We sometimes talk about other people. By B
Text No. 44 According to V. Soloukhin. We sometimes talk about other people: "Limited person"
| (1) We sometimes say about other people: "Limited person." (2) But what can this definition mean? (3) Each person is limited in his knowledge or in his idea of the world. (4) Humanity as a whole is also limited. (5) Imagine a miner who has developed some space around him in a coal seam, surrounded by thicknesses of impenetrable black stone. (6) Here is its limitation. (7) Each person in the invisible, but nevertheless impenetrable layer of the world and life, has developed a certain space of knowledge around him. (8) He is, as it were, in a capsule surrounded by a boundless, mysterious world. (9) "Capsules" are different in size, because one knows more and the other knows less. (10) A person who has read a hundred books presumptuously speaks of one who has read twenty books: "A limited person." (11) But what will he say to someone who has read a thousand? (12) And no, I think, a person who would read all the books. (13) Several centuries ago, when the information side of human knowledge was not so extensive, there were scientists whose “capsule” approached the “capsule” of all mankind and, perhaps, even coincided with it: Aristotle, Archimedes, Leonardo da Vinci ... (14) Now such a wise man who would know as much as humanity knows as such cannot be found. (15) Therefore, it can be said about everyone that he is a limited person. (16) But it is very important to separate knowledge and ideas. (17) To clarify my thought, I return to our miner in the coal seam. (18) Let's conditionally and theoretically assume that some of the miners were born there, underground, and never crawled out. (19) They didn’t read books, they don’t have any information, they don’t have any idea about the external, transcendental (located outside their slaughter) world. (20) So he worked out a rather vast space around himself and lives in it, thinking that the world is limited by his slaughter. (21) Another, less experienced miner, who has less goaf space, also works underground. (22) That is, he is more limited by his slaughter, but he has an idea of the external, terrestrial world: he swam in the Black Sea, flew in an airplane, picked flowers ... (23) The question is, which of the two is more limited? (24) That is, I want to say that you can meet a learned person with great specific knowledge and soon make sure that he is, in fact, a very limited person. (25) And you can meet a person who is not armed with a whole arsenal of accurate knowledge, but with the breadth and clarity of ideas about the outside world. (According to V. Soloukhin) |
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Main problems:
1. The problem of human limitations. What kind of person can be considered limited?
1. Limitation is a relative concept. A person can have great concrete knowledge and remain limited if he does not have a clear idea of the external world. At the same time, the space not known by man is so large that each person and humanity as a whole can be considered limited.
What kind of person can we call limited - this is the problem raised by V. Soloukhin in the text.
The author, talking about which of us is limited in our knowledge or in our understanding of the world, draws an interesting parallel. He believes that today it is impossible to find a sage who would know everything, as it was in the time of Aristotle, Archimedes, Leonardo da Vinci, because the volume of human knowledge has grown immeasurably. So everyone these days can be called a "limited" person? Yes. But one, according to V. Soloukhin, is limited by knowledge of a topic that interests only him, but the other, “not armed with a whole arsenal of accurate knowledge,” will have a broad and clear idea of the outside world.
V. Soloukhin believes that a “limited person” is one who has become isolated in the study of only one kind of science, not noticing anything but it.
Sasha Black."Books"
There is a bottomless box of the world -
From Homer down to us.
To know at least Shakespeare,
It takes a year for smart eyes.
Quotes
1. We can as far as we know (Heraclitus, ancient Greek philosopher).
2. Not every change is development (ancient philosophers).
3. We were civilized enough to build a machine, but too primitive to use it (K. Kraus, German scientist).
4. We left the caves, but the cave has not yet left us (A. Regulsky).
5. Jack London. Martin Eden
Limited minds only see limitations in others.
D. London "Martin Eden"
The protagonist of the novel of the same name by the American writer Jack London, Martin Eden, is a working guy, a sailor, a native of the lower classes, about 21 years old, meets Ruth Morse, a girl from a wealthy bourgeois family. Ruth begins to teach semi-literate Martin correct pronunciation English words and arouses in him an interest in literature. Martin learns that magazines pay decent fees to the authors who are published in them, and firmly decides to make a career as a writer, earn money and become worthy of his new acquaintance, with whom he managed to fall in love. Martin is putting together a self-improvement program, working on his language and pronunciation, and reading a lot of books. Iron health and unbending will moves him to the goal. In the end, having gone a long and thorny path, after numerous failures and disappointments, he becomes a famous writer. (Then he is disappointed in literature, his beloved, people in general and life, loses interest in everything and commits suicide. This is so, just in case. An argument in favor of the fact that the fulfillment of a dream does not always bring happiness)
6. Jack London.
I am simply shy when I see my human limitations that prevent me from covering all aspects of the problem, especially when it comes to the fundamental problems of life.
That was the age-old tragedy - when narrowness seeks to guide the true mind, broad and free from prejudice, on the path.
7. Miguel de Cervantes. There are people for whom the knowledge of Latin does not prevent them from being donkeys.
8. Evgeny Zamyatin. Roman We. I am not afraid of this word - "limitation": the work of the highest that is in man - reason - comes down precisely to the continuous limitation of infinity, to the fragmentation of infinity into convenient, easily digestible portions - differentials. This is precisely the divine beauty of my element - mathematics.
9. M.V. Lomonosov. Evening meditation on the majesty of God...
…A black shadow ascended the mountains;
The rays from us leaned away;
opened abyss stars full;
to the stars numbers No, abyss bottom.
The early Middle Ages are commonly referred to as the "Dark Ages". The raids of the barbarians, the destruction of ancient civilization led to a deep decline in culture. It was difficult to find a literate person not only among commoners, but also among people of the upper class. So, for example, the founder of the Frankish state, Charlemagne, could not write. However, the thirst for knowledge is inherent in man. The same Charlemagne, during his campaigns, always carried with him wax tablets for writing, on which, under the guidance of teachers, the diligently drew letters.
The desire to learn new things lives in each of us, and sometimes this feeling takes possession of a person so much that it makes him change life path. Today, few people know that Joule, who discovered the law of conservation of energy, was a cook. The ingenious Faraday began his career as a peddler in a shop. And Coulomb worked as an engineer for fortifications and gave physics only his free time from work. For these people, the search for something new has become the meaning of life.
Limited - SYNONYMS
silly; close; restrictive, final, finite, one-sided, narrow, insufficient, connected, constrained, reduced; stubby, narrow-minded, narrow-minded; narrow-minded, narrowly professional, narrowly specific, narrow-minded, silly, truncated, narrow-minded, modest, compressed, local, sequestered, does not tear stars from the sky, highly specialized, sequestered, stupid, localized, limited, narrow-minded, short-range, conditioned, does not invent gunpowder, short-range mind, small, narrowed, dull, chicken brains, there are not enough stars from the sky, contingent, stupid, localized, limited, incomplete, Procrustes, infringed, reduced, not unlimited, servitude, oppressed, empty-headed, foolish, sequestered, rustic, conditional, rolled up, insignificant. Ant. wide, many-sided, many-sided
Problems
The problem of the correlation of knowledge of an individual and human knowledge of the whole world.
The problem of the importance of the process of cognition in human life.
Both during the golden age of Russian literature, and today, many writers reveal in their works the problem of the need for scientific knowledge in human life.
An example of the inseparability of knowledge from a person can be the work of a Russian writer I.A. Goncharov "Oblomov" . One of the heroes of the work, Andrey Stolz, from early childhood, stubbornly improved his knowledge. He developed his knowledge every minute. Knowledge of the world was his main goal. Thanks to his desire to uncover the secrets of the world, he became a man capable of solving any issue.
A very good example - Evgeny Bazarov from the novel "Fathers and Sons" by I.S. Turgenev . The hero was formed as a personality thanks to his craving for knowledge, he became a man of a firm and deep mind.
Undoubtedly, a person should show a true desire and desire for knowledge, and not pretend to be a person who knows the world, as it is presented in the work D.I.Fonvizin "Undergrowth" . Before society main character Mitrofanushka appears as a man thirsty for knowledge, but in fact he was just an ignoramus.
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Which of the statements correspond to the content of the text? Specify the answer numbers.
Enter the numbers in ascending order.
5) Than more books a person reads, the more he is limited, since he knows little about the real world around him.
(1) We sometimes say about people: "Limited person." (2) But what can this definition mean? (3) Each person is limited in his knowledge or in his idea of the world. (4) Humanity as a whole is also limited.
(5) Let us imagine a miner who, in a coal seam, has developed some space around him, surrounded by thicknesses of impenetrable black stone. (6) Here is its limitation. (7) Each person in the invisible, but nevertheless impenetrable layer of the world and life, has developed a certain space of knowledge around him. (8) He is, as it were, in a capsule surrounded by a boundless, mysterious world. (9) "Capsules" are different in size, because one knows more and the other knows less. (10) A person who has read a hundred books presumptuously speaks of one who has read twenty books: "A limited person." (11) But what will he say to someone who has read a thousand? (12) And no, I think, a person who would read all the books.
(13) Several centuries ago, when the information side of human knowledge was not so extensive, there were scientists whose “capsule” approached the “capsule” of all mankind and, perhaps, even coincided with it: Aristotle, Archimedes, Leonardo da Vinci ... (14) Now such a wise man who would know as much as humanity knows as such cannot be found. (15) Therefore, it can be said about everyone that he is a limited person. (16) But it is very important to separate knowledge and ideas. (17) To clarify my thought, I return to our miner in the coal seam.
