Alexandra Bochaver, Research Fellow, Center for Contemporary Childhood Research, Institute of Education, National Research University Higher School of Economics.

Today's teenagers seem to hang out at their age. They do not strive for independence and put off important decisions. This applies to a variety of areas - from choosing a future profession to relationships with people, Alexandra Bochaver noted in the article "Prospects for modern adolescents in the context of a life trajectory". It was published in the journal Modern Foreign Psychology, Volume 5, No. 2, 2016.

Based on the work of the researcher, the site identified the reasons for the protracted maturation of young people.

Opportunities hinder growing up

Independence of decisions, responsibility, emotional maturity, awareness of one's priorities and attitudes - all this is adulthood. The bridge to it stretches from childhood: this is adolescence. Walking on this bridge to maturity, the young man finds himself, his identity.

However, today this bridge is getting longer. "Maturity" is delayed and proceeds non-linearly.

If earlier adolescence was considered 12-16 years old, now psychologists are increasingly putting new frontier- 18 years. There are also more radical views. Some scientists believe that teenagers “get masculine” by the age of 21, or even by 24 years. The argument is simple: at the age of 18, only a few gain independence and feel like adults. Today's young people receive education longer, decide on a profession later, separate from their parents and start a family. Thus, their search for identity is "prolonged".

This phenomenon was noted in 2000 by the American psychologist Jeffrey Arnett - the author of the theory of growing up "Emerging adulthood". He singled out a special age period between 18 and 25 years. Young people of this age are no longer teenagers, but not yet adults. They are only partly independent, since, as a rule, they do not have their own housing and live with their parents. These young people have many opportunities and few obligations. Before choosing a partner or "life's work", they can do "fitting" several times, try different options.

This is quite understandable. In today's world, uncertain and changeable, making choices in the main areas of life is becoming increasingly difficult. First, society develops unpredictably. Secondly, there are so many “ways to live your life” that have opened up. The range of possibilities is sometimes too wide for young people to get their bearings right away (see).

So, for example, it is difficult to instantly decide on education and profession. Some of them are obsolete, some are still being formed. Career trajectories have become non-linear, “winding”. In such a situation, the educational choice has an "incomprehensible validity" and is often disconnected from the future profession, Bochaver notes. This breeds insecurity and anxiety. In adolescents, it manifests itself in the fact that they:

• try to avoid choice, “tend to escapism and postponing significant decisions”;
• instead of developing a strategy, they are limited to tactics in different areas of life;
• live in the present without thinking about the future.

The race for education moves away from everyday life

In today's world, education is especially important. The standard of living of a person, his self-realization, status, satisfaction with life largely depend on it. However, the absolutization of education, the unconditional priority of study, according to many psychologists, leads to "the exclusion of the child from solving everyday problems." As a result, teenagers feel helpless - for example, they do not know how to cook their own food or change a burned-out light bulb. In this they rely on their parents. Such lack of independence hinders growing up.

Parents no longer support

Society is experiencing a crisis in the field of education. There is a heated debate about "correct parenthood", the media endlessly publish articles on this topic (see and).

In this situation, parents complex:

• constantly compare themselves with the images of the “correct” moms and dads;
• doubt their educational actions and advice, for example, regarding education.

This insecurity of parents is passed on to children. They lose their usual support, take longer to make decisions and experience more doubts.

Teenagers could be helped by adult mentors, older by about half a generation, says Alexandra Bochaver. Such a mentor serves as a “role model”, a translator of “the values ​​of the adult world by example”. It supports the formation of a dream - a fateful aspiration that streamlines a person's life path.

Alternative models of adulthood have emerged

In a transitional society, models for the transformation of a teenager into a mature person are "diversified". Alternative models of adulthood have emerged and are gaining popularity. Among them:

• "Adult children" - scammers (from the English "kid" - a child and "adult" - an adult). These are fellow sissies who remain infantile up to 30-35 years and longer. They do not easily part with childhood addictions, for example, love for computer "battles", anime or fantasy (see also Peter Pan Holiday). Both in their free time and at work, they can discuss cartoon characters for a long time.

Before the term "kidult" appeared, a similar phenomenon (or archetype) was described by Carl Gustav Jung. Puer aeternus - "eternal youth" - avoids obligations, does not want to take on adult responsibility. Modern psychologists have illustrated this type with the literary heroes Peter Pan and the Little Prince.

Among the main hobbies of scammers are watching TV shows (from The Simpsons to Game of Thrones), gadgets and computer games, including those in combination with quests (many people remember, for example, the recent euphoria of catching Pokemon), collecting (prefabricated models, transformers ), long sitting in social networks and blogs for the sake of communication and self-presentation.

Along with the "eternal boys", there are "eternal girls" - "little princesses" or "sisters" of Pippi Longstocking. In specialized stores for scammers (and they exist in Europe, the USA, Japan and a number of other countries), their attention is attracted by designer Barbie and other dolls, things with Hello Kitty cat symbols, teen clothes and jewelry.

Scammers often create a family and raise children. By the way, they make good parents who participate in children's fun with genuine pleasure.

Modern youth is characterized by an unformed, diffuse identity, or "a multiple system of temporal and situational sub-identities," Bochaver emphasizes. However, the concept of adulthood has changed. Society's demands on mature people have become more vague. The main feature that is certainly in demand is flexibility, the ability to adapt to changing conditions.

The work is based on a series of interviews with high school students and their teachers, as well as a number of foreign studies on the topic of growing up.

(1) The current teenagers, born in the early nineties of the twentieth century, are the first generation to grow up in a "consumer society".

(2) Most of them, despite their young age, already have a personal attitude corresponding to the slogan: "Take everything from life." (3) Take everything, have everything, do everything. (4) Ten-fifteen-year-olds are active, but do not know how to do anything for nothing. (5) At the behest of the soul. (6) They are in many ways more cunning and practical than adults and are sincerely convinced that adults exist only to satisfy their needs. (7) Increasingly increasing. (8) Children want to grow up faster. (9) Why are they in a hurry? (10) To freely dispose of money. (11) How to make money, they don’t know yet, they don’t think.

(12) Now they are brought up by peers, television, the street. (13) Russian psychologists believe that the biggest problem is that adults themselves are focused on consumption. (14) However, not everything is so bad. (15) In general, young people are very diverse, and painful distortions have an objective basis: inherent adolescence crises coincided with the crisis of value orientations in the country.

(16) Modern youth have a lot of positive guidelines. (17) She is eager to study, make a career and is ready to work hard for this, while the boys and girls of the era of stagnation were waiting for the state to give them everything.

(18) The trend towards self-realization is a significant direction for today's young generation. (19) And the increased attention of adolescents to certain goods, lifestyle has been and will be, since this is included in the circle of values ​​that must be possessed in order to fit into the peer environment. (20) You have to be like everyone else.

(21) What is the most significant thing in life, according to the teenagers themselves? (22) In the first place they have a good job, career and education. (23) Teenagers realize that in order to live well in the future, one must make one's own efforts. (24) Many high school students want to get a higher education, and there are no bandits or killers in the ranking of professions, which was observed ten years ago. (25) In order to achieve their goals, they are ready to postpone marriage or marriage until the time when they realize themselves as specialists and, accordingly, begin to earn good money.

(26) Today's teenagers are no better and no worse than their predecessors. (27) They are just different.

(According to I. Maslov *)

* Ilya Alexandrovich Maslov (1935-2008) - poet, prose writer, publicist, author of books on history.

20. Which statement contradicts the content of the text?

1) For today's youth, it is more important to make a career than to get married or get married.

2) Today's teenagers are worse than their predecessors.

3) Today's teenagers are active, but not willing to give or do anything for nothing.

4) Teenagers are in a hurry to grow up quickly in order to freely dispose of money.

21. Which of the following statements is wrong?

1) Sentence 2 explains the content of sentence 1.

2) In sentences 14 - 15, reasoning is presented.

3) Proposition 17 contains an argument to the thesis formulated in sentence 16.

4) Sentences 21 - 23 contain a narrative.

