Essay experiences and mistakes. Composition

His weakness lies in his strength. When I got a call from Yasnaya Polyana and was offered to write something about Tolstoy for an upcoming magazine, it was for me unexpected joy. It is unlikely that even a call from the Kremlin would have been more pleasant surprise. Moreover, the execution

The famous philologist and philosopher A.A. Averintsev argued that “the task of the author of an argument is to substantiate his point of view as convincingly as possible. To do this, it is necessary to provide as much evidence as possible, arranging it in a certain sequence.”

This is how I understand this phrase. When preparing a reasoned argument, which should contain as much evidence as possible, introductory words come to the aid of the author. They help build coherent, logically connected and reasonable reasoning. I will give examples from the text of E.V. Grishkovets.

Thus, in sentences No. 17-18, the writer uses introductory words “firstly” and “secondly”, which not only indicate the order of thoughts, but also help him authoritatively substantiate his point of view.

Thus, I can conclude that A.A. Averintsev’s statement is correct.

Babel I.E.: "All paragraphs and all punctuation must be done correctly from the point of view of the greatest the impact of the text on the reader» .

The paragraph explains the compositional and syntactic structure of the text, expressing the dynamics of the plot development. It may contain a new idea or new information compared to the previous paragraph. I will prove this with examples from the text.

The division of the text into paragraphs reflects the logical movement of the author’s thoughts. Thus, the first paragraph (sentences 1-3) talks about the boy’s fears about the impending blizzard, the second (sentences 4-7) says that his fears were justified - a snowstorm has begun, the third (sentences 8-11) talks about the life-saving decision. The course of events is presented by moving from one micro-theme to another, which allows the reader to trace the sequence in the development of the narrative.

The last paragraph (sentences 43-47) contains the main idea of ​​the text (the influence of maternal upbringing on the fate of children).

Thus, I.E. Babel was right when he said that “all paragraphs and all punctuation must be done correctly from the point of view of the greatest impact of the text on the reader.”

Russian philologist F.I. Buslaev argued: “Only in a sentence do individual words, their endings and prefixes get their meaning.”

This is how I understand this phrase. The verbal environment helps the reader to establish in what exact meaning a word is used, especially a polysemantic one or a homonym. I will give examples from the text by K.G. Paustovsky.

Firstly, in sentence No. 30 (Then they called a meeting to judge me for hiding the boards.) the ambiguous word “judge” appears. In this sentence, it has the following meaning: “To try someone's case in a judicial proceeding, as well as in a public court.”

Secondly, in sentence No. 32 (Not you, but your children will understand the value of these engravings, but the work of others must be honored.) the homonym “honor” is used in the meaning “the same as honoring.” If we understand it in the meaning “to spend some time while reading,” then the semantic meaning of the sentence will be disrupted.

Thus, I can conclude that F.I. Buslaev’s statement is true.

Buslaev F.I.: "All power of judgment contained in predicate. Without a predicate there can be no judgment.".

Statement by linguist F.I. This is how I understand Buslaev. There are two organizing centers of a two-part sentence - the subject and the predicate, correlative with each other. The predicate is the main member of the sentence, which denotes what is said about the subject of speech. The main center of the sentence lies precisely in the predicate. I will try to prove this using the text of V.I. Odnoralova.

Firstly, the predicate as the main member of the sentence denotes what is said about the subject of speech. So, in sentence No. 38 (“Andreyka somehow mumbled an apology and thrust the asters into the hands of the shocked Alka”) I find homogeneous predicates “mumbled” and “thrust.” Without them, we would not have known what was going on in Andreika’s soul and how difficult it was for him to make this apology.

Secondly, the compound predicates with which V.I.’s text is saturated. Odnoralov (“you’ll have to apologize”, “could have crashed”), carry a larger amount of information and help the author specify the actions of the subject. Recreate without them full picture events would be complex, which means the judgment would be incomplete.

Thus, we can conclude: F.I. was right. Buslaev, arguing that “all the power of judgment is contained in the predicate. Without a predicate there can be no judgment.”

Famous linguist N.S. Valgina believes that “with the help of a dash, a high emotional load and psychological tension are conveyed.” I will try to reveal the meaning of this statement. A dash is a punctuation mark with which you can understand the logic of a sentence, convey intonation, and understand the feelings of the characters.

To confirm what has been said, let us turn to sentences from the text of T.N. Tolstoy No. 13-14 (“This is happiness. This is cinema.”), in which the feeling of delight that the viewer experiences in anticipation of a film show, like a miracle, is clearly revealed.

In sentence No. 26 (“The movie pretends that everything you see is true.”), the dash indicates the psychological state of the viewer, who loves and believes in dreams and miracles, and therefore in movies. Watching it, he empathizes with the characters and believes in everything that happens on the screen.

Thus, the above examples prove the validity of N.S.’s statement. Valgina.

Valgina N.S.: "IN syntax connections and relationships between concepts, objects, phenomena of the world around man and the world comprehended by man are conveyed".

Statement by N.S. This is how I understand Valgina. Syntax, including the sentence as its main unit, reflects extra-linguistic reality. With the help of judgments and conclusions about the world of things, expressed in the form of sentences, the attitude towards this world external to language is conveyed. I will show this using examples from the text by I.A. Cleandrova.

Sentence No. 21 lists phenomena occurring simultaneously: “Masha sniffles in an embrace with a doll” and “the clock tirelessly cuts eternity into slices.” Changing the sequence of parts of a sentence does not change the meaning, therefore the relationship between two simple sentences as part of a complex sentence is absolutely equal. IN in this case we observe the coexistence of two ongoing situations of extra-linguistic reality.

Using the example of sentence No. 10, we can consider the manifestation of subordinating relations in the syntax. The two phenomena not only coexist, but are in a relationship of dependence: the situation “at night Lena and Sophia began to discuss their new life” is presented as the main one, and the situation “when their new mistress fell asleep” is its temporary reference point, conveying the attitude towards this external for language to the world.

Thus, N.S. was right. Valgina, arguing that “syntax conveys connections and relationships between concepts, objects, phenomena of the world around a person and the world comprehended by a person.”

Famous modern linguist N.S. Valgina believes that punctuation marks “help the writer make very subtle semantic highlights, focus attention on important details, and show their significance.”

This is how I understand this phrase. One of the functions of punctuation marks is the emphasis function. Emphasizing marks are paired commas, dashes, brackets and quotation marks, with the help of which constructions such as separate additions, definitions, applications and circumstances are highlighted; clarifying members of the sentence; introductory words and sentences; addresses and interjections; direct speech and quotes; affirmative, negative and interrogative-exclamation words. I will give examples from the text by V. Oseeva.

Secondly, in sentence No. 20 a sign such as paired commas is used, with the help of which the author highlights the introductory word “seemed”, focusing readers’ attention on important detail: the girl was so scared of Yakov that her legs seemed to be rooted to the threshold...

Valgina N.S.: « Ellipsis- a frequent and irreplaceable sign in texts of great emotional intensity and intellectual tension".

One cannot but agree with the statement of modern linguist N.S. Valgina. Indeed, the ellipsis is an emotionally charged sign, an indicator of psychological tension, deciphering the subtext, helping to hide the thought, not to give it naked. It has the ability to convey subtle shades of meaning; moreover, it is precisely this elusiveness that is emphasized by the sign, when it is already difficult to express anything in words. In short, the ellipsis is an “indispensable sign” in fiction. I will give examples from the text by S.A. Lubenets.

For example, in sentence No. 5 “And Venya is even worse: Venya, tribe, burden, seed...” this sign conveys the infinity of the listed series, which can be continued by selecting other rhyming words for it, for example “crown”, “time”, "deer".

