Using the read text, complete ONLY ONE of the tasks on a separate sheet: 9.1, 9.2 or 9.3. Before writing an essay, write down the number of the selected task: 9.1, 9.2 or 9.3.

9.1 Write an essay-reasoning, revealing the meaning of the statement of the famous linguist I. N. Gorelov: "The rules of syntax determine the logical relationships between words, and the composition of the lexicon corresponds to the knowledge of the people, testifies to their way of life." Justify your answer by giving 2 examples from the text you read. When giving examples, indicate the numbers of the required sentences or use citations.

You can write a work in a scientific or journalistic style, revealing the topic on linguistic material. You can start the composition with the words of N. G. Chernyshevsky.

9.2 Write an essay-reasoning. Explain how you understand the meaning of the final text: “More than thirty years have passed since then, but to this day I remember the cold April night, the long way to the forest, the silver birch forest, the dark silhouettes of birds and the song ...”

Give 2 arguments from the read text in your essay that confirm your reasoning.

When giving examples, indicate the numbers of the required sentences or use citations.

The essay must be at least 70 words.

Write an essay carefully, legible handwriting.

9.3 How do you understand the meaning of the word BEAUTY?

Formulate and comment on your definition. Write an essay on the topic:

“What is beauty”, taking as a thesis the definition you gave. Arguing your thesis, give 2 examples-arguments that confirm your reasoning: give one example-argument from the text you read, and the second from your life experience.

The essay must be at least 70 words.

Write an essay carefully, legible handwriting.

(1) On Sunday, my father woke me up when it was still quite dark.

- (2) Get up quick! (3) Sleep all the beauty, sleepyhead. (4) We'll be late for the grouse current!

(5) I woke up with difficulty from a slumber, hastily washed my face, drank a mug of milk, and when I was ready, we set off.

(6) They stepped on loose snow at random, now and then falling into potholes. (7) There was no direct path, I had to make a detour - bypass the lowland. (8) And then I remembered that we forgot the gun ...

- (9) It doesn’t matter, - my father reassured me. We're not going for that...

(10) I lowered my head: what to do in the forest without a gun ?! (11) We passed the railroad tracks and hurried across the field along a narrow path to the still sleepy, blue forest in the distance.

(12) The April air smelled alarmingly and freshly of thawed earth. (13) Willows in silver fluff froze by the road. (14) Suddenly, the father stopped, held his breath ... (15) In the distance, in a birch forest, someone timidly, uncertainly muttered.

- (16) Someone woke up? I asked.

- (17) Black grouse, - answered the father.

(18) I looked closely for a long time and noticed large black birds on the trees. (19) We went down into the ravine and came closer to them.

(20) The black grouse slowly pecked at the buds on the birch trees, importantly walked along the branches. (21) And one bird sat on the top of a birch, puffed up its neck, threw up its red-browed head, fanned out its tail and muttered louder and stronger: “Chuff-fuh-x, boo-boo-boo.” (22) Other birds followed her in turn, with an arrangement.

- (23) 3 you know, - said the father, - this is the best song. (24) You listen to her, and the whole month is a holiday in your soul!

- (25) What?

- (26) Spring ... (27) End of the winter kingdom ...

(28) The father took a deep breath of air, took off his hat.

- (29) Soon at the scythe dance and games in the swamps will go. (ZO) Music - forest drops. (31) And what words!

(32) Then he akimbo, gasped ... and sang in an undertone:

- (ЗЗ) I will buy a hoodie, I will sell a fur coat ...

(34) More than thirty years have passed since then, but to this day I remember a cold April night, a long way to the forest, a silver birch forest, dark silhouettes of birds and a song ...

(According to A. Barkov) *

* Barkov Alexander Sergeevich (1873-1953) - famous physical geographer, doctor of geographical sciences. He is the creator of textbooks, manuals for teaching geography at school.

Explanation.

15.1 The richness of the language characterizes not only each individual person, but also the people as a whole. The more developed the native speaker, the richer his speech. It is no coincidence that some tribes of Africa, which are at the primitive stage of development, manage with several dozen sounds. There are more than two hundred thousand words in the explanatory dictionary of the Russian language. And this wealth must be skillfully used.

Let us turn to the text of A. Barkov. The use of verbs in the text gives dynamics to speech. In sentence No. 5 (“I hardly woke up from a slumber, quickly washed my face, drank a mug of milk, and when I was ready, we set off”), homogeneous predicates emphasize how quickly the hero gathered in the forest, how unimportant all these actions are before the main event - a trip with his father to the grouse current.

Ease, a certain lyricism give the speech of the appeal. We can observe this in sentence number 3 (“You will oversleep all the beauty, sleepyhead”).

In sentence No. 13 (“Willows are frozen in silver fluff by the road”), the artistic image is created with the help of the personification “frozen willows” and the epithet “silver fluff”. Only a person in love with its beauty can talk about nature like that!

After analyzing the text, we can agree with the statement of the Russian writer and publicist Nikolai Gavrilovich Chernyshevsky: "The rules of syntax determine the logical relationships between words, and the composition of the lexicon corresponds to the knowledge of the people, testifies to their way of life."

15.2 It happens that the impression left from some event remains with us for life. You continue to feel the same emotions, sometimes even smells and sounds. This happens if the event “hooked to the quick”, became a turning point in life, the discovery of something new, unknown. This is stated in the final text of A. Barkov.

In sentences numbered 8-10, it is said that the hero was upset when he forgot his gun at home, because he and his father seemed to be going hunting. Yes, and he was going for this early walk without much desire (sentence 5). He did not yet know that the father wanted to show his son what he himself used to admire, what warmed his soul for many years.

Nature is full of sounds and colors - you just need to be able to see and hear them. It is no coincidence that the father says: “Music is a forest drop!” (proposition 30). The grouse song awakened the song in their souls. That is why the hero remembered this walk.

