How to solve task 7 exam Russian. a) If direct speech is a declarative sentence

Algorithm for completing USE tasks

In Russian.

Part 1.

Exercise 1. Which of the following sentences correctly conveys the MAIN information contained in the text?

Task execution algorithm:

Task 2. Which of the following words (combinations of words) should be in place of the gap in the third (3) sentence of the text? Write out this word.

Task execution algorithm:

1. Read the text carefully.

2. By successively selecting the proposed means of communication, establish a logical correspondence between the sentence with the gap and the one that precedes it. This technique will help you determine which word should be in the gap.

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

Task execution algorithm:

read the task carefully;

find the specified offer;

include each of the proposed lexical interpretations instead of the word given for analysis;

listen to the new sound and meaning of the sentence;

determine whether the sentence lost or did not lose its semantic integrity during the linguistic experiment:

• if the sentence has not lost its semantic integrity, the answer is correct;

  if the meaning of the sentence has changed, the answer is correct.

Task 4. In one of the words below, a mistake was made in the formulation of stress: the letter denoting the stressed vowel is highlighted INCORRECTLY. Write out this word.

Remember: the mobility of Russian stress creates objective difficulties in completing this task.

agent, Augustow, agency, agony, acropolis, alcohol, alphabet, anApest, anAtom, antithesis, apostrophe, watermelon, arrest, aristocracy, argument, asymmetry, astronom, Atlas (collection of geographical maps), atlas (fabric), bourgeoisie, life, being

bureaucracy, airports

scam, crimson, ballot, pamper, pampered, pampered, bow (banta, bows)

bartender, unrestrained, birch bark and birch bark, gas pipeline, blessing, favor, block, bombard, barrel, delusional and delusional, armor (securing something for someone), armor (protective sheathing), bakery, bourgeoisie, sandwich, being, bureaucracy

gross, cook (cook, cook, cook, cook), watchman, willow, veterinarian, turn on, water supply, Volgodonsky, wolf (wolf, wolves, wolves), thief (thieves, thieves, thieves, about thieves), magic, invest, concave, arouse, exorbitantly

gas pipeline, gastronomy, hectare, genesis, citizenship, grenadier, pear

cousin, girlish, democracy, department, despot, hyphen, action, diagnosis, dialogue, dispensary, white, mining, dogma, contract, contractual, naked, red-hot, document, report, naked, dosinya, leisure, associate professor, daughter, dramaturgy drowsiness, confessor,
heretic,
blinds, vent, life,

book, (secure something for someone), book (cover with armor), enviably, bent, conspiracy (secret agreement), conspiracy (spell), bent, long, frosty, busy (man), busy (by someone ), clog, clogged, mold, seal, sealed, powder, call (call, call, call), winterer, malice, sign, significance, sorcery, jagged

scoop, scoop, cleaner,
chassis, seamstress, shake, syringes, sorrel, crushed stone, wood chips, wood chips,
excursion, expert, export, equipped, express, epilogue, pullover

yurOdivy

religion, exhaust,
flounder, catalog, rubber, cough, quarter, cedar, kilometer, cinematography, pantry, whooping cough, college, colossus, compass, complex, self-interest, more beautiful, nettle, flint, cooking, kitchen, scrap, scrap, blade, waste (waste, waste remnants), flap (a piece of cloth),
alluring, masterful, medicines, briefly, manager, metallurgy, meager (allowed - meager), youth, milkman, monologue, ordeal,

naked, naked (cut off), naked (hold checkers), bent over, for a long time, intention, tilt, backhand, start, started, arrears, illness, obituary, hatred, unpretentious, oil pipeline, newborn,
provision, facilitate, sharpen, Embraced, embraced, facilitate, encourage, borrow, embittered, wholesale, inform, point, uncork, Adolescence, in part, paralysis,
partner, plowing, first-born, mold, pizzeria, offer, fable, understood, understood, understood, raised, noon, briefcase, pedestal, funeral, at a funeral, plateau, anticipate, undertaken, fail, reward, reward, sentence, dowry

knowledgeable, beets, silos, orphans, orphans, plum case, condolence, convocation, concentration, means, statue, status, statute, shorthand, carpenter, ship, bent,
customs, dancer, cakes, cakes, shoe,
decoration, speed up, deepen, Coal, Ukrainian, improve, deceased, mentioned, mention, strengthening, aggravate,
facsimile, porcelain, extravaganza, phenomenon, fetish, fluorography, flyleaf, shape,
chaos, characteristic (typical), characteristic (actor), intercessor, intercession, intercession, well-groomed (adj.), well-groomed (adj.), Christian, Christ-seller,
cement, chain, gypsies,

Task 5. In one of the sentences below WRONG highlighted word is used. Correct the mistake and write the word correctly. Task execution algorithm:

read all offers carefully;

determine the lexical meanings of each of the paronymic words by selecting synonyms and antonyms or taking into account what words each of them can be combined with;

indicate the correct answer.

Addressee - addressee. Addressee - the person or organization to whom the postal item is addressed (recipient); addressee - a person or organization sending a postal item (sender).

anecdotal - anecdotal. Anecdotal - inherent in an anecdote, based on an anecdote (an anecdotal story); anecdotal - ridiculous, ridiculous (anecdotal case).

archaic - archaic. Archaic - characteristic of antiquity (archaic view), archaic - obsolete, not corresponding to new views, rules (archaic use).

weekday - everyday. Weekday - not a holiday (weekday); everyday - prosaic, monotonous (everyday work).

Breathe in - breathe in. Inhale - take in, draw in air (inhale oxygen), inspire something (inhale courage); sigh - let out a sigh (breathe with relief); rest a little (let me breathe); to grieve, be sad (sigh for children).

Educational - educational. Educational - related to education (educational system); educational - related to the teacher (educational room).

Everyone - everyone. Everyone - everyone (every minute); all kinds - the most diverse (all kinds of searches).

Elective - selective. Elected - related to elections, elected by voting (elected position); selective - partial (selective check)

Harmonic - harmonious. Harmonic - related to harmony (harmonic series); harmonious - slender, coordinated (harmonious personality).

main - capital. Main - main, most significant, central, senior (main street); capital - related to the title (title role).

Engine - mover. Engine - a machine that sets in motion, power (electric motor); mover - what sets in motion, contributes to it (the mover of society, progress is outdated.).

Democratic - Democratic. Democratic - pertaining to democracy, democrat (democratic camp); democratic - characteristic of democracy, democrat (democratic act).

Dynamic - dynamic. Dynamic - related to dynamics, movement (dynamic theory); dynamic - possessing great internal energy (dynamic pace).

Diplomatic - diplomatic. Diplomatic - related to diplomacy, diplomat (diplomatic post); diplomatic - subtly calculated, evasive (diplomatic behavior).

Long - long. Long - having a great length (long report); long - long-term (long vacation, long period).

Voluntary - voluntary. Voluntary - performed without coercion (voluntary labor); volunteer - relating to a volunteer (volunteer initiative, volunteer army).

dramatic - dramatic. Dramatic - expressing strong feelings, full of drama (dramatic situation); dramatic - related to drama (dramatic circle).

friendly - friendly. Friendly - relating to a friend, friends (friendly meeting); friendly - based on friendship (friendly country).

pitiful - pitiful. Pitiful - expressing sorrow, longing, suffering; plaintive, sad (pitiful voice); compassionate - prone to pity, sympathy; compassionate, touching (compassionate words, people).

Spare - thrifty. Spare - available as a spare (emergency exit); thrifty - able to stock up (thrifty person).

Evil - malicious. Evil - filled with a sense of enmity (an evil person); malicious - having a bad purpose, deliberate (malicious non-payer).

Executive - performing. Executive - diligent, having as its goal the implementation of something (executive worker); performing - relating to the performer (performing skills).

seconded - business trip. Seconded - a person who is on a business trip (a seconded specialist); business trip - relating to a business traveler (travel expenses).

Comic - comical. Comic - related to comedy (comic character); comical - funny (comical look).

Critical - critical. Critical - related to criticism (critical article); critical - having the ability to criticize (critical approach).

logical - logical. Logical - related to logic (logical thinking); logical - correct, reasonable, consistent (logical reasoning).

methodical - methodical. Methodical - related to methodology (methodical conference); methodical - exactly following the plan (methodical work).

Hateful - hateful. Hateful - imbued with hatred (hateful acts); hateful - causing hatred (hated enemy).

intolerable - intolerable. Unbearable - one that cannot be endured (unbearable cold); intolerant - unacceptable (intolerant attitude).

to dine - to dine. To become poorer - to become poor (to become poorer as a result of inflation); impoverish - make poor (impoverish life).

dangerous - fearful. Dangerous - associated with danger (dangerous bridge); cautious - acting cautiously (cautious person).

typo - unsubscribe. A typo - an accidental mistake in writing (an annoying typo); unsubscribing - an answer that does not affect the merits of the case (impudent unsubscribing).

Learn - learn. To master - to learn how to use something, to include it in the circle of one's activities (to master the release of new products); to assimilate - to make habitual; understand, memorize

Organic - organic. Organic - relating to the plant or animal world (organic matter); organic - inextricably linked, natural (organic integrity).

Condemnation - discussion. Condemnation - an expression of disapproval, sentencing (condemnation of a criminal); discussion - comprehensive consideration (discussion of the problem);

Responsible - responsible. Reciprocal - being the answer (response); responsible - responsible, important (responsible employee).

Reporting - distinct. Reporting - related to the report (reporting period); distinct - well distinguishable (distinct sound).

Political - political. Political - related to politics (politician); political - acting diplomatically, cautiously (political hint).

Understandable - understandable. Understanding - quickly understanding (understanding person); understandable - clear (clear reason).

Representative - representative. Representative - making a favorable impression (representative appearance); representative - elected (representative body); relating to representation, representative (representation expenses).

Presentation - provision. Submission - presentation for familiarization, nomination for promotion (representation of a characteristic); provision - the allocation of something at someone's disposal (granting a loan).

conspicuous - conspicuous. Perceptive - able to notice (perceptive critic); noticeable - noticeable (noticeable displeasure).

Realistic - realistic. Realistic - next to realism (realistic painting); realistic - corresponding to reality, quite practical (realistic goal).

Hidden - secretive. Hidden - secret, invisible (hidden threat); secretive - unrevealed (secret person).

Tactical - tactical. Tactful - possessing tact (a tactful act); tactical - related to tactics (tactical task).

Technical - technical. Technical - relating to technology (technical progress); technical - possessing high skill (technical actor).

Lucky - lucky. Lucky - happy; one who is lucky (lucky explorer); successful - successful (good day).

Actual - actual. Actual - corresponding to the facts (actual state of affairs); factual - containing many facts (actual report).

Master's - economic. Master - relating to the owner; such as a good owner (owner's interest); economic - busy with the economy, associated with the economy (economic issues).

Explicit - obvious. Explicit - obvious, undisguised (clear superiority); clear - distinct, well distinguishable (clear whisper).

Task 6. In one of the words highlighted below, a mistake was made in the formation of the word form. Correct the mistake and spell the word correctly.

Find mistakes in education and usage

case forms of numerals;

numerals one and a half, one and a half;

collective numerals, including numerals both, both;

comparative and superlative degrees of adjectives and adverbs;

nominative and genitive plural of some nouns;

imperative forms of some verbs.

Task execution algorithm:

1. Determine which part of speech the given word belongs to.

2. If this name is a numeral, remember that

in complex quantitative names of numerals both parts are inclined;

Cases

From 50 - 80

200, 300, 400

From 500 - 900

fifty

heels and ten and

heels and ten and

fifty

five Yu ten Yu

oh heel and ten and

two hundred

dv wow honeycomb

dv mind st am

two hundred

dv knowing st ami

about dv wow st Oh

five hundred

heels and honeycomb

heels and st am

five hundred

five Yu st ami

oh heel and st Oh

when declining compound ordinal numbers, only the last word;

numeral both used with masculine and neuter nouns, and both- female;

Cases

M., cf. genus

G. genus

both

both

both

both

both

about both

both

both

both

both

both

about both

collective nouns ( two, three, four etc.) are used with nouns denoting males, names of baby animals, paired objects, or having only the plural form.

3. If this name is an adjective, check if the forms of degrees of comparison are formed correctly. Remember: you cannot mix simple and compound forms of degrees of comparison.

Degrees of comparison of adjectives

Comparative

excellent

simple

composite

simple

composite

beautiful´v- her(s)

less- she

deep e

more beautiful

less beautiful

beautiful´v- ash- uy

great- aish- uy

nai most difficult

most beautiful

most beautiful

Degrees of comparison of adverbs

comparative

excellent

simple

composite

composite

-her(s)- it hurts - it hurts her, ill her

-e - easy - easy e-she- thin - thin e

adverb + more (less) more thin

less interesting

comparative degree + pronoun all, everything:

did the best (of all)

4. If this is a verb, pay attention to the correct formation

imperative mood forms;

forms of the past tense used without a suffix are -NU-.

(there is - well - in the verb - error - correct answer)

5. If this is a noun, make sure the formation is correct

nominative plural forms;

genitive plural forms.

NOMINATIVE PLURAL

m. kind

With the end - and I(emphasis on ending)

With the end - s, -i ( accent based)

dual number influence)

Addresses, shores, centuries, fans, director, doctor, gutter, inspector, boat, clover, feed, box, body, seine, district, vacation, passport, cook, professor, variety, watchman, haystack, paramedic, outbuilding, barn, ramrod, stack, stamp, anchor, hawk.

sentences, mines,

editors, snipers, tractors, cakes, fronts, drivers.

volumes

locksmiths bakers

1. Animated foreign nouns. on the

-torus, -sor stylistically neutral: directors

1. Animated foreign nouns. on the -er,

-er:engineers

2. Inanimate. foreign words in

-torus, -sor:processors

3. Animated foreign nouns. on the

-tor with a book touch: editors.

Remember: oil - pl. hours - oil a

cream - pl. – cream s(not cream a)

male

female

average

banknotes

giraffe

Hall

corrective

piano

only

tulle

shampoo

sandal, boot

cuff, callus

sneaker

reserved seat

gravy (with gravy)

slipper

shoe (no shoes)

surname

bast

tentacle

Task 7. Establish a correspondence between the sentences and the grammatical errors made in them: for each position of the first column, select the corresponding position from the second column.

1. Look for mistakes in sentences:

1) with homogeneous members; (look for homogeneous predicates with the union I. Ask a question from the verb to the homogeneous members of the sentence. The question should be the same, if not, then an error !!! This will be the correct answer. (I see??? (a member of the sentence is missing) and I'm proud nature? I see what?, I'm proud of what?)

2) with participle turnovers; (look at the end of the sacrament, remember that there must be agreement with the word being defined in gender, number, case.)

3) with proper names enclosed in quotation marks and being the name of newspapers, magazines, books, paintings, films;

4) with derivative prepositions thanks to, in spite of, in spite of and non-derivative preposition on used in speech upon completion, upon arrival, upon completion, upon arrival;

5) with double alliances not only but; like…and;

6) using quotes;

7) beginning with the words: everyone who…; those who…; none of those who...

Task 8. Identify the word in which the unstressed checked vowel of the root is missing. Write out this word by inserting the missing letter.