And in sentence No. 27 “This is a transfer for you... from the class...” the ellipsis is used twice. In this situation it indicates hidden meaning caused by great emotional stress.

Thus, we can conclude: N.S. Valgina was right when she argued that “ellipsis is a frequent and irreplaceable sign in texts of great emotional intensity and intellectual tension.”

Valgina N.S.: “What is achieved in oral speech with the help of pauses and logical stresses, in written speech - with the help of punctuation marks".

A phrase from modern linguist N.S. This is how I understand Valgina. Any speech utterance, oral or written, contains a certain thought. In oral speech, intonation, pauses, and logical stress are used to identify meaning and emotions; in written speech, punctuation marks are used. Focusing on them, the reader restores and reproduces the speaker’s intonation. I will give examples from the text by S.A. Lubenets.

First, let’s pay attention to sentence No. 4 (“But this is just the beginning!”), at the end of which there is an exclamation point. This means that it is pronounced with a special intonation. The presence of an exclamation mark at the end of the sentence helps the author to very emotionally express the hope that everything is still ahead for the girl.

Secondly, inside sentence No. 27 I find an ellipsis, which indicates some understatement, a hidden meaning caused by the great emotional stress of the heroine. Tanya does not name the person to whom her message is intended, the addressee himself, and we, the readers, must guess about it.

Thus, I can conclude: N.S. was right. Valgina, arguing: “What is achieved in oral speech with the help of pauses and logical stresses, in written speech with the help of punctuation marks.”

Valgina N.S.: « Punctuation reached a level of development where she became exponent of the finest shades of meaning and intonation, rhythm and style» .

Statement by linguist N.S. This is how I understand Valgina. We perceive the text according to the punctuation marks placed in it, because these signs carry certain information. The choice of punctuation mark is based on semantic connections, phrasal intonation, and emotional orientation of the statement. I will give examples from the text by L. Volkova.

So, in sentence No. 14, the second part of the sentence explains the meaning of what is said in the first part. And the colon warns us about this.

And in sentence No. 6 (“Well, dad, can we play for another half hour?”) the choice of punctuation marks is also not accidental. The question mark is used because this sentence is pronounced with a questioning intonation, and commas help to highlight the word “dad,” which denotes the one to whom the speech is addressed in order to attract his attention.

Thus, we can conclude: N.S. Valgina was right in asserting that “punctuation has reached such a level of development when it has become an exponent of the subtlest shades of meaning and intonation, rhythm and style.”

N. S. Valgina says that “modern Russian punctuation is a very complex, but clear system. The diverse wealth of this system conceals great opportunities for the writer. And this turns punctuation... into a powerful semantic and stylistic device.”

This is how I understand this statement. Modern Russian punctuation is clearly organized. The basis of this system is the syntactic structure of the Russian language: its structural and linguistic patterns, which are closely interrelated. Certain punctuation marks are chosen depending on the structure of the sentence, the emotional or stylistic side of the text. Let us turn to the text by A.A. Likhanov to confirm this idea.

Firstly, sentences 2 to 12 and 21 to 31 are exclamatory sentences. To convey the teacher's attempt to explain to the children the full responsibility that they take on when using books from the library, the author uses many exclamation marks, which are used at the end of the sentence. [b] Here it is, a “powerful semantic... means” that helps you understand what is written and read the text with the right intonation.

Secondly, punctuation marks help to understand the emotional focus of a sentence. This can be seen in the example of sentence 32, which ends with a question mark. With this question, the teacher seems to sum up the conversation about enrolling in the library. Anna Nikolaevna is already sure that her students understood everything, so the question is asked in a calm voice.

Thus, I can conclude that N.S. Valgina’s statement is correct.

V.G. Vetvitsky argued: “A noun is like the conductor of a grammatical orchestra. The orchestra members watch him vigilantly - the dependent words are similar to him in form, consistent with him.”

This is how I understand this phrase. In a sentence, a noun enters into grammatically organized connections with other words, forming phrases. Acting as the main word, it subordinates dependent words. When agreeing, the forms of the dependent word are similar to the forms of the main word (in gender, number, case). When controlling, the dependent word is placed in the case required by the main word.

Firstly, in sentence No. 25 (“According to my parents, my grandmother and I acted unreasonably and were the wrong people...”), the noun “people,” acting as the conductor of the “grammatical orchestra,” subordinates the dependent word “wrong,” expressed by the adjective , which in everything (gender, number, case) is subordinate to the main word.

Secondly, in one of the parts of complex sentence No. 1 (“...they designed factories together...”) in the phrase when managing, the dependent word is orchestral, expressed by a noun“factories” is placed in the case required by the main word.

Thus, V.G. Vetvitsky’s expression is correct.

Vinogradov V.V.: “ Words and Expressions acquire in the context of the entire work a variety of shades of meaning, are perceived in a complex and deep imaginative perspective.”

I understand V.V. Vinogradov’s statement this way. Words in language denote specific objects and abstract concepts, describe actions, and express emotions. But outside the linguistic environment, a word in its meaning is approximately definable. It is the context that makes it possible to accurately establish the meaning of a single word or expression included in it. I will prove this using examples from the text by A. Likhanov

In sentence No. 26 I find the phraseological phrase “the eyes went to the forehead.” Based on the context, I realize that this phrase means extreme surprise.

In sentence No. 18, it is the context that suggests the meaning of the word “minted,” which should be understood as follows: the boy has drawn up a clear plan of action for himself.

Thus, V.V. Vinogradov was right when he argued that “words and expressions acquire various semantic shades in the context of the entire work and are perceived in a complex and deep figurative perspective.”

Famous linguist V.V. Vinogradov argued: “All means of language are expressive, you just need to use them skillfully.”

How do I understand this statement? The expressive and figurative qualities of speech are imparted to it by lexical, word-formation and grammatical means, tropes and figures of speech, and the intonation-syntactic organization of sentences. Their skillful use helps the author convey a complex labyrinth of thoughts and experiences and create a world of characters’ images. I will give examples from the text by A.A. Likhanov.

So, in sentence No. 3 I find a word related to high style, “reverent” (silence). This is an epithet that helps the author most vividly convey psychological condition, which the boy experiences while in the library.

And in sentence No. 7, the writer, in order to show how enthusiastically, quickly and accurately the boy read L. Tolstoy’s story “Filippok,” uses the colloquial word “spar” (sentence No. 7). The use of a colloquial word gives the text imagery and accuracy.

Thus, we can conclude that the statement of V.V. Vinogradov is fair.

Vinogradov V.V.: « Mixing or combining expressions belonging to different styles literary language, as part of a work of art, must be internally justified or motivated".

A phrase from linguist V.V. This is how I understand Vinogradov. In the language of fiction, various linguistic means can be used (colloquial speech and dialectisms, words of high, poetic style and jargon, professional and business figures of speech and vocabulary of journalistic style). They all must obey aesthetic function and used “justifiably and motivated.” I will try to prove this based on the text of A.A. Likhanov.

So, in sentence No. 11 I find the word “dolchalis”, which refers to a high style, and therefore in a conversation between two boys it would be unnatural if it were not justified by the fact that the guys were fond of Pushkin’s poems and, imitating his style, practiced inserting Pushkin's phrases into everyday speech.

And here spoken word“prikandybal” from sentence No. 14 indicates that Vovka does not understand what style of literary language it refers to. And here the mixing of expressions is justified: it leads to a comic effect.