22. Indicate the sentence in which antonyms are used.

1) 6 2) 15 3) 24 4) 26

23. Among sentences 18–23, find one that is related to the previous one using a personal pronoun. Write the number of this offer.

Each new generation is not like the previous one normal phenomenon, hardly anyone doubts. In each era, its own system of values ​​is formed, associated with the ongoing processes in society, the development of technology, economics, culture and other areas of human life. Therefore, it is not necessary to be surprised that modern teenagers are not the same as their parents were at the same age.

But in order to find a common language with a teenage child, you need to understand him. What are they like today's teenagers? What interests them, what do they dream about, what do they consider good and what is bad? Let's try to compose psychological portrait teenager.

Vivid differences in children in adolescence

Sociologists, psychologists, teachers regularly make attempts to find out how the younger generation lives, how they think, what they strive for. Summarizing the data of numerous studies, one can draw up a collective portrait of the modern teenager, highlighting his most striking distinguishing features.

1. Pragmatism. Most teenagers today are pragmatists. Do not think that they do not want to learn. They want and learn, but not everything, but what can be useful to them in life and, even better, right now. In the field of computer knowledge, some of them outperformed their teachers. The girls will easily tell and show how to do makeup, hair, perhaps even jewelry and other accessories with their own hands. They are not interested in geography - it is enough to buy a plane ticket, and it will reach its destination, and a navigator will help out when traveling by car. The music of cold numbers is not audible to them, if there is no need to calculate the cost of a purchase or the benefit of making a small transaction. The Russian language is interesting to them exactly as much as it takes to write a message on a social network. They are only interested in tasks of an applied nature. They even choose their future profession on the basis of future employment and getting good money. The most prestigious job for them is their own business. A phrase from the film by Sergei Bodrov: “Power is in money, brother!” - has become the motto of today's teenagers. According to sociological studies, every second teenager thinks so. One in four believes that strength is in the mind, and only 18 percent of the younger generation believe that love rules the world.
2. "Clip" thinking. Few of today's teenagers perceive the world as a whole and look for cause and effect relationships in everything. All life in his eyes is a series of vivid pictures, episodes. That is why they are attracted to everything bright and memorable, that is, what is presented to them “on a silver platter” by the media. Modern teenagers easily notice the external, but they do not notice the internal. It is easier for them to complete many small tasks than one linear one. They are interested in a dynamic film, but not interested in a novel with a slowly developing plot, with an abundance of detailed descriptions the inner feelings of the hero. They are less assiduous than their parents at the same age, less able to concentrate on one thing for a long time. Neuropsychologists note that underdevelopment of the frontal lobe of the left hemisphere has become the norm for modern adolescents. Perhaps this is compensated by the development of another part of the brain, but what exactly is science has not yet been clarified. However fundamental change in the way of thinking- this is a fact that has to be reckoned with.
3. Respect for technology. Today's teenagers are children of the digital age. They attach great importance to technology, especially computer technology. Virtual reality has become the main reality for many of them. Four out of five teenagers have accounts on social networks, and if their parents are more interested in Odnoklassniki, VKontakte and Facebook, then teenagers are more attracted to Instagram. Teenagers do not send notes, they exchange short messages. They do not take pictures of nature and sights, they take pictures of themselves and send photos to friends. By the way, among teenagers it is becoming fashionable to exchange photos in underwear, bathing suits. Teenagers are looking for answers to their questions in the global network without straining their convolutions. The best way to relax and distract for them is a computer game, The best way to prove its superiority - it is.
4. Passion for mass media. Teenagers constantly listen to music - this is their favorite pastime. And they listen to everything in a row - there are few real fans of one direction, and even more so of one group, one performer among teenagers. Followed by watching TV. Only in third place is communication with friends. A small percentage of teenagers watch videos, while reading is one of the rarest leisure activities. The only thing that can make a teenager pick up a book is the recent viewing of a movie based on it.
5. Health care. Teenagers consider health to be one of the three main values ​​in life, which seems unnatural for their age. However, two-thirds of adolescents are adherents of a healthy lifestyle. True, only for half of them this concept is associated with sports. For many healthy lifestyle life is just a sober lifestyle that does not even involve quitting smoking.
6. Infantilism. Many teenagers are characterized by a complete lack of interests, hobbies, goals in life. They just float through life wherever it takes them.
7. Tolerance. Most adolescents are calm about such phenomena as prostitution, promiscuity, early sexual relations, non-standard orientation. Every fifth teenager under the age of 15 already knows about sex firsthand, by the end of school there are already two thirds of them. The main value for teenagers is freedom. They themselves want to do whatever they want and do not intend to reproach others with such behavior. Moreover, many support protests in defense of freedom.
8. Atheism. The majority of teenagers, despite the introduction of learning lessons in schools Orthodox culture, does not believe in God, and only 4% of them turn to prayer in difficult times. But there are many more teenagers who are keenly interested in astrology.
9. They don't count on support. Despite all their infantilism, teenagers are sure that they cannot count on anyone but themselves in this world. Some still hope that friends and relatives will not leave them in trouble, but almost no one believes in the support of the state. It is not surprising, given that, according to the results of one of the surveys, every tenth schoolchild in moments of spiritual doubt and grief is supported only by pets. But what about those who don't have them?

We have listed the distinguishing features of modern teenagers, but it would be wrong to keep silent about how they look like their parents.

Familiar traits for parents

Observing a teenager, attentive parents recognize in him himself at his age. Indeed, in spite of everything, modern teenagers are just as emotional, sensitive and vulnerable, just as unrestrainedly want to be loved, just as eager to find their place in life, to emphasize individuality - they experience, in fact, the same difficulties as teenagers of all times.

Realizing this, it will be much easier to understand a teenager and find a common language with him.

Which of the statements correspond to the content of the text? Specify the answer numbers.

1) Today's teenagers are active, but not willing to give or do anything for nothing.

2) Today's teenagers are worse than their predecessors.

3) Teenagers are in a hurry to grow up quickly in order to freely dispose of money.

4) For today's youth, it is more important to make a career than to get married or get married.

5) Living apart from their parents is the goal of many teenagers.

Explanation.

Answer: 134

The correctness of Statement 4 is confirmed by Proposition 25.

Answer: 134

Relevance: 2016-2017

Difficulty: normal

Codifier section: Semantic and compositional integrity of the text.

Guest 10.01.2016 14:16

Why is 1 statement correct? In the text in sentence 4 it is said that they do not know how to do, but do not want to.

Tatyana Yudina

(4) Ten-fifteen-year-olds are active, but do not know how to do anything for nothing. This proposal clearly corresponds to thesis 1.

Dilyara Alguatova 03.11.2016 22:25

disagree with your statement. there is not a single sentence in the text that says that teenagers do not want (do not want) to do something just like that

Tatyana Yudina

ten-fifteen year olds are active, but they don't know how to do anything for nothing.

Which of the following statements are true? Specify the answer numbers.

Enter the numbers in ascending order.

4) Sentences 21-23 contain the narrative.

5) Proposition 10 contains a derivation from 9.

Explanation.

1) Sentence 2 explains the content of sentence 1.

2) In sentences 14−15, reasoning is presented.

3) Proposition 17 contains an argument to the thesis formulated in sentence 16.

4) Sentences 21-23 contain a narrative. False

5) Proposition 10 contains a conclusion from 9. False

Answer: 123

Answer: 123

Relevance: 2016-2017

Difficulty: normal

Codifier section: Functional-semantic types of speech

Explanation.

Sentence 26 uses antonyms BETTER-WORSE.

Answer: better worse | no better no worse | worse better | no worse better

Relevance: 2016-2017

Difficulty: normal

Codifier section: Lexical meaning of the word

From sentences 6-8 write out the word that is formed by the prefix method.

Explanation.

The verb GROW is formed by the prefix method from the verb GROW.

Answer: grow

Among sentences 18-23, find one(s) that is (s) related to the previous one using a personal pronoun. Write the number(s) of this offer(s).

(21) What is the most significant in life, according to themselves teenagers? (22) In the first place them- good job, career and education.