Task execution algorithm:

1. Cross out words with alternating vowels, as they will not be the correct answer:

1.1. read each word carefully and look for words with an alternating vowel in the root ( gar - mountains, zar - zor, clan - clone, creature - creation, lag - lodge, bir - ber, fir - lane, dir - der, tir - ter, world - mer, blist - shine, stil - stel, jig - burned, chit - even, kas -kos, rast - rosch - grew, jump - skoch, poppy - mok, equal - even).

2) select test words for the remaining words, remembering that among them there may be dictionary words in which an unstressed vowel requires memorization;

3) if you found a dictionary word, you can cross it out, as it will not be the correct answer;

4) if by the way you managed to pick up a test in which an obscure vowel sound was stressed and is clearly heard, then you have found the correct answer.

Task 9. Identify the sequence in which the same letter is missing in both words in the prefix. Write these words out with the missing letter.

You need to know the following spelling rules:

spelling of prefixes on -З and -С;

spelling of prefixes PRE and PRI;

PRE -

AT -

To stay (=re-)

arrive (approach)

despise (hate)

To despise (to give someone shelter)

Betray (= re-)

to give (to add, to change something, to add)

bow down, bow down (= re-)

bow down (approach)

transform (implement)

Pretend (incomplete action)

Transient (= re-)

Incoming (approach)

endure (endure)

get used to (get used to)

Successor (= re-, adopt)

Receiver (radio)

Resign (die)

Attach (put close)

Vicissitudes (reversals in fate)

gatekeeper - gatekeeper

Immutable (immutable, indestructible)

attach (attach)

Prerequisite (mandatory)

Unacceptable conditions (impossible)

Limit (border)

Aisle (extension in the church)

Downplayed (very)

Reduced (slightly)

Remember:

PRE-

AT-

preamble, prevail, those in power, predicate, present, presentable, president, presidium, presumption, price list, prelude, seduce, do not fail, premiere, neglect, drug, present, obstacle, prerogative, prestige, pretender, preference

private, fastidious, privilege, contingency, comely, picky, adventure, prima donna, primate, primitive, priority, deplorable, swear, claim, embellish, unpretentious, whimsical

Prefixes on -З and -С:
spelling depends on the subsequent consonant

before voiced consonants - s appeal, rootless

before voiceless consonants

bake, careless, silent

Task 10. Write out the word in which the letter E / I / is written at the place of the gap

Task execution algorithm:

1) Find out in which part of the word the letter is missing: in the ending or in the suffix.

2) If the vowel is omitted at the end, then use the indefinite form of the verb to establish its conjugation:

in the personal endings of the verbs of the first conjugation, vowels E, U are written;

in the personal endings of the verbs of the second conjugation, vowels I, A (I) are written.

3) If the vowel is missing in the suffix, then analyze the nature of the spelling:

missing vowel in participle suffixes ush, yusch, ash, box, im, eat (om).

missing vowel before participle suffix vsh, nn .

4) Spelling participle suffixes ush, yusch, ash, yashch, im, eat (om) depends on the conjugation of the original verb:

in participles formed from verbs I conjugations , suffixes are written ush, yusch, em (om) ;

in participles formed from verbs II conjugations , suffixes are written ash, box, im.

5) Vowel spelling before suffixes participles vsh and nn depends from that to at - yat or it - et the indefinite form of the original verb ends:

yat or yat , then before nn in passive past participles, the vowel is preserved and I);

if the original verb ends in eat or eat , then before nn only written e ;

before suffix vsh retains the same vowel , as before the end be in an indefinite form.

HINT: Put the verb in the 3rd person plural. (THEY do what? THEY do what?) ending -ut-yut - verb 1 conjugation - in endings you should write a letter E,

Ending - at-yat - verb 2 conjugation - in the endings you should write a letter AND.

Task 11. Write down the word in which the letter I is written at the place of the gap

Need to know the spelling of suffixes

nouns ( ets, itz; ink, enk; out, in; ichk, echk; ik, ek );

adjectives ( iv, ev; liv, chiv );

verbs ( willow, willow; eva, ova; And, E before the stressed suffix wa) .

Task execution algorithm:

1) Determine which part of speech (noun, adjective, verb) the word with the missing letter in the suffix belongs to.

2) Apply the desired rule.

adjective

-ev- unstressed: glue ev oh, enamel ev th

-iv- percussion: linen willows th

An exception: kindly willows oh, fool willows th

-chiv-:infusion chiv th

-living-: talent Liv th

verb

-ova- (-eva-)

hang up

I'm hanging

Yva- (-iva-)

annoy

I'm annoyed

TABLE OF DEFINITIONS

VERB ENDINGS AND PARTICIPLE SUFFIXES

Verb endings

Suffixes are valid. participles

Suffixes suffer. participles

I conjugation

rest

-eatwriteeat

-eatwriteeat

-etwriteee

-utwriteut

-utthoughtut

-usch-writeyi uy

-yusch-thoughtYusch uy

-om-carriedohm th

-eat-blowing eatth

II conjugation

N.F. on the - and be

-themstrictthem

-ishstrictish

-itestrictite

-atstrictyat

-yatstorageyat

-ash-breatheash uy

-box-storagecrate uy

-them-storagethem th

Task 12. Determine the sentence in which NOT with the nightingale is written ONE. (SEPARATE). Open the brackets and write out this word.

)? It should be remembered that the rules for writing NOT with different parts of speech can be grouped as follows:

NOT with nouns, quality adjectives, adverbs in -O and -E;

NOT with verbs and gerunds;

NOT with participles.

1. Not with nouns, adjectives, adverbs in O, E

together

apart

1. Not used without NOT:

ignoramus
fables

careless

ridiculous

1. If there is opposition with uniona Not true but false

Not happy but sad

Not close but far

adverb not in O-E: did not enter like a friend

2. If the word with the prefix NOT can find a synonym without NOT

Foe (enemy)

Misfortune (grief)

Enemy (enemy)

unhappy (sad)

Close (far)

2. If at the word with NOT there are words far, at all, not at all, not at all, by no means

Far from pretty

Not a friend at all

Nothing interesting

Not at all sweet

3.Remember:

small

slave

confusion

imperfections

undergrowth

dunno

klutz

3.Remember:

not in measure, not as an example, not for good, not for haste, not to taste, not within the power, not according to the gut, not from the hand, etc.; b) neither give nor take, neither be nor me, neither here nor there, neither light nor dawn, for nothing

not about anything, not a bottom, not a tire, not for a sniff of tobacco, not for a penny etc.

not one (no one) - not one (many), never (never) - not once (often) .

2.Not with verbs and gerunds

together

apart

1. Not used without NOT:

resent (indignant)

rage (rage)

unwell

dislike

hate

1.Always separate

Was not

Not catching up

Not knowing

2. With the prefix under-

UNDER-= below normal, not 100% be in insufficient quantity
there is an antonym with re- (=excess)
undersalt the soup (oversalt the soup)
the result is unsatisfactory
missing = not enough
You lack patience.
^ I always lack money.

2. With prefixes not + to

done not to end
do not watch the movie, do not take home
She did not finish and fell silent.
(to end implied)
does not reach = does not reach
The rope is missing before gender.
Before poplar is missing the fifth floor

3. Not with participles and verbal adjectives.

together

apart

1. not used without NOT:
n units mindful (adj., not packing without NOT)
2. NO opposition with union A and
dependent words: n no sown field (no a, AP)

1. with brief participles: not_ closed
2. IS opposition with union a:
unfinished, a started meeting
3. IS dependent the words:
unsown in time field, not yet plowed field

4.NOT and NOR with negative PRONOUNS

together

apart

There is NO preposition between NOT and the pronoun: No one, no one

THERE IS A SUGGESTION

With no one, with no one

Task 13. Determine the sentence in which both underlined words are written CLEARLY (SEPARATELY). Open the brackets and write out these two words.

Task execution algorithm:

1) Read the sentence, think about its meaning.

2) Determine which part of speech the underlined word belongs to.

Unions so that, also, also, but, moreover, moreover, so, because are written together ; they can be replaced by synonyms of the same part of speech.

Words of other parts of speech similar to these unions in sound whatever, the same likewise, for that, for that, for that , and so, from that are written separately. They consist of two components: one of them (well, would) can either be removed from the proposal, or rearranged to another place; other component (that, that, than, yes, that) replace with other words.

Derivative prepositions are written together: DUE TO = due to, IN VIEW = due to, ABOUT = about, TOGETHER = to, DESPITE = contrary to.

Derivative prepositions are written separately: DURING = IN CONTINUATION, IN DIFFERENCE, IN CONCLUSION, DURING.

For continuous, hyphenated or separate spelling of adverbs, apply the appropriate rules.

Derived prepositions

Nouns with prepositions

during

There was no news v flow of the year.

How long?

(time value)

during (what?) rivers

See v continue (what?) series.

V(fast) currents rivers

See v(soon) continued series

in continuation

She said in continuation hours.

Finally articles

At the end, in the end

Sat v conclusionI.

Sat v(debt) conclusionI.

Unlike from others

(used with from)

Difference v differences life.

Difference v(strong) differences life.

due to= due to

He did not come due to illness.

Remember: later I - adverb

as a consequence

intervened as a consequence in the case of theft.

intervened v(new) consequence in the case of theft.

like= like

vessel like flasks

Error v kind noun.

about= about, about

Reach an agreement about excursions.

Put on the check in the bank.

Put on the(mine) check.

towards= to

Go towards friend.

go to a meeting with friends.

go on the(long awaited) meeting.

due to= due to

In view of We didn't go to the cinema when it rained.

I AM meant tomorrow. (stable expression).

as cones

in mind cities

(cone view, city view)

adverbs

Nouns with prepositions

climb up (refer to the verb)

climb to the top the mountains

on the(most) top the mountains

shoes me fit

at the right time flowering -

v ( spring) time flowering

Derived prepositions

Participles with negation

In spite of rain, went out of town

(although it was raining).

Regardless of bad weather, we went camping.

(in spite of what?)

Despite father, he got up from the table.

Regardless of me, he left the room.

(=not looking)

Task 14. Indicate all the numbers in the place of which HH (H) is written

determine what part of speech the word with the missing letter belongs to;

apply the spelling rule Н and НН in the suffix of this part of speech.

Noun:

HH

H

1. If the root of the word ends in H, and the suffix begins with H:

malinn ik(Mali n a)

2.If noun. formed from an adjective with HH, or from a participle:

diseasesenn awn(diseases enn th)

pampered(spoiled)

3. Remember: besprida nn itza

1. In words formed from nouns that have suffixes -in-, -an-, -yan-

peatyang ik(from noun peat)

2. In words formed from adj. with one H: studyn ik(from adj. study n th), martyr, worker

3. In words:

gaff yang itza (bagr yang th), cannabis yang ir(cannabis yang th)

var en ik (var yon th), smoked yon awn (kopch yon th)

cost yang ika (cost yang oh) wise yon awn (wise yon th)

oil en itza (oil en th), oats yang itza (oats yang th)

gost in itza (guest in th), firewood yang ik (firewood yang Oh)

smart yon awn (meaning n th), great en itza

Adjective:

HH

H

1. n. -H+ -H-: karmann th

2. -ONN-, -ENN-: commissionion th, cranberriesenn th,

! without wind nn th

3. exceptions with -YANN-: GLASSHH YY, TINHH YY, WOODHH YY

YU nn and you ( young s nat Uralists)

1. -IN-: goose in th

2. exception WINDH YY(day, person)

3. -AN- (-YAN-): leatheren th

Remember: Yu n th;

gaff yang oh, rum yang oh, r yang oh, pi yang oh, right n yy (historical suf. - YAN-); bar n oy, svy n oh si n oh, green n oh, go n oh, core n th.

In short adjectives, the same number of n is written as in full adjectives.

Tuma nn aya distance - the distance of the fog nn a

wind n th girl - girl in the wind n a

Participles:

Н - НН IN SUFFIXES OF PARTICIPLES AND VERBAL ADJECTIVES

HH

H

1. There is a prefix: about seeded flour

(except for attachment not-)

But: no problem her nn oh flour

1. There is a prefix not-: not sowing n oh flour

2. No ¬, but there is AP: soya nn and I through a sieve flour

2. No ¬: sowing n oh flour

3. have a suffix -ova-/-eva-:

marin ovann th cucumbers

3. Exceptions: kova n oh, chew n oh, cool n th (-ov-, -ev- are part of the root)

4. Formed from a non-prefixed perfective verb:

Reshe nn task (to solve - what With make?)

But: from wound nn th , wound nn th in leg fighter

! Being woundnn th, the soldier remained in the ranks.

Women immediately hung washingnn oh.(Suffering. adverb, since they retain the verbal meaning, indicate a temporary state, and not a permanent sign-quality)., windless

4. Exception: wound n oh, windy

5. The same words in their direct meaning will be participles : name nn oh play, end nn th work.

5. When the participle turns into an adjective, it is possible to change the lexical meaning of the word: a smart child, an uninvited guest, a named brother, an imprisoned father, a dowry, Forgiveness Sunday, a dead man.

Exceptions: covetous, desirable,

unheard, unseen, sacred,

unexpected, unexpected, inadvertent, done, slow, awake, swaggering, chased

6. Spelling does not change as part of compound words: golden n oh, scrap n th-fracture n th, Word everything in general has adjective meaning(high quality), not the value of "adj. + communion.

7. Brief participles: a spoiled girl n a

SHOULD BE DISTINCTIVE

short adjective

Brief Communion

Girl brought up nna (sama - short adjective). Can be replaced with a full adjective: educated I am.

Girl brought up n and in the orphanage (by whom?) - a short adverb .. Replaced by the verb: the girl was brought up.

Adverb

Short neuter participle

 Ch.  adv.

He answered deliberately(how? in what way?).

Thoughtfully - a circumstance.

noun  cr. moreover

Case thoughtful (how?) from all sides.

Considered - predicate.

Task 15. Set up punctuation marks. Specify the numbers of sentences in which you need to put one comma.

Execution algorithm:

1. Find homogeneous members in the sentence.

2. Determine which unions connect them:

if it is a single connecting or dividing union ( and, or, either, yes (= and ), comma in front of him not put ;

if it is a double union ( as ..., and; not so much ... as; not only but; though...but ), a comma is placed only before the second part of the double union ;

if this repeated alliances , then a comma is placed only in front of those who are between homogeneous members ;

before opposing alliances between homogeneous members always put a comma .

3. Check if the sentence contains homogeneous members connected in pairs. Remember: if homogeneous members in a sentence are combined in pairs, then a comma is placed between paired groups and only one!

Task 16. Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.

Remember:

participial answers the questions which? which? which? which? ;

gerund answers the questions having done what? doing what? And denotes an additional action with a verb - a predicate ; participial turnover answers the questions as? when? why?

punctuation in participial turnover depends on its location in relation to the noun being defined;

the adverbial turnover is always distinguished in writing by commas;

homogeneous definitions and circumstances, expressed by participial and participial phrases and connected by a single union And, are not separated by a comma.

Task execution algorithm:

1) Find participial and adverbial phrases in the sentence, correctly defining their boundaries. Always separated by commas.

2) Determine what position in the sentence the participial turnover occupies (DO- does not stand out with commas !!! AFTER the word being defined - stands out !!!).

3) Check if the sentence contains homogeneous members with the union AND, expressed by participial or participial phrases. A comma is not put before the union And.

4).Attention! there should not be numbers in the middle of the turnover, this provocation!!! Eliminate them!!!Use the trick to eliminate the highlighted turnover.

Task 17.

