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Composition on the topic: The highest that a person can achieve is wisdom ... (28 option). Bim-Bad B

On the nature of knowledge and the secrets of wisdom.

B. M. Bim-Bad

Let me recall the sayings of one of the sages: "Where is our wisdom? Lost in knowledge. Where is our knowledge? Lost in information. Where is our life? Lost in trying to live." I also share this position, believing that it is dangerous to reduce one thing to another. Of course, the highest that a person can achieve is wisdom. It should be a school subject, wisdom should be taught - as balance, caution in judgments, the ability to take into account many differences and factors, rely on what is born of historical experience. This is more than knowledge. This is also intuition, and goodwill, and hatred for self-deception, self-complacency. A wise person never considers the acquired knowledge to be final, he admits its opposite and, thinking it over, finds gaps in what seemed to him unconditional.
Wisdom is impossible without knowledge, but it is not limited to them. Like knowledge - to information. I can have information about, say, all varieties of butterflies. And at the same time, to understand nothing about the problems of ecology, not even to be interested in them. I can endlessly delve into the knowledge of the structure of the legs of some beetle - and at the same time, the philosophy of nature can absolutely not touch me. At every step, a person tends to be a narrow specialist, crammed with information, and least of all answer the questions "why?" and why?"
Information is predominantly fact, yes or no answers.
Knowledge is primarily the answer to the question "why?" In this vein, since the time of Aristotle, a theory of knowledge has been built - as an understanding of truth, indifference to it and as a way to verify facts. For facts become reality only as part of a theory. Here it is only very important to avoid the danger of presenting one's knowledge as the ultimate truth.
Theories change, are corrected, canceled, absorb others - Newton's theoretical physics, as is known, has become a special case of Einstein's physics.

In the modern world, including at school, it has somehow become accepted that a knowledgeable person is the one who, first of all, has his own opinion on any issue. Is it so?

Knowledge in the European, and now in the global tradition of knowledge has always been opposed to opinion. This opposition goes back to Socrates (an opinion is just a certain idea of something, an attitude to something. And knowledge is, I repeat, knowledge of the reasons. Socrates says to one of his interlocutors: and if the soothsayer in a trance says something this is right, this is knowledge? How can there be knowledge without knowledge of causes? Even truth is not yet knowledge. (Truth still needs to grow to knowledge by reflecting on its own foundations).
Kant - the brightest, in my opinion, of all the followers of Plato and Socrates - showed very clearly that it is not enough to think independently - one must also think correctly.

They forget about this in pedagogy ...

Well, yes, because "independent work", "independent thinking", "defending one's opinion" are valuable in themselves... Regardless of the content of all this independence. But after all, it is important not only to defend one's opinion, but to think about how it can be proven, at least strive to become knowledge.
And here's what's interesting. As soon as the public school begins to be interested in fooling its students - so that they actually do not learn to think correctly, but only independently (which in itself is a deception, because independent thinking without rules, without error prevention is obviously false and does not give independence , but weakness and flabbiness in solving life problems), then during such periods the state begins to encourage opinions in every possible way and belittle knowledge in every possible way.
Hitler argued in Mein Kapf that the unfortunate lack of will of the younger generations was the fault of the teachers. Many of them persecute students who fiercely defend their opinions, demanding proof from them. Thus, they relax the will of the students. And the conclusion: a student who risks being wrong is preferable to a student who is afraid to give an answer due to fear of error. So the arbitrariness of opinions was planted to the detriment of the depth of knowledge - dangerous for the Reich.
This striving in every possible way to encourage insane, unfounded opinion is the prerequisite for the cult of opinion. And he is very dangerous within the walls of the school.
I have a friend, the director of the author's school, deeply respected by me, whose story about another novelty nevertheless upset me. He spoke, obviously proud that in his school children without any preparation write essays on the most difficult topics. And he gave examples of really insanely complex, philosophical topics that require in-depth study, immersion in a mass of authoritative sources, in order to have the right to say something of their own against their background. Instead, on the contrary, children were encouraged to express any of their immature, short thoughts about the deep, eternal questions of being. And to defend these "thoughts". I tried to object to the director: what about intellectual honesty? What about doubt? And the attitude to refrain from judging, if there is no knowledge, what do others say about it? How can there be an opinion without a doubt, because a person becomes self-confident, presumptuous and unfounded! Where is the fear of failure? But I found that the director did not understand me in all sincerity...

But is it possible and how to teach children to think correctly?

All school work, all upbringing and education consists of what to encourage in children and what not to encourage. Therefore, it is very important to train children to be careful about their own opinion. They need to know how easy it is to make a mistake. And to draw from this the wrong conclusion that it is dangerous, scary to think - suddenly you will be mistaken! And the other, saving: thinking is great, exciting, but only when you think correctly.
It is important to give examples of false judgments, easily occurring errors, exaggerations. Children need to know that human thought tends to serve the passions. The smarter a person is, the more he will come up with arguments justifying his desire or dislike. A person really needs self-justification. But as soon as he begins to deceive himself, he becomes a danger to himself and others.

And this approach does not constrain the thinking of the guys?

There is a simple way to ennoble thought, and not to fetter it, to introduce not fear of error, but to encourage intense thought. This way is to lead from success to success. The student solved on his own a more complex, non-typical task - it is immediately necessary to express delight, to create an atmosphere of victory around him. To reinforce this feeling of victory in him. A man loves what he does well.
It is necessary to give slightly more difficult examples of tasks, in the solution of which there is delight in the subtlety and power of the mind.

Don't you think that otherwise it is the dominance of "false thinking", which operates with opinions, and not with knowledge, often leads a person to a sense of the relativity of reality itself, to doubt it and search for its replacement, leaving for a virtual, narcotic world?

This is provable. People who are inclined to assure that everything is relative, that there is no truth, because what is true for one is false for another - these people have very strong contempt for both thought and reality.
And one more painful consequence of the "cult of opinions": the belief that the world is simple and that problems have a simple solution. But the world is too complex, systemic, there is not even a hint of a simple solution in it. Any impact on the world, any change in it entails multiple shifts. And so the main mission of the school is a warning about the dangers. The main thing in pedagogy, as well as in medicine, I consider prevention.
There is no prevention - it means that a person is left sick or forced to treat him, which is more difficult than preventing the disease. "False thinking" is one of these diseases.
Before our very eyes, all over the world there have been colossal changes in the way of thinking, in the way and content of thinking, and we see with what creak these changes are taking place in people. After all, human thinking is inertial. And the sooner we create an attitude towards unlimited respect for the work of thought, for serious knowledge, for systemic thinking, for rechecking our judgments, the better we will prepare a person for a complex, changeable world.

Do beliefs of a person help or hinder orientation in the world?

Of course, beliefs are necessary, unless they are capricious and false and are not a kind of opinion. But beliefs can also be dangerous. Take a fanatic. This is the bearer of passionate convictions - on the verge of insanity. And he defends them to the point of sacrificing his life, he enthralls others, he hates and kills in the name of beliefs that may turn out to be false.
Any fanatic, even the bearer of truth, is always dangerous.
This is how unfortunate people, unhappy rulers and unfortunate peoples are brought up: from encouraging the first opinion that comes to mind to defending it, then to beliefs based on very limited and often false knowledge - to fanatical actions that are always destructive.
Creative, fruitful actions are always very careful. Decisiveness is necessary in order to be cautious, prudent. Preventive pedagogy teaches anticipation of dangers and attempts to avoid them. Therefore, a healthy dose of anxiety is useful in our business. Naivety, laughing thoughtlessness are dangerous.
In our age, "false democrats" have created a cult of opinion. Sociologists, radio and television, psychologists keep asking: "What is your opinion?" "And how do you feel about it?.." But this is just a measurement of emotional, momentary, lightweight relationships, likes and dislikes.
And thinking requires effort. It's hard to think objectively. It's easier when they think for you. And some people get so used to it that the free life is unbearable for them. First of all, because it involves the search for independent solutions.
The taste for freedom, for the flight of thought takes a long time to learn.
Pushkin wrote the following lines in a letter to a friend: "I am learning to keep the attention of long thoughts."
It turns out that thought requires a long and painful argument with oneself, an internal demand for checks and rechecks, building long chains, reasoning, they all need to be kept - this is serious work. This is what it means to "keep the attention of long thoughts."
And for many people it is a pleasure. Socrates, as the legend says, was once so carried away by reflection that he stood in one place for almost a day without moving, not noticing anything around him. People, obviously, can be divided into two categories: those who are able to hold the attention of long thoughts and those who prefer short, unpretentious thoughts. What does not interfere with their complacency and narcissism. When opinions are encouraged, they support this narcissism and a tendency to self-deception in a person.
That is why it is so important for our school today to get away from approval, from encouraging short thoughts like Pinocchio's, and to learn from Pushkin with his preference for "long thoughts".

Interviewed by Olga MARINICHEVA
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(1) Let me remind you of the famous saying: “Where is our wisdom lost in knowledge? Where is our knowledge, lost in information?” (2) The highest that a person can achieve is wisdom. (3) She should have become a school subject, wisdom must be taught. (4) More precisely, wisdom must be taught - as a caution in judgments, refraining from insufficiently substantiated statements, the ability to take into account many factors, based on what is born from a variety of historical experience. (5) It is more than knowledge. (6) This is also intuition, and an aversion to self-deception. (7) A wise person is never presumptuous: he does not consider the results of his thoughts to be final, he admits their fallacy, comparing them with directly opposite statements and finding gaps in what seemed indisputable. (8) Wisdom needs knowledge, but is not reduced to it. (9) Someone may know, for example, all varieties of butterflies and understand nothing about environmental problems. (10) Not even interested in them. (11) In this case, a person loses sight of the connection of a single butterfly with the structure of the world. (12) 3 knowledge answers the question “Why?”, And information only answers the questions “What? Where? When? How?". (13)3 knowledge consists of "understandings" and is the property of science. (14) 3 knowledge needs information, but is not reduced to it - it is higher, because it knows how to check the reliability of information. (15) 3 knowledge in the European, and now in the global scientific tradition has always been opposed to opinion. (16) An opinion is just a certain attitude to something, and knowledge is, I repeat, an understanding of a pattern. (17) It is important not so much to defend your opinion by all means, but to think about how it is proved, at least strives to become knowledge. (18) The desire to encourage baseless opinions in every possible way as an end in itself is very dangerous for a growing person. (19) It is not enough to think on your own - you must also think correctly. (20) The taste for freedom, for the flight of thought, takes a long time to learn. (21) Remember: Pinocchio's thoughts were short, short. (22) And a very young Pushkin, in a letter to a friend, wrote the following words: “I am learning to keep the attention of long thoughts ...” (23) It turns out that my own thought requires a long and painful argument with myself, an internal strict requirement for checks and rechecks, building long chains of reasoning. (24) They must all be kept in the circle of their intense attention - this is serious work. (25) This is what it means to "keep the attention of long thoughts." (26) And for some people this is a pleasure. (27) Socrates, as the legend says, was once so carried away by reflection that he stood motionless in one place for almost a day, not noticing anything around. (28) People can obviously be divided into two categories: those who are able to "keep the attention of long thoughts" and those who prefer short, simple thoughts, which does not interfere with their complacency and narcissism. (29) When unfounded opinions are encouraged, they support this narcissism and a tendency to self-deception in a person. (30) That is why today it is so important to get away from approval, from encouraging short thoughts, like those of Pinocchio, and to learn from Pushkin with his preference for “long thoughts”. (According to B. Bim-Bad *) * Boris Mikhailovich Bim-Bad (born in 1941) - Academician of the Russian Academy of Education.