Thus, V.V. Vinogradov was right when he argued that “the mixing or combination of expressions belonging to different styles of literary language as part of a work of art must be internally justified or motivated.”

Gvozdev A.N.: « Participles... eliminate monotony in the list of individual actions of the same person".

A phrase from linguist A.N. This is how I understand Gvozdev. Indeed, the participle eliminates monotonous repetition, completes the main action, making speech more precise and dynamic. I will give examples from the text by S.A. Lubenets.

So, in sentence No. 15 (“Like a London dandy...” - my mother happily said, looking at Venka”) I find the adverbial phrase “looking at Venka,” thanks to which the author managed to create bright image mother, rejoicing at her son’s new clothes, “complete” the nature of her movements.

The surprisingly accurate picture of the action (“got in”) performed by Venka helps create the adverbial phrase “gritting my teeth,” which I find in sentence No. 27. When we read this sentence, we see how reluctantly, without any desire, the boy puts on this jacket.

Thus, A.N. was right. Gvozdev, who argued that “gerunds... eliminate monotony in the list of individual actions of the same person”

Golub I.B.: “For the correct use of words in speech, it is not enough to know their exact meaning; it is also necessary to take into account the features lexical compatibility of words, that is, their ability to connect with each other".

A phrase from linguist I.B. That's how I understand it, Golub. Lexical compatibility of words is the ability of linguistic elements to connect with each other in speech. I will try to prove this using the text of Yu.Ya. Yakovleva.

Thus, words with a direct meaning are combined with other words through a subject-logical connection. For example, the noun “power” (sentence No. 39) is freely combined with the word “heavy”. They say: heavy power, but not “light power”.

The same can be said about the phrase “cruel injustice”, which we find in sentence No. 37. Indeed, “injustice” can be “cruel”, but it cannot be “kind”.

Thus, we can conclude: I.G. was right. Golub, arguing that “for the correct use of words in speech, it is not enough to know their exact meaning; it is also necessary to take into account the features of the lexical compatibility of words, that is, their ability to connect with each other.”

Gorshkov A.I.: “The best stylistic possibilities lie in the vocabulary ( vocabulary) Russian language. The syntax is also rich in them.".

Statement by the famous linguist A.I. I understand Gorshkov this way. Each functional style represents complex system, covering all language levels: pronunciation of words, lexical and phraseological composition of speech, morphological means and syntactic structures. The variety of stylistic resources can be shown using both lexical and syntactic examples. Let us turn to the text by S.A. Lubenets.

So, in sentence No. 18 I find an interesting lexical unit: the book word “contrasted”, which serves as a means of characterizing the character, helps to understand Nina’s inner world.

And in sentences No. 28-30 the author uses such a syntactic device as default, stylistic figure, which consists in the fact that the speech that has begun is interrupted in anticipation of the reader’s guess, who must mentally complete it. This technique helps convey the emotionality and excitement of the girl’s speech.

Thus, we can conclude: A.I. was right. Gorshkov, arguing that “the best stylistic possibilities lie in the vocabulary of the Russian language. The syntax is also rich in them.”

Famous linguist L.T. Grigoryan argued: “In non-union complex sentences different signs punctuations are used because each of them indicates special semantic relations between parts."

How do I understand this phrase? Unconjunct complex sentences differ from conjunctive ones in that they have less clearly expressed semantic relationships between simple sentences, but it is the meaning that determines punctuation marks. I will give examples from the text by K. Shakhnazarov.

Firstly, in sentence No. 5 (“The ladies were seated in comfortable soft chairs; the men, having formed groups, talked with each other.”) contains a semicolon, because simple sentences with the meaning of enumeration have the meaning of the simultaneity of actions performed.

Secondly, in the non-union complex sentence No. 39 (“We have guests - here I am with my Nightingale!”) a dash is used, since the first part has the meaning of time.

Thus, L.T. Grigoryan’s statement is correct.

Statement of modern Russian philologist HE. I understand Emelyanova this way. The author's speech is not related to the speech of any character, its bearer in prose work is the image of the narrator. The originality of his language is determined by the meaning and speech fabric embedded in the work and characterizes the speaker himself. I will give examples from the text of V.I. Odnoralova.

For example, in sentence No. 11 I encounter the phraseological unit “I was ready to fall through the ground.” Thanks to a stable combination, the narrator’s speech [b]appears before the reader as bright, imaginative, emotional, reveals his character, attracts listeners, makes communication more interesting and lively.

Also in [b] the author’s speech I come across a lot of colloquial words (“bungler”, “flopped”, “trifles”), thanks to which the reader can imagine not only the character of the narrator, but even his age. Before us is a teenager, the same boy as those he talks about.

Thus, we can conclude: O.N. was right. Emelyanova, who argued that “the author’s speech has not only figurativeness, but also expressiveness and characterizes not only the object of the statement, but also the speaker himself.”

Kuznetsov A.A.: “Exposition„first person”, usage colloquial words and phrases give the author the opportunity to influence the consciousness and feelings of the reader."

A phrase from philologist A.A. I understand Kuznetsov this way. In a work of art, the narration may not be told “from the author,” but from the narrator’s point of view. The image of the narrator is revealed in his point of view of what is happening, in his assessments, in the manner of expressing thoughts. This technique allows the writer to use colloquial vocabulary and colloquial forms of syntax, form the consciousness of the reader and influence his feelings. I will give examples from the text by V.P. Krapivina.

For example, in sentence No. 9 I come across the phraseology “they got in the way,” which the narrator uses in his speech instead of the word “interfered.” The use of this combination helps him not only characterize his friend Lyoshka, but also give his speech brightness, imagery, emotionality, and make it accessible to his peers.

The narrator also uses a lot of colloquial words in his speech (“didn’t meddle,” “mutter,” “stuffed,” “slipped,” “stole”). They add a touch of ease and simplicity to his story. It is thanks to the abundance of colloquial words in the hero’s speech that the reader can imagine in more detail not only his character, but even the social status and age of the hero. The narrator appears before us in the image of an energetic, inquisitive boy, a teenager like us, with his own view of the world, interests and dreams.

Thus, we can conclude: A.A. was right. Kuznetsov, who argued that “first-person presentation, the use of words and phrases of a colloquial nature give the author the opportunity to influence the consciousness and feelings of the reader”

Kozhina M.N.: “The reader penetrates into the world of images of a work of art through its speech tissue".

Linguist M.N. Kozhina argued that “the reader penetrates into the world of images of a work of art through its speech tissue.”

This is how I understand this phrase. The reader's work lies in communication with the writer, in which artistic text becomes clear in all its versatility. The speech fabric of the work helps the reader to understand the complex labyrinth of thoughts, experiences, and assessments of the author, and to penetrate into the world of images of his heroes. I will give examples from the text by Yu. Shim.

Firstly, in sentence No. 9 the writer clearly shows how the boy is trying to protect his secret. Phraseologisms “clenching... teeth”, “glaring from under her brows” help the reader understand how he tried to take away the portraits of the artists...

Secondly, in sentence No. 13, through the eyes of Vera, we see Zheka, who is trying to restrain himself, not to show his excitement. Homogeneous predicates (“fenced off from everyone, closed, locked”) are very successfully inscribed into the speech fabric of the sentence, which help us understand what the boy feels at that moment.

Thus, the statement of linguist M.N. Kozhina is correct.

L.Yu. Maksimov wrote: “With the help of paragraph indentation (or a red line), the most important groups of sentences or individual sentences in the composition of the whole text are highlighted.”

This is how I understand this phrase. The paragraph clarifies the compositional and syntactic structure of the text and performs an expressive and highlighting function, expressing the dynamics and rapid change of events. A paragraph can contain the main ideas of the text. I will give examples from the text by A. Aleksin.