Remember: introductory words can be removed from a sentence without changing the main idea of ​​the syntactic construction. Use the technique of excluding highlighted words.

Task execution algorithm:

1) Check if the highlighted words are introductory.

Introductory words can be removed from the sentence or replaced with synonymous introductory words; they are separated by commas.

Homonymous with the introductory words, the members of the sentence cannot be removed without changing the meaning of the syntactic construction; they are not separated by commas.

Remember that words are not introductory and are not separated by commas: as if, as if, perhaps, for the most part, as if, literally, in addition, after all, in the end, it seems to be, hardly, anyway, after all, even, exactly, sometimes, as it were, besides, only, meanwhile, for sure, extremely, probably, certainly, definitely, partly, at least, truly, still, therefore, simply, let, decisively, nevertheless, only, supposedly.

Task 18. Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.

Execution algorithm:

1. Find the grammatical foundations of the sentence.

2. Define the boundaries of the main and subordinate parts.

3. Read the sentence, observing the selected signs. This will help to identify an incorrectly found solution or, conversely, confirm the correct choice.

Remember! As a rule, complex sentences are presented in this task. with adjectives , in them conjunction word which is not at the beginning of the subordinate part, but In the middle her, therefore A comma is not placed before the allied word. (1. Eliminate the numbers around the word "which"

4. Attention to the union And). Determine what it connects: parts of a complex sentence - a comma, homogeneous members of a sentence - no comma.

Task 19. Place punctuation marks: indicate all the numbers in the place of which commas should be in the sentence.

To complete the task, use the algorithm:

1. Indicate the grammatical foundations in the sentence.

2. Define the boundaries of simple sentences as part of a complex syntactic construction.

3. See how these parts are connected.

4. Find out if the offer contains Union And , and if it is present in the sentence, determine what it connects:

if homogeneous members , then there is a comma before it not put ;

if parts of a complex sentence , then there is a comma before it put .

5. Find 2 unions side by side: what if, what when, and if, and although, but when, so that if, and when:

Comma between conjunctions NOT put if the words go further in the sentence then yes, but

Comma between conjunctions put, if no THEN, SO, BUT.

Task 20. Which of the statements correspond to the content of the text? Specify the answer numbers.

Particular attention should be paid to the second and third sentences:

they (argument and output) contain the main information;

therefore, among the answer options, one should look for one that combines the information of the 2nd and 3rd sentences.

Remember the main information is given only in its direct meaning. (EXACTLY and SPECIFICLY)

Task execution algorithm:

1. Highlight in each sentence the key words that are important for understanding the issue that is raised in this text; pay attention to the main part of complex sentences.

2. Determine the causal relationship between sentences in the text by analyzing conjunctions, allied words, introductory constructions.

3. Shorten the text by crossing out secondary information (various explanations, details, descriptions of minor facts, comments, lexical repetitions).

4. Transmit in one sentence the main information contained in the text.

5. Compare your text compression option (your sentence that conveys its main idea) with the answer options.

Task 21. Which of the following statements are true? Specify the answer numbers.

Task execution algorithm:

1. Read the text.

2. To determine his type of speech, use the technique of imaginary "photography":

if it is possible to “photograph” the entire text in one frame, this is description ;

if it is possible to “photograph” the text in a successive series of frames, this is narration ;

if the text cannot be "photographed" - this reasoning .

3. Remember that

description shows (this is what we see: a portrait of a person, a landscape, an interior);

narration tells (this is a chain of events or actions and actions of characters);

reasoning proves and is built according to the scheme: thesis - proof - final conclusion.

Determine what type of speech the proposed text belongs to.

Types of speech

composition scheme

Narration

(what happened?)

I came, I saw, I conquered.

communicate a sequence of actions or events.

verbs are used.

Multiple Frames

exposition

tie

Development of action

climax

5. Interchange

Description

(which?)

indicate the signs of an object, person, place, state. Adjectives are used.

1 frame

From the general impression to the details.

Reasoning (why?)

substantiate this or that put forward position (thesis), explain the essence, causes of this or that phenomenon, event.

It talks about causes and effects, events and phenomena, our ideas about them, assessments, feelings. - about what can not be photographed.

1. Thesis (a thought that is being proved) →

2. arguments (proofs, examples) →

3. conclusions.

Task 22. From the given sentences write out synonyms (synonymous pair). (There may be various lexical means.

Task execution algorithm:

1. If in the task it is required to find a certain lexical unit in the specified passage of text, it is necessary

recall the definition of this lexical unit:

Antonyms- these are words of the same part of speech, opposite in their lexical meaning.! Antonyms can be contextual, that is, they become antonyms only in a given context.

Synonyms- These are words of the same part of speech, the same or similar in meaning, but different in sound and spelling. Like antonyms, synonyms can be contextual.

Homonyms-these are words thoughhigher in sound (withpossible differentwriting) or writesledge (if possiblenom different soundingnii), but different in meaning.

historicisms- These are obsolete words that have fallen out of use due to the disappearance of the objects and phenomena that they denoted from life.

Neologisms– new words of limited use.

Phraseologism- Lexically indivisible phrases reproduced in finished form: hang your nose, win, voice of crying)

Task 23. Among sentences 1-8 (there may be other sentence numbers), find one that is connected with the previous one using a possessive pronoun (another means of communication). Write the number of this offer.

Lexical means of communication required in task B7:

lexical repetitions (repetitions of words and phrases);

synonyms and synonymic substitutions;

contextual synonyms;

antonyms (including contextual ones).

Morphological means of communication:

unions;

personal, demonstrative and some other pronouns instead of words from previous sentences;

adverbs;

degrees of comparison of adjectives and adverbs.

The syntactic means of communication of sentences include:

syntactic parallelism (the same word order and the same morphological design of the members of adjacent sentences);

parceling (withdrawal from the sentence of any part and its execution in the form of an independent incomplete sentence);

incomplete sentences;

introductory words and sentences, appeals, rhetorical questions.

Task execution algorithm:

1. It is necessary to firmly learn the categories of pronouns, since the pronominal connection is most in demand in tasks of this type.

2. Remember that you must determine the relationship of this sentence with the previous , with the one that is to the offer you are considering .

CATS OF PRONOUNS BY MEANING

Personal

Unit h. pl. h.

1 l. - I we

2 l. - you you

3 l. - he, she, it they

returnable

myself

Interrogative

relative

who, what, which, whose, which, how much, what

indefinite

someone, something, some, several, someone, something, someone, someone, someone, some someday

Negative

no one, nothing, none, no one, no one, nothing

Possessive

mine, yours, yours, ours, his, hers, theirs

pointing

that, this, such, such, so much, this (obsolete)

Determinants

all, everyone, everyone, himself, any, other, most, other

When declining some pronouns, the whole word changes: I - to me, you - to you ...

Distinguish the categories of pronouns.

Wed Her (his, them) book- whose? - possessive pronoun.

We sawher (his, their ) - whom? - personal pronoun.

Who on duty today? - interrogative pronoun.

We do not know, who today duty is a relative pronoun.

Task 24. Restore the missing terms in the text of the review, with the help of which the linguistic features of this text are characterized.

Task execution algorithm:

Carefully read the list of figurative and expressive means of the language presented in the sample of answers.

Divide all the terms into 3 groups: Paths, Figures, Vocabulary.

Read the review carefully, insert the necessary IVS.

4 . In case of difficulty, you can use the technique of excluding from the list of those terms that, according to the meaning, cannot be in place of gaps in the text.

1. trails - words and expressions used in a figurative sense:

epithet - figurative definition (Through wavy the moon sneaks through the fog ... / A.S. Pushkin/);

personification - attribution of qualities, actions, emotions of a person to objects, nature, abstract concepts ( The earth is sleeping in the glow of blue / M.Yu. Lermontov/);

comparison - a comparison of two objects or phenomena in order to explain one of them with the help of the other ( Ice weak on the studenoy river like melting sugar lies on. Nekrasov/);

metaphor - the transfer of properties from one object to another based on their similarity (Lights rowan bonfire red / S.A. Yesenin /);

metonymy - allegorical designation of the subject of speech, "renaming", replacing one concept with another that has a causal relationship with it ( All flags will visit us / A.S. Pushkin/);

synecdoche - a kind of metonymy, when the name of the part is used instead of the name of the whole or vice versa (We all look at Napoleons / A.S. Pushkin /);

hyperbola - excessive exaggeration of certain properties of the depicted object (The sunset burned in a hundred thousand suns / V.V. Mayakovsky /);

litotes - excessive underestimation of the properties of the depicted object or phenomenon (your spitz, lovely spitz, no more than a thimble / A.S. Griboyedov /);

irony - hidden mockery; the use of a word or expression in the opposite sense of the literal (Otkol, clever, you wander head? / I.A. Krylov/);

paraphrase – replacing the name of an object or phenomenon with a description of their distinctive features or an indication of characteristic features ( King of beasts/instead of a lion/);

2. Figures of speech - special syntactic constructions that give expressiveness to speech:

antithesis - a sharp opposition of concepts, thoughts, images (You are poor, You are plentiful, You are powerful, You are powerless, Mother Russia! / N.A. Nekrasov /);

inversion - reverse word order (whitens sail lonely/M.Yu. Lermontov/);

gradation - the arrangement of words or expressions in ascending or descending order of their meaning (semantic or emotional) ( Glowing, burning, shining huge blue eyes)

oxymoron - a contrasting combination of words that are opposite in meaning ( Dead souls, living corpse, sad joy);

parceling - intentional violation of the boundaries of the sentence (It happened a long time ago. A very long time ago. Anna had trouble. Big.);

anaphora monophony, repetition of similar words at the beginning of stanzas or closely spaced phrases ( Wait me and I'll be back. Just wait a lot. Wait when yellow rains make you sad, Wait when it snows, Wait when the heat Wait when others are not expected, having forgotten yesterday / K. Simonov/);

epiphora - repetition of the same words or phrases at the end of several adjacent constructions (I would like to know why I titular councilor? Why exactly titular councilor? /N.V. Gogol /);

a rhetorical question - a question that is posed in order to draw attention to a particular phenomenon (To be or not to be? / Shakespeare /);

rhetorical appeal - emotional appeal to people who are not directly involved in communication, or to inanimate objects (People of the world, take care of the world!);

ellipsis - omission of the predicate, giving speech dynamism (We villages - to ashes, cities - to dust / V.A. Zhukovsky /);

lexical repetition - intentional repetition of the same word or phrase to enhance the emotionality, expressiveness of the statement (It seemed that everything in nature fell asleep: sleeping grass, slept trees, slept clouds).

questionable - response form of presentation - a form of presentation in which questions and answers alternate (What to do? I don’t know. Whom to ask for advice? Unknown.);

syntactic parallelism - the same syntactic construction of neighboring sentences, the same arrangement of similar members of the sentence in them (I look at the future with fear, / I look at the past with longing. / M.Yu. Lermontov /);

homogeneous members of a sentence .

3 .Lexical means of expression: Vocabulary

Dialect words - a word or phrase existing in a particular locality (territorial dialectism), social group (social dialectism) or profession (professional dialectism): cock-kochet

jargon- the speech of a social group, different from the common language, containing many artificial words and expressions. There are different jargons: salon, philistine, thieves, student, school, army, sports, etc. "Smell" - from the jargon of hunters, "amba" - from the sea.

Antonyms(Greek Ant - against and on uma - name) - words that have opposite meanings: "Deceit and love", "Whiter is only a shine, blacker is a shadow."

Archaisms(from the Greek Archaios - ancient) - an obsolete word or figure of speech.

Neologisms(from the Greek Neos - new and logos - word) - a newly formed word that appeared in connection with the emergence of new concepts in life (in science, technology, culture, in everyday life). Neologism emphasizes the expressiveness of speech. For example, "mediocrity" instead of "mediocrity".

Synonyms(from Greek - the same name) 1) Words that are different in spelling, but close (or the same) in meaning: defeat-overcome (the enemy); run - rush; beautiful - charming; hippopotamus - hippopotamus. 2) Contextual synonyms are words or phrases that converge in meaning in the same context, these words are individual, situational in nature: needle - Ostankino needle (tower); the voice (murmur) of the waves; noise (rustle, rustle, whisper) of foliage.

Contextual synonyms - words or a combination of words that acquire a close meaning only in a certain context. "Doing nothing" - passive rest.

Phraseologism - lexically indivisible, stable in its composition and structure, integral in meaning, a phrase reproduced in the form of a finished speech unit. (Frown eyebrows, win, lower head, bloody nose, burn with shame, bare teeth, sudden death, longing takes, biting frost, fragile boat, delicate question, delicate position)

Homonyms- similar-sounding words with different meanings, for example: club (couple and sports), change your mind (a lot and change your mind). In oral speech, sound homonyms (homophones) arise - words that sound the same, although they are written differently: cry and cry, boil and open.

PART 2

It is necessary to analyze the proposed text, identifying the author's position on one of the problems raised in it, correctly and conclusively expressing one's own attitude to what was read. The volume of the essay is at least 200 words.

In order to perform the task correctly, you need to know Part C evaluation criteria.

Essay writing plan - reasoning on the proposed text

Regardless of the content of the text, you can use the following plan, compiled on the basis of the requirements for completing the task of part C:

1. Formulate the problem - K 1

2. Comment on the problem.K-2

4. Express your own opinion, agreeing or disagreeing with the author. K-4

5. Prove your point of view by giving at least two arguments (each of them is given in a new paragraph).

6. Final conclusion (conclusion).

Problem - a question that interests the author of the source text and causes his thoughts and reflections.

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

GRAMMATICAL ERRORS		SUGGESTIONS
A) violation in the construction of a sentence with participial turnover B) an error in constructing a sentence with homogeneous members C) incorrect sentence construction with indirect speech D) violation of the connection between the subject and the predicate E) incorrect construction of a sentence with a participial turnover		1) M. Gorky wrote about A.S. Pushkin, that how he "decorated a folk song and a fairy tale with the brilliance of his talent!". 2) When creating a website, it seems difficult to many. 3) In the estate, which before the revolution belonged first to Ivan Turgenev, and then to the old Botkin family, a meeting took place of the descendants of the former owners of the house. 4) The Egyptian bridge in St. Petersburg is famous not only for the sphinxes installed on it, but also for the mystical story that took place in 1905. 5) By giving orders to Western aircraft manufacturing companies, industry leaders cause serious damage to the Russian economy. 6) The school administration, primarily the director and the head teacher, paid special attention to improving the professional skills of teachers. 7) Mozart, who worked in various areas of musical art, paid special attention to opera. 8) And now, in their weather forecasts, meteorologists rely on some folk signs that give a fairly accurate forecast. 9) The meaning that people put into various concepts changes with the change of a person and society.

Write down the numbers in response, arranging them in the order corresponding to the letters:

A	B	V	G	D

Explanation (see also Rule below).

A) a violation in the construction of a sentence with a participial turnover in sentence 8. This error is caused by the fact that the participle does not agree with the word to which it obeys, either in gender, or in number, or case.

Here is the correct spelling: And now, in their weather forecasts, meteorologists rely on some folk signs (which ones), which give a fairly accurate forecast.

Rule 7.1.1 paragraph

7.1. USE OF PARTICIPIAL TERMS

INTRODUCTION

Participle turnover is a participle with dependent words. For example, in the sentence Graduates who successfully pass the exam become applicants

word Graduates- main word

surrendered - communion,

those who passed (how?) successfully and passed (what?) the exam are participle dependent words.

