And the Maslovs are today’s teenagers. Based on Maslov's text: Today's teenagers born in the early nineties of the 20th century (Unified State Examination in Russian)
Each new generation is different from the previous one - this is a normal phenomenon that few people doubt. Each era develops its own value system related to ongoing processes in society, the development of technology, economics, culture and other spheres of human life. Therefore, it is not surprising that modern teenagers are not the same as their parents were at the same age.
But 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 create a psychological portrait of a teenager.
Vivid differences between children in adolescence
Sociologists, psychologists, and teachers regularly make attempts to find out how the younger generation lives, how they think, and what they strive for. Summarizing the data of numerous studies, it is possible to create a collective portrait of a modern teenager, highlighting his most striking distinctive features.
- Pragmatism. Most modern teenagers are pragmatists. Don't think that they don't 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 surpassed their teachers. The girls will easily tell and show you how to do makeup, hairstyle, and perhaps even jewelry and other accessories with your own hands. Geography is not interesting to them - just buy a plane ticket, and they will fly to their destination, and a navigator will help out when traveling by car. They don’t hear the music of cold numbers unless they need to calculate the cost of a purchase or the benefits of making a small transaction. They are interested in the Russian language exactly as much as it takes to write a message on a social network. Only tasks of an applied nature can interest them. They even choose their future profession based on future employment and getting good money. The most prestigious job for them is their own business. Phrase from the film by Sergei Bodrov: “Strength is in money, brother!” - has become the motto of today's teenagers. According to sociological research, every second teenager thinks so. One in four believes that strength lies in the mind, and only 18 percent of the younger generation believes that love rules the world.
- "Clip" thinking. Few modern 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 bright pictures and 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 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 are not interested in a novel with a slowly developing plot, with an abundance of detailed descriptions of the hero’s internal experiences. They are less assiduous than their parents at the same age, and are less able to concentrate on one thing for a long time. Neuropsychologists note that for modern adolescents, underdevelopment of the frontal lobe of the left hemisphere has become the norm. Perhaps this is compensated by the development of another part of the brain, but which one exactly is not yet clear to science. However fundamental change in thinking style– this is already a fact that has to be taken into account.
- 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 while their parents are more interested in Odnoklassniki, VKontakte and Facebook, teenagers are more attracted to Instagram. Teenagers don't send notes, they exchange short messages. They don't take pictures of nature and sights, they take pictures of themselves and send the photos to friends. By the way, it is becoming fashionable among teenagers to exchange photographs in underwear and swimsuits. Teenagers look for answers to their questions on the global network without straining their brains. The best way to relax and get distracted for them is a computer game, the best way to prove their superiority is the same.
- Passion for mass media. Teenagers constantly listen to music - it is their favorite pastime. Moreover, they listen to everyone - there are few true fans of one genre, and even more so of one group, of one performer among teenagers. Next comes watching TV. Only in third place is communication with friends. A small percentage of teenagers watch videos, but reading is one of the rarest ways to spend leisure time. The only thing that can make a teenager pick up a book is a recent viewing of a film based on it.
- Taking care of your health. Teenagers consider health to be one of the three main values in life, which seems unnatural for their age. However, two thirds of teenagers are adherents of a healthy lifestyle. True, only for half of them this concept is associated with playing sports. For many, a healthy lifestyle is just a sober lifestyle, which does not even involve quitting smoking.
- Infantility. Many teenagers are characterized by a complete lack of interests, hobbies, and goals in life. They simply float through life wherever it takes them.
- Tolerance. Most teenagers are calm about such phenomena as prostitution, promiscuity, early sexual relationships, and non-standard orientation. Every fifth teenager under the age of 15 already knows first-hand about sex; by the time they graduate from school, two-thirds already do. The main value for teenagers is freedom. They themselves want to do whatever they want and do not intend to reproach others for such behavior. Moreover, many support protests in defense of freedom.
- Atheism. The majority of teenagers, despite the introduction of lessons on studying Orthodox culture in schools, do 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.
- They don't count on support. Despite all their immaturity, teenagers are confident that they can’t count on anyone but themselves in this world. Some still hope that their friends and relatives will not leave them in trouble, but almost no one believes in the support of the state. One shouldn’t be surprised if we consider that, according to the results of one survey, every tenth schoolchild is supported only by pets in moments of emotional doubt and grief. But what about those who don’t have them?
We have listed the distinctive features of modern teenagers, but it would be wrong to remain silent about how they are similar to their parents.
Familiar features for parents
After observing a teenager, attentive parents recognize in him themselves at his age. After all, despite everything, modern teenagers are just as emotional, sensitive and vulnerable, they just want uncontrollably to be loved, they also strive to find their place in life, to emphasize their individuality - they experience, in fact, the same difficulties as teenagers of all times.
Having realized this, it will be much easier to understand a teenager and find a common language with him.
We continue publishing essays based on texts from the page. This essay is... The essay in no way claims to be a sample. This is one way to view the problem. I will be glad if everyone sees and reveals it in their own way.
“Oh times! Oh morals! I just want to read I. A Maslov’s text and exclaim with the words of Cicero, uttered by the great orator twenty centuries ago.
I.A. Maslov, poet, prose writer, publicist, author of books on history, reflects on our time and on modern youth. One of the problems that worries the writer is the problem of determining the life priorities of the current young generation. What are they like among young people? What influences the choice of life attitudes of modern teenagers? The author of the article tries to answer these questions.