So, sentence No. 5 begins the second paragraph, which contains new information compared to the previous one: it explains why all the guests compared the doll with a girl.

The third paragraph begins with sentence No. 17, which performs another function, expressive and emphatic. It talks about the appearance of a doll for the heroine, which she immediately disliked because the toy was taller than her. From this paragraph the tone of the narrative changes, a rapid change of events occurs.

Thus, the expression of L.Yu. Maksimov is correct.

Famous linguist I.G. Miloslavsky said: “The attitude of the writer to what is being communicated can often be expressed using “small” words, which are considered to be official words - particles and conjunctions.”

This is how I understand this phrase. Functional words, along with significant words, help the writer convey his thoughts and attitude towards what is being communicated. Conjunctions play the role of bonds between syntactic units and help convey various semantic relationships between them. Particles add various additional semantic or emotional nuances to words and sentences. I will give examples from the text by N.I. Dubova.

Firstly, in sentence No. 2 (“You can’t reinvent the airplane if it was invented a long time ago, or open new countries if everything has already been covered up and down!”) I find a modal particle “zhe”, which helps the writer highlight the most important word “impossible” introduces an additional shade of meaning into the sentence - strengthening.

Secondly, the coordinating conjunction “but” in sentence No. 31 (“Yes, we could surprise the world, but we didn’t know how yet.”) allows the author to contrast the content of the two parts of the statement, to talk about the boys’ desire, which they could not translate into life.

Based on what has been said, I can conclude that I.G. Miloslavsky’s statement is correct.

Miloslavsky I.G.: « Grammar The Russian language is first and foremost a means of expressing thoughts.”

A phrase from linguist I.G. This is how I understand Miloslavsky. Language is a way of thinking. It consists of words meaning various items and processes, as well as from the rules that allow you to build sentences from these words. It is sentences, constructed according to the laws of grammar and written in writing in compliance with punctuation rules, that are the means of expressing thoughts. I will try to prove this using the text of V.Yu. Dragunsky.

For example, sentence No. 9 in this text is exclamatory. This means that it is pronounced with a special intonation, extremely emotional. So the author, using the possibilities of syntax, conveys the idea that the hero really wants to have a punching bag to start training.

And proposal No. 11 (“No need to waste money on nonsense, get by somehow without a pear”) is non-union. The first part of it is an impersonal sentence, the second is definitely personal. The use of these constructions helps the author accurately convey the father’s opinion about his son’s idea and allows him to succinctly and emotionally express his decision. Here is another example of how grammar helps express a thought.

Thus, I.G. was right. Miloslavsky, arguing that “the grammar of the Russian language is primarily a means of expressing thought.”

Miloslavsky I.G.: “The main technique that expresses the speaker’s desire to introduce into the consciousness of the listener precisely his assessment of the situation is choice words containing an evaluative element» .

Statement by I.G. This is how I understand Miloslavsky. Words can have an expressive connotation if they express the speaker’s attitude to the subject of speech. The palette of emotional and evaluative shades is varied: contempt, disdain, disapproval, irony; words may contain a humorous or endearing assessment. I will give examples from the text by Yu.Ya. Yakovleva.

So, in sentence No. 34 (“This voice has completely seized power over me!”) I find the ambiguous word “captured,” which is used in a figurative meaning: “To greatly interest, absorb all attention, captivate.” The hero-narrator does not use it by chance. How much tenderness, love, delight can be heard in this exclamation!

But in sentence No. 25 (“How inattentive you are,” she said”), disapproval is heard in the girl Naila’s answer. The word “inattentive” receives a negative expressive connotation due to the fact that it helps the speaker convey his dissatisfaction with the fact that the boy did not pay attention to her.

Thus, the statement of I.G. Miloslavsky that “the main technique expressing the speaker’s desire to introduce into the consciousness of the listener precisely his assessment of the situation is the choice of words containing an evaluative element” is correct.

Novikov L.A.: “A word in speech has the ability to generalize and at the same time designate what is individually unique” .

Statement by L.A. This is how I understand Novikov. There is always one concept in a word, but there can be several meanings. Also, a subjective assessment or expressive-emotional coloring can be added to the meaning. I will prove this using examples from A. Aleksin’s text.

In sentence No. 17, the word “bow” in the lips of the grandmother is not just an accessory string instrument, for her this is a symbol of her grandson’s future musical career.

In sentence No. 3 I find the word “decided”. In this context, it means that the grandmother made a conclusion for herself about Oleg’s remarkable abilities, and did not, for example, solve an equation or problem.

Thus, L.A. is right. Novikov, arguing that “a word in speech has the ability to generalize and at the same time designate what is individually unique.”

Ozhegov S.I.: “High culture of speech lies in the ability to find not only the exact means for expressing one’s thoughts, but also the most intelligible (that is, the most expressive) and the most appropriate (that is, the most suitable for a given case).”

Linguist S.I. Ozhegov argued that “a high culture of speech lies in the ability to find not only the exact means for expressing one’s thoughts, but also the most intelligible (that is, the most expressive) and the most appropriate (that is, the most suitable for a given case).”

This is how I understand this phrase. Speech culture is one of the indicators general culture of a person and lies in mastery of the literary language, its norms and rules. The distinctive properties of cultural speech include accuracy, expressiveness, and appropriateness of the linguistic means used. I will give examples from the text by A. Aleksin.

Firstly, in sentence No. 19 (“Lucy highly respected this master.”), the author uses the book word “honored,” the use of which is motivated: it, giving the whole phrase special expressiveness, shows Lucy’s deep respect for the artist.

Secondly, in sentence No. 32 (“Well, merci, dear Lucy!” Olenka joked in rhyme.) the use French word“Mercy” is very appropriate: it not only contributes to the rhyming of words, but also gives the girl’s phrase an ironic tone.

Thus, I can conclude that the statement of S.I. Ozhegova is fair.

Paustovsky K.G.: “Pushkin also spoke about punctuation marks. They exist to highlight a thought, bring words into the correct relationship and give the phrase ease and the right sound. Punctuation marks are like musical notations. They hold the text firmly and do not let it fall apart.”

K.G. Paustovsky owns the statement: “Pushkin also spoke about punctuation marks. They exist to highlight a thought, bring words into the correct relationship and give the phrase ease and the right sound. Punctuation marks are like musical notations. They hold the text firmly and don’t let it fall apart.”

This is how I understand this phrase. Punctuation marks help the writer to express thoughts and feelings accurately and clearly, and the reader to understand them. The purpose of punctuation marks is to indicate the semantic division of speech, as well as to help identify its syntactic structure. I will give examples from the text by M.L. Moskvina.

Firstly, at the end of sentence No. 8 (“I have a dachshund, his name is Keith...”) there is an ellipsis, indicating the semantic division of speech. This sign in this case means understatement, the possibility of continuing the text.

Secondly, in sentence No. 24, ending with the words “even if you crack,” there is an exclamation mark, which is used to express the feeling of dissatisfaction, the hero’s grief over the fact that he was not allowed into the House of Culture for an audition with a dog.

Thus, the statement of K.G. Paustovsky is correct.

Peshkovsky A.M.: “Each part of speech has its own merits” .

Linguist A.M. Peshkovsky said that “each part of speech has its own merits.”

This is how I understand this phrase. Parts of speech are groups of words into which words of a language are distributed based on general meaning, morphological and syntactic features. I will give examples from the text by A.G. Aleksina.