Thus, we were able to confirm that the impression of a bright event can be remembered for a lifetime. One who has a sensitive soul and an attentive look can comprehend beauty.

15.3 “Beauty will save the world,” said F.M. Dostoevsky. What is beauty? Why did the great Russian writer believe so much in her omnipotent, regenerating power? Beauty makes us better, cleaner. A person who is able to admire the beautiful will not do evil, because his soul is open to light and goodness. The splendor of the natural world with its miraculous beauty inspires a person with the help of talent to capture the unique moments of life, and then beauty falls on canvases, is embodied in an artistic word, sounds in music ...

Heroes of the text A.S. Barkova: father and son - they know how to see beauty in nature. The grouse song awakened the song in their souls. Nature is full of sounds and colors - you just need to be able to see and hear them. It is no coincidence that the father says: “Music is a forest drop!”

When I listen to Oginsky's polonaise "Farewell to the Motherland", my soul begins to ache from inescapable longing. I can imagine the state of the composer when he wrote this work, if after so many years it has such an effect on me. What suffering! What must be the power of music, if in a century it can carry the experience of a person! And what inner beauty, the beauty of the soul, the person who wrote this work must have possessed!

One who has a sensitive soul and an attentive look can comprehend beauty. Beauty can be admired by the most ordinary things that surround us and that we encounter daily. You just need to be able to see it.

Relevance: Corresponds to the demo version of the current year

Essay on GIA 2013 on test 25

Write - an essay reasoning, revealing the meaning of the statement of the Russian writer and publicist N.G.
Words that testify to the knowledge and way of life of the people are connected to each other in speech through certain logical relationships, forming phrases and sentences. I will give examples from the text of A. S. Barkov.

So, in a simple sentence 3, all words are consistent with each other in meaning and grammatically. The predicate "oversleep" is in the form of a verb of the second person, singular. The complement expressed by the noun "beauty" and the definition expressed by the pronoun "all" are logically used in the form of the accusative case, singular, feminine. But the word "sleepy", which is an appeal, as it should be according to the rules of syntax, is in the nominative case.
One of the examples of the richness of the lexicon in this text is the use by the author in sentence 34 not of the phrase “birch forest” or “silver birches”, but “silver birch forest”, which includes the colloquial word “birch forest” and the epithet “silver”, which reflects the love of the people to white-barreled beauties.
Thus, I cannot but agree with the statement of N.G. Chernyshevsky, who argued that “... the rules of syntax determine the logical relationships between words, and the composition of the lexicon corresponds to the knowledge of the people, testifies to their way of life.”

Essay on GIA 2013 on test 26

Write an essay-reasoning, revealing the meaning of the statement of the famous linguist I. N. Gorelov: “The most amazing thing is that the master writer is able, taking ordinary, well-known words, to show how many shades of meaning are hidden and revealed in his thoughts and feelings.”
You won’t surprise anyone with an ordinary, well-known word in speech. But when a master writer gets down to business, it acquires “so many shades of meaning”, opens up new thoughts and feelings. I turn to the text of V.P. Kataev, which tells about the “lesson” in mastering the word given by I. Bunin.

In sentence 14, a famous writer invites his young interlocutor to describe a climbing bush. And then he gives him an example of how to do it. I. Bunin, using personification, says that these red flowers want to “look” into the room, “look” ... It would seem that ordinary words! And before us, this climbing bush appears bright and colorful.
The author took the lesson of the famous writer. In sentence 28, he, talking about poetry, says that he does not need to “pick out” poetry! The word clearly bears the stamp of vernacular, but for some reason does not cause either irritation or a smile. And all because the writer gave it not the well-known meaning of “picking, taking out”, but the meaning of “search”, “search”.
Thus, on the example of this text, I am convinced: how many shades of meaning are hidden and revealed in every ordinary word when it falls into the hands of a master writer!

Essay on GIA 2013 on test 27

Write an essay-reasoning, revealing the meaning of the statement of the Soviet poet M. V. Isakovsky: “I realized that a person can know a great many words, can write them completely correctly and also combine them correctly in a sentence. Grammar teaches us all this.

What does grammar teach us? Knowledge of word forms, their meanings, correct spelling, combining words into phrases and sentences. Let us turn to the text of Yu.T. Gribov.

For example, in sentence 6, the word "nature" requires the adjectives "eternal" and "unchanging" to become short singular and feminine. The ending -a- helps them in this. It is in these words that it is a linguistic means that serves to express grammatical meaning and contributes to the connection of words in a sentence.
Grammar is the foundation of good writing. So, in sentence 2, the author uses the word "slow", in which a person who does not know the rules could make a mistake. But, remembering that in adverbs as much -n- is written as in a full adjective, we will write in this case -nn-.
I can conclude that the Soviet poet M. V. Isakovsky was right when he claimed that knowledge of grammar helps us to write words correctly, “to correctly combine them in a sentence.”

Essay on GIA 2013 on test 28

Write - an essay reasoning, revealing the meaning of the statement of the Russian linguist M. V. Panov: “A language is like a multi-storey building. Its floors are units: a sound, a morpheme, a word, a phrase, a sentence… And each of them takes its place in the system, each performs its work.”
As M. V. Panov compares the entire language system with a multi-storey building, so I imagine it like a nesting doll: the smallest doll is a sound, then a morpheme doll, then a word, and so on. But each of them "takes its place", solves its function in speech. I will give examples from the text of Yu.V. Sergeev.

First, I will focus on sound, a phonetic unit. In sentence 26, the author uses the word "Stenki" (Razin). Imagine that when typing, the softness of the consonant sound “n” was not indicated, and it would turn out that the hero of Grinichka sang songs about the daring ... Wall ... We can conclude: the soft sign allegedly omitted due to someone else’s fault in this sentence changed not only the word, but also the meaning of the sentence.
Secondly, I will turn to the morpheme doll in my matryoshka. So, in sentence 18, the author uses not the same-root words: “skazka” and “skaz”, but different lexical units, which, thanks to the morpheme alone (the suffix -k-), acquire their semantic meaning.
Consequently, every inhabitant of my linguistic matryoshka not only takes its place in the speech system, but also plays a strictly defined role.