The personal pronoun (U) THEM corresponds to the word TEENAGERS from the previous sentence.

Answer: 22

Rule: Task 25. Means of communication of sentences in the text

MEANS OF COMMUNICATION OF OFFERS IN THE TEXT

Several sentences connected into a whole by a topic and a main idea are called a text (from Latin textum - fabric, connection, connection).

Obviously, all sentences separated by a dot are not isolated from each other. There is a semantic connection between two adjacent sentences of the text, and not only sentences located next to each other can be related, but also separated from each other by one or more sentences. The semantic relations between sentences are different: the content of one sentence can be opposed to the content of another; the content of two or more sentences can be compared with one another; the content of the second sentence can reveal the meaning of the first or clarify one of its members, and the content of the third can reveal the meaning of the second, etc. The purpose of task 23 is to determine the type of relationship between sentences.

The wording of the task may be as follows:

Among sentences 11-18, find one (s) that is (s) connected with the previous one using a demonstrative pronoun, adverb and cognates. Write the number(s) of the offer(s)

Or: Determine the type of connection between sentences 12 and 13.

Remember that the previous one is ONE HIGHER. Thus, if the interval 11-18 is indicated, then the desired sentence is within the limits indicated in the task, and the answer 11 may be correct if this sentence is related to the 10th topic indicated in the task. Answers can be 1 or more. The score for the successful completion of the task is 1.

Let's move on to the theoretical part.

Most often, we use this text construction model: each sentence is linked to the next one, this is called chain link. (We will talk about the parallel connection below). We speak and write, we combine independent sentences into a text according to simple rules. Here's the gist: two adjacent sentences must refer to the same subject.

All types of communication are usually divided into lexical, morphological and syntactic. As a rule, when connecting sentences into text, one can use several types of communication at the same time. This greatly facilitates the search for the desired sentence in the specified fragment. Let's take a closer look at each type.

23.1. Communication with the help of lexical means.

1. Words of one thematic group.

Words of the same thematic group are words that have a common lexical meaning and denote similar, but not identical, concepts.

Word examples: 1) Forest, path, trees; 2) buildings, streets, sidewalks, squares; 3) water, fish, waves; hospital, nurses, emergency room, ward

Water was clean and transparent. Waves ran ashore slowly and silently.

2. Generic words.

Generic words are words related by the relationship genus - species: genus is a broader concept, species is a narrower one.

Word examples: Chamomile - flower; birch - tree; car - transport and so on.

Suggestion examples: Under the window still grew birch. How many memories I have associated with this tree...

field chamomile become a rarity. But it's unpretentious flower.

3 Lexical repetition

Lexical repetition is the repetition of the same word in the same word form.

The closest connection of sentences is expressed primarily in repetition. The repetition of one or another member of the sentence is the main feature of the chain connection. For example, in sentences Behind the garden was a forest. The forest was deaf, neglected the connection is built according to the “subject - subject” model, that is, the subject named at the end of the first sentence is repeated at the beginning of the next one; in sentences Physics is science. Science must use the dialectical method- "model predicate - subject"; in the example The boat has landed on the shore. The beach was strewn with small pebbles.- model "circumstance - subject" and so on. But if in the first two examples the words forest and science stand in each of the adjacent sentences in the same case, then the word shore It has different forms. Lexical repetition in the tasks of the exam will be considered the repetition of a word in the same word form, used to enhance the impact on the reader.

In texts of artistic and journalistic styles, the chain connection through lexical repetition often has an expressive, emotional character, especially when the repetition is at the junction of sentences:

Here the Aral Sea disappears from the map of the Fatherland sea.

Whole sea!

The use of repetition here is used to enhance the impact on the reader.

Consider examples. We do not yet take into account additional means of communication, we look only at lexical repetition.

(36) I heard a very brave man who went through the war once say: “ It used to be scary very scary." (37) He spoke the truth: he used to be scared.

(15) As an educator, I happened to meet young people who yearn for a clear and precise answer to the question of higher education. values life. (16) 0 values, allowing you to distinguish good from evil and choose the best and most worthy.

note: different forms of words refer to a different kind of connection. For more on the difference, see the paragraph on word forms.

4 Root words

Single-root words are words with the same root and common meaning.

Word examples: Motherland, be born, birth, kind; break, break, break

Suggestion examples: I'm lucky be born healthy and strong. History of my birth nothing remarkable.

Although I understood that a relationship is needed break but he couldn't do it himself. This gap would be very painful for both of us.

5 Synonyms

Synonyms are words of the same part of speech that are similar in meaning.

Word examples: to be bored, to frown, to be sad; fun, joy, rejoicing

Suggestion examples: At parting, she said that will miss. I knew that too I will be sad through our walks and conversations.

Joy grabbed me, picked me up and carried me... jubilation seemed to have no boundaries: Lina answered, answered at last!

It should be noted that synonyms are difficult to find in the text if you need to look for a connection only with the help of synonyms. But, as a rule, along with this method of communication, others are used. So, in example 1 there is a union Same , this relationship will be discussed below.

6 Contextual synonyms

Contextual synonyms are words of the same part of speech that come together in meaning only in a given context, since they refer to the same object (feature, action).

Word examples: kitten, poor fellow, naughty; girl, student, beauty

Suggestion examples: Kitty recently lived with us. Husband took off poor guy from the tree where he climbed to escape from the dogs.

I guessed that she student. Young woman continued to be silent, despite all efforts on my part to talk her.

It is even more difficult to find these words in the text: after all, the author makes them synonyms. But along with this method of communication, others are used, which facilitates the search.

7 Antonyms

Antonyms are words of the same part of speech that are opposite in meaning.

Word examples: laughter, tears; hot Cold

Suggestion examples: I pretended to like this joke and squeezed out something like laughter. But tears strangled me, and I quickly left the room.

Her words were warm and burned. eyes chilled cold. I felt like I was under a contrast shower...

8 Contextual antonyms

Contextual antonyms are words of the same part of speech that are opposite in meaning only in this context.

Word examples: mouse - lion; house - work green - ripe

Suggestion examples: On work this man was gray mouse. At home woke up in it a lion.

ripe berries can be safely used to make jam. And here green it is better not to put, they are usually bitter, and can spoil the taste.

We draw attention to the non-random coincidence of terms(synonyms, antonyms, including contextual ones) in this task and tasks 22 and 24: it is the same lexical phenomenon, but viewed from a different angle. Lexical means may serve to connect two adjacent sentences, or they may not be a link. At the same time, they will always be a means of expression, that is, they have every chance of being the object of tasks 22 and 24. Therefore, advice: when completing task 23, pay attention to these tasks. You will learn more theoretical material about lexical means from the help rule for task 24.

23.2. Communication by means of morphological means

Along with lexical means of communication, morphological ones are also used.

1. Pronoun

A pronoun link is a link in which ONE word or MULTIPLE words from the previous sentence is replaced by a pronoun. To see such a connection, you need to know what a pronoun is, what are the ranks in meaning.

What you need to know:

Pronouns are words that are used instead of a name (noun, adjective, numeral), designate persons, point to objects, signs of objects, the number of objects, without specifically naming them.

According to the meaning and grammatical features, nine categories of pronouns are distinguished:

1) personal (I, we; you, you; he, she, it; they);

2) returnable (oneself);

3) possessive (mine, yours, ours, yours, yours); used as possessive also forms of personal: his (jacket), her work),them (merit).

4) demonstrative (this, that, such, such, such, so many);

5) defining(himself, most, all, everyone, each, different);

6) relative (who, what, what, what, which, how much, whose);

7) interrogative (who? what? what? whose? who? how much? where? when? where? from where? why? why? what?);

8) negative (no one, nothing, no one);

9) indefinite (someone, something, someone, someone, someone, someone).

Do not forget that pronouns change by case, so "you", "me", "about us", "about them", "no one", "everyone" are forms of pronouns.

As a rule, the task indicates WHAT rank the pronoun should be, but this is not necessary if there are no other pronouns in the specified period that play the role of CONNECTING elements. It must be clearly understood that NOT EVERY pronoun that occurs in the text is a link.