Firstly, in sentence No. 2 (“Masha could do everything: draw, sing, walk on her hands”) the author of the text uses the verbs: “draw”, “sing”, “walk”, the “dignity” of which is that they denote the action of an object, are in the initial form of the verb, and are a predicate in a sentence. With the help of this part of speech, the diversity of the girl’s abilities is emphasized.

Secondly, in sentences No. 19 (“Masha was promised the rank of academician, Lyala - the conqueror of the stronger sex and the creator of a happy family...”) I find adjectives: “strong”, “happy”, the “dignity” of which lies in the fact that they denote a sign subject, change according to cases and numbers, and in singular- by gender, can have a full and short form, in this sentence they are definitions. Adjectives add expressiveness and emotionality to the text.

Based on what has been said, I can conclude that the statement of A.M. Peshkovsky is fair.

Reformatsky A.A.: “The pronoun is a convenient link in the structure of language; pronouns allow you to avoid tedious repetitions of speech, save time and space in the statement.”

Famous linguist A.A. Reformatsky argued that “a pronoun is a convenient link in the structure of language; pronouns allow you to avoid tedious repetitions of speech, save time and space in the statement.”

This is how I understand this phrase. Pronouns can be used in speech instead of nouns, adjectives, numerals, that is, they are substitutes for names. They point to objects and their characteristics (properties, qualities, quantity) and replace in speech direct designations of concepts that are obvious from the context of the statement. I will give examples from the text of Anton Ivanovich Denikin, a Russian military leader.

Firstly, in sentence No. 3, instead of the noun “child,” the author uses the pronoun “me,” thereby avoiding tedious repetitions of speech.

Secondly, in sentence No. 2 (“Whatever I touch first will predetermine my fate”) the pronoun “what” replaces several nouns in speech that denote “objects,” helping to avoid tautology, saving “space in the statement.”

Thus, the statement of linguist A.A. Reformatsky is fair.

Reformatsky A.A.: “Pronouns are allocated to a special class of substitute words, which are like„substitute players”…enter the field when forced„liberate the game" significant words".

I understand the phrase of the Russian linguist A. Reformatsky this way. Along with words denoting certain objects or their properties, quality, quantity, there are words that only indicate these objects or their characteristics. Such words are called pronominal (pronouns). Their main function is to be substitutes for names, that is, to replace in speech the direct designations of a concept that is obvious from the context of the utterance. Pronouns help to combine sentences into a coherent text and avoid repetition of the same words. I will give examples based on the text by Yu. Trifonov.

Thus, in sentence No. 10, the use of the personal pronoun “he” allows us to avoid repeating the noun “Glebov”. In addition, the pronoun serves as a means of communication between sentences in the text.

And here relative pronouns serve as a connection between parts complex sentence and are members of the proposal. For example, the pronoun “which” in sentence No. 18 is a “substitute” for the word “pugach”; it plays the role of the subject in a subordinate clause.

Thus, A.A. was right. Reformatsky, arguing that “pronouns are allocated to a special class of substitute words, which, like “replacement players” ... enter the field when significant words are forced to “free up the game.”

Reformatsky A.A.: “What is it about language that allows it to do it? main role- communication function? Syntax".

The famous linguist A. A. Reformatsky wrote: “What in language allows it to fulfill its main role - the function of communication? This is syntax."

I understand this phrase this way: the function of communication is the mutual exchange of statements by members of a linguistic community. The utterance as a unit of message has semantic integrity and is constructed in accordance with syntactic norms. I will give examples from the text by V. Droganov.

Thus, in the replica of the dialogue in sentence No. 6 (“Sanyok, thank you for the book!”) I find an address that helps in the process of communication to identify the person to whom the speech is addressed.

And in sentence No. 10, the author uses the introductory word “of course,” with which the speaker expresses his attitude to what he is reporting. In this sentence, the introductory word helps the narrator express his confidence in what he is saying.

Thus, the statement of A.A. Reformatsky is right: it is syntax that allows language to perform its communicative function.

Swift J.: “Just as a person can be recognized by the society in which he moves, so he can be judged by the language in which he expresses himself.”

J. Swift wrote that “just as a person can be recognized by the society in which he moves, so he can be judged by the language in which he expresses himself.” In a person’s speech, his individual life experience, his culture, his psychology are expressed. Manner of speech, individual words and expressions help to understand the character of the speaker. Let's try to find confirmation of this in the text of V. Tokareva.

Firstly, in sentence No. 11 we find the colloquial word “retruchi”. This is what Oksana called the jacket in the “retro” style. This type of slang is most often used by teenagers in their speech, which is what we see in the text we read: Oksana was 16 years old!

Secondly, in sentence No. 18 there is a colloquial word “blurt”. Using it when communicating tells us about teenage self-expression, about the result of her emotional attitude to the subject of conversation.

So I can say that J. Swift was right.

Solganik G.Ya.: “Just as a sentence is constructed according to certain syntactic patterns, so too sentences in the text connected according to certain rules".

A phrase from philologist G.Ya. This is how I understand Solganik. Indeed, any text is a combination of sentences according to certain rules. At the same time, a distinction is made between chain and parallel connections: with a parallel connection, sentences are compared, with a chain connection, they are linked by various means(lexical, morphological and syntactic). I will give examples from the text by I. Seliverstova.

Thus, the coherence of sentences No. 1 - 2 is achieved using a chain type of connection, which reflects the consistent development of thought. The interphrasal connection of these sentences in the text is carried out by the conjunction “but” and the personal pronoun “they”.

And sentences No. 26-29 are connected using a parallel type of connection. The sentences in the text, starting from the twenty-seventh and ending with the twenty-ninth, are both semantically and grammatically related to the twenty-sixth. They expand and concretize its meaning.

Thus, G.Ya. was right. Solganik, arguing that “sentences in the text are connected according to certain rules.”

Soloukhin V.A.: “Epithets are the clothing of words” .

V. A. Soloukhin stated: “Epithets are the clothing of words.” With the help of epithets, the author, as it were, “dresses” the word, more fully revealing its meaning, clearly and accurately emphasizing the main features of objects. Let us turn to the text of E. Yu. Shima to confirm this idea.

Firstly, in sentence 5 the epithet “golden” is used, with the help of which the author describes the girl’s look much more expressively, creating an accurate and unique portrait of Verochka.

Secondly, in sentence 75 I find whole line evaluative epithets: “quiet”, “shy”, “fearful”, from these definitions describing Grisha’s character, one can conclude what a feat the boy accomplished by throwing himself onto the rocket.

Thus, using examples from the text, we were convinced of the correctness of V. A. Soloukhin’s statement.

Shansky N.M.: “Using the example of a complex sentence, one can trace how a person expresses the relationship between the world and his own point of view.”

N.M. Shansky said that “using the example of a complex sentence, one can trace how a person expresses the relationship between the world and his own point of view.”

I understand this phrase this way: the main part of a complex sentence contains the main meaning of the phrase, and the subordinate clause contains the point of view of the author of the words on what is happening around. I will give examples from the text by A. G. Aleksin.

First, let’s pay attention to sentence No. 26 (“Even at home, Tolya decided that he would never sit at a desk with a girl.”). The main part of the complex sentence states what the boy was thinking about, and the subordinate clause, without explaining the flow of his thoughts (in lower grades, sitting with a girl is considered shameful), gives a categorical decision.

Secondly, in complex sentence No. 41 (“But he couldn’t shout, because he’s not supposed to shout in class.”), the subordinate clause explains that the boy cannot break the school rules, although he really wants to do it.

Thus, I can conclude that the statement of N.M. Shansky is fair.