(18) Let's conditionally and theoretically assume that some of the miners were born there, underground, and never crawled out. (19) They didn’t read books, they don’t have any information, they don’t have any idea about the external, transcendental (located outside their slaughter) world. (20) So he worked out a rather vast space around himself and lives in it, thinking that the world is limited by his slaughter. (21) Another, less experienced miner, who has less goaf space, also works underground. (22) That is, he is more limited by his slaughter, but he has an idea of \u200b\u200bthe external, terrestrial world: he swam in the Black Sea, flew in an airplane, picked flowers ... (23) The question is, which of the two is more limited?
(24) That is, I want to say that you can meet a learned person with great specific knowledge and soon make sure that he is, in fact, a very limited person. (25) And you can meet a person who is not armed with a whole arsenal of accurate knowledge, but with the breadth and clarity of ideas about the outside world.
(According to V. Soloukhin *)
*Vladimir Alekseevich Soloukhin(1924-1997) - poet, prose writer, publicist.
What statements contradict the content of the text?
1) Mankind is limited in its understanding of the world.
3) It is impossible to confuse the exact knowledge that a person possesses with his ideas about the outside world.
4) A person with great specific knowledge cannot be a limited person.
5) Nowadays information technologies it is easy to find a sage who would know as much as humanity knows.
Explanation.
Contradicting text:
4)A person with great specific knowledge cannot be a limited person. It is refuted by Proposition 24.
5) In our time of information technology, it is easy to find a wise man who would know as much as humanity knows. Proposition 14 refutes it.
Answer: 45
Answer: 45|54
Difficulty: normal
Which of the following statements are false?
1) Proposition 15 contains a conclusion from the reasoning contained in Propositions 1-14.
2) Sentences 18-23 do not include narration.
3) In sentences 1-4, reasoning is presented.
4) Propositions 24-25 contain a conclusion from the reasoning contained in sentences 18-23.
5) Sentences 10-11 present the narrative.
Explanation.
False statements
2) Sentences 18-23 do not include narration. The narration is in part of sentence 22 he swam in the Black Sea, flew on an airplane, picked flowers.
5) Sentences 10-11 present the narrative. Wrong, this is a discussion.
Answer: 25
Answer: 25|52
Relevance: Current academic year
Difficulty: normal
From sentences 24-25, write out the word used in a figurative sense, which in one of the direct meanings means "arms depot"
Explanation.
In a figurative sense, the word "arsenal" is used. Knowledge arsenal = knowledge warehouse.
Answer: arsenal
Answer: arsenal | arsenal
Relevance: Current academic year
Difficulty: normal
Determine the way the word PRESSEDIENTLY is formed (sentence 10).
Explanation.
The adverb "presumptuous" is formed from the adjective "presumptuous" with the suffix -o-.
Answer: suffix
Anastasia Smirnova (St. Petersburg)
Because it is formed from "presumptuous" with the suffix "-o-".
Among sentences 13-20, find one (s) that is (s) connected with the previous one with the help of a union. Write the number(s) of this offer(s).
(15) Therefore, it can be said about everyone that he is a limited person. (sixteen) But It is very important to separate knowledge and ideas.
The conjunction "but" connects sentence 16 with sentence 15.
Answer: 16
Rule: Task 25. Means of communication of sentences in the text
MEANS OF COMMUNICATION OF OFFERS IN THE TEXT
Several sentences connected into a whole by a topic and a main idea are called a text (from Latin textum - fabric, connection, connection).
Obviously, all sentences separated by a dot are not isolated from each other. There is a semantic connection between two adjacent sentences of the text, and not only sentences located next to each other can be related, but also separated from each other by one or more sentences. The semantic relations between sentences are different: the content of one sentence can be opposed to the content of another; the content of two or more sentences can be compared with one another; the content of the second sentence can reveal the meaning of the first or clarify one of its members, and the content of the third can reveal the meaning of the second, etc. The purpose of task 23 is to determine the type of relationship between sentences.
The wording of the task may be as follows:
Among sentences 11-18, find one (s) that is (s) connected with the previous one using a demonstrative pronoun, adverb and cognates. Write the number(s) of the offer(s)
Or: Determine the type of connection between sentences 12 and 13.
Remember that the previous one is ONE HIGHER. Thus, if the interval 11-18 is indicated, then the desired sentence is within the limits indicated in the task, and the answer 11 may be correct if this sentence is related to the 10th topic indicated in the task. Answers can be 1 or more. The score for the successful completion of the task is 1.
Let's move on to the theoretical part.
Most often, we use this text construction model: each sentence is linked to the next one, this is called chain link. (We will talk about the parallel connection below). We speak and write, we combine independent sentences into a text according to simple rules. Here's the gist: two adjacent sentences must refer to the same subject.
All types of communication are usually divided into lexical, morphological and syntactic. As a rule, when connecting sentences into text, one can use several types of communication at the same time. This greatly facilitates the search for the desired sentence in the specified fragment. Let's take a closer look at each type.
23.1. Communication with the help of lexical means.
1. Words of one thematic group.
Words of the same thematic group are words that have a common lexical meaning and denote similar, but not identical, concepts.
Word examples: 1) Forest, path, trees; 2) buildings, streets, sidewalks, squares; 3) water, fish, waves; hospital, nurses, emergency room, ward
Water was clean and transparent. Waves ran ashore slowly and silently.
2. Generic words.
Generic words are words related by the relationship genus - species: genus is a broader concept, species is a narrower one.
Word examples: Chamomile - flower; birch - tree; car - transport etc.
Suggestion examples: Under the window still grew Birch. How many memories I have associated with this tree...
field chamomile become a rarity. But it's unpretentious flower.
3 Lexical repetition
Lexical repetition is the repetition of the same word in the same word form.
The closest connection of sentences is expressed primarily in repetition. Repetition of one or another part of the sentence - main feature chain connection. For example, in sentences Behind the garden was a forest. The forest was deaf, neglected the connection is built according to the “subject - subject” model, that is, the subject named at the end of the first sentence is repeated at the beginning of the next one; in sentences Physics is science. Science must use the dialectical method- "model predicate - subject"; in the example The boat has landed on the shore. The beach was strewn with small pebbles.- model "circumstance - subject" and so on. But if in the first two examples the words forest and science stand in each of the worthwhile proposals in the same case, then the word shore It has different forms. lexical repetition in USE assignments the repetition of a word in the same word form, used to enhance the impact on the reader, will be considered.
In texts of artistic and journalistic styles, the chain connection through lexical repetition often has an expressive, emotional character, especially when the repetition is at the junction of sentences:
Here the Aral Sea disappears from the map of the Fatherland sea.
Whole sea!
The use of repetition here is used to enhance the impact on the reader.
Consider examples. We do not yet take into account additional means of communication, we look only at lexical repetition.
(36) I heard a very brave man who went through the war once say: “ It used to be scary very scary." (37) He spoke the truth: he used to be scared.
(15) As an educator, I happened to meet young people who yearn for a clear and precise answer to the question of higher education. values life. (16) 0 values, allowing you to distinguish good from evil and choose the best and most worthy.
note: different forms of words refer to a different kind of connection. For more on the difference, see the paragraph on word forms.
4 Root words
Single-root words are words with the same root and common meaning.
Word examples: Motherland, be born, birth, kind; break, break, break
Suggestion examples: I'm lucky be born healthy and strong. History of my birth nothing remarkable.
Although I understood that a relationship is needed break but he couldn't do it himself. This gap would be very painful for both of us.
5 Synonyms
Synonyms are words of the same part of speech that are similar in meaning.
Word examples: to be bored, to frown, to be sad; fun, joy, rejoicing
Suggestion examples: At parting, she said that will miss. I knew that too I will be sad through our walks and conversations.
Joy grabbed me, picked me up and carried me... jubilation seemed to have no boundaries: Lina answered, answered at last!
It should be noted that synonyms are difficult to find in the text if you need to look for a connection only with the help of synonyms. But, as a rule, along with this method of communication, others are used. So, in example 1 there is a union too , this relationship will be discussed below.
6 Contextual synonyms
Contextual synonyms are words of the same part of speech that come together in meaning only in a given context, since they refer to the same subject (sign, action).
Word examples: kitten, poor fellow, naughty; girl, student, beauty
Suggestion examples: Kitten recently lived with us. Husband took off poor guy from the tree where he climbed to escape from the dogs.
I guessed that she student. Young woman continued to be silent, despite all efforts on my part to talk her.
It is even more difficult to find these words in the text: after all, the author makes them synonyms. But along with this method of communication, others are used, which facilitates the search.
7 Antonyms
Antonyms are words of the same part of speech that are opposite in meaning.
Word examples: laughter, tears; hot Cold
Suggestion examples: I pretended to like this joke and squeezed out something like laughter. But tears strangled me, and I quickly left the room.
Her words were warm and burned. eyes chilled cold. I felt like I was under a contrast shower...
8 Contextual antonyms
Contextual antonyms are words of the same part of speech that are opposite in meaning only in this context.
Word examples: mouse - lion; house - work green - ripe
Suggestion examples: On the work this man was gray mouse. Houses woke up in it a lion.
ripe berries can be safely used to make jam. But green it is better not to put, they are usually bitter, and can spoil the taste.
We draw attention to the non-random coincidence of terms(synonyms, antonyms, including contextual ones) in this task and tasks 22 and 24: it is the same lexical phenomenon, but viewed from a different angle. Lexical means may serve to connect two adjacent sentences, or they may not be a link. At the same time, they will always be a means of expression, that is, they have every chance of being the object of tasks 22 and 24. Therefore, advice: when completing task 23, pay attention to these tasks. You will learn more theoretical material about lexical means from the help rule for task 24.
