Logical relationships between words. I understand the meaning of Chernyshevsky's words as follows: without knowing the rules of syntax, it is difficult to build a coherent statement
Words that testify to the knowledge and way of life of the people are connected to each other in speech through certain logical relationships, forming phrases and sentences. I will give examples from the text of A. S. Barkov.
First, in simple sentence 3 all words are consistent with each other in meaning and grammatically. The predicate "to oversleep" is in the form of a verb of the second person singular. The object expressed by the noun "beauty" and the attribute expressed by the pronoun "all" are logically used in the accusative singular feminine form. But the word "sleepy", which is an appeal, as it should be according to the rules of syntax, is in the nominative case. Secondly, I consider one of the examples of the richness of the lexicon in this text to be the use by the author in sentence 34 not of the phrase “birch forest” or “silver birches”, but “silver birch forest”, which includes the colloquial word “birch forest” and the epithet “silver”, which reflects the love of the people for white-barreled beauties.
Thus, I cannot but agree with the statement of N.G. Chernyshevsky, who argued that “... the rules of syntax determine the logical relationships between words, and the composition of the lexicon corresponds to the knowledge of the people, testifies to their way of life.”
Var. No. 26 I. N. Gorelova: “The most amazing thing is that the master writer is able, taking ordinary, well-known words, to show how many shades of meaning are hidden and revealed in his thoughts and feelings.”
You won’t surprise anyone with an ordinary, well-known word in speech. But when a master writer gets down to business, it acquires “so many shades of meaning”, opens up new thoughts and feelings. I will give examples from the text of V.P. Kataev, which tells about the “lesson” of mastering the word given by I. Bunin.
In sentence 14, a famous writer invites his young interlocutor to describe a climbing bush. And then he shows him how to do it. I. Bunin, using personification, says that these red flowers want to “look” into the room, “look” ... It would seem that these are ordinary words, but this climbing bush appears before us more vividly and colorfully.
The author took the "lesson". In sentence 28, he, talking about poetry, says that he does not need to “pick out” poetry! The word clearly bears the stamp of vernacular, but for some reason does not cause either irritation or a smile. And all because the writer gave him not known value“picking, take out”, and the meaning is “search”, “search”.
Thus, on the example of this text, I am convinced: how many shades of meaning are hidden and revealed in every ordinary word when it falls into the hands of a master writer!
Var. No. 27 of M. V. Isakovsky: “I realized that a person can know a great many words, can spell them correctly and combine them in a sentence just as correctly. Grammar teaches us all this.
have a rich vocabulary does not mean to be a literate person. That's when "a great many words" is combined with the ability to write them correctly, combining into phrases and sentences, then we can talk about literacy. Let us prove this by referring to the text by Yu.T. Gribov.
For example, in sentence 6, the word "nature" requires the adjectives "eternal" and "unchanging" to stand in short form singular and feminine. The ending -a- helps them in this. It is it in these words that is a linguistic means that serves to express grammatical meaning and facilitating the connection of words in a sentence.
Grammar is the foundation of good writing. So, in sentence 2, the author uses the word "slow", in which a person who does not know the rules could make a mistake. But, remembering that in adverbs as much -n- is written as in a full adjective, we will write in this case -nn-.
I can conclude that I was right Soviet poet M. V. Isakovsky, who argued that knowledge of grammar helps us write words correctly, “correctly combine them in a sentence.”
After reading the proposed text, I was convinced of the validity of the words of the Soviet poet M.V. Isakovsky: “I realized that a person can know a great many words, can write them quite correctly and combine them in a sentence just as correctly. Grammar teaches us all this. I will give examples from the text of Yu.T. Gribov.
I understand the meaning of these words as follows: grammar, which studies the structure of words, types of phrases, types of sentences, and varieties of isolations, teaches us to write and speak correctly while still at school. First, I will focus on such a syntactic unit as a phrase. In confirmation, I will give an example from sentence 1, which consists of four phrases. For example, the phrase "potato fields". The connection between words is expressed here with the help of endings: in the dependent adjective - “s”, and in the main word expressed by the noun in genitive case plural, "her". Secondly, in sentence 5 I find a separate circumstance expressed by the adverbial phrase “being here”, which, according to the rules of grammar, depends on the verb “created” and, according to the rules of punctuation, is separated by commas.
Essay on GIA 2013 on test 25
Write - an essay of reasoning, revealing the meaning of the statement of the Russian writer and publicist N.G. Chernyshevsky: "The rules of syntax determine the logical relationships between words, and the composition of the lexicon corresponds to the knowledge of the people, testifies to their way of life."