How to relate to the historical and cultural heritage of your country? Everyone will answer that the inheritance we have inherited must be protected. But life experience awakens in memory other, sad, and sometimes woeful pictures.
I once had a chance to visit the Borodino field together with a wonderful person - the restorer Nikolai Ivanovich Ivanov. He already forgot when he went on vacation: he cannot live a single day without the Borodino field! .. Nikolai Ivanovich and I bared our heads in front of the monuments that were erected on the Borodino field by grateful descendants.
And it was here, on the field of our glory, in 1932 that an unprecedented desecration of the people's shrine took place: the cast-iron monument on the grave of Bagration was blown up. Those who did this committed a crime against the most noble of feelings - gratitude to the hero, the defender of the national freedom of Russia, the gratitude of Russians to their Georgian brother. And how to regard those who around the same time painted a giant inscription on the wall of the monastery, built on the site of the death of another hero - Tuchkov: “Enough to keep the remnants of the slave past! »
I was born and lived most of my life in Leningrad. In its architectural appearance, the city is associated with the names of Rastrelli1, Rossi2, Quarenghi3, Zakharov4, Voronikhin5. On the way from the main Leningrad airfield stood Rastrelli's Travel Palace. Remarkably: the first large building of the city bore the stamp of an outstanding talent. The palace was in a very bad condition - it was close to the front line, but our soldiers did everything to save it. Touch it with the hands of the restorers - and how festive the overture to Leningrad would become. Demolished! Demolished in the late sixties. And there is nothing in this place. Empty where he stood, empty in the soul when you pass this place. And - bitterly, because the loss of any cultural monument is irreparable: after all, they are always individual, the material signs of the past are always associated with a certain era, with specific masters.
The "reserve" of cultural monuments, the "reserve" of the cultural environment is extremely limited in the world, and it is being depleted at an ever-increasing rate. There is less and less space for cultural monuments on the earth, and not because the land is getting smaller. The thing is that patriotism has been called for for too long, and it must be brought up from a very early age.
Love for one's native land, for one's native culture, for one's native village or city, for one's native speech begins small - with love for one's family, one's home, one's school. And one more thing - with respect for the same feelings of people who also love their home, their land, their own - albeit incomprehensible to you - native word.
These are the most important human qualities that history will help you discover in your soul: love, respect, knowledge.

The answers to tasks 1–24 are a word, a phrase, a number or a sequence of words, numbers. Write your answer to the right of the task number without spaces, commas or other additional characters.

Read the text and do tasks 1-3.

(1) Archaeologists find many treasures in the Slavic lands. (2) The value of the treasure is not in the amount of treasures, but in the quality of jewelry (among them there are real masterpieces). (3) ______ The most valuable for archaeologists is the idea of the life and way of life of the ancient Slavs, which is formed in the process of studying jewelry found during excavations.

Which of the following sentences correctly conveys the MAIN information contained in the text?

1. Since jewelry allows you to recreate pictures of the life and life of the ancient Slavs, they are of great value for archeology.

2. Archaeologists find many treasures, the value of which is determined primarily by the quality of jewelry.

3. The most valuable thing for archaeologists is not the quantity of found jewelry, but their quality.

4. For archaeologists, the jewelry found in the Slavic lands is important primarily because they give an idea of the life and way of life of the ancient Slavs.

5. Among the jewelry found in the Slavic lands, there are real masterpieces, and archaeologists pay great attention to their study.

Which of the following words (combinations of words) should be in place of the gap in the third (3) sentence of the text? Write down this word (combination of words).

2. Since

3. On the contrary,

4. In other words,

5. Contrary to this

Read the fragment of the dictionary entry, which gives the meaning of the word REPRESENTATION. Determine the meaning in which this word is used in the third (3) sentence of the text. Write down the number corresponding to this value in the given fragment of the dictionary entry.

REPRESENTATION, I, cf.

1. Written statement about smth. (official). P. prosecutor (act of prosecutorial supervision).

2. Theatrical or circus performance, performance. The first paragraph of the new play. Self-employed p.

3. Reproduction in the mind of previously experienced perceptions (special). P. - the image of an object or phenomenon.

4. Knowledge, understanding of something. Have no idea about anything. Make yourself a paragraph about something. The book gives a good paragraph on the subject. * I have no idea (colloquial) - I don’t know at all, I’m not aware. Where did he go? - I have no idea.

In one of the words below, a mistake was made in setting the stress: the letter denoting the stressed vowel is highlighted INCORRECTLY. Write out this word.

folded

ease

In one of the sentences below, the underlined word is WRONGLY used. Correct the mistake and write the word correctly.

1. To make a marinade for charcoal-roasted fish, shake off the seeds from four to five cardamom pods, add a pinch of saffron and grind them in a mortar and salt.

2. The girl with a sharp movement threw back her bangs from her forehead and unexpectedly calmly and trustingly looked into Alexei's eyes.

3. The issuance of skates is carried out if the visitor of the rink has a passport or any other document that can be left as a pledge.

4. Analysts say that significant changes can be EXPECTED in the securities market in the coming year.

5. Note-taking IS a written fixation of the main provisions of a text that is read or perceived by ear.

In one of the words highlighted below, a mistake was made in the formation of the word form. Correct the mistake and write the word correctly.

FAVORITE PROFESSORS

more than eight hundred million

BRIGHTER than the sun

TAKE THE TRAIN

a pair of shoes

Establish a correspondence between the sentences and the grammatical errors made in them: for each position of the first column, select the corresponding position from the second column.

SUGGESTIONS	GRAMMATICAL ERRORS
A) Favorable conditions have been created not only for the publication of scientific works, but also for their implementation in practice.	1) incorrect use of the case form of a noun with a preposition
B) Those who have never been at the top of the Ivan the Great Bell Tower, who have never admired the majestic panorama of the capital, have no idea about Moscow.	2) violation of the connection between the subject and the predicate
C) Contrary to analysts' forecasts, this year the airline managed to maintain the volume of traffic at the level of last year.	3) violation in the construction of a proposal with an inconsistent application
D) Scientists, having discovered organic substances in comets, an assumption arose about the existence of life outside the Earth.	4) an error in constructing a sentence with homogeneous members
E) The Order of St. Andrew the First-Called was established by Peter I in 1698, issued only in rare, exceptional cases.	5) incorrect construction of a sentence with a participial turnover
	6) violation in the construction of a sentence with participial turnover
	7) incorrect sentence construction with indirect speech

Write your answer in numbers without spaces or other characters.

Determine the word in which the unstressed checked vowel of the root is missing. Write out this word by inserting the missing letter.

OK. .play

invite

favor..zhenie

collided .. waking up

och.. to bed

Determine the row in which the same letter is missing in both words in the prefix. Write these words out with the missing letter.

by .. the sun, oh .. gave up

pr..acquired, pr..cottage

in..walking, ra..water

pr..grandfather, p..dnos

pr..followed, pr..call

Write down the word in which the letter E is written in place of the gap.

helpful..y

picky..vy

pull out..

suede..out

underline..

Write down the word in which the letter I is written in place of the gap.

ka..

wrestling..shishing

met..ny

customizing..my

move..my

Identify the sentence in which NOT with the word is spelled CONTINUOUSLY. Open the brackets and write out this word.

1. (NOT) WAITTING for dinner, the travelers went to bed.

2. I had to work in a (NOT) EXPLORED area.

3. I had to sign a far (NOT) FAVORABLE contract.

4. Semyon Rostislavovich seemed (NOT) SATISFIED.

5. Without difficulty (NOT) YOU CAN Catch a fish from the pond.

Determine the sentence in which both underlined words are spelled ONE. Open the brackets and write out these two words.

1. WHAT (WHATEVER) the critics claim, Fet's poems are unusually melodic, (FOR) THAT many of them formed the basis of romances.

2. (B) UNLIKE from other representatives of the liberal camp, Pavel Petrovich is always firm in defending his principles, and (FOR) THEREFORE he boldly opposes Bazarov.

3. Ceramic products from Gzhel get to different parts of the planet, WHAT (WOULD) beautify people's lives, and ALSO (SAME) bring up a sense of beauty.

4. I told Ivan Petrovich everything that happened, and wished to know his opinion (ON) ON THE ACCOUNT of predestination, AS (AS) it was very important.

5. Krylov's fables in (THAT) TIME were a completely new phenomenon in Russian literature (IN) COMPARED with Sumarokov's fables, which were written in the traditions of classicism.

Indicate all the numbers in the place of which HN is written.

A portrait of a fearful (1) man, written (2) by an artist who had a remarkable (3) talent, was part of the dowry of the (4) th (5) mistress of the house.

Set up punctuation marks. Indicate the numbers of sentences in which you need to put ONE comma.

1. The hero of the novel loved travel and adventure and at the same time strove for comfort and family coziness.

3. The artistic painting of fabrics has existed since about the 30s of the XX century and during its existence it has received wide recognition.

4. Slang words fall out of both tradition and the sphere of reasonable word usage and the uniformity of speech.

5. To convince the reader of the fairness of his assessments, the author of the review can use both methods of scientific analysis and means of artistic expression.

The ducks (1) frightened by the sudden appearance of the hunters (2) rose noisily and (3) tumbling in the air (4) slowly and heavily flew away.

Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentences.

The old garden (1) seemed (2) alone to refresh this (3) once (4) lively village and was picturesque in its desolation.

Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.

Poetry A.S. Pushkin (1) based on the works (2) of which (3) P.I. Tchaikovsky created his best operas (4) inspired the composer the most.

Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.

After the instructor's remarks (1), the guys walked faster (2) and (3) when it began to get dark (4) there were only three kilometers left to the place of lodging for the night.

Edit the sentence: correct the lexical error by excluding the extra word. Write out this word.

Usually in the month of May there is a cooling, which coincides with the flowering of bird cherry (the so-called "bird cherry cold").

Read the text and complete tasks 21-26.

(1) The highest that a man can achieve is wisdom.

(2) Wisdom should have become a school subject, it must be taught. (3) More precisely, wisdom must be taught - as to caution in judgments, refraining from insufficiently substantiated statements, the ability to take into account many factors, based on what is born of a variety of historical experience.

(4) It is more than knowledge. (5) This is also intuition, and an aversion to self-deception. (6) A wise person is never presumptuous: he does not consider the results of his reflections to be final, he admits their fallacy, comparing them with directly opposite statements and finding gaps in what seemed obvious.

(7) Wisdom needs knowledge, but is not reduced to it. (8) Someone may know, for example, all varieties of butterflies and understand nothing about environmental problems. (9) Not even interested in them. (10) In this case, a person loses sight of the connection of a single butterfly with the structure of the world.

(11) Knowledge answers the question “Why?”, And information only answers the questions “What? Where? When? How?". (12) Knowledge consists of "understandings" and is the property of science. (13) Knowledge needs information, but is not reduced to it - it is higher, because it knows how to check the reliability of information.

(14) Knowledge in the European, and now in the global scientific tradition has always been opposed to opinion. (15) An opinion is just a certain attitude to something, and knowledge is, I repeat, an understanding of a pattern. (16) It is important not so much to defend your opinion by all means, but to think about how it is proved, at least strives to become knowledge. (17) The desire to encourage baseless opinions in every possible way as an end in itself is very dangerous for a growing person. (18) It is not enough to think on your own - you must also think correctly.

Text

(1) Let me remind you of the famous saying: “Where is our wisdom lost in knowledge? Where is our knowledge, lost in information?”

(2) The highest that a man can attain is wisdom. (3) She should have become a school subject, wisdom must be taught. (4) More precisely, wisdom must be taught - as a caution in judgments, refraining from insufficiently substantiated statements, the ability to take into account many factors, based on what is born from a variety of historical experience. (5) It is more than knowledge. (b) It is also an intuition and an aversion to self-deception. (7) A wise person is never presumptuous: he does not consider the results of his thoughts to be final, he admits their fallacy, comparing them with directly opposite statements and finding gaps in what seemed indisputable.

(8) Wisdom needs knowledge, but is not reduced to it.

(9) Someone may know, say, all varieties of butterflies and understand nothing about environmental problems. (Yu) Not even interested in them. (11) In this case, a person loses sight of the connection of a single butterfly with the structure of the world.