Characterizing modern teenagers, the author draws those who live by the principle: “Take everything from life,” but at the same time “do not know how to do anything just like that, at the behest of the soul,” those who are convinced: “adults exist only to satisfy their needs." At the same time, the author notes that today’s youth “have many positive guidelines. She is eager to learn, to make a career, and is ready to work hard for this...” Speaking about the fact that young people are “motley”, I. Maslov also tries to understand the reasons for the “distortions”, those objective foundations that determine life priorities.
One cannot but agree with the author's conclusions. Indeed, changes in the political, social, and economic situation in the country dictate new orders and new values, which television and the immediate environment help to form and consolidate in the minds of adolescents. We find many examples confirming this, both in life and in modern literature.
I found quite interesting data in the publication of the Institute of Sociology of the Russian Academy of Sciences “Youth of the new Russia: value priorities.” The authors of the publication note that modern life realities are quite harsh and subject the morality of Russians to serious tests of strength. The majority of young people (55%) today are forced to admit that their success in life largely depends on the ability to close their eyes to their own principles in time. To succeed in life, sometimes you have to cross moral standards. The opposite point of view, that it is better not to achieve success, but not to transgress moral standards, is held by only 44% of young people. Fortunately, they exist – and this gives us hope.
Time and the immediate environment shape the character and life priorities of Tanya, the heroine of L. Petrushevskaya’s story “Glitch”. The story depicts not just some specific people, but the vicissitudes and vices of our entire seriously ill society. Trying to win friends, Tanya easily agrees with all their bad ideas. At a disco she is offered a drug and she takes the pill. And then we see her hallucinations. Gluck comes to her and says that he will fulfill any three of her wishes. Tanya wished for a lot of money, a big house and life abroad. Here they are, the priorities: in the first place, the girl has a rich, beautiful life, while Tanya herself does not want to make any efforts. She got a D in math, and the girl is not even able to wash her underwear. She is very irresponsible and constantly loses things and money. True, the ending of the story is open-ended, and I really want to believe that after everything Tanya has been through, she will throw away the pill that is in Tanya’s pocket.
Reasoning over the article by I.A. Maslova, agreeing with his position and arguing for it, I would still add that, in addition to the target settings of society, television and social circle, which, without a doubt, influence the choice of life priorities by adolescents, this choice should also involve everyone's mind. It was “given by God to people so that they could use it, at least occasionally.”
(1) Today's teenagers, born in the early nineties of the 20th 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 that corresponds to the slogan: “Take everything from life.” (3) Take everything, have everything, do everything. (4) Ten to 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) Ever increasing. (8) Children want to grow up faster. (9) Why are they in a hurry? (Yu) To freely manage money. (11) They don’t know how to make money yet, they don’t think about it. (12) Now they are being raised by their peers, television, and 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: the crises characteristic of adolescence coincided with a crisis of value orientations in the country. (16) Modern youth also have many positive orientations. (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 expected that the state would give them everything. (18) The tendency towards self-realization is a significant trend for today’s young generation. (19) And adolescents have and will continue to pay increased attention to certain goods and lifestyles, since this is part of the range of values that must be possessed in order to fit into the environment of their peers. (20) You have to be like everyone else. (21) What is most significant in life, according to teenagers themselves? (22) In the first place they put a good job, career and education. (23) Teenagers realize: in order to live well in the future, they must make their own efforts. (24) Many high school students want to get a higher education, and the ranking of professions does not include bandits or killers, which was observed ten years ago. (25) To achieve their goals, they are ready to postpone marriage until the time when they realize themselves as specialists and, accordingly, begin to earn good money. (26) Today's teenagers are no better or 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.
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The problem of determining life priorities has always remained and remains the focus of attention. She probably worries everyone, so I. A. Maslov’s text is also dedicated to her.
What influences the determination of life priorities among adolescents? The author, writing about the generation of the early nineties of the twentieth century, gives the answer to this question: “Now they are being educated by their peers, television, and the street.” Education also plays an important role in this issue: according to Russian psychologists, “the big problem is that adults themselves are focused on consumption.” The publicist is confident that modern youth prioritize self-realization, a career, a good job, education, as well as the ability to “freely manage money,” while marriage fades into the background.
The author's position on this issue is quite clear. I. A. Maslov is sure that “not everything is so bad.” The publicist says that “increased attention” to a certain lifestyle, the desire to “be like everyone else” has always been and will always be. Now young people are driven by the desire to work and earn money, because they see an example of adults who are “focused on consumption”, because they don’t want to be worse than their friends and acquaintances, because on TV they see hundreds of examples of successful people who take everything from life. That is why the author considers the teenage thirst for self-realization to be natural.
Which of the statements correspond to the content of the text? Please provide answer numbers.
1) Modern teenagers are active, but do not want 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 manage their money.
4) For modern youth, it is more important to make a career than to get married.
5) Living separately from their parents is the goal of many teenagers.
Explanation.
Answer: 134
The correctness of statement 4 is confirmed by sentence 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? The text in sentence 4 says that they don’t know how to do it, not that they don’t want to.
Tatyana Yudina
(4) Ten to 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
I don't agree 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 to fifteen year olds are active, but do not know how to do anything for nothing.
Which of the following statements are true? Please provide answer numbers.
Enter the numbers in ascending order.
4) Sentences 21−23 contain a narrative.
5) Proposition 10 contains a conclusion from 9.
Explanation.
1) Sentence 2 explains the content of sentence 1.