Thus, the participial turnover in this sentence is - successfully passed the exam. If you change the word order and write the same sentence differently by placing a turnover before main word ( Successfully passed the exam Graduates become applicants), only the punctuation will change, and the turnover remains unchanged.

Very important: before starting work with task 7 for finding errors in a sentence with a participle, we advise you to solve and study task 16, which tests the ability to put commas with correctly constructed participial and adverbial phrases.

The purpose of the task is to find one such sentence in which grammatical norms are violated when using participle turnover. Of course, the search must begin with finding the sacrament. Remember that the participle you are looking for must certainly be in full form: the short form never forms a participle, but is a predicate.

To successfully complete this task, you need to know:

• rules for coordinating the participle and the main (or defined) word;
• the rules for the location of the participial turnover in relation to the main word;
• tense and type of participles (present, past; perfect, imperfect);
• participle pledge (active or passive)

We draw attention to that that in a sentence with a participial turnover, not one, but two or even three errors can be made.

Note for teachers: keep in mind that the authors of various manuals have different points of view on the classification, as well as on the types of errors that can be attributed to a certain type. The classification adopted at RESHU is based on the classification of I.P. Tsybulko.

We classify all types of possible grammatical errors when using participial turnover.

7.1.1 Violation of the agreement of the participle with the word being defined

The rule according to which single participles (as well as those included in the participle) are consistent with the main (= defined) word, requires setting the participle in the same gender, number and case as the main word:

About children (what?) returning from a trip; for the exhibition (what?) being prepared in the museum.

Therefore, we simply find a sentence in which there is a full participle, and its ending does not correspond to (or) gender, (or) case, (or) the number of the main word.

Type 1, the lightest

I got to chat with the guests present at the opening of the exhibition.

What is the reason for the error? The participle is not consistent with the word to which it must obey, that is, the ending must be different. We put the question from the noun and change the ending of the participle, that is, we agree on the words.

I had a chance to chat with guests(what IMI?), those present at the opening of the exhibition.

In these examples, the noun and its participle stand side by side, the error is easily seen. But this is not always the case.

type 2, harder

Consider sentences with a grammatical error.

I want to find the words to the song heard recently.

These sentences contain two nouns: author, books; lyrics. Which of them has a participle turnover attached to it? We think about meaning. What was published, the author or his book? What do you want to find, words or a song?

Here's the corrected version:

I want to find the lyrics of the song (which one?), heard recently.

Type 3, even harder

The endings of participles sometimes perform a very large semantic mission. We think about the meaning!

Let's compare two sentences:

The noise of the sea (which one?), which woke me up, was very strong. What woke up? It turns out that the sea. The sea cannot wake up.

The noise (what?) of the sea that woke me up was very strong. What woke up? Turns out it's noise. And the noise can wake up. This is the correct option.

I heard the heavy steps (what?) of a bear, chasing me. Footsteps cannot pursue.

I heard the heavy steps of a bear (what?), haunting me. The bear can chase. This is the correct option.

Children of employees (which ones?), having any diseases receive preferential vouchers to the sanatorium. The participle “having” refers to the word “employees”. It turns out that employees will have diseases, and the children of sick employees will receive vouchers. This is not the right option.

Children (what?) of employees, having any disease receive preferential vouchers to the sanatorium. The participle "having" refers to the word "children", and we understand that it is the children who have diseases and they need vouchers.

4 type, variant

Often there are sentences in which there are phrases of two words, the first of which is part of the whole, indicated by the second, for example: each of their participants, one of all, any of those named, some of them, some of the gifts.. A participial phrase can be attached to each of the nouns, depending on the meaning: in such phrases, the participle (participial phrase) can be agreed with any word. It will be a mistake if the sacrament "hangs" and has no connection with any of the words.

Consider sentences with a grammatical error.

Each of the participants who received the maximum number of points was given the right to perform one more number.

The sacrament can be agreed with both the word "to each" and the word "participants".

To each (what?) of the participants, who received the maximum number of points, was granted the right to perform one more number

Each of the participants (which THEM?), who received the maximum number of points, was granted the right to perform one more number.

We draw attention to the fact that it will be a mistake to disagree with OR with the first word, OR with the second:

Incorrect: Each of the participants who received ... or Each of the participants who received ... This is not possible.

In explanations on DECIDE, the option of agreement with the ending THEM is more often used.

Similarly true: Part of the books (which THEM?), received as a gift will go as a gift.

Or Part (what) of books, received as a gift will go as a gift.

Incorrect: Part of the books received as a gift will go as a gift.

NOTE : this type of error when checking essays is considered a matching error.

7.1.2 Participle construction and place of the main word

In well-formed sentences with participial turnover the main (or defined word) cannot be inside the participial turnover. His place is either before or after him. Remember that this depends on the placement of punctuation marks !!!

Consider sentences with a grammatical error.

Submissions must be carefully checked documentation for examination.

We walked through the littered alley fallen leaves.

presenter the street the city was free.

Created novel young author caused lively controversy.

note: with this construction of the sentence, it is completely incomprehensible whether to put a comma.

Here's the corrected version:

Must be carefully checked documentation, submitted for examination. Or: You need to carefully check submitted for examination documentation.

We walked along alley, strewn with fallen leaves. Or: We walked along strewn with fallen leaves alley.

The street leading to the city was free. Or: Leading to the city the street was free.

7.1.3. Participle turnovers, including irregular forms of participles

In accordance with the norms of the formation of participles, in the modern Russian literary language, the forms of participles in -sch, formed from perfective verbs with the meaning of the future tense, are not used: there are no words pleasing, helping, reading, able. In the opinion of the editors of DECIDE, such erroneous forms should be presented in task 6, but, since I.P. Tsybulko has similar examples, we consider it important to note this type too.

Consider sentences with a grammatical error.

Until I found human, able to help me.

A valuable prize awaits participant, finding the answer to this question.

These sentences need to be corrected, because future participles are not formed from perfective verbs. Participles do not have a future tense..

Here's the corrected version:

We replace the non-existent participle with a verb in the conditional mood.

Until I found someone who can help me.

A valuable prize awaits the person who finds the answer to this question.

7.1.4. Participle turnovers, including irregular forms of pledge of participles

This type of error was in the USE assignments of past years (until 2015). In the books of I.P. Tsybulko 2015-2017 there are no such tasks. This type is the most difficult to recognize, and the error is due to the fact that the participle is used in the wrong voice, in other words, the real is used instead of the passive.

Consider sentences with a grammatical error.

Documentation, sent for examination

Competition, hosted by the organizers

Foam, pouring into the bath, has a pleasant aroma.

Here's the corrected version:

Documentation, sent for examination must be carefully checked.

Competition, organized by the organizers very much liked by the participants.

The foam that we pour into the bath has a pleasant aroma.

B) the error in constructing a sentence with homogeneous members in sentence 4 is that with homogeneous members an attempt was made to use a double union, while AND was erroneously added to the part NOT SO MUCH. Parts of double alliances are permanent: NOT SO MUCH, MUCH.

Here is the correct spelling: The Egyptian bridge in St. Petersburg is known not so much for the sphinxes installed on it, but for the mystical story that took place in 1905.

Rule 7.6.2 paragraph

7.6. MISTAKE IN CONSTRUCTING A SENTENCE WITH HOMOGENEOUS MEMBERS

INTRODUCTION

Homogeneous are members of a sentence that perform the same syntactic function, are united by the same relationship to the same member of the sentence, and are interconnected by a coordinating link. Homogeneous can be both main and secondary members: subjects, predicates, additions, definitions, circumstances. For example, the definitions of "new, super-powerful computer" in relation to the word "computer" will be homogeneous; circumstances "depicted colorfully, but indistinctly" in relation to "depicted".

TYPES OF ERRORS MADE WHEN USING HOMOGENEOUS MEMBERS

7.6.1 Homogeneous predicates have the same dependent object.

Rule: With a normal, correct sentence structure, from each of the two homogeneous predicates (first and second), ONE GENERAL question is posed to the general addition, For example:

Guys addicted to (what?) and doing (what?) sports; Heroes of the story remember (about what?) and share their impressions (about what?) about the years of youth.

An error occurs if each of the predicates asks a DIFFERENT question to the GENERAL addition.

Example 1: I love (who? what?) and admire (who? what) my father.

The predicates “I love” and “I admire” have one dependent word “father”, which is in the instrumental case. It turned out that the addition of “father” correctly obeyed only the second predicate, since the verb “love” requires an accusative from the addition (I love whom? What? Father), therefore, this sentence is constructed incorrectly. To correctly express a thought, you need to change the sentence so that each predicate has a separate, case-appropriate addition, for example, like this: I love my father and admire him.

Example 2: The hero of the story believed (in what? what?) and strove (for what?) to his dream. Each of the verbs requires its own form of complement, it is impossible to pick up a common word, so we change the sentence again so that each predicate has a separate complement that matches the case, for example, like this: The hero of the story believed in his dream and strove for it.

Note for teachers: This type of error refers to control errors. In written work, such a mistake is usually made by students due to inattention: the first predicate is simply overlooked, and the mistake (when pointing to it) is easily corrected. A much more serious problem arises where the student does not realize that this or that case question cannot be raised from a given verb in principle.

7.6.2 Homogeneous members are connected by double unions not only ..., but also ...; if not ... then ... and others

.

Rule 1 In such proposals, attention should be paid to that parts of a double union must connect homogeneous members of the same series, For example: We were inspired not so much colorful places of this quiet city, how the spirit of its inhabitants. Let's make a proposal: not so much O , how O . The first part of the double union: not so much, is before the first EP, subject to “places” (we do not take into account the word “colorful”), the second part how stands before the second subject "soulfulness".

Now let's break the sentence. US not so much inspired by the colorful places of this quiet city, how the spirit of its inhabitants. The first part of the union now refers to the predicate, and the second to the subject. This is where this type of error lies.

Let's look at some more examples:

Example 1: It can be argued that the mood was the main Not only for the creator of the poem, but also for his readers. That's right: each part comes before the OC, in this example, before the additions. Compare with an incorrectly constructed sentence: It can be argued that the mood was Not only the main thing for the creator of the poem, but also for his readers. The parts of the union are connected not by homogeneous members, but by the predicate and the addition.

Rule 2 It must also be remembered that the parts of a double union are permanent, they cannot be replaced by other words. Yes, the suggestion would be wrong. Merchants Stroganovs Not only boiled salt, as well as , since the union not only.. but also no. The union "not only" has the second part "but" and not "also". The correct version of this sentence would be: Merchants Stroganovs Not only boiled salt, but also mined iron and copper in their lands

This is how you can: (variants of the second part are given in brackets).

1) not only ... but also (and and; but even; and yet; and besides); not only not ... but (but rather, rather; on the contrary, on the contrary); not only; 2) not that ... but (a; simply; even, not even); even ... not that; not even ... not that; not even ... especially not;

3) moreover ... also; not only that ... also; little of; moreover, more than that; worse than that; and even.

7.6.3 In sentences with homogeneous members there is a generalizing word.

It must be taken into account that all homogeneous members must be in the same case as the generalizing word.

The grammatically correct sentence would be: I forgot about everything: about anxieties and sorrows, about sleepless nights, about sadness and longing. . The word [about] "everything" is generalizing, it is in the prepositional case. All OCs are in the same case.

Failure to comply with this rule is a gross violation of the syntactic norm: gifts:crossbows, sables and ornaments.

In this sentence, the generalizing word “gifts” is in the genitive case, and all homogeneous members (“crossbows, sable and jewelry”) are in the nominative case. Therefore, this sentence is incorrect. Correct option: Soon the nobleman began to inspect the brought gifts: crossbows, sables and ornaments.

7.6.5 Using different syntactic elements of a sentence as homogeneous members

.

There is a strict grammatical rule that prescribes which elements can and cannot be combined into homogeneous members.

We list the cases in which this rule is violated.

If the proposal is combined into homogeneous

- form of the noun and the infinitive form of the verb: I love chess and swimming, I like to embroider and needlework, I'm afraid of the dark and being alone and similar;

- different forms of the nominal part of the predicate: sister was upset and worried, she was younger and kinder and similar;

- participial phrase and subordinate clause: The main characters of the story are people who are not afraid of difficulties and who are always true to their word.; I do not like people who change their attitude and who do not hide it. and similar;

Participle and participle turnover: Loving their work and striving to do it well, the builders have achieved excellent results. and similar;

that is - grammar mistake. Note that such violations are very common in written work, therefore, like the entire task 7, this part is of great practical importance.

The following types of errors occurred in assignments prior to 2015.

7.6.4 Different prepositions may be used for homogeneous terms.

In one row of OC, when listing, it is possible to use prepositions, for example: v theatre, and on the exhibition VDNKh, and on theRed Square. As you can see, this sentence uses prepositions v and on the, and that's right. It would be a mistake to use the same preposition for all the words in this series: During my three stays in Moscow, I visited and v theater, and exhibition VDNH, and Red Square. You can't be "in VDNKh" and "in Red Square." So the rule is: you cannot use a common preposition for all members of the series if, in terms of meaning, this preposition does not fit at least one of the SPs.

Example with an error: Crowds of people were everywhere: on the streets, squares, squares. Before the word "squares" it is necessary to add the preposition "in," since this word is not used with the preposition "on". Correct option: Crowds of people were everywhere: in the streets, squares, squares.

7.6.6 Connection in one row of specific and generic concepts

For example, in a sentence: The package contained oranges, juice, bananas, fruits a logical error has been made. "Oranges" and "bananas" are specific concepts in relation to the word "fruit" (that is, common), therefore, they cannot stand with it in the same row of homogeneous members. Correct option: The package contained juice and fruits: bananas, oranges.

Another error example: Adults, children and schoolchildren came to the meeting with the famous artist. The words "children" and "schoolchildren" cannot be made homogeneous.

7.6.7 The use of logically incompatible concepts in one series of homogeneous terms

For example, in a sentence The mourners walked with bags and sad faces a mistake is felt: “faces” and “bags” cannot be homogeneous.

Such intentional violation can act as a stylistic device: Only Masha, heating and winter did not sleep(K. G. Paustovsky). When the frost and mother allowed him to stick his nose out of the house, Nikita went to wander around the yard alone.(A.N. Tolstoy). Only if this is acceptable for a work of art of the level of Tolstoy or Chekhov (they are not on the exam, they can joke, play with words!), Then such humor will not be appreciated either in written works or in task 7.

C) the incorrect construction of a sentence with indirect speech in sentence 1 is that direct speech is mixed with indirect speech. The direct does not need the unions "like, what" and the pronoun "he"; for indirect - superfluous "how"

Since we do not know if this quote is accurate, we will use only indirect speech as the correct spelling, leaving the statement itself in quotation marks.

Here is the correct spelling: M. Gorky wrote about A.S. Pushkin, that __ he "decorated the folk song and fairy tale with the brilliance of his talent!".

Rule 7.9.1 paragraph

7.9 INCORRECT SENTENCE CONSTRUCTION WITH ANOTHER SPEECH

In this task, students' ability to correctly build sentences with quotations and indirect speech is checked: out of 9 sentences on the right, you need to find one that contains an error.

The rules below will deal with quoting and indirect speech, these are very close, but not the same units.

In everyday life, especially often in oral speech, we often use the transmission of someone's words on our own behalf, the so-called indirect speech.