(12) 3 knowledge answers the question “Why?”, And information only answers the questions “What? Where? When? How?". (13)3 knowledge consists of "understandings" and is the property of science. (14) 3 knowledge needs information, but is not reduced to it - it is higher, because it knows how to check the reliability of information.

(15) 3 knowledge in the European, and now in the global scientific tradition has always been opposed to opinion. (16) An opinion is just a certain attitude to something, and knowledge is, I repeat, an understanding of a pattern. (17) It is important not so much to defend your opinion by all means, but to think about how it is proved, at least strives to become knowledge. (18) The desire to encourage baseless opinions in every possible way as an end in itself is very dangerous for a growing person. (19) It is not enough to think on your own - you must also think correctly.

(20) The taste for freedom, for the flight of thought, takes a long time to learn. (21) Remember: Pinocchio's thoughts were short, short. (22) And a very young Pushkin wrote these words in a letter to a friend: “I am learning to keep the attention of long thoughts ...”

(23) It turns out that one’s own thought requires a long and painful argument with oneself, an internal strict requirement for checks and rechecks, building long chains of reasoning. (24) They must all be kept in the circle of their intense attention - this is serious work. (25) This is what it means to "keep the attention of long thoughts."

(26) And for some people this is a pleasure. (27) Socrates, as the legend says, was once so carried away by reflection that he stood motionless in one place for almost a day, not noticing anything around.

(28) People can obviously be divided into two categories: those who are able to "keep the attention of long thoughts" and those who prefer short, simple thoughts, which does not interfere with their complacency and narcissism. (29) When unfounded opinions are encouraged, they support this narcissism and a tendency to self-deception in a person.

(ZO) Therefore, today it is so important to get away from approval, from encouraging short thoughts, like Pinocchio’s, and to learn from Pushkin with his preference for “long thoughts”.

(According to B. Bim-Bad*)

* Boris Mikhailovich Bim-Bad (born in 1941) - Academician of the Russian Academy of Education.

The writing

Thought, thinking, thinking… We quite often hear these words with the same root and use them in our speech, not really thinking about their meaning. If you turn to a psychology textbook, you can read that thinking is a special step in the process of reflecting objective activity by consciousness. And Academician Bim-Bad, reflecting on how to learn to think, gives a more accessible definition of this amazing creative process. In his opinion, thinking is a serious job. Only by checking and rechecking various hypotheses, building and keeping long chains of reasoning in memory, one can learn to think - this is the position of the author.

How to disagree with an academician? Moreover, he refers to Pushkin and Socrates - "the powers that be." A curious incident in the life of Socrates reminded me of another connected with Archimedes. The fact is that Archimedes was so carried away by his work, to such an extent that he did not even notice how the city was occupied by enemies. When a formidable warrior with a sword stood in front of him, the Sicilian waved him away like an annoying fly, and, without raising his head from the drawing, muttered: “Don't interfere! I'm calculating! That's what it means to "keep attention"!

How to teach a person to think? The French philosopher Michel Montaigne pondered this question. In one of his works, he introduces Plato's teaching method, which first made the students speak, then he spoke himself. Thus, the philosopher activated the mental activity of the wards. In his further reflections, Montin emphasizes that the task of the mentor is to force the student to "as if sift through a sieve" everything that is presented to him. Only then will he cease to resemble a donkey loaded with sacks of useless knowledge.

Maria Stepanovna skillfully includes us in the thought process. She never “hams us in,” considering that what is best remembered is what she discovered for herself. Thanks to Maria Stepanovna, we analyze the texts of works of art quite well, and argue our position. In the words of Pushkin, we learn to "keep the attention of long thoughts ..."

Na-pi-shi-te co-chi-non-nie according to the pro-chi-tan-no-mu tek-stu.

Sfor-mu-li-rui-those one of the problems posed by the auto-rum of the text hundred.

Pro-com-men-ti-rui-te sfor-mu-li-ro-van-nuyu pro-ble-mu. Include in com-men-ta-ry two examples of-me-ra-il-lu-stra-tion from pro-chi-tan-no-go text-hundred, some-rye, according to Va- she-mu me-niyu, important for in-no-ma-niya pro-ble-we is-move-no-go text-hundred (from-be-gai-te through-mer-no-go qi-ti- ro-va-nia). Explain the meaning of each example and indicate the semantic connection between them.

Sfor-mu-li-rui-te in-zi-tion av-to-ra (ras-skaz-chi-ka). You-ra-zi-te your from-but-she-nie to the zi-tion of the av-to-ra on the pro-ble-me of the is-move-no-go text-hundred (with-glas-this or not -so-gla-this) and justify it.

The volume of co-chi-non-nia is at least 150 words.

Ra-bo-ta, na-pi-san-naya without relying on a pro-chi-tan-ny text (not according to a given text), do not appreciate it. If co-chi-non-nye represents a re-said or full-of-stu re-re-pi-san-ny source text without any there was no com-men-ta-ri-ev, then such a ra-bo-ta estimate-no-va-et-sya 0 points.

Write an essay carefully, legible handwriting.

(1) Let me remind you of the famous saying: “Where is our wisdom lost in knowledge? Where is our knowledge, lost in information?”

(2) The highest that a person can achieve is wisdom. (3) She should have become a school subject, wisdom must be taught. (4) More precisely, wisdom must be taught - as a caution in judgments, refraining from insufficiently substantiated statements, the ability to take into account many factors, based on what is born from a variety of historical experience. (5) It is more than knowledge. (b) It is also an intuition and an aversion to self-deception. (7) A wise person is never presumptuous: he does not consider the results of his thoughts to be final, he admits their fallacy, comparing them with directly opposite statements and finding gaps in what seemed indisputable.

(8) Wisdom needs knowledge, but is not reduced to it.

(9) Someone may know, for example, all varieties of butterflies and understand nothing about environmental problems. (10) Not even interested in them. (11) In this case, a person loses sight of the connection of a single butterfly with the structure of the world.

(ZO) Therefore, today it is so important to get away from approval, from encouraging short thoughts, like Pinocchio’s, and to learn from Pushkin with his preference for “long thoughts”.

(According to B. Bim-Bad*)

*Boris Mikhailovich Bim-Bad(born in 1941) - Academician of the Russian Academy of Education.

Which of you-sa-zy-va-niy co-ot-vet-stvo-yut so-der-zha-niyu tek-hundred? Indicate no-me-ra from-ve-comrade.

1) Not paying attention to the problems of eco-logia can lead to non-ga-tiv-ny so-qi-al-nym and eco -but-mi-che-skim in the wake of the pits.

2) Do-hundred-fidelity of in-for-ma-tion needs-yes-is-sya in pro-ver-ke.

3) The only thing that should be taught to the sub-ra-ta-th-s-co-le-tion is the ability to get information.

4) In is-to-rii, there are many different types of fi-lo-so-fii.

5) It is important for a mother to think that her me-ment was before-ka-for-but and that it at least aspired to become knowledge.

Clear-no-no.

You-say-zy-va-nie 1) pro-ti-in-re-chit pre-lo-same-nia No. 9.

You-sa-say-va-nie 2) confirm-wait-for-the-lo-same-no-em No. 14.

You-say-zy-va-nie 3) pro-ti-in-re-chit before-lo-the-no-pits No. 2-5.

You-say-zy-va-nie 4) is not confirmed in the text.

You-say-zy-va-nie 5) confirm-wait-for-before-lo-no-I-mi No. 16-19.

Answer: 25|52

Relevance: 2016-2017

Difficulty: normal

Codifier section: Semantic and compositional integrity of the text.

Which of the p-re-numbers of statements are true-la-yut-xia? Indicate no-me-ra from-ve-comrade.

The numbers indicate in a row the age of the race.

3) 2 preposition of the text contains a descriptive fragment.

5) In pre-lo-zh-nii 7 pre-stav-le-but in-west-in-va-nie.

Clear-no-no.

1) In pre-lo-same-ni-yah 15-19, pre-becoming-le-but dis-judging-de-nie.

2) 23 and 24 prepositions confirm the judgment made in 20 prepositions of the text hundred.

3) 2 preposition of the text contains a descriptive fragment. Wrong

4) In pre-lo-zh-nii 30 pre-stav-le-but dis-judgment-de-nie.

5) In pre-lo-zh-nii 7 pre-stav-le-but in-west-in-va-nie. Wrong.

Answer: 124

Relevance: 2016-2017

Difficulty: normal

Codifier section: Functional-semantic types of speech

Tatiana Statsenko

Because the 7th sentence contains reasoning, not narration.

From sentence 28, you-pi-shi-te si-no-nim (one) to the word "ego-ism."

Clear-no-no.

In preposition 28 "People, obviously, can be divided into two ka-te-go-rii: able to" keep attention long thoughts ”and those who pre-chi-ta-et short-mouthed, simple-minded thoughts that don’t interfere with their self-to-freedom and sa -mo-love-sti" use-pol-zu-yut-si-but-ni-we "sa-mo-to-freedom" and "sa-mo-love".

Answer: sa-mo-to-freedom or sa-mo-love | sa-mo-love-sti

Answer: complacency | narcissism | complacency | narcissism

Relevance: 2016-2017

Difficulty: normal

Codifier section: Lexical meaning of the word

Veniamin Khan (Krasnodar) 16.12.2015 22:09

I entered these two correct answers, everything is connected, but it was not counted, fix it

Tatyana Yudina

That doesn't happen. No error, checked.

Guest 21.12.2015 19:54

Do I need to write out two words? I wrote out narcissism, it gives out as wrong.

Tatyana Yudina

You wrote narcissism.

And you need self-love.

One, as written in the assignment. Two words do not fit into 17 cells.

Indicate the way of shaping the word FOR-TO-NO-DIMENSION (Preposition 16)

Clear-no-no.

The word “for-to-no-dimensionality” is about-ra-zo-va-but from the word “for-to-no-dimensional” with the help of suff-fik-sa “-ost-” .

Answer: suffix

Among the suggestions 2-7, find such (s), some-swarm (s) connected with the previous -schi of a personal place-of-name and forms of the word. Write the number(s) of this offer(s).

Personal place-of-ownership “her” in sentence 3 replaces the noun “wisdom” from preposition-lo-zhe- 2. Also, these two prepositions are connected by the fact that in the 3rd preposition, the word “wisdom” from 2- the first pre-lo-zhe-niya, having become-len-noe in the yes-tel-ny case.

Answer: 3

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

COMMUNICATION FACILITIES IN TEK-ST

Several pre-lo-s, connected into a whole by a theme and a new thought, called-zy-va-yut-stom text (from lat. textum - fabric , connection, connection).

It is obvious that all the pre-lo-zhe-niya, times-de-len-nye dot-coy, are not iso-ro-va-na from each other. There is a meaningful connection between two co-sed-ni-mi before-lo-ni-i-mi of the text, moreover, the connections can be not only pre-lo -zhe-niya, races-lo-women-nye nearby, but also from-de-len-nye from each other by one or more before-lo-same-neither-i-mi. The meaning-of-the-no-she-tion between the pre-lo-same-neither-I-mi is different: the content of one preposition can to be pro-ti-in-after-becoming-le-but co-der-zha-niyu-another; the content of two or more prepositions can be compared with one another; the content of the second preposition can reveal the meaning of the first or clarify one of its members, and the content -thing of the third - the meaning of the second, etc. The purpose of task 23 is to determine the type of connection between pre-lo-same-ni-i-mi.

For-mu-li-ditch-ka for-da-niya can be like this:

Among prepositions 11-18, find such (s), something (s) connected with the previous one with the help of the mind -for-tel-no-go place-of-name, on-re-chia and one-but-ko-ren-ny words. On-write-shi-te number (s) of pre-lo-same(s)

Or: Define-de-li-those type of connection between pre-lo-same-neither-i-mi 12 and 13.

Remember that the previous one is ONE HIGHER. In this way, if pro-intermediate-current 11-18 is indicated, then my suggestion is in pre-de-lah, about -significant in the task, and the correct answer may be 11, if this preposition is connected with the 10th topic, someone’s decree -but in for-yes-nii. From-ve-tov can be 1 or more. A score for a successful you-half-not-for-yes-yes-yes-yes - 1.