2) Sentences 14−15 present the reasoning.
3) Sentence 17 contains an argument to the thesis formulated in sentence 16.
4) Sentences 21−23 contain narration. Incorrect
5) Proposition 10 contains a conclusion from 9. Incorrect
Answer: 123
Answer: 123
Relevance: 2016-2017
Difficulty: normal
Codifier section: Functional and semantic types of speech
Explanation.
Sentence 26 uses the antonyms BETTER-WORSE.
Answer: betterworse|not betternotworse|worsebetter|notworsenotbetter
Relevance: 2016-2017
Difficulty: normal
Codifier section: Lexical meaning of the word
From sentences 6−8, write down a word that is formed by a prefix.
Explanation.
The verb GROW is formed by a prefix from the verb GROW.
Answer: grow up
Among sentences 18−23, find one(s) that is related to the previous one using a personal pronoun. Write the number(s) of this sentence(s).
(21) What is most significant in life, according to themselves? teenagers? (22) In first place them- good job, career and education.
The personal pronoun (P) 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 CONNECTING SENTENCES IN THE TEXT
Several sentences connected into a whole by theme and main idea are called text (from the Latin textum - fabric, connection, connection).
Obviously, all sentences separated by a period are not isolated from each other. There is a semantic connection between two adjacent sentences of a text, and not only sentences located next to each other can be related, but also those separated from each other by one or more sentences. The semantic relations between sentences are different: the content of one sentence can be contrasted with the content of another; the contents of two or more sentences can be compared with one another; the content of the second sentence may reveal the meaning of the first or clarify one of its members, and the content of the third - the meaning of the second, etc. The purpose of task 23 is to determine the type of connection between sentences.
The task could be worded like this:
Among sentences 11-18, find one(s) that is related to 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 ABOVE. Thus, if the interval 11-18 is indicated, then the required sentence is within the limits indicated in the task, and answer 11 may be correct if this sentence is related to the 10th topic indicated in the task. There may be 1 or more answers. Point for successfully completing the task - 1.
Let's move on to the theoretical part.
Most often we use this model of text construction: each sentence is linked to the next one, this is called a chain link. (We will talk about parallel communication below). We speak and write, we combine independent sentences into text using simple rules. Here's the gist: two adjacent sentences must be about the same subject.
All types of communication are usually divided into lexical, morphological and syntactic. As a rule, when connecting sentences into a text, they can be used several types of communication at the same time. This greatly facilitates the search for the desired sentence in the specified fragment. Let us dwell in detail on each of the types.
23.1. Communication using lexical means.
1. Words from one thematic group.
Words of the same thematic group are words that have a common lexical meaning and denote similar, but not identical concepts.
Example words: 1) Forest, path, trees; 2) buildings, streets, sidewalks, squares; 3) water, fish, waves; hospital, nurses, emergency room, ward
Water was clean and transparent. Waves They ran ashore slowly and silently.
2. Generic words.
Generic words are words connected by the relation genus - species: genus is a broader concept, species is a narrower one.
Example words: Chamomile - flower; birch - tree; car - transport and so on.
Example sentences: It was still growing under the window birch. I have so many memories associated with this tree...
Field daisies are becoming rare. But this is 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 a sentence is the main feature of a chain connection. For example, in sentences Behind the garden there was a forest. The forest was deaf and 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; in sentences Physics is a science. Science must use the dialectical method- “model predicate - subject”; in the example The boat moored to the shore. The shore was strewn with small pebbles- model “circumstance - subject” and so on. But if in the first two examples the words forest and science stand in each of the adjacent sentences in the same case, then the word shore has different forms. Lexical repetition in Unified State Examination tasks 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:
Aral disappears from the map of the Fatherland sea.
Whole sea!
The use of repetition here is used to enhance the impact on the reader.
Let's look at examples. We are not yet taking additional means of communication into account; we are looking only at lexical repetition.
(36) I heard a very brave man who went through the war once say: “ It was scary, very scary." (37) He spoke the truth: he it was scary.
(15) As a teacher, I had the opportunity to meet young people yearning for a clear and precise answer to the question about higher 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 type of connection. For more information about the difference, see the paragraph on word forms.
4 Cognates
Cognates are words with the same root and common meaning.
Example words: Homeland, be born, birth, generation; tear, break, burst
Example sentences: I'm lucky be born healthy and strong. The story of my birth unremarkable.
Although I understood that a relationship was necessary break, but couldn't do it myself. This gap would be very painful for both of us.
5 Synonyms
Synonyms are words of the same part of speech that are close in meaning.
Example words: be bored, frown, be sad; fun, joy, jubilation
Example sentences: In parting she said that will miss you. I knew that too I'll be sad from our walks and conversations.
Joy grabbed me, picked me up and carried me... Jubilation there seemed to be no boundaries: Lina answered, finally answered!
It should be noted that synonyms are difficult to find in the text if you need to look for connections only using synonyms. But, as a rule, along with this method of communication, others are also used. So, in example 1 there is a conjunction Same , this connection will be discussed below.
6 Contextual synonyms
Contextual synonyms are words of the same part of speech that are similar in meaning only in a given context, since they relate to the same object (feature, action).
Example words: kitten, poor fellow, naughty; girl, student, beauty
Example sentences: Kitty has been living with us for quite some time. My husband took it off poor guy from the tree where he climbed to escape the dogs.
I guessed that she student. Young woman continued to remain silent, despite all efforts on my part to get her to talk.