Sentences with indirect speech are complex sentences consisting of two parts (the words of the author and indirect speech), which are connected by conjunctions what, as if to, or pronouns and adverbs who, what, what, how, where, when, why etc., or a particle whether.

For instance: I was told that it was my brother. She demanded that I look into her eyes and asked if I remembered minnows, our little quarrels, picnics. We talked about how the birds I caught live.

Sentences with indirect speech serve to convey someone else's speech on behalf of the speaker, and not the one who actually said it. Unlike sentences with direct speech, they convey only the content of someone else's speech, but cannot convey all the features of its form and intonation.

Let's try to restore sentences: from indirect speech we will translate into sentences with direct speech:

I was told that it was my brother. - They told me: "It was your brother."

She demanded that I look into her eyes and asked if I remembered minnows, our little quarrels, picnics. - She said: "Look into my eyes!" And then she demanded: “Do you remember minnows, our meetings, our quarrels, picnics? Do you remember?

A friend asked: “How do the birds you caught live?”

As can be seen from the examples, the sentences coincide only in meaning, but the verbs, pronouns, and conjunctions change. Let us consider in detail the rules for translating direct speech into indirect speech: this is very important both for writing an essay and for completing task 7.

7.9.1 Basic rule:

when replacing sentences with direct speech with sentences with indirect speech, special attention should be paid to the correct use of personal and possessive pronouns, as well as related verbs, since in indirect speech we convey other people's words on our own behalf.

Proposal with direct speech	Well-formed indirect speech	Incorrectly formed indirect speech
The father said: I AM I'll be back late."	Father said that he true et it's late.	Father said that I would return late.
We asked: "A you where did you come from?"	We asked where he I arrived.	We asked where you came from.
I confessed: Your Michael took the books.	I confessed that their Michael took the books.	I confessed that "Michael took your books."
The children screamed: We not guilty!"	The children screamed that they not guilty.	The children screamed that "we are not to blame."
We draw attention to that that quotation marks can help to detect an error, but you can’t focus on them alone, since quotation marks are both in the application and in sentences with quotes without errors, and not in all tasks.

7.9.2 There are a number of additional rules

related to the peculiarity of translating direct speech into indirect speech, their observance is also checked in task 7.

a) If direct speech is a declarative sentence,

what. Example: The secretary replied: "I complied with the request." – The secretary replied that he complied with the request. Pronoun changed!

b) If direct speech is an interrogative sentence,

then when replacing it with a subordinate clause, the role of subordinating conjunctions is performed interrogative pronouns, adverbs, particles who stood in direct question. A question mark is not used after an indirect question. Example: "What did you manage to accomplish?" the teacher asked the students. The teacher asked the students what they managed to do. Pronoun changed!

c) When in direct speech - an interrogative sentence there are no interrogative pronouns, adverbs, particles,

when replacing it with an indirect one, a particle is used for communication whether. Example: "Are you correcting the text?" the secretary asked impatiently. The secretary asked impatiently if we were correcting the text. Pronoun changed!

d) If direct speech is an exclamatory sentence with a call to action,

then it is replaced by an explanatory subordinate clause with the union to. Example: The father shouted to his son: “Come back!” The father shouted to his son to come back. Pronoun added!

e) Particles and words that are not grammatically related to the members of the sentence

(addresses, interjections, introductory words, complex sentences) and contained in direct speech, are omitted when replacing it with indirect speech. Example: “Ivan Petrovich, make an estimate for the next quarter,” the director asked the chief accountant. The director asked the chief accountant to draw up an estimate for the next quarter.

7.9.3. Special citation rules.

When writing essays, it often becomes necessary to quote either the desired fragment of the source text, or to quote the statement from memory, organically including the quote in the sentence. There are three ways to introduce a quote into your speech:

1) using direct speech, in compliance with all punctuation marks, for example: Pushkin said: “All ages are submissive to love” or “All ages are submissive to love,” Pushkin said.. This is the easiest way, but it is not always convenient. Such proposals will meet as true!

2) using subordinate clause, that is, using unions, for example: Pushkin said that "all ages are submissive to love". Pay attention to the changed punctuation marks. This way no different from the transmission of indirect speech.

3) a quote can be included in your text using introductory words, for example: As Pushkin said, "all ages are submissive to love".

Note that in Quote can't be changed.: what is enclosed in quotation marks is transmitted absolutely exactly, without any distortion. If it is necessary to include only part of the quote in your text, special characters (ellipsis, various types of brackets) are used, but this is not relevant to this task, since there are no punctuation errors in task 7.

Let's consider some features of quoting.

a) How to avoid an error if there is a quote with a pronoun?

On the one hand, quotes cannot be changed, on the other hand, a pronoun cannot be left. If you just insert a quote, there will be errors: Napoleon once remarked that " I am I can lose this battle, but I can't lose a minute". Or like this: In his memoirs, Korolenko wrote that he always " I am I saw undoubted intelligence in the face of Chekhov.

Both proposals require:

firstly, replace the pronoun I with OH, exclude the pronoun from the quote:

secondly, to change the verbs, connecting them with new pronouns and also to exclude from the quote, so we know that nothing can be changed.

With such changes, quotes will certainly “suffer”, and if we can keep the second sentence in this form: Korolenko wrote that he always "saw in the face of Chekhov undoubted intelligence", then Napoleon's statement cannot be saved. Therefore, we boldly remove the quotes and replace the quote with indirect speech: Napoleon once remarked that he can lose this battle, but not maybe lose a minute.

b) Of particular note are cases of erroneous combination of two ways of introducing a quote into a sentence,

which causes a grammatical error. As we already know, a quotation can be entered either as a subordinate clause or with the help of introductory words. Here's what happens when two methods are combined:

Wrong: According to Maupassant, what"Love is as strong as death, but as fragile as glass".

Right: According to Maupassant, "love is as strong as death, but as fragile as glass."

Wrong: As P. I. Tchaikovsky stated, what"Inspiration is born only from work and during work".

Right: As P. I. Tchaikovsky stated, “inspiration is born only from labor and during labor.”

Thus, we formulate the rule: when using introductory words, the union is not used.

c) In the works of students there are also cases when a quote is introduced using introductory words,

but direct speech is made out as a separate sentence. This is not only a violation of punctuation, it is a violation of the rules for constructing a sentence with a quote.

Wrong: According to Antoine de Saint-Exupery: “Only the heart is vigilant: you cannot see the most important thing with your eyes.”

Right: According to Antoine de Saint-Exupery, “only the heart is vigilant: you cannot see the most important thing with your eyes.”

Wrong: According to L. N. Tolstoy: "Art is the highest manifestation of power in man".

Right: According to Leo Tolstoy, "art is the highest manifestation of power in man."

D) the violation of the connection between the subject and the predicate in sentence 6 consists in the fact that the predicate "gave" is in the plural, although the subject "administration" is in the singular. With the subject, there are clarifying members (in italics), but they do not affect the number of the predicate.

Here is the correct spelling: School administration, first of all the director and head teacher paid special attention to improving the professional skills of teachers.

Rule 7.3.6 paragraph

7.3. Agreement of the predicate with the subject

INTRODUCTION

Subject - the main member of the sentence, which is consistent with its predicate according to the laws of grammar.

The subject and predicate usually have the same grammatical forms of number, gender, person, for example: Clouds are rushing, clouds are winding; Invisible moon Illuminates the flying snow; The sky is cloudy, the night is cloudy.

In such cases, we can talk about the agreement of the predicate with the subject. However, the correspondence of the grammatical forms of the main members of the sentence is not necessary, there may be an incomplete correspondence of the grammatical forms of the main members: My whole life has been a guarantee of a faithful date with you.- correspondence of number forms, but different forms of gender; Your destiny is endless chores- inconsistency of number forms.

The grammatical connection of the main members of the sentence is considered as coordination. This grammatical connection is wider and freer than agreement. Different words can enter into it, their morphological properties do not have to correspond to each other.

When coordinating the main members of the sentence, the problem arises of choosing the forms of the number of the predicate, when the gender / number of the subject is difficult to determine. This section of the "Reference" is devoted to consideration of these issues.

7.3.1. In a complex sentence, pronouns act as subjects

If in a sentence (and not necessarily in NGN!) a pronoun is used as a subject, then you need to know a number of rules that prescribe how to correctly coordinate the predicate with it.

A) If the subject is expressed by the pronouns WHO, WHAT, NOBODY, NOTHING, SOMEONE, SOMEONE, WHOEVER, then the predicate is put in the singular form: For example: [Those ( who neglect the opinions of others) risk being left alone].

EXAMPLE 1 (Whoever comes), [everyone will know].

EXAMPLE 2 [No one knew (that the lesson was postponed).]

EXAMPLE 1 (Whoever comes, [everyone will know].

EXAMPLE 2 [No one knew (that the lesson was postponed).]

B) If the subject is expressed by the plural pronoun TE, ALL, the predicate is put in the plural form. If the subject is expressed by the singular pronouns TOT, TA, TO, the predicate is put in the singular form. For instance: [ THOSE (who graduated with honors) are more likely to enter a university free of charge].

This proposal is built on the following model:

[Those (who + the predicate), ... the predicate ...]. And this is the most common model in which it is proposed to find an error. Let's analyze the structure of a complex sentence: in the main sentence, the pronoun “those” is the subject, pl. h; "have" -predicate, pl. This is in line with rule B.

Now attention to the subordinate clause: “who” is the subject, “finished” is the predicate in the singular. This is in accordance with rule A.

Consider sentences with a grammatical error:

EXAMPLE 1 [Everyone (who purchased tickets at the box office) must independently check in for the flight].

EXAMPLE 2. [Those (who have seen the northern lights at least once) will no longer be able to forget this extraordinary phenomenon].

EXAMPLE 3. [Those (who are planning a vacation for the summer) buy tickets in the spring].

Here are the corrected versions:

EXAMPLE 1 [Everyone (who purchased tickets at the box office) MUST check in for the flight on their own].

EXAMPLE 2. [Those (who have seen the northern lights at least once) will no longer be able to forget this extraordinary phenomenon].

In examples 1 and 2, the error is easy to see: it is enough to throw out the subordinate clause. In the following example, the error often goes unnoticed.

EXAMPLE 3. [Those ( who are planning a vacation for the summer) buy tickets in the spring].

C) If the subject is expressed by the phrase ONE OF .., EACH OF ..., NONE OF .. then the predicate is put in the singular form. If the subject is expressed by the phrase MANY FROM ..., SOME FROM ..., ALL FROM .. then the predicate is put in the plural form. For instance: [None of those (who won a prize) wanted to go to the republican competition].

Consider sentences with a grammatical error:

EXAMPLE 4 [Many of those (who have been to Mikhailovsky Park) were amazed at the size of the old estate trees].

EXAMPLE 5 [Each of us (who has been in a similar situation) certainly thought about ways out of it].

EXAMPLE 6 [Each of the parties (which presented its project) defended its advantages over other projects].

Here are the corrected versions:

EXAMPLE 4 [Many of those (who have been to Mikhailovsky Park) were amazed at the size of the old manor trees].

EXAMPLE 5 [Each of us (who has been in a similar situation) certainly thought about ways out of it].

EXAMPLE 6 [Each side, (who presented her project), defended its advantages over other projects].

D) If the sentence contains a turnover of WHO, HOW NOT .., the predicate is put in the singular masculine form. For instance: Who, if not parents, SHOULD teach children the ability to communicate?

This turnover can be considered as clarifying, see other examples in clause 7.3.3, part B.

Consider sentences with a grammatical error:

EXAMPLE 7 Who, if not we, should worry about the cleanliness of our cities?

EXAMPLE 8 Who, if not your mother, taught you a model of endurance and love of life?

Here are the corrected versions:

EXAMPLE 7 Who, if not us, should worry about the cleanliness of their cities?

EXAMPLE 8 Who, if not your mother, taught you a model of endurance and love of life?

7.3.2 Predicate coordination with subject, expressed word or combination of words with the meaning of quantity

When coordinating the main members of the sentence, the problem arises of choosing the forms of the number of the predicate, when the subject points to many objects, but appears in the singular.

A) The role of the subject is the collective name of nouns and words close to them in meaning.

Collective nouns designate a set of homogeneous objects or living beings as an indivisible whole: FOLIAGE, DUBNYAK, ASPEN, CHILDREN, STUDENTS, TEACHER, PROFESSORIES, PEASANTS. They have the form of only the singular, are not combined with quantitative numbers and with words denoting units of measure, but can be combined with the words a lot / little or how much: LITTLE RELATIONS, A LITTLE LEAVES, A LOT OF MOSHKORA.

The words PEOPLE, PACK, ARMY, GROUP, CROWD can also be attributed to them in terms of the meaning of collectiveness; THOUSAND, MILLION, HUNDRED; TROIKA, PAIR; DARKNESS, DEEP, LOTS AND OTHERS

The subject, expressed by a collective noun, requires the predicate to be set only in the singular form:

For instance: The children frolicked in the courtyard of the house; young people often take the initiative.

The subject expressed by a noun like GROUP, CROWD also requires setting the predicate only in the singular form:

For instance: A group of festival participants shared their impressions; a trio of horses rushed under the windows

Consider sentences with a grammatical error:

EXAMPLE 1. Over the past three years, the leadership of the Central and regional markets have repeatedly filed complaints with higher organizations.

EXAMPLE 3. A couple of lovers were sitting on a bench.

Here are the corrected versions: 

EXAMPLE 1. Over the past three years, the leadership of the Central and regional markets have repeatedly filed complaints with higher organizations.

EXAMPLE 3. A couple of lovers were sitting on a bench.

B) The subject is a collective noun with a quantitative meaning

The nouns MOST, MINORITY, PLENTY, SERIES, PART, despite the grammatical form of the singular, denote not one object, but many, and therefore the predicate can take not only the form of the singular, but also the plural. For instance: On this pond ... an innumerable number of ducks were hatched and kept; Many hands are knocking on all the windows from the street, and someone is breaking on the door. Which form would you prefer?

The subject, which has in its composition the collective nouns MOST, MINORITY, Plenty, ROW, PART, requires the predicate to be set only in the singular form, if:

a) there are no dependent words from the collective noun

Part went on vacation, and part remained; many scatteredAxis, a minority remainedAxis

b) the collective noun has a singular dependent word

With a subject that has in its composition the words MOST, MINORITY, PLENTY, SERIES, PART, you can put the predicate both in the plural form and in the plural, if the noun has a dependent word in the plural:

Most students passed the test; a number of participants demonstrated excellent knowledge.

Some of the books were purchased for the library; a number of objects delivered ahead of schedule

The plural of the predicate in such constructions usually indicates the activity of the actors.

Consider the cases in which the use of the plural of the predicate is allowed and permissible.

The predicate is put
in the singular, if	plural, if
The activity of animated persons is not emphasized: Part of the conference participants did not accept participation in the discussion	Activity is highlighted. The subject is animate. Most writers strongly rejected editor fixes. Most students are good answered at the lesson.
Activity is not emphasized, the passive participle indicates that the object itself does not perform the action. Row of workersattracted to responsibility.	Activity is emphasized in the presence of participial or participle turnover.
Activity is not emphasized, subject is inanimate Most Items lay in disarray A number of workshops manufactures parts for our workshop.	Activity is also indicated by a number of homogeneous members: Majority editors, proofreaders, authors, reviewers studied these documents. Most editors received order, got acquainted with its content and made necessary conclusions. A number of homogeneous predicates.