Words that testify to the knowledge and way of life of the people are connected to each other in speech through certain logical relationships, forming phrases and sentences. I will give examples from the text of A. S. Barkov.
So, in a simple sentence 3, all words are consistent with each other in meaning and grammatically. The predicate "oversleep" is in the form of a verb of the second person, singular. The complement expressed by the noun "beauty" and the definition expressed by the pronoun "all" are logically used in the form of the accusative case, singular, feminine. But the word "sleepy", which is an appeal, as it should be according to the rules of syntax, is in the nominative case.
One of the examples of the richness of the lexicon in this text is the use by the author in sentence 34 not of the phrase “birch forest” or “silver birches”, but “silver birch forest”, which includes the colloquial word “birch forest” and the epithet “silver”, which reflects the love of the people to white-barreled beauties.
Thus, I cannot but agree with the statement of N.G. Chernyshevsky, who argued that “... the rules of syntax determine the logical relationships between words, and the composition of the lexicon corresponds to the knowledge of the people, testifies to their way of life.”
Essay on GIA 2013 on test 26
Write an essay-reasoning, revealing the meaning of the statement of the famous linguist I. N. Gorelov: “The most amazing thing is that the master writer is able, taking ordinary, well-known words, to show how many shades of meaning are hidden and revealed in his thoughts and feelings.”
You won’t surprise anyone with an ordinary, well-known word in speech. But when a master writer gets down to business, it acquires “so many shades of meaning”, opens up new thoughts and feelings. I turn to the text of V.P. Kataev, which tells about the “lesson” in mastering the word given by I. Bunin.
In sentence 14, a famous writer invites his young interlocutor to describe a climbing bush. And then he gives him an example of how to do it. I. Bunin, using personification, says that these red flowers want to “look” into the room, “look” ... It would seem that ordinary words! And before us, this climbing bush appears bright and colorful.
The author took the lesson of the famous writer. In sentence 28, he, talking about poetry, says that he does not need to “pick out” poetry! The word clearly bears the stamp of vernacular, but for some reason does not cause either irritation or a smile. And all because the writer gave it not the well-known meaning of “picking, taking out”, but the meaning of “search”, “search”.
Thus, on the example of this text, I am convinced: how many shades of meaning are hidden and revealed in every ordinary word when it falls into the hands of a master writer!
Essay on GIA 2013 on test 27
Write an essay-reasoning, revealing the meaning of the statement of the Soviet poet M. V. Isakovsky: “I realized that a person can know a great many words, can write them absolutely correctly and combine them in a sentence just as correctly. Grammar teaches us all this.
What does grammar teach us? Knowledge of word forms, their meanings, correct spelling, combining words into phrases and sentences. Let us turn to the text of Yu.T. Gribov.
For example, in sentence 6, the word "nature" requires the adjectives "eternal" and "unchanging" to become short singular and feminine. The ending -a- helps them in this. It is in these words that it is a linguistic means that serves to express grammatical meaning and contributes to the connection of words in a sentence.
Grammar is the foundation of good writing. So, in sentence 2, the author uses the word "slow", in which a person who does not know the rules could make a mistake. But, remembering that in adverbs as much -n- is written as in a full adjective, we will write in this case -nn-.
I can conclude that the Soviet poet M. V. Isakovsky was right when he claimed that knowledge of grammar helps us to write words correctly, “to correctly combine them in a sentence.”
Essay on GIA 2013 on test 28
Write - an essay reasoning, revealing the meaning of the statement of the Russian linguist M. V. Panov: “A language is like a multi-storey building. Its floors are units: a sound, a morpheme, a word, a phrase, a sentence… And each of them takes its place in the system, each performs its work.”
As M. V. Panov compares the entire language system with a multi-storey building, so I imagine it like a nesting doll: the smallest doll is a sound, then a morpheme doll, then a word, and so on. But each of them "takes its place", solves its function in speech. I will give examples from the text of Yu.V. Sergeev.
First, I will focus on sound, a phonetic unit. In sentence 26, the author uses the word "Stenki" (Razin). Let's imagine that when typing the softness of the consonant sound "n" was not indicated, and it would turn out that the hero of Grinichka sang songs about the daring ... Wall ... We can conclude: allegedly missed due to someone else's fault in this sentence soft sign changed not only the word, but also the meaning of the sentence.
Secondly, I will turn to the morpheme doll in my matryoshka. So, in sentence 18, the author uses not the same-root words: “skazka” and “skaz”, but different lexical units, which, thanks to the morpheme alone (the suffix -k-), acquire their semantic meaning.