Essay on GIA 2013 on test 29

Write an essay-reasoning, revealing the meaning of Leo Tolstoy's statement: "The Russian language ... is rich in verbs and nouns, diverse in forms that express shades of feelings and thoughts."
The verb and the noun are the richest parts of speech in the Russian language in terms of meaning and forms. If every second word in our speech is a noun, then it is almost impossible to tell about any event without a verb. I will give examples from the text of L. Ulitskaya.

To name the main character of the story, the author uses contextual synonyms: Viktor Yulievich Shengeli, class teacher, teacher, writer. And only the noun "teacher", which appears repeatedly in the story, expresses the feelings of the guys in love with their mentor, whom everyone wanted to be like, whom everyone wanted to imitate.

The attitude of the teacher towards the children, his feelings are clearly manifested in sentence 18, which says how Viktor Yulievich was “excited by the feeling of very subtle power” over the children, worried because he taught them to “think and feel”! Only two verbs! And in them is what every teacher aspires to, dreams of!

Thus, L. N. Tolstoy was right when he stated: "... the Russian language ... is rich in verbs and nouns, diverse in forms expressing shades of feelings and thoughts."

Essay on GIA 2013 on test 30 (1)

I understand G. Stepanov's phrase as follows. Vocabulary reflects our understanding of the world, and grammar allows you to create a coherent statement, text. I will give examples from the text of F. Iskander.

So, in sentence 3, from a number of synonyms that can be called a lazy student, the author uses the colloquial word “loafer”, meaning “loafer, lazy person”. This word sounds very appropriate in the text.
This sentence is also interesting from the point of view of grammar. It uses homogeneous terms (“not a lazy person, not a lazybones, not a hooligan ...”), which make it possible to more clearly describe the speech situation.
I can confidently say that the well-known linguist G. Stepanov was right when he stated that "... the dictionary of the language shows what people think, and grammar - how they think."

Essay on GIA 2013 on test 30 (2)

Write an essay-reasoning, revealing the meaning of the statement of the famous linguist Georgy Vladimirovich Stepanov: "The dictionary of the language shows what people think, and grammar - how they think."
This statement has two parts. Under the word "dictionary" the linguist meant the vocabulary that people use in speech, and under the word "grammar" - a section of the science of language that allows you to create a coherent statement. Depending on the content of the speech, its style, one can say in what social environment the action takes place in the story of F. Iskander.

In the text I find words characteristic of school vocabulary: “lesson”, “homework”, “magazine” ... I conclude: the heroes of the passage are schoolchildren and a teacher, and these words are characteristic of their speech.
The story is also interesting from the point of view of grammar. In the text I repeatedly meet a dialogue that is in the nature of a question-answer form (sentence 10-11) and is distinguished by the richness and variety of intonation.
Thus, I see the meaning of the aphorism in the fact that both a person’s vocabulary and knowledge of the basics of grammar help him correctly and vividly formulate his speech.

Essay on GIA 2013 on test 31

Write an essay-reasoning, revealing the meaning of the statement of the French philosopher Paul Ricoeur: "Language is that thanks to which, with the help of which we express ourselves and things."
The famous French philosopher Paul Ricoeur argued: “Language is that thanks to which, with the help of which we express ourselves and things.”

It seems to me that the philosopher meant that language allows a person to express himself, and interlocutors to form an opinion about him. According to the speaker's speech, one can judge his professionalism, culture, intelligence, intellectual level. Let us turn to the text of L. Zakharova. Firstly, the teacher Elena Mikhailovna, having assessed the conflict situation in the 7th “A” grade, adhering to “pedagogical ethics”, standing up for a colleague, urges the children not to “do anything in the heat of the moment” so as not to break firewood (sentence 22). Secondly, we can conclude that this teacher is a conscientious person who loves children. Recall how Elena Mikhailovna blamed herself “as an older comrade” in the evening for not helping the children resolve a problem situation (sentences 41-42).
Thus, I consider the statement of Paul Ricoeur proposed for analysis to be fair.

Essay on GIA 2013 on test 32 (1)

I will try to prove that all the same "templates" can help students. I took essay 5 according to the text of the demo version and based on it I wrote an essay on the task of test 32 from the collection of I.P. Tsybulko. Took me five minutes to work...

Essay-reasoning

I understand this phrase from the textbook of the Russian language as follows: we use set phrases, phraseological units very often, sometimes without noticing it. The evidence is found in the text.

In sentence 7, there is an idiom "blazed out everything in one breath." It acts as a synonymous expression meaning "very quickly, instantly." But a stable combination in the text sounds clearly brighter, more expressive.

In sentence 24, the author uses the phraseological unit "wedged into the conversation." He also has a synonym for "...interrupting, interfering in someone else's conversation." This phraseological unit characterizes the unceremonious behavior of the girl. In this text, it is used as a pictorial means of language.

Thus, I can conclude that the author of the textbook was right, stating that “... phraseological units are constant companions of our speech. We often use them in everyday speech, sometimes without even noticing, because many of them are familiar and familiar from childhood.

Essay on the GIA 2013 on the test 32 (2) (from T.I. Chubenko)

Essay on the GIA 2013 on test 32. (According to the collection of standard examination options edited by I. P. Tsybulko. 36 options.)

I fully agree with the statement taken from the textbook of the Russian language: “Phraseologisms are constant companions of our speech. We often use them in everyday speech, sometimes without even noticing, because many of them are familiar and familiar from childhood. A vivid confirmation of this is the text of Albert Anatolyevich Likhanov.

For example, A. A. Likhanov wrote that the teacher was crying when faced with “childish scolding” and a wild fight among first-graders. It will sound normal. And if we imagine that she “howled out loud”, then we immediately see a sad picture, namely the impotence, the teacher’s fear of the problem that has arisen.