23.2. Communication by means of morphological means
Along with lexical means of communication, morphological ones are also used.
1. Pronoun
A pronoun link is a link in which ONE word or MULTIPLE words from the previous sentence is replaced by a pronoun. To see such a connection, you need to know what a pronoun is, what are the ranks in meaning.
What you need to know:
Pronouns are words that are used instead of a name (noun, adjective, numeral), designate persons, point to objects, signs of objects, the number of objects, without specifically naming them.
According to the meaning and grammatical features, nine categories of pronouns are distinguished:
1) personal (I, we; you, you; he, she, it; they);
2) returnable (oneself);
3) possessive (mine, yours, ours, yours, yours); used as possessive also forms of personal: his (jacket), her work),them (merit).
4) demonstrative (this, that, such, such, such, so many);
5) defining(himself, most, all, everyone, each, different);
6) relative (who, what, what, what, which, how much, whose);
7) interrogative (who? what? what? whose? who? how much? where? when? where? from where? why? why? what?);
8) negative (no one, nothing, no one);
9) indefinite (someone, something, someone, someone, someone, someone).
Do not forget that pronouns change by case, so "you", "me", "about us", "about them", "no one", "everyone" are forms of pronouns.
As a rule, the task indicates WHAT digit the pronoun should be, but this is not necessary if in specified period there are no other pronouns that play the role of CONNECTING elements. It must be clearly understood that NOT EVERY pronoun that occurs in the text is a link.
Let us turn to examples and determine how sentences 1 and 2 are related; 2 and 3.
1) Our school has recently been renovated. 2) I finished it many years ago, but sometimes I went and wandered around the school floors. 3) Now they are some kind of strangers, others, not mine ....
There are two pronouns in the second sentence, both personal, I am and her. Which one is the one paperclip, which connects the first and second sentence? If this is a pronoun I am, what is it replaced in sentence 1? Nothing. What replaces the pronoun her? Word " school from the first sentence. We conclude: communication using a personal pronoun her.
There are three pronouns in the third sentence: they are somehow mine. Only the pronoun connects with the second they(=floors from the second sentence). Rest in no way correlate with the words of the second sentence and do not replace anything. Conclusion: the second sentence connects the pronoun with the third they.
What is the practical importance of understanding this mode of communication? The fact that you can and should use pronouns instead of nouns, adjectives and numerals. Use, but do not abuse, as the abundance of the words "he", "his", "them" sometimes leads to misunderstanding and confusion.
2. Adverb
Communication with the help of adverbs is a connection, the features of which depend on the meaning of the adverb.
To see such a connection, you need to know what an adverb is, what are the ranks in meaning.
Adverbs are invariable words that denote a sign by action and refer to the verb.
Adverbs of the following meanings can be used as means of communication:
Time and space: below, on the left, near, at the beginning, long ago and the like.
Suggestion examples: We got to work. initially it was hard: it was not possible to work in a team, there were no ideas. Later got involved, felt their strength and even got excited.note: Sentences 2 and 3 are related to sentence 1 using the indicated adverbs. This type of connection is called parallel connection.
We climbed to the very top of the mountain. Around we were only the tops of the trees. Near clouds floated with us. A similar example of a parallel connection: 2 and 3 are related to 1 using the indicated adverbs.
demonstrative adverbs. (They are sometimes called pronominal adverbs, since they do not name how or where the action takes place, but only point to it): there, here, there, then, from there, because, so and the like.
Suggestion examples: I vacationed last summer in one of the sanatoriums in Belarus. From there it was almost impossible to make a phone call, let alone work on the Internet. The adverb "from there" replaces the whole phrase.
Life went on as usual: I studied, my mother and father worked, my sister got married and left with her husband. So three years have passed. The adverb "so" summarizes the entire content of the previous sentence.
It is possible to use and other categories of adverbs, for example, negative: B school and university I didn't have good relationships with my peers. Yes and nowhere did not add up; however, I did not suffer from this, I had a family, I had brothers, they replaced my friends.
3. Union
Connection with the help of unions is the most common type of connection, due to which various relationships arise between sentences related to the meaning of the union.
Communication with the help of coordinating unions: but, and, but, but, also, or, however and others. The task may or may not specify the type of union. Therefore, the material on unions should be repeated.
Details about coordinating conjunctions are described in a special section.
Suggestion examples: By the end of the weekend, we were incredibly tired. But the mood was amazing! Communication with the help of the adversative union "but".
That's how it's always been... Or that's how it seemed to me...Communication with the help of a separating union "or".
We draw attention to the fact that very rarely only one union participates in the formation of a connection: as a rule, lexical means of communication are used simultaneously.
Communication using subordinating unions: for, so. A very atypical case, since subordinating conjunctions connect sentences as part of a complex one. In our opinion, with such a connection, there is a deliberate break in the structure of a complex sentence.
Suggestion examples: I was in total despair... For I did not know what to do, where to go and, most importantly, who to turn to for help. The union for matters because, because, indicates the reason for the state of the hero.
I didn’t pass the exams, I didn’t enter the institute, I couldn’t ask for help from my parents and I wouldn’t do it. So that There was only one thing left to do: find a job. The union "so" has the meaning of the consequence.
4. Particles
Communication with particles always accompanies other types of communication.
Particles after all, and only, here, out, only, even, the same bring additional shades to the proposal.
Suggestion examples: Call your parents, talk to them. After all It's so simple and so difficult at the same time - to love ...
Everyone in the house was already asleep. AND only grandmother muttered softly: she always read prayers before going to bed, begging the powers of heaven for a better share for us.
After the departure of her husband, it became empty in the soul and deserted in the house. Even the cat, which used to run like a meteor around the apartment, only yawns sleepily and still strives to climb into my arms. Here Whose hands should I lean on...Pay attention, connecting particles are at the beginning of the sentence.
5. Word forms
Communication using the word form consists in the fact that in adjacent sentences the same word is used in different
- if this noun - number and case
- if adjective - gender, number and case
- if pronoun - gender, number and case depending on grade
- if verb in person (gender), number, tense
Verbs and participles, verbs and participles are considered different words.
Suggestion examples: Noise gradually increased. From this growing noise became uncomfortable.
I knew my son captain. With myself captain fate did not bring me, but I knew that it was only a matter of time.
note: in the task, “word forms” can be written, and then this is ONE word in different forms;
“forms of words” - and these are already two words repeated in adjacent sentences.
The difference between word forms and lexical repetition is of particular complexity.
Information for the teacher.
Consider, as an example, the most difficult task real USE 2016. We give the full fragment published on the FIPI website in "Guidelines for teachers (2016)"
Examinees' difficulties in completing task 23 were caused by cases when the condition of the task required distinguishing between the form of a word and lexical repetition as a means of connecting sentences in the text. In these cases, when analyzing the language material, students should pay attention to the fact that lexical repetition involves the repetition of a lexical unit with a special stylistic task.
We give the condition of task 23 and a fragment of the text of one of USE options 2016:
“Among sentences 8–18, find one that is related to the previous one with the help of lexical repetition. Write the number of this proposal.
Below is the beginning of the text given for analysis.
- (7) What kind of an artist are you when you don’t love your native land, an eccentric!
(8) Maybe that's why Berg did not succeed in landscapes. (9) He preferred a portrait, a poster. (10) He tried to find the style of his time, but these attempts were full of failures and ambiguities.
(11) Once Berg received a letter from the artist Yartsev. (12) He called him to come to the Murom forests, where he spent the summer.
(13) August was hot and calm. (14) Yartsev lived far from the deserted station, in the forest, on the shore of a deep lake with black water. (15) He rented a hut from a forester. (16) Berg was taken to the lake by the forester's son Vanya Zotov, a stooped and shy boy. (17) Berg lived on the lake for about a month. (18) He was not going to work and did not take oil paints with him.
Proposition 15 is related to Proposition 14 by personal pronoun "he"(Yartsev).
Proposition 16 is related to Proposition 15 by word forms "forester": a prepositional case form controlled by a verb, and a non-prepositional form controlled by a noun. These word forms express different meanings: the meaning of the object and the meaning of belonging, and the use of the considered word forms does not carry a stylistic load.
Proposition 17 is related to Proposition 16 by word forms ("on the lake - on the lake"; "Berga - Berg").
Proposition 18 is related to the previous one by means of personal pronoun "he"(Berg).
The correct answer in task 23 of this option is 10. It is sentence 10 of the text that is connected with the previous one (sentence 9) with the help of lexical repetition (the word "he").
It should be noted that among the authors of various manuals there is no consensus, what is considered a lexical repetition - the same word in different cases (persons, numbers) or in the same one. The authors of the books of the publishing house " national education”, “Exam”, “Legion” (authors Tsybulko I.P., Vasiliev I.P., Gosteva Yu.N., Senina N.A.) do not give a single example in which words in various forms would be considered lexical repeat.
At the same time, very difficult cases, in which words in different cases coincide in form, are considered differently in manuals. The author of the books N.A. Senina sees in this the form of the word. I.P. Tsybulko (based on a 2017 book) sees lexical repetition. So, in sentences like I saw the sea in a dream. The sea was calling me the word “sea” has different cases, but at the same time there is undoubtedly the same stylistic task that I.P. Tsybulko. Without delving into the linguistic solution of this issue, we will indicate the position of the RESHUEGE and give recommendations.
1. All obviously non-matching forms are word forms, not lexical repetition. Please note that we are talking about the same linguistic phenomenon as in task 24. And in 24, lexical repetitions are only repeated words, in the same forms.
2. There will be no coinciding forms in tasks for RESHUEGE: if specialist linguists themselves cannot figure this out, then school graduates cannot do it.
3. If the exam comes across tasks with similar difficulties, we look at those additional means of communication that will help you make your choice. After all, the compilers of KIMs can have their own, separate opinion. Unfortunately, this may be the case.
23.3 Syntactic means.
Introductory words
Communication with the help of introductory words accompanies, complements any other connection, complementing the shades of meanings characteristic of introductory words.
Of course, you need to know which words are introductory.
He was hired. Unfortunately, Anton was too ambitious. On the one side, the company needed such personalities, on the other hand, he was not inferior to anyone and in nothing, if something was, as he said, below his level.
We give examples of the definition of means of communication in a small text.
(1) We met Masha a few months ago. (2) My parents have not yet seen her, but did not insist on meeting her. (3) It seemed that she also did not strive for rapprochement, which upset me a little.
Let's determine how the sentences in this text are related.
Sentence 2 is related to sentence 1 by a personal pronoun her, which replaces the name Masha in offer 1.
Sentence 3 is related to sentence 2 using word forms she her: "she" is the form nominative case, "her" is the genitive form.
In addition, sentence 3 has other means of communication: it is a union too, introductory word seemed, rows of synonymous constructions did not insist on meeting and didn't want to get close.
Vlad Ganin 05.05.2016 18:33
And the union so that in the 17th sentence ..
Karina Karpova 22.05.2016 18:33
The task does not indicate which union: coordinating or subordinating. Therefore, both 16 and 17 are suitable!
Tatiana Statsenko
Not every union that you see at the beginning of a sentence serves to connect it with the previous one. Get into the meaning. The answer and explanation are correct.
Read the review snippet. It examines the linguistic features of the text. Some terms used in the review are missing. Fill in the gaps with the numbers corresponding to the number of the term from the list.
“Thinking about the problem posed, the author uses such syntactic means as (A) _____ (sentences 2, 11), (B) _____ (for example, in sentences 13, 22). In an effort to emphasize the limited knowledge of each person and the immeasurability of what is still unknown to mankind, V. Soloukhin resorts to the use of such tropes as (C) _____ ("capsule" of all mankind" in sentence 13) and (D) _____ ("mysterious" peace in sentence 8).
List of terms:
1) comparative turnover
2) parceling
3) rows of homogeneous members
7) interrogative sentences
8) dialectism
Write down the numbers in response, arranging them in the order corresponding to the letters:
| A | B | V | G |
Explanation (see also Rule below).
Let's fill in the blanks.
“Thinking about the problem posed, the author uses such syntactic means as interrogative sentences(sentences 2, 11), rows of homogeneous members(in sentence 13 homogeneous subjects are observed, in sentence 22 a number of homogeneous predicates are observed). In an effort to emphasize the limited knowledge of each person and the immeasurability of what is still unknown to mankind, V. Soloukhin resorts to the use of such tropes as metaphor(the metaphor is a hidden comparison, in sentence 13 there is a hidden comparison of the amount of knowledge with a capsule) and epithet("mysterious" world in sentence 8)."
Answer: 7359.
Answer: 7359
Relevance: Current academic year
Difficulty: high
Codifier Section: Speech. Language means of expression
Rule: Task 26. Language means of expression
ANALYSIS OF THE MEANS OF EXPRESSION.
The purpose of the task is to determine the means of expression used in the review by establishing a correspondence between the gaps indicated by the letters in the text of the review and the numbers with definitions. You need to write down matches only in the order in which the letters go in the text. If you do not know what is hidden under a particular letter, you must put "0" in place of this number. For the task you can get from 1 to 4 points.
When completing task 26, you should remember that you fill in the gaps in the review, i.e. restore the text, and with it semantic, and grammatical connection . Therefore, an analysis of the review itself can often serve as an additional clue: various adjectives of one kind or another, predicates that agree with omissions, etc. It will facilitate the task and the division of the list of terms into two groups: the first includes terms based on the meaning of the word, the second - the structure of the sentence. You can carry out this division, knowing that all means are divided into TWO large groups: the first includes lexical (non-special means) and tropes; into the second figure of speech (some of them are called syntactic).
26.1 A TROPWORD OR EXPRESSION USED IN A PORTABLE MEANING TO CREATE AN ARTISTIC IMAGE AND ACHIEVE GREATER EXPRESSION. Tropes include such techniques as epithet, comparison, personification, metaphor, metonymy, sometimes they include hyperbole and litotes.
Note: In the task, as a rule, it is indicated that these are TRAILS.
In the review, examples of tropes are indicated in brackets, as a phrase.
1.Epithet(in translation from Greek - application, addition) - this is a figurative definition that marks a feature that is essential for a given context in the depicted phenomenon. From a simple definition, the epithet differs in artistic expressiveness and figurativeness. The epithet is based on a hidden comparison.
Epithets include all the "colorful" definitions that are most often expressed adjectives:
sad orphan land(F.I. Tyutchev), gray fog, lemon light, silent peace(I. A. Bunin).
Epithets can also be expressed:
-nouns, acting as applications or predicates, giving a figurative description of the subject: sorceress-winter; mother - cheese earth; The poet is a lyre, and not only the nurse of his soul(M. Gorky);
-adverbs acting as circumstances: In the north stands wild alone...(M. Yu. Lermontov); The leaves were tense elongated in the wind (K. G. Paustovsky);
-gerunds: the waves are rushing thundering and sparkling;
-pronouns expressing the superlative degree of this or that state of the human soul:
After all, there were fighting fights, Yes, they say, more what kind! (M. Yu. Lermontov);
-participles and participial phrases: Nightingale vocabulary rumbling announce the forest limits (B. L. Pasternak); I also admit the appearance of ... scribblers who cannot prove where they spent the night yesterday, and who have no other words in the language, except for words, not remembering kinship(M. E. Saltykov-Shchedrin).
2. Comparison- This is a visual technique based on the comparison of one phenomenon or concept with another. Unlike metaphor, comparison is always binomial: it names both compared objects (phenomena, signs, actions).
Villages are burning, they have no protection.
The sons of the fatherland are defeated by the enemy,
And the glow like an eternal meteor,
Playing in the clouds, frightens the eye. (M. Yu. Lermontov)
Comparisons are expressed in various ways:
The form of the instrumental case of nouns:
nightingale stray youth flew by,
wave in bad weather Joy subsided (A. V. Koltsov)
form comparative degree adjective or adverb: Those eyes greener sea and our cypresses darker(A. Akhmatova);
Comparative turnovers with unions like, as if, as if, as if, etc .:
Like a predatory animal, to a humble abode
The winner breaks in with bayonets ... (M. Yu. Lermontov);
Using the words similar, similar, this is:
Into the eyes of a cautious cat
Similar your eyes (A. Akhmatova);
With the help of comparative clauses:
Golden foliage swirled
In the pinkish water of the pond
Just like a light flock of butterflies
With fading flies to a star. (S. A. Yesenin)
3.Metaphor(in translation from Greek - transfer) is a word or expression that is used in a figurative sense based on the similarity of two objects or phenomena on some basis. In contrast to comparison, in which both what is being compared and what is being compared is given, a metaphor contains only the second, which creates compactness and figurativeness of the use of the word. The metaphor can be based on the similarity of objects in shape, color, volume, purpose, sensations, etc.: a waterfall of stars, an avalanche of letters, a wall of fire, an abyss of grief, a pearl of poetry, a spark of love and etc.
All metaphors are divided into two groups:
1) general language("erased"): golden hands, a storm in a teacup, mountains to move, strings of the soul, love has faded;
2) artistic(individual-author's, poetic):
And the stars fade diamond thrill
V painless cold dawn (M. Voloshin);
Empty skies transparent glass (A. Akhmatova);
AND eyes blue, bottomless
Blooming on the far shore. (A. A. Blok)
Metaphor happens not only single: it can develop in the text, forming whole chains of figurative expressions, in many cases - covering, as if permeating the entire text. This extended, complex metaphor, an integral artistic image.
4. Personification- this is a kind of metaphor based on the transfer of signs of a living being to natural phenomena, objects and concepts. Most often, personifications are used to describe nature:
Rolling through sleepy valleys, Sleepy mists lay down And only the horse's clatter, Sounding, is lost in the distance. The autumn day went out, turning pale, Rolling up fragrant leaves, Taste a dreamless dream Half-withered flowers. (M. Yu. Lermontov)
5. Metonymy(in translation from Greek - renaming) is the transfer of a name from one object to another based on their adjacency. Adjacency can be a manifestation of a connection:
Between action and tool of action: Their villages and fields for a violent raid He doomed swords and fires(A. S. Pushkin);
Between the object and the material from which the object is made: ... not that on silver, - on gold ate(A. S. Griboyedov);
Between a place and the people in that place: The city was noisy, flags crackled, wet roses fell from the bowls of flower girls ... (Yu. K. Olesha)
6. Synecdoche(in translation from Greek - correlation) is kind of metonymy, based on the transfer of meaning from one phenomenon to another on the basis of ratio between them. Most often, the transfer occurs:
From less to more: Even a bird does not fly to him, And a tiger does not go ... (A. S. Pushkin);
Part to whole: Beard, why are you still silent?(A.P. Chekhov)
7. Paraphrase, or paraphrase(in translation from Greek - a descriptive expression), is a turnover that is used instead of a word or phrase. For example, Petersburg in verse
A. S. Pushkin - "Peter's creation", "Beauty and wonder of midnight countries", "city of Petrov"; A. A. Blok in the verses of M. I. Tsvetaeva - “a knight without reproach”, “blue-eyed snow singer”, “snow swan”, “almighty of my soul”.
8. Hyperbole(in translation from Greek - exaggeration) is a figurative expression containing an exorbitant exaggeration of any sign of an object, phenomenon, action: A rare bird will fly to the middle of the Dnieper(N. V. Gogol)
And at that very moment couriers, couriers, couriers... you can imagine thirty five thousands one couriers! (N.V. Gogol).
9. Litota(translated from Greek - smallness, moderation) is a figurative expression containing an exorbitant understatement of any sign of an object, phenomenon, action: What tiny cows! There is, right, less than a pinhead.(I. A. Krylov)
And marching importantly, in orderly calmness, The horse is led by the bridle by a peasant In large boots, in a sheepskin coat, In large mittens ... and himself with a fingernail!(N.A. Nekrasov)
10. Irony(in translation from Greek - pretense) is the use of a word or statement in a sense opposite to the direct one. Irony is a type of allegory in which mockery is hidden behind an outwardly positive assessment: Where, smart, are you wandering, head?(I. A. Krylov)
26.2 "Non-special" lexical figurative and expressive means of the language
Note: The tasks sometimes indicate that this is a lexical means. Usually in the review of task 24, an example of a lexical means is given in brackets, either in one word or in a phrase in which one of the words is in italics. Please note: these funds are most often needed find in task 22!
11. Synonyms, i.e. words of one part of speech, different in sound, but the same or similar in lexical meaning and differing from each other either in shades of meaning, or in stylistic coloring ( brave - brave, run - rush, eyes(neutral) - eyes(poet.)), have great expressive power.
Synonyms can be contextual.
12. Antonyms, i.e. words of the same part of speech, opposite in meaning ( truth - lies, good - evil, disgusting - wonderful), also have great expressive possibilities.
Antonyms can be contextual, that is, they become antonyms only in a given context.
Lies happen good or evil,
Compassionate or merciless,
Lies happen cunning and clumsy
Cautious and reckless
Captivating and joyless.
13. Phraseologisms as a means of linguistic expression
Phraseological units (phraseological expressions, idioms), i.e. phrases and sentences reproduced in finished form, in which the integral meaning dominates the values of their components and is not a simple sum of such meanings ( get into trouble, be in seventh heaven, a bone of contention) have great expressive potential. The expressiveness of phraseological units is determined by:
1) their vivid imagery, including mythological ( the cat cried like a squirrel in a wheel, Ariadne's thread, the sword of Damocles, Achilles' heel);
2) the relevance of many of them: a) to the category of high ( the voice of one crying in the wilderness, sink into oblivion) or reduced (colloquial, colloquial: like a fish in water, neither sleep nor spirit, lead by the nose, lather your neck, hang your ears); b) to the category of language means with a positive emotionally expressive coloring ( store as the apple of an eye - torzh.) or with a negative emotionally expressive coloring (without the king in the head is disapproved, the small fry is neglected, the price is worthless - contempt.).
14. Stylistically colored vocabulary
To enhance expressiveness in the text, all categories of stylistically colored vocabulary can be used:
1) emotionally expressive (evaluative) vocabulary, including:
a) words with a positive emotional and expressive assessment: solemn, sublime (including Old Church Slavonics): inspiration, coming, fatherland, aspirations, secret, unshakable; sublimely poetic: serene, radiant, spell, azure; approving: noble, outstanding, amazing, courageous; affectionate: sun, darling, daughter
b) words with a negative emotional-expressive assessment: disapproving: conjecture, bicker, nonsense; disparaging: upstart, delinquent; contemptuous: dunce, cramming, scribbling; swear words/
2) functionally-stylistically colored vocabulary, including:
a) book: scientific (terms: alliteration, cosine, interference); official business: the undersigned, report; journalistic: report, interview; artistic and poetic: azure, eyes, cheeks
b) colloquial (everyday-household): dad, boy, braggart, healthy
15. Vocabulary of limited use
To enhance expressiveness in the text, all categories of vocabulary of limited use can also be used, including:
Dialect vocabulary (words that are used by the inhabitants of any locality: kochet - rooster, veksha - squirrel);
Colloquial vocabulary (words with a pronounced reduced stylistic coloring: familiar, rude, dismissive, abusive, located on the border or outside the literary norm: goofball, bastard, slap, talker);
Professional vocabulary (words that are used in professional speech and are not included in the system of the general literary language: galley - in the speech of sailors, duck - in the speech of journalists, window - in the speech of teachers);
Slang vocabulary (words characteristic of jargons - youth: party, bells and whistles, cool; computer: brains - computer memory, keyboard - keyboard; soldier: demobilization, scoop, perfume; jargon of criminals: dude, raspberry);
Vocabulary is outdated (historicisms are words that have fallen out of use due to the disappearance of the objects or phenomena they designate: boyar, oprichnina, horse; archaisms - obsolete words, naming objects and concepts for which new names have appeared in the language: brow - forehead, sail - sail); - new vocabulary (neologisms - words that have recently entered the language and have not yet lost their novelty: blog, slogan, teenager).
26.3 FIGURES (RHETORICAL FIGURES, STYLISTIC FIGURES, FIGURES OF SPEECH) ARE STYLISTIC TECHNIQUES based on special combinations of words that are beyond the scope of normal practical use, and aimed at enhancing the expressiveness and descriptiveness of the text. The main figures of speech include: rhetorical question, rhetorical exclamation, rhetorical appeal, repetition, syntactic parallelism, polyunion, non-union, ellipsis, inversion, parcellation, antithesis, gradation, oxymoron. Unlike lexical means, this is the level of a sentence or several sentences.
Note: In the tasks there is no clear definition format that indicates these means: they are called both syntactic means, and a technique, and simply a means of expression, and a figure. In task 24, the figure of speech is indicated by the number of the sentence given in brackets.
16. Rhetorical question is a figure in which a statement is contained in the form of a question. A rhetorical question does not require an answer, it is used to enhance the emotionality, expressiveness of speech, to draw the reader's attention to a particular phenomenon:
Why did he give his hand to insignificant slanderers, Why did he believe false words and caresses, He, who from a young age comprehended people?.. (M. Yu. Lermontov);
17. Rhetorical exclamation- this is a figure in which an assertion is contained in the form of an exclamation. Rhetorical exclamations strengthen the expression of certain feelings in the message; they are usually distinguished not only by special emotionality, but also by solemnity and elation:
That was in the morning of our years - Oh happiness! oh tears! O forest! oh life! Oh the light of the sun! O fresh spirit of birch. (A. K. Tolstoy);
Alas! a proud country bowed before the power of a stranger. (M. Yu. Lermontov)
18. Rhetorical appeal- This is a stylistic figure, consisting in an underlined appeal to someone or something to enhance the expressiveness of speech. It serves not so much to name the addressee of the speech, but to express the attitude towards what is said in the text. Rhetorical appeals can create solemnity and pathos of speech, express joy, regret and other shades of mood and emotional state:
My friends! Our union is wonderful. He, like a soul, is unstoppable and eternal (A. S. Pushkin);
Oh deep night! Oh cold autumn! Silent! (K. D. Balmont)
19. Repeat (positional-lexical repetition, lexical repetition)- this is a stylistic figure consisting in the repetition of any member of a sentence (word), part of a sentence or a whole sentence, several sentences, stanzas in order to draw special attention to them.
The types of repetition are anaphora, epiphora and catch-up.
Anaphora(in translation from Greek - ascent, rise), or monotony, is the repetition of a word or group of words at the beginning of lines, stanzas or sentences:
lazily hazy noon breathes,
lazily the river is rolling.
And in the fiery and pure firmament
The clouds are lazily melting (F. I. Tyutchev);
Epiphora(in translation from Greek - addition, final sentence of the period) is the repetition of words or groups of words at the end of lines, stanzas or sentences:
Although man is not eternal,
That which is eternal, humanely.
What is a day or a century
Before what is infinite?
Although man is not eternal,
That which is eternal, humanely(A. A. Fet);
They got a loaf of light bread - joy!
Today the film is good in the club - joy!
Paustovsky's two-volume book was brought to the bookstore joy!(A. I. Solzhenitsyn)
pickup- this is a repetition of any segment of speech (sentence, poetic line) at the beginning of the corresponding segment of speech following it:
he fell down on the cold snow
On the cold snow, like a pine,
Like a pine in a damp forest (M. Yu. Lermontov);
20. Parallelism (syntactic parallelism)(in translation from Greek - walking side by side) - an identical or similar construction of adjacent parts of the text: adjacent sentences, lines of poetry, stanzas, which, when correlated, create a single image:
I look to the future with fear
I look at the past with longing... (M. Yu. Lermontov);
I was your ringing string
I was your blooming spring
But you didn't want flowers
And you didn't hear the words? (K. D. Balmont)
Often using antithesis: What is he looking for in a distant country? What did he throw in his native land?(M. Lermontov); Not the country - for business, but business - for the country (from the newspaper).
21. Inversion(translated from Greek - rearrangement, reversal) - this is a change in the usual word order in a sentence in order to emphasize the semantic significance of any element of the text (word, sentence), to give the phrase a special stylistic coloring: solemn, high-sounding, or, conversely, colloquial, somewhat reduced characteristics. The following combinations are considered inverted in Russian:
The agreed definition is after the word being defined: I am sitting behind bars in damp dungeon(M. Yu. Lermontov); But there was no swell on this sea; stuffy air did not flow: it was brewing great thunderstorm(I. S. Turgenev);
Additions and circumstances expressed by nouns are in front of the word, which includes: Hours of monotonous fight(monotonous strike of the clock);
22. Parceling(in translation from French - particle) - a stylistic device that consists in dividing a single syntactic structure of a sentence into several intonation-semantic units - phrases. At the place of division of the sentence, a period, exclamation and question marks, ellipsis can be used. In the morning, bright as a splint. Terrible. Long. Ratny. Was broken rifle regiment. Our. In an unequal battle(R. Rozhdestvensky); Why is nobody outraged? Education and healthcare! The most important spheres of society's life! Not mentioned in this document at all(From newspapers); It is necessary that the state remember the main thing: its citizens are not individuals. And people. (From newspapers)
23. Non-union and multi-union- syntactic figures based on intentional omission, or, conversely, conscious repetition of unions. In the first case, when unions are omitted, speech becomes compressed, compact, dynamic. The depicted actions and events here quickly, instantly unfold, replace each other:
Swede, Russian - stabs, cuts, cuts.
Drum beat, clicks, rattle.
The thunder of cannons, the clatter, the neighing, the groan,
And death and hell on all sides. (A.S. Pushkin)
When polyunion speech, on the contrary, slows down, pauses and a repeated union highlight words, expressively emphasizing their semantic significance:
But and grandson, and great-grandson, and great-great-grandson
They grow in me while I myself grow ... (P.G. Antokolsky)
24.Period- a long, polynomial sentence or a very common simple sentence, which is distinguished by completeness, unity of the theme and intonation split into two parts. In the first part, the syntactic repetition of the same type of subordinate clauses (or members of the sentence) goes with an increasing increase in intonation, then there is a separating significant pause, and in the second part, where the conclusion is given, the tone of voice noticeably decreases. This intonation design forms a kind of circle:
Whenever I wanted to limit my life to a domestic circle, / When a pleasant lot ordered me to be a father, a spouse, / If I were captivated by the family picture for at least a single moment, then, it would be true, except for you, one bride would not be looking for another. (A.S. Pushkin)
25. Antithesis, or opposition(in translation from Greek - opposition) - this is a turn in which opposite concepts, positions, images are sharply opposed. To create an antithesis, antonyms are usually used - general language and contextual:
You are rich, I am very poor, You are a prose writer, I am a poet.(A. S. Pushkin);
Yesterday I looked into your eyes
And now - everything is squinting to the side,
Yesterday, before the birds sat,
All larks today are crows!
I'm stupid and you're smart
Alive and I'm dumbfounded.
O cry of women of all times:
"My dear, what have I done to you?" (M. I. Tsvetaeva)
26. Gradation(in translation from Latin - a gradual increase, strengthening) - a technique consisting in the sequential arrangement of words, expressions, tropes (epithets, metaphors, comparisons) in order of strengthening (increasing) or weakening (decreasing) of a sign. Increasing gradation usually used to enhance the imagery, emotional expressiveness and influencing power of the text:
I called you, but you did not look back, I shed tears, but you did not descend(A. A. Blok);
Glowing, burning, shining huge blue eyes. (V. A. Soloukhin)
Descending gradation is used less often and usually serves to enhance the semantic content of the text and create imagery:
He brought the tar of death
Yes, a branch with withered leaves. (A. S. Pushkin)
27. Oxymoron(in translation from Greek - witty-stupid) - this is a stylistic figure in which usually incompatible concepts are combined, as a rule, contradictory to each other ( bitter joy, ringing silence etc.); at the same time, a new meaning is obtained, and speech acquires special expressiveness: From that hour began for Ilya sweet torment, lightly scorching the soul (I. S. Shmelev);
There is melancholy cheerful in the scares of dawn (S. A. Yesenin);
But their ugly beauty I soon comprehended the mystery. (M. Yu. Lermontov)
28. Allegory- allegory, the transfer of an abstract concept through a specific image: Must defeat foxes and wolves(cunning, malice, greed).
29.Default- a deliberate break in the statement, conveying the excitement of the speech and suggesting that the reader will guess what was not said: But I wanted ... Perhaps you ...
In addition to the above syntactic expressive means, the following are also found in the tests:
-exclamatory sentences;
- dialogue, hidden dialogue;
-question-answer form of presentation a form of presentation in which questions and answers to questions alternate;
-rows of homogeneous members;
-citation;
-introductory words and constructions
-Incomplete sentences- sentences in which a member is missing, which is necessary for the completeness of the structure and meaning. Missing members of the sentence can be restored and context.
Including ellipsis, that is, skipping the predicate.
These concepts are discussed in school course syntax. That is probably why these means of expression are most often called syntactic in reviews.
Write an essay based on the text you read.
Formulate one of the problems posed by the author of the text.
Comment on the formulated problem. Include in the comment two illustration examples from the read text that you think are important for understanding the problem in the source text (avoid over-quoting). Explain the meaning of each example and indicate semantic connection between them.
The volume of the essay is at least 150 words.
A work written without relying on the text read (not on this text) is not evaluated. If the essay is a paraphrase or a complete rewrite original text without any comments, then such work is rated 0 points.
Write an essay carefully, legible handwriting.
Explanation.
Main problems:
The problem of human limitation. (What kind of person can be considered limited?)
Limitation is a relative concept. A person can have great concrete knowledge and remain limited if he does not have a clear idea of the external world. At the same time, the space not known by man is so large that each person and humanity as a whole can be considered limited.
Text 2[Tsybulko 2011: 258]:
We sometimes talk about people: a limited person. But what does this definition mean? Each person is limited in his knowledge or in his idea of the world. Humanity as a whole is also limited.
Let us imagine a miner who, in a coal seam, has developed some space around him, surrounded by layers of impenetrable black stone. Here is its limitation. Each person in the invisible, but nevertheless impenetrable layer of the world and life, has developed a certain space of knowledge around him. He is, as it were, in a capsule surrounded by a boundless, mysterious world. "Capsules" are different in size, because one knows more and the other knows less. A man who has read a hundred books presumptuously speaks of a man who has read twenty books: "A limited man." But what will he say to someone who has read a thousand? And there is no, I think, a person who would read all the books.
Several centuries ago, when the information side of human knowledge was not so extensive, there were pundits whose "capsule" approached the "capsule" of all mankind and, perhaps, even coincided with it: Aristotle, Archimedes, Leonardo da Vinci ... Now this a sage who would know as much as humanity knows as such cannot be found. Therefore, it can be said of everyone that he is a limited person. But it is very important to separate knowledge and ideas. To clarify my thought, I return to our miner in the coal seam.
Let us conditionally and theoretically assume that some of the miners were born there, underground, and never crawled out. They have not read books, they have no information, no idea about the outer, transcendent (located outside their slaughter) world. Votn has worked out a rather vast space around himself and lives in it, thinking that the world is limited by its slaughter. There is also another, less experienced miner working underground, who has a smaller mined-out area. That is, he is more limited by his slaughter, but he has an idea of the external, terrestrial world: he swam in the Black Sea, flew in an airplane, picked flowers ... The question is, which of the two of them is more limited?
That is, I want to say that one can meet a learned person with great concrete knowledge and soon be convinced that he is, in essence, a very limited person. And you can meet a person who is not armed with a whole arsenal of accurate knowledge, but with a breadth and clarity of ideas about the outside world.
(According to V. Soloukhin)
Thus, students are invited to turn to the problem of human limitations and speculate whether the level of limitation depends on human cognition.
Text 3[Fedoseeva 2010: 196]:
Once, when I came to Kostino, I walked along the local mounds for champignons, as if in my own garden. You lookfrom above to another slope - where the "witch's circle" whitens there - andforward! There were almost no people who wanted to collect these "grebes". Now everything is the other way around: there are many who want it, mushrooms - barely. Before, I didn’t even want to look at the flimsy meadow mushrooms, now I bow to them bow after bow.
On a hazy autumn day, he went out to stretch himself, putting a plastic bag in his pocket. Just in case. Half-bare branches dimmed damply. The sticky fallen leaves did not rustle at the steps. Having made their way through it, in some places the withering helmets of fly agarics were burning down.yes, from time to time some yellowish gris winked shylywould. I didn't give them any attention. After all, they were not honey mushrooms, which means they were worthless, useless creatures. Toadstools, as we often call mushrooms, which we have no idea about.
This time I still cut off the last mushroom. It turned out to be elastic, creamy at the break. my fingersthey immediately smelled the freshness of the forest.
At home, the first thing I did was open the directory and foundhis acquaintance under the strange name "crepidot". It was explained that in our country it grows everywhere, it is edible. Having tasted fried mushrooms, I can add that they are delicate in taste.
How often among mushroom hunters there are people with the same spoiled eyesight as mine! Moreover, some hasty will not just bypass some suspiciously spotted "motley umbrella", buthe’ll also give in with his foot - after all, it’s not a boletus. It turns outIs there anyone at that moment who is able to say that he has destroyed the mushroom, who can please the most refinedtaste?
It is not easy to navigate the diverse mushroomkingdom...
But is it easier to recognize a person? And notonly at first sight, from the first meeting ... Who can saypast how many outwardly unremarkable people,that could bring joy, and maybe bringhappiness, did we pass, barely honoring them with a cursory glance?
It’s good if they didn’t push in passing. After all, they do not look like idols at all.
(According to Yu. N. Leonov)
Thus, the problem of the “spiritual” vigilance of a person, a careful attitude towards each other is proposed for discussion; thoughts that attention and careful attitude brings many discoveries and joys to nature and people; observation of the sometimes external unpretentiousness of those who are worthy of attention.
Based on the analysis teaching aids, we can conclude that the authors offer serious topics for reflection, which allow not only to determine the level of practical preparation for the essay, but also the features of his worldview, level of culture and life / reading experience.
Teaching reasoned skills
The topic "Argumentation" is one of the most difficult, since it involves the assimilation of knowledge about rhetorical argumentation, arguments, their types, methods of proof, as well as the development of argumentative skills. Schoolchildren should be able to [Makhnovskaya 2004]:
- clearly formulate the thesis;
- select language means, possible speech clichés for the introduction of the thesis in accordance with the tone and style of communication;
- to select arguments in connection with the situation of communication;
- present arguments according to logical rules;
- give detailed and concise arguments;
- introduce arguments into the structure of the text, using speech strategies (clichés) that correspond to the tone of communication and the individual style of communication;
- choose language means to convince the opponent according to the situation of communication;
- to resist possible mistakes and tricks when putting forward arguments;
- choose the method of proof in accordance with the communicative intention, the individual style of the author of the speech, with the situation of communication;
- correlate the chosen method of proof with the thesis and the system of arguments put forward;
- bring the argumentative text to the conclusion;
- select language means, including speech stereotypes, helping to draw a conclusion in accordance with the communicative intention and individual style of the speaker;
- connect the conclusion with the main thesis.
When teaching methods of argumentation, it is necessary to take into account not only the theoretical knowledge of students, give them an idea of the concept of argumentation, the history of the development of methods of argumentation and its types, but also use a system of basic forms of argumentation that is acceptable for schoolchildren, which can be applied not only in writing, but also in everyday life.
Argumentation is understood as the process of bringing evidence, explanations, sources into the system to substantiate any thought in front of the audience or interlocutor [Sternin 1996: 63], therefore:
argumentation is system statements, that is, they must be related to each other;
argumentation is process, therefore, it is necessary to arrange statements, arguments in a certain well-thought-out sequence.
Arguments form a system, so they must be arranged in a certain sequence. The task of the student is not only to offer a certain system of arguments in defense (refutation) of a certain idea, but also to ensure its understandability and accessibility to the audience.
With a variety of forms of argumentation, four strategies can be outlined, which partially intersect with national-cultural styles, are based on various teaching traditions, or are a continuation of individual style behavior.
Argumentation strategies are aimed at taking the right course when setting key objectives, and methods and techniques are aimed at gaining the upper hand when discussing key issues in the negotiation process.
1. The traditional one was developed in the schools of ancient rhetoric.
To use this strategy, it is enough to get answers to the questions:
"what do you offer?",
How can this sentence be understood?
Is the sentence simple or compound?
What parts does it consist of?
“what are the reasons that prompted to make such an offer, and what are the consequences?”,
“How can you compare this offer with others?”
It is obvious that such a strategy assumes the presence of a sufficient margin of time and is aimed at increasing awareness.
2. Eastern, or intuitive (its second name) is based on the use of psychological techniques that involve such features of thinking as associativity, understanding of figurative meaning, abstract statement or metaphor.
3. The European - analytical system of argumentation grows out of rationalistic philosophy, which is characterized by the division of the main content into parts in accordance with common sense, code, rules or norms.
4. Pragmatic - characteristic of the American style, draws a clear line between speech and practical behavior. The price of words, especially spoken by a person interested in the outcome of the case, is usually low. However, this does not interfere with the rhetorically magnificent design of speech behavior. Such a strategy is especially often present where there is a clear advantage in strength and where powerful capital or a strong fist is always visible behind the arguments. Such reasoning is used solely for ritual purposes and to maintain the rules of the game.
All strategies of argumentation bask under the same sun, whose name is correctness.
Students should understand that both in evidentiary argumentation and in counterargumentation - the two components of the argumentation process - the same techniques are used: careful study of the subject, facts and information; exclusion of possible contradictions and alogisms; formulating clear, logical conclusions.
The best arguments are those based on clear and logical reasoning, on a good knowledge of the details and circumstances, and on a predictive ability to accurately and specifically foresee the main scenarios for the development of a conversation.
Classic take. It is a direct appeal to a partner whom we introduce to the facts and information that are the basis of our evidence, or, if we are talking about counterarguments, we dispute and refute his arguments. If the student managed to question the facts stated in the text, then his position requires more persuasiveness. As practice shows, it is difficult for graduates to give significance and evidence to their reasoning.
However, you can draw students' attention to the fact that numbers are an excellent background for their own ideas and arguments. Skillfully presented, they always look convincing. Digital data is reliable evidence. However, there should not be too many of them. In addition, figures should be presented in a form that is as relevant as possible to the objectives.
contradiction method. Based on the identification of contradictions in the argumentation of the interlocutor (the author of the text). Here, students should understand that their own argument must be consistent. By its nature, this method is defensive. In response to the author's arguments, students can be invited to accept the author's position, but by adjusting its wording or conclusion.
"Fetching Conclusions". It is a precise argument that gradually, step by step, through partial conclusions, leads to the desired final conclusion. When counterarguing, this means refuting the erroneous conclusions of the partner (author) or demanding logically correct and impeccable evidence.
Comparison. This method is a variant of the "drawing conclusions" method. It is very effective, especially when the comparisons are well chosen. Comparisons can be short, lengthy, factual or fictional, serious or humorous. A comparison that evokes an idea of the subject as a whole is called a metaphor. A comparison in which two or more things are related in one or more respects is called an analogy. Analogies are figurative and literal. A figurative analogy compares two sets of phenomena of a different order or from different areas, pointing to their symbolic connection. Analogy literally compares the phenomena of one area, one order. A comparison that is a form of opposition or contrast and contains seemingly incompatible statements is called a paradox.
When comparisons are specific, novel, and lucid, they make arguments clearer, more interesting, and more persuasive. They stimulate thought, explain the unusual, arouse interest in the familiar.
There are various classifications of methods of argumentation. Summarizing them, Sternin I.A. talks about the following ways [Sternin 1996: 64-71].
1. Descending and ascending.
These methods of argumentation differ in whether the argument strengthens or weakens by the end of the speech.
descending argumentation lies in the fact that at the beginning the speaker gives the strongest arguments, then less strong ones, and ends the speech with an emotional request, motivation or conclusion (for example, “ Please pay attention to my plight with housing. I live... I have... Please help me»).
The virtues of top-down argumentation are that it:
- makes it easier to attract and hold the attention of the interlocutor;
- makes the thought actively work at the beginning and feelings at the end;
- the first arguments are better remembered. Observations show that top-down argumentation is most effective in poorly prepared, little interested or completely disinterested audiences.
It should also be borne in mind that weak arguments in top-down argumentation look better than in other ways of argumentation. As noted by E.A. Yunin and G.M. Sagach, "if "weak" arguments are used as a complement to "strong" ones (and not as relatively independent ones), then the degree of their "weakness" decreases and vice versa.
Rising argumentation suggests that the argumentation and intensity of feelings intensify towards the end (for example, “ Okay, we'll see who's right in the end... We already have experience... We've created organizational structures... We've managed to bring in the top people... We now know exactly what not to do... In general , for one beaten they give two unbeaten!»).
The advantage of ascending argumentation is in bringing the mental activity and emotional intensity of the audience to the limit.
This method of argumentation is effective in a prepared, highly interested audience. It allows you to justify a complex thought, while allowing the audience to draw an independent conclusion.
Summing up, I would like to note that a special role in the education system is given to the spiritual upbringing of the individual, the formation of the moral character of a person. In a single state exam a student training program is provided that meets the modern requirements of educational tasks. Preparation for part C allows not only to teach communication skills, but also to educate universal moral qualities on the basis of artistic and journalistic texts.
But unfortunately, years of experience the final assessment in the Russian language in the USE format makes us think about revising the system of pre-examination preparation for writing part C for 11th grade students, since the level of readiness of high school students to complete part C is not only low, but tends to decrease.
Perhaps the reason is that at first the Unified State Examination offered texts only of a publicistic nature, while in the Russian language lessons in the basic school, publicistic texts (with the type of speech reasoning) were given little attention. But soon a solution was found: they began to work with journalistic texts in Russian language lessons and special courses in the 11th grade. Teachers began to recommend including new clichés in the text, organized an active repetition of ways to convey someone else's speech (including quoting), and began to teach how to select information from the text. And most of the graduates began to cope with essays based on journalistic texts.
However, successful work with a journalistic text did not automatically lead to success in writing an essay based on a fragment of a literary text. When checking works on literary texts, experts often found that all formal requirements were met in the essay, but the problem and the author's position were most often defined incorrectly, and the commentary was more or less a retold (and often rewritten) text.
Why so? First of all, because the concepts of problem and author's position were not actively used in literature lessons for a long time, the concepts theme and idea were used more often, or in Russian language lessons - theme and main idea. In addition, most often, as they say, "choir". The need for each child to write his own essay on an unfamiliar text showed that such teaching of understanding a literary text cannot be considered effective.
In addition, the difference in the understanding of journalistic and literary text has an objective nature. If the author of a journalistic text seeks to be understood as much as possible and for this he uses the entire arsenal of means: direct assessments, unambiguously formulates both the problem and his attitude to it, offers a solution, etc., then the author of a literary text does not do this. The artist creates an image, a situation, a character. The literary text is fundamentally ambiguous. It is not always easy to say what problem the writer had in mind in this episode (that is, the fragment chosen for the exam). The question also arises whether it is legitimate to “pull out” a fragment from the whole, because artistic text in general solves the author's problem. But even if we assume that a successful fragment is selected from the text, it still requires other mental operations for understanding than the content of a journalistic text.
For example, the analysis of school essays reveals the following.
In a fragment of the text V.V. Nabokov, some schoolchildren could not identify the problem of the author - the greatness of nature and the weakness of man in comparison with the elements, however, pointing out that the text presents admiration for a natural phenomenon.
(1) At the corner, under a tent of a blossoming linden, a violent fragrance was overwhelmed me. (2) Misty masses rose up in the night sky, and when the last starry gap was swallowed up, a blind wind, covering its face with its sleeves, swept low along the deserted street. (3) In the dim darkness, above the iron shutter of the barbershop, a hanging shield, a golden dish, was swinging like a pendulum.
(4) Returning home, I found the wind already in the room. (5) He slammed the window frame and hurried back when I closed the door behind me. (6) Below, under the window, there was a deep courtyard, where in the daytime shone, through the lilac bushes, shirts crucified on light ropes, and from where sometimes voices flew up, with a sad bark, - junk dealers, buyers of empty bottles, - no, no, - the crippled violin bursts into tears.<...>
(7) And now a stuffy haze swelled down there, - but then the blind wind, which helplessly slipped into the depths, stretched upwards again, - and suddenly - it became clear, soared, and in the amber gaps in the black wall opposite the shadows of hands, hair swept, caught flying frames, loudly and firmly locked the windows. (8) The windows went out. (9) And immediately, in the dark purple sky, a muffled heap began to roll, a distant thunder. (10) And it became quiet.<...>
(11) In this silence, I fell asleep, weakened by happiness, which I cannot write about - and my dream was full of you.
(12) I woke up because the night was falling apart. (13) A wild, pale brilliance flew across the sky, like a quick reflection of gigantic knitting needles. (14) Rumble after rumble broke the sky. (15) It rained widely and noisily.
(16) I was intoxicated by these bluish shudders, a slight and sharp cold. (17) I stood at the wet windowsill, breathing in unearthly air, from which my heart rang like glass.
(18) The chariot of the prophet thundered through the clouds more and more splendidly. (19) The light of madness, piercing visions illuminated the night world, the iron slopes of the roofs, the running lilac bushes. (20) The Thunderer, a gray-haired giant, with a stormy beard thrown over his shoulder by the wind, in a dazzling, flying vestment, stood leaning back on a fiery chariot and with tense hands held back his giant horses: - black suit, manes - purple fire. (21) They carried, they splashed with crackling sparkling foam, the chariot heeled over, the bewildered prophet tore the reins in vain. (22) His face was distorted by the wind and tension, the whirlwind, throwing back the folds, bared a mighty knee, - and the horses, waving their flaming manes, flew - more and more violently - down through the clouds, down. (23) Here with a thunderous whisper they rushed along the shining roof, the chariot shied away, Ilya staggered, - and the horses, maddened by the touch of earthly metal, jumped up again. (24) The prophet was cast off. (25) One wheel was knocked off. (26) I saw from my window how a huge rim of fire rolled down the roof and, swaying on the edge, jumped into the dusk. (27) And the horses, dragging behind them an overturned, jumping chariot, were already flying through the clouds above, the roar ceased, and now - the thunderous fire disappeared into the purple abysses.<...>
(28) Leaving the window, hurrying and worrying, I put on a dressing gown and ran down the steep stairs straight into the courtyard. (29) The storm flew away, but it still rained. (30) The East turned wonderfully pale.<...>
To understand the problem and position of the author in a journalistic text, one must be able to read carefully, that is, to find ("read") the necessary phrases and sentences. When reading a literary text, it would be good to understand why this situation is being told, to analyze the characteristics of the characters, to understand the role of descriptions, details, etc.
For example, you can do the following task: Read the text on which you need to write an essay-reasoning.
(1) Man is the first animal to be able to make changes in the world around him. (2) According to Nobel laureate Francois Jacob, man became the first child of evolution, possessing the power to subordinate evolution to himself, that is, to change himself. (3) This is precisely what causes anxiety: what awaits us in the future - what surprises and dangers? (4) I have in mind the possibilities that have recently opened up before biologists in the field of human modification of himself as a species. (5) In the last thirty years the progress of biology has been more significant than in the last thirty centuries. (6) Biologists have discovered a factor on which the organization of living beings depends, a kind of bill on the basis of which various living forms are built. (7) It has now been established that the genetic code, like any law, is subject to change. (8) And although the creation in the laboratory of any supergenius or supercriminal is a matter of a very distant future, even now we are able to think about changes in the genetic potential that can affect the distribution of sexes, that is, decide how many boys and how many girls must be born in one period or another.
(9) What to do?! (10) Yes, we have discovered the genetic code - the code of life, we have finally learned to understand the amazing unity of man as a living being with all the diversity of individuals. (11) But manipulation of the genetic material seems to carry enormous risks. (12) We can save mankind from old troubles, but we can also bring into being new, unforeseen and unpredictable monsters. (13) Scientists have given “wonderful toys” into the hands of man, with the help of which he can achieve tremendous success in the development of civilization, but the man himself, it seems, is about to become a toy ...
(14) What to do? (15) To act or not to act? (16) Experiment, seek or declare a moratorium? (17) Some say: in order to know, one must take risks. (18) They are answered: yes, but we are in a position where we can not only discover what is, but create what is not. (19) And this diversity of views is natural. (20) The same gene experiment technique can turn into good and evil. (21) What does genetic engineering bring with it? (22) Is it necessary to guess the riddles that the world asks us today?
(23) These painful doubts are largely due to the fact that in our age science and technology are developing incomparably faster than in past centuries. (24) And human wisdom, its moral consciousness is still developing slowly. (25) Take giant prehistoric reptiles - dinosaurs. (26) These animals reached enormous sizes, because in the first stage of their evolution, size was the most important factor in the struggle for existence. (27) But since the increase in height was not accompanied by the development of other characteristics, primarily the brain, the animals became extinct. (28) Today's "brain" of humanity - its moral consciousness - catastrophically lags behind the huge "scientific body".
(29) That is why a number of prominent biologists in Western Europe and America have decided to abandon further research in the field of genetics until ethical responsibility, our "brain" develops, becomes higher ...
(According to E. Bogat)
Quotes about communication, quotes about the opinions of others.
Take it easy. Breathe deeply. Life is Beautiful and amazing. Just be kind and considerate to others. Give people love.
In a proud world, holiness, or the life of love, evokes indignation and hatred, for the world cannot bear light, just as a diseased eye cannot bear the rays of the sun.
Hieromartyr Alexander Miropolsky - Love is the essence of Christianity
People around - this is me, only in other incarnations. Elchin Safarli - Tell me about the sea
Every day I try to treat people the way they treat me. And every day I understand that kindness in me is stronger than pride.
Do not argue with each other on any subject, do not speak badly about anyone, do not judge anyone, do not condemn or humiliate anyone by word or in your heart, do not grumble against anyone, do not suspect anyone of any evil.
Reverend Abba Isaiah
The more I think about it, the more I become convinced that there is no higher art than the art of loving people. Vincent Van Gogh
It doesn't matter what world you live in...
It is important what kind of world lives in you...
Before you worry about someone else's opinion or because someone is disappointed in you, just ask yourself: is the meaning of your life is to live up to other people's expectations ?!
There were different people in my life, some disappointed me, some, maybe me. But each of these people taught me something. Someone taught me not to trust, someone taught me to love, someone to hate... But most of all I thank those people who taught me to forgive.
If you wish for another, you will receive it for yourself.
Venerable Cornelius Krypetsky
Help flowers bloom in the heart of your neighbor. Elchin Safarli - Tell me about the sea
Do not judge others because it often happens
that without knowing a person, they talk badly about him, but he is like angels in mind.
Saint Silouan of Athos
We don't know what will happen tomorrow...
Let it just be!... And let it contain all those who are dear to us!...
Don't look at what others have... take care of what you have
People are generally ashamed of good things, for example, humanity, love, their tears, longing, everything that is not gray.
K. Paustovsky.
There are people with whom you waste time
and there are those with whom you lose the sense of time ...
The greatest gift you can give to a person is the quality of your attention.
Virginia Satir
If a person hesitates, step back, let him come into balance. Otherwise, you will have to vacillate with him. In general, hesitate ... Both ...
There are no chance encounters...
we need each other for something...
one is like an angel helping us,
we sincerely support the other ...
Always try to be compassionate towards unkind people - they really need it so much, they just haven't learned it yet.
One person has the right to look down on another only when he helps him up.
The mood is Sunny even in cloudy weather, if there are people with whom you want to go through life!
Love me when I least deserve it, because that's when I really need love.
Swedish proverb
When we look for the best in others, we reveal the light in ourselves.
William Arthur Ward
The right word spoken at the right time can do wonders.
Alexander Green
Every person has a sun. Just let it shine.
Strong is not the one who can put on the shoulder blades with one glance, but the one who is able to lift from his knees with one smile.
All the people sent to us are our reflection. And they were sent so that we, looking at these people, correct our mistakes, and when we correct them, these people either change too or leave our lives.
We meet no other than a part of the big Self. Therefore, each meeting is always a meeting with the unrecognized self.
“Sometimes I eavesdrop on conversations. And you know what?
“People don't talk about anything.
— Well, how can it be?
- Yes Yes. About nothing. They throw in the names of brands of cars, fashion, swimming pools and add to everything: “How chic!” They all say the same thing. But these conversations make no sense.
