A complex syntactic whole is a single text, therefore, when constructing it, two main characteristics of the text must be taken into account: »thematicity and coherence. Ignoring this provision leads to the appearance of stylistic errors and shortcomings.
1. The displacement of the presentation plan is that, having started to write on one topic, about one subject of speech, then, when building a complex syntactic whole (prosaic stanza), the author deviates from the topic and. jumps to another. For example: Lyrics ... How difficult it is to define it! What does the poem mean? Perhaps no other literary genre has such a vague definition. The lyrics were constantly questioned. Poets themselves often think about the meaning and purpose of lyrics and why they write poetry. The reasons are as different as poetry itself. Some write a message, for others the purpose of the verse is a reader "\u003e still others admit that they write only for themselves, while others firmly believe in the impact of lyrics, believing that it helps to reduce evil and increase the amount of good (From newspapers). At the beginning of the stanza, the question is posed: what are lyrics? Starting with the fourth sentence, the author explains why poets write poetry.
To correct this or a similar stanza, the author needs to determine for himself the topic (micro topic) that he wants to develop and bring his thought to its logical conclusion. In the part of the stanza where he moves on to another topic, it is recommended to arrange a paragraph (red line). 2.
The omission of logical connections between the sentences included in the stanza leads to the absence of a causal connection between them. For example: An old elk swam along Sakmara, cutting through the muddy water with its mighty chest. Having got out to the uninhabited steppe shore, he shook himself off, threw up his proud head and sensitively moved his big ears. Not catching suspicious rustles (and moose, as you know, are blind enough), he walked slowly towards the forest belt (From the newspapers). There is no connection between the fact that the moose did not catch suspicious rustles (hearing) and the fact that the moose are blind (eyesight). The restoration of the missing logical link is required: ... and moose, as you know, have a keen hearing that compensates for their natural blindness. 3.
Incorrect paragraph articulation of the text significantly complicates the perception of prosaic stanzas. Compositional articulation makes it easier to perceive the content, to correctly place logical accents, to follow the development of the author's thought. The following text can be divided into paragraphs in different ways, depending on the selection of prosaic stanzas. But without such division, its perception becomes much more difficult. For Vysotsky, there are no forbidden topics, he fearlessly, with a boldness evoking envy in many, wrote and sang about everything that worried him. But this is freedom that is morally guaranteed; an exact relation to an object or decay. Z The lyric hero of Vysotsky is morally significant. And attractive also because you can rely on someone like him, this one will not let you down, you will not be lost with him. Morality is provided by the masculine nature of the phenomenon, you see, is not the most common in our time. Z Vysotsky not only captures, conveys, reflects the drama of life. He is dramatic himself, by nature, his objectivity, personality, talent. All that he did, and all that he succeeded in, was from restlessness, from the feeling of anxiety that did not leave him. Z The dramatic, according to Pushkin, is associated with the passions and outpourings of the human soul. " In full accordance with this exact observation, Vysotsky, at a time when half-whispers, on the one hand, and pop noisiness, on the other, prevailed, began to speak and sing in an "open voice", passionately, hysterically, sometimes turning to screaming. The way people sing at home, in a free, relaxed atmosphere not constrained by strict rules (V. Tolstykh). The special symbol Z denotes the paragraph articulation of the text.
§ 218. Errors in the construction of complex syntactic integers
A complex syntactic whole is a unit of text, therefore, when constructing it, two main characteristics of the text must be taken into account: thematic and connectivity... Ignoring this provision leads to the appearance of stylistic errors and shortcomings.
1. Shifting the outline lies in the fact that, having begun to write on one topic, about one subject of speech, then, when building a complex syntactic whole (prosaic stanza), the author deviates from the topic and jumps to another. For instance: The lyrics ... How difficult it is to define it! What does the poem mean? Perhaps no other literary genre has such a vague definition. The lyrics were constantly questioned. Poets themselves often think about the meaning and purpose of lyrics and why they write poetry. The reasons are as different as poetry itself. Some write a message, for others “the purpose of the verse is the reader”, others admit that they write only for themselves, while others firmly believe in the impact of the lyrics, believing that it helps to reduce evil and increase the amount of good (From newspapers). At the beginning of the stanza, the question is posed: what are lyrics? Starting with the fourth sentence, the author explains why poets write poetry.