Shansky N.M.: “In monologue speech, a complete thought sometimes does not fit within one sentence, and its expression requires whole group sentences that are interconnected in meaning and grammatically.”

Famous philologist N.M. Shansky said: “In monologue speech, a complete thought sometimes does not fit within one sentence, and its expression requires a whole group of sentences interconnected in meaning and grammatically.”

This is how I understand this phrase. In an effort to broadly cover the topic, the speaker uses a form of speech such as a monologue. Monologue speech characterized by the development and presence of common constructions that are related in meaning and grammatically. I will give examples from the text by V.P. Krapivin.

Firstly, in sentences No. 11-13, which are in form a monologue narrative telling that the hero made wonderful birds out of paper and let them fly from the balcony to the children, all three sentences are connected in meaning and represent a complete thought.

Secondly, in sentences No. 2-3 the grammatical connection between the sentences of the monologue is clearly manifested, which are connected using the personal pronoun “he”, used in the third sentence instead of the word “yard”.

Thus, N.M. Shansky’s statement is correct.

Shcherba L.V.: « Paragraph, or the red line, which should also be considered a kind of punctuation mark, deepens the previous point and opens up a completely different train of thought.”.

A phrase from linguist L.V. This is how I understand Shcherby. The paragraph serves to highlight the main micro-topic and to transition from one micro-topic to another. Each new paragraph reflects a new stage in the development of action, characteristic feature in the description of an object or person, a new thought in reasoning or evidence. I will give examples from the text by Yu.Ya. Yakovleva.

So, in the first paragraph (sentence No. 1), which consists of only one sentence, it is said that a city man does not know what the earth is, since it is hidden from his eyes by asphalt. In the second paragraph (sentences No. 2-5), the author continues the idea of ​​the previous paragraph, deepening it with a story about his discovery of the earth.

And from the fifth paragraph (sentences No. 13-16) a new semantic passage begins, in which a different idea develops: the author talks about his love for his mother.

Thus, I can conclude: L.V. Shcherba was right when he argued that “a paragraph, or a red line, which should also be considered a kind of punctuation mark, deepens the previous point and opens up a completely different train of thought.”

Writer L.S. Sukhorukov argued: “Our speech is the most important part of not only our behavior, but also our personality, our soul, our mind.” Let's try to understand the meaning of this statement.
We often hear people say about a person: “He has rich speech” or “He has clear speech.” But we rarely think about what speech is and how it relates to us. Speech is a process of communication, language in action. Speech reflects a person’s mental makeup, his character and his world. The text by A.G. will help us confirm these arguments. Aleksina.
Firstly, in sentences 18 - 21, which are part of the dialogue, we see one of the most basic distinctive features of speech - its focus on achieving a goal. With constant approval and praise, the father strives to raise his son to become worthy person. In the text, the author achieves this through the repeated use of exclamatory sentences.
Secondly, in sentences 36 and 37: “It means that love and care did not make you selfish,” my mother concluded. “We are very happy,” the writer concludes about the unity of the parents’ demands and the healthy moral climate of the family. Usage simple sentences with a minimum quantity minor members, says that mom is a “doer.”
Based on the above, I cannot but agree with the author of the statement. Indeed, speech is variable, individual and its possibilities are very wide.

Write an essay-reasoning, revealing the meaning of the statement of the famous linguist I. G. Miloslavsky: “Any repetition, double or multiple, attracts attention Special attention reading" .
I understand this expression by I. G. Miloslavsky this way: by repeating a word in the text, it stands out key concept, which the reader will definitely pay attention to. I will give examples from the text by V. Oseeva, in which I find about ten lexical repetitions.

Firstly, in sentences 4-5 the author uses lexical repetition of the word “will not”, which deepens the content of the statement and sharpens the idea that nothing will happen again in the relationship between Dina and her childhood friend.
Secondly, in sentence 14 V. Oseeva uses a repetition of the adverb (“a lot… a lot”). It has a strong emotional impact on the reader, reflecting Dinka's moral torment.
Thus, I can conclude: the famous linguist I. G. Miloslavsky was right when he argued that “any repetition, double or multiple, attracts the special attention of the reader.”

15.1 Write an essay-reasoning, revealing the meaning of the statement of the famous linguist F.I. Buslaeva:“All the power of judgment is contained in the predicate. Without a predicate there can be no judgment.” When justifying your answer, give 2 (two) examples from the text you read.

When giving examples, indicate numbers necessary proposals or use citation. You can write a paper in scientific or journalistic style, revealing the topic using linguistic material. You can start your essay with the words of F.I. Buslaeva. The essay must be at least 70 words.

A work written without relying on the text read (not based on this text), Not Evaluated. If the essay is a paraphrase or a complete rewrite original text without any comments, such work is scored zero points. Write an essay carefully, legible handwriting.

I can explain the statement of the famous linguist F.I. Buslaev this way: from the subject and predicate, i.e. From the main members of the sentence, the predicate is isolated, which carries the main semantic load. It is in the predicate that information about what is happening is contained. I can confirm this idea with examples from Yu. Yakovlev’s text.

With the help of the predicate (sentence 41), the author conveys his excitement, as well as the sequence of actions. If you remove the predicate, then the judgments lose their meaning. In sentence 58 there are predicates that help the reader understand how much courage the little man has.

Thus, it is through the predicate that actions are revealed, and without them, there would be no story itself. The given examples confirm the idea of ​​​​the enormous importance of the predicate in the text and the impossibility of constructing a judgment without it.

TEXT

(I) I met him after the rain on the asphalt. (2) He walked with a limp, and there was an abrasion on his knee, caked on like a seal made of wax. (3) In his hand he held a rope to which a gray rag was tied. (4) The rag was dragging along wet asphalt, and it was impossible to guess what it was intended for.
(5) - What kind of rag do you have? - I asked, walking next to the boy.
(6) “This is not a rag,” responded a low voice. (7) - This is a parachute.
(8) - Parachute?
(9) Now I saw that the gray rag was a small dome, and the rope turned out to be slings twisted into a rope.
(10) - Did you throw him off the roof? - and I nodded at the wet parachute splattered with mud.
(11) - No, from the window.
(12) - What was the load?
(13) - Cargo? - He looked at me in bewilderment. (14) - I myself... jumped.
(15) - The parachute is too small for you.
(16) - Where can I get a big one? - Now he looked at me mockingly, as if I were stupid. (17) - They’ll pay for the sheets on the first day, they also paid for my pillowcase...
(18) I noticed that the parachute was actually made from a pillowcase. (19) The boy caught my critical gaze.
(20) “You can jump with a little one... if it’s sky,” he said in defense of his parachute.
(21) - If the sky? - I asked again.
(22) “I jumped from the first floor, there is no sky there,” the boy explained.
(23) - Is there sky on the fifth floor?
(24) - I haven’t jumped from the fifth floor... yet.
(25) I glanced at my knee with the scarlet wax seal and felt an eerie chill that happens when you stand at the edge of a precipice or at the railing of a high bridge.
(26) - Have you ever jumped with a parachute? - he asked me as an equal.
(27) “No,” I answered as an equal and felt something like shame in front of my little companion.
(28) We walked in silence for some time. (29) I felt the superiority of the little paratrooper and tried to understand where it came from. (Z0) Maybe the strength of this baby is that he is free from many fears that come to adults over the years?
(31) The sun came out from behind the sparse, exhausted clouds.
(32) - What do you think you should do? - I nodded towards the parachute.
(33) - I’ll still jump, but it doesn’t work without the sky.
(34) - Where does the sky begin?
(35) He didn’t answer anything, raised his head and looked up: the sky was deep and blue. (Z6) The boy followed the rare clouds with his eyes, and his gaze slid over the tops of tall pines and along the ridges of the roofs. (37) My gaze dropped lower and lower, stopping at a small parachute, and it seemed to me that the boy had known the answer to this question for a long time.
(38) He bent down and picked up the mud-spattered dome from the ground and threw it over his shoulder. (39) This gesture meant that not all was lost, that a parachute made from a pillowcase might still be useful.
(40) “Bye,” he said and quickly walked back.
(41) He looked so determined that I, of course, became worried whether he would climb onto a high roof and jump down to once again test the parachute, which only works in the bottomless sky?
(42) - Wait! - I shouted.
(43) He reluctantly stopped.
(44) - Where are you going?
(45) He detected anxiety in my voice, but continued to behave independently:
(46) - I have no time. (47) Igor is waiting for me.
(48) - Aren’t you going to jump... from the roof?
(49) - The parachute is wet.
(50)0n felt that I was afraid. (51) It didn’t occur to him that I was afraid for him. (52) He decided that I was just afraid. (53) By myself. (54) The crustaceans narrowed mockingly and shone more intensely.
(55) I suddenly felt where the sky began. (56) Not on the crest of the roof and not in the blue streams along which the clouds float. (57) It originates very close to the ground - on the first floor or at shoulder level. (58) It begins in a fearless heart and extends to a cloud or to the stars, depending on where the heart lifts it.
(59) - Igor is waiting. (60) I'll go, okay?
(61) He impatiently scratched his knee.
(62) I nodded my head. (63) He quickly walked along the asphalt. (64) I silently followed him in order to better remember where the sky begins.
(According to Yu. Yakovlev)

