(1)B Ancient Greece Agriculture was the main source of human existence. (2)<…>city dwellers often had a household outside the city and used what it gave. (3) At the same time, the relief of Greece was not conducive to agriculture: about three-quarters of the territory was occupied by mountains and areas unsuitable for agriculture.
Indicate two sentences that correctly convey HOME information contained in the text. Write down the numbers of these sentences.
1) About three quarters territories Ancient Greece occupied mountains and areas unsuitable for agriculture.
2) Agriculture, despite the fact that relief did not contribute to the development agriculture, was the main Ancient Greece.
3) B Ancient Greece city dwellers often used fruits of agricultural activity.
4) Main source of human existence V Ancient Greece was Agriculture, although relief was unfavorable for agriculture.
5) Main source of livelihood for city dwellers Ancient Greece was Agriculture.
In doing this, first of all try, without reading the text, to find two identical statements. If you find it difficult to catch the idea of the text right away, highlight the key words, as we did. Look at the highlighted words. Obviously, the keywords completely matched in 2 and 4 sentences. In 1 there are no fruits of agriculture, in 3 and 5 there is no relief.
Now check your version by reading the text and make sure we're right.
Answer: 24
Which of the following words (combinations of words) should be in place of the gap in the second (2) sentence of the text? Write down this word (combination of words).
And although
If
Even
Just
If only
This assignment needs no explanation. Either you are a native speaker of Russian, or you are not. It is obvious that only the word even.
Answer: even.
Read the fragment of the dictionary entry, which gives the meaning of the word SOURCE. Determine the meaning in which this word is used in the first (1) sentence of the text. Write down the number corresponding to this value in the given fragment of the dictionary entry.
SOURCE, -a; m.
1) What gives the beginning of something
., where something comes from. I. light. I. all evil.
2) written monument, the document on which the Scientific research. Sources for the history of the region. Use all available sources.
3) The one who gives any intelligence about smth. He is reliable and Information from the right source.
4) water jet coming to the surface from underground. Healing and. Hot and. I. mineral water.
So, we have a sentence "In ancient Greece, agriculture was the main source the existence of man." and a dictionary entry interpreting the word SOURCE. This task concerns polysemantic words. You need to determine in what exact meaning the word is implemented in this text. Highlight a keyword in each paragraph (scientifically, a categorical seme). No brainer that the source of existence can not be a written monument or someone who gives information. Options 2 and 3 are out. A water jet, in principle, can be a source of existence. But the text does not talk about water. But agriculture gives rise normal life ancient Greeks.
Answer: 1.
4
In one of the words below, a mistake was made in setting the stress: the letter denoting the stressed vowel is highlighted INCORRECTLY. Write out this word.
Busy
bottom
gave
calling
blinds
This is an easy question. Everyone knows that it is correct to "call them". In general, if question 4 causes difficulty for you, get our orthoepic simulator, and you will be happy. In an hour you will memorize all the correct stresses.
Answer: call.
In one of the sentences below, the underlined word is WRONGLY used. Correct the lexical error by choosing
to the highlighted word paronym. Write down the chosen word.
Soon SUBSCRIBERS of cellular communication will be able to pay for the metro from their phone.
HUMANISM as a concept and way of human being, having arisen in the Renaissance, passes through the entire history of mankind.
My classmate WEARED a Santa Claus costume and congratulated the residents of the town.
Even in the era of PRACTICAL people, there are those who fight against injustice.
FRIENDLY relations can be between people who are close in spirit.
To answer the fifth question of the test, you need to familiarize yourself with the paronymic minimum of 2016, posted on the FIPI website. Recall that paronyms are similar, but still different words. Their values can be almost the same, or they can be very different. In order to catch the difference, you need to know well the meanings of all words from the paronymic minimum.
The word "dressed" is used incorrectly here. Although we often say so, it is still correct to put it on. Dress a person, put on clothes and shoes. It is easy to remember: "put on clothes, put on Nadezhda".
Answer: put on.
In one of the words highlighted below, a mistake was made in the formation of the word form. Correct the mistake and write the word correctly.
At their sister
drink from SAUCERS
no BOOT
even RICHER
about five hundred people
This task is about the form of words. There are a lot of rules governing the choice of the form of a word. They are studied in the courses of the stylistics of the Russian language and the culture of speech. In school textbooks, these rules pop up sporadically, so the full responsibility for preparing for this task lies with school teacher and, of course, on yourself. If you understand that you do not know such material, immediately start studying. We have a recording of a webinar on this topic on our website. Buy a subscription to access webinars and recordings and watch the lecture, because we will not be able to quickly explain why there is such an answer.
Answer: saucer.
Establish a correspondence between grammatical errors and sentences in which they are made: for each position of the first
column, select the appropriate position from the second column.
|
Grammatical errors B) incorrect use of the case form of a noun with a preposition D) an error in the construction of a sentence |
Offers 1) Reserves are created How for supporting, so to restore the number of rare species of animals that are under the threat of extinction. 2) Everyone who listened to the speech of the professor, once again was surprised by the brightness, originality and depth of his speech. 3), creates an incorrect idea of the size of the moon. 4), wait until you are introduced. 6) The article by A. Baushev attracted the attention of the Kursk governor, who wished to meet the young author. 7) I am surprised asked that where is the fortress. Not only nobility and honesty, A servility and servility. 9) All the work of the writer E. Nosov is a big wise book that helps people to be kinder, more generous in soul. |
This is a really difficult task. And, please note, the material is not included in school textbooks. Classification grammatical errors- University material. So, if you want to learn this topic seriously, take a guide to practical style for philology and journalism departments. Fortunately, not all types of errors were chosen at FIPI. So at least as a first approximation, you can study this topic before the exam. Again, you can watch recordings of our webinars in the Webinars section.
A) violation of the connection between the subject and the predicate.
Are looking for:
a) breaks the main clause with a subordinate clause and see if the subjects and predicates in each pair agree (these are constructions like Those who ... Many of those who .... All who);
b) abbreviations, we define the keyword and see if it agrees with the predicate in gender and number;
V) geographical names, we determine the gender of nouns by gender (river - she, city - he, etc.), see if this subject agrees with the predicate by gender.
d) words whose gender many do not know (chimpanzee, cockatoo, veil, etc.), we look at whether these words are consistent with the predicate by gender. A list of such words in the same style guides or in our course Preparing for the Unified State Examination 2016.
Of all of the above in the sentences, we find only the construction of all who ... in the 2nd sentence. Let's look carefully: All , who listened professor's speech, once again was I was surprised by the brightness, originality and depth of his speech. "The bases of 2 sentences are highlighted in color. At the heart of the main sentence, the subject and the predicate "everything was" are not consistent in number.
A - 2. After the decision, do not forget to cross out these options in the KIMs so that they no longer bother you.
B) incorrect use of the case form of a noun with a preposition.
We are looking for derivative prepositions. Particularly common are thanks to, in spite of, in spite of. These prepositions require the dative case. See if there are any such words in the proposed sentences. Bingo! Sentence 5: "Contrary to the recommendations of doctors, the athlete did not reduce the load during training." We look, in what case the word "recommendations". What? Recommendations. Genitive case, and d.b. dative.
C) incorrect construction of a sentence with a participial turnover
First of all, find sentences in which there is a participle. Their m.b. some. Recall the questions of the participle: what are you doing? having done what?
We have 2 offers with dee participle turnovers:
3) Low on the horizon, creates an incorrect idea of the size of the moon.
4) Caught in the house of strangers wait until you are introduced.
Emphasizing the basics: "creating a view" and "wait". We make sure that the proposals are not impersonal. If you see the impersonal, there is definitely a mistake. Use adverbial phrases in impersonal sentences it is forbidden. Now we are looking for the action described in the adverbial turnover to be done by the one named in the subject. The performance cannot be low on the horizon. Waiting for you, you may find yourself in the house of strangers. Error in sentence 3.
D) incorrect sentence construction with indirect speech
Look for other people's words in quotation marks and the words "said", "asked", thought, wrote", etc. We don't have quotes. But the word "asked" is.
7) I am surprised asked what where is the fortress?
The words "Where is the fortress?" not changed, they should be framed as direct speech, but the author of the proposal made a hybrid of direct and indirect speech.