To correct this or a similar stanza, the author needs to determine for himself the topic (micro topic) that he wants to develop and bring his thought to its logical conclusion. In the part of the stanza where he moves on to another topic, it is recommended to arrange a paragraph (red line).
2. Skipping logical connections between the sentences included in the stanza, leads to the absence of a causal connection between them. For instance: An old elk swam along Sakmara, cutting through the muddy water with its mighty chest. Having got out to the uninhabited steppe shore, he shook himself off, threw up his proud head and sensitively moved his big ears. Not catching suspicious rustles (and moose, as you know, are blind), slowly walked to the forest belt (From newspapers). There is no connection between the fact that the moose did not catch suspicious rustles (hearing) and the fact that the moose are blind (eyesight). The restoration of the missing logical link is required: ... and moose, as you know, have a keen hearing that compensates for their natural blindness.
3. Incorrect paragraph articulation of the text significantly complicates the perception of prosaic stanzas. Compositional articulation makes it easier to perceive the content, to correctly place logical accents, to follow the development of the author's thought. The following text can be divided into paragraphs in different ways, depending on the selection of prosaic stanzas. But without such division, its perception becomes much more difficult. For Vysotsky, there are no forbidden topics, he fearlessly, with a boldness evoking envy in many, wrote and sang about everything that worried him. But this is freedom, which is provided morally, by a precise attitude to an object or phenomenon. Z The lyrical hero of Vysotsky is morally significant and attractive also because you can rely on someone like him - this one will not let you down, you will not be lost with him. Morality is provided by a masculine character - a phenomenon, you see, is not the most common in our time. Z Vysotsky not only captures, conveys, reflects the drama of life. He is dramatic himself, by the nature of his objectivity, individuality, and talent. All that he did, and all that he succeeded in, was from restlessness, from the feeling of anxiety that did not leave him. Z The dramatic, according to Pushkin, is associated with "the passions and outpourings of the human soul." In full accordance with this exact observation, Vysotsky, at a time when half-whispers, on the one hand, and pop noisiness, on the other, prevailed, began to speak and sing in an "open voice", passionately, hysterically, sometimes turning to shouting. The way people sing at home, in a free, uninhibited environment, not constrained by strict rules. (V. Tolstykh). Special badge Z the paragraph articulation of the text is indicated.
Figure (translated from Latin "outline, type, turn of speech") is a syntactic structure designed to influence the listener and reader. If tropes are forms of thought (see Ch. XXXV), then figures are forms of speech... The function of the figures is to highlight, emphasize, strengthen this or that part of the statement, the figures "serve as an expression of emotional movement in the speaker and a means of conveying the tone and degree of his mood to the listener" (A. Gornfeld). The figures are most active in artistic speech, especially poetic, but many of their varieties are quite active in various genres of journalism.
Depending on the syntactic structure and the function to be performed, the whole variety of figures can be summarized in several groups.
Syntax errors consist in incorrect construction of phrases, in violation of the structure of simple, complicated and complex sentences.
Errors in the structure of phrases:
1. Violation of agreement with the main word in the gender, number and case of the dependent word, expressed by an adjective, participle, ordinal, pronoun: "This summer I was in the steppe Trans-Volga region."
2. Violation of management. Errors in unprovided control (wrong choice of preposition): "If you touch a birch on a hot day, you will feel a cool trunk."
3. Wrong choice of case with a correctly chosen preposition: "He looked like a deadly tired man."
4. Skipping the preposition: "Having dined hastily, sat down at the wheel, drove (?) The field."
5. The use of an extra preposition "Thirst for glory."
6. Skipping of the dependent component of the phrase: “He sits down in a hot cabin again, again turns the steering wheel, which is shiny from the palms, (?) To go”.
Errors in the structure and meaning of the sentence:
1. Violation of the connection between the subject and the predicate: "But neither youth nor summer is eternal," "The sun had already set when we returned."
2. Lack of semantic completeness of the sentence, violation of its boundaries: “Once during the war. A shell hit the poplar.
3. Syntactic ambiguity: "Their (girls') dream has come true, they (fishermen) have returned."
4. Violation of the temporal correlation of the verbs in the sentence: "Grinev sees how Pugachev got into the carriage."
Errors in a simple two-part sentence:
Subject:
- Pronominal duplication of the subject: "Children sitting on an old boat tipped upside down, they are waiting for their father."