Why did the teacher, having matured and gained experience, stop crying when faced with problem situations? She simply realized that “tears cannot help grief” and only hard work can eradicate childhood shortcomings. The phraseological units used in the text help accurately and expressively: “one must get down to business with rolled up sleeves”, not be afraid to “admit a mistake”, “blame a grave sin” “from a sick head to a healthy one”.

Thus, I can confidently say that if speech can be compared with the fabric of thinking, then phraseological units are its precious threads, giving the fabric a peculiar, unique coloring and brilliance. They can rightly be called pearl placers.

Essay on the GIA 2013 on test 32 (3)

Write an essay-reasoning, revealing the meaning of the statement taken from the textbook of the Russian language: “Phraseologisms are constant companions of our speech. We often use them in everyday speech, sometimes without even noticing, because many of them are familiar and familiar from childhood.

The words "mom", "dad", "Motherland", "home" and "school" are known to everyone. Just like these words, the expressions that we remember from childhood are understandable and close to us: “sit in a galosh”, “hand in hand”, “shoulder to shoulder”. These are phraseological units that we do not memorize on purpose, they are part of our vocabulary with the speech of mothers, grandmothers, teachers. I will give examples from the text of Albert Likhanov.

In sentence 2, there is an idiom "came to my senses", which is often found in everyday speech. It acts as a synonymous expression meaning "stop worrying, calm down." But a stable combination in the text sounds clearly brighter, more expressive.

In sentence 21, the author uses the idiom "serious sin" that we use in speech. It also has synonymous meanings: a serious mistake, a serious sin, a serious crime. In the text, this phraseological unit unobtrusively, but vividly characterizes the behavior of those teachers who, using their authority, shift their blame onto children ...

Thus, we can conclude that phraseological units, these golden placers of Russian speech, are our inconspicuous, but everyday companions in the process of communication.

P.S. Essay option for test 32 from the lesson on "templates" 3.

Essay on GIA 2013 on test 33 (1)

Write an essay-reasoning, revealing the meaning of the statement of the Russian journalist A.A. Miroshnichenko: “Language is what a person knows. Speech is what a person can do.”
Russian journalist A.A. Miroshnichenko stated: “Language is what a person knows. Speech is what a person can do.”

Let's try to understand the meaning of these words. A huge “pantry” is laid in the memory of a person. There are many shelves and cells in it, where various means of language are stored, which people use as soon as they begin to speak, because every child knows their native language. And speech is language in action, language in “work”, when we use it to communicate with other people, to talk with ourselves. I will try to prove the validity of my judgment on the basis of the text of N.G. Garin-Mikhailovsky. So, in sentence 2, according to the nurse’s speech, we feel the indignation experienced by a woman who does not understand why it was necessary to throw the dog into the well. The nanny is a native speaker, and she definitely finds in the “storerooms” a word that characterizes a person who has committed such a cruel act: “Herod!” (Suggestion 2.)
We observe the language in “work” in those moments when the boy Tema, feeling fear at the bottom of the well, “cheers himself up with a voice trembling with horror”: “... but I don’t do anything bad, I pull out the Bug, my mom and dad will praise me for this” (Proposition 29).
Therefore, we can conclude: the statement of the Russian journalist A.A. Miroshnichenko is true.

Essay on GIA 2013 on test 33 (3)

Write an essay-reasoning, revealing the meaning of Andrey Alexandrovich Miroshnichenko's statement: “Language is what a person knows. Speech is what a person can do.”

I agree with the statement of Andrei Alexandrovich Miroshnichenko: "Language is what a person knows. Speech is what a person can do." I think that it is not enough to know the language, you must also be able to speak. Choose the right words depending on the style, on the situation ... I will prove this on the example of the text of N. Garin-Mikhailovsky.

A word in a language has many meanings, it can have one or another meaning. The word in speech is unambiguous, it is tied to the context of its sentence, to the situation in which it is pronounced. In sentence 21, the author uses the word "hard", which has many meanings: "tough", "merciless", "justified", in the meaning of "unshakable". It's all about the dog's confidence.
In sentence 12, N. Garin-Mikhailovsky uses the colloquial word "rescue" instead of the neutral "release", which helps the reader to imagine Tyoma. He speaks as best he can, albeit not quite correctly, but sincerely. This is a kind of speech characteristic of the hero.
So, by the speech of a person, you can understand whether he can speak.

Essay on GIA 2013 on test 34

Write an essay-reasoning, revealing the meaning of the statement of the Russian journalist A.A. Miroshnichenko: “Some scientists even suggest distinguishing two languages ​​- oral and written, there are so big differences between oral and written speech.”

I share the point of view of A. A. Miroshnichenko that there are differences between oral and written speech. I will give examples.

So, in sentence 3, which is a sample of written speech, I find a complex detailed construction. Book vocabulary prevails in it: “a massive desk”, “huge and for some reason dusty albums”, “a drawn-out and plaintive howl”. The sentence follows the spelling and punctuation rules. All this is not characteristic of oral speech.

But in the dialogue (sentences 29 - 49), characteristic of oral speech, I observe simple incomplete sentences: “So ... Interferes, then ...” In sentence 49 there is an interjection “Oh”, characteristic of oral speech. The entire dialogue is full of pauses, gestures and facial expressions, which are given in the literary text as comments by the author.

Thus, I can conclude that, indeed, the differences between oral and written speech are huge.

Essay on the GIA 2013 on test 35 (1)

Vladimir Galaktionovich Korolenko argued that the Russian language "has all the means to express the most subtle sensations and shades of thought." It seems to me that the writer meant that our native language has in its arsenal the richest means for expressing what a person feels and thinks about. Let us turn to the text of Yu. O. Dombrovsky.