Consequently, every inhabitant of my linguistic matryoshka not only takes its place in the speech system, but also plays a strictly defined role.
Essay on GIA 2013 on test 29
Write an essay-reasoning, revealing the meaning of Leo Tolstoy's statement: "The Russian language ... is rich in verbs and nouns, diverse in forms that express shades of feelings and thoughts."
The verb and the noun are the richest parts of speech in the Russian language in terms of meaning and forms. If every second word in our speech is a noun, then it is almost impossible to tell about any event without a verb. I will give examples from the text of L. Ulitskaya.
To name the main character of the story, the author uses contextual synonyms: Viktor Yulievich Shengeli, class teacher, teacher, writer. And only the noun "teacher", which appears repeatedly in the story, expresses the feelings of the guys in love with their mentor, whom everyone wanted to be like, whom everyone wanted to imitate.
The attitude of the teacher towards the children, his feelings are clearly manifested in sentence 18, which says how Viktor Yulievich was “excited by the feeling of very subtle power” over the children, worried because he taught them to “think and feel”! Only two verbs! And in them is what every teacher aspires to, dreams of!
Thus, L. N. Tolstoy was right when he stated: "... the Russian language ... is rich in verbs and nouns, diverse in forms expressing shades of feelings and thoughts."
Essay on GIA 2013 on test 30 (1)
I understand G. Stepanov's phrase as follows. Vocabulary reflects our understanding of the world, and grammar allows you to create a coherent statement, text. I will give examples from the text of F. Iskander.
So, in sentence 3, from a number of synonyms that can be called a lazy student, the author uses the colloquial word “loafer”, meaning “loafer, lazy person”. This word sounds very appropriate in the text.
This sentence is also interesting from the point of view of grammar. It uses homogeneous members(“not a lazy person, not a lazybones, not a hooligan ...”), which make it possible to more clearly describe the speech situation.
I can confidently say that the well-known linguist G. Stepanov was right when he stated that "... the dictionary of the language shows what people think, and grammar - how they think."
Essay on GIA 2013 on test 30 (2)
Write an essay-reasoning, revealing the meaning of the statement of the famous linguist Georgy Vladimirovich Stepanov: "The dictionary of the language shows what people think, and grammar - how they think."
This statement has two parts. Under the word "dictionary" the linguist meant the vocabulary that people use in speech, and under the word "grammar" - a section of the science of language that allows you to create a coherent statement. Depending on the content of the speech, its style, one can say in what social environment the action takes place in the story of F. Iskander.
In the text I find words characteristic of school vocabulary: “lesson”, “homework”, “magazine” ... I conclude: the heroes of the passage are schoolchildren and a teacher, and these words are characteristic of their speech.
The story is also interesting from the point of view of grammar. In the text I repeatedly meet a dialogue that is in the nature of a question-answer form (sentence 10-11) and is distinguished by the richness and variety of intonation.
Thus, I see the meaning of the aphorism in the fact that both a person’s vocabulary and knowledge of the basics of grammar help him correctly and vividly formulate his speech.
Essay on GIA 2013 on test 31
Write an essay-reasoning, revealing the meaning of the statement of the French philosopher Paul Ricoeur: "Language is that thanks to which, with the help of which we express ourselves and things."
The famous French philosopher Paul Ricoeur argued: “Language is that thanks to which, with the help of which we express ourselves and things.”
It seems to me that the philosopher meant that language allows a person to express himself, and interlocutors to form an opinion about him. According to the speaker's speech, one can judge his professionalism, culture, intelligence, intellectual level. Let us turn to the text of L. Zakharova. Firstly, the teacher Elena Mikhailovna, having assessed the conflict situation in the 7th “A” grade, adhering to “pedagogical ethics”, standing up for a colleague, urges the children not to “do anything in the heat of the moment” so as not to break firewood (sentence 22). Secondly, we can conclude that this teacher is a conscientious person who loves children. Recall how Elena Mikhailovna blamed herself “as an older comrade” in the evening for not helping the children resolve a problem situation (sentences 41-42).
Thus, I consider the statement of Paul Ricoeur proposed for analysis to be fair.
Essay on GIA 2013 on test 32 (1)
I will try to prove that all the same "templates" can help students. I took essay 5 according to the text of the demo version and based on it I wrote an essay on the task of test 32 from the collection of I.P. Tsybulko. Took me five minutes to work...
Essay-reasoning
I understand this phrase from the textbook of the Russian language as follows: we use set phrases, phraseological units very often, sometimes without noticing it. The evidence is found in the text.
In sentence 7, there is an idiom "blazed out everything in one breath." It acts as a synonymous expression meaning "very quickly, instantly." But a stable combination in the text sounds clearly brighter, more expressive.
In sentence 24, the author uses the phraseological unit "wedged into the conversation." He also has a synonym for "...interrupting, interfering in someone else's conversation." This phraseological unit characterizes the unceremonious behavior of the girl. In this text, it is used as a pictorial means of language.
Thus, I can conclude that the author of the textbook was right, stating that “... phraseological units are constant companions of our speech. We often use them in everyday speech, sometimes without even noticing, because many of them are familiar and familiar from childhood.
Essay on the GIA 2013 on the test 32 (2) (from T.I. Chubenko)
Essay on the GIA 2013 according to test 32. (According to the collection of typical exam options edited by I. P. Tsybulko. 36 options.)
I fully agree with the statement taken from the textbook of the Russian language: “Phraseologisms are constant companions of our speech. We often use them in everyday speech, sometimes without even noticing, because many of them are familiar and familiar from childhood. A vivid confirmation of this is the text of Albert Anatolyevich Likhanov.
For example, A. A. Likhanov wrote that the teacher was crying when faced with “childish scolding” and a wild fight among first-graders. It will sound normal. And if we imagine that she “howled out loud”, then we immediately see a sad picture, namely the impotence, the teacher’s fear of the problem that has arisen.
Why did the teacher, having matured and gained experience, stop crying when faced with problem situations? She simply realized that “tears cannot help grief” and only hard work can eradicate childhood shortcomings. The phraseological units used in the text help accurately and expressively: “one must get down to business with rolled up sleeves”, not be afraid to “admit a mistake”, “blame a grave sin” “from a sick head to a healthy one”.
Thus, I can confidently say that if speech can be compared with the fabric of thinking, then phraseological units are its precious threads, giving the fabric a peculiar, unique coloring and brilliance. They can rightly be called pearl placers.
Essay on the GIA 2013 on test 32 (3)
Write an essay-reasoning, revealing the meaning of the statement taken from the textbook of the Russian language: “Phraseologisms are constant companions of our speech. We often use them in everyday speech, sometimes without even noticing, because many of them are familiar and familiar from childhood.
The words "mom", "dad", "Motherland", "home" and "school" are known to everyone. Just like these words, the expressions that we remember from childhood are understandable and close to us: “sit in a galosh”, “hand in hand”, “shoulder to shoulder”. These are phraseological units that we do not memorize on purpose, they are part of our vocabulary with the speech of mothers, grandmothers, teachers. I will give examples from the text of Albert Likhanov.
In sentence 2, there is an idiom "came to my senses", which is often found in everyday speech. It acts as a synonymous expression meaning "stop worrying, calm down." But a stable combination in the text sounds clearly brighter, more expressive.
In sentence 21, the author uses the idiom "serious sin" that we use in speech. It also has synonymous meanings: a serious mistake, a serious sin, a serious crime. In the text, this phraseological unit unobtrusively, but vividly characterizes the behavior of those teachers who, using their authority, shift their blame onto children ...
Thus, we can conclude that phraseological units, these golden placers of Russian speech, are our inconspicuous, but everyday companions in the process of communication.
P.S. Essay option for test 32 from the lesson on "templates" 3.
Essay on GIA 2013 on test 33 (1)
Write an essay-reasoning, revealing the meaning of the statement of the Russian journalist A.A. Miroshnichenko: “Language is what a person knows. Speech is what a person can do.”
Russian journalist A.A. Miroshnichenko stated: “Language is what a person knows. Speech is what a person can do.”
Let's try to understand the meaning of these words. A huge “pantry” is laid in the memory of a person. There are many shelves and cells in it, where various means of language are stored, which people use as soon as they begin to speak, because every child knows their native language. And speech is language in action, language in “work”, when we use it to communicate with other people, to talk with ourselves. I will try to prove the validity of my judgment on the basis of the text of N.G. Garin-Mikhailovsky. So, in sentence 2, according to the nanny’s speech, we feel the indignation experienced by a woman who does not understand why it was necessary to throw the dog into the well. The nanny is a native speaker, and she definitely finds in the “storerooms” a word that characterizes a person who has committed such a cruel act: “Herod!” (Suggestion 2.)
We observe the language in “work” in those moments when the boy Tema, feeling fear at the bottom of the well, “cheers himself up with a voice trembling with horror”: “... but I don’t do anything bad, I pull out the Bug, my mom and dad will praise me for this” (Proposition 29).
Therefore, we can conclude: the statement of the Russian journalist A.A. Miroshnichenko is true.