Let's move on to the theo-re-ti-che part.

Most often, we use such a model in the order of the text-hundred: each pre-lo-same-tion is concatenated with the next -shim, this is na-zy-va-et-sya chain connection. (We will say about the connection of para-ral-lel-noy below). We speak and write, we combine sa-mo-hundred-I-tel-prepositions into the text according to uncomplicated pra-vi-lams. Here's the gist: in two adjacent pre-lo-same-ni-yah, we should talk about the same subject.

All types of communication lek-si-che-sky, mor-fo-lo-gi-che-sky and sin-so-si-che-sky. As a right-vi-lo, when you combine pre-lo-s-s in the text, you can use-zo-va-ny one-but-time-men-but not-how-many types of communication. This is su-s-stven-but makes it easier to search for the is-to-my preposition in the specified fragment. Rest-no-wim-sya de-tal-but for each of the species.

23.1. Communication with the help of lek-si-che means.

1. Words from one te-ma-ti-che-group.

The words of one te-ma-ti-che-group are words that have a common lek-si-che-th-meaning and designation -cha-yu-schie-similar, but not the same-to-s-nya-tia.

Examples of words: 1) Forest, tro-pin-ka, de-re-vya; 2) buildings, streets, sidewalks, squares; 3) water, fish, waves; pain-ni-tsa, nurses, emergency room, pa-la-ta

Water was clean and transparent. Waves on-be-ha-whether on the shore of honey-len-but and demon-noise-but.

2. Ro-do-vi-do-words.

Ro-do-vi-do-vye words - words related from-no-she-ni-em genus - species: genus - more wi-ro-something, view - narrower.

Examples of words: Ro-mash-ka - color current; birch - de-re-vo; av-to-mo-bil - transport port and so on.

Examples of pre-lo-same: Under the window still grew Birch. How many re-s-mi-na-ni connected-for-but I have with this de-re-vom...

Po-le-vye ro-mash-ki become-but-vyat-sya red-to-stu. But this is not-at-hot-whether flower.

3 Lek-si-che-sky in the second

Lek-si-che-sky in a second - in a second of one and the same word in one-on-a-word-in-form-me.

The closest connection is pre-lo-same-ny you-ra-zha-e-sya first of all in the second. The repetition of one or another member of the preposition is the main feature of the chain connection. For example, in pre-lo-same-no-yah Behind the garden there is a forest. The forest was deaf, for-pus-shchen the connection is built according to the model “under-le-zh-shche - under-le-zha-shche”, that is, named at the end of the first pre-lo-same niya subject in the second place in the next; in pre-lo-same-no-yah Fi-zi-ka is science. Science must use the dia-lek-ti-che-me-to-house- “mo-del say-zu-e-mine - under-le-zh-shche”; in ex-me-re Boat at-cha-li-la to be-re-gu. The shore was a mustache-pan chalk-coy pebbles- mod-del "ob-sto-I-tel-stvo - under-le-zha-shchee" and so on. But if in the first two examples of the word forest and science stand in each of the next hundred-I-th-pre-lo-same-ny in the same pas-de-same, then the word Coast has different forms. Lek-si-che-skim in a second-rum in the tasks of the USE will be considered a second word in one-on-a-word-in-form-me, use-pol -zo-van-ny with the aim of strengthening the impact on the chi-ta-te-la.

In the texts of the artistic and public-li-qi-sti-che-styles, the chain connection by means of the lek-si-che-sko-go second-ra has not-rarely ex-press-siv-ny, emo-qi-o-nal-ny character, especially ben-but when the second is on-ho-dit-sya at the junction of pre-lo- same:

Here is the source from the map of the Aral Fatherland sea.

Whole sea!

Use-to-va-nie in the second place here use-to-va-but to strengthen the impact on chi-ta-te-la.

Ras-look at the examples. We do not yet take into account the additional means of communication, we only look at the lek-si-che-sky in a second way.

(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 from no-syat-sya to another type of connection. For more details about the difference, see the paragraph on the forms of the word.

4 One-but-ko-ren words

One-but-ko-ren-words - words with the same root and a common meaning.

Examples of words: Ro-di-na, ro-dit-sya, birth-de-nie, genus; tear, break, break-tear-Xia

Examples of pre-lo-same: I'm lucky to be born healthy and strong. Is-th-riya of my birth-de-nia nothing to-me-cha-tel-on.

Even though I'm small, what you need from-but-she-niya tear apart but he couldn't do it himself. This break-break would be very painful for both of us.

5 Si-but-ni-we

Si-no-ni-we are words of the same part of speech, close in meaning.

Examples of words: to be bored, to frown, to be sad; ve-se-lie, joy, li-ko-va-nie

Examples of pre-lo-same: In farewell, she said that will be bored. I knew that too I will be sad according to our pro-hum-cams and times-th-in-frames.

Joy embrace-ti-la me, under-grab-ti-la and carry-la ... Li-ko-va-nyu, ka-za-elk, there were no borders: Lina from-ve-ti-la, from-ve-ti-la to the end!

It should be noted that si-but-ni-we are hard-but-ho-dyat-sya in the text, if you need to look for a connection only with the help of si-no-ni -mov. But, as it is right, along with such a way of communication, others use it. So, in example 1 there is a union too , this relationship will be discussed below.

6 Contextual si-but-ni-we

Contextual si-no-ni-we - words of the same part of speech, which are closer in meaning only in this context ste, insofar as from-but-syat-sya to one pre-me-tu (at-sign, action).

Examples of words: kitten, be-do-la-ha, naughty; de-vush-ka, stu-dent-ka, kra-sa-vi-tsa

Examples of pre-lo-same: Kitty lives with us with everything for a long time. Husband took off be-do-la-gu from the de-re-va, where he went, escaping from the dogs.

I guessed that she student. Young woman continue to be silent, despite all the efforts from my side to raz-go-to-rit it.

It is even more difficult to find these words in the text: after all, si-no-ni-ma-mi de-la-et them by the author. But along with such a way of communication, others use it, which makes it easier to search.

7 An-to-no-we

An-to-no-we are words of the same part of speech, pro-ti-in-false in meaning.

Examples of words: laughter, tears; hot Cold

Examples of pre-lo-same: I pretended that I liked this joke and you-da-vil something out of yourself laughter. But tears soul-shi-whether me, and I quickly left the room-for-you.

Her words were hot-rya-chi-mi and about-zhi-ha-li. eyes le-de-ni-li ho-lo-house. It's like I got under a con-trust shower ...

8 Contextual an-to-no-we

Contextual an-to-ni-we are words of the same part of speech, pro-ti-in-false in meaning only in a given context.

Examples of words: mouse - lion; house - ra-bo-ta green - ripe

Examples of pre-lo-same: On the ra-bo-te this man was gray mouse. Houses but in it pro-sy-pal-sya a lion.

Ripe berries can be safely used for pri-go-to-le-niya va-re-nya. But green it is better not to put them in, they are usually bitter, and can spoil the taste.

Let's pay attention to the non-accidental owl-pa-de-nie ter-mi-nov(si-but-ni-we, an-to-ni-we, including contextual) in this for-da-ni and for-da-ni-yah 22 and 24: this is the same lek-si-che-yav-le-nie, but ras-smat-ri-va-e-mine from a different angle of view. Lek-si-che-means may serve to connect two adjacent propositions, or they may not be a connecting link. At the same time, they will always be a means of you-ra-zi-tel-no-sti, that is, they have every chance of being an object for tasks 22 and 24. In this way, advice: you -full task 23, pay attention to these tasks. You will learn more theo-re-ti-che-sko-go ma-te-ri-a-la about lek-si-che means from right-wi-la-reference to task 24.

23.2. Communication with the help of mor-fo-lo-gi-che means

Along with lek-si-che-ski-mi means of communication, use-use and mor-fo-lo-gi-che-sky.

1. Location

A connection with the help of places-of-names is a connection, with some ONE word or SEVERAL words from the previous preposition for me-nya-is-sya me-hundred-name-no-eat. To see such a connection, you need to know what a place-of-ownership is, what would-va-yut rankings by value.

What not-about-ho-dee-mo know:

Place-of-ownership - these are words that are used by someone instead of a name no-go, num-li-tel-no-go), designate faces, point-zy-va-yut to pre-me-you, signs of pre-me-tov, to -li-th-stvo pre-me-tov, not naming them specifically.

According to the meaning and gram-ma-ti-che-special-ben-no-stay, you are de la-et-sya nine times-rows of places-of-hundred-names:

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

2) return-gate (oneself);

3) attractive(mine, yours, ours, yours, yours); in the quality of at-tya-zha-tel-nyh use-use-zu-yut-sya also forms of personal: his (pi-jack), her work),them (for-servant).

4) indicative (this, that, such, such, such, such, so much);

5) determine-de-li-tel-nye(himself, most, all, everyone, each, different);

6) from-but-si-tel-nye(who, what, what, what, someone, how much, whose);

7) in-pro-si-tel-nye(who? what? what? whose? someone? how much? where? when? where? from-where-yes? why? in what way? what?);

8) from-ri-tsa-tel-nye(no one, nothing, no one);

9) un-defined(someone, something, someone, anyone, someone, someone).

Do not forget that location, in this way, “to you”, “me”, “about us”, “about them”, “no-one”, “everyone” - these are forms of places.

As right-vi-lo, in the task of giving the order-for-but, KA-KO-GO once-a-row-yes, there must be a place-to-ownership, but this is not-obligatory-for-tel -but, if there are no other places in the indicated pe-ri-o-de, you-fill-ing the role of CONNECTING-ZU-YU-SCHIEH elements comrade It is necessary to clearly realize that NOT EVERYTHING is a place-to-name, someone meets in a text, is-la-is-a connection -chim link.

Ob-ra-tim-Xia to the examples and define-de-lim, how prepositions 1 and 2 are connected; 2 and 3.

1) In our school, not-a-long ago, they did a re-mont. 2) I finished it many years ago, but sometimes I went, wandered around the school floors. 3) Now they are some kind of strangers, others, not mine ....

In the second pre-lo-same place there are two, both personal, I and her. Which one is the one scrap-poch-coy, someone-paradise connects the first and second pre-lo-same? If this is a place I, what is it for-me-no-lo in pre-lo-same-nii 1? Nothing. And what for-me-nya-is me-sto-having her? Word " school”From the first preposition. De-la-em conclusion: communication with the help of a personal place-of-ownership her.

In the third pre-lo-same place there are three: they are somehow mine. With the second-eye connection-zy-va-et only place they(=floors from the second pred-lo-same). Rest in no way with the words of the second pre-lo-same-nia not co-from-but-syat-sya and nothing for-me-nya-yut. Conclusion: the second preposition with the third connection with the third place they.

What is the practical importance of ni-ma-niya of this spo-co-ba connection? In the fact that it is possible and necessary to use places-to-having instead of a hundred su-stuff, adjectives and numerals. Use, but not evil-require, since the abundance of the words “he”, “him”, “them” sometimes leads to not-no-no-mania and no-time-be-ri-heh.

2. Na-re-chie

Communication with the help of na-re-chiy is a connection, especially-ben-no-sti-something depends on the meaning of na-re-chia.

To see such a connection, you need to know what the words are, what would-va-yut rows by value.

Na-re-chiya - these are not-from-me-me-e-my words, which-rye-mean-cha-ut recognize a sign by action and from-no-syat-sya to the main go-lu.

As a means of communication, one can use the following values:

Time and space: below, on the left, next to, vna-cha-le, from-da-na and more.

Examples of pre-lo-same: We come to work. At first it was hard: not in the best way to work in a team, there were no ideas. Then drew in, well, felt their strength, and even got excited.Note: Prepositions 2 and 3 are connected with prepositions 1 with the help of the indicated words. This type of connection is na-zy-va-et-sya pa-ral-lel-noy connection.

We climbed to the very top of the mountain. Around we were only the tops of de re vieve. Beside with us pro-sail-va-li ob-la-ka. An analogous example of a parallel connection: 2 and 3 are connected with 1 with the help of the indicated words.

Indicative-for-tel-nye-re-chia. (They are sometimes called-zy-va-yut me-hundred-names-us-mi on-re-chi-i-mi, since they do not name how or where the action takes place, but only indicate it): there, here, there, then, from-to-yes, in a way, so and more.

Examples of pre-lo-same: Last summer I ot-dy-ha-la in one of the sa-na-to-ri-ev Be-lo-rus-si. From-to-da prak-ti-che-ski it’s not-possible-but there was a ring-thread, not to say already about ra-bo-te in the inter-no-those. On-re-chie "from-there-yes" for-me-nya-is the whole word-in-co-che-ta-nie.

Life flowed in its own way: I studied, my mother and father worked ra-bo-ta-li, my sister got married and left with her husband. So three years passed. On-re-chie “so” generalizes everything with the content of the previous preposition.

Possibility to use and other times-a-row-dov-re-chey, for example, from-ri-tsa-tel-nyh: AT school and university I don’t have a warehouse-dy-va-li from-no-she-niya with ro-weight-no-ka-mi. Yes and nowhere not warehouses; however, I didn’t suffer from this, I had a family, there were brothers, they were friends for me.

3. Union

Communication with the help of a so-y-call is the most common type of communication, thanks to someone-ro-mu between pre-lo-same-no-I-mi- no-ka-yut different from-no-she-niya, connected with the sign of the union.

Communication with the help of so-chi-ni-tel-nyh so-y-call: but, and, but, but, also, or, one-on-one and others. The task may or may not specify the type of union. In this way, it is necessary to repeat ma-te-ri-al about so-yu-zah.

In detail, but about so-chi-no-tel-nyh so-u-zah ras-ska-for-but in a special-tsi-al-nom time-de-le

Examples of pre-lo-same: By the end of the day, we are not-ve-ro-yat-but tired. But on-stro-e-tion was tre-sa-yu-schee! Communication with the help of pro-ti-vi-tel-no-th union "but".

That's how it's always been... Or this is so ka-for-moose to me ...Communication with the help of times-de-li-tel-no-th union "or".

We pay attention to the fact that very rarely only one union participates in the formation of a connection: as right-vi-lo, one-but-vre -men-but use lek-si-che-sky means of communication.

Communication with the help of under-chi-no-tel-nyh so-y-call: for, so. A very non-ty-pic-ny case, since sub-chi-no-tel-ny unions are connected-zy-va-yut pre-lo-same-nia in a hundred-ve complex-but-under- repaired. In our opinion, with such a connection, there is a measured break in the structure of a complex preposition.

Examples of pre-lo-same: I was full of cha-i-nii... For I didn’t know what to do, where to go and, most importantly, who to turn to for help. The union, for it has a meaning, because, in a way, it indicates the pri-chi-well of the status of the hero.

I didn’t pass the ek-for-me-we, I didn’t drink at the institute, I couldn’t ask for help from the ro-di-te-lei and I wouldn’t do it . So that there was only one thing left: to find a job. The union "so" has the meaning of a consequence.

4. Parts

Communication with the help of particles always accompanies other types of communication.

Parts after all, and only, here, out, only, even, the same bring in up to half-no-tel-nye from-ten-ki in the pre-lo-same-tion.

Examples of pre-lo-same: Call-no-te ro-di-te-lyam, go-in-ri-te with them. After all it's so simple and one-but-time-men-but difficult-but - love-beat ...

Everyone in the house was already asleep. And only ba-bush-ka quietly bor-mo-ta-la: she always before going to bed chi-ta-la mo-lit-you, you-great-shi-vaya at the forces of heavenly best share for us.

After the departure of her husband, it became empty in her soul and empty in the house. Even the cat, usually no-siv-shih-sya me-teo-rum on kvar-ti-re, only drowsily ze-wa-et and everything is no-ro-wit to take me in my arms. Here on whose hands would I lean ...Ob-ra-ti-these attention, the connecting parts are in the na-cha-le of the pre-lo-zhe.

5. Word forms

Communication with the help of the word form so-it is in the fact that in a number of hundred-i-sche pre-lo-same-ni-yah the same word is used in different

if this su-sche-stituent-tel-noe - number and pas-de-same
if with-la-ha-tel-noe - gender, number and pas-de-same
if place-to-ownership - gender, number and pas-de-same in for-vi-si-mo-sti from times-ra-da
if verb in person (gender), number, tense

Gla-go-ly and part-part, gla-go-ly and de-e-part-part are counted as different words.

Examples of pre-lo-same: Noise in a step-pen-but on-ras-tal. From this na-ras-ta-yu-she-go noise became-but-vi-elk not at ease.

I knew my son ka-pi-ta-na. With myself ka-pi-ta-nom fate did not take me, but I knew that it was only a matter of time.

Note: in the task there can be na-pi-sa-but “forms of the word”, and then this is ONE word in different forms;

“forms of words” - and these are already two words, repeated in the next pre-lo-same-ni-yah.

In the difference between the forms of the word and the lek-si-che-sko-go in the second place, there is a special complexity.

In-for-ma-tion for teach-te-la.

Ras-look-rim as a sample of the difficult neck for the re-al-no-go Unified State Examination of 2016. We bring in a half-no-stuy fragment, published on the FIPI website in “Me-to-di-che-uka-za-ni-yah for teach-te-lei (2016)"

For-work-not-niya ek-for-me-well-e-myh when you-half-not-ni for-yes-23 you-zy-wa-whether there are cases when the condition is for-yes -niya tre-bo-va-lo diversification of the form of the word and lek-si-che-sko-go in the second place as a means of communication of pre-lo-zhe-ny in the text. In these cases, when analyzing languages-to-go-ma-te-ri-a-la, one should pay attention to learning-cha-yu- claiming that the lek-si-che-sky is second to the pre-la-ha-et is the second of the lek-si-che-unit with a special style -che-sky for-yes-whose.

Given the condition of task 23 and a fragment of the text of one hundred of one of the variants of the Unified State Examination in 2016:

“Among prepositions 8–18, find such a thing, something connected with the previous one with the help of a lek-si-che-go in a second-ra. Write the number of this proposal.

Below, when-ve-de-but na-cha-lo text-hundred, given-no-go for ana-li-za.

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

(8) Maybe that’s why Berg didn’t succeed in drinking. (9) He pre-chi-tal port-ret, poster. (10) He tried to find the style of his time, but these tortures were full of no-luck and no-clear-stay.

(11) Once upon a time, Berg received a letter from hu-doge-no-ka Yar-tse-va. (12) He called him to come to the Mu-rum forests, where he spent the summer.

(13) August was hot and windless. (14) Yartsev lived yes-le-ko from a deserted station, in a forest, on the banks of a deep lake with black water. (15) He rented a hut near the forest. (16) Berg was taken to the lake by the son of the forest, Vanya Zotov, a su-tu-ly and behind-the-sten-chi-boy. (17) On Lake Berg lived for about a month. (18) He did not gather to work and did not take oil paints with him.

Pre-lo-same 15 connected with pre-lo-same 14 with help personal location "he"(Yartsev).

Pre-lo-same 16 connected with pre-lo-same 15 with help word forms "forester": pre-false-but-pa-deg-th form, control-la-e-my gla-go-scrap, and demon-pre-false form, control-la-e-my name su-shche -respectively. These word-forms-we-ra-zh-ut different meanings: the value of the object and the value of belonging, and the use of ras-smat-ri-va-e-my word-forms does not carry a sty-li-sti-che-sky load.

Preposition 17 connected with preposition 16 with help word forms ("on the lake - on the lake"; "Berga - Berg").

Preposition 18 connected with the previous one with the help personal-no-go place-of-name "he"(Berg).

The correct answer in task 23 dan-no-go va-ri-an-ta is 10. Namely, preposition 10 of the text is connected with the previous one (preposition 9) with the help lek-si-che-sko-go in a second-ra (the word "he").

To summarize, pro-qi-ti-ro-vav av-to-ra “Me-to-di-che-skom in-so-bee for teach-te-lei (2016)”, I.P. Tsy-bul-ko: “Lek-si-che-sky second pre-la-ga-et second lek-si-che-unit with a special style-li-sti-che-sky for- yes-whose.

Not-about-ho-di-mo from-me-tit that among the authors of various personal-so-bes there is no single opinion, what is considered lek-si-che-sky in a second-rum - the same word in different pas-de-zhah (persons, numbers) or in the same one. Authors of books from the publisher “Na-tsi-o-nal-noe ob-ra-zo-va-nie”, “Ek-za-men”, “Le-gi-on” ( authors Tsy-bul-ko I.P., Vasi-lye-ykh I.P., Go-ste-va Yu.N., Se-ni-na N.A.) did not in-dyat not a single example, with some-rum, words in various forms would be considered lek-si-che-sky in a second-rum.

At the same time, very complex cases, with some words, standing in different pas-de-jahs, owls-pa-da-yut in form, ras-smat-ri-va- yut-Xia in so-bi-yah in a different way. The author of the books Se-ni-na N.A sees in this the form of the word. I.P. Tsy-bul-ko (according to ma-te-ri-a-lam of the book of 2017) sees lek-si-che-sky in a second way. So, in the pre-lo-same-ni-yah type I saw the sea in a dream. The sea was calling me the word “sea” has different pas-de-ji, but at the same time, not-with-my-but there is that very style-li-sti-che-for-da-cha, writes about someone .P. Tsy-bul-ko. Without delving into the ling-vi-sti-che-she-she-ing of this question, let us designate in-zi-tion RE-SHU-USE and give re-ko-men -yes.

1. Everything is clearly not owl-pa-da-y-th forms - these are word forms, not lek-si-che-sky in a second. Please note that we are talking about the same language as in task 24. And in 24 lek-si-che -sky in-second-ry - these are only second-rya-u-schi-e-sya words, in the same-on-to-y forms.

2. There will be no co-pa-da-y-ing forms in the tasks at the RE-SHU-USE: if the ling-wi-sta-spe-qi-a-li-sta themselves cannot in this raz-take-sya, then you-start-no-kam schools can’t do it.

3. If on the eq-for-me-it doesn’t-fall-for-da-niya with-add-us-work-but-stya-mi, look at those half-no- tel-nye means of communication, some-rye-rye-m-gut-de-pour-Xia with you-bo-rum. After all, co-hundred-vi-te-lei KIMs can have their own, separate me-nie. Unfortunately, it might be.

23.3 Syn-so-si-che means.

Introductory words

Communication, with the help of introductory words, co-puts, supplements any other connection, supplementing from ten-ka-mi meanings, ha-rak-ter-ny-mi for introductory words.

Ko-nech-but, it’s not-about-ho-di-mine to know what words are-la-yut-xia input-us-mi.

About this in fractional but ras-sa-for-but in the reference to task 17

He was taken to work. Unfortunately, Anton was too am-bi-chi-o-zen. One side, com-pa-nii needed such personalities, on the other - he did not concede to anyone and in nothing, if there was something, as he said, below his level.

Let's give examples of defining the means of communication in a non-big text.

(1) We knew Masha a few months ago. (2) My ro-di-te-have not yet seen her, but not on-a-hundred-and-wa-whether on a familiarity. (3) Ka-for-moose, she also did not strive to get closer, that I was somewhat upset-cha-lo.

Opre-de-lim, how are the pre-lo-zhe-niya connected in this text.

Preposition 2 connected with preposition 1 with the help of a personal location her, someone-swarm for-me-nya name Masha in pre-lo-same-nii 1.

Pre-lo-same 3 is connected with pre-lo-same 2 with the help of word forms she her: “she” is the form of the name-ni-tel-no-go pas-de-zha, “her” is the form of the ro-di-tel-no-go pas-de-zha.

In addition, preposition 3 also has other means of communication: this is a union too, introductory word ka-for-moose, rows of si-no-ni-mich constructions not on-a-hundred-and-wa-whether on a familiarity and did not strive for rapprochement.