Nevertheless, it should be borne in mind that the singular form of the predicate is more in line with the tradition of book writing styles and the use of the plural form of the predicate must be clearly justified. An error in the tasks of the exam will be the unreasonable setting of the predicate in the plural.

Consider sentences with a grammatical error:

EXAMPLE 4 Most of the tasks were not done correctly enough.

EXAMPLE 5 A number of events will be held in Yelets, Voronezh, Orel.

EXAMPLE 6 A lot of poems by this author were published in the series "Children's Library"

Here are the corrected versions: 

EXAMPLE 4 Most of the tasks were not completed correctly. The predicate in the form of a passive participle indicates the passivity of the actor.

EXAMPLE 5 A number of events will be held in Yelets, Voronezh, Orel. Events cannot act on their own, so the predicate must be used in the singular.

EXAMPLE 6 Many poems by this author were published in the Children's Library series.. The predicate in the form of a passive participle indicates the passivity of the actor.

C) The combination of a numeral with a noun acts as a subject

With a subject expressed by a quantitative-nominal combination, the same problem arises: in what number is it better to use the predicate. In Chekhov we find: Some three soldiers stood side by side at the very descent and were silent; He had two sons. L. Tolstoy preferred the following forms: Three peasants and a woman sat in the sleigh; Two feelings fought in his soul - good and evil.

Note: In the USE assignments, such cases do not occur, since there is a high possibility of incorrect classification of the type of error - such cases can be attributed to an error in the use of a numeral. Therefore, we confine ourselves to remarks of a general nature and note the most gross errors made in written works.

With a subject that has in its composition a numeral or a word with the meaning of quantity, you can put the predicate both in the plural form and in the singular:

Five years have passed; ten graduates have chosen our institute

The use of different forms depends on the meaning that the predicate brings to the sentence, activity and generality of action is emphasized by the plural. number.

The predicate is usually put in the singular if

In the subject, a numeral ending in "one":

Twenty-one students of our institute are included in the city's volleyball team, but Twenty-two (three, four, five...) students of our institute are members of the city's volleyball team

If the message fixes this or that fact, the result, or when the message is given an impersonal character:

Twenty-two suits sold; Three or four students will be transferred to another class.

The predicate is expressed by a verb with the meaning of being, presence, existence, position in space:

Three kingdoms stood before her. The room had two windows with wide window sills. Three windows of the room faced north

Wrong: Three kingdoms stood. There were two windows with wide window sills in the room. Three windows of the room faced north.

A single number, which creates an idea of ​​a single whole, is used to designate a measure of weight, space, time:

Thirty-four kilograms of drying oil will be required to paint the roof. Twenty-five kilometers remained until the end of the journey. A hundred years have passed. However, already, it seems, eleven o'clock struck. Five months have elapsed since

Wrong: Thirty-four kilograms of drying oil will be required to paint the roof; Twenty-five kilometers remained until the end of the journey. A hundred years have passed. However, already, it seems, eleven o'clock has struck. Five months have elapsed since then.

With a subject expressed by a complex noun, the first part of which is the numeral sex-, the predicate is usually put in the singular, and in the past tense - in the middle gender, For example: half an hour will pass, half a year has flown by, half the city participated in the demonstration.

Wrong: half the class participated in the competition, half an hour will pass

7.3.3 Coordination between subject and verb separated from each other

Between the subject and the predicate, there may be secondary isolated members of the sentence, clarifying members, subordinate clauses. In these cases, it is necessary to strictly observe the general rule: the predicate and the subject must agree.

Let's consider special cases.

A) Coordination of the subject and the compound nominal predicate in a sentence built according to the “noun. is a noun.”

Note for the teacher: this type of error in the SPP is noted in his manual "How to get 100 USE points" (2015) by I.P. Tsybulko, while in the "Handbook of Spelling and Literary Editing" by D. Rosenthal, such an error is called a construction shift in a complex sentence.

The nominal part of the predicate in a sentence built according to the noun + noun model must be in the nominative case.

For example: [First, (what you should learn) is highlighting the basis of the sentence].

The grammatical basis of the main clause consists of the subject first and predicate selection. Both words are in the nominative case.

And this is what it looks like proposal with an error: [The first (what should be learned) is the selection of the basis of the sentence]. Under the influence of the subordinate clause, the predicate received the genitive case, which is a mistake.

Consider sentences with a grammatical error:

EXAMPLE 1 [The main thing (what you need to pay attention to) is the ideological side of the work]

EXAMPLE 2 [The last thing (to stop) is the composition of the book]

EXAMPLE 3 [The most important (what is worth striving for) is the fulfillment of a dream]

Here are the corrected versions:

EXAMPLE 1 The main thing (what you need to pay attention to) is the ideological side of the work]

EXAMPLE 2 [The last (what should be stopped) is the composition of the book]

EXAMPLE 3 [The most important (what is worth striving for) is the fulfillment of a dream]

B). Coordination of the predicate with the subject, in which there are clarifying members.

In order to clarify the subject, sometimes clarifying (explaining turns), connecting members of the sentence, separate additions are used. Yes, in the proposal Competition Jury, including representatives of a cosmetic company selected from the audience, could not determine the winner the highlighted turnover is a connecting one(in other manuals it is called clarifying).

The presence in the sentence of any member that specifies the meaning of the subject does not affect the number of the predicate. Such turns are attached with the words: EVEN, ESPECIALLY, INCLUDING, FOR EXAMPLE; EXCEPT, INCLUDING, INCLUDING and the like. For instance: Editorial Board, including the editors of the Internet portal, is in favor of reorganization.

Consider sentences with a grammatical error:

EXAMPLE 4. The entire team, including dancers and jugglers, spoke out in favor of participating in the competition.

EXAMPLE 5. The whole family, and especially the younger children, was looking forward to the arrival of their grandfather.

EXAMPLE 6. The school administration, including members of the parent committee, supported holding an extended parent meeting.

Here are the corrected versions:

The mistake is easy to see if you throw out the subordinate clause.

EXAMPLE 4 The whole team, including dancers and jugglers, spoke out in favor of participating in the competition.

EXAMPLE 5 The whole family, and especially the younger children, was looking forward to the arrival of their grandfather. 

EXAMPLE 6 The school administration, including members of the parent committee, advocated holding an expanded parent meeting.

7.3.4 Coordination of the predicate with the subject, the gender or number of which is difficult to determine.

For the correct connection of the subject with the predicate, it is very important to know the gender of the noun.

A) Certain categories or groups of nouns have difficulty in determining the gender or number.

The gender and number of indeclinable nouns, abbreviations, conditional names and a number of other words are determined by special rules. For the correct coordination of such words with the predicate, you need to know their morphological features.

Ignorance of these rules cause errors: Sochi became the capital of the Olympics; cocoa is cold; shampoo is over; the university announced the enrollment of students, the Ministry of Foreign Affairs reported

Need to: Sochi has become the capital of the Olympics; cocoa has cooled down; shampoo is over, the university announced a set of students, the Ministry of Foreign Affairs reported

Nouns, the gender/number of which is difficult to determine, are discussed in the section. After studying the above material, you will be able to successfully complete not only task 6, but also 7.

Consider sentences with errors

EXAMPLE 1. The parcel was sent at the beginning of the week.

In the sentence, the word "package" is the subject, feminine. The predicate "was sent" is in the masculine. This is mistake. We fix: The parcel was sent at the beginning of the week

EXAMPLE 2. The tulle harmonized perfectly with the color of the upholstered furniture.

In the sentence, the word "tulle" is the subject, masculine. The predicate "approached" is in the feminine. This is mistake. We fix: The tulle harmonized perfectly with the color of the upholstered furniture.

EXAMPLE 3. The UN has met for another meeting.

In the sentence, the word "UN" is the subject, feminine (organization). The predicate "gathered" is on average. This is mistake. We fix: The UN met for a regular meeting.

EXAMPLE 4. Foreign Ministry announced participation in the meeting

In the sentence, the word "MIA" is the subject, it does not change. When decrypted, we get "Ministry

Foreign Affairs". Keep in mind that this word refers to the masculine gender. The predicate "reported" is on average. This is mistake. We fix: The Foreign Ministry announced its participation in the meeting.

EXAMPLE 5. "Moskovsky Komsomolets" published a rating of the best universities in the country.

In the sentence, the phrase "Moskovsky Komsomolets" is the subject, this is a conditional Russian name, a masculine word, like the word "Komsomolets". The predicate "printed" is in the feminine. This is mistake. We correct: Moskovsky Komsomolets published a rating of the best universities in the country.

EXAMPLE 6. Tbilisi attracts tourists .

In the sentence, the word "Tbilisi" is the subject, it is an invariable code name. It is a masculine word, like the word "city". The predicate "attract" is plural. This is mistake. We fix: Tbilisi attracts tourists. 

B) Coordination of the predicate with the subject with the meaning of the profession

With a masculine noun denoting a profession, position, rank, etc., the predicate is put in the masculine gender, regardless of the gender of the person in question. For instance: the teacher made a report, the director called an employee

WITH proposals will be wrong, in which the teacher made a report, the director called an employee .

Note: if there is a person's own name, especially a surname, in which the indicated words act as applications, the predicate is consistent with the proper name: Teacher Sergeeva gave a lecture. More on this point below, 7.3.5

7.3.5 Subject is appendix

An application is a definition expressed by a noun that agrees with the word being defined in the case: city ​​(what?) Sochi, bird (what?) hummingbird, website (what?) "ReshuEGE"

As a general rule, the predicate agrees with the subject, and the presence of an application in the form of a different kind or number in the last does not affect agreement.

For instance: The plant, this grand colossus, seemed to be a ship of unheard-of dimensions too. The suggestion would be wrong. The plant, this grandiose colossus, it seemed, was also a ship of unheard of dimensions. .

If the subject has an application, then, first of all, it is necessary to find out which of the words is the subject and which is the application, and then put the predicate in one way or another.

Table 1. Application and subjects are written separately. When combining a generic name and a specific or specific and individual subject, the word denoting a broader concept is considered, and the predicate is consistent with it. Here are some examples:

Application is a common noun:

the rose flower smelled marvelously; the oak tree has grown; kharcho soup is cooked

Application - proper noun

the Dnieper river has flooded; newspaper "Moscow's comsomolets" came out; Barbos dog barked

Exception: last names of people. In pairs, engineer Svetlova reported, Doctor of Science Zvantseva came out, head teacher Marina Sergeevna noted proper nouns are subject.

Table 2. The subject is compound noun, forms terms, in which one part resembles an application in function. In these cases, the leading (defined) word is the word that expresses a broader concept or specifically designates an object.

The predicate agrees with the first word, both words change

an armchair-bed stood in the corner; the factory-laboratory fulfilled the order; invoice issued in a timely manner; theater-studio brought up a lot of actors; attention was attracted by a table-poster; romance song became very popular

The predicate agrees with the second word, the first word does not change:

cafeteria is open(dining room is a broader concept); vending machine open(in this combination, the part of the diner acts as the bearer of a specific meaning); raincoat tent lay(tent in the form of a raincoat, not a raincoat in the form of a tent); "Roman-newspaper" was published in large circulation(newspaper is a broader name).

EXAMPLE 1 ice cream cake cut into equal pieces .

The compound noun "ice cream cake" after the main, more general word "cake" is masculine, therefore: Ice cream cake cut into equal parts

EXAMPLE 2 The story "Children of the Underground" was written by V.G. Korolenko. .

The conditional name is an application, so you need to coordinate the predicate with the word "story": The story "Children of the Underground" was written by V.G. Korolenko.

EXAMPLE 3 A tiny dog, quite a puppy, suddenly barked loudly. .

The subject is the word "dog", it is feminine, therefore: A tiny dog, quite a puppy, suddenly barked loudly.

EXAMPLE 4 Yesterday the young teacher Petrov gave his first lecture. .

The subject is the surname "Petrova", it is feminine, therefore: Yesterday, the young teacher Petrova gave her first lecture.

A) The sentence has homogeneous subjects and one predicate

If the predicate refers to several subjects, not connected by unions or connected by a connecting union, then the following forms of coordination apply:

The predicate after homogeneous subjects is usually plural:

Industry and agriculture in Russia are steadily developing.

The predicate that precedes homogeneous subjects usually agrees with the nearest of them:

In the village there was a clatter and screams

If there are divisive or opposing unions between the subjects, then the predicate is put in the singular.

Experienced fear or instant fright in a minute seems both funny, and strange, and incomprehensible. Not you, but fate is to blame.

Consider sentences with errors:

EXAMPLE 1 Passion for sports and a tough daily routine did their job. .

Two subjects, the predicate comes after a series of homogeneous members, so it must be in the plural: Passion for sports and a tough daily routine did their job.

EXAMPLE 2 Not reason, but fear suddenly took possession of me. .

Two subjects, with the union a, the predicate must therefore be in the singular: Not reason, but fear suddenly took possession of me.

EXAMPLE 3 In the distance, the familiar noise and loud voices could be heard. .

Two subjects, the predicate is in front of a number of homogeneous members, therefore it should be in the singular: In the distance there was a familiar noise and loud voices.

B) The combination in the subject of a noun in the nominative case with a noun in the instrumental case (with the preposition c) like “brother and sister”

Setting the predicate in the plural or singular depends on what meaning is given to the phrase: joint action or separate.

When combined in the subject of a noun in the nominative case with a noun in the instrumental case (with the preposition c) like “brother and sister”, the predicate is put:

in plural, if both named objects (persons) act as equal action producers(both are subject);

Pasha and Petya had been waiting for their mother's return for a long time and were very worried.

in the singular, if the second object (person) accompanies the main producer of the action ( is an addition):

The mother and child went to the clinic. Nikolai and his younger sister came later than everyone else.

Only in the singular in the presence of the words TOGETHER, TOGETHER:

My father left the city with his mother.

Only in the singular with the subject expressed by the pronoun I, YOU

I will come with a friend; you had a fight with your mom

Consider sentences with errors:

EXAMPLE 1 My brother and his friends went to the beach. .

With the word "together" the predicate cannot be plural: My brother and his friends went to the beach.

EXAMPLE 2 Ruslan and I will come to class today. .

With the subject I (+ someone else), the predicate cannot be plural: Ruslan and I will come to class today. Or: Ruslan and I will come to class today.

EXAMPLE 3 You and your sister will live in this room. .

With the subject you (+ someone else), the predicate cannot be plural: You and your sister will live in this room.Or: You and your sister will live in this room..

E) the error in constructing a sentence with a participial phrase in sentence 2 lies in the fact that the predicate “seems difficult” is mistakenly assigned the gerund “creating”. It turned out that “this” both “seems complicated”, and it “creates”. And this is meaningless, because a person creates, and not “it”. According to grammatical norms, a gerund cannot be attached to a predicate expressed by a reflexive verb with the particle -sya (it seems).

The proposal can be restructured as follows: The process of creating a website seems complicated to many.

Rule 7.8.1 TYPE 3

7.8. USE OF GENERAL PARTICIPLES. ERRORS IN USE

INTRODUCTION

A participle turnover is a participle with dependent words.

The gerund always denotes an additional action that occurs in parallel with the main one, for example: a man walked (the main action), waving your arms(additional, what while doing); the cat fell asleep (main action), tucking its paws (additional action, what did you do?)