These words are even more difficult to find in the text: after all, the author makes them synonyms. But along with this method of communication, others are also used, which makes the search easier.
7 Antonyms
Antonyms are words of the same part of speech that have opposite meanings.
Example words: laughter, tears; hot Cold
Example sentences: I pretended that I liked this joke and squeezed out something like laughter. But tears They choked me, and I quickly left the room.
Her words were hot 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 have opposite meanings only in a given context.
Example words: mouse - lion; home - work green - ripe
Example sentences: On work this man was gray with the mouse. At home woke up in it a lion.
Ripe The berries can be safely used to make jam. And here green It’s better not to put them in, 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: this is one and the same lexical phenomenon, but viewed from a different angle. Lexical means can serve to connect two adjacent sentences, or they may not be a connecting 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 reference rule for task 24.
23.2. Communication using morphological means
Along with lexical means of communication, morphological ones are also used.
1. Pronoun
A pronoun connection is a connection in which ONE word or SEVERAL words from the previous sentence are replaced by a pronoun. To see such a connection, you need to know what a pronoun is and what categories of meaning there are.
What you need to know:
Pronouns are words that are used instead of a name (noun, adjective, numeral), denote persons, indicate objects, characteristics of objects, the number of objects, without naming them specifically.
Based on their meaning and grammatical features, nine categories of pronouns are distinguished:
1) personal (I, we; you, you; he, she, it; they);
2) returnable (self);
3) possessive (my, yours, ours, yours, yours); used as possessives also forms of personal: his (jacket), her work),their (merit).
4) demonstrative (this, that, such, such, such, so much);
5) definitive(himself, most, all, everyone, each, other);
6) relative (who, what, which, which, which, how many, whose);
7) interrogative (who? what? which? whose? which? how many? where? when? where? from where? why? why? what?);
8) negative (nobody, nothing, nobody);
9) indefinite (someone, something, someone, anyone, anyone, someone).
Do not forget that pronouns change by case, therefore, “you”, “me”, “about us”, “about them”, “no one”, “everyone” are forms of pronouns.
As a rule, the task indicates WHAT category the pronoun should be, but this is not necessary if in the specified period there are no other pronouns that act as LINKING elements. You need to clearly understand that NOT EVERY pronoun that appears in the text is a connecting link.
Let's look at the examples and determine how sentences 1 and 2 are connected; 2 and 3.
1) Our school has recently been renovated. 2) I finished it many years ago, but sometimes I went in and wandered around the school floors. 3) Now they are some strangers, different, 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 it's a pronoun I, what it is replaced in sentence 1? Nothing. What replaces the pronoun? her? Word " school" from the first sentence. We conclude: connection using a personal pronoun her.
There are three pronouns in the third sentence: they are somehow mine. The second is connected only by a pronoun They(=floors from the second sentence). Rest do not correlate in any way with the words of the second sentence and do not replace anything. Conclusion: the second sentence connects the third with the pronoun They.
What is the practical importance of understanding this method of communication? The fact is that pronouns can and should be used instead of nouns, adjectives and numerals. Use, but not abuse, since the abundance of words “he”, “his”, “their” sometimes leads to misunderstanding and confusion.
2. Adverb
Communication using 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 and what categories of meaning there are.
Adverbs are unchangeable words that denote an action and refer to a verb.
Adverbs of the following meanings can be used as means of communication:
Time and space: below, on the left, next to, at the beginning, long ago and the like.
Example sentences: We got to work. At the beginning it was hard: I couldn’t work in a team, I had 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 There were only the treetops of us. Near The clouds floated with us. A similar example of a parallel connection: 2 and 3 are connected 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.
Example sentences: Last summer I was on holiday in one of the sanatoriums in Belarus. From there It was almost impossible to make a call, let alone surf 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 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 fold; however, I didn’t suffer from this, I had a family, I had brothers, they replaced my friends.
3. Union
Communication using conjunctions is the most common type of connection, thanks to which various relationships arise between sentences related to the meaning of the conjunction.
Communication using coordinating conjunctions: but, and, and, but, also, or, however and others. The assignment may or may not indicate the type of union. Therefore, the material on alliances should be repeated.
More details about coordinating conjunctions are described in a special section.
Example sentences: By the end of the weekend we were incredibly tired. But the mood was amazing! Communication using the adversative conjunction “but”.
It's always been like this... Or that's how it seemed to me...Connection using the disjunctive conjunction “or”.
We draw attention to the fact that very rarely only one conjunction is involved in the formation of a connection: as a rule, lexical means of communication are used simultaneously.
Communication using subordinating conjunctions: because, so. A very atypical case, since subordinating conjunctions connect sentences within a complex sentence. In our opinion, with such a connection there is a deliberate break in the structure of a complex sentence.
Example sentences: I was in complete despair... For I didn’t know what to do, where to go and, most importantly, who to turn to for help. The conjunction for has the meaning because, because, indicates the reason for the hero’s condition.
I didn’t pass the exams, I didn’t go to college, 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 conjunction “so” has the meaning of consequence.
4. Particles
Particle Communication always accompanies other types of communication.
Particles after all, and only, here, there, only, even, same add additional shades to the proposal.
Example sentences: Call your parents, talk to them. After all It's so simple and at the same time difficult - to love....
Everyone in the house was already asleep. AND only Grandma muttered quietly: she always read prayers before going to bed, asking the heavenly forces for a better life for us.