Pro-chi-tay-te fragment of re-census. In it, there are races-smat-ri-va-yut-xia languages especially-ben-no-sti of the text-hundred. Some-one-rye ter-mi-ns, used-pol-zo-van-nye in re-censions, pro-forests. Insert the numbers in the places of the passes, corresponding to the vet-stvo-th-no-me-ru ter-mi-on from the list.

“The author na-chi-na-et be-se-du with chi-ta-te-lem, using such a technique as (A) _____ (preposition 1). In an effort to uncover complex concepts, B. Bim-Bad comes to the use of such a syn-so-si-che- th means, as (B) _____ (for example, in the prepositions 4, 6, 8), as well as such a technique as (C) _____ (in preposition 16). Describing the process of thinking, the author uses such tropes as (G) _____ (“mu-chi-tel-no-th dispute”, “tough tre- bo-va-nia "in the pre-lo-zh-ni 23)".

Spi-juice ter-mi-nov:

1) whether something

2) phraseo-logism

3) epi-tet

4) qi-ti-ro-va-nie

5) pro-ti-in-to-be-le-tion

6) re-cli-tsa-tel-noe before-lo-same-tion

7) steam-target-la-tion

8) a number of one-native members

9) question-but-answer-th form from-lo-zhe-niya

Write down the numbers in response, sort them out in a row, corresponding to the letter-to-you:

A	B	AT	G

Clarification (see also the Rule below).

For-half-him pro-pus-ki.

“The author na-chi-na-et be-se-du with chi-ta-te-lem, using such a technique as citation(preposition 1). In an effort to uncover complex concepts, B. Bim-Bad comes to the use of such a syn-so-si-che- how a number of one-native members(for example, in pre-lo-same-ni-yah 4, 6, 8), as well as such a technique as about-ti-in-to-be-le-ning(in pre-lo-zh-nii 16 on-observe-yes-et-sya about-ty-in-to-be-le-know-ing). Describe the process of mouse-le-ning, the author uses such tropes as epithet(“mu-chi-tel-no-th dispute”, “hard requirement” in preposition 23)”.

Answer: 4853.

Answer: 4853

Rule: Task 26. Language means of expression

ANALYSIS OF MEANS YOU-RA-ZI-TEL-NO-STI.

The purpose of for-da-niya yav-la-et-sya define-de-le-tion means you-ra-zi-tel-no-sti, use-zo-van-nyh in re-censorship by mouth -new-le-niya-from-the-response between the gaps, indicated by the letters-wah-mi in the text of the re-census, and the figure -mi with opre-de-le-ni-i-mi. It is necessary to write-pi-sy-vat with-from-response only in the order in which the letters go in the text. If you don’t know what is hidden under one or another letter, it’s not-about-ho-di-mo to put “0” in place of this number. For a task, you can get from 1 to 4 points.

When you-half-not-for-giving 26, you should remember that you are for-half-ny-e-those places of passes in re-censions, i.e. . re-hundred-nav-whether-va-e-te text, and with it meaning-lo-vuyu, and gram-ma-ti-che-sky connection. Therefore, often an additional sub-tale can serve as an analysis of the re-census itself: various or in a different way, with-gla-su-yu-shchi-e-sya with pass-ka-mi say-zu-e-mye, etc. Make it easier to read you-half-not-for-yes-and and de-le-le list the list of ter-mi-news into two groups: the first includes ter-mi -us on the basis of the meaning of the word, the second - paradise - the structure of the preposition. You can do this de-le-tion, knowing that all means are divided into TWO large groups: in the first, they include lek-si-che- sky (non-special means) and trails; in the second fi-gu-ry of speech (some of them are called-zy-va-yut sin-so-si-che-ski-mi).

26.1 TROP-WORD OR YOU-DE-SAME-NIE, USE-REQUIRED-LA-E-MY IN PER-RE-NOS-NOM-CH-NIE FOR C-BUILDING HU-DO-SAME-STEP-BUT -GO-RA-FOR AND TO-STI-SAME-NIA BIGGER YOU-RA-ZI-TEL-NO-STI. To tropes from-no-syat-sya such ad-e-we as epi-tet, compare-not-nie, oli-tse-two-re-nie, me-ta-for-ra, me-that -ni-miya, sometimes hyper-bo-ly and whether you are from-no-syat to them.

Note: In for-da-nii, as right-vi-lo, indicate-for-but that these are TRAILS.

In the review, examples of tropes are indicated in brackets, as a word-in-co-che-ta-nie.

1.Epithet(in translation from Greek - attachment, addition, addition) - this is a figurative definition of de-le-tion, from-me-cha-yu-shche su- a feature that is essential for a given context in the image in the image. From a simple definition of de-le-tion epi-tet from-whether-cha-et-sya hu-to-same-you-ra-zi-tel-no-stu and image-raz- no-stu. At the core of the epi-te-ta lies a hidden comparison.

To the epi-the-there from-no-syat-sya all the “beautiful” definitions of de-le-niya, some of you most often you-ra-zha-ut-sya at-la-ha-tel-ny-mi:

sad-but-si-ro-te-yu-land(F.I. Tyutchev), gray fog, li-mon light, mute peace(I. A. Bunin).

Epi-te-you can also you-ra-shrink:

-su-stu-tel-us-mi, you-stu-pa-u-schi-mi as an adjunct or say-zu-e-my, yes-u-scheme-different ha-rak-te- ri-sti-ku pre-me-ta: vol-sheb-ni-tsa-winter; mother - cheese earth; The poet is a lyre, and not only the nurse of his soul(M. Gorky);

-na-re-chi-i-mi, you-stu-pa-yu-shi-mi in the role of circumstances: On the se-ve-re wild stands alone... (M. Yu. Ler-mon-tov); Leaves were on-straight-women-but you-cha-well-you in the wind (K. G. Pa-u-stovsky);

-de-e-at-cha-sti-i-mi: waves not-day-Xia rattling and sparkling;

-me-hundred-name-ni-i-mi, you-ra-zha-yu-schi-mi of the first-upon-degree of one or another state of the human-ve-che-soul:

After all, there were bouts of b-e-e, Yes, they say, more what kind! (M. Yu. Lermontov);

-with-cha-sti-i-mi and with-part-us-mi ob-ro-ta-mi: So-lo-vye word-for-word-weem gro-ho-choo-shim ogla-sha-yut forest pre-de-ly (B. L. Pa-ster-nak); I-let-kai also appear-le-ni ... bor-zo-pis-tsev, someone cannot prove where they were yesterday but-che-va-li, and for some there are no other words in the language, except for words, not remembering kinship(M. E. Sal-ty-kov-Shched-rin).

2. Comparison- this is an inventive technique, based on the com-position of one-and-the-th phenom-le-tion or on-nya-tia with another . In contrast to the meta-for-ra, comparison is always two-membered-but: in it, both are called-by-stay-la-e- my pre-me-ta (yav-le-niya, sign, action).

Villages are burning, they have no protection.

The enemy is the sons of the father,

And for-re-in, like an eternal meteor,

Playing in ob-la-kah, po-ga-et look. (M. Yu. Ler-mon-tov)

Compare-not-niya you-ra-zha-yut-xia-personal-us-mi-so-ba-mi:

For-my cre-ri-tel-no-go pas-de-zha su-shche-stavitel-nyh:

So-lo-weem over the years Youth pro-le-te-la,

Wave in the wrong way Ra-dost from-shu-me-la (A. V. Kol-tsov)

For-my comparative-no-tel-noy step-pe-no with-la-ha-tel-no-go or na-re-chia: These eyes ze-le-her seas and ki-pa-ri-owls of our so-her(A. Ah-ma-to-va);

Compare-ni-tel-us-mi ob-ro-ta-mi with so-u-for-mi like, word-but, as if, as if, etc .:

Like a predatory beast, in humble abode

Vry-va-et-shty-ka-mi in-be-di-tel ... (M. Yu. Ler-mon-tov);

With the help of words in a different way, in a similar way, this is:

On the eyes of a watchful cat

Similar your eyes (A. Ah-ma-to-va);

With the help of com-paratives with-yes-exact prepositions:

For-kru-zhi-las foliage golden

In ro-zo-va-that water on the pond,

Like a ba-bo-check light flock

With for-mi-ra-ny flies to the stars. (S. A. Yesenin)

3.Me-ta-fo-ra(in translation from Greek - pe-re-nose) - this is a word or you-ra-same-tion, someone is used in a pe-re-nos-know- che-nii on the basis of the similarity of two objects or phenomena according to some sign. In contrast to comparison, in some way, there is both what is compared, and what is compared with -et-sya, meta-fo-ra contains only the second swarm, which creates compactness and imagery of the use of the word. In the os-no-wo-me-ta-for-ry, there may be a similarity of pre-me-ths in shape, color, volume, meaning, feeling -shche-ni-yam, etc.: in-to-fall of stars, la-vi-on letters, wall of fire, without-bottom of grief, pearl-chu-zhi-on-e-zia, spark of love and etc.

All meta-fo-ry de-lyat-Xia into two groups:

1) general-languages("erased"): golden hands, a storm in a hundred of water, mountains to turn, strings of the soul, love faded;

2) hu-do-same-stvennye(in-di-vi-du-al-no-av-tor-sky, in-e-ti-che-sky):

And merk-no stars al-maz-ny tre-pet

AT no-pain-nom ho-lo-de dawn (M. Vo-lo-shin);

Empty skies transparent glass (A. Ah-ma-to-va);

And blue eyes, bottomless

Flower-here on the distant be-re-gu. (A. A. Blok)

Me-ta-fo-ra would-va-et not only one night: it can develop in the text, arranging whole chains of kidneys about different you-ra-zh-ni, in many cases - cover-you-vat, as if pro-no-zy-vat the entire text. it unfold-well-thaya, complex meta-fo-ra, the goal-ny hu-do-same-stven-ny image.

4. Oli-tse-two-re-nie- this is a different kind of meta-for-ry, os-no-van-naya on the pe-re-no-se signs of living beings in yav- le-niya of nature, pre-me-you and understanding. Most often, oli-tse-tvo-re-niya is used when describing the nature of nature:

Rolling through sleepy do-li-na, Tu-ma-na sleepy lay down, And only the clatter of the lo-sha-di-ny, Sounding, te-rya-et-xia in the distance. It went out, pale, an autumn day, Curling the soul-shi-thy sheets, Taste-sha-yut sleep without dream-vi-de-ny Po-lu-for-fading flowers. (M. Yu. Ler-mon-tov)

5. Me-to-ni-miya(in translation from Greek - re-re-name-no-va-nie) - this is a re-nose of the title from one pre-me-ta to another on the basis but-va-nii of their contiguity. Adjacency can be a manifestation of a connection:

Between so-der-zha-ni-em and so-der-zha-shchim: I three ta-rels ate (I. A. Krylov);

Between av-to-rum and pro-from-ve-de-no-eat: Bra-nil Go-me-ra, Fe-o-kri-ta, But read Adam Smith(A. S. Pushkin);

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

Between the pre-me-th and ma-te-ri-a-scrap, from someone-ro-go the pre-met is made: ... not on se-reb-re, - on gold-lo-te(A. S. Gribo-edov);

Between the place and the people, na-ho-da-shchi-mi-sya in this place: The city was noisy, tre-scha-whether flags, wet roses sy-pa-lis from bowls of flower-points ... (Yu. K. Olesha)

6. Si-nek-do-ha(in translation from Greek - co-from-not-se-nie) is diversity, os-but-van-naya on the pe-re-not-se-niya of the sign-of-the-niya from one phenomenon to another according to the sign-of-whether-che- stven-no-go from-no-she-tion between them. Most often, re-re-nose pro-is-ho-dit:

From a smaller one to a larger neck: Even a bird does not fly to him, And a tiger does not fly ... (A. S. Pushkin);

Part to whole: Bo-ro-yes, what are you talking about?(A.P. Chekhov)

7. Re-ri-phrase, or re-ri-phrase(in translation from Greek - describe-sa-tel-noe you-ra-same), - this is a turnover, someone uses-required-la-is-sya instead of one hundred -any word or word-in-co-che-ta-niya. For example, St. Petersburg in verse

A. S. Push-ki-na - “Peter your-re-nye”, “Half-night countries beauty and wonder”, “city of Peter-ditch”; A. A. Blok in the verses of M. I. , “snow swan”, “everything of my soul”.

8. Gi-per-bo-la(in translation from Greek - pre-increase-li-che-nie) - this is a figurative you-ra-same-tion, containing in-measure-less pre-uve - is there any sign of pre-me-ta, yav-le-tion, action: A rare bird to-let-tit to se-re-di-ny of the Dnieper(N. V. Gogol)

And in the same mi-well-tu along the streets of ku-rye-ry, ku-rye-ry, ku-rye-ry ... can you imagine, thirty-five thousand some ku-rye-ditches! (N.V. Gogol).

9. Li-to-ta(in translation from Greek - smallness, moderation) - this is a figurative you-ra-same, containing in-measure-less pre-reduction -nee-of-something-of-a-sign-of-a-pre-me-ta, yav-le-niya, action: What tiny ko-dov-ki! There is, right, less boo-la-voch-noy go-lov-ki.(I. A. Krylov)

And marching importantly, in calm order, Lo-shad-ku leads the mu-zh-chok by the bridle In big boots, in a lu-fur coat ov-chin -nom, In big hands-ka-vi-tsah ... and himself with no-go-talk!(N.A. Not-beautiful)

10. Irony(in translation from Greek - pre-creation) - this is the use of a word or you-saying-va-nia in the sense, about-ti-in-in-false-nom right. Irony is a kind of foreign-saying, with some-rum behind an external-not-lo-zhi-tel-noy assessment, hiding on - mix: From-to-le, smart, are you delusional, go-lo-va?(I. A. Krylov)

26.2 "NON-SPECIAL" LEK-SI-CHE-SKY IMAGES

Note: In the for-yes-ni-yah, sometimes it is indicated that this is a medicinal remedy. Usually, in a review of a task, 24 examples of a lek-si-che-th-means are given in brackets either in one word or in a word so-che-ta-ni-em, in some-rum one of the words you-de-le-but cur-si-vom. Ob-ra-ti-te attention: these funds are most often not-about-ho-di-mo find in task 22!

11. Si-but-ni-we, i.e. words of one part of speech, different in sound, but the same or close in lek-si-che-s-meaning and from-whether-cha-yu-schi-e-sya from each other or from ten-ka-mi-meanings, or sti-li-sty-che-color-coy ( bold - from-important, run-reap - rush, eyes(neutral) - eyes(poet.)), about-la-da-yut with great you-ra-zi-tel-noy force.

Si-but-ni-we can be context-us-mi.

12. An-to-no-we, i.e. words of the same part of speech, pro-ti-in-false in meaning ( is-ti-na - a lie, good - evil, from-vra-ti-tel-but - for-me-cha-tel-but), also about-la-da-yut pain-shi-mi you-ra-zi-tel-us-mi-might-but-stya-mi.

An-to-ni-we can be context-us-mi, that is, sta-but-wit-sya an-to-ni-ma-mi only in this context.

Lies would-va-et good swarm or evil,

Ser-to-pain-noy or demon-for-merciful,

Lies would-va-et dexterous and non-foldable,

Inspection-ri-tel-noy and without looking back,

Upo-and-tel-noy and without-from-rad-noy.

13. Fra-zeo-lo-giz-we as a means of language-co-howl you-ra-zi-tel-no-sti

Fra-zeo-lo-giz-we (fra-zeo-lo-gi-che-you-ra-zhe-niya, go-o-we), i.e. re-pro-from-in-di- in the first form, the word-in-co-che-ta-niya and preposition-lo-zhe-niya, in some-ry integral meaning-to-mi-ni- roo-et over the sign-no-I-mi-become-la-yu-com-po-nent-t of them and is not-la-is-sya a simple sum of such sign- ny ( to fall into a mess, to be in seventh heaven, yab-lo-ko once-do-ra), ob-la-da-yut pain-shi-mi you-ra-zi-tel-us-mi-possible-but-sta-mi. You-ra-zi-tel-nost fra-zeo-lo-giz-mov define-de-la-et-sya:

1) their bright imagery, including mi-fo-lo-gi-che-sky ( the cat on-cry-kal, like a squirrel in a co-le-se, the thread of Ari-ad-na, yes-mo-clove sword, akhil-le-so-va heel);

2) from-not-sen-no-styu of many of them: voice in-pi-yu-shche-go in the desert, ka-nut into oblivion) or reduced-wife-nyh (time-thieves-nyh, simple-one-river-nyh: like a fish in water, neither sleep nor spirit, drive by the nose, pour on the neck, open the ears); b) to the range of language means with a lo-zhi-tel-no emo-qi-o-nal-no-ex-press-siv-color ( store the thread like a ze-ni-tsu eye - torzh.) or with ot-ri-tsa-tel-noy emo-qi-o-nal-but-ex-press-siv-color (without the king in the head-lo-ve - not approved, small fry - pre-not-bre-lives.).

14. Sti-li-sti-che-ski painted-shen-naya lek-si-ka

For effort-le-ning, you-ra-zi-tel-no-sti in the text-ste can use all the ranks of style-li-sti-che-ski colored-shen- noah lek-si-ki:

1) emo-qi-o-nal-no-ex-press-siv-naya (assessment-night-naya) lek-si-ka, including:

a) words with a lo-zhi-tel-noy emo-qi-o-nal-but-ex-press-siv-noy assessment: tor-s-s-stven-nye, exalted-shen-nye ( including sta-ro-sla-vya-niz-we): breath-but-ve-nie, coming, father-of-stvo, cha-i-niya, co-blood-vein-ny, not-fluctuating-le-my; voz-vy-shen-but-po-e-ty-che-skie: without-my-tezh-ny, lu-che-zar-ny, charm, la-zur-ny; approving: bla-go-rod-ny, you-yes-y-y-shchy-sya, iz-mi-tel-ny, from-important; las-ka-tel-nye: sol-nysh-ko, go-lub-chik, do-chen-ka

b) words with ot-ri-tsa-tel-noy emo-qi-o-nal-but-ex-press-siv-noy assessment: not-approving: before-we-sat down, pre-pi-rat-sya, eye-le-si-tsa; pre-not-bre-zhi-tel-nye: you jump, de la ha; contemptible: ball-demon, tooth-ri-la, pi-sa-ni-na; swearing/

2) function-qi-o-nal-no-sti-li-sti-che-ski colored lek-si-ka, including:

a) book-naya: on-uch-naya (ter-mi-ny: al-li-te-ra-tion, co-si-nus, in-ter-fe-ren-tion); ofi-qi-al-no-de-lo-vaya: no-under-pi-sav-shi-e-sya, to-treasure-naya; public-li-qi-sti-che-sky: re-port-age, in-ter-view; hu-do-same-same-but-po-e-ti-che-sky: la-zur-ny, eyes, la-ni-you

b) once-go-vor-naya (ob-move-but-be-that-vaya): dad, boy-ka, hwa-stu-nish-ka, healthy-ro-woo-shchi

15. Lek-si-ka ogran-ni-chen-no-go use

For effort-le-niya, you-ra-zi-tel-no-sti in the text-ste can also use all sorts of lek-si-ki ogra-no-chen-but th use-requirement, including:

Lek-si-ka dia-lect-naya (words that somehow use-require-la-yut-sya live-te-la-mi of any place: kochet - rooster, veksha - squirrel);

Lek-si-ka pro-sto-river-naya (words with brightly you-ra-female-noy decrease-feminine style-li-sti-che-color: fa-mi-lyar-noy, gr -fight, pre-no-bre-zhi-tel-noy, bran-noy, on-ho-dya-shchi-e-sya on the border or behind the pre-de-la-mi li-te-ra - tour norm: go-lo-d-ra-nets, for-bul-dy-ga, for-tre-schi-na, tre-patch);

Lek-si-ka pro-fes-si-o-nal-naya (words that are used in professional speech and are not included dyat in si-ste-mu general-li-te-ra-tour-no-go language: kam-buz - in the speech of mo-rya-kov, duck - in the speech of zhur-na-listov, window - in the speech of pre-da-va-te-lei);

Lek-si-ka hot-gon-naya (words peculiar to hot-go-us - mo-lo-dezh-no-mu: tu-owl-ka, on-in-ro-you, cool; com-pu-ter-no-moo: brains - pa-myat com-pyu-te-ra, clave - cla-vi-a-tu-ra; sol-dat-sko-mu: dem-bel, cher-pak, perfume; heat-go-well pre-step-no-kov: brother-va, ma-li-na);

Lek-si-ka is tired-roar-shay (is-that-riz-we are words that have gone out of use in connection with the disappearance of knowing-cha-e-myh by them before-me-tov or yav-le-ny: bo-yarin, oprich-ni-na, konka; ar-ha-from-we - obsolete words, na-zy-va-yu-schi before-me-you and understanding, for some new ones appeared in the language on-name-no-va-nia: forehead - forehead, wind-ri-lo - sail); - new lek-si-ka (neo-lo-giz-we are words that have not yet entered the language and have not yet lost their newness: blog, slogan, t-ne-jer).

26.3 PHI-GU-RA-MI -RA-MI SPEECH) N-ZY-VA-YUT-XIA STI-LI-STI-CHE-SKY PRI-E-WE, os-but-van-nye on special co-che-ta-ni-yah words that go beyond the usual practical-th-th-th-th-th-th-requirement-le-tion, and having the goal of strengthening you-ra-zi -tel-no-sti and image-ra-zi-tel-no-sti text-hundred. To the basic fi-gu-rams of speech from-no-syat-sya: ri-to-ri-che-question, ri-to-ri-che-vos-cli-tsa-nie, ri-to-ri-che-ob-ra-sche-tion, re-second, sin-so-si-che-sky par-ral-le-lizm, many-so-yu-zie, demon- so-yu-zie, el-lip-sis, in-version-sia, par-cel-la-tion, an-ti-te-za, grad-da-tion, ok-syu-mo-ron. In contrast to lek-si-che-sky means, this is the level of pre-lo-zhe-niya or several pre-lo-zh-ny.

Note: In the tasks-yes-ni-yah there is no clear form-ma-ta opre-de-le-niya, indicat-y-va-yu-sche-go on these funds: they are on -zy-va-yut and syn-so-si-che-ski-mi means-mi, and by reception, and just by means of you-ra-zi-tel-no-sti, and fi-gu -Roy. In task 24, fi-gu-ru speech indicates the number of the pre-lo-zhe-niya, given in brackets.

16. Ri-to-ri-che-sky question- this is fi-gu-ra, in some swarm in the form of a pro-sa contains a statement. Ri-to-ri-che-question does not require from-ve-ta, he uses-use-zu-et-sya to intensify emo-qi-o-nal-ness, you -ra-zi-tel-ness of speech, draw attention to chi-ta-te-la to one or another phenomenon:

Why did he give his hand to slander-no-no-no-things, Why did he believe in the words and caresses of false ones, He, from a young age, comprehended people?.. (M. Yu. Lermontov);

17. Ri-to-ri-che-vos-kli-tsa-nie- this is fi-gu-ra, in some-swarm in the form of re-cli-tsa-niya contains a statement. Ri-to-ri-che-sky vos-cli-tsa-niya usi-li-va-yut in co-general you express certain feelings; they are usually from-whether-cha-ut-sya not only especially-bout emo-qi-o-nal-no-stuy, but also solemnly-stvenno-no-stuy and under-ny- then-stu:

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 be-re-zy. (A. K. Tol-stand);

Alas! before the power of a stranger, the mountainous country leaned. (M. Yu. Ler-mon-tov)

18. Ri-to-ri-che-about-ra-sche-tion- this is a sti-li-sti-che-fi-gu-ra, with-st-I-scha in underline-well-that about-ra-sche-nii to someone-be-or-nothing- be for the effort-le-niya you-ra-zi-tel-no-sti of speech. It serves not so much for naming ad-re-sa-ta speech, but for expressing from-no-she-tion to what one is talking about in-rit-Xia in the text-sta. Ri-to-ri-che-sky ob-ra-sche-tions can create solemnity and pa-te-tic-ness of speech, ex-ra-reap joy, co- zha-le-nie and others from-ten-ki on-stro-e-niya and emo-qi-o-nal-no-go so-sto-i-niya:

My friends! Pre-kra-sen our union. He, like a soul, is unretainable and eternal (A. S. Pushkin);

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

19. On-second- this is a sti-li-sti-che fi-gu-ra, co-hundred-i-scha in the second-re-nii of a member of the pre-lo-same (word) , parts of a sentence or a whole sentence, several sentences, stanzas in order to attract special attention to them -mania.