The participles answer the question what do you do? (imperfect view) and having done what? (perfect view). Along with this question, you can also ask questions as? how? for what purpose? and the like. A gerund always denotes a sign of an action, that is, it describes how the main action takes place.

We classify all types of possible grammatical errors when using adverbial phrases.

7.8.1 Participle turnover in a sentence with a subject

The general rule for using adverbial phrases is as follows: the gerund and the predicate must denote the actions of the same person, that is, the subject. This person performs two actions: one main, the second additional. The participle should easily be replaced by the second verb: sat down, laid out textbooks - sat down and laid out; looked, smiling - looked and smiled.

TYPE 1. A gerund and a verbal predicate expressed by a verb without the postfix -sya

Consider sentences with a grammatical error.

Slipping on ice I was picked up by a guy next to me.

Passing under the house, an icicle almost fell on me.

In each of the sentences, there were two characters: in the first one, someone slipped and someone picked it up; in the second: someone passed and someone almost fell down. But due to an error in construction, it turns out that the guy picked up, slipping; the icicle nearly fell off as it passed.

With this construction, the participle is erroneously assigned to one actor, and the predicate to another, which violates the basic rule. To avoid mistakes, you need to ensure that the participle and the predicate refer to the same person.

When I slipped on the ice, I was picked up by a guy next to me.

When I was walking under the house, an icicle almost fell on me.

TYPE 2. The gerund refers to the predicate in the form of a short passive participle

Writing a poem "Death of a Poet", the fate of Lermontov was determined.

Analyzing the text, I was quite right in determining its size.

As in type 1, the participle and the predicate refer to different persons. Due to a construction error, it turns out that fate was determined by writing ; the size is determined having analyzed. The predicate is a short passive participle.

If the predicate is expressed by a short participle, then the subject itself does not perform the action, something is done with it. With this form of the predicate gerund, there can be no.

Here are the revised proposals:

When Lermontov wrote the poem "The Death of a Poet", his fate was determined.

When I analyzed poetic text, I was quite right to determine its size.

TYPE 3. The adverbial phrase is attached to the predicate-reflexive verb in the passive meaning, which has a postfix Xia

Consider sentences with a grammatical error.

Usually, creating your work, it expresses Xia author's attitude to life and people.

Having received an education, students direct Xia senior master for practice.

As in type 2, the subject in such a sentence does not actually perform the action itself: attitude expresses Xia(by someone); displays Xia(by someone); direct Xia(by someone). But a if there is no action, then there can be no additional, additional, expressed by a gerund. We replace the adverbial turnover with a subordinate clause.

Here are the revised proposals:

Usually, when a work is created, the author's attitude to life and people is expressed in it. Or: Creating a work, the author always expresses his attitude to life and people.

When students receive their education, they are directed by the senior master to practice.

7.8.2. Participle turnover in a sentence without a subject

It often happens that the subject performing both actions may not be formally expressed, that is, there is no subject in the sentence. In this case, we are talking about one-part proposals. It is these types that cause the greatest difficulty in finding an error.

TYPE 4. Participle turnover in an impersonal sentence (except for type 7)

Consider sentences with a grammatical error.

Sending a rather important telegram I didn't have enough money.

He was sad.

There is no subject, the acting person is expressed by a pronoun to me(this is the dative case). The use of participles in impersonal sentences is unacceptable. It is possible: either to make a subordinate clause from the adverbial clause, or to make the usual one from the impersonal, with the subject.

The exception is sentences with an infinitive verb, see type 7.

Here are the revised proposals:

When I sent a rather important telegram, I did not have enough money.

Refusing to experiment he experienced sadness.

TYPE 5. Participle turnover in an indefinite personal sentence

Consider sentences with a grammatical error.

Having received a good education, Griboyedov was sent as the secretary of the diplomatic mission to Persia.

Didn't finish the report, the head of the department was offered to go on a business trip.

There can be no adverbial turnover with the subject, if it is not defined. This situation occurs in indefinite personal sentences with the verb in the past tense plural.

Who directed? who received? who suggested? who did not finish the report? Unclear. We replace the turnover with a subordinate clause or restructure it so that it is clear who received an education and who completed the report.

Here are the revised proposals:

When Griboedov received a good education, he was sent as secretary of a diplomatic mission in Persia.

Without finishing the report, the head of the department received an offer to go on a business trip.

7.8.3. Participle turnover in a sentence without a subject. Permitted tricks.

Due to the fact that the assignments may also contain correct sentences with adverbial phrases, we consider it important to place a table with such examples and such rules that are not found in erroneous ones. Everything in this table is allowed.

TYPE 6. The adverbial phrase refers to a verb in the imperative mood

When crossing the street, carefully follow the traffic.

Having received the task for the adverbial turnover, check if it contains a request, order or advice.

There is no subject in sentences. But it is allowed to use participial phrases in such sentences where the verb is used in the imperative mood: follow, go, write, search and so on. It turns out that both the turnover and the predicate refer to one person, to whom we advise to do something. Easy to substitute a pronoun you: you follow by passing; you check when you receive it.

TYPE 7. The adverbial turnover refers to the infinitive

Consider sentences without errors.

Walking through the autumn forest, it is pleasant to inhale the intoxicating aroma of fallen leaves.

When handing over the work, it should be carefully checked.

Given that there is no subject (impersonal sentence) it is permissible to use a participial turnover if it refers to the infinitive: walking, inhale; reading, sit; dreaming, dozing; napping, dreaming.

Not all manuals allow this rule: in some of them, the infinitive must be required, it is possible, it is necessary, others follow (the so-called modal words). In any case, sentences like: rewriting, it should be noted; having begun, it is necessary to finish; having received, it is necessary to do, will be ERROR-FREE.

TYPE 8. Participle turnover in a definite-personal or generalized-personal sentence

Consider sentences without errors.

Gathering at the family table in the house of parents, we always remember grandmother's pies and tea with viburnum and mint.

Planning your upcoming vacation carefully calculate the family budget.

There is no subject, but the sentence definitely personal, it is easy to substitute the pronoun we. You can turn! It refers to the implied person: we remember when we gather; we calculate by planning.

Answers in alphabetical order:

A	B	V	G	D
8	4	1	6	2

Answer: 84162

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

GRAMMATICAL ERRORS		SUGGESTIONS
A) an error in constructing a sentence with homogeneous members B) violation of the connection between the subject and the predicate C) incorrect sentence construction with indirect speech D) violation of the species-temporal correlation of verb forms E) an error in the construction of a sentence with a participial turnover		1) The listeners of the program expected and hoped for a meeting with a famous TV presenter. 2) Walking along the coast, it turned out that all the places convenient for fishing were occupied. 3) Thanks to the work of restorers, we can admire the frescoes of the Ferapontov Monastery. 4) Everyone who starts learning a foreign language early masters it perfectly. 5) One of the features characteristic of Anton Pavlovich Chekhov was his spontaneity. 6) When improving your reading technique, do not forget about the correct intonation. 7) Sergey said that I would be back next week. 8) Everything in this world, raging with passions, exploding with cataclysms, does not happen by chance and did not go by itself, as those who do not want to be responsible for what is happening sometimes think. 9) When you look at the monument to Lermontov, one gets the impression that the poet looks around his beloved city and recalls the happy moments of his life.

Write down the numbers in response, arranging them in the order corresponding to the letters:

A	B	V	G	D

Explanation (see also Rule below).

A) the error in constructing a sentence with homogeneous members in sentence 1 lies in the fact that the predicates “expected” and “hoped” cannot be used with the addition “for a meeting”. One more addition needs to be added.

Here is the correct spelling: The listeners of the program hoped for a meeting with a famous TV presenter and expected it.

Rule 7.6.1 paragraph

7.6. MISTAKE IN CONSTRUCTING A SENTENCE WITH HOMOGENEOUS MEMBERS

INTRODUCTION

Homogeneous are members of a sentence that perform the same syntactic function, are united by the same relationship to the same member of the sentence, and are interconnected by a coordinating link. Homogeneous can be both main and secondary members: subjects, predicates, additions, definitions, circumstances. For example, the definitions of "new, super-powerful computer" in relation to the word "computer" will be homogeneous; circumstances "depicted colorfully, but indistinctly" in relation to "depicted".

TYPES OF ERRORS MADE WHEN USING HOMOGENEOUS MEMBERS

7.6.1 Homogeneous predicates have the same dependent object.

Rule: With a normal, correct sentence structure, from each of the two homogeneous predicates (first and second), ONE GENERAL question is posed to the general addition, For example:

Guys addicted to (what?) and doing (what?) sports; Heroes of the story remember (about what?) and share their impressions (about what?) about the years of youth.

An error occurs if each of the predicates asks a DIFFERENT question to the GENERAL addition.

Example 1: I love (who? what?) and admire (who? what) my father.

The predicates “I love” and “I admire” have one dependent word “father”, which is in the instrumental case. It turned out that the addition of “father” correctly obeyed only the second predicate, since the verb “love” requires an accusative from the addition (I love whom? What? Father), therefore, this sentence is constructed incorrectly. To correctly express a thought, you need to change the sentence so that each predicate has a separate, case-appropriate addition, for example, like this: I love my father and admire him.

Example 2: The hero of the story believed (in what? what?) and strove (for what?) to his dream. Each of the verbs requires its own form of complement, it is impossible to pick up a common word, so we change the sentence again so that each predicate has a separate complement that matches the case, for example, like this: The hero of the story believed in his dream and strove for it.

Note for teachers: This type of error refers to control errors. In written work, such a mistake is usually made by students due to inattention: the first predicate is simply overlooked, and the mistake (when pointing to it) is easily corrected. A much more serious problem arises where the student does not realize that this or that case question cannot be raised from a given verb in principle.

7.6.2 Homogeneous members are connected by double unions not only ..., but also ...; if not ... then ... and others

.

Rule 1 In such proposals, attention should be paid to that parts of a double union must connect homogeneous members of the same series, For example: We were inspired not so much colorful places of this quiet city, how the spirit of its inhabitants. Let's make a proposal: not so much O , how O . The first part of the double union: not so much, is before the first EP, subject to “places” (we do not take into account the word “colorful”), the second part how stands before the second subject "soulfulness".

Now let's break the sentence. US not so much inspired by the colorful places of this quiet city, how the spirit of its inhabitants. The first part of the union now refers to the predicate, and the second to the subject. This is where this type of error lies.

Let's look at some more examples:

Example 1: It can be argued that the mood was the main Not only for the creator of the poem, but also for his readers. That's right: each part comes before the OC, in this example, before the additions. Compare with an incorrectly constructed sentence: It can be argued that the mood was Not only the main thing for the creator of the poem, but also for his readers. The parts of the union are connected not by homogeneous members, but by the predicate and the addition.

Rule 2 It must also be remembered that the parts of a double union are permanent, they cannot be replaced by other words. Yes, the suggestion would be wrong. Merchants Stroganovs Not only boiled salt, as well as , since the union not only.. but also no. The union "not only" has the second part "but" and not "also". The correct version of this sentence would be: Merchants Stroganovs Not only boiled salt, but also mined iron and copper in their lands

This is how you can: (variants of the second part are given in brackets).

1) not only ... but also (and and; but even; and yet; and besides); not only not ... but (but rather, rather; on the contrary, on the contrary); not only; 2) not that ... but (a; simply; even, not even); even ... not that; not even ... not that; not even ... especially not;

3) moreover ... also; not only that ... also; little of; moreover, more than that; worse than that; and even.

7.6.3 In sentences with homogeneous members there is a generalizing word.

It must be taken into account that all homogeneous members must be in the same case as the generalizing word.

The grammatically correct sentence would be: I forgot about everything: about anxieties and sorrows, about sleepless nights, about sadness and longing. . The word [about] "everything" is generalizing, it is in the prepositional case. All OCs are in the same case.

Failure to comply with this rule is a gross violation of the syntactic norm: gifts:crossbows, sables and ornaments.

In this sentence, the generalizing word “gifts” is in the genitive case, and all homogeneous members (“crossbows, sable and jewelry”) are in the nominative case. Therefore, this sentence is incorrect. Correct option: Soon the nobleman began to inspect the brought gifts: crossbows, sables and ornaments.

7.6.5 Using different syntactic elements of a sentence as homogeneous members

.

There is a strict grammatical rule that prescribes which elements can and cannot be combined into homogeneous members.

We list the cases in which this rule is violated.

If the proposal is combined into homogeneous

- form of the noun and the infinitive form of the verb: I love chess and swimming, I like to embroider and needlework, I'm afraid of the dark and being alone and similar;

- different forms of the nominal part of the predicate: sister was upset and worried, she was younger and kinder and similar;

- participial phrase and subordinate clause: The main characters of the story are people who are not afraid of difficulties and who are always true to their word.; I do not like people who change their attitude and who do not hide it. and similar;

Participle and participle turnover: Loving their work and striving to do it well, the builders have achieved excellent results. and similar;

that is - grammar mistake. Note that such violations are very common in written work, therefore, like the entire task 7, this part is of great practical importance.

The following types of errors occurred in assignments prior to 2015.

7.6.4 Different prepositions may be used for homogeneous terms.

In one row of OC, when listing, it is possible to use prepositions, for example: v theatre, and on the exhibition VDNKh, and on theRed Square. As you can see, this sentence uses prepositions v and on the, and that's right. It would be a mistake to use the same preposition for all the words in this series: During my three stays in Moscow, I visited and v theater, and exhibition VDNH, and Red Square. You can't be "in VDNKh" and "in Red Square." So the rule is: you cannot use a common preposition for all members of the series if, in terms of meaning, this preposition does not fit at least one of the SPs.

Example with an error: Crowds of people were everywhere: on the streets, squares, squares. Before the word "squares" it is necessary to add the preposition "in," since this word is not used with the preposition "on". Correct option: Crowds of people were everywhere: in the streets, squares, squares.

7.6.6 Connection in one row of specific and generic concepts

For example, in a sentence: The package contained oranges, juice, bananas, fruits a logical error has been made. "Oranges" and "bananas" are specific concepts in relation to the word "fruit" (that is, common), therefore, they cannot stand with it in the same row of homogeneous members. Correct option: The package contained juice and fruits: bananas, oranges.

Another error example: Adults, children and schoolchildren came to the meeting with the famous artist. The words "children" and "schoolchildren" cannot be made homogeneous.

7.6.7 The use of logically incompatible concepts in one series of homogeneous terms

For example, in a sentence The mourners walked with bags and sad faces a mistake is felt: “faces” and “bags” cannot be homogeneous.

Such intentional violation can act as a stylistic device: Only Masha, heating and winter did not sleep(K. G. Paustovsky). When the frost and mother allowed him to stick his nose out of the house, Nikita went to wander around the yard alone.(A.N. Tolstoy). Only if this is acceptable for a work of art of the level of Tolstoy or Chekhov (they are not on the exam, they can joke, play with words!), Then such humor will not be appreciated either in written works or in task 7.

B) the violation of the connection between the subject and the predicate in sentence 4 consists in the fact that in the main sentence the predicate is placed in the same number as the subject.

Here is the correct spelling: ALL who start learning a foreign language early, master it perfectly.

Rule 7.3.1 paragraph

7.3. Agreement of the predicate with the subject

INTRODUCTION

Subject - the main member of the sentence, which is consistent with its predicate according to the laws of grammar.