First, Zybin, watching how the proud crab died quietly, felt like a bad, merciless person. It is no coincidence that in sentence 18 he says about himself: “I never thought that such a beast sits in me!” The colloquial word "cattle" very clearly characterizes the feelings of the hero in relation to himself.

Secondly, in sentence 48, the author describes with the help of a comparison how a barely alive crab headed into the waves of his native elements: “He went awkwardly, stocky, like a tank.” Here it is, the clearest example of how the Russian language helps to express the most subtle shades of the writer's thoughts!

I think that the writer VG Korolenko was right. (142 words)

Essay on GIA 2013 on test 35 (2)

Write an essay-reasoning, revealing the meaning of the statement of the Russian writer Vladimir Galaktionovich Korolenko: "The Russian language ... has all the means to express the most subtle sensations and shades of thought."

I cannot but agree with the statement of the famous Russian writer VG Korolenko, who asserted that "... the Russian language... has all the means to express the most subtle sensations and shades of thought."

Undoubtedly, the Russian language is distinguished by a variety of synonyms, antonyms, paronyms, words used in a figurative sense, called tropes. All of them are needed by the artist of the word for clarity, brightness of the image of certain objects, phenomena, sensations and thoughts. Let us turn to the text of Yu.O. Dombrovsky.

First, in sentence 2, the author, describing the caught crab, uses the adverb "scary". It does not mean that Zybin experienced fear at the sight of a crab. No. The colloquial word “scary”, replacing the stylistically neutral “very”, emphasizes the most subtle feeling that the young man felt when he took out the crab.

Secondly, in sentence 46, Yuri Dombrovsky uses the comparison “sparkled with a blue spark” in order to emphasize, shade the idea of ​​how fast this fish swims.

Therefore, we can conclude: the statement of the writer VG Korolenko is true.

Essay - reasoning on test 36

Write an essay-reasoning, revealing the meaning of the statement of the modern linguist Nina Sergeevna Valgina: “The functions of a paragraph are closely related to the functional and stylistic affiliation of the text, at the same time they also reflect the individual author’s peculiarity of text design.”

Essay-reasoning

In each text, in addition to the main topic, there are micro-topics around which sentences are grouped that make up part of the topic - a paragraph. A paragraph is a piece of written speech that has a compositional, plot-thematic, rhythmic meaning and is associated with the style of the author.

In the text of M. Loskutov I find five paragraphs, four of which perform a traditional function, demonstrating that a new semantic passage begins with a red line, in which a different thought develops.

And here is one of the possible paragraphs, which should begin with the introductory word “secondly”, the author hides inside the second paragraph. This stylistic device is understandable: M. Loskutov does not want to expose as a new thought the information that his dog "was obscenely cowardly." It is no coincidence that the author “hid” this information, did not take it out as new, because from the fourth paragraph we learn that the cowardly Borozhay accomplished a feat: he forced people to act with his behavior! He threw himself into the fire and called people after him! They saved the calf from the fire, and Borozhai suffocated in the smoke...

Thus, I can conclude that N. S. Valgina was right, stating that "... the functions of a paragraph are closely related to the functional and stylistic affiliation of the text, at the same time reflecting the individual author's peculiarity of text design."

1. essay - reasoning, so it must... one of those Russians writers, which determined society's mindset for... meaning poems about the "Terrible World" researcher of the work of A. A. Blok E. Tager? How do you interpret statement ...

2. Questions for the exam in Russian literature Gorky's realistic stories

   Questions for the exam

   ... determined meaning ... take away ... reasoning ... writer reveals ... sayings ... Chernyshevsky. ... essays ... logical ... syntax, ... "("Modern Russians writers"). Push to... – I write about the priest ... With church publicists solidarized N. ... complete law say...

3. Irina Vladimirovna Lukyanova Korney Chukovsky

   Document

   The head of the protodeacon) are adjacent to reasoning about the consumer value of the goods, an outline essays"An analysis of Tolstoy's ballad... right receiving writers ink, paper and pens! However, the chronicle was not limited to listing the troubles " Russians writers ...

I continue to acquaint you, dear students of the 9th grade, with samples of essays on a linguistic topic. ATfirst issue you got acquainted with sample essays on quotes, revealing the concept of "culture of speech". Today we turn to quotes (I emphasizepossible, approximate), concerning the connection between vocabulary and grammar.ALLI borrowed samples of essays from a teacher of secondary school No. 21 (Arkhipovskoye village, Budyonnovsky district, Stavropol Territory) N.G. Kharlanova or from the site "Traps of the Unified State Examination and GIA" . I express my deepest gratitude Natalya Georgievna and Lyubov Mikhailovna Bendeleeva for selfless work, excellent work, excellent materials!

Possible citations that may be in this section:

1. Grammar can show how people use language to express all the richness of their inner world ... ( From the works of N.F. Bunakov)

2. Studying the grammatical structure of a language without taking into account its lexical side ... is impossible. (V.V. Vinogradov)

3. The lexicon of a language shows what people think, and the grammar shows how they think. ( G.Stepanov)

4. One vocabulary without grammar does not yet constitute a language. It is only when it is at the disposal of grammar that it acquires the greatest significance. ( L.V. Uspensky)

5. ... vocabulary, the vocabulary of a language does not in itself constitute a language, but is a building material for a language. (A.A. Reformed)

6. Grammar allows us to connect any words to each other in order to express any thought about any subject. ( L.V. Uspensky)

7. All sciences need grammar. Stupid oratorio, tongue-tied poetry, unfounded philosophy, unpleasant history, dubious jurisprudence without grammar. ( M.V. Lomonosov)

8. ... for skills in correct speech and correct writing, it is useful to know grammar ... ( D.N. Ushakov)

9. The rules of syntax determine the logical relationships between words, and the composition of the lexicon corresponds to the knowledge of the people, testifies to their way of life. (N.G. Chernyshevsky)

10. I realized that a person can know a great many words, can write them correctly and combine them in a sentence just as correctly. Grammar teaches us all this. ( M.V. Isakovsky)

11. There are…words in the language. The language has… grammar. These are the ways the language uses to build sentences. ( L.V. Uspensky)

Sample #1

Write an essay-reasoning, revealing the meaning of the statement of the Russian philologist Lev Vasilyevich Uspensky: “There are ... words in the language. The language has... grammar. These are the ways that language uses to build sentences.”