Let us turn to examples and determine how sentences 1 and 2 are related; 2 and 3.

1) Our school has recently been renovated. 2) I finished it many years ago, but sometimes I went and wandered around the school floors. 3) Now they are some kind of strangers, others, not mine ....

There are two pronouns in the second sentence, both personal, I And her. Which one is the one paperclip, which connects the first and second sentence? If this is a pronoun I, what is it replaced in sentence 1? Nothing. What replaces the pronoun her? Word " school from the first sentence. We conclude: communication using a personal pronoun her.

There are three pronouns in the third sentence: they are somehow mine. Only the pronoun connects with the second They(=floors from the second sentence). Rest in no way correlate with the words of the second sentence and do not replace anything. Conclusion: the second sentence connects the pronoun with the third They.

What is the practical importance of understanding this mode of communication? The fact that you can and should use pronouns instead of nouns, adjectives and numerals. Use, but do not abuse, as the abundance of the words "he", "his", "them" sometimes leads to misunderstanding and confusion.

2. Adverb

Communication with the help of adverbs is a connection, the features of which depend on the meaning of the adverb.

To see such a connection, you need to know what an adverb is, what are the ranks in meaning.

Adverbs are invariable words that denote a sign by action and refer to the verb.

Adverbs of the following meanings can be used as means of communication:

Time and space: below, on the left, near, at the beginning, long ago and the like.

Suggestion examples: We got to work. At the beginning it was hard: it was not possible to work in a team, there were no ideas. After got involved, felt their strength and even got excited.note: Sentences 2 and 3 are related to sentence 1 using the indicated adverbs. This type of connection is called parallel connection.

We climbed to the very top of the mountain. Around we were only the tops of the trees. Near clouds floated with us. A similar example of a parallel connection: 2 and 3 are related to 1 using the indicated adverbs.

demonstrative adverbs. (They are sometimes called pronominal adverbs, since they do not name how or where the action takes place, but only point to it): there, here, there, then, from there, because, so and the like.

Suggestion examples: I vacationed last summer in one of the sanatoriums in Belarus. From there it was almost impossible to make a phone call, let alone work on the Internet. The adverb "from there" replaces the whole phrase.

Life went on as usual: I studied, my mother and father worked, my sister got married and left with her husband. So three years have passed. The adverb "so" summarizes the entire content of the previous sentence.

It is possible to use and other categories of adverbs, for example, negative: B school and university I didn't have good relationships with my peers. Yes and nowhere did not add up; however, I did not suffer from this, I had a family, I had brothers, they replaced my friends.

3. Union

Connection with the help of unions is the most common type of connection, due to which various relationships arise between sentences related to the meaning of the union.

Communication with the help of coordinating unions: but, and, but, but, also, or, however and others. The task may or may not specify the type of union. Therefore, the material on unions should be repeated.

Details about coordinating conjunctions are described in a special section.

Suggestion examples: By the end of the weekend, we were incredibly tired. But the mood was amazing! Communication with the help of the adversative union "but".

That's how it's always been... Or that's how it seemed to me...Communication with the help of a separating union "or".

We draw attention to the fact that very rarely only one union participates in the formation of a connection: as a rule, lexical means of communication are used simultaneously.

Communication using subordinating unions: for, so. A very atypical case, since subordinating conjunctions connect sentences as part of a complex one. In our opinion, with such a connection, there is a deliberate break in the structure of a complex sentence.

Suggestion examples: I was in total despair... For I did not know what to do, where to go and, most importantly, who to turn to for help. The union for matters because, because, indicates the reason for the state of the hero.

I didn’t pass the exams, I didn’t enter the institute, I couldn’t ask for help from my parents and I wouldn’t do it. So There was only one thing left to do: find a job. The union "so" has the meaning of the consequence.

4. Particles

Communication with particles always accompanies other types of communication.

Particles after all, and only, here, out, only, even, the same bring additional shades to the proposal.

Suggestion examples: Call your parents, talk to them. After all It's so simple and so difficult at the same time - to love ...

Everyone in the house was already asleep. AND only grandmother muttered softly: she always read prayers before going to bed, begging the powers of heaven for a better share for us.

After the departure of her husband, it became empty in the soul and deserted in the house. Even the cat, which used to run like a meteor around the apartment, only yawns sleepily and still strives to climb into my arms. Here Whose hands should I lean on...Pay attention, connecting particles are at the beginning of the sentence.

5. Word forms

Communication using the word form consists in the fact that in adjacent sentences the same word is used in different

• if this noun - number and case
• If adjective - gender, number and case
• If pronoun - gender, number and case depending on grade
• If verb in person (gender), number, tense

Verbs and participles, verbs and participles are considered different words.

Suggestion examples: Noise gradually increased. From this growing noise became uncomfortable.

I knew my son captain. With myself captain fate did not bring me, but I knew that it was only a matter of time.

note: in the task, “word forms” can be written, and then this is ONE word in different forms;

“forms of words” - and these are already two words repeated in adjacent sentences.

The difference between word forms and lexical repetition is of particular complexity.

Information for the teacher.

Consider, as an example, the most difficult task of the real USE in 2016. We give the full fragment published on the FIPI website in "Guidelines for teachers (2016)"

Examinees found it difficult to complete task 23 when the condition of the task required distinguishing between the form of a word and lexical repetition as a means of connecting sentences in the text. In these cases, when analyzing the language material, students should pay attention to the fact that lexical repetition involves the repetition of a lexical unit with a special stylistic task.

Here is the condition of task 23 and a fragment of the text of one of the options for the USE in 2016:

“Among sentences 8–18, find one that is related to the previous one with the help of lexical repetition. Write the number of this offer.

Below is the beginning of the text given for analysis.

- (7) What kind of an artist are you when you don’t love your native land, an eccentric!

(8) Maybe that's why Berg did not succeed in landscapes. (9) He preferred a portrait, a poster. (10) He tried to find the style of his time, but these attempts were full of failures and ambiguities.

(11) Once Berg received a letter from the artist Yartsev. (12) He called him to come to the Murom forests, where he spent the summer.

(13) August was hot and calm. (14) Yartsev lived far from the deserted station, in the forest, on the shore of a deep lake with black water. (15) He rented a hut from a forester. (16) Berg was taken to the lake by the forester's son Vanya Zotov, a stooped and shy boy. (17) Berg lived on the lake for about a month. (18) He was not going to work and did not take oil paints with him.

Proposition 15 is related to Proposition 14 by personal pronoun "He"(Yartsev).

Proposition 16 is related to Proposition 15 by word forms "forester": a prepositional case form controlled by a verb, and a non-prepositional form controlled by a noun. These word forms express different meanings: the meaning of the object and the meaning of belonging, and the use of the considered word forms does not carry a stylistic load.

Proposition 17 is related to Proposition 16 by word forms ("on the lake - on the lake"; "Berga - Berg").

Proposition 18 is related to the previous one by means of personal pronoun "he"(Berg).

The correct answer in task 23 of this option is 10. It is sentence 10 of the text that is connected with the previous one (sentence 9) with the help of lexical repetition (the word "he").

It should be noted that among the authors of various manuals there is no consensus, what is considered a lexical repetition - the same word in different cases (persons, numbers) or in the same one. The authors of the books of the publishing house "National Education", "Exam", "Legion" (authors Tsybulko I.P., Vasiliev I.P., Gosteva Yu.N., Senina N.A.) do not give a single example in which the words V various forms would be considered lexical repetition.

At the same time, very difficult cases, in which words in different cases coincide in form, are considered differently in manuals. The author of the books N.A. Senina sees in this the form of the word. I.P. Tsybulko (based on a 2017 book) sees lexical repetition. So, in sentences like I saw the sea in a dream. The sea was calling me the word “sea” has different cases, but at the same time there is undoubtedly the same stylistic task that I.P. Tsybulko. Without delving into the linguistic solution of this issue, we will indicate the position of the RESHUEGE and give recommendations.

1. All obviously non-matching forms are word forms, not lexical repetition. Please note that we are talking about the same linguistic phenomenon as in task 24. And in 24, lexical repetitions are only repeated words, in the same forms.