E) an error in constructing a sentence with homogeneous members
First of all, we take sentences in which there are generally homogeneous members. And we pay attention to the presence of double unions in the sentences (not only ..., but also ..., both ..., and ...., not so much ... as ... etc.)
Proposals 2, 5, 3, 7 have already dropped out. At 4, 6 no homogeneous members. Let's take a closer look at the remaining proposals:
1) Reserves are created How for supporting , so to restore the number of rare species of animals that are under the threat of extinction.
8) In the Famus society, they are valued Not only nobility and honesty, Aservility and servility.
9) All the work of the writer E. Nosov is a big wise book that helps people to be kinder, generous soul.
We look at the meaning of homogeneous members and make sure that they do not correlate as part and whole, genus and species, did not turn out to be verbs different types or with different controls. Let's look at unions. So. There are no unions "not only ..., but ..." or "not only ..., but ...". Here is our mistake.
Answer: 25378
8.
Determine the word in which the unstressed alternating vowel of the root is missing. Write out this word by inserting the missing letter.
Try.. fight
g..to be proud
bicycle..ped
national..onal
addr..poke
To answer this question, you need to remember. Here the root is ber-bir. Bir is written, because. has a suffix A.
Answer: get through.
Find a row in which the same letter is missing in both words. Write these words out with the missing letter.
O .. gave, po .. crossed out - the prefixes from and under do not change
pr..fastened, pr..grad - learn the meanings of the prefixes PRE and PRI. Attached - the value is "attachment", barrier - a value close to PER
and .. tormented, ra .. burned - Tormented - deaf C in front of a deaf T, fired up - voiced Z before a bell F
pos..yesterday, r..zobral - pose, times - unchangeable prefixes
for..gral, pod..skat - played - the prefix ends in a vowel, in the root I, find - the Russian prefix ends in a consonant.
Answer: dismantled the day before yesterday
Doctor..vat
get upset
double up
unpretentious..vy
smiling..y
This and 11 tasks are best done by pronouncing the words. If you are a native speaker, you will most likely hear the correct variant. But, of course, you can learn that the suffixes CHIV and LIV are written with AND and repeat all the rules about verb suffixes.
Answer: heal.
Write down the word in which the letter E is written in place of the gap.
Dry..sh
vystel..sh
jump out..sh
independent..my
feed..sh
Here it was necessary to remember that the verbs "shave" and "lay" refer to 1 conjugation.
Answer: get out
Identify the sentence in which NOT with the word is spelled CONTINUOUSLY. Open the brackets and write out this word.
M. Gorky received every day (NOT) LESS than five or six letters.
The air, still (NOT) BECOME sultry, pleasantly refreshes.
(NOT) SULI a crane in the sky, give a titmouse in your hands.
(NOT) CORRECT, but pleasant facial features gave Nastya a resemblance to her mother.
Ambition is a (NOT) DESIRE to be honest, but a thirst for power.
When completing this task, in order not to get confused, first number the sentences or put brackets:
1. M. Gorky received every day (NOT) LESS five or six letters.
2. Air, yet (NOT) BECOMING sultry pleasantly refreshing.
3. (NOT) SULI pie in the sky, give a titmouse in your hands.
4. (NOT) CORRECT, But pleasant facial features gave Nastya a resemblance to her mother.
5. Ambition is (NOT) DESIRE to be honest, A lust for power.
Now we are discussing. Read all the underlined words and identify. whether all of them are used without NOT. Everything is here, but often the correct answer can be found even at this stage.
See if we have pronouns (other than negative ones). There are no such. Recall that pronouns are NOT written separately. For negatives, there is a rule.
Are there any words with hyphens (they are NOT always separated). There are no such.
Now let's see if there are unions A and BUT. Eat! in 4 and 5 sentences. We know that with the union A NOT is written separately, and with BUT - together. We have the correct answer, but we still need to check all the other options.
1. The value of the degree - separately.
2. Communion with a dependent word - separately.
3. Not with a verb - separately
Answer: wrong.
Determine the sentence in which both underlined words are spelled ONE. Open the brackets and write out these two words.
1. (B) CONTINUED She was mostly silent during the conversation, and it was difficult for me to understand WHAT (WHAT) she came for.
2. (BY) THE way this person holds himself, it is clear that he (IN) EVERYTHING is used to being the first.
3. Lake Beloye (FROM) THIS and it is charming that (IN) AROUND it is dense diverse vegetation.
4. It's hard to even imagine TO) happened to me IF (WOULD) the ship was late.
5. (FOR) BECAUSE L.N. Tolstoy, his relatives could guess (ON) HOW hard his brain is working now.
Again, we number or delimit the sentences and begin to reason.
First, find words that are exactly hyphenated (it's easier). But there are none here.
Look for the words "During(s)" and "during the continuation(s)". They are often given, and they are always written separately, regardless of the meaning. There is such. Sentence 1 can be deleted.
See if there are words WHAT (WOULD), THAT (SAME) and SO (SAME). With them, too, everything is simple. See if you can remove the particle. There is such a thing in sentence 4. You can remove or rearrange the particle: what would not happen to me. Delete the 4th.
Now we have to think about the meaning. There is the way this person carries himself (that manner, that way). There is something about how tensely silent Tolstoy is. And here there is no reason. 2 and 5 are out. It remains 3. One can argue about (FROM) THAT, but we know everything else for sure. This task is solved by elimination method.
Answer: because around
Indicate the number (s) in the place of which (s) is written N.
In some paintings by Rembrandt there is a mean (1) festivity: even the shadowy (2) silhouettes of people are filled (3) with the warmth and breath of chiaroscuro.
1 - H + H (the root goes back to the old - tench - a stick for torture).
2. participle with a prefix - HH
3. short participle - H
Answer: 3
Set up punctuation marks. Write two sentences in which you need to put ONE comma. Write down the numbers of these sentences.
1) Generalizing words can stand either before homogeneous members or after them.
2) V.I. Surikov had a phenomenal artistic memory, and he painted the laughing priest from memory.
3) You will run out of the gate and see the dazzling and primordial whiteness of the snow.
4) I anxiously examined both the house and the pictures in it and its inhabitants.
5) Your inner world tuned finely and correctly and responds to the most imperceptible sounds of life.
Let's place the signs:
1) Generalizing words can stand either before homogeneous members or after them. - homogeneous members with a repeating union.
2) V.I. Surikov had a phenomenal artistic memory, and he painted the laughing priest from memory. - share 2 simple sentences, SSP
3) You will run out of the gate and see the dazzling and primordial whiteness of the snow. - there are no signs, And in different rows of homogeneous.
4) I anxiously examined the house, and the pictures in it, and its inhabitants. - again repeating unions, but now 3 homogeneous members and 2 commas.
5) Your inner world is tuned finely and correctly and responds to the most imperceptible sounds of life. - again And in different rows of homogeneous. The compiler of the test has no imagination.
Answer: 12
16
All events (1) considered (2) and experienced by F.I. Tyutchev(3) clothed them in artistic images (4) rising to the heights of philosophical generalization.
We have 2 participial phrases after the defined words. Comma 2 is not placed between homogeneous with a single union I. Lightweight.
Answer: 134
Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentences.
Pursuing literary creativity, IN AND. Dal (1) Certainly(2) considered the creation of the Dictionary of the Living
Great Russian language. First word for this book (3) according to contemporaries(4) he wrote at the age of eighteen.
The introductory word and the introductory expression are separated by commas on both sides. To learn introductory words, learn them. .
Answer: 1234
Put punctuation marks: indicate the number (s) in the place of which (s) in the sentence should (s) be a comma (s).
A.S. Pushkin and his young wife stopped at Demuth's (1) hotel (2) which (3) at that time was considered the most famous in St. Petersburg.
In this task, the subordinate clause is always introduced by the pronoun "which", which is not in the first place in the subordinate clause. This is an easy task. As a rule, there are no commas before and after the word "which". But it is better to analyze and draw a diagram if in doubt.
Answer: 1
19
Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.
[ Sergeev came ashore ] (1) but ((2) when at the pier on a huge pile of oranges I saw an unfamiliar Chinese ) (3) [ then suddenly, piercingly and clearly felt ] (4) ( how far is his homeland from him ) .