After my husband left, my soul became empty and my house deserted. Even the cat, who usually rushed like a meteor around the apartment, only yawns sleepily and still tries to climb into my arms. Here whose arms would I lean on...Please note that connecting particles come at the beginning of the sentence.
5. Word forms
Communication using word form is 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 the category
- If verb in person (gender), number, tense
Verbs and participles, verbs and gerunds are considered different words.
Example sentences: Noise gradually increased. From this growing noise I felt uneasy.
I knew my son captain. With myself captain fate did not bring me together, but I knew that it was only a matter of time.
note: the assignment may say “word forms”, and then it is ONE word in different forms;
“forms of words” - and these are already two words repeated in adjacent sentences.
There is a particular difficulty in the difference between word forms and lexical repetition.
Information for teachers.
Let's consider as an example the most difficult task of the real Unified State Exam 2016. Here is the full fragment published on the FIPI website in the “Guidelines for Teachers (2016)”
Difficulties for examinees in completing task 23 were caused by cases where the task condition 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 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 versions of the Unified State Exam 2016:
“Among sentences 8–18, find one that is related to the previous one using 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, eccentric!
(8) Maybe that’s why Berg wasn’t good at 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) One day 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 windless. (14) Yartsev lived far from a 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 driven 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": prepositional case form, controlled by a verb, and non-prepositional form, controlled by a noun. These word forms express different meanings: the meaning of object and the meaning of belonging, and the use of the word forms in question does not carry a stylistic load.
Proposition 17 is related to sentence 16 by word forms (“on the lake - to the lake”; "Berga - Berg").
Proposition 18 is related to the previous one by 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) using lexical repetition (the word “he”).
It should be noted that there is no consensus among the authors of various manuals, 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., Vasilyev I.P., Gosteva Yu.N., Senina N.A.) do not give a single example in which the words in various forms would be considered lexical repetition.
At the same time, very complex cases in which words in different cases have the same form are treated differently in the manuals. The author of the books N.A. Senina sees this as a form of the word. I.P. Tsybulko (based on materials from 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 it undoubtedly has the same stylistic task that I.P. writes about. Tsybulko. Without delving into the linguistic solution to this issue, we will outline the position of 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 matching forms in the tasks on RESHUEGE: if the linguist specialists themselves cannot figure it out, then school graduates cannot do it.
3. If you come across tasks with similar difficulties during the exam, we look at those additional means of communication that will help you make your choice. After all, the compilers of KIMs may 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 and complements any other connection, adding shades of meaning 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 individuals, on the other hand, he was not inferior to anyone or anything, if something was, as he said, below his level.
Let us give examples of the definition of means of communication in a short text.
(1) We met Masha several months ago. (2) My parents had not seen her yet, but did not insist on meeting her. (3) It seemed that she also did not strive for rapprochement, which upset me somewhat.
Let's determine how the sentences in this text are connected.
Sentence 2 is related to sentence 1 using a personal pronoun her, which replaces the name Masha in sentence 1.
Sentence 3 is related to sentence 2 using word forms she her: “she” is a nominative case form, “her” is a genitive case form.
In addition, sentence 3 also has other means of communication: it is a conjunction Same, introductory word it seemed, series of synonymous constructions didn't insist on getting to know each other And didn't try to get closer.
Read an excerpt from the review. It examines the linguistic features of the text. Some terms used in the review are missing. Fill in the blanks with numbers corresponding to the number of the term from the list.
“Describing the qualities characteristic of modern teenagers, the author of the text uses a technique such as (A)_____ (sentences 4-5), and a syntactic means of expressiveness - (B)_____ (sentences 17, 22). To characterize the younger generation, the following lexical means are used: (B)_____ (“just like that” in sentence 4) and (D)_____ (“attitude”, “needs”, “consumption”, etc.).”
List of terms:
1) rhetorical appeal
2) socio-political vocabulary
3) synonyms
4) parcellation
5) series of homogeneous members
6) quoting
7) phraseology
8) hyperbole
9) anaphora
Write down the numbers in your answer, 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 parcellation(sentence 5 (“At the behest of the soul”) is a circumstance written as a separate sentence - therefore, we have a parcellation), and a syntactic means of expressiveness − rows of homogeneous members(sentences 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 directly derived 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 MEANS OF EXPRESSION.
The purpose of the task is to determine the means of expression used in the review by establishing correspondence between the gaps indicated by letters in the text of the review and the numbers with definitions. You need to write matches only in the order in which the letters appear in the text. If you do not know what is hidden under a particular letter, you must put “0” in place of this number. You can get from 1 to 4 points for the task.
When completing task 26, you should remember that you are filling 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 consistent with the omissions, etc. It will make it easier to complete the task and divide 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; secondly, figures of speech (some of them are called syntactic).
26.1 TROPIC WORD OR EXPRESSION USED IN A FIGUREABLE MEANING TO CREATE AN ARTISTIC IMAGE AND ACHIEVE GREATER EXPRESSIVENESS. Tropes include such techniques as epithet, comparison, personification, metaphor, metonymy, sometimes they include hyperbole and litotes.
Note: The assignment usually states that these are TRAILS.
In the review, examples of tropes are indicated in parentheses, like a phrase.
1.Epithet(in translation from Greek - application, addition) - this is a figurative definition that marks an essential feature for a given context in the depicted phenomenon. The epithet differs from a simple definition in its artistic expressiveness and imagery. The epithet is based on a hidden comparison.