Write an essay-reasoning, revealing the meaning of the statement of the outstanding linguist F.I. Buslaev: “All the power of judgment is contained in the predicate. Without a predicate there can be no judgment.” To justify your answer, give 2 examples from the text you read. When giving examples, indicate the numbers of the required sentences or use citations. You can write a paper in a scientific or journalistic style, revealing the topic using linguistic material. You can start your essay with the suggested statement. The essay must be at least 70 words. Write an essay carefully, legible handwriting.

Predicate, its types and methods of expression Predicate is the main member of a sentence, which denotes the action, attribute, quality, state of the object named by the subject, grammatically depends on the subject and answers the questions what does the object do? what is the subject? what's happening to him? who is he? what is he? etc. The predicate has not only a lexical meaning, i.e. names the action, attribute, state, property, quality of the object that is designated by the subject, but also expresses the grammatical meaning of mood and tense (that is, the main grammatical meaning of the sentence - predicativeness). The lexical (material) and grammatical meanings of the predicate can be expressed in one or two components. In accordance with this, predicates are divided into simple and compound.

Simple verbal predicate A simple verbal predicate is expressed by one of the following verbal forms: 1) The form of the present, past or future tense of the indicative mood: Electric lights are shimmering everywhere (Glad.). 2) Form of the conditional mood: - “I would go to bed, and give peace to the guest,” came the quiet voice of the hostess from the stove (B. Pol.). 3) Form of the imperative mood: Let me talk about your love, don’t drive me away, and this alone will be the greatest happiness for me (Ch.). 4) Infinitive form: Grass should not grow after autumn, flowers should not bloom in the snow in winter (Ring).

Compound Verbal Predicate A compound verbal predicate consists of an auxiliary verb and an infinitive. The following can act as auxiliary verbs: 1. Verbs denoting the beginning, continuation, end of an action called an infinitive: quit (finish), finish, start, start, stay, stop, stop, accept, continue, become, etc.: The teacher stopped explaining a new topic, but we continued to make noise, 2. Verbs with a modal meaning, expressing various shades of modality: possibility, impossibility, predisposition to action, ability: be able, learn, work hard, unlearn, be able to, be able to, etc.: I forgot how to swim after a long time life in the desert. desire, aspiration, decision, effort: dare, desire, dream (want), intend, dare, refuse, try, attempt, try, want, etc.: Burbot heavily wags its tail and tries to escape 3. The role of auxiliary verbs can be and phraseological combinations with a modal meaning: burn with desire (want), express a desire (want), make an effort (try), etc.

Note! Predicates expressed by: 1) the compound future tense of an imperfective verb in the indicative mood are not compound verbs: I will work tomorrow; 2) a combination of simple verb predicate with the infinitive, which occupies the position of complement in the sentence in the case of different subjects of action in the conjugated form of the verb and the infinitive: Everyone asked her to sing (everyone asked, but she should sing); 3) a combination of a simple verbal predicate with an infinitive, which in a sentence is a circumstance of the goal: He went outside for a walk.

Compound nominal predicate LINKING VERB + NOMINAL PART Serves to connect with the subject and expresses the grammatical meaning of the predicate. Expresses its main lexical meaning and carries the main semantic load. The linking verb can be expressed by the words be, is considered, appear, become, seem, be called, serve, etc. Note! In the present tense there is usually no linking verb (zero link).

Compound nominal predicate The nominal part of a compound nominal predicate can be expressed by the following parts of speech: noun: My brother is a pilot. full and short adjective: The forest is beautiful. It will be a wonderful day. participle: Exams passed. numeral: Sasha will be the first in the top three. pronoun: You will become mine! adverb: It’s festive and fun in the city. in different forms degrees of comparison of adjectives and adverbs: The mother of all is dearest!

Properties of the predicate as a structural-semantic component of a sentence 1) Included in the structural diagram of the sentence (in the group of main members); 2) contains a modal-temporal characteristic of the subject of speech (thought), denoting its action or attribute; 3) contains “new”; 4) expressed by the conjugated form of the verb and names; 5) takes a position after the subject; 6) is structurally subordinate to the subject in a two-part sentence.

Semantic functions of the predicate 1) Establishes the subject as the bearer of a characteristic inherent in it; 2) denotes the action that the subject performs; 3) denotes an action that the subject perceives from the outside. These semantic functions of the predicate are expressed primarily by the verb, since it is the verb that is the main means of expressing the predicate. The verb is the only part of speech that can express the process of manifestation of one or another attribute of the subject in time: The cherry is ripe. The predicate singe denotes a sign produced by the subject as a process in dynamics. Ripe cherries. The predicate ripe denotes a feature that characterizes the subject as its inherent property in a static setting.

In a two-part sentence, it is through the predicate that the main grammatical meanings of the sentence are expressed - objective modality and syntactic tense. All these qualities of the predicate are focused in the verb form, which is the original type of the predicate. However, in speech reality there is a need for various variations in the ways of expressing the predicate, since the general meaning of the attribute is differentiated as a designation of an action, state, property, quality, belonging, etc., formalized in a certain temporal and modal plan. To convey such content and such syntactic meanings, various combinations of verb words and words of other parts of speech are used. The verbs themselves turn out to be self-sufficient for expressing the required complex of meanings, while other parts of speech are usually combined with verbs, which in this case carry the function of connectives, as a result of which the “predicate essence” is conveyed dismembered: grammatical meanings - through the verb form, and material meanings - through binding member. Valgina N.S.

Working together What does the predicate mean? Examples Your examples Action of a person or object Grisha is walking with his nanny along the boulevard. Sign of a person or object Roses were fresh and rosy. Condition of a person or object The listeners were shocked by what they heard. Quality of person or object Father's words were very pleasant.