2. There will be no coinciding forms in the tasks for the RESHUEGE: if the linguists-specialists themselves cannot figure it out, then the graduates of the school cannot do it.

3. If the exam comes across tasks with similar difficulties, we look at those additional means of communication that will help you make your choice. After all, the compilers of KIMs can have their own, separate opinion. Unfortunately, this may be the case.

23.3 Syntactic means.

Introductory words

Communication with the help of introductory words accompanies, complements any other connection, complementing the shades of meanings characteristic of introductory words.

Of course, you need to know which words are introductory.

He was hired. Unfortunately, Anton was too ambitious. On the one side, the company needed such personalities, on the other hand, he was not inferior to anyone and in nothing, if something was, as he said, below his level.

We give examples of the definition of means of communication in a small text.

(1) We met Masha a few months ago. (2) My parents have not yet seen her, but did not insist on meeting her. (3) It seemed that she also did not strive for rapprochement, which upset me a little.

Let's determine how the sentences in this text are related.

Sentence 2 is related to sentence 1 by a personal pronoun her, which replaces the name Masha in offer 1.

Sentence 3 is related to sentence 2 using word forms she her: "she" is the nominative form, "her" is the genitive form.

In addition, sentence 3 has other means of communication: it is a union Same, introductory word seemed, rows of synonymous constructions did not insist on meeting And didn't want to get close.

Read the review snippet. It examines the linguistic features of the text. Some terms used in the review are missing. Fill in the gaps with the numbers corresponding to the number of the term from the list.

“Describing the qualities inherent in modern teenagers, the author of the text uses such a technique as (A) _____ (sentences 4-5), and a syntactic means of expression - (B) _____ (sentences 17, 22). To characterize the younger generation, lexical means are used: (C) _____ (“just like that” in sentence 4) and (D) _____ (“setting”, “needs”, “consumption”, etc.)”.

List of terms:

1) rhetorical appeal

2) socio-political vocabulary

3) synonyms

4) parceling

5) rows of homogeneous members

6) quoting

7) phraseological unit

8) hyperbole

9) anaphora

Write down the numbers in response, arranging them in the order corresponding to the letters:

A	B	IN	G

Explanation (see also Rule below).

Let's fill in the blanks.

“Describing the qualities characteristic of modern teenagers, the author of the text uses such a technique as parceling(sentence 5 (“At the behest of the soul”) is a circumstance written in the form separate offer- therefore, we have a parcelling), and a syntactic means of expressiveness − rows of homogeneous members(proposals 17, 22). Lexical means are used to characterize the younger generation: phraseological unit(“just like that” is a phraseological unit, that is, there is a stable phrase, the meaning of which is not derived directly from the meanings of the words included in it) and socio-political vocabulary(“installation”, “needs”, “consumption”, etc.)”.

Answer: 4572.

Answer: 4572

Rule: Task 26. Language means of expression

ANALYSIS OF THE MEANS OF EXPRESSION.

The purpose of the task is to determine the means of expression used in the review by establishing a correspondence between the gaps indicated by the letters in the text of the review and the numbers with definitions. You need to write down matches only in the order in which the letters go in the text. If you do not know what is hidden under a particular letter, you must put "0" in place of this number. For the task you can get from 1 to 4 points.

When completing task 26, you should remember that you fill in the gaps in the review, i.e. restore the text, and with it semantic and grammatical connection. Therefore, an analysis of the review itself can often serve as an additional clue: various adjectives of one kind or another, predicates that agree with omissions, etc. It will facilitate the task and the division of the list of terms into two groups: the first includes terms based on the meaning of the word, the second - the structure of the sentence. You can carry out this division, knowing that all means are divided into TWO large groups: the first includes lexical (non-special means) and tropes; into the second figure of speech (some of them are called syntactic).

26.1 A TROPWORD OR EXPRESSION USED IN A PORTABLE MEANING TO CREATE AN ARTISTIC IMAGE AND ACHIEVE GREATER EXPRESSION. Tropes include such techniques as epithet, comparison, personification, metaphor, metonymy, sometimes they include hyperbole and litotes.

Note: In the task, as a rule, it is indicated that these are TRAILS.

In the review, examples of tropes are indicated in brackets, as a phrase.

1.Epithet(in translation from Greek - application, addition) - this is a figurative definition that marks a feature that is essential for a given context in the depicted phenomenon. From a simple definition, the epithet differs in artistic expressiveness and figurativeness. The epithet is based on a hidden comparison.

Epithets include all the "colorful" definitions that are most often expressed adjectives:

sad orphan land(F.I. Tyutchev), gray fog, lemon light, silent peace(I. A. Bunin).

Epithets can also be expressed:

-nouns, acting as applications or predicates, giving a figurative description of the subject: sorceress-winter; mother - cheese earth; The poet is a lyre, and not only the nurse of his soul(M. Gorky);

-adverbs acting as circumstances: In the north stands wild alone...(M. Yu. Lermontov); The leaves were tense elongated in the wind (K. G. Paustovsky);

-gerunds: the waves are rushing thundering and sparkling;

-pronouns expressing the superlative degree of this or that state of the human soul:

After all, there were fighting fights, Yes, they say, more which! (M. Yu. Lermontov);

-participles and participial phrases: Nightingale vocabulary rumbling announce the forest limits (B. L. Pasternak); I also admit the appearance of ... scribblers who cannot prove where they spent the night yesterday, and who have no other words in the language, except for words, not remembering kinship(M. E. Saltykov-Shchedrin).

2. Comparison- This is a visual technique based on the comparison of one phenomenon or concept with another. Unlike metaphor, comparison is always binomial: it names both compared objects (phenomena, signs, actions).

Villages are burning, they have no protection.

The sons of the fatherland are defeated by the enemy,

And the glow like an eternal meteor,

Playing in the clouds, frightens the eye. (M. Yu. Lermontov)

Comparisons are expressed in various ways:

The form of the instrumental case of nouns:

Nightingale stray youth flew by,

wave in bad weather Joy subsided (A. V. Koltsov)

Comparative form of an adjective or adverb: These eyes greener sea ​​and our cypresses darker(A. Akhmatova);

Comparative turnovers with unions like, as if, as if, as if, etc .:

Like a predatory animal, to a humble abode

The winner breaks in with bayonets ... (M. Yu. Lermontov);

Using the words similar, similar, this is:

Into the eyes of a cautious cat

Similar your eyes (A. Akhmatova);

With the help of comparative clauses:

Golden foliage swirled

In the pinkish water of the pond

Just like a light flock of butterflies

With fading flies to a star. (S. A. Yesenin)

3.Metaphor(in translation from Greek - transfer) is a word or expression that is used in a figurative sense based on the similarity of two objects or phenomena on some basis. In contrast to comparison, in which both what is being compared and what is being compared is given, the metaphor contains only the second, which creates compactness and figurativeness of the use of the word. The metaphor can be based on the similarity of objects in shape, color, volume, purpose, sensations, etc.: a waterfall of stars, an avalanche of letters, a wall of fire, an abyss of grief, a pearl of poetry, a spark of love and etc.

All metaphors are divided into two groups:

1) general language("erased"): golden hands, a storm in a teacup, mountains to move, strings of the soul, love has faded;

2) artistic(individual-author's, poetic):

And the stars fade diamond thrill

IN painless cold dawn (M. Voloshin);

Empty skies transparent glass (A. Akhmatova);

AND eyes blue, bottomless

Blooming on the far shore. (A. A. Blok)

Metaphor happens not only single: it can develop in the text, forming whole chains of figurative expressions, in many cases - covering, as if permeating the entire text. This extended, complex metaphor, an integral artistic image.