Epithets include all “colorful” definitions that are most often expressed adjectives:
sad orphaned 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 characteristic of the subject: winter sorceress; mother is the damp earth; The poet is a lyre, and not just the nanny of his soul(M. Gorky);
-adverbs, acting as circumstances: In the wild north stands alone...(M. Yu. Lermontov); The leaves were tensely stretched in the wind (K. G. Paustovsky);
-participles: waves rush thundering and sparkling;
-pronouns, expressing the superlative degree of a particular state of the human soul:
After all, there were fighting fights, Yes, they say, still which! (M. Yu. Lermontov);
-participles and participial phrases: Nightingales in vocabulary rumbling announce the forest limits (B. L. Pasternak); I also admit the appearance of... greyhound writers who cannot prove where they spent the night yesterday, and who have no other words in their language except the words not remembering kinship(M. E. Saltykov-Shchedrin).
2. Comparison is a visual technique based on the comparison of one phenomenon or concept with another. Unlike metaphor, comparison is always binary: it names both compared objects (phenomena, characteristics, actions).
The 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:
Instrumental case form of nouns:
Nightingale vagrant Youth flew by,
Wave in bad weather Joy fades away (A.V. Koltsov)
Comparative form of an adjective or adverb: These eyes greener sea and our cypress trees darker(A. Akhmatova);
Comparative phrases with conjunctions like, as if, as if, as if, etc.:
Like a predatory beast, to the humble abode
The winner breaks in with bayonets... (M. Yu. Lermontov);
Using the words similar, similar, this is:
On the eyes of a cautious cat
Similar your eyes (A. Akhmatova);
Using comparative clauses:
Golden leaves swirled
In the pinkish water of the pond,
Like a light flock of butterflies
Flies breathlessly towards a star. (S. A. Yesenin)
3.Metaphor(in translation from Greek - transfer) is a word or expression that is used in a figurative meaning based on the similarity of two objects or phenomena for some reason. Unlike a comparison, which contains both what is being compared and what is being compared with, a metaphor contains only the second, which creates compactness and figurativeness in the use of the word. A 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, moving mountains, 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 blue, bottomless eyes
They bloom on the far shore. (A. A. Blok)
Metaphor happens not just single: it can develop in the text, forming entire chains of figurative expressions, in many cases - covering, as if permeating the entire text. This extended, complex metaphor, a complete artistic image.
4. Personification- this is a type 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 the sleepy valleys, the sleepy mists lay down, And only the sound of a horse's tramp is lost in the distance. The autumn day has faded, turning pale, with the fragrant leaves curled up, and the half-withered flowers are enjoying dreamless sleep.. (M. Yu. Lermontov)
5. Metonymy(translated from Greek - renaming) is the transfer of a name from one object to another based on their contiguity. Adjacency can be a manifestation of connection:
Between action and the instrument of action: Their villages and fields for a violent raid He condemned him to swords and fires(A.S. Pushkin);
Between an object and the material from which the object is made: ... or on silver, I ate on gold(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) - this a type of metonymy, based on the transfer of meaning from one phenomenon to another based on the quantitative relationship between them. Most often, transfer occurs:
From less to more: Even a bird does not fly to him, And a tiger does not come... (A.S. Pushkin);
From part to whole: Beard, why are you still silent?(A.P. Chekhov)
7. Periphrase, or periphrasis(translated from Greek - a descriptive expression) is a phrase that is used instead of any word or phrase. For example, Petersburg in verse
A. S. Pushkin - “Peter’s Creation”, “Beauty and Wonder of the Full Countries”, “The City of Petrov”; A. A. Blok in the poems of M. I. Tsvetaeva - “a knight without reproach”, “blue-eyed snow singer”, “snow swan”, “almighty of my soul”.
8.Hyperbole(translated from Greek - exaggeration) is a figurative expression containing an exorbitant exaggeration of any attribute of an object, phenomenon, action: A rare bird will fly to the middle of the Dnieper(N.V. Gogol)
And at that very moment there were couriers, couriers, couriers on the streets... can you imagine, thirty five thousands only couriers! (N.V. Gogol).
9. Litota(translated from Greek - smallness, moderation) is a figurative expression containing an exorbitant understatement of any attribute of an object, phenomenon, action: What tiny cows! There is, right, less than a pinhead.(I. A. Krylov)
And walking importantly, in decorous calm, the horse is led by the bridle by a peasant in large boots, in a short sheepskin coat, in large mittens... and from the nails myself!(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: Why, smart one, are you delirious, head?(I. A. Krylov)
26.2 “NON-SPECIAL” LEXICAL VISUATIVE AND EXPRESSIVE MEANS OF LANGUAGE
Note: In tasks it is sometimes indicated that this is a lexical device. Typically, in a review of task 24, an example of a lexical device is given in parentheses, either as a single word or as a phrase in which one of the words is in italics. Please note: these are the products most often needed find in task 22!
11. Synonyms, i.e. words of the same part of speech, different in sound, but identical or similar in lexical meaning and differing from each other either in shades of meaning or stylistic coloring ( brave - brave, run - rush, eyes(neutral) - eyes(poet.)), have great expressive power.
Synonyms can be contextual.
12. Antonyms, i.e. words of the same part of speech, opposite in meaning ( true - false, good - evil, disgusting - wonderful), also have great expressive capabilities.
Antonyms can be contextual, that is, they become antonyms only in a given context.
Lies happen good or evil,
Compassionate or merciless,
Lies happen dexterous and awkward,
Prudent and reckless,
Intoxicating and joyless.