Essay on GIA 2013 on test 33 (3)
Write an essay-reasoning, revealing the meaning of Andrey Alexandrovich Miroshnichenko's statement: “Language is what a person knows. Speech is what a person can do.”
I agree with the statement of Andrei Alexandrovich Miroshnichenko: "Language is what a person knows. Speech is what a person can do." I think that it is not enough to know the language, you must also be able to speak. Choose the right words depending on the style, on the situation ... I will prove this on the example of the text of N. Garin-Mikhailovsky.
A word in a language has many meanings, it can have one or another meaning. The word in speech is unambiguous, it is tied to the context of its sentence, to the situation in which it is pronounced. In sentence 21, the author uses the word "hard", which has many meanings: "tough", "merciless", "justified", in the meaning of "unshakable". It's all about the dog's confidence.
In sentence 12, N. Garin-Mikhailovsky uses the colloquial word "rescue" instead of the neutral "release", which helps the reader to imagine Tyoma. He speaks as best he can, albeit not quite correctly, but sincerely. This is a kind of speech characteristic of the hero.
So, by the speech of a person, you can understand whether he can speak.
Essay on GIA 2013 on test 34
Write an essay-reasoning, revealing the meaning of the statement of the Russian journalist A.A. Miroshnichenko: “Some scientists even suggest distinguishing two languages - oral and written, there are so big differences between oral and written speech.”
I share the point of view of A. A. Miroshnichenko that there are differences between oral and written speech. I will give examples.
So, in sentence 3, which is a sample of written speech, I find a complex detailed construction. Book vocabulary prevails in it: “a massive desk”, “huge and for some reason dusty albums”, “a drawn-out and plaintive howl”. The sentence follows the spelling and punctuation rules. All this is not characteristic of oral speech.
But in the dialogue (sentences 29 - 49), characteristic of oral speech, I observe simple incomplete sentences: “So ... It interferes, so ...” Sentence 49 contains the interjection “Oh”, which is characteristic of oral speech. The whole dialogue is saturated with pauses, gestures and facial expressions, which are given in artistic text as an author's comment.
Thus, I can conclude that, indeed, the differences between oral and written speech are huge.
Essay on the GIA 2013 on test 35 (1)
Vladimir Galaktionovich Korolenko argued that the Russian language "has all the means to express the most subtle sensations and shades of thought." It seems to me that the writer meant that our native language has in its arsenal the richest means for expressing what a person feels and what he thinks. Let us turn to the text of Yu. O. Dombrovsky.
First, Zybin, watching how the proud crab died quietly, felt like a bad, merciless person. It is no coincidence that in sentence 18 he says about himself: “I never thought that such a beast sits in me!” The colloquial word "cattle" very clearly characterizes the feelings of the hero in relation to himself.
Secondly, in sentence 48, the author, using a comparison, describes how a barely alive crab headed into the waves of his native element: “He went awkwardly, stocky, like a tank.” Here it is, the clearest example of how the Russian language helps to express the most subtle shades of the writer's thoughts!
I think that the writer VG Korolenko was right. (142 words)
Essay on GIA 2013 on test 35 (2)
Write an essay-reasoning, revealing the meaning of the statement of the Russian writer Vladimir Galaktionovich Korolenko: "The Russian language ... has all the means to express the most subtle sensations and shades of thought."
I cannot but agree with the statement of the famous Russian writer V.G. Korolenko, who stated that "... the Russian language ... has all the means to express the most subtle sensations and shades of thought."
Undoubtedly, the Russian language is distinguished by a variety of synonyms, antonyms, paronyms, words used in a figurative sense, called tropes. All of them are needed by the artist of the word for clarity, brightness of the image of certain objects, phenomena, sensations and thoughts. Let us turn to the text of Yu.O. Dombrovsky.
First, in sentence 2, the author, describing the caught crab, uses the adverb "scary". It does not mean that Zybin experienced fear at the sight of a crab. No. The colloquial word “scary”, replacing the stylistically neutral “very”, emphasizes the most subtle feeling that the young man felt when he took out the crab.
Secondly, in sentence 46, Yuri Dombrovsky uses the comparison “sparkled with a blue spark” in order to emphasize, shade the idea of how fast this fish swims.
Therefore, we can conclude: the statement of the writer VG Korolenko is true.
Essay - reasoning on test 36
Write an essay-reasoning, revealing the meaning of the statement of the modern linguist Nina Sergeevna Valgina: “The functions of a paragraph are closely related to the functional and stylistic affiliation of the text, at the same time they also reflect the individual author’s peculiarity of text design.”