Raz-but-kind-but-stya-mi in a second-ra yav-la-yut-sya ana-fo-ra, epi-fo-ra and under-grip.

Anaphora(in translation from Greek - rise-de-ne, rise), or unite-but-on-cha-tie, - this is a second-re-word or group of words in na- cha-le lines, stanzas or pre-lo-zh-ny:

Le-ni-vo breathes half-day misty,

Le-ni-vo ka-tit-sya river.

And in the solid fi-men-noy and chi-stand

Le-ni-vo are melting ob-la-ka (F. I. Tyut-chev);

Epiphora(in the lane from Greek - add-on, ko-nech-noe pre-lo-same-pe-ri-o-da) - this is a second-re-word or group of words in end of lines, stanzas or pre-lo-zh-ny:

Though man is not eternal,

That which is eternal, che-lo-eternally.

What is a day or a century

Before that the devil-to-something-but?

Though man is not eternal,

That which is eternal, che-lo-everyday(A. A. Fet);

They got to bu-han-ka light-lo-th bread - joy!

Se-year-nya movie ho-ro-shi in the club - joy!

Two-volume-nickname Pa-at-stov-sko-go to the bookstore brought-brought-li- joy!(A. I. Sol-zhe-ni-tsyn)

Undergrip- this is a repetition of someone from a cut of speech (pre-lo-zhe-niya, verse-creative line) in na-cha-le following-du-yu- sche-th after him co-from-the-st-stvo-th-sche-go from-cut speech:

He-wa-lil-sya on cold snow,

On the cold snow, like so-sen-ka,

As if so-sen-ka in a damp forest (M. Yu. Ler-montov);

20. Para-ral-le-lizm (sin-so-si-che-sky par-ral-le-lizm)(in translation from Greek - walking next to) - identical or similar construction of adjacent parts of a text hundred: next to standing lo-zhe-ny, verse-creative lines, stanzas, some-rye, co-from-no-syas, create a single image:

I look at the future with bo-yaz-nyu,

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

I was a ringing string for you,

I was blooming for you in spring,

But you don't want flowers,

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

Often with the use of-pol-zo-va-ni-em an-ti-te-zy: What is he looking for in the country yes-le-coy? What did he throw in the native land?(M. Lermontov); Not a country - for a business-not-sa, but a business-nes - for a country (from a newspaper).

21. Inversion(in translation from Greek - pe-re-sta-nov-ka, pe-re-vo-ra-chi-va-nie) - this is from me-not-usually in a row- ka words in the pre-lo-zhe-nii with the aim of underlining the meaning of the meaning of the meaning of any element of the text-hundred (words , pre-lo-zhe-niya), giving the phrase a special sti-li-sti-che-coloring-shen-no-sti: tor-same-stvenno-no-go, you-so- some sound or, on-o-bo-mouth, once-th-vor-noy, somewhat reduced-female ha-rak-te-ri-sti-ki. In-ver-si-ro-van-ny-mi in the Russian language, the following are considered-du-yu-co-che-ta-nia:

So-gla-so-van-noe opre-de-le-nie stands after opre-de-la-e-my-th word: I am sitting at the re-shet-coy in anyway raw(M. Yu. Lermontov); But do not be-ha-lo swell on this sea; not str-il-sya soulful air-spirit: on-z-wa-la thunderstorm(I. S. Turgenev);

To-full-of-non-niya and circumstances-I-tel-stva, you-ra-wife-nye-ess-stuff-tel-us-mi, stand in front of the word, to someone-ro- mu from-no-syat-sya: Hours one-but-one-time battle(one-but-about-time-th fight of hours);

22. Steam-target-la-tion(in translation from French - part-tsa) - sti-li-sti-che-sky reception, concluding in the dis-member-non-nii of a single syn- so-si-che-structure of pre-lo-zhe-niya on not-how-to-to-on-qi-on-but-meaning-lo-vy units - phrases. At the place of division of non-prepositions, they can use a point, re-cli-tsa-tel-ny and pro-si-tel-ny signs, many -something. In the morning, bright as a splint. Terrible. Long-gim. Rat-nym. An arrow regiment was beaten. Our. In an un-equal battle(R. Rozh-de-stvensky); Why doesn't anyone bother? About-ra-zo-va-nie and health-in-protection-not-nie! The most important areas of society life! Do not mention-me-well-you in this do-ku-men-te in general(From newspapers); It is necessary that the state-su-dar-stvo remember the main thing: its civil-yes-not - not physical faces. And people. (From newspapers)

23. Bes-so-yu-zie and many-so-yu-zie- syn-so-si-che-fi-gu-ry, os-but-van-nye on a me-ren-nom pro-pus-ke, or, on-o-bo-mouth, co-know -tel-nom in the second-re-nii so-y-call. In the first case, with the omission of the so-y-call, speech is sta-but-vit-sya compressed, compact-noy, di-na-mich-noy. The depicted-ra-m-e-my actions and events here quickly, instantly-vein-but unfold-you-va-yut-sya, replace each other:

Swede, Russian - stabs, cuts, cuts.

Fight ba-ra-ban-ny, clicks, gnashing.

Thunder of cannons, clatter, rustle, groan,

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

When many-so-yu-zia speech, on-against, for-med-la-et-sya, pauses and second-ry-y-y-y-yut union you-de-la-ut words, ex-press-siv-but under- damn-ki-vaya their semantic meaning:

But and grandson, and great grandson, and great-great-grandson

Ras-here in me, while I myself am growing ... (P.G. An-to-kol-sky)

24.Pe-ri-od- a long, multi-membered preposition or a very widespread simple preposition, something from-li-cha- there is for-the-end-of-no-stu, the unity of the theme and the in-that-on-qi-on-nym races-pa-de-no-eat into two parts. In the first part of the syn-so-si-che-sky, the second one-but-type-y with-yes-exact-ny (or members of the pre-lo-zh-zhe) goes from on-race- ta-u-shim in-a-higher-ni-em in-to-on-tion, then - one-de-la-u-significant pause, and in the second part, where yes-there is a conclusion, the tone is go-lo-sa for-meth-but no-m-e-x. Such an in-it-on-qi-on-noe design forms a kind of circle:

Whenever I limit my life at home around the circle, / When I should be a father, su-pru-gom, a pleasant zhre-biy ordered, / When if I was captivated by the family car-ti-nil, at least for a single moment, then, it’s true, I wouldn’t look for another besides you. (A.S. Pushkin)

25. An-ti-te-for, or pro-ti-in-to-be-le-ning(in the lane from Greek - pro-ti-in-po-lo-same) - this is a turnover, in some rum it is sharply pro-ti-in-to-be-la-yut-sya about-ti-in-on-false in-nya-tiya, in-lo-zhe-niya, ob-ra-zy. For the creation of an-ti-te-zy, they usually use an-to-no-we - common languages and con-tek-stu-al -nye:

You are rich, I am very poor, You are pro-za-ik, I am a poet.(A. S. Pushkin);

Yesterday I looked into the eyes,

And now - everything is ko-sit-sya in a hundred-ro-well,

Yesterday, before the birds sat,

All zha-vo-ron-ki now - in-ro-na!

I'm dumb and you're smart

Alive, and I'm dumb-be-not-barking.

O cry of women of all times:

“My dear, what have I done to you?” (M. I. Tsve-ta-e-va)

26. Gra-da-tion(in the lane with lat. - in a degree-pen-noe in-higher-tion, intensification) - a reception that is in the after-before-va-tel- nom race-by-the-same-words, you-ra-zhe-niy, tro-pov (epi-te-tov, meta-for, compare-not-ny) in a row of usi- le-tion (age-ra-ta-nia) or weakening (decreasing-va-nia) sign-ka. Rise-ras-ta-yu-shaya gra-da-tion usually use-use-zu-et-sya to strengthen-le-niya about-raz-no-sti, emo-qi-o-nal-noy you-ra-zi-tel-no-sti and influence -stu-u-sche-strength of the text-hundred:

I called you, but you didn’t look back, well, I shed tears, but you didn’t come down(A. A. Blok);

Light up, go-re-whether, shone huge blue eyes. (V. A. So-lo-ukhin)

Nis-ho-dya-shaya gra-da-tion use-use-zu-et-sya less often and usually serves to strengthen the meaning of the content of the text and the creation of the image no-sti:

He brought death pitch

Yes, a branch with fade-shi-mi-li-hundred-mi. (A.S. Pushkin)

27. Ok-su-mo-ron(in the translation from Greek - ost-ro-um-but-glu-poe) - this is sti-li-sti-che fi-gu-ra, in some swarm so-one-nya-yut -sya usually not-co-me-sti-my-nya-tia, like right-vi-lo, about-ti-in-re-cha-shchy each other ( bitter joy, ringing ti-shi-na etc.); at the same time, there is a new meaning, and the speech is given a special expression: From that hour on, it was for Ilya sweet-worthy mu-che-nya, light-lo opa-la-yu-shchy soul (I. S. Shme-lev);

There is melancholy ve-se-laya in the scares of dawn (S. A. Yesenin);

But beauty-so-you them without-about-time-noy I soon ta-in-stvo in-stig. (M. Yu. Ler-mon-tov)

28. Al-le-go-riya- foreign-saying, re-re-da-cha from-attracting-no-thing through a specific image: Foxes and wolves must beat(cunning, malice, greed).

29.Default- on-me-ren-ny break of you-sa-say-va-niya, pe-re-da-u-schy excitement of speech and pre-la-ga-yu-shchy that chi-ta-tel do-ga-yes-et-sya about not-you-said-zan-nom: But I wanted ... Perhaps you ...

In addition to you-she-pe-re-number-len-syn-so-si-che means you-ra-zi-tel-no-sti in the tests meet-cha-ut-sya and next -yu-shchee:

-vos-kli-tsa-tel-ny pre-lo-zhe-niya;

- dialog, hidden dialog;

-in-quest-but-from-answer-th form from-lo-same-tion such a form from-lo-zhe-niya, with some-swarm che-re-du-ut-sya in-pro-sy and from-ve-you to questions;

-rows of one-native members;

1. Wisdom for-the-key-cha-et-sya, first of all, in the care of the judgment-de-niy, in the ability to justify the judgment-de- ny lean on knowledge, with-no-may to sve-de-tion a lot of fact-ditch.

2. Knowledge is higher than information, insofar as it can verify its reliability, and wisdom is more than knowledge, it is higher neck, which a person can achieve.

3. Opinion is only a relation to something, and knowledge represents itself in-no-ma-nie for-to-but-measurement .

4. Approval of not-reinforced by knowledge-no-I-mi-me, not-mature thoughts leads to empty sa-mo-on-de-yan-no-sti.

5. The process of mouse-le-ning is a serious work-bo-ta, someone-rue is not-about-ho-di-mo to learn-you-half-nyat, checking and re-verifying different personal pre-positions, you-stra-and-vaya and keep-living in a circle of intense attention-mania long tse-poch-ki ras-jug-de-ny.

28.02.2022

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