- Violation of the agreement of the subject and the pronoun replacing the subject in another sentence: "Apparently, the sea is stormy, so it is full of dangers."
Predicate:
- Errors in the construction of the predicate: "Everyone was happy."
- Violation of the agreement of the predicate in gender and number with the subject, expressed by a collective noun, quantitative noun phrase, interrogative and indefinite pronoun: "My mother and I stayed at home", "A sheaf of sun rays penetrated into the room."
- Pronominal duplication of the addition: "Many books can be read several times."
Definition:
- Incorrect use of the inconsistent definition: "On the right hangs a lamp and my portrait from the kindergarten."
- A pile of agreed and uncoordinated definitions referring to one member of the proposal: "The huge, wonderful world of the life of our country and our peers is revealed in millions of books."
- Wrong choice of the morphological form of the circumstance: "I teach lessons on the table" (at the table).
Errors in a one-part sentence:
1. The use of two-piece structures in place of one-piece ones.
2. Using the adverbial phrase in an impersonal sentence: "When I saw the dog, I felt sorry for her."
Proposals with homogeneous members:
1. Using different parts of speech as homogeneous members of the sentence: "I like the room because it is light, large, clean."
2. Inclusion in a series of homogeneous members of words denoting heterogeneous concepts: "When it is spring and a clear day, the sun illuminates my whole room."
3. Incorrect use of creative conjunctions to connect homogeneous members: "The boy was forehead, but serious."
4. Incorrect joining of logically heterogeneous minor members to one main member: "There are books in the cupboard, newspapers and glassware are on the shelves."
5. Errors in the coordination of homogeneous subjects with the predicate: "Anxiety and melancholy froze in her eyes."
6. Violations in the area of \u200b\u200bhomogeneous predicates:
a) use different types predicates as homogeneous: "The sea after the storm is calm, gentle and plays with the rays of the sun";
b) violation of the uniform design of composite nominal predicates: the use of different case forms of the nominal part of homogeneous composite nominal predicates: “Their father was an experienced fisherman and a brave sailor”; the addition to homogeneous verbal predicates of the addition, which is controlled by only one of the predicates: "Everyone is very much waiting and worried about the soldiers"; the use of short and full forms of adjectives and participles in the nominal part: "My room was recently renovated: whitewashed and painted."
7. Unification of members and parts of different proposals on the basis of homogeneous ones: "Under the birch trees grow mushrooms, berries, snowdrops bloom in the spring." "The children were waiting for their father and when his boat would show up."
Sentences with introductory words and introductory constructions:
1. Wrong choice of the introductory word: "The girls stared intently into the distance of the sea: probably a boat will appear on the horizon."
2. The use of such an introductory word that leads to ambiguity: "According to the fishermen, there was a storm at night, and now it is calm."
3. Using the introductory sentence as an independent one: “A book is a source of knowledge. As many say. "
Peer-to-peer proposals:
1. Violation of word order in participial sentences.
- Separation of the participial turnover from the defined word: "But a misfortune happened to the tree again: its branches were chopped off, located low."
- Inclusion of the word to be defined in the participial phrase: "Girls have a fixed gaze to the sea."
2. Violation of the rules for constructing the participle turnover.
- Construction of the participle turnover according to the model clause clause: "The picture shows a girl who just got up."
- The use of the participial phrase instead of the adverbial: "And every time we came back, we sat under the poplar and rested."
3. Errors in sentences with isolated circumstances, expressed by the adverbial phrase: Resting in an armchair, in front of me hangs the picture "March".
Direct speech transmission methods. Direct and indirect speech:
3. Mixing of direct indirect speech: Grandfather said that in childhood they had such a law: on birthdays we gave only what was done with our own hands. "
4. Errors in the introduction of quotations: K. Paustovsky said that "A person who loves and knows how to read is a happy person."
Complex sentences:
1. Violation of the logical-grammatical connection between the parts of a compound sentence: "My father did not forget this story for a long time, but he died."
2. The use of a pronoun in the second part of a compound sentence, leading to ambiguity: "May the hopes come true and they will return."