4. Personification- this is a kind of metaphor based on the transfer of signs of a living being to natural phenomena, objects and concepts. Most often, personifications are used to describe nature:

Rolling through sleepy valleys, Sleepy mists lay down And only the horse's clatter, Sounding, is lost in the distance. The autumn day went out, turning pale, Rolling up fragrant leaves, Taste a dreamless dream Half-withered flowers. (M. Yu. Lermontov)

5. Metonymy(in translation from Greek - renaming) is the transfer of a name from one object to another based on their adjacency. Adjacency can be a manifestation of a relationship:

Between action and tool of action: Their villages and fields for a violent raid He doomed swords and fires(A. S. Pushkin);

Between the object and the material from which the object is made: ... not that on silver, - on gold ate(A. S. Griboyedov);

Between a place and the people in that place: The city was noisy, flags crackled, wet roses fell from the bowls of flower girls ... (Yu. K. Olesha)

6. Synecdoche(in translation from Greek - correlation) is kind of metonymy, based on the transfer of meaning from one phenomenon to another on the basis of a quantitative relationship between them. Most often, the transfer occurs:

From less to more: Even a bird does not fly to him, And a tiger does not go ... (A. S. Pushkin);

Part to whole: Beard, why are you still silent?(A.P. Chekhov)

7. Paraphrase, or paraphrase(in translation from Greek - a descriptive expression), is a turnover that is used instead of a word or phrase. For example, Petersburg in verse

A. S. Pushkin - "Peter's creation", "Beauty and wonder of midnight countries", "city of Petrov"; A. A. Blok in the verses of M. I. Tsvetaeva - “a knight without reproach”, “blue-eyed snow singer”, “snow swan”, “almighty of my soul”.

8. Hyperbole(in translation from Greek - exaggeration) is a figurative expression containing an exorbitant exaggeration of any sign of an object, phenomenon, action: A rare bird will fly to the middle of the Dnieper(N. V. Gogol)

And at that very moment couriers, couriers, couriers... you can imagine thirty five thousands one couriers! (N.V. Gogol).

9. Litota(translated from Greek - smallness, moderation) is a figurative expression containing an exorbitant understatement of any sign of an object, phenomenon, action: What tiny cows! There is, right, less than a pinhead.(I. A. Krylov)

And marching importantly, in orderly calmness, The horse is led by the bridle by a peasant In large boots, in a sheepskin coat, In large mittens ... and himself with a fingernail!(N.A. Nekrasov)

10. Irony(in translation from Greek - pretense) is the use of a word or statement in a sense opposite to the direct one. Irony is a type of allegory in which mockery is hidden behind an outwardly positive assessment: Where, smart, are you wandering, head?(I. A. Krylov)

26.2 "Non-special" lexical figurative and expressive means of the language

Note: The tasks sometimes indicate that this is a lexical means. Usually in the review of task 24, an example of a lexical means is given in brackets, either in one word or in a phrase in which one of the words is in italics. Please note: these funds are most often needed find in task 22!

11. Synonyms, i.e. words of the same part of speech, different in sound, but the same or similar in lexical meaning and differing from each other either in shades of meaning, or in stylistic coloring ( brave - brave, run - rush, eyes(neutral) - eyes(poet.)), have great expressive power.

Synonyms can be contextual.

12. Antonyms, i.e. words of the same part of speech, opposite in meaning ( truth - lies, good - evil, disgusting - wonderful), also have great expressive possibilities.

Antonyms can be contextual, that is, they become antonyms only in a given context.

Lies happen good or evil,

Compassionate or merciless,

Lies happen cunning and clumsy

Cautious and reckless

Captivating and joyless.

13. Phraseologisms as a means of linguistic expression

Phraseological units (phraseological expressions, idioms), i.e. word combinations and sentences reproduced in finished form, in which the integral meaning dominates the meanings of their constituent components and is not a simple sum of such meanings ( get into trouble, be in seventh heaven, a bone of contention) have great expressive potential. The expressiveness of phraseological units is determined by:

1) their vivid imagery, including mythological ( the cat cried like a squirrel in a wheel, Ariadne's thread, the sword of Damocles, Achilles' heel);

2) the relevance of many of them: a) to the category of high ( the voice of one crying in the wilderness, sink into oblivion) or reduced (colloquial, colloquial: like a fish in water, neither sleep nor spirit, lead by the nose, lather your neck, hang your ears); b) to the category of language means with a positive emotionally expressive coloring ( store as the apple of an eye - torzh.) or with a negative emotionally expressive coloring (without the king in the head is disapproved, the small fry is neglected, the price is worthless - contempt.).

14. Stylistically colored vocabulary

To enhance expressiveness in the text, all categories of stylistically colored vocabulary can be used:

1) emotionally expressive (evaluative) vocabulary, including:

a) words with a positive emotional and expressive assessment: solemn, sublime (including Old Church Slavonics): inspiration, coming, fatherland, aspirations, secret, unshakable; sublimely poetic: serene, radiant, spell, azure; approving: noble, outstanding, amazing, courageous; affectionate: sun, darling, daughter

b) words with a negative emotional-expressive assessment: disapproving: conjecture, bicker, nonsense; disparaging: upstart, delinquent; contemptuous: dunce, cramming, scribbling; swear words/

2) functionally-stylistically colored vocabulary, including:

a) book: scientific (terms: alliteration, cosine, interference); official business: the undersigned, report; journalistic: report, interview; artistic and poetic: azure, eyes, cheeks

b) colloquial (everyday-household): dad, boy, braggart, healthy

15. Vocabulary of limited use

To enhance expressiveness in the text, all categories of vocabulary of limited use can also be used, including:

Dialect vocabulary (words that are used by the inhabitants of any locality: kochet - rooster, veksha - squirrel);

Colloquial vocabulary (words with a pronounced reduced stylistic coloring: familiar, rude, dismissive, abusive, located on the border or outside the literary norm: goofball, bastard, slap, talker);

Professional vocabulary (words that are used in professional speech and are not included in the system of the general literary language: galley - in the speech of sailors, duck - in the speech of journalists, window - in the speech of teachers);

Slang vocabulary (words characteristic of jargons - youth: party, bells and whistles, cool; computer: brains - computer memory, keyboard - keyboard; soldier: demobilization, scoop, perfume; jargon of criminals: dude, raspberry);

Vocabulary is outdated (historicisms are words that have fallen out of use due to the disappearance of the objects or phenomena they designate: boyar, oprichnina, horse; archaisms are obsolete words that name objects and concepts for which new names have appeared in the language: brow - forehead, sail - sail); - new vocabulary (neologisms - words that have recently entered the language and have not yet lost their novelty: blog, slogan, teenager).

26.3 FIGURES (RHETORICAL FIGURES, STYLISTIC FIGURES, FIGURES OF SPEECH) ARE STYLISTIC TECHNIQUES based on special combinations of words that are beyond the scope of normal practical use, and aimed at enhancing the expressiveness and descriptiveness of the text. The main figures of speech include: rhetorical question, rhetorical exclamation, rhetorical appeal, repetition, syntactic parallelism, polyunion, non-union, ellipsis, inversion, parcellation, antithesis, gradation, oxymoron. Unlike lexical means, this is the level of a sentence or several sentences.

Note: In the tasks there is no clear definition format that indicates these means: they are called both syntactic means, and a technique, and simply a means of expression, and a figure. In task 24, the figure of speech is indicated by the number of the sentence given in brackets.

16. Rhetorical question is a figure in which a statement is contained in the form of a question. A rhetorical question does not require an answer, it is used to enhance the emotionality, expressiveness of speech, to draw the reader's attention to a particular phenomenon:

Why did he give his hand to insignificant slanderers, Why did he believe false words and caresses, He, with young years comprehending people?.. (M. Yu. Lermontov);

17. Rhetorical exclamation- this is a figure in which an assertion is contained in the form of an exclamation. Rhetorical exclamations strengthen the expression of certain feelings in the message; they are usually distinguished not only by special emotionality, but also by solemnity and elation:

That was in the morning of our years - Oh happiness! oh tears! O forest! oh life! Oh the light of the sun! O fresh spirit of birch. (A. K. Tolstoy);

Alas! a proud country bowed before the power of a stranger. (M. Yu. Lermontov)

18. Rhetorical appeal- This is a stylistic figure, consisting in an underlined appeal to someone or something to enhance the expressiveness of speech. It serves not so much to name the addressee of the speech, but to express the attitude towards what is said in the text. Rhetorical appeals can create solemnity and pathos of speech, express joy, regret and other shades of mood and emotional state:

My friends! Our union is wonderful. He, like a soul, is unstoppable and eternal (A. S. Pushkin);

Oh deep night! Oh cold autumn! Silent! (K. D. Balmont)

19. Repeat (positional-lexical repetition, lexical repetition)- this is a stylistic figure consisting in the repetition of any member of a sentence (word), part of a sentence or a whole sentence, several sentences, stanzas in order to draw special attention to them.