13. Phraseologisms as a means of linguistic expression
Phraseologisms (phraseological expressions, idioms), i.e. phrases and sentences reproduced in ready-made 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, bone of contention), have great expressive capabilities. 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, sword of Damocles, Achilles heel);
2) the classification 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 linguistic means with a positive emotional-expressive connotation ( to keep as the apple of your eye - trade.) or with a negative emotional-expressive coloring (without the king in the head - disapproved, small fry - disdained, worthless - despised.).
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-expressive assessment: solemn, sublime (including Old Slavonicisms): inspiration, future, fatherland, aspirations, hidden, unshakable; sublimely poetic: serene, radiant, enchantment, azure; approving: noble, outstanding, amazing, brave; endearments: sunshine, darling, daughter
b) words with a negative emotional-expressive assessment: disapproving: speculation, bickering, nonsense; dismissive: upstart, hustler; contemptuous: dunce, crammer, scribbling; abusive/
2) functionally and 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): 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:
Dialectal vocabulary (words that are used by residents of a particular area: kochet - rooster, veksha - squirrel);
Colloquial vocabulary (words with a pronounced reduced stylistic connotation: familiar, rude, dismissive, abusive, located on the border or outside the literary norm: beggar, drunkard, cracker, trash talker);
Professional vocabulary (words that are used in professional speech and are not included in the system of 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 youth slang: party, bells and whistles, cool; computer: brains - computer memory, keyboard - keyboard; soldier: demobilization, scoop, perfume; criminal jargon: bro, raspberry);
The vocabulary is outdated (historicisms are words that have fallen out of use due to the disappearance of the objects or phenomena they denote: boyar, oprichnina, horse-drawn horse; archaisms are outdated words naming objects and concepts for which new names have appeared in the language: forehead - 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 DEVICES based on special combinations of words that go beyond the scope of normal practical use, and aimed at enhancing the expressiveness and figurativeness 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 indicating these means: they are called syntactic means, and a technique, and simply a means of expressiveness, 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 that contains a statement in the form of a question. A rhetorical question does not require an answer; it is used to enhance the emotionality, expressiveness of speech, and to attract the reader’s attention to a particular phenomenon:
Why did he give his hand to insignificant slanderers, Why did he believe false words and caresses, He who comprehended people from a young age?.. (M. Yu. Lermontov);
17.Rhetorical exclamation is a figure that contains a statement in the form of an exclamation. Rhetorical exclamations enhance the expression of certain feelings in a message; they are usually distinguished not only by special emotionality, but also by solemnity and elation:
That was on the morning of our years - Oh happiness! oh tears! O forest! oh life! oh sunshine! O fresh spirit of birch. (A.K. Tolstoy);
Alas! The proud country bowed to the power of a stranger. (M. Yu. Lermontov)
18.Rhetorical appeal- this is a stylistic figure consisting of an emphasized appeal to someone or something to enhance the expressiveness of speech. It serves not so much to name the addressee of the speech, but rather to express the attitude towards what is said in the text. Rhetorical appeals can create solemnity and pathosity of speech, express joy, regret and other shades of mood and emotional state:
My friends! Our union is wonderful. He, like the soul, is uncontrollable and eternal (A.S. Pushkin);
Oh, deep night! Oh, cold autumn! Mute! (K. D. Balmont)
19.Repetition (positional-lexical repetition, lexical repetition)- this is a stylistic figure consisting of the repetition of any member of a sentence (word), part of a sentence or a whole sentence, several sentences, stanzas in order to attract special attention to them.
Types of repetition are anaphora, epiphora and pickup.
Anaphora(in translation from Greek - ascent, rise), or unity of beginning, is the repetition of a word or group of words at the beginning of lines, stanzas or sentences:
Lazy the hazy noon breathes,
Lazy the river is rolling.
And in the fiery and pure firmament
Clouds are melting lazily (F.I. Tyutchev);
Epiphora(translated from Greek - addition, final sentence of a 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 an age?
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!
A two-volume edition of Paustovsky 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 tree,
Like a pine tree in a damp forest (M. Yu. Lermontov);
20. Parallelism (syntactic parallelism)(in translation from Greek - walking next to) - identical or similar construction of adjacent parts of the text: adjacent sentences, poetic lines, stanzas, which, when correlated, create a single image:
I look at the future with fear,
I look at the past with longing... (M. Yu. Lermontov);
I was a ringing string for you,
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 land? What did he throw in his native land?(M. Lermontov); Not the country is for business, but business is for the country (from the newspaper).
21. Inversion(translated from Greek - rearrangement, inversion) is a change in the usual order of words in a sentence in order to emphasize the semantic significance of any element of the text (word, sentence), giving 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 comes after the word being defined: I’m sitting behind bars in dungeon dank(M. Yu. Lermontov); But there were no swells running through this sea; the stuffy air did not flow: it was brewing great thunderstorm(I. S. Turgenev);
Additions and circumstances expressed by nouns come before the word to which they relate: Hours of monotonous battle(monotonous clock strike);
22.Parcellation(in translation from French - particle) - a stylistic device that consists in dividing a single syntactic structure of a sentence into several intonational and semantic units - phrases. At the point where the sentence is divided, a period, exclamation and question marks, and an ellipsis can be used. In the morning, bright as a splint. Scary. Long. Ratnym. The rifle regiment was defeated. Our. In an unequal battle(R. Rozhdestvensky); Why isn't anyone outraged? Education and healthcare! The most important areas of society! Not mentioned in this document at all(From newspapers); The state needs to remember the main thing: its citizens are not individuals. And people. (From newspapers)
23. Non-union and multi-union- syntactic figures based on deliberate omission, or, conversely, deliberate repetition of conjunctions. In the first case, when omitting conjunctions, speech becomes condensed, compact, and dynamic. The actions and events depicted here quickly, instantly unfold, replacing each other:
Swede, Russian - stabs, chops, cuts.