FIRST VERSION OF THE ESSAY

L.V. Ouspensky talks about the relationship between words and grammar, stating that "these are the ways that language uses to build sentences." Let's try to prove the correctness of this judgment.

The word names objects, phenomena of reality, denotes signs, actions. Grammar studies the structure of the language, its laws. A sentence is the minimum unit of a language; it is a grammatically organized combination of words that has semantic and intonational completeness. We see that there are no words without grammar and grammar without a word, our thought is formed into a sentence with the help of words and according to the laws of grammar.

All this fully applies to how the passage from the novel is constructed.M. Sholokhov. The second sentence of the text expresses a complete complex thought: it is a complex sentence with sequential subordination of subordinate clauses. From it we learn about the time of what is happening, we see the dug trench with skill, we get acquainted with the cook Lisichenko. Among the lexical phenomena, adjective epithets “tired, impassive, cold blue” attract attention, they help us to see the eyes of the hero, to imagine him.

Addresses play a special role in the text: in the 20th sentence, Lisichenko ironically calls Lopakhin a “hero”, in the 23rd - just by his last name. In 31 sentences, Lopakhin addresses the cook with restrained fury, calling him "dear". And in the proposalNo. 44, he calls the cook “you are my precious man,” showing that he has awakened respect for a person who is ready not only to cook food, but also to fight to the best of his ability. Thus, the appeal names the person to whom we are addressing with a speech, and helps to understand the feelings of the characters, their attitude towards each other.

So, we are convinced of the following: to build a sentence, they use both vocabulary and grammar. Lexical and grammatical phenomena help to understand the author's intention, to more accurately determine the attitude of the author to the characters, the characters to each other.

SECOND OPTION OF THE ESSAY

L.V. Ouspensky states: “There are ... words in the language. The language has... grammar. These are the ways that language uses to build sentences.” Let's think about this statement together.

Any of our thoughts about the world around us is embodied in a word, words are built into sentences according to the laws of grammar. Let us consider how this is realized in an excerpt from M. A. Sholokhov’s novel “They Fought for the Motherland”.

The first sentence of the text is complex with a consistent subordination of subordinate clauses, it expresses a complete complex thought, from it we learn about Lopakhin's state of mind and that there is a retreat. And the vocabulary of the sentence, especially the epithets “hard and bitter” on the heart, “fierce battles”, troops “exhausted ... by shelling and bombing”, enhances the emotional perception of what is read.

Noteworthy in the syntax of the passage is the use of the dialogue(offers from No. 5 to No. 9, from No. 10 to 28 and others). The dialogue enlivens the narrative, helping to see how Lopakhin's attitude towards the cook is changing as he learns why the cook is not in the field kitchen, where he should be, but on the front line. Bitterness is replaced by respect, the ironic, embittered, ironic appeal "dear" changes to "you are my precious person."

Thus, we were convinced of the correctness of the words of L.V. Ouspensky that words and grammar are “the ways that language uses to build sentences”. Proper use of vocabulary and grammar of the language helps to present what the author wanted to convey to the reader, to understand his creative intent.

THIRD OPTION OF THE ESSAY

L.V. Ouspensky, in my opinion, speaks of the unity of the content and form of language. Words name an object, its sign or action, and grammar allows you to create a coherent statement, text.

So sentence 16 consists of ten separate words naming or pointing to the subject ("I", "newcomer") and his actions. Every fifth word in the sentence belongs to the high vocabulary (“dared”, “intrude”), allowing us to present the stranger as an intelligent person with the correct literary speech. If we write all these words separated by commas and in the initial form, then we get nonsense. But it is worth using all the verbs in the required form, and putting the pronoun "you" in the dative case - the words will receive a single meaning, turning into a sentence.

They play a role in turning a set of words into a syntactic construction and punctuation marks. So the three dashes in this sentence indicate the presence of a replica in a dialogue that is a complete thought.

Thus, we can conclude that the Russian philologist L.V. was right. Ouspensky, who argued that language uses vocabulary and grammar to build a sentence.

SAMPLE #2

Write an essay-reasoning, revealing the meaning of the statement of the Russian philologist L.V. Uspensky: “One vocabulary without grammar does not yet constitute a language. It is only when it comes to the disposal of grammar that it acquires the greatest significance.

L.V. Uspensky, in my opinion, speaks of the unity of the content and form of the language. Words call an object, its sign, the action of an object. But only! Only with the help of grammar is it possible to create a coherent statement from a set of words. Let us turn to the text of Y. Bondarev.

So sentence 25 consists of eight separate words naming an object, its action and a sign of this action. The author interestingly uses in this syntactic construction the antonyms “a lot and a little”, which give artistic speech a special sharpness and emotionality. They give it on the condition that we pass the indicated words “at the disposal of grammar”. For example, let's put the word "man" in the dative case, and the word "happiness" in the genitive case, create a phrase with a subordinating connection management: "it is necessary for happiness" (sentence 25). To express emotions, the author put an exclamation mark at the end of the sentence. And then the proposal received "the greatest significance."

Thus, I can conclude: the Russian philologist L.V. was right. Uspensky, who argued that “one vocabulary without grammar does not yet constitute a language. It is only when it comes to the disposal of grammar that it acquires the greatest significance.

SAMPLE #3

Write an essay-reasoning, revealing the meaning of the statement of the Russian philologist L.V. Uspensky: "Grammar allows us to connect any words to each other in order to express any thought about any subject."