The types of repetition are anaphora, epiphora and catch-up.

Anaphora(in translation from Greek - ascent, rise), or monotony, is the repetition of a word or group of words at the beginning of lines, stanzas or sentences:

lazily hazy noon breathes,

lazily the river is rolling.

And in the fiery and pure firmament

The clouds are lazily melting (F. I. Tyutchev);

Epiphora(in translation from Greek - addition, final sentence of the period) is the repetition of words or groups of words at the end of lines, stanzas or sentences:

Although man is not eternal,

That which is eternal, humanely.

What is a day or a century

Before what is infinite?

Although man is not eternal,

That which is eternal, humanely(A. A. Fet);

They got a loaf of light bread - joy!

Today the film is good in the club - joy!

Paustovsky's two-volume book was brought to the bookstore joy!(A. I. Solzhenitsyn)

pickup- this is a repetition of any segment of speech (sentence, poetic line) at the beginning of the corresponding segment of speech following it:

he fell down on the cold snow

On the cold snow, like a pine,

Like a pine in a damp forest (M. Yu. Lermontov);

20. Parallelism (syntactic parallelism)(in translation from Greek - walking side by side) - an identical or similar construction of adjacent parts of the text: adjacent sentences, lines of poetry, stanzas, which, when correlated, create a single image:

I look to the future with fear

I look at the past with longing... (M. Yu. Lermontov);

I was your ringing string

I was your blooming spring

But you didn't want flowers

And you didn't hear the words? (K. D. Balmont)

Often using antithesis: What is he looking for in a distant country? What did he throw in his native land?(M. Lermontov); Not the country - for business, but business - for the country (from the newspaper).

21. Inversion(translated from Greek - permutation, reversal) is a change in the usual word order in a sentence in order to emphasize the semantic significance of any element of the text (word, sentence), to give the phrase a special stylistic coloring: solemn, high-sounding, or, conversely, colloquial, somewhat reduced characteristics. The following combinations are considered inverted in Russian:

The agreed definition is after the word being defined: I am sitting behind bars in damp dungeon(M. Yu. Lermontov); But there was no swell on this sea; stuffy air did not flow: it was brewing great thunderstorm(I. S. Turgenev);

Additions and circumstances expressed by nouns are in front of the word, which includes: Hours of monotonous fight(monotonous strike of the clock);

22. Parceling(in translation from French - particle) - a stylistic device that consists in dividing a single syntactic structure of a sentence into several intonation-semantic units - phrases. At the place of division of the sentence, a period, exclamation and question marks, ellipsis can be used. In the morning, bright as a splint. Terrible. Long. Ratny. The infantry regiment was destroyed. Our. In an unequal battle(R. Rozhdestvensky); Why is nobody outraged? Education and healthcare! The most important spheres of society's life! Not mentioned in this document at all(From newspapers); It is necessary that the state remember the main thing: its citizens are not individuals. And people. (From newspapers)

23. Non-union and multi-union- syntactic figures based on intentional omission, or, conversely, conscious repetition of unions. In the first case, when unions are omitted, speech becomes compressed, compact, dynamic. The depicted actions and events here quickly, instantly unfold, replace each other:

Swede, Russian - stabs, cuts, cuts.

Drum beat, clicks, rattle.

The thunder of cannons, the clatter, the neighing, the groan,

And death and hell on all sides. (A.S. Pushkin)

When polyunion speech, on the contrary, slows down, pauses and a repeated union highlight words, expressively emphasizing their semantic significance:

But And grandson, And great-grandson, And great-great-grandson

They grow in me while I myself grow ... (P.G. Antokolsky)

24.Period- a long, polynomial sentence or a very common simple sentence, which is distinguished by completeness, unity of the theme and intonation splitting into two parts. In the first part, the syntactic repetition of the same type of subordinate clauses (or members of the sentence) goes with an increasing increase in intonation, then there is a separating significant pause, and in the second part, where the conclusion is given, the tone of the voice noticeably decreases. This intonation design forms a kind of circle:

Whenever I wanted to limit my life to a domestic circle, / When a pleasant lot ordered me to be a father, a spouse, / If I were captivated by a family picture for at least a single moment, then, it would be true, except for you, one bride would not look for another. (A.S. Pushkin)

25. Antithesis, or opposition(in translation from Greek - opposition) - this is a turn in which opposite concepts, positions, images are sharply opposed. To create an antithesis, antonyms are usually used - general language and contextual:

You are rich, I am very poor, You are a prose writer, I am a poet.(A. S. Pushkin);

Yesterday I looked into your eyes

And now - everything is squinting to the side,

Yesterday, before the birds sat,

All larks today are crows!

I'm stupid and you're smart

Alive and I'm dumbfounded.

O cry of women of all times:

"My dear, what have I done to you?" (M. I. Tsvetaeva)

26. Gradation(translated from Latin - a gradual increase, strengthening) - a technique consisting in the sequential arrangement of words, expressions, tropes (epithets, metaphors, comparisons) in order of strengthening (increasing) or weakening (decreasing) of a sign. Increasing gradation usually used to enhance the imagery, emotional expressiveness and influencing power of the text:

I called you, but you did not look back, I shed tears, but you did not descend(A. A. Blok);

Glowing, burning, shining huge Blue eyes. (V. A. Soloukhin)

Descending gradation is used less often and usually serves to enhance the semantic content of the text and create imagery:

He brought the tar of death

Yes, a branch with withered leaves. (A. S. Pushkin)

27. Oxymoron(in translation from Greek - witty-stupid) - this is a stylistic figure in which usually incompatible concepts are combined, as a rule, contradictory to each other ( bitter joy, ringing silence and so on.); this results in new meaning, and speech acquires special expressiveness: From that hour began for Ilya sweet torment, lightly scorching the soul (I. S. Shmelev);

Eat melancholy cheerful in the scares of dawn (S. A. Yesenin);

But their ugly beauty I soon comprehended the mystery. (M. Yu. Lermontov)

28. Allegory- allegory, the transfer of an abstract concept through a specific image: Must defeat foxes and wolves(cunning, malice, greed).

29.Default- a deliberate break in the statement, conveying the excitement of the speech and suggesting that the reader will guess what was not said: But I wanted ... Perhaps you ...

In addition to the above syntactic expressive means, the following are also found in the tests:

-exclamatory sentences;

- dialogue, hidden dialogue;

-question-answer form of presentation a form of presentation in which questions and answers to questions alternate;

-rows of homogeneous members;

-citation;

-introductory words and constructions

-Incomplete sentences- sentences in which a member is missing, which is necessary for the completeness of the structure and meaning. Missing members of the sentence can be restored and context.

Including ellipsis, that is, skipping the predicate.

These concepts are considered in the school course of syntax. That is probably why these means of expression are most often called syntactic in reviews.

Class: 11

The purpose of the lesson: consolidate the knowledge gained by students, analyze the text (problem, position of the author), express their point of view.

DURING THE CLASSES

1. The teacher reminds that with the help of the essay, the following communication skills and skills of students are tested and evaluated:

• reading (understanding, maturity of judgments in the interpretation of the text);
• compiling your own statement based on the proposed text (such as an essay, feedback or review);
• consistent, logical expression of thought in writing;
• free, conscious use of expressive means of the language;
• knowledge of spelling, punctuation, language norms.

2. Students are invited to remember what the problem of the text is, commenting on the problem and how to identify the author's position.