Drumming, clicks, grinding.
The thunder of guns, stomping, neighing, groaning,
And death and hell on all sides. (A.S. Pushkin)
When multi-union speech, on the contrary, slows down, pauses and repeated conjunctions highlight words, expressively emphasizing their semantic significance:
But And grandson, And great-grandson, And great-great-grandson
They grow in me while I grow... (P.G. Antokolsky)
24.Period- a long, polynomial sentence or a very common simple sentence, which is distinguished by completeness, unity of topic and intonational division into two parts. In the first part, the syntactic repetition of the same type of subordinate clauses (or members of the sentence) occurs with an increasing increase in intonation, then there is a significant pause separating it, and in the second part, where the conclusion is given, the tone of voice noticeably decreases. This intonation design forms a kind of circle:
If I wanted to limit my life to the home circle, / When a pleasant lot ordered me to be a father, a husband, / If I were captivated by the family picture for even a single moment, then it’s true that I wouldn’t look for another bride besides you. (A.S. Pushkin)
25.Antithesis or opposition(in translation from Greek - opposition) is a turn in which opposing concepts, positions, images are sharply contrasted. To create an antithesis, antonyms are usually used - general linguistic 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 looking sideways,
Yesterday I was sitting before the birds,
All larks these days are crows!
I'm stupid and you're smart
Alive, but I'm dumbfounded.
O cry of women of all times:
“My dear, what have I done to you?” (M. I. Tsvetaeva)
26.Gradation(in translation from Latin - 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 characteristic. Increasing gradation usually used to enhance the imagery, emotional expressiveness and impact of the text:
I called you, but you didn’t look back, I shed tears, but you didn’t condescend(A. A. Blok);
Glowed, burned, shone huge blue eyes. (V. A. Soloukhin)
Descending gradation is used less frequently and usually serves to enhance the semantic content of the text and create imagery:
He brought mortal resin
Yes, a branch with withered leaves. (A.S. Pushkin)
27.Oxymoron(translated from Greek - witty-stupid) is a stylistic figure in which usually incompatible concepts are combined, usually contradicting each other ( bitter joy, ringing silence and so on.); at the same time, a new meaning is obtained, and the speech acquires special expressiveness: From that hour began for Ilya sweet torments, lightly scorching the soul (I. S. Shmelev);
Eat joyful melancholy in the red of dawn (S. A. Yesenin);
But their ugly beauty I soon comprehended the mystery. (M. Yu. Lermontov)
28. Allegory– allegory, transmission of an abstract concept through a concrete image: Foxes and wolves must win(cunning, malice, greed).
29.Default- a deliberate break in the statement, conveying the emotion of the speech and suggesting that the reader will guess what was unspoken: But I wanted... Perhaps you...
In addition to the above syntactic means of expressiveness, the tests also contain the following:
-exclamatory sentences;
- dialogue, hidden dialogue;
-question-and-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 any member is missing that is necessary for completeness of structure and meaning. Missing sentence members can be restored and contextualized.
Including ellipsis, that is, omission of the predicate.
These concepts are covered in the school syntax course. That is probably why these means of expression are most often called syntactic in reviews.
(1) Today's 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 that corresponds to the slogan: “Take everything from life.” (3) Take everything, have everything, do everything. (4) Ten to 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) Ever increasing. (8) Children want to grow up faster. (9) Why are they in a hurry? (10) To freely manage money. (11) They don’t know how to make money yet, they don’t think about it.
(12) Now they are being raised by their peers, television, and 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: the crises characteristic of adolescence coincided with a crisis of value orientations in the country.
(16) Modern youth have many 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 expected that the state would give them everything.
(18) The tendency towards self-realization is a significant direction for today’s young generation. (19) And adolescents have and will continue to pay increased attention to certain goods and lifestyles, since this is part of the range of values that must be possessed in order to fit into the environment of their peers. (20) You have to be like everyone else.
(21) What is most significant in life, according to teenagers themselves? (22) What comes first for them is a good job, career and education. (23) Teenagers realize: in order to live well in the future, they must make their own efforts. (24) Many high school students want to get a higher education, and the ranking of professions does not include bandits or killers, which was observed ten years ago. (25) To achieve their goals, they are ready to postpone marriage until the time when they realize themselves as specialists and, accordingly, begin to earn good money.
(26) Today's teenagers are no better or worse than their predecessors. (27) They are just different.
(According to I. Maslov*)
* Ilya Aleksandrovich Maslov (1935–2008) – poet, prose writer, publicist, author of books on history.
20. Which statement contradicts the content of the text?
1) For modern youth, it is more important to make a career than to get married.
2) Today's teenagers are worse than their predecessors.
3) Modern teenagers are active, but do not want to give or do anything for nothing.
4) Teenagers are in a hurry to grow up quickly in order to freely manage their money.
21. Which of the following statements is incorrect?
1) Sentence 2 explains the content of sentence 1.
2) Sentences 14 – 15 present the reasoning.
3) Sentence 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.