This is a difficult task. Be sure to do parsing and draw a diagram, or at least put brackets around the sentence, to deal with each union.
We should be alerted by the construction BUT WHEN, because often the junction of conjunctions connecting sentences looks like this.
Before BUT always zapyataya.
Whether to put a comma between BUT and WHEN is debatable. If we assume that BUT connects sentences 1 and 3 (as we did), then you need to try to take out the subordinate clause and read the sentence without it: Sergeev went ashore, but then he suddenly felt piercingly and clearly ... In general, it sounds crooked. Since the subordinate clause is not removed painlessly, we do not put a comma between BUT and WHEN.
However, there is another way of reasoning. What if BUT connects not sentences, but homogeneous predicates: Sergeev came out, but felt "? Then a comma is needed. If BUT does not participate in the connection of sentences, the rule about the junction of unions should not be applied.
We still settled on the first option, part of the union TO prevents the proposal from being integral. If someone offers their arguments in favor of the 2nd comma, we will listen with great attention. Write in the comments.
Commas 3 and 4 are needed anyway. They share the proposals, and there is no reason not to put them.
Answer: 134
20
Which of the statements correspond to the content of the text? Specify the answer numbers.
2) The narrator does not agree with the opinion of Lazar Borisovich that only knowledge of life will help to become a real writer.
5) A real writer must be a real worker who knows and understands life in all its manifestations.
Many were alerted by paragraph 4, because. the text did not explicitly state that the narrator wanted to go to university to become a writer. But the text shows that the pharmacist has known the boy for a long time and, most likely, knows about the boy's intentions to go to university. See Proposition 10. The point is slippery, but we still choose 4.
Answer: 345
21.
Which of the following statements are true? Please provide answer numbers.
1) Sentences 4-6 contain a description of a person's appearance.
2) Sentences 7-9 contain a description.
3) Sentences 30-32 contain reasoning.
4) Propositions 52 and 53 are contrasted in content.
5) Propositions 55, 56 contain reasoning.
(4) He wore a student coat. (5)On his wide nose barely holding on pince-nez on a black ribbon. (6) The pharmacist was a short, stocky and very caustic man. - it is obvious that there is a description of a person.
(7) Somehow I went to Lazar Borisovich at the pharmacy for powders for Aunt Marusya. (8) She has migraine started. (9)Rubbing powders for aunt Marusya, Lazar Borisovich talked with me. - the actions of the characters are listed, there is no description.
(30)He must there is so much to know that it is even scary to think. (31) He must understand everything! (32) He must work like an ox, and do not chase glory! - we are talking about duty, and not about real actions, there is no description: this is reasoning.
(52) And the pharmacist was right. (53) I realized that I know almost nothing and have not yet thought about many important things. - the boy agrees with the pharmacist, there is no opposition.
(55) I knew that never and no one I will not believe, Who would to me neither said, what is this life- with her love, the desire for truth and happiness, with her lightning and the distant sound of water in the middle of the night - devoid of meaning and reason. (56)Every from U.S must fight for the affirmation of this life everywhere and always until the end of his days. - we are not talking about real actions, but about hypothetical and obligatory ones, reasoning about the meaning of life confirms the hypothesis: here is reasoning.
Answer: 135
22.
From sentences 1-6 write out the phraseological unit.
(1) Sometimes a rural pharmacist came to visit Uncle Kolya. (2) This pharmacist's name was Lazar Borisovich. (3) At first sight he was a rather strange apothecary. (4) He wore a student jacket. (5) On his wide nose, pince-nez on a black ribbon barely held. (6) The pharmacist was short, stocky and very sarcastic.
Are looking for set expressions. There is one thing here, you can't confuse it.
Answer: at a glance.
Among sentences 1–6, find one that is related to the previous one with possessive pronoun. Write the number of this offer.
(1) Sometimes a rural pharmacist came to visit Uncle Kolya. (2) called this pharmacist Lazar Borisovich. (3)At a glance This was a rather strange apothecary. (4) He wore a student coat. (5)On his His wide nose barely held on to his pince-nez on a black ribbon. (6) The pharmacist was short, stocky and very sarcastic.
We circle all the pronouns and everything that looks like them. See which word answers whose questions? whose? whose? Such a word in the 5th sentence. There are no options here. But the word ITS is not always a possessive pronoun. Please note: there may be an OH sentence in genitive case. For example: only his and saw! Whose question? won't fit anymore.
Read a fragment of a review based on the text that you analyzed in tasks 20-23. This snippet discusses language features text. Some terms used in the review are missing. Paste
on the gaps (A, B, C, D) the numbers corresponding to the numbers of the terms from the list. Write in the table under each letter
the corresponding number. Write the sequence of numbers in the ANSWER FORM No. 1 to the right of the task number 24, starting from the first cell, without spaces, commas and other additional characters. Write each number in accordance with those given in the form.
samples.
“The author's speech is emotional, figurative, convincing. So, the trails: (A) _________ (“strange pharmacist”, “stingy person”) and
(B) _________ (sentence 39), reception - (C) _________ (sentence 12) - not only create an external image of a pharmacist, but also help to understand his character, views, ideas about a person's place in life. To understand the attitude of the pharmacist Lazar Borisovich to a young interlocutor, such a syntactic means of expressiveness as (D) _________ (for example, sentences 48, 49) helps.
List of terms:
1) a number of homogeneous members
2) interrogative sentences
3) irony
4) introductory words
5) litote
6) metaphor
7) exclamatory sentences
8) opposition
9) epithet
To complete this task, first look for clues. In the text with gaps, there may be terms: tropes, syntactic means, lexical means, device. These are the hints. If you decide on a match, you will have to choose not from 9, but from 2-4 terms.
Hints given:
“The author's speech is emotional, figurative, convincing. So, trails:(A) _________ (“strange pharmacist”, “snarky person”) and
(B)_________ (proposition 39), reception- (B) _________ (sentence 12) - not only create an external image of a pharmacist, but also help to understand his character, views, ideas about a person’s place in life. To understand the attitude of the pharmacist Lazar Borisovich to a young interlocutor, this helps syntactical device expressiveness, like (D) _________ (for example, sentences 48, 49).
Let's define terms:
1) a number of homogeneous members - a syntactic means
2) interrogative sentences - a syntactic means
3) irony - trope
4) introductory words - syntactic means
5) litho - tropes
6) metaphor - trope
7) exclamatory sentences - a syntactic means
8) opposition - reception
9) epithet - trope
Download term correspondence table
It is immediately clear that only opposition can be a technique. You don't even have to look at the text. AT 8.
Now choose:
“a strange pharmacist”, “a sarcastic person” - either irony, or litote, or a metaphor, or an epithet. The litote disappears immediately, there is no understatement here, the litote in general is extremely rare in texts. Metaphor and irony are associated with transfer by meaning; there are no transfers here. The epithet remains. A - 9.
(39) So that life saturates you!. What remains is metaphor, irony and litotes. The litote again immediately disappears. There is no irony here, but there is a metaphor. B - 6.
(48) I'm glad! (49) You see!
In these 2 short sentences, we are looking for rows of homogeneous members, introductory sentences, interrogative words and exclamatory sentences. In order to recognize exclamation marks, you do not need to finish school at all. Of course, G - 7.
Answer: 9687
25.
Write an essay based on the text you read.
Formulate one of the problems posed by the author of the text.
1) Lazar Borisovich was a rural pharmacist, although all his life he dreamed of doing literary work and even published some of his works.
2) The narrator does not agree with the opinion of Lazar Borisovich that only knowledge of life will help to become a real writer.
3) A village pharmacist came to the house of the narrator's relatives.
4) The narrator graduated from the gymnasium and was going to enter the university in order to become a writer in the future.
5) A real writer must be a real worker who knows and understands life in all its manifestations..
There are only 2 theses, but they are about the same thing.
Of course, this text is also about the importance of choice life path, and the complexity of this choice.
And at the end there is about the meaning of life, but this will already be very far-fetched.
Nevertheless, we would dwell on the theses from task 20. The author's position for K3 is clearly expressed there.
What arguments to give. We need examples of real writers who have studied life. The novel "How the Steel Was Tempered" and the biography of its author are ideal. You can take M. Gorky "Childhood", "In People". As negative example Ryukhin from "The Master and Margarita" (a little stretched, but it will do). The second example would be the biography of any writer who, in your opinion, studied life and then wrote about it. For example, Vladislav Krapivin created the Caravel detachment, built yachts with his children, taught the members of the detachment how to fence, and went on hikes. Of course, it was easy for him to write for children. "The Boy with the Sword" is a novel about detachment life. A.S. Makarenko writes the novel "Pedagogical Poem" about the re-education of juvenile delinquents in a children's labor colony, the creator and leader of which in the 1920s was the author himself. The well-known story of the same Paustovsky "Telegram" is written according to real history, which Konstantin Georgievich learned about while traveling around the country. Remember the writers who went through the war and wrote about the war. Examples - mass.
Text.
K. Paustovsky. "A small dose of poison."
(1) Sometimes a rural pharmacist came to visit Uncle Kolya. (2) This pharmacist's name was Lazar Borisovich. (3) At first glance, it was a rather strange pharmacist. (4) He wore a student jacket. (5) On his wide nose, pince-nez on a black ribbon barely held. (6) The pharmacist was short, stocky and very sarcastic.
(7) Once I went to Lazar Borisovich to the pharmacy for powders for Aunt Marusya. (8) She had a migraine. (9) Rubbing powders for Aunt Marusya, Lazar Borisovich talked to me.
- (10) I know, - said Lazar Borisovich, - that youth has its rights, especially when the young man graduated from the gymnasium and was about to enter the university. (11) Then there is a carousel in my head. (12) You are a pleasant young man, but you do not like to think. (13) I noticed this a long time ago. (14) So, be kind, think about yourself, about life, about your place in life, about what you would like to do for people!
- (15) I will be a writer, - I said and blushed.
- (16) A writer? Lazar Borisovich adjusted his pince-nez and looked at me with formidable surprise. - (17) Ho-ho? (18) You never know who wants to be a writer! (19) Maybe I also want to be Leo Nikolayevich Tolstoy.
- (20) But I already wrote ... and printed.
- (21) Then, - said Lazar Borisovich decisively, - kindly wait! (22) I will weigh the powders, I will accompany you, and we will find out.
(23) We went out and went across the field to the river, and from there to the park. (24) The sun went down to the forests on the other side of the river. (25) Lazar Borisovich tore off the tops of wormwood, rubbed them, sniffed his fingers and spoke.
- (26) This is a big deal, but it requires real knowledge of life. (27) So? (28) And you have very little of it, so as not to say that it is completely absent. (29) Writer! (30) He must know so much that it’s even scary to think. (31) He must understand everything! (32) He must work like an ox and not chase fame! (33)Yes! (34) Here. (35) I can tell you one thing: go to huts, to fairs, to factories, to rooming houses! (36) To theaters, hospitals, mines and prisons! (37) So! (38) Be everywhere! (39) So that life saturates you! (40) To make a real infusion! (41) Then you can release it to people like a miraculous balm! (42) But also in known doses. (43)Yes! (44) He spoke for a long time about the vocation of the writer. (45) We said goodbye near the park. - (46) You should not think that I am a lazybones, - I said.
- (47) No! exclaimed Lazar Borisovich and grabbed my hand.
- (48) I'm glad! (49) You see! (50) But you must admit that I was a little right, and now you will think about something. (51) Huh?
(52) And the pharmacist was right. (53) I realized that I know almost nothing and have not yet thought about many important things. (54) And he accepted the advice of this funny man and soon went to people, to that worldly school, which no books and abstract thoughts can replace.
(55) I knew that I would never believe anyone, no matter who told me that this life - with its love, striving for truth and happiness, with its lightning and the distant sound of water in the middle of the night - is devoid of meaning and reason. (56) Each of us must fight for the affirmation of this life everywhere and always until the end of our days. (According to K.G. Paustovsky *)
* Konstantin Georgievich Paustovsky (1892-1968) - Russian Soviet writer, classic domestic literature. Author of short stories, short stories, novels, among them - "The Tale of Life", "Golden Rose", "Meshcherskaya Side".
Composition
Why is it important for a person to gain life experience? How does this help him? G.K. Paustovsky thought about these questions.
The author raises the important problem of gaining life experience in the form of a story about a pharmacist and an aspiring writer. The pharmacist (Lazar Borisovich) tells the student that in order to become a real writer, he needs to have life experience, which so far is too little. Lazar Borisovich gives the young man invaluable advice: “Go everywhere! So that life saturates you! And the words of the pharmacist opened the eyes of the young writer, he realized that the profession of a writer is built solely on the life experience of a person (sentence 53).
The position of the author is explicitly stated at the end of the text: "Each of us must fight for the affirmation of this life everywhere and always until the end of our days." Paustovsky is sure that life experience is necessary for a person to achieve goals.
I cannot but agree with the author that the knowledge of life from different sides opens up unlimited opportunities for a person to do what he likes.
The problem of acquiring life experience is raised by L.N. Tolstoy in the novel "War and Peace". One of the main characters of the work, Pierre Bezukhov, from the beginning of the novel to its end, learns a lot about life, changes his outlook on many things. Pierre goes through a great evolution from affirming Napoleon's progressiveness to recognizing the people's truth and practical participation in the secret Decembrist society in the name of justice. Through delusions, mistakes, bitter disappointments, he is looking for his place in life. In the end, he finds his way as a citizen and family man, being a more experienced person.
Also in the novel by I.S. Turgenev "Fathers and Sons" we observe the life path of Yevgeny Bazarov. A young doctor, an adherent of nihilism, he is sure that he knows life, but in a short time Eugene realizes that he was mistaken. His life began to change from the moment he first came to the Kirsanovs' house. Gradually, Bazarov realizes the inconsistency of the idea of nihilism, he understands how important love is in life.
So, we are convinced that the acquisition of life experience is necessary for a person to achieve his goals. 305 words.
Khvatova Alexandra, 11th grade.
Attached files
Which of the statements correspond to the content of the text? Specify the answer numbers.
1) Lazar Borisovich was a rural pharmacist, although all his life he dreamed of doing literary work and even published some of his works.
2) The narrator does not agree with the opinion of Lazar Borisovich that only knowledge of life will help to become a real writer.
3) A village pharmacist came to the house of the narrator's relatives.
4) The narrator graduated from the gymnasium and was going to enter the university in order to become a writer in the future.
5) A real writer must be a real worker who knows and understands life in all its manifestations.
Explanation.
Statement number 3 is confirmed by the sentences of the text No. 1, No. 7: Uncle Kolya and Aunt Marusya may well be relatives.
Statement number 4 is confirmed by sentences of the text No. 10, No. 15: the pharmacist, turning to the narrator, informs us that the narrator has graduated from the gymnasium and is going to enter the university, and the narrator himself that he is going to become a writer.
Statement number 5 is confirmed by sentences from the text numbered 26-43.
Statement number 1 does not correspond to the content of the text, because the text does not say that Lazar Borisovich published his works.
Statement number 2 does not correspond to the content of the text, because the narrator is convinced that the pharmacist is right, as evidenced by sentence No. 52.
The task is not entirely correct, since statement number 3 can be interpreted in different ways: on the one hand, Uncle Kolya and Aunt Marusya may well be relatives, on the other hand, the narrator can call people older than himself in age uncle and aunt.
Answer: 3, 4, 5
Answer: 345
Difficulty: normal
Georgy Kashin 20.05.2016 13:53
In task 24, number 4) The narrator graduated from high school and was going to enter the university in order to become a writer in the future. Yes. Does the text say that the narrator graduated from high school? After all, Lazar Borisovich says in a generalized way: The young man graduated
Tatiana Statsenko
But at the same time, the pharmacist refers specifically to the narrator, meaning him.
Anastasia Suvorova 20.05.2016 18:28
After the fourth answer option, it says: "There is no such information." This phrase confused me, I thought it was part of the answer option, but this is probably a mistake.
Tatiana Statsenko
Explanations have been corrected.
Pavel Fedosov 21.05.2016 15:34
Why is there no number 3? After all, this sentence confirms the 3rd statement.
(1) Sometimes a rural pharmacist came to visit Uncle Kolya.
Tatiana Statsenko
corrected
Pavel Ovechkin 22.05.2016 10:09
Nowhere in the text does it say that the narrator graduated from high school and is going to enter the university. The pharmacist does not speak to a specific person, but to some young man at all. Even assuming he is talking about the narrator, there is no mention of him going to university specifically to become a writer. Maybe he will study at a technical university.
Tatiana Statsenko
The pharmacist calls the narrator a young man, and addresses him.
Murad Hajiyev 20.11.2016 22:43
how to see the text?
Tatyana Yudina
Click on the "show text" button.
Which of the p-re-numbers of statements are true-la-yut-xia? Indicate no-me-ra from-ve-comrade.
1) In the sentences 4-6, there is a description of the appearance of a person-lo-ve-ka.
2) In the pre-lo-same-ni-yah 7-9 contains a description.
3) Prepositions 30–32 so-der-zhat race-judgment-de-nie.
4) Prepositions 52 and 53 pro-ti-in-on-stav-le-na on so-der-zha-tion.
5) In the pre-lo-same-ni-yah 55, 56 so-der-lives-Xia race-judg-de-nie.
Clear-no-no.
Indicate no-me-ra from-ve-comrade.
1) In the sentences 4-6, there is a description of the appearance of a person-lo-ve-ka. Yes.
2) In the pre-lo-same-ni-yah 7-9 contains a description. No, it's west-in-the-way.
3) Prepositions 30–32 so-der-zhat race-judgment-de-nie. Yes.
4) Prepositions 52 and 53 pro-ti-in-on-stav-le-na on so-der-zha-tion. No.
5) In the pre-lo-same-ni-yah 55, 56 so-der-lives-Xia race-judg-de-nie. Yes.
Answer: 1, 3, 5.
Answer: 135
Source: Unified State Examination in the Russian language 03/25/2016. early wave
Relevance: Used since 2015
Difficulty: normal
From sentences 1-6 write out the phraseological unit.
Explanation.
3) At first sight he was a rather strange apothecary.
Answer: at first sight.
Answer: at a glance
Source: Unified State Examination in the Russian language 03/25/2016. early wave
Relevance: Used since 2015
Difficulty: normal
Among sentences 1-6, find the one(s) that is(-s) related to the previous one with the help of a possessive pronoun. Write the number(s) of this offer(s).
(4)He wore a student coat. (5)On his His wide nose barely held on to his pince-nez on a black ribbon. Possessive pronoun his in sentence 5 refers to the word He in sentence 4.
Answer: 5.
Answer: 5
Source: Unified State Examination in the Russian language 03/25/2016. early wave
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. semantic relationships between sentences are different: the content of one sentence can be opposed to the content of another; the content of two or more sentences can be compared with one another; the content of the second sentence can reveal the meaning of the first or clarify one of its members, and the content of the third can reveal the meaning of the second, etc. The purpose of task 23 is to determine the type of relationship between sentences.
The wording of the task may be as follows:
Among sentences 11-18, find one (s) that is (s) connected with the previous one using a demonstrative pronoun, adverb and cognates. Write the number(s) of the offer(s)
Or: Determine the type of connection between sentences 12 and 13.
Remember that the previous one is ONE HIGHER. Thus, if the interval 11-18 is indicated, then the desired sentence is within the limits indicated in the task, and the answer 11 may be correct if this sentence is related to the 10th topic indicated in the task. Answers can be 1 or more. The score for the successful completion of the task is 1.
Let's move on to the theoretical part.
Most often, we use this text construction model: each sentence is linked to the next one, this is called chain link. (We will talk about the parallel connection below). We speak and write, we combine independent sentences into a text according to simple rules. Here's the gist: two adjacent sentences must refer to the same subject.
All types of communication are usually divided into lexical, morphological and syntactic. As a rule, when connecting sentences into text, one can use several types of communication at the same time. This greatly facilitates the search for the desired sentence in the specified fragment. Let's take a closer look at each type.
23.1. Communication with the help of lexical means.
1. Words of one thematic group.
Words of the same thematic group are words that have a common lexical meaning and denote similar, but not identical, concepts.
Word examples: 1) Forest, path, trees; 2) buildings, streets, sidewalks, squares; 3) water, fish, waves; hospital, nurses, emergency room, ward
Water was clean and transparent. Waves ran ashore slowly and silently.
2. Generic words.
Generic words are words related by the relationship genus - species: genus is a broader concept, species is a narrower one.
Word examples: Chamomile - flower; birch - tree; car - transport and so on.
Suggestion examples: Under the window still grew birch. How many memories I have associated with this tree...
field chamomile become a rarity. But it's unpretentious flower.
3 Lexical repetition
Lexical repetition is the repetition of the same word in the same word form.
The closest connection of sentences is expressed primarily in repetition. Repetition of one or another part of the sentence - main feature 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 worthwhile proposals in the same case, then the word shore has different forms. lexical repetition in USE assignments the repetition of a word in the same word form, used to enhance the impact on the reader, will be considered.
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 Same , 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 work this man was gray mouse. At home 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 the beginning it was hard: it was not possible to work in a team, there were no ideas. After 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 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 quietly: she always read prayers before going to bed, begging from the powers of heaven 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 real USE 2016. We give the full fragment published on the FIPI website in " Guidelines for teachers (2016)"
Examinees found it difficult to complete task 23 when the condition of the task required distinguishing between the form of a word and lexical repetition as a means of connecting sentences in the text. In these cases, when analyzing the language material, students should pay attention to the fact that lexical repetition involves the repetition of a lexical unit with a special stylistic task.
We give the condition of task 23 and a fragment of the text of one of USE options 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 offer.
Below is the beginning of the text given for analysis.
- (7) What kind of an artist are you when you don’t love your native land, an eccentric!
(8) Maybe that's why Berg did not succeed in landscapes. (9) He preferred a portrait, a poster. (10) He tried to find the style of his time, but these attempts were full of failures and ambiguities.
(11) Once Berg received a letter from the artist Yartsev. (12) He called him to come to the Murom forests, where he spent the summer.
(13) August was hot and calm. (14) Yartsev lived far from the deserted station, in the forest, on the shore of a deep lake with black water. (15) He rented a hut from a forester. (16) Berg was taken to the lake by the forester's son Vanya Zotov, a stooped and shy boy. (17) Berg lived on the lake for about a month. (18) He was not going to work and did not take oil paints with him.
Proposition 15 is related to Proposition 14 by personal pronoun "He"(Yartsev).
Proposition 16 is related to Proposition 15 by word forms "forester": a prepositional case form controlled by a verb, and a non-prepositional form controlled by a noun. These word forms express different meanings: the meaning of the object and the meaning of belonging, and the use of the considered word forms does not carry a stylistic load.
Proposition 17 is related to Proposition 16 by word forms ("on the lake - on the lake"; "Berga - Berg").
Proposition 18 is related to the previous one by means of personal pronoun "he"(Berg).
The correct answer in task 23 of this option is 10. It is sentence 10 of the text that is connected with the previous one (sentence 9) with the help of lexical repetition (the word "he").
It should be noted that among the authors of various manuals there is no consensus, what is considered a lexical repetition - the same word in different cases (persons, numbers) or in the same one. The authors of the books of the publishing house " national education”, “Exam”, “Legion” (authors Tsybulko I.P., Vasiliev I.P., Gosteva Yu.N., Senina N.A.) do not give a single example in which words in various forms would be considered lexical repeat.
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. On the 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 Same, 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.
“The author's speech is emotional, figurative, convincing. So, the paths: (A) _________ (“strange pharmacist”, “stinging person”) and (B) _________ (sentence 39), reception - (C) _________ (sentence 12) - not only create an external image of the pharmacist, but also help understand his character, views, ideas about a person's place in life. To understand the attitude of the pharmacist Lazar Borisovich to a young interlocutor, such a syntactic means of expressiveness as (D) _________ (for example, sentences 48, 49) helps.
List of terms:
1) a number of homogeneous members
2) interrogative sentences
4) introductory words
6) metaphor
8) opposition
| A | B | IN | G |
Explanation (see also Rule below).
“The author's speech is emotional, figurative, convincing. So, trails: (A) epithets("weird apothecary", "sarcastic person") and (B) metaphor life soaked(proposal 39), reception - (B) opposition(sentence 12) - not only create an external image of a pharmacist, but also help to understand his character, views, ideas about a person's place in life. To understand the attitude of the pharmacist Lazar Borisovich to a young interlocutor, such a syntactic means of expressiveness helps, such as (D) exclamatory sentences(e.g. sentences 48, 49)."
List of terms:
1) a number of homogeneous members
2) interrogative sentences
4) introductory words
6) metaphor
7) exclamatory sentences
8) opposition
Write down the numbers in response, arranging them in the order corresponding to the letters:
| A | B | IN | G |
| 9 | 6 | 8 | 7 |
Answer: 9687
Source: Unified State Examination in the Russian language 03/25/2016. early wave
Relevance: Used since 2015
Difficulty: normal
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. The epithet differs from a simple definition artistic expressiveness and imagery. 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 superlatives of one or another state of the human soul:
After all, there were fighting fights, Yes, they say, more which! (M. Yu. Lermontov);
-participles and participial phrases: Nightingale vocabulary rumbling announce the forest limits (B. L. Pasternak); I also admit the appearance of ... scribblers who cannot prove where they spent the night yesterday, and who have no other words in the language, except for words, not remembering kinship(M. E. Saltykov-Shchedrin).
2. Comparison- This is a visual technique based on the comparison of one phenomenon or concept with another. Unlike metaphor, comparison is always binomial: it names both compared objects (phenomena, features, actions).
Villages are burning, they have no protection.
The sons of the fatherland are defeated by the enemy,
And the glow like an eternal meteor,
Playing in the clouds, frightens the eye. (M. Yu. Lermontov)
Comparisons are expressed in various ways:
The form of the instrumental case of nouns:
nightingale stray youth flew by,
wave in bad weather Joy subsided (A. V. Koltsov)
Comparative form of an adjective or adverb: These eyes greener sea and our cypresses darker(A. Akhmatova);
Comparative turnovers with unions like, as if, as if, as if, etc .:
Like a predatory animal, to a humble abode
The winner breaks in with bayonets ... (M. Yu. Lermontov);
Using the words similar, similar, this is:
Into the eyes of a cautious cat
Similar your eyes (A. Akhmatova);
With the help of comparative clauses:
Golden foliage swirled
In the pinkish water of the pond
Just like a light flock of butterflies
With fading flies to a star. (S. A. Yesenin)
3.Metaphor(in translation from Greek - transfer) is a word or expression that is used in figurative meaning based on the similarity of two objects or phenomena on some basis. In contrast to comparison, in which both what is being compared and what is being compared is given, the metaphor contains only the second, which creates compactness and figurativeness of the use of the word. The metaphor can be based on the similarity of objects in shape, color, volume, purpose, sensations, etc.: a waterfall of stars, an avalanche of letters, a wall of fire, an abyss of grief, a pearl of poetry, a spark of love and etc.
All metaphors are divided into two groups:
1) general language("erased"): golden hands, a storm in a teacup, mountains to move, strings of the soul, love has faded;
2) artistic(individual-author's, poetic):
And the stars fade diamond thrill
IN 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 extended, complex metaphor, an integral artistic image.
4. Personification- this is a kind of metaphor based on the transfer of signs of a living being to natural phenomena, objects and concepts. Most often, personifications are used to describe nature:
Rolling through sleepy valleys, Sleepy mists lay down And only the horse's clatter, Sounding, is lost in the distance. The autumn day went out, turning pale, Rolling up fragrant leaves, Taste a dreamless dream Half-withered flowers. (M. Yu. Lermontov)
5. Metonymy(in translation from Greek - renaming) is the transfer of a name from one object to another based on their adjacency. Adjacency can be a manifestation of a connection:
Between action and tool of action: Their villages and fields for a violent raid He doomed swords and fires(A. S. Pushkin);
Between the object and the material from which the object is made: ... not that on silver, - on gold ate(A. S. Griboyedov);
Between a place and the people in that place: The city was noisy, flags crackled, wet roses fell from the bowls of flower girls ... (Yu. K. Olesha)
6. Synecdoche(in translation from Greek - correlation) is kind of metonymy, based on the transfer of meaning from one phenomenon to another on the basis of a quantitative relationship between them. Most often, the transfer occurs:
From less to more: Even a bird does not fly to him, And a tiger does not go ... (A. S. Pushkin);
Part to whole: Beard, why are you still silent?(A.P. Chekhov)
7. Paraphrase, or paraphrase(in translation from Greek - a descriptive expression), is a turnover that is used instead of a word or phrase. For example, Petersburg in verse
A. S. Pushkin - "Peter's creation", "Beauty and wonder of midnight countries", "city of Petrov"; A. A. Blok in the verses of M. I. Tsvetaeva - “a knight without reproach”, “blue-eyed snow singer”, “snow swan”, “almighty of my soul”.
8. Hyperbole(in translation from Greek - exaggeration) is a figurative expression containing an exorbitant exaggeration of any sign of an object, phenomenon, action: A rare bird will fly to the middle of the Dnieper(N. V. Gogol)
And at that very moment couriers, couriers, couriers... you can imagine thirty five 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 or shades of meaning, or 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, swearing, located on the border or beyond literary norm:goofball, bastard, slap, talker);
Professional vocabulary (words that are used in professional speech and are not included in the system of the general literary language: galley - in the speech of sailors, duck - in the speech of journalists, window - in the speech of teachers);
Slang vocabulary (words characteristic of jargons - youth: party, bells and whistles, cool; computer: brains - computer memory, keyboard - keyboard; soldier: demobilization, scoop, perfume; jargon of criminals: dude, raspberry);
Vocabulary is outdated (historicisms are words that have fallen out of use due to the disappearance of the objects or phenomena they designate: boyar, oprichnina, horse; archaisms are obsolete words that name objects and concepts for which new names have appeared in the language: brow - forehead, sail - sail); - new vocabulary (neologisms - words that have recently entered the language and have not yet lost their novelty: blog, slogan, teenager).
26.3 FIGURES (RHETORICAL FIGURES, STYLISTIC FIGURES, FIGURES OF SPEECH) ARE STYLISTIC TECHNIQUES based on special combinations of words that are beyond the scope of normal practical use, and aimed at enhancing the expressiveness and descriptiveness of the text. The main figures of speech include: rhetorical question, rhetorical exclamation, rhetorical appeal, repetition, syntactic parallelism, polyunion, non-union, ellipsis, inversion, parcellation, antithesis, gradation, oxymoron. Unlike lexical means, this is the level of a sentence or several sentences.
Note: In the tasks there is no clear definition format that indicates these means: they are called both syntactic means, and a technique, and simply a means of expression, and a figure. In task 24, the figure of speech is indicated by the number of the sentence given in brackets.
16. Rhetorical question is a figure in which a statement is contained in the form of a question. A rhetorical question does not require an answer, it is used to enhance the emotionality, expressiveness of speech, to draw the reader's attention to a particular phenomenon:
Why did he give his hand to insignificant slanderers, Why did he believe false words and caresses, He, with young years comprehending 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 Shop brought- joy!(A. I. Solzhenitsyn)
pickup- this is a repetition of any segment of speech (sentence, poetic line) at the beginning of the corresponding segment of speech following it:
he fell down on the cold snow
On the cold snow, like a pine,
Like a pine in a damp forest (M. Yu. Lermontov);
20. Parallelism (syntactic parallelism)(in translation from Greek - walking side by side) - an identical or similar construction of adjacent parts of the text: adjacent sentences, lines of poetry, stanzas, which, when correlated, create a single image:
I look to the future with fear
I look at the past with longing... (M. Yu. Lermontov);
I was your ringing string
I was your blooming spring
But you didn't want flowers
And you didn't hear the words? (K. D. Balmont)
Often using antithesis: What is he looking for in a distant country? What did he throw in his native land?(M. Lermontov); Not the country - for business, but business - for the country (from the newspaper).
21. Inversion(translated from Greek - permutation, reversal) is a change in the usual word order in a sentence in order to emphasize the semantic significance of any element of the text (word, sentence), to give the phrase a special stylistic coloring: solemn, high-sounding, or, conversely, colloquial, somewhat reduced characteristics. The following combinations are considered inverted in Russian:
The agreed definition is after the word being defined: I am sitting behind bars in damp dungeon(M. Yu. Lermontov); But there was no swell on this sea; stuffy air did not flow: it was brewing great thunderstorm(I. S. Turgenev);
Additions and circumstances expressed by nouns are in front of the word, which includes: Hours of monotonous fight(monotonous strike of the clock);
22. Parceling(in translation from French - particle) - a stylistic device that consists in dividing a single syntactic structure of a sentence into several intonation-semantic units - phrases. At the place of division of the sentence, a period, exclamation and question marks, ellipsis can be used. In the morning, bright as a splint. Terrible. Long. Ratny. The infantry regiment was destroyed. Our. In an unequal battle(R. Rozhdestvensky); Why is nobody outraged? Education and healthcare! The most important spheres of society's life! Not mentioned in this document at all(From newspapers); It is necessary that the state remember the main thing: its citizens are not individuals. And people. (From newspapers)
23. Non-union and multi-union- syntactic figures based on intentional omission, or, conversely, conscious repetition of unions. In the first case, when unions are omitted, speech becomes compressed, compact, dynamic. The depicted actions and events here quickly, instantly unfold, replace each other:
Swede, Russian - stabs, cuts, cuts.
Drum beat, clicks, rattle.
The thunder of cannons, the clatter, the neighing, the groan,
And death and hell on all sides. (A.S. Pushkin)
When polyunion speech, on the contrary, slows down, pauses and a repeated union highlight words, expressively emphasizing their semantic significance:
But And grandson, And great-grandson, And great-great-grandson
They grow in me while I myself grow ... (P.G. Antokolsky)
24.Period- a long, polynomial sentence or a very common simple sentence, which is distinguished by completeness, unity of the theme and intonation splitting into two parts. In the first part, the syntactic repetition of the same type of subordinate clauses (or members of the sentence) goes with an increasing increase in intonation, then there is a separating significant pause, and in the second part, where the conclusion is given, the tone of the voice noticeably decreases. This intonation design forms a kind of circle:
Whenever I wanted to limit my life to a domestic circle, / When a pleasant lot ordered me to be a father, a spouse, / If I were captivated by a family picture for at least a single moment, then, it would be true, except for you, one bride would not look for another. (A.S. Pushkin)
25. Antithesis, or opposition(in translation from Greek - opposition) - this is a turn in which opposite concepts, positions, images are sharply opposed. To create an antithesis, antonyms are usually used - general language and contextual:
You are rich, I am very poor, You are a prose writer, I am a poet.(A. S. Pushkin);
Yesterday I looked into your eyes
And now - everything is squinting to the side,
Yesterday, before the birds sat,
All larks today are crows!
I'm stupid and you're smart
Alive and I'm dumbfounded.
O cry of women of all times:
"My dear, what have I done to you?" (M. I. Tsvetaeva)
26. Gradation(translated from Latin - a gradual increase, strengthening) - a technique consisting in the sequential arrangement of words, expressions, tropes (epithets, metaphors, comparisons) in order of strengthening (increasing) or weakening (decreasing) of a sign. Increasing gradation usually used to enhance the imagery, emotional expressiveness and influencing power of the text:
I called you, but you did not look back, I shed tears, but you did not descend(A. A. Blok);
Glowing, burning, shining huge blue eyes. (V. A. Soloukhin)
Descending gradation is used less often and usually serves to enhance the semantic content of the text and create imagery:
He brought the tar of death
Yes, a branch with withered leaves. (A. S. Pushkin)
27. Oxymoron(in translation from Greek - witty-stupid) - this is a stylistic figure in which usually incompatible concepts are combined, as a rule, contradictory to each other ( bitter joy, ringing silence and so on.); 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);
Eat 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 means Expressiveness in tests also includes the following:
-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.
Including ellipsis, that is, skipping the predicate.
These concepts are discussed in school course syntax. That is probably why these means of expression are most often called syntactic in reviews.
Original text
(1) Sometimes a rural pharmacist came to visit Uncle Kolya. (2) This pharmacist's name was Lazar Borisovich. (3) At first glance, it was a rather strange pharmacist. (4) He wore a student jacket. (5) On his wide nose, pince-nez on a black ribbon barely held. (6) The pharmacist was short, stocky and very sarcastic.
(7) Once I went to Lazar Borisovich to the pharmacy for powders for Aunt Marusya. (8) She had a migraine. (9) Rubbing powders for Aunt Marusya, Lazar Borisovich talked to me.
- (10) I know, - said Lazar Borisovich, - that youth has its rights, especially when the young man graduated from the gymnasium and was about to enter the university. (11) Then there is a carousel in my head. (12) You are a pleasant young man, but you do not like to think. (13) I noticed this a long time ago. (14) So, be kind, think about yourself, about life, about your place in life, about what you would like to do for people!
- (15) I will be a writer, - I said and blushed.
- (16) A writer? Lazar Borisovich adjusted his pince-nez and looked at me with formidable surprise. - (17) Ho-ho? (18) You never know who wants to be a writer! (19) Maybe I also want to be Leo Nikolayevich Tolstoy.
- (20) But I already wrote ... and printed.
- (21) Then, - said Lazar Borisovich decisively, - kindly wait! (22) I will weigh the powders, I will accompany you, and we will find out.
(23) We went out and went across the field to the river, and from there to the park. (24) The sun went down to the forests on the other side of the river. (25) Lazar Borisovich tore off the tops of wormwood, rubbed them, sniffed his fingers and spoke.
- (26) This is a big deal, but it requires real knowledge of life. (27) So? (28) And you have very little of it, so as not to say that it is completely absent. (29) Writer! (30) He must know so much that it’s even scary to think. (31) He must understand everything! (32) He must work like an ox and not chase fame! (33)Yes! (34) Here. (35) I can tell you one thing: go to huts, to fairs, to factories, to rooming houses! (36) To theaters, hospitals, mines and prisons! (37) So! (38) Be everywhere! (39) So that life saturates you! (40) To make a real infusion! (41) Then you can release it to people like a miraculous balm! (42) But also in known doses. (43)Yes!
(44) He spoke for a long time about the vocation of the writer. (45) We said goodbye near the park.
- (46) You should not think that I am a lazybones, - I said.
- (47) No! exclaimed Lazar Borisovich and grabbed my hand. - (48) I'm glad! (49) You see! (50) But you must admit that I was a little right, and now you will think about something. (51) Huh?
(52) And the pharmacist was right. (53) I realized that I know almost nothing and have not yet thought about many important things. (54) And he accepted the advice of this funny man and soon went to people, to that worldly school, which no books and abstract thoughts can replace.
(55) I knew that I would never believe anyone, no matter who told me that this life - with its love, striving for truth and happiness, with its lightning and the distant sound of water in the middle of the night - is devoid of meaning and reason. (56) Each of us must fight for the affirmation of this life everywhere and always until the end of our days.
(By K. G. Paustovsky*)
* Konstantin Georgievich Paustovsky (1892-1968) - Russian Soviet writer, classic of Russian literature. Author of short stories, short stories, novels, among them - "The Tale of Life", "Golden Rose", "Meshcherskaya Side", etc.
Composition
Apothecary's advice
The text proposed for analysis is an excerpt from the work of Paustovsky. The protagonist of the passage is the village pharmacist Lazar Borisovich. It is he who gives the young man, on behalf of whom the story is being told, advice, and the young man understood this advice, accepted it and, years later, remembers this advice of the village pharmacist with gratitude.
So, in the text about the rural pharmacist, the question is raised about the choice of a life path and the need to fight for approval in any human life elevating human values of real life.
At first it may seem that the pharmacist, “this funny man” in a student jacket and pince-nez on a black ribbon, “short, stocky and very caustic”, “rubbing the powder for Aunt Marusya, simply, so to speak, gives instructions in between times:“ youth has its rights”, “a carousel in my head”, “be kind, think about ... about your place in life, about what you would like to do for people”, - this sarcastic person poses such problematic questions to the “pleasant young man”.
Then, having learned that the young man "already wrote ... and was printed," Lazar Borisovich, tearing and rubbing branches of wormwood, speaks of the appointment of the writer.
And at the end of the text, the pharmacist's advice turns out to be advice suitable for everyone who wants to live life meaningfully, not in vain.
Lazar Borisovich advised not only to reflect on one's place in life, but also to live in such a way that this life itself saturates, so that a real infusion is obtained, from which a good writer prepares a miraculous infusion for people and releases it in certain doses. These words about the appointment of the writer are consonant with the words of Baratynsky that “chants heal the sick spirit,” and these words mean that the writer, like a pharmacist or healer, heals people who are sick with the spirit.
On the other hand, this infusion is the very life that you don’t learn about from books or abstract reasoning, about which, according to Bunin, a contemporary of Paustovsky, “they don’t write properly in books.” And this infusion of life is the most important thing in the life of every person - not only a writer.
Konstantin Georgievich Paustovsky believes that any person (not only a writer), if he wants to truly live, needs to know life "with its love, the desire for truth and happiness, with its lightning and the distant sound of water in the middle of the night." At the end of the text, Paustovsky directly says: "Each of us must fight for the affirmation of this life everywhere and always until the end of our days."
Thus, we can say that in this text the author reflects not only on the purpose of the writer and the choice of life path, but also more broadly - on the purpose of human life in general.
I agree with Konstantin Georgievich and understand his idea as follows: every person, be it a pharmacist or a writer, should strive to establish real life, i.e. live your life richly and with interest, and most importantly, with a lofty dream, with the thought of serving people.
Speaking about the pharmacist, Paustovsky notes that Lazar Borisovich is glad that the young man chose the difficult craft of a writer, and, saying goodbye to the young man, he says: “But you must admit that I was a little right, and now you will think about something. A?". I also like this pharmacist with "pince-nez on a black ribbon." You see people like Lazar Borisovich right away: they are young, despite their years, they are passionate, despite their experience; they are wise and naive at the same time.
A literary illustration of Paustovsky's thought that "each of us must fight for the affirmation of this life everywhere and always until the end of his days" can serve as Assol and Gray from the extravaganza of Alexander Green. Green called this ability of a person the ability to do so-called miracles with his own hands: do a miracle for another - and he will have a new soul ... and you.
The present in life, such as love, can make life bright and beautiful, and loving friend a friend can maintain a high ideal, despite poverty and worldly troubles, as in O. Henry's Christmas novel "The Gift of the Magi."
Uncle Kolya was putting a samovar near the veranda. The smoke from the samovar chimney rose upwards. Our mezzanine floor smelled of burnt pine cones.
I lay and looked out the window. Miracles happened in the crown of the old linden. A sunbeam broke through the foliage and lit, swarming inside the linden, many green and gold lights. This spectacle could not be conveyed by any artist, not to mention, of course, Lenka Mikhelson.
In his paintings, the sky was orange, the trees were blue, and the faces of people were greenish, like unripe melons. All this must have been made up, just like my hobby, Anybody. Now I am completely rid of it.
Perhaps the lingering summer storm helped my deliverance the most.
I watched as the sunbeam penetrated deeper and deeper into the foliage. Here he illuminated a single yellowed leaf, then a tit sitting on a branch sideways to the ground, then a raindrop. She was trembling and about ready to fall.
Kostya, Gleb, do you hear?” Uncle Kolya asked from below.
Cranes!
We listened. Strange sounds were heard in the misty blue, as if water was pouring in the sky,
Small dose of poison
Sometimes a village pharmacist came to visit Uncle Kolya. His name was Lazar Borisovich.
It was a rather strange, in our opinion, pharmacist. He wore a student jacket. A crooked pince-nez on a black ribbon barely held on to his broad nose. The pharmacist was short, stocky, with a beard overgrown to the eyes, and very caustic.
Lazar Borisovich was originally from Vitebsk, he once studied at Kharkov University, but did not complete the course. Now he lived in a rural pharmacy with a hunchback sister. According to our guesses, the pharmacist was involved in the revolutionary movement.
He carried with him Plekhanov's pamphlets with many passages boldly underlined in red and blue pencil, with exclamation and question marks in the margins.
On Sundays, the pharmacist would climb into the depths of the park with these pamphlets, spread his jacket on the grass, lie down and read, cross-legged and swinging his thick boot.
Once I went to Lazar Borisovich's pharmacy for powders for Aunt Marusya. She got a migraine.
I liked the pharmacy - a clean old hut with rugs and geraniums, faience bottles on the shelves and the smell of herbs. Lazar Borisovich himself collected them, dried them and made infusions from them.
Never have I seen such a creaky house as a pharmacy. Each floorboard creaked in its own way. In addition, all things squeaked and creaked: chairs, a wooden sofa, shelves and a desk, behind which Lazar Borisovich wrote recipes. Each movement of the apothecary evoked so many varied squeaks that it seemed as if several violinists in the drugstore were rubbing their bows over dry, overstretched strings.
Lazar Borisovich was well versed in these violins and captured their most subtle shades.
Manya! - He shouted to his sister. - Don't you hear? Vaska went to the kitchen. There are fish there! Vaska was a black, shabby apothecary's cat. Sometimes the pharmacist would say to us visitors:
I beg you, do not sit on this sofa, otherwise such music will begin that you will only go crazy.
Lazar Borisovich told, rubbing powders in a mortar, that, thank God, in wet weather the pharmacy does not creak as much as in a drought. The mortar suddenly screeched. The visitor trembled, and Lazar Borisovich spoke triumphantly:
Aha! And you have nerves! Congratulations! Now, rubbing powders for Aunt Marusya, Lazar Borisovich made many squeaks and said:
The Greek sage Socrates was poisoned by hemlock, So! And this hemlock here, in the swamp near the mill, is a whole forest. I warn you - white umbrella flowers. Poison in the roots. So! But, by the way, in small doses this poison is useful. I think that every man should sometimes put a small amount of poison into his food, so that he will get it right and he will come to his senses.
Do you believe in homeopathy? - I asked.
In the field of the psyche, yes! - Lazar Borisovich declared decisively. - Don't you understand? Well, let's check for you. Let's make a test.
I agreed. I was wondering what kind of sample it was.
I also know, - said Lazar Borisovich, - that youth has its rights, especially when a young man has graduated from a gymnasium and enters a university. Then a carousel in my head. But still, you need to think!
Above what?
As if you had nothing to think about!” Lazar Borisovich exclaimed angrily. “Here you begin to live. So? Who will you be, may I ask? And how are you supposed to exist? Do you really manage to have fun all the time, joke and brush off difficult questions? Life is not a vacation, young man, No! I predict to you - we are on the eve of big events. Yes! I assure you of this. Although Nikolai Grigorievich is mocking me, we'll see who's right. So, I'm wondering: who will you be?
I want ... - I began.
Come on! - Lazar Borisovich shouted. - What will you tell me? That you want to be an engineer, a doctor, a scientist, or whatever. It doesn't matter at all.
And what is important?
Justice! - He shouted. - We must be with the people. And for the people. Be whoever you want, even a dentist, but fight for good life for people. So?
But why are you telling me this?
Why? At all! For no reason! You are a pleasant young man, but you do not like to think. I noticed this a long time ago. So, kindly think about it!
I'll be a writer, - I said and blushed.
A writer? - Lazar Borisovich adjusted his pince-nez and looked at me with formidable surprise. - Ho-ho? Who knows who wants to be a writer! Maybe I also want to be Leo Nikolayevich Tolstoy.
But I have already written... and published.
Then,” said Lazar Borisovich resolutely, “be kind enough to wait! I'll weigh the powders, escort you, and we'll find out.
He was evidently agitated, and while he was weighing out the powders, he dropped his pince-nez twice.
We got out and walked across the field to the river, and from there to the park. The sun was sinking towards the woods on the other side of the river. Lazar Borisovich tore off the tops of wormwood, rubbed them, sniffed his fingers and said:
This is a big deal, but it requires real knowledge of life. So? And you have very little of it, not to say that it does not exist at all. Writer! He must know so much that it is even scary to think. He must understand everything! He must work like an ox, and not chase glory! Yes! Here. I can tell you one thing - go to huts, to fairs, to factories, to rooming houses. Around, everywhere - in theaters, in hospitals, in mines and prisons. So! Everywhere. So that life saturates you like alcohol valerian! To get a real infusion. Then you can release it to people as a miraculous balm! But also in known doses. Yes!