The meaning of L.V. I understand Ouspensky as follows: grammar allows the words collected in a sentence to acquire a single meaning in order to express any thought. I will give examples based on sentence 2 of V. Astafiev's text.

It consists of thirteen individual words. If we write all these words separated by commas and in the initial form, then we get nonsense. But it is worth using them in the right form, as they get a single meaning and become a sentence telling about the white-breasted marten.

They play a role in turning a set of words into a syntactic construction and punctuation marks. Two commas in this sentence highlight the introductory word "perhaps", with which the speaker expresses his attitude to what he is talking about. In this sentence, the introductory word helps the narrator express his uncertainty, an assumption about what he is saying.

Thus, the Russian philologist L.V. was right. Ouspensky, who states that "grammar allows us to connect any words to each other in order to express any thought about any subject."

What is grammar? This is a branch of the science of language that studies word formation, morphology and syntax. If you do not create new words with the help of various morphemes, do not decline nouns and adjectives, do not conjugate verbs, do not use prepositions to connect words, you will get a meaningless verbal set. And only with the help of grammar this “word set” in our speech acquires a semantic meaning. I will give examples from the text of V.P. Astafiev.

So in sentences 1 and 2 I meet the grammatical form of the same word: "slope" and "slope". In the word "slope" the zero ending indicates that we have a noun used in the nominative or accusative case, and in the word "slope" belonging to the genitive case is expressed using the ending -a. It is the ending in these words that is a linguistic means that serves to express grammatical meaning and contribute to the connection of words in a phrase and sentence.

They play their role in turning a set of words into a syntactic construction expressing any thought, and punctuation marks. In sentence 4, the author uses several commas. So the first of them indicates the presence of homogeneous predicates: "warmed", "licked". They help the author to express more clearly the thought of what a caring mother Belogrudka was.

Thus, I can conclude that the Russian philologist L.V. was right. Uspensky, who stated: "... grammar allows us to connect any words to each other in order to express any thought about any subject."

L.V. Ouspensky argued: "Grammar allows us to connect any words to each other in order to express any thought about any subject." I completely agree with this, because without knowing the rules of grammar, we will not be able to express thoughts and connect words.

The text of the Russian writer V.P. will help us prove this. Astafiev. Thus, in sentence 5, the author replaces the stylistically neutral synonym "plenty" with the colloquial word "plenty", emphasizing the idea that Belogrudka was a very caring mother and "provided plenty of food" for her babies.

In sentence 2, the writer uses the introductory word "perhaps", which expresses doubt that the white-breasted marten is a secretive, timid animal. After all, it is no coincidence that in the finale of the story the marten, avenging her cubs, is no longer afraid to appear at people's houses even during the day (sentence 35).

Therefore, L.V. was right. Ouspensky, who argued that we convey our thoughts in words that are connected with the help of grammar.

Words that testify to the knowledge and way of life of the people are connected to each other in speech through certain logical relationships, forming phrases and sentences. I will give examples from the text of A. S. Barkov.

First, in a simple sentence 3, all words are consistent with each other in meaning and grammatically. The predicate "to oversleep" is in the form of a verb of the second person singular. The object expressed by the noun "beauty" and the attribute expressed by the pronoun "all" are logically used in the accusative singular feminine form. But the word "sleepy", which is an appeal, as it should be according to the rules of syntax, is in the nominative case. Secondly, one of the examples of the richness of the lexicon in this text is the use by the author in sentence 34 not of the phrase "birch forest" or "silver birches", but "silver birch forest", which includes the colloquial word "birch forest" and the epithet "silver", which reflects the love of the people for white-barreled beauties.

Thus, I cannot but agree with the statement of N.G. Chernyshevsky, who argued that “... the rules of syntax determine the logical relationships between words, and the composition of the lexicon corresponds to the knowledge of the people, testifies to their way of life.”

Var. No. 26 I. N. Gorelova: “The most amazing thing is that the master writer is able, taking ordinary, well-known words, to show how many shades of meaning are hidden and revealed in his thoughts and feelings.”

You won’t surprise anyone with an ordinary, well-known word in speech. But when a master writer gets down to business, it acquires “so many shades of meaning”, opens up new thoughts and feelings. I will give examples from the text of V.P. Kataev, which tells about the “lesson” of mastering the word given by I. Bunin.

In sentence 14, a famous writer invites his young interlocutor to describe a climbing bush. And then he shows him how to do it. I. Bunin, using personification, says that these red flowers want to “look” into the room, “look” ... It would seem that these are ordinary words, but this climbing bush appears before us more vividly and colorfully.

The author took the "lesson". In sentence 28, he, talking about poetry, says that he does not need to “pick out” poetry! The word clearly bears the stamp of vernacular, but for some reason does not cause either irritation or a smile. And all because the writer gave it not the well-known meaning of “picking, taking out”, but the meaning of “search”, “search”.

Thus, on the example of this text, I am convinced: how many shades of meaning are hidden and revealed in every ordinary word when it falls into the hands of a master writer!

Var. No. 27 of M. V. Isakovsky: “I realized that a person can know a great many words, can spell them correctly and combine them in a sentence just as correctly. Grammar teaches us all this.

Having a rich vocabulary does not mean being a literate person. That's when "a great many words" is combined with the ability to write them correctly, combining into phrases and sentences, then we can talk about literacy. Let us prove this by referring to the text by Yu.T. Gribov.

For example, in Sentence 6, the word "nature" requires the adjectives "eternal" and "unchanging" to become short singular and feminine. The ending -a- helps them in this. It is in these words that it is a linguistic means that serves to express grammatical meaning and contributes to the connection of words in a sentence.

Grammar is the foundation of good writing. So, in sentence 2, the author uses the word "slow", in which a person who does not know the rules could make a mistake. But, remembering that in adverbs as much -n- is written as in a full adjective, we will write in this case -nn-.

I can conclude that the Soviet poet M. V. Isakovsky was right when he claimed that knowledge of grammar helps us to write words correctly, “to correctly combine them in a sentence.”