(1) The day was stuffy, windless, and the boys could not find a place for themselves. (2) It was possible to escape only on the river. (3) This is where they gathered. (4) Some dived, some swam in fathoms, some jumped off a cliff. (5) Sanka put a reed in his mouth, took a large, heavy cobblestone in his hands and, plunging his head into the water, walked along the sandy bottom of the river, pretending to be a diver. (6) Then he got out of the water and lay down next to Fedya on the hot sand. (7) “There will be a thunderstorm,” said Fedya, looking at the clouds that were gathering on the horizon, either into high towers or into huge stacks. (8) - Why do you know? (9) “Clouds can deceive,” noted Sanka. (10) - I’m not just looking at the clouds... (11) Look here: the clover begins to fold its leaves, swallows fly over the water itself. (12) And how the flowers smell... they always smell like that before the rain. (13) The hot sand burned the body, and the boys climbed into the water again. (14) Devyatkin Petka, having smeared his entire body with black liquid mud, sat near the water and threw scraps of mud at everyone crawling out of the river. (15) As Sanka noted, Fedya got it the most. (16) He tried to get out of the river twice, but each time Devyatkin covered his stomach and chest with mud black as tar, and Fedya again climbed to wash himself. (17) - Be patient, Cossack! - Devyatkin laughed good-naturedly. (18) - In Stozhary the mud is healing, take a bath. (19) “You play, but don’t play around,” Sanka approached him. “(20) Why are you pestering me like a burr?” (21) - Signed up to be a guardian! - Devyatkin spat contemptuously through his teeth. - (22) My friend, you drive like a heifer on a string... (23) Fedya rummaged through the snags, then swam up to Devyatkin and handed him a wet, spongy green lump: (24) - But this thing You know? (25) Also healing. (26) As you rub yourself, the blood will sparkle. (27) Try this... (28) Devyatkin moved away in disbelief: (29) - It’s very necessary! (30) - Eh, you were scared of the mud! - Sanka laughed. (31) Last week Fedya introduced Sanka to this river sponge.

(32) Now Sanka took the bodyag from Fedya’s hands and rubbed his chest, but not very hard. (33) The chest soon turned pink. (34) - Good! - Sanka praised. - (35) Now I’d like to race with someone! - threw the sponge to Devyatkin: - (36) Well, is it weak now? (37) Encouraged, Devyatkin raised the sponge, sniffed it for some reason and carefully ran it over his chest. (38) - You need to do it harder! (39) Like a washcloth in a bathhouse, Sanka, sparing no effort, began to rub Devyatka’s chest, shoulders, and back with both hands. (40) Several minutes passed, and Devyatkin’s body began to quickly turn red. (41) Suddenly he jumped up, spun in place, as if he had been burned by nettles, and rushed at Sanka and Fedya: (42) - Are you in agreement? (43) They jumped into the river laughing. (44) - Head! (45) This is freshwater! (46) People use it to cure colds! - Sanka shouted from the water. – (47) It works stronger than medicine. (48) And Petka, swearing, rolled on the shore, jumped up, threw mud at Sanka and Fedya and fell on the sand again. (49) - Get into the water, into the water! - Fedya advised him from the other bank. (50) - Everything will pass. (51) Devyatkin splashed into the river, and the burning sensation soon subsided. (52) But he sat in the water for a long time and scolded Fedya and Sanka, who had conspired against him. (53) By noon, a bulky, clumsy cloud, shrouded in a purple haze, hung over Stozhary. (54) A sharp gust of wind bent the grass to the ground, covered the river with frequent ripples, and swirled the hay on the top of the stack. (55) White lightning flashed, a roll of thunder struck from above with a dry crack, as if a huge piece of calico had been torn apart, and heavy slanting streams of rain, like arrows, pierced the river. (56) The river boiled, gurgled, and fountains of water danced on it. (According to Musatov A.)

1. If the subject denotes a specific object, the predicate has meaning physical action, properties, states or functions: The girl is dancing. The trees have turned yellow. My sister was upset. 2. If the meaning of the subject is an event, then the predicate denotes the way it is realized, the relationship to other events: It was raining. Rain stopped. The silence was broken only by the barking of dogs. 3. If the subject denotes a sign, the predicate has the meaning of evaluating the sign or demonstrating its impact: Your kindness harms you. The pallor of her face struck me. 4. To denote the action of an object, conjugated forms of the verb are often used, and nouns and adjectives are used to denote a characteristic.

Working with the text 1. Find sentences in the text with different types of predicates, indicate the numbers of these sentences and the types of predicates. 2. What characteristics of the subject of speech do they contain, what do they mean? 3. What will change in the content of the sentences you indicated if you remove the predicates from them? 4. What conclusion can be drawn from the previous work?

The predicate makes the expression of a thought complete and encloses the statement. Let’s check this statement using specific examples from A. Musatov’s text. For example, it is the predicates that help characterize a hot summer day (“it was stuffy, windless”) and the state of the boys (“they couldn’t find a place for themselves”), and only thanks to this main member of the sentence does the statement acquire meaning completeness. And in sentence 4 (“Who dived, who swam in fathoms, who jumped from a cliff”) the various actions of the boys who came to the river also allow us to see the predicates. Without them, the phrase would also lose all meaning. Apparently, this is why F.I. Buslaev, a famous linguist, believed that “all the power of judgment is contained in the predicate. Without a predicate there can be no judgment.”

Literature Babaytseva V.V., Maksimov L.Yu. Modern Russian language. In 3 hours. Part 3. Syntax. - M: Education, 1987 Bogdanova L.I. Stylistics of the Russian language and culture of speech - M: Flinta, 2011 Dolbik E. E., Leonovich V. A., Suprun-Belevich L. R. Modern Russian language: a reader. At 3 o'clock. Part 3. Minsk: BSU, 2010. Valgina N.S. Syntax of modern Russian language. Textbook for universities. M., " graduate School", Grammar of the modern Russian literary language. M., 1970 Rosenthal D.E. Modern Russian language. Part 2. Syntax. – M.: Higher. school, 1979 Rudnev A.G. Syntax of modern Russian language. – M.: Higher. school, 1963 Modern Russian literary language/ Textbook/ P.A. Lekant, N.G. Goltsova, V.P. Zhukov and others; Under. ed. P.A. Lekanta. – 3rd ed., rev. And additional – M.: Higher. school,

Linguist F.I. Buslaev spoke about a two-part sentence approximately in this way: in a two-part sentence, two organizing centers are used that are correlative with each other - the subject and the predicate. The main member of the sentence is the predicate. It is a designation of what is expressed about the subject of speech.

The key center of the sentence is the predicate. In fact, without it, a sentence cannot exist, for the reason that it is even in one-component nominal sentences and those, as it were, assumed to denote the implementation of an action in the present tense. The predicate contains information regarding how real or unreal the thing being told is, as well as the time at which it occurs. By using the predicate, basic information about the subject is conveyed; it gives the statement dynamism and beauty.

M. Gorky's text is supplemented with predicate sentences expressed in the form of verbs of different tenses, moods, adjectives, nouns, and so on. The predicate in sentence 4 is expressed as a past tense verb.

This statement contains the memory of the narrator. The theme of the past is addressed in sentence 6, although the author chose a present tense verb in order to give the reader a visual representation of what is being described in the passage. Sentence 20 contains a predicate expressed in verb form in imperative mood. Here it is partially endowed with the functions of the subject. We understand from the form of the verb that the grandmother is addressing the one who is in front of her (the wolf). The reader comes to the conclusion that the old woman regarded the wolf as, to some extent, a creature endowed with intelligence and, accordingly, worthy of conversation with him. The writer managed to convey all shades of meaning through the use of an expressive predicate.

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Updated: 2017-02-15

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