Essay-reasoning
In each text, in addition to the main topic, there are micro-topics around which sentences are grouped that make up part of the topic - a paragraph. A paragraph is a piece of written speech that has a compositional, plot-thematic, rhythmic meaning and is associated with the style of the author.
In the text of M. Loskutov I find five paragraphs, four of which perform a traditional function, demonstrating that a new semantic passage begins with a red line, in which a different thought develops.
And here is one of the possible paragraphs, which should begin with the introductory word “secondly”, the author hides inside the second paragraph. This stylistic device is understandable: M. Loskutov does not want to expose as a new thought the information that his dog "was obscenely cowardly." It is no coincidence that the author “hid” this information, did not take it out as new, because from the fourth paragraph we learn that the cowardly Borozhai accomplished a feat: he forced people to act with his behavior! He threw himself into the fire and called people after him! They saved the calf from the fire, and Borozhai suffocated in the smoke...
Thus, I can conclude that N. S. Valgina was right, stating that "... the functions of a paragraph are closely related to the functional and stylistic affiliation of the text, and at the same time reflect the individual author's peculiarity of text design."
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Questions for the exam in Russian literature Gorky's realistic stories
Questions for the exam... determined meaning ... take away ... reasoning ... writer reveals ... sayings ... Chernyshevsky. ... essays ... logical ... syntax, ... "("Modern Russians writers"). Push to... – I write about the priest ... With church publicists solidarized N. ... complete law say...
Irina Vladimirovna Lukyanova Korney Chukovsky
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Using the text you read, do the following: separate sheet ONLY ONE of the tasks: 9.1, 9.2 or 9.3. Before writing an essay, write down the number of the selected task: 9.1, 9.2 or 9.3.
9.1 Write an essay-reasoning, revealing the meaning of the statement of the famous linguist I. N. Gorelov: "The rules of syntax determine the logical relationships between words, and the composition of the lexicon corresponds to the knowledge of the people, testifies to their way of life." Justify your answer by giving 2 examples from the text you read. When giving examples, indicate the numbers of the required sentences or use citations.
You can write a work in a scientific or journalistic style, revealing the topic on linguistic material. You can start the composition with the words of N. G. Chernyshevsky.
9.2 Write an essay-reasoning. Explain how you understand the meaning of the final text: “More than thirty years have passed since then, but to this day I remember the cold April night, the long path to the forest, the silver birch forest, the dark silhouettes of birds and the song ...”
Give 2 arguments from the read text in your essay that confirm your reasoning.
When giving examples, indicate the numbers of the required sentences or use citations.
The essay must be at least 70 words.
Write an essay carefully, legible handwriting.
9.3 How do you understand the meaning of the word BEAUTY?
Formulate and comment on your definition. Write an essay on the topic:
“What is beauty”, taking as a thesis the definition you gave. Arguing your thesis, give 2 examples-arguments that confirm your reasoning: give one example-argument from the text you read, and the second from your life experience.
The essay must be at least 70 words.
Write an essay carefully, legible handwriting.
(1) On Sunday, my father woke me up when it was still quite dark.
- (2) Get up quick! (3) Sleep all the beauty, sleepyhead. (4) We'll be late for the grouse current!
(5) I woke up with difficulty from a slumber, hastily washed my face, drank a mug of milk, and when I was ready, we set off.
(6) They stepped on loose snow at random, now and then falling into potholes. (7) There was no direct path, I had to make a detour - bypass the lowland. (8) And then I remembered that we forgot the gun ...
- (9) It doesn’t matter, - my father reassured me. We're not going for that...
(10) I lowered my head: what to do in the forest without a gun ?! (11) We passed the railroad tracks and hurried across the field along a narrow path to the still sleepy, blue forest in the distance.
(12) The April air smelled alarmingly and freshly of thawed earth. (13) Willows in silver fluff froze by the road. (14) Suddenly, the father stopped, held his breath ... (15) In the distance, in a birch forest, someone timidly, uncertainly muttered.
- (16) Someone woke up? I asked.
- (17) Black grouse, - answered the father.
(18) I looked closely for a long time and noticed large black birds on the trees. (19) We went down into the ravine and came closer to them.
(20) The black grouse slowly pecked at the buds on the birch trees, importantly walked along the branches. (21) And one bird sat on the top of a birch, puffed up its neck, threw up its red-browed head, spread its tail like a fan and muttered louder and stronger: “Chuff-fuh-x, boo-boo-boo.” (22) Other birds followed her in turn, with an arrangement.
- (23) 3 you know, - said the father, - this is the best song. (24) You listen to her, and the whole month is a holiday in your soul!