3. Errors in using compound conjunctions:
a) connecting - to connect parts of a compound sentence in the absence of adversarial relations between them: "Yesterday there was a storm, and today everything was calm around."
b) adversarial - to combine parts of a compound sentence in the absence of adversarial relations between them: “A birch tree grows in our yard, but the buds are also swelling on it”;
c) double and repetitive: "A bird has landed on the water, or the wreckage of a broken boat is floating on the sea";
d) unjustified repetition of unions: “And suddenly the girls saw a small black dot, and they had hope”;
e) unsuccessful choice of unions: "Mitras was ten years old with a tail, but his sister was older."
Complex sentences:
1. Inconsistency of the type of the subordinate clause with the meaning of the main one: "But they will still wait for their father, since the fishermen must wait on the shore."
2. Using composition and submission to connect parts in a complex sentence: "If a person does not play sports, and he ages quickly."
3. Weighting the structures by "stringing" subordinate clauses: "The sail appeared in the sea as the happy news that everything is in order with the fishermen and that the girls will soon be able to hug their parents, who were delayed at sea because there was a strong storm."
4. Omitting a necessary guide word: "Mom always scolds me for throwing my things around."
5. Unjustified use of the index word: "I have the assumption that the fishermen were delayed by a storm."
6. Incorrect use of conjunctions and union words with the correct choice:
a) the use of conjunctions and union words in the middle of the subordinate clause: "There is a TV in the room on the bedside table, after school on which I watch entertainment programs";
b) violation of the agreement of the union word in the subordinate clause with the substituted or definitive word in the main sentence: "On two shelves - fiction, which I use in preparation for the lessons."
7. The use of the same type of subordinate clauses with successive submission: "Walking along the shore, I saw two girls who were sitting on an overturned boat, which lay at the top of the keel near the shore."
8. Using the subordinate clause as an independent one: “Girls worry about their relatives. That is why they gaze so sadly into the distance. "
Unionless compound sentence:
1. Violation of the unity of the designs of homogeneous parts in the non-union complex sentence: "The picture shows: early morning, only the sun rises."
2. Decomposition of parts of a non-union complex sentence into independent offers: “The girls are dressed simply. They are wearing summer chintz dresses. The elder has a scarf on her head.
3. Simultaneous use of non-union and allied ties: "The clothes on the girls are simple: the older one with a scarf on her head, in a blue skirt and gray sweater, the younger one without a headscarf, in a purple dress and a dark blue blouse."
Complex sentence with different kinds communication:
1. Violation of the order of the parts of the sentence: “The waves are still foaming, but calming down near the shore; the closer to the horizon, the darker the sea; and therefore the girls have the hope that their father will return. "
2. The use of pronouns leading to ambiguity: "We see that the girl's bed is not made, and she confirms that the girl has just got up."
Russian language (grade 9)
Russian literature lesson
Topic:Complex syntactic whole. Language analysis of the text (to the formulation of the problem)
Objectives: to repeat and generalize the information known to students about the text, its structure, improve the ability to carry out language analysis of the text, work on the development of students' communicative abilities, improve their language skills, introduce the concept of SSC (microtext) using the example of texts-excerpts from the works of A.S. Pushkin, M. Yu. Lermontov, N. V. Gogol; using elements of creative reading, to educate students in an attentive, thoughtful reader, capable of capturing and perceiving the peculiarities of the writer's style; continue working on the culture of students' speech.
Equipment:textbook "Russian language: Textbook for 9th grade. with the Russian language of instruction "/ EP. Goloborodko et al. / - K .: Osvita, 2002 .; textbook of literature edited by Teplinsky (grade 9), notes on the board, tables "Language and speech", "Text", "Structural means of the SSTs".
Lesson type: a lesson in the formation of students' communicative skills with elements of generalizing repetition.
The language of verbal art is a peculiar system of verbal and artistic forms ..., their meanings and functions and the categories reflected in them; in fiction, this system arises on the basis of the synthesis of the communicative function of the literary and folk-spoken language with the function of expressive and pictorial.
V. V. Vinogradov
During the classes:
I. Organizing time.
II... Introductory speech of the teacher.
Today in the lesson, on the one hand, we summarize the results of a long, two-year-long conversation about the syntax of the Russian language. On the other hand, we will try to ascend to a higher level of your intellectual development. Let's get acquainted with a new generalizing concept - a complex syntactic whole, we will introduce it into your everyday life.
/ Recording the date, topic, lesson epigraphs in a notebook /
The first step towards this will be vocabulary and semantic work.