The subject and predicate usually have the same grammatical forms of number, gender, person, for example: Clouds are rushing, clouds are winding; Invisible moon Illuminates the flying snow; The sky is cloudy, the night is cloudy.

In such cases, we can talk about the agreement of the predicate with the subject. However, the correspondence of the grammatical forms of the main members of the sentence is not necessary, there may be an incomplete correspondence of the grammatical forms of the main members: My whole life has been a guarantee of a faithful date with you.- correspondence of number forms, but different forms of gender; Your destiny is endless chores- inconsistency of number forms.

The grammatical connection of the main members of the sentence is considered as coordination. This grammatical connection is wider and freer than agreement. Different words can enter into it, their morphological properties do not have to correspond to each other.

When coordinating the main members of the sentence, the problem arises of choosing the forms of the number of the predicate, when the gender / number of the subject is difficult to determine. This section of the "Reference" is devoted to consideration of these issues.

7.3.1. In a complex sentence, pronouns act as subjects

If in a sentence (and not necessarily in NGN!) a pronoun is used as a subject, then you need to know a number of rules that prescribe how to correctly coordinate the predicate with it.

A) If the subject is expressed by the pronouns WHO, WHAT, NOBODY, NOTHING, SOMEONE, SOMEONE, WHOEVER, then the predicate is put in the singular form: For example: [Those ( who neglect the opinions of others) risk being left alone].

EXAMPLE 1 (Whoever comes), [everyone will know].

EXAMPLE 2 [No one knew (that the lesson was postponed).]

EXAMPLE 1 (Whoever comes, [everyone will know].

EXAMPLE 2 [No one knew (that the lesson was postponed).]

B) If the subject is expressed by the plural pronoun TE, ALL, the predicate is put in the plural form. If the subject is expressed by the singular pronouns TOT, TA, TO, the predicate is put in the singular form. For instance: [ THOSE (who graduated with honors) are more likely to enter a university free of charge].

This proposal is built on the following model:

[Those (who + the predicate), ... the predicate ...]. And this is the most common model in which it is proposed to find an error. Let's analyze the structure of a complex sentence: in the main sentence, the pronoun “those” is the subject, pl. h; "have" -predicate, pl. This is in line with rule B.

Now attention to the subordinate clause: “who” is the subject, “finished” is the predicate in the singular. This is in accordance with rule A.

Consider sentences with a grammatical error:

EXAMPLE 1 [Everyone (who purchased tickets at the box office) must independently check in for the flight].

EXAMPLE 2. [Those (who have seen the northern lights at least once) will no longer be able to forget this extraordinary phenomenon].

EXAMPLE 3. [Those (who are planning a vacation for the summer) buy tickets in the spring].

Here are the corrected versions:

EXAMPLE 1 [Everyone (who purchased tickets at the box office) MUST check in for the flight on their own].

EXAMPLE 2. [Those (who have seen the northern lights at least once) will no longer be able to forget this extraordinary phenomenon].

In examples 1 and 2, the error is easy to see: it is enough to throw out the subordinate clause. In the following example, the error often goes unnoticed.

EXAMPLE 3. [Those ( who are planning a vacation for the summer) buy tickets in the spring].

C) If the subject is expressed by the phrase ONE OF .., EACH OF ..., NONE OF .. then the predicate is put in the singular form. If the subject is expressed by the phrase MANY FROM ..., SOME FROM ..., ALL FROM .. then the predicate is put in the plural form. For instance: [None of those (who won a prize) wanted to go to the republican competition].

Consider sentences with a grammatical error:

EXAMPLE 4 [Many of those (who have been to Mikhailovsky Park) were amazed at the size of the old estate trees].

EXAMPLE 5 [Each of us (who has been in a similar situation) certainly thought about ways out of it].

EXAMPLE 6 [Each of the parties (which presented its project) defended its advantages over other projects].

Here are the corrected versions:

EXAMPLE 4 [Many of those (who have been to Mikhailovsky Park) were amazed at the size of the old manor trees].

EXAMPLE 5 [Each of us (who has been in a similar situation) certainly thought about ways out of it].

EXAMPLE 6 [Each side, (who presented her project), defended its advantages over other projects].

D) If the sentence contains a turnover of WHO, HOW NOT .., the predicate is put in the singular masculine form. For instance: Who, if not parents, SHOULD teach children the ability to communicate?

This turnover can be considered as clarifying, see other examples in clause 7.3.3, part B.

Consider sentences with a grammatical error:

EXAMPLE 7 Who, if not we, should worry about the cleanliness of our cities?

EXAMPLE 8 Who, if not your mother, taught you a model of endurance and love of life?

Here are the corrected versions:

EXAMPLE 7 Who, if not us, should worry about the cleanliness of their cities?

EXAMPLE 8 Who, if not your mother, taught you a model of endurance and love of life?

7.3.2 Predicate coordination with subject, expressed word or combination of words with the meaning of quantity

When coordinating the main members of the sentence, the problem arises of choosing the forms of the number of the predicate, when the subject points to many objects, but appears in the singular.

A) The role of the subject is the collective name of nouns and words close to them in meaning.

Collective nouns designate a set of homogeneous objects or living beings as an indivisible whole: FOLIAGE, DUBNYAK, ASPEN, CHILDREN, STUDENTS, TEACHER, PROFESSORIES, PEASANTS. They have the form of only the singular, are not combined with quantitative numbers and with words denoting units of measure, but can be combined with the words a lot / little or how much: LITTLE RELATIONS, A LITTLE LEAVES, A LOT OF MOSHKORA.

The words PEOPLE, PACK, ARMY, GROUP, CROWD can also be attributed to them in terms of the meaning of collectiveness; THOUSAND, MILLION, HUNDRED; TROIKA, PAIR; DARKNESS, DEEP, LOTS AND OTHERS

The subject, expressed by a collective noun, requires the predicate to be set only in the singular form:

For instance: The children frolicked in the courtyard of the house; young people often take the initiative.

The subject expressed by a noun like GROUP, CROWD also requires setting the predicate only in the singular form:

For instance: A group of festival participants shared their impressions; a trio of horses rushed under the windows

Consider sentences with a grammatical error:

EXAMPLE 1. Over the past three years, the leadership of the Central and regional markets have repeatedly filed complaints with higher organizations.

EXAMPLE 3. A couple of lovers were sitting on a bench.

Here are the corrected versions: 

EXAMPLE 1. Over the past three years, the leadership of the Central and regional markets have repeatedly filed complaints with higher organizations.

EXAMPLE 3. A couple of lovers were sitting on a bench.

B) The subject is a collective noun with a quantitative meaning

The nouns MOST, MINORITY, PLENTY, SERIES, PART, despite the grammatical form of the singular, denote not one object, but many, and therefore the predicate can take not only the form of the singular, but also the plural. For instance: On this pond ... an innumerable number of ducks were hatched and kept; Many hands are knocking on all the windows from the street, and someone is breaking on the door. Which form would you prefer?

The subject, which has in its composition the collective nouns MOST, MINORITY, Plenty, ROW, PART, requires the predicate to be set only in the singular form, if:

a) there are no dependent words from the collective noun

Part went on vacation, and part remained; many scatteredAxis, a minority remainedAxis

b) the collective noun has a singular dependent word

With a subject that has in its composition the words MOST, MINORITY, PLENTY, SERIES, PART, you can put the predicate both in the plural form and in the plural, if the noun has a dependent word in the plural:

Most students passed the test; a number of participants demonstrated excellent knowledge.

Some of the books were purchased for the library; a number of objects delivered ahead of schedule

The plural of the predicate in such constructions usually indicates the activity of the actors.

Consider the cases in which the use of the plural of the predicate is allowed and permissible.

The predicate is put
in the singular, if	plural, if
The activity of animated persons is not emphasized: Part of the conference participants did not accept participation in the discussion	Activity is highlighted. The subject is animate. Most writers strongly rejected editor fixes. Most students are good answered at the lesson.
Activity is not emphasized, the passive participle indicates that the object itself does not perform the action. Row of workersattracted to responsibility.	Activity is emphasized in the presence of participial or participle turnover.
Activity is not emphasized, subject is inanimate Most Items lay in disarray A number of workshops manufactures parts for our workshop.	Activity is also indicated by a number of homogeneous members: Majority editors, proofreaders, authors, reviewers studied these documents. Most editors received order, got acquainted with its content and made necessary conclusions. A number of homogeneous predicates.

Nevertheless, it should be borne in mind that the singular form of the predicate is more in line with the tradition of book writing styles and the use of the plural form of the predicate must be clearly justified. An error in the tasks of the exam will be the unreasonable setting of the predicate in the plural.

Consider sentences with a grammatical error:

EXAMPLE 4 Most of the tasks were not done correctly enough.

EXAMPLE 5 A number of events will be held in Yelets, Voronezh, Orel.

EXAMPLE 6 A lot of poems by this author were published in the series "Children's Library"

Here are the corrected versions: 

EXAMPLE 4 Most of the tasks were not completed correctly. The predicate in the form of a passive participle indicates the passivity of the actor.

EXAMPLE 5 A number of events will be held in Yelets, Voronezh, Orel. Events cannot act on their own, so the predicate must be used in the singular.

EXAMPLE 6 Many poems by this author were published in the Children's Library series.. The predicate in the form of a passive participle indicates the passivity of the actor.

C) The combination of a numeral with a noun acts as a subject

With a subject expressed by a quantitative-nominal combination, the same problem arises: in what number is it better to use the predicate. In Chekhov we find: Some three soldiers stood side by side at the very descent and were silent; He had two sons. L. Tolstoy preferred the following forms: Three peasants and a woman sat in the sleigh; Two feelings fought in his soul - good and evil.

Note: In the USE assignments, such cases do not occur, since there is a high possibility of incorrect classification of the type of error - such cases can be attributed to an error in the use of a numeral. Therefore, we confine ourselves to remarks of a general nature and note the most gross errors made in written works.

With a subject that has in its composition a numeral or a word with the meaning of quantity, you can put the predicate both in the plural form and in the singular:

Five years have passed; ten graduates have chosen our institute

The use of different forms depends on the meaning that the predicate brings to the sentence, activity and generality of action is emphasized by the plural. number.

The predicate is usually put in the singular if

In the subject, a numeral ending in "one":

Twenty-one students of our institute are included in the city's volleyball team, but Twenty-two (three, four, five...) students of our institute are members of the city's volleyball team

If the message fixes this or that fact, the result, or when the message is given an impersonal character:

Twenty-two suits sold; Three or four students will be transferred to another class.

The predicate is expressed by a verb with the meaning of being, presence, existence, position in space:

Three kingdoms stood before her. The room had two windows with wide window sills. Three windows of the room faced north

Wrong: Three kingdoms stood. There were two windows with wide window sills in the room. Three windows of the room faced north.

A single number, which creates an idea of ​​a single whole, is used to designate a measure of weight, space, time:

Thirty-four kilograms of drying oil will be required to paint the roof. Twenty-five kilometers remained until the end of the journey. A hundred years have passed. However, already, it seems, eleven o'clock struck. Five months have elapsed since

Wrong: Thirty-four kilograms of drying oil will be required to paint the roof; Twenty-five kilometers remained until the end of the journey. A hundred years have passed. However, already, it seems, eleven o'clock has struck. Five months have elapsed since then.

With a subject expressed by a complex noun, the first part of which is the numeral sex-, the predicate is usually put in the singular, and in the past tense - in the middle gender, For example: half an hour will pass, half a year has flown by, half the city participated in the demonstration.

Wrong: half the class participated in the competition, half an hour will pass

7.3.3 Coordination between subject and verb separated from each other

Between the subject and the predicate, there may be secondary isolated members of the sentence, clarifying members, subordinate clauses. In these cases, it is necessary to strictly observe the general rule: the predicate and the subject must agree.

Let's consider special cases.

A) Coordination of the subject and the compound nominal predicate in a sentence built according to the “noun. is a noun.”

Note for the teacher: this type of error in the SPP is noted in his manual "How to get 100 USE points" (2015) by I.P. Tsybulko, while in the "Handbook of Spelling and Literary Editing" by D. Rosenthal, such an error is called a construction shift in a complex sentence.

The nominal part of the predicate in a sentence built according to the noun + noun model must be in the nominative case.

For example: [First, (what you should learn) is highlighting the basis of the sentence].

The grammatical basis of the main clause consists of the subject first and predicate selection. Both words are in the nominative case.

And this is what it looks like proposal with an error: [The first (what should be learned) is the selection of the basis of the sentence]. Under the influence of the subordinate clause, the predicate received the genitive case, which is a mistake.

Consider sentences with a grammatical error:

EXAMPLE 1 [The main thing (what you need to pay attention to) is the ideological side of the work]

EXAMPLE 2 [The last thing (to stop) is the composition of the book]

EXAMPLE 3 [The most important (what is worth striving for) is the fulfillment of a dream]

Here are the corrected versions:

EXAMPLE 1 The main thing (what you need to pay attention to) is the ideological side of the work]

EXAMPLE 2 [The last (what should be stopped) is the composition of the book]

EXAMPLE 3 [The most important (what is worth striving for) is the fulfillment of a dream]

B). Coordination of the predicate with the subject, in which there are clarifying members.

In order to clarify the subject, sometimes clarifying (explaining turns), connecting members of the sentence, separate additions are used. Yes, in the proposal Competition Jury, including representatives of a cosmetic company selected from the audience, could not determine the winner the highlighted turnover is a connecting one(in other manuals it is called clarifying).

The presence in the sentence of any member that specifies the meaning of the subject does not affect the number of the predicate. Such turns are attached with the words: EVEN, ESPECIALLY, INCLUDING, FOR EXAMPLE; EXCEPT, INCLUDING, INCLUDING and the like. For instance: Editorial Board, including the editors of the Internet portal, is in favor of reorganization.

Consider sentences with a grammatical error:

EXAMPLE 4. The entire team, including dancers and jugglers, spoke out in favor of participating in the competition.

EXAMPLE 5. The whole family, and especially the younger children, was looking forward to the arrival of their grandfather.

EXAMPLE 6. The school administration, including members of the parent committee, supported holding an extended parent meeting.

Here are the corrected versions:

The mistake is easy to see if you throw out the subordinate clause.

EXAMPLE 4 The whole team, including dancers and jugglers, spoke out in favor of participating in the competition.

EXAMPLE 5 The whole family, and especially the younger children, was looking forward to the arrival of their grandfather. 

EXAMPLE 6 The school administration, including members of the parent committee, advocated holding an expanded parent meeting.

7.3.4 Coordination of the predicate with the subject, the gender or number of which is difficult to determine.

For the correct connection of the subject with the predicate, it is very important to know the gender of the noun.

A) Certain categories or groups of nouns have difficulty in determining the gender or number.

The gender and number of indeclinable nouns, abbreviations, conditional names and a number of other words are determined by special rules. For the correct coordination of such words with the predicate, you need to know their morphological features.

Ignorance of these rules cause errors: Sochi became the capital of the Olympics; cocoa is cold; shampoo is over; the university announced the enrollment of students, the Ministry of Foreign Affairs reported

Need to: Sochi has become the capital of the Olympics; cocoa has cooled down; shampoo is over, the university announced a set of students, the Ministry of Foreign Affairs reported

Nouns, the gender/number of which is difficult to determine, are discussed in the section. After studying the above material, you will be able to successfully complete not only task 6, but also 7.

Consider sentences with errors

EXAMPLE 1. The parