the opinion of the author. I believe that respect for nature is the quality of a person with a pure soul. I am also convinced that the state of a person’s soul is transmitted not only by his specific actions, but also by his expectations, intentions about nature.
Reading experience will help me to give arguments in defense of my point of view.
From "The Little Prince" by Antoine de Saint-Exupery, we learn about a boy whose purity of soul is manifested in his attitude towards his little planet: every day the boy cleans the soil of his little planet from the baobab seeds that are detrimental to it, every day he cleans all three volcanoes .. .
One of the main images in Chekhov's play is the cherry orchard, against which the life of the characters is shown. It is associated with the fate of several generations. Some see the garden as it was in the irrevocable past. For others, the destruction of trees and profit from development are more important. Still others rejoice in the destruction, believing that this brings their future closer. But in fact, the death of the garden means the destruction of nature and beauty. From this example, we see how the moral qualities of people are reflected in their views and opinions.
Indeed, nature is a kind of "mirror" in which the soul of the people is reflected. For highly moral people, nature is a temple that they protect, while for others it is a workshop that they only use for their own purposes ...
Updated: 2017-07-03
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I dare say that the snow-white mountain in the Caucasus, sparkling in unattainable heights and seemed to Lermontov the foot of God's throne, will not seem the same if it can be reached by cable car in 10 minutes.
The coral atoll, which took several months to sail on a sailboat, looks different to us if we fly up to it by helicopter, spending time from breakfast to lunch on the flight.
This bacchanalia of accessibility permeates the entire register of our communication with the outside world, from the secret of a flower to the secret of the moon, from female love to lightning and thunder. But I am only afraid that with universal accessibility, such a concept as beauty will become inaccessible to us.
***
My friend and I had lunch at the hotel restaurant. There must have been some kind of women's conference in the same hotel. When a break was announced there, all the women attending the conference poured into the restaurant. So a large company of excited women sat down at the table next to ours, and every now and then the words came to us: Lebanon, a long-term plan, a progressive plan, a material base, a general assembly ...
“Interesting women,” I remarked jokingly, “but what are they talking about?” Progressivka, long-term plans, assembly...
- Wait, - my friend reassured me, - now they will cool down, they will talk about something else.
We drank another glass, forgot about the next table. Suddenly, they heard:
- No, Nadya, if you put a red ruffle on the bottom, and here is a frill ... and a little below the knees ...
- Well. Now they are women again.
***
Just as an artist creates a landscape painting, so does an entire nation gradually, involuntarily even, perhaps, stroke by stroke, over the centuries creates the landscape and landscape of his country.
Hills and rivers, trees and flowers may be similar in two countries, but the strokes brought by a person (people) create this or that picture, and here the face of Germany differs from the face of neighboring France or neighboring Poland, the face of Central Russia from Ukraine, and the face of Japan on behalf of the geographically similar island of Sakhalin.
In the same way as a landscape painter puts a particle of his soul into his creation, so the soul of the people and the idea of beauty that lives in the soul of this or that people turns out to be embedded in the landscape of any country.
***
Ninel Nikolaevna, working as a lawyer at the UN and, therefore, living in New York, came to Moscow on vacation. She went to the greengrocer's and asked me to hang tomatoes for her. The saleswoman left the tomatoes on the scales - 3 kilograms.
Ninel Nikolaevna is waiting, and the saleswoman is waiting. Finally the saleswoman could not stand it:
- Well, what are you waiting for, take your tomatoes!
But how can I take them? - Ninel Nikolaevna was sincerely surprised. - Put in a bag...
- Where did you come from? From America, or what? ...
***
The strength of a woman is in her feminine essence, and not in mathematical, linguistic, legal or other side abilities. Therefore, the emancipation and development of these abilities still do not make a woman stronger. No matter how the other way around.
***
The ether around us, around the Earth and far beyond it is saturated with radio waves: songs, speeches, Morse code, music, as well as all kinds of visual images, including colors, since there are television stations. But for us this ether is empty and mute, if we do not have a radio or TV set, that is, a perceiving device. There is a radio wave, and no more, the sound will be born only in the receiver. Without a receiver, this sound does not exist, it is only the vibration of particles. Similarly, ready-made images of television announcers, hockey players and crooners do not float in the air. They do not exist without a TV, and it is impossible to turn them from the invisible and inaudible vibrations of particles into sounds and images in any other way. The world is quiet and silent, although it is full of radio waves. Stand under the stars, look at the moon, listen to the nightingale or the rustle of leaves. The rest of the world is silent. If all radios and televisions disappear from the earth, and radio stations continue their work, still no one will know that the space around is filled with songs, speeches, Morse code and visual images. What is the use of them if they are not seen, not heard? They don't care if they don't.
It is known that the sounds that we perceive with our ears are also nothing more than waves, and they are born as sounds only in our eardrums, more precisely, in the auditory centers of our brain through the eardrums. Bats, for example, turn out to squeal when they fly, but they squeal in a range of sound waves that is not perceived by our ear, and therefore an evening with bats is quiet and silent for us, although in fact it is filled with a deafening screech.
In the same way, only in our eye (or rather, in the brain through the eye) will a color and, in general, any visual image be born. If all people, without exception, were color blind (the eye is arranged a little differently), we would have no idea about red, yellow, blue, green. There are also color waves that are not perceived by our eyes. We conditionally call them ultraviolet and infrared, but we don’t know what these colors are, how they actually look. The world, filled and decorated with these colors, is empty for us, colorless and simply does not exist.
One cannot think that the world as we see it, humans, is that same objective reality, that is, that the world looks exactly like this. Birds are supposed to see magnetic waves. But this means that the landscape for them is completely different than for us. And if snakes see infrared radiation, then they, therefore, live in a completely different visible world than we do.
Now imagine that all eyes and all ears have disappeared: ours, cats, snakes, birds, bumblebees and dragonflies, frogs and fish, ants and crayfish, octopuses and mosquitoes. This is not difficult to imagine, because all this appeared quite recently. But what happened before that? Nothing! Vibrations of particles that are not perceived by anyone and are not converted by anyone into sound and color. And in general in the visual image. Complete blackness and complete silence. In complete blackness and complete silence, volcanoes erupted, mountains collapsed or arose, the ocean raged. But the fire-breathing volcanoes themselves are nothing more than blackness and silence.
And so is the whole universe.
Nature needed man so that she could at least see and hear herself.
***
We measure a lot by ourselves and look at young people with our own eyes. It seems to us that they are the same as us, they cannot be different. But here I interviewed ten young people aged 18-19. Of the ten, five did not know the name of the city of Kalinin, seven - the name of the city of Gorky, seven - Kuibyshev, eight - Kirov, nine - Zagorsk, ten - Sverdlovsk, ten - Alma-Ata, ten - Novosibirsk ... And one person did not know what Leningrad used to be called! It was a student of a technical school from Donetsk.
All quotes are from the book: Soloukhin Vl. Pebbles on the palm. M .: Publishing house "Young Guard", 1982.