After reading the proposed text, I was convinced of the validity of the words of the Soviet poet M. V. Isakovsky: “I realized that a person can know a great many words, can write them quite correctly and combine them in a sentence just as correctly. Grammar teaches us all this. I will give examples from the text of Yu.T. Gribov.

I understand the meaning of these words as follows: grammar, which studies the structure of words, types of phrases, types of sentences, and varieties of isolations, teaches us to write and speak correctly while still at school. First, I will focus on such a syntactic unit as a phrase. In confirmation, I will give an example from sentence 1, which consists of four phrases. For example, the phrase "potato fields". The connection between words is expressed here with the help of endings: in the dependent adjective - “s”, and in the main word, expressed by a noun in the genitive plural, - “her”. Secondly, in sentence 5 I find a separate circumstance expressed by the adverbial phrase “being here”, which, according to the rules of grammar, depends on the verb “created” and, according to the rules of punctuation, is separated by commas.

Logic: Textbook for Law Schools Demidov I.V.

§ 5. Logical relations between concepts

§ 5. Logical relations between concepts

Since all objects are in interaction and interdependence, then the concepts that reflect these objects are also in certain relationships. Specific types of relationships are established depending on the content and scope of the concepts being compared.

If the concepts do not have common features, are far from each other in their content, then they are called incomparable. For example, "symphonic music" and "cassation complaint", "procedural acts of the preliminary investigation" and "general notebook".

comparable are called concepts that reflect some common essential features of an object or class of homogeneous objects. For example, "lawyer" and "lawyer", "bribe" and "theft".

Only comparable concepts can exist in logical relations. Depending on how their volumes correlate, concepts are divided into two groups: compatible and incompatible.

Compatible - These are such concepts, the volumes of which coincide completely or partially. Incompatible - these are concepts whose volumes do not coincide in any element, but which can be included partially or completely in the scope of a concept common to them. The presented diagram shows the types of compatible and incompatible concepts.

Relations between concepts are usually illustrated using Euler circles (circular diagrams), named after Leonardo Euler (1707-1783), one of the greatest mathematicians of the 18th century, born in Switzerland, but who gave all his talent to Russia. Each circle denotes the scope of the concept, and any point inside the circle is an object included in its scope. Circular diagrams allow you to visualize the relationship between different concepts, better comprehend and assimilate these relationships.

Let's consider compatible concepts.

In relationship equivalence there are compatible concepts, the volumes of which completely coincide. In such concepts one and the same object or class of homogeneous objects is conceived. However, the content of these concepts is different, since each of them reflects only a certain side (essential feature) of a given object or class of homogeneous objects.

For example, the volumes of the concepts A - "son" and B - "grandson" are the same (each son is someone's grandson and each grandson is someone's son), but their content is different.

It is necessary to distinguish equivalent concepts from equivalent synonymous words. Equivalent concepts have the same volume, but different content. And synonymous words express concepts with the same volume and content. The replacement of synonymous words with each other in any meaningful utterance does not affect the meaning of the utterance. The replacement of words expressing equivalent concepts can lead to a significant distortion of the meaning. For example, in the statement “In 1980 Moscow was the capital of the Games of the XXII Olympiad”, one cannot replace the concept of “the capital of the Games of the XXII Olympiad” with the equivalent concept of “the center of the Moscow region”. Thus, words or phrases expressing equivalent concepts are not equivalent in themselves.

In a relationship intersections compatible concepts are found whose volumes partially coincide. The content of these concepts also partially coincides.

For example, the intersecting concepts are A - "sportsman" and B - "lawyer": some of the athletes are lawyers, and some of the lawyers are athletes. In the combined part of the circles, those athletes who are lawyers, as well as those lawyers who are athletes, are thought.

In a relationship subordination compatible concepts are found, the scope of one of which is completely included in the scope of the other, constituting its part.

In this respect, for example, are the concepts A - "theft" and B - "theft of personal property of citizens."

The scope of the first concept is wider than the scope of the second concept: in addition to theft of personal property of citizens, it also includes theft of state, cooperative property.

Of the two concepts that are in a subordination relationship, the concept with a large scope (subordinate) is generic, or by birth in relation to a concept with a smaller volume (subordinate), and the latter in relation to the first is called species, or view. Generic relations underlie the logical operations of limiting and generalizing concepts, dividing the scope of concepts, and some types of definitions.

Let's move on to the consideration of incompatible concepts.

When illustrating the relationship between incompatible concepts there is a need to introduce a broader concept, which would include the scope of incompatible concepts.

In relation to subordination, there are two or more non-intersecting concepts belonging to a common generic concept.

Subordinate concepts B and C are species of the same genus A, they have a common generic trait, but the species traits are different. For example, B is “malfeasance” and C is “economic crime”, where A is “crime”.

In a relationship opposites there are concepts that are species of the same genus, and at the same time one of them contains some signs, and the other denies these signs and replaces them with opposite signs.

For example, A is "serious bodily injury" and B is "light bodily injury", where the generic term is "bodily injury". The volumes of opposite concepts constitute only a part of the volume of their common generic concept.

Words expressing opposite concepts are called antonyms. For example: convict - acquit, accusation - defense, alibi - evidence, mild punishment - severe punishment, etc. Unsuccessful use of antonyms leads to ambiguity of thought: “The victim did everything possible, trying hard overcome your weakness or “Gudov participated in criminal activities in strength of weakness of his character."

In a relationship contradictions there are two concepts that are species of the same genus, and at the same time one concept indicates some features, and the other denies these features, excludes them, without replacing them with any other features.

For example, A is “guilty” and non-A is “innocent”, where the generic concept is “man”. The volumes of two contradictory concepts make up the entire volume of the genus of which they are species.

Thus, the understanding of the logical structure of concepts, the definition of their types and relations between comparable concepts makes it possible to proceed to the consideration of logical actions, or operations on concepts.

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