III. Vocabulary and semantic work
Text, theme, main idea of \u200b\u200bthe statement, complex syntactic whole (SSC), serial communication, parallel communication, methods of constructing text, linguistic means.
IV... Communication of the topic, the goals of the lesson.
Why do we need to expand knowledge in this area? What is the practical significance of the material offered to you in today's lesson? Let's try to give answers to these questions at the end of the lesson. In the meantime, let's think about how we communicate with each other. Sounds? With words? Phrases? Not. And not even suggestions.
/ Referring to the III part of the table "Language and speech" /
People create statements and communicate with texts (micro- and macro-texts, monologues, dialogues and polylogues). And the concept of STS, which is new to you, is nothing more than a microtext. A statement, microtext is small, capacious information.
You get information in different fields of knowledge thanks to the texts. Their scope and focus are constantly changing. You will leave school into adulthood not only with a certain amount of knowledge, but also with the ability to work with a book, text. We will continue to learn this skill.
V... Text. Reiteration.
1. Let's remember what text is.
/ Students' answers. /
Let's check your ideas about the text with the scientific interpretation of this term.
2. Working with the "Text" table. / "RYAL in secondary educational institutions of Ukraine", No. 2,1988, p. 36 /
/ Work of students in groups: drawing up a monologue statement by each study group; performance of 1-2 groups of students; additions to other groups /
3. Generalization of the teacher.
A text is a detailed statement made up of related sentences. In modern linguistics, the text is considered as a communicative unit, the main features of which are semantic integrity and coherence. This is also evidenced by the SSTs. 
VI... Complex syntactic whole. Definition of the concept.
A complex syntactic whole is a combination of several sentences that are closely interrelated in meaning and syntactically. STS is nothing more than a microtext. The organization of the microtext is stable, it depends on the content, style, author's manner.
This means that in order to be spoken of as a knowledgeable, pleasant interlocutor, in order for you to master the correct written speech, you need to learn to be worth your statements, you need to learn to logically correctly read the texts. And it's easier to start doing this with the STS.
Vii... Working with deformed text.
1. Listen to an example. Try to determine what you will hear: text or a set of sentences.
/ The teacher reading the deformed text (Teplinsky. "Literature. Grade 9" /
And now, in the 9th grade, we will talk (and perhaps even argue) about the fate of Pushkin's heroes Eugene Onegin and Tatyana Larina ... Pushkin enters our consciousness from early childhood, from fairy tales that we know by heart, not thinking that someone had composed them: it seemed that they have always existed, that they are just a part of our world, and it has no beginning and no end. I would like to believe that Pushkin will forever remain with you, because he is inexhaustible, just as life itself is inexhaustible. And then in our lives wonderful Pushkin's lines about nature appear, his poems about love begin to interest and excite ...
2. Try to recover the text and write it down in a notebook.
/ The work of students to restore the text. Writing text into a notebook.
Individual task. Retelling of the restored text. / 1 - 2 students /
3. Did you recognize the text? And where is it taken from?
The name of Pushkin is well known to every person who speaks Russian. You are also familiar from the biography of Pushkin read for the lesson in literature, from prose and poetry read in high school. What works of Pushkin are familiar to you? And what lines of Pushkin's poetry became your favorite? Can you read them by heart?
/ Reading by heart the poems of A.S. Pushkin,
teacher assessment expressive reading students /
We will continue our conversation about Pushkin and his work in literature lessons. Now let's get back to the text again. We have restored the text, and we will analyze it.
VIII... Holistic text analysis.
1. Acquaintance with the plan for the holistic analysis of the text.
Holistic text analysis plan
Style and type of speech.
Semantic connection of sentences in the SSTs.
The figurative means of language used by the writer to express his thoughts.
Morphological means of communication in the STS (the predominance of which parts of speech do you observe and what is their semantic load).
The intonation of the statement.
2. Distribution of tasks between study groups of students.
Our time is limited, so we will try to present the drawing of the text in its holistic analysis by fragments:
Fragment 1. The theme, the main idea of \u200b\u200bthe microtext.
Fragment 2 . Style and type of speech. Semantic connection of sentences. / Use the tables-tips of the textbook "Russian language: Textbook for 9th grade. with Russian as the language of instruction "/ EP. Goloborodko and others. /
Fragment 3. The figurative means of language used by the writer to express his thoughts; morphological means of communication in the SSC.
Fragment 4. Syntactic analysis of microtext.
Individual task. Parsing the teacher-specified sentence from the recovered text.
Fragment 5. Spelling analysis of the text (pay attention to the spelling, compose a dictionary work on the text, comment on the spelling).
An example of vocabulary work:
FROM aboutknowledge with ra nnhis childhood, (not) wondering who - then, h atde cnth pushkin lines; Pushkin, int er efrom ovat b, cla ss, x aboutbody would, n awalways, (n e) will be exhausted, andknow.
3. Collective work in groups - collective compilation of a holistic analysis of the text.
4. Conversation - text analysis.
/ Each group reports on the work done. /
IH. Independent work on text analysis.
You have already completed one part of the work in the lesson. And it seems to me that you can try to take independent steps in research work on text analysis. Use the table "Structural means of the SSC".
"Structural means of the CCC"
_____________________________________________________________
Lexical: Morphological: Syntactic: Rhythmic-melodic
/intonation/
Repetition - correlation of species- - word order and pre-
individual words; temporary forms of ironing;
Synonyms, including catch-predicates. - unions in affiliation
number of contextual meaning;
ny; - particles;
Personal and Pointer- - Using Circumstances-
new pronouns; bodies (predominantly
Pronouns but places and times);
adverbs, etc. - introductory words and
offers;
Parallelism is built
proposals;
Incompleteness of individual
proposals.
1. Working with microtext.
My mother's pedigree is even more curious. Her grandfather was a Negro, the son of a sovereign prince. The Russian envoy in Constantinople somehow got him out of the seraglio, where he was kept as an amanat, and sent him to Peter the Great, along with two other Arapchats. The sovereign baptized little Ibrahim in Vilno, in 1707, with the Polish queen, wife of Augustus, and gave him the surname Hannibal.
/ Each group presents its own analysis of the text /
Individual work.
● Formulate questions for the text (5 - 7 questions). Give answers to them.
/ The task is performed by 2 - 3 students of primary and secondary levels of competence. /
● Make up a dialogue (6 - 10 replicas) - exchange of opinion about the text - proof that this microtext is the SSC. / 1 - 2 pairs. /
2. Checking the fulfillment of an individual assignment:
Reading the compiled questions according to the text / 1 - 2 students read out the questions, the rest show the completion of the assignment in the notebook /;
A holistic analysis of the text / commentary is given by 1 - 2 study groups, other groups supplement /;
Reading, acting out dialogues / 1 - 2 pairs /.
X. Generalization of what has been learned.
How did you understand what the STS is?
Are microtext and STS the same thing?
Will today's lesson help you learn Pushkin's works, even in separate passages, according to their style and structure? Try to find out.
2. Work with excerpts of texts by AS Pushkin, M. Yu. Lermontov, NV Gogol.
● He was a fine fellow, I dare to assure you; just a little weird. After all, for example, in the rain, in the cold all day long hunting; everyone will be chilled, tired - but he has nothing. And another time he sits in his room, smells of the wind, assures that he caught a cold; knocks with the shutter, he shudders and turns pale; and in my presence he went to the boar one on one; it used to be that for hours on end you won’t get a word, but sometimes, as you begin to tell, you’ll break your bellies with laughter ... Yes, sir, he was very strange, and he must be a rich man: how many different expensive things he had !. ...
● Only one person belonged to our society, not being a military man. He was about thirty-five years old, and for this we considered him an old man. Experience gave him many advantages over us; moreover, his usual sullenness, tough disposition and evil tongue had a strong influence on our young minds. Some kind of mystery surrounded his fate; he seemed Russian, but bore a foreign name. Once he served in the hussars, and even happily; no one knew the reason that prompted him to retire and settle in a poor place where he lived together, poor and wasteful: he always walked in a worn black frock coat, and kept an open table for all the officers of our regiment.
● In the chaise sat a gentleman, not handsome, but not bad-looking, neither too fat nor too thin; one cannot say that he is old, but not so that he is too young. His entrance made no noise at all in the city and was not accompanied by anything special; only two Russian peasants, standing at the door of the tavern opposite the hotel, made some remarks, which, incidentally, were more related to the carriage than to the one sitting in it.
Do you agree that knowledge of the SSC for an attentive reader will help to understand the text read? Let's check this in literature lessons.
XI... Lesson summary. Assessment of students' knowledge and skills.
Homework:write out a complex sentence with different types connections from the poem by A. Pushkin "Monument" or "To Chaadaev" and perform a full syntactic analysis of the written sentence.
A complex syntactic whole is a unit of text, therefore, when constructing it, two main characteristics of the text must be taken into account: thematic and connectivity... Ignoring this provision leads to the appearance of stylistic errors and shortcomings.
1. Shifting the outline lies in the fact that, having begun to write on one topic, about one subject of speech, then, when building a complex syntactic whole (prosaic stanza), the author deviates from the topic and jumps to another. For instance: The lyrics ... How difficult it is to define it! What does the poem mean? Perhaps no other literary genre has such a vague definition. The lyrics were constantly questioned. Poets themselves often think about the meaning and purpose of lyrics and why they write poetry. The reasons are as different as poetry itself. Some write a message, for others “the purpose of the verse is the reader”, others admit that they write only for themselves, while others firmly believe in the impact of the lyrics, believing that it helps to reduce evil and increase the amount of good (From newspapers). At the beginning of the stanza, the question is posed: what are lyrics? Starting with the fourth sentence, the author explains why poets write poetry.
To correct this or a similar stanza, the author needs to determine for himself the topic (micro topic) that he wants to develop and bring his thought to its logical conclusion. In the part of the stanza where he moves on to another topic, it is recommended to arrange a paragraph (red line).
2. Skipping logical connections between the sentences included in the stanza, leads to the absence of a causal connection between them. For instance: An old elk swam along Sakmara, cutting through the muddy water with its mighty chest. Having got out to the uninhabited steppe shore, he shook himself off, threw up his proud head and sensitively moved his big ears. Not catching suspicious rustles (and moose, as you know, are blind), slowly walked to the forest belt (From newspapers). There is no connection between the fact that the moose did not catch suspicious rustles (hearing) and the fact that the moose are blind (eyesight). The restoration of the missing logical link is required: ... and moose are known to have a keen hearing that compensates for their natural blindness.
3. Incorrect paragraph articulation of the text significantly complicates the perception of prosaic stanzas. Compositional articulation makes it easier to perceive the content, to correctly place logical accents, to follow the development of the author's thought. The following text can be divided into paragraphs in different ways, depending on the selection of prosaic stanzas. But without such division, its perception becomes much more difficult. For Vysotsky, there are no forbidden topics, he fearlessly, with a boldness evoking envy in many, wrote and sang about everything that worried him. But this is freedom, which is provided morally, by a precise attitude to an object or phenomenon. ZThe lyrical hero of Vysotsky is morally significant and attractive also because you can rely on someone like him - this one will not let you down, you will not be lost with him. Morality is provided by a masculine character - a phenomenon, you see, is not the most common in our time. Z Vysotsky not only captures, conveys, reflects the drama of life. He is dramatic himself, by the nature of his objectivity, individuality, and talent. All that he did, and all that he succeeded in, was from restlessness, from the feeling of anxiety that did not leave him. Z The dramatic, according to Pushkin, is associated with "the passions and outpourings of the human soul." In full accordance with this exact observation, Vysotsky, at a time when half-whispers, on the one hand, and pop noisiness, on the other, prevailed, began to speak and sing in an "open voice", passionately, hysterically, sometimes turning to shouting. The way people sing at home, in a free, uninhibited environment, not constrained by strict rules. (V. Tolstykh). Special badge Z the paragraph articulation of the text is indicated.
L. FIGURES
Repeat-based shapes
Shapes based on changes in the arrangement of syntactic parts
Figures associated with the change in the volume of the utterance
Rhetorical figures
Figure (translated from Latin "outline, type, turn of speech") is a syntactic construction designed to influence the listener and the reader. If tropes are forms of thought (see Ch. XXXV), then figures are forms of speech... The function of the figures is to highlight, emphasize, strengthen this or that part of the statement, the figures "serve as an expression of emotional movement in the speaker and a means of conveying the tone and degree of his mood to the listener" (A. Gornfeld). The figures are most active in artistic speech, especially poetic, but many of their varieties are quite active in various genres of journalism.
Depending on the syntactic structure and the function to be performed, the whole variety of figures can be summarized in several groups.
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