3. Exercise.

3.1. Read the text.

The current teenagers, born in the early 1990s, are the first generation to grow up in a “consumer society”. Most of them, despite their young age, already have a personal attitude that corresponds to the slogan: "Take everything from life." Take everything. Have everything, do everything. Ten-fifteen year olds are active, but they don't know how to do anything for nothing. At the behest of the soul. They are in many ways more cunning and practical than adults and are sincerely convinced that adults exist only to satisfy their needs. All growing. Children want to grow up faster. Why hurry? To freely dispose of money. How to make money, they don’t know yet, they don’t think.
Now they are brought up by peers, television, the street. Russian psychologists believe that the biggest problem is that adults themselves are focused on consumption. However, not everything is so bad. In general, young people are very diverse, and painful distortions have an objective basis: the crises characteristic of adolescence coincided with a crisis of value orientations in the country.
Today's youth have a lot of positive orientations. She is eager to study, make a career and for this she is ready to work hard, while the boys and girls of the era of stagnation were waiting for the state to give them everything.
The trend towards self-realization is a significant direction for today's young generation. And the increased attention of teenagers to certain goods, lifestyle has been and will be, as it is included in the range of values ​​that must be possessed in order to fit into the environment of peers. You have to be like everyone else.
What is the most significant thing in life, according to the teenagers themselves? In the first place they have a good job, career and education. Teenagers realize that in order to live well in the future, they must make their own efforts. Many high school students want to get a higher education and there are no bandits or killers in the ranking of professions, which was observed ten years ago. In order to achieve their goals, they are ready to postpone marriage or marriage until the time when they realize themselves as specialists and, accordingly, begin to earn good money.
Today's teenagers are no better and no worse than their predecessors. They are just different.

According to I. Maslov

3.2. Define the problem of the text

Reference: in order to determine the problem addressed by the author, it is necessary to find a contradiction. It is the subject of discussion or description.
The formulation of the problem contains figurative and evaluative words.
You can formulate the problem using speech turns like: The author addresses ... (philosophical, psychological, social, political, etc.) problem ... (upbringing, education, historical memory, ecology, culture, morality ...) and ... (reveals the contradiction between, shows, draws the reader's attention to ..., expresses regret that ...).

3.3. Following the algorithm, determine the topic of the text

Algorithm for determining the topic of the text:

• From each paragraph, write out the topic sentence that contains the most information.
• Shorten the sentences, leaving only keywords and phrases in them.
• Write out the resulting sentences (phrases) and distribute them from the first to the last as the importance of the information for understanding the topic of the text decreases.
• Determine how the sentences are related to each other. To do this, ask a question from one sentence to another (other means of communication are possible, for example, clarifying members of the sentence).
• Formulate the topic of the text using the formula: speech cliché + keyword (phrase).

For example:

• The author of the text refers to the topic of the role (meaning, influence ...)+ keywords;
• The text talks about the role (meaning, influence...) + keywords;
• The author talks about the role (meaning, influence...) + keywords.

For example:

• The author claims that...(quote), comparing...(objects of comparison).

• The author calls for ..., because he is convinced that"...(quote)...". The evidence for this is (the facts, phenomena, events that the author cites)."
• The author is convinced that...
• Speaking about ..., the author regrets that ...
• The topic ... the author is ambiguous. On the one hand...and on the other– ...

The argumentation of the thesis is expressed using speech turns of the type:

• The author justifies his position ...
• The position of the author is confirmed by the following arguments (reasons, facts).
• Evidence of the author's position are arguments such as ...

3.5. Compose a mini-text (6-8 sentences), answering the following questions in sequence:

• What problem is the author addressing?
• On the example of what topic is the author trying to solve the problem?
• How does the author relate to the topic (subject of speech)?
• What arguments does the author give to justify his position?

3.6. Read the students' options for defining the problem, topic, and position of the author. Compare them with your own version, give an assessment.

1. Reading the article by I. Maslov, you involuntarily think together with the author about today's teenagers. It shows that today's youth is striving for self-improvement. She is different, not like her predecessors: "Today's teenagers are no better and no worse than their predecessors."

2. The author of the text touches upon the development of adolescents, their desire for study and career. Work, implementation of them as specialists. I. Maslov discusses the problem of self-realization of adolescents and believes that "teenage crises coincided with the crisis of value orientations in the country." “Today's teenagers are no better and no worse than their predecessors. They are just different,” he says.

3. The author, referring to the problem of education, argues that teenagers want to get a good education. Text by I. Maslov about teenagers who want to earn good money.
The author argues that adolescents are ready to sacrifice a lot to achieve their goals.

4. In his article, I. Maslov addresses the problem of educating today's teenagers. He compares the youth of the "era of stagnation" with the youth of the 21st century. Maslov believes that “current teenagers are no better and no worse than their predecessors. They're just different."

5. Good job, career and education– that's what today's youth," who grew up in a “consumer society”, puts it in the first place. This is what I. Maslov writes about,
addressing the problem of education and realization of the forces of today's teenagers. The author argues that “today's teenagers are no better and no worse than their predecessors. They're just different."

6. The author addresses the problem of education of "current teenagers". He reflects on the moral values ​​of today's youth. I. Maslov claims that young people are brought up according to the principle “Take everything from life”. The author clearly expresses his position: “Today's teenagers are no better and no worse than their predecessors. They're just different."

7. The author touches on the topic of the formation of today's youth, who grew up in a "consumer society". I. Maslov addresses the problem of self-realization of today's generation:
“Today's teenagers are no better and no worse than their predecessors. They're just different."

4. Exercise

4.1. We invite students to remember what argumentation is and what are the main types of arguments.

4.2. Partially agree with the above thesis and at the same time partially object to it, giving arguments "for" and "against".

The youth must be educated "Take everything from life".

4.3. Link the following information to the benefit/harm idea:

Every young person should strive for self-realization.

4.4. Choose your own arguments, examples for the above thesis.

Today's teenagers are no better and no worse than their predecessors. They are just different.

5. Exercise

5.1. Read the text.

Is mercy practiced in our lives? ...Is there a constant compulsion for this feeling? How often do we receive a call to it? In "Monument", where every word is so endured, Pushkin sums up the merits of his poetry with the classic formula:

And for a long time I will be kind to the people,
That I aroused good feelings with lyre,
That in my cruel age I glorified freedom
And he called for mercy on the fallen.

No matter how one interprets the last line, in any case it is a direct appeal to mercy. It would be worthwhile to trace how Pushkin persistently pursues this theme in his poetry and prose. From "The Feast of Peter the Great", from "The Captain's Daughter", "Shot", "Station Master" - mercy for the fallen becomes a moral requirement for Russian literature, one of the writer's highest duties. During the 19th century, Russian writers urged to see in such a downtrodden, insignificant official of the fourteenth class, as stationmaster, a man with a noble soul, worthy of love and respect. Pushkin's testament of mercy to the fallen permeates the work of Gogol and Turgenev, Nekrasov and Dostoevsky, Tolstoy and Korolenko, Chekhov and Leskov.
This is not only a direct call for mercy like “Mumu”, but it is also an appeal by writers to heroes who are humiliated and insulted, orphaned, miserable, endlessly lonely, unhappy, fallen, like Sonechka Marmeladova, like Katyusha Maslova.
A living feeling of compassion, guilt, repentance in the work of great and small writers of Russia grew and expanded, thus winning popular recognition and authority.
Grace to call on the fallen - the upbringing of this feeling, the return to it, the call to it - the need is urgent, difficult to estimate. I am convinced that our literature, especially today, cannot abandon Pushkin's behest.

D. Granin

5.2. The teacher emphasizes that this text, as the results of the exams show, turns out to be difficult in terms of the perception of the topic. We are talking about the role of literature in educating a person of mercy, that this feeling is brought up by literature on examples from the life of various literary heroes living in different time that the task of modern literature is to continue the good tradition laid down by classical literature - to instill in a person a sense of mercy.

5.4. What kinds of arguments did you use?

5.5. Read student options. Compare them with your own version, give an assessment. What kinds of arguments did the students use?

Pay special attention to the comments of the score given by the expert.

№ fragment

Thesis

Arguments