- (25) What?
- (26) Spring ... (27) End of the winter kingdom ...
(28) The father took a deep breath of air, took off his hat.
- (29) Soon at the scythe dance and games in the swamps will go. (ZO) Music - forest drops. (31) And what words!
(32) Then he akimbo, gasped ... and sang in an undertone:
- (ЗЗ) I will buy a hoodie, I will sell a fur coat ...
(34) More than thirty years have passed since then, but to this day I remember a cold April night, a long way to the forest, a silver birch forest, dark silhouettes of birds and a song ...
(According to A. Barkov) *
* Barkov Alexander Sergeevich (1873-1953) - famous physical geographer, doctor of geographical sciences. He is the creator of textbooks, manuals for teaching geography at school.
Explanation.
15.1 The richness of the language characterizes not only everyone individual person but also the people in general. The more developed the native speaker, the richer his speech. It is no coincidence that some tribes of Africa, which are at the primitive stage of development, manage with several dozen sounds. AT explanatory dictionary Russian language more than two hundred thousand words. And this wealth must be skillfully used.
Let us turn to the text of A. Barkov. The use of verbs in the text gives dynamics to speech. In sentence No. 5 (“I hardly woke up from a slumber, quickly washed my face, drank a mug of milk, and when I was ready, we set off”), homogeneous predicates emphasize how quickly the hero gathered in the forest, how unimportant all these actions are before the main event - a trip with his father to the grouse current.
Ease, a certain lyricism give the speech of the appeal. We can observe this in sentence number 3 (“You will oversleep all the beauty, sleepyhead”).
In sentence No. 13 (“Willows frozen in silver fluff by the road”), the artistic image is created with the help of the personification “frozen willows” and the epithet “silver fluff”. Only a person in love with its beauty can talk about nature like that!
After analyzing the text, we can agree with the statement of the Russian writer and publicist Nikolai Gavrilovich Chernyshevsky: “The rules of syntax determine the logical relationships between words, and the composition of the lexicon corresponds to the knowledge of the people, testifies to their way of life.”
15.2 It happens that the impression left from some event remains with us for life. You continue to feel the same emotions, sometimes even smells and sounds. This happens if the event “hooked to the quick”, became a turning point in life, the discovery of something new, unknown. This is stated in the final text of A. Barkov.
In sentences numbered 8-10, it is said that the hero was upset when he forgot his gun at home, because he and his father seemed to be going hunting. Yes, and he was going for this early walk without much desire (sentence 5). He did not yet know that the father wanted to show his son what he himself used to admire, what warmed his soul for many years.
Nature is full of sounds and colors - you just need to be able to see and hear them. It is no coincidence that the father says: “Music is a forest drop!” (proposition 30). The grouse song awakened the song in their souls. That is why the hero remembered this walk.
Thus, we were able to confirm that the impression of a bright event can be remembered for a lifetime. One who has a sensitive soul and an attentive look can comprehend beauty.
15.3 “Beauty will save the world,” said F.M. Dostoevsky. What is beauty? Why did the great Russian writer believe so much in her omnipotent, regenerating power? Beauty makes us better, cleaner. A person who is able to admire the beautiful will not do evil, because his soul is open to light and goodness. The splendor of the natural world with its miraculous beauty inspires a person with the help of talent to capture the unique moments of life, and then beauty falls on canvases, is embodied in an artistic word, sounds in music ...
Heroes of the text A.S. Barkova: father and son - they know how to see beauty in nature. The grouse song awakened the song in their souls. Nature is full of sounds and colors - you just need to be able to see and hear them. It is no coincidence that the father says: “Music is a forest drop!”
When I listen to Oginsky's polonaise "Farewell to the Motherland", my soul begins to ache from inescapable longing. I can imagine the state of the composer when he wrote this work, if after so many years it has such an effect on me. What suffering! What must be the power of music, if in a century it can carry the experience of a person! And what inner beauty, the beauty of the soul, the person who wrote this work must have possessed!
One who has a sensitive soul and an attentive look can comprehend beauty. Beauty can be admired by the most ordinary things that surround us and that we encounter daily. You just need to be able to see it.
Relevance: Corresponds to the demo version of the current year
Logics: Tutorial for law schools Demidov I.V.
§ 5. Logical relations between concepts
§ 5. Logical relations between concepts
Since all objects are in interaction and interdependence, the concepts that reflect these objects are also in certain relationships. Specific types of relationships are established depending on the content and scope of the concepts being compared.
If the concepts do not have common features, are far from each other in their content, then they are called incomparable. For example, "symphonic music" and "cassation complaint", "procedural acts of the preliminary investigation" and "general notebook".
comparable are called concepts that reflect some common essential features of an object or class of homogeneous objects. For example, "lawyer" and "lawyer", "bribe" and "theft".
Only comparable concepts can exist in logical relations. Depending on how their volumes correlate, concepts are divided into two groups: compatible and incompatible.
Compatible - These are such concepts, the volumes of which coincide completely or partially. Incompatible - these are concepts whose volumes do not coincide in any element, but which can be included partially or completely in the scope of a concept common to them. The presented diagram shows the types of compatible and incompatible concepts.
It is customary to illustrate the relationship between concepts with the help of Euler circles (circular diagrams), named after Leonardo Euler (1707-1783), one of the greatest mathematicians of the 18th century, born in Switzerland, but who gave all his talent to Russia. Each circle denotes the scope of the concept, and any point inside the circle is an object included in its scope. Circular diagrams allow you to visualize the relationship between different concepts, better comprehend and assimilate these relationships.
Let's consider compatible concepts.
In relationship equivalence there are compatible concepts, the volumes of which completely coincide. In such concepts one and the same object or class of homogeneous objects is conceived. However, the content of these concepts is different, since each of them reflects only a certain side (an essential feature) this subject or class of homogeneous objects.
For example, the volumes of the concepts A - "son" and B - "grandson" are the same (each son is someone's grandson and each grandson is someone's son), but their content is different.
It is necessary to distinguish equivalent concepts from equivalent synonymous words. Equivalent concepts have the same volume, but different content. And synonymous words express concepts with the same volume and content. The replacement of synonymous words with each other in any meaningful utterance does not affect the meaning of the utterance. The replacement of words expressing equivalent concepts can lead to a significant distortion of the meaning. For example, in the statement “In 1980 Moscow was the capital of the Games of the XXII Olympiad”, one cannot replace the concept of “the capital of the Games of the XXII Olympiad” with the equivalent concept of “the center of the Moscow region”. Thus, words or phrases expressing equivalent concepts are not equivalent in themselves.
In a relationship intersections compatible concepts are found whose volumes partially coincide. The content of these concepts also partially coincides.
For example, the intersecting concepts are A - "sportsman" and B - "lawyer": some of the athletes are lawyers, and some of the lawyers are athletes. In the combined part of the circles, those athletes who are lawyers, as well as those lawyers who are athletes, are thought.
In a relationship subordination compatible concepts are found, the scope of one of which is completely included in the scope of the other, constituting its part.
In this respect, for example, are the concepts A - "theft" and B - "theft of personal property of citizens."
The scope of the first concept is wider than the scope of the second concept: in addition to the theft of personal property of citizens, it also includes theft of state, cooperative property.
Of the two concepts that are in a subordination relationship, the concept with a large scope (subordinate) is generic, or by birth in relation to a concept with a smaller volume (subordinate), and the latter in relation to the first is called species, or view. Generic relations underlie the logical operations of limiting and generalizing concepts, dividing the scope of concepts, and some types of definitions.
Let's move on to the consideration of incompatible concepts.
When illustrating the relationship between incompatible concepts there is a need to introduce a broader concept, which would include the scope of incompatible concepts.
In relation to subordination, there are two or more non-intersecting concepts belonging to a common generic concept.
Subordinate concepts B and C are species of the same genus A, they have a common generic trait, but the species traits are different. For example, B is “malfeasance” and C is “economic crime”, where A is “crime”.
In a relationship opposites there are concepts that are species of the same genus, and at the same time one of them contains some signs, and the other denies these signs and replaces them with opposite signs.
For example, A is "serious bodily injury" and B is "light bodily injury", where the generic term is "bodily injury". The volumes of opposite concepts constitute only a part of the volume of their common generic concept.
Words expressing opposite concepts are called antonyms. For example: convict - acquit, accusation - defense, alibi - evidence, mild punishment - severe punishment, etc. Unsuccessful use of antonyms leads to ambiguity of thought: “The victim did everything possible, trying hard overcome your weakness or “Gudov participated in criminal activities in strength of weakness of his character."
In a relationship contradictions there are two concepts that are species of the same genus, and at the same time one concept indicates some features, and the other denies these features, excludes them, without replacing them with any other features.
For example, A is “guilty” and non-A is “innocent”, where the generic concept is “man”. The volumes of two contradictory concepts make up the entire volume of the genus of which they are species.
Thus, the understanding of the logical structure of concepts, the definition of their types and relations between comparable concepts makes it possible to proceed to the consideration of logical actions, or operations on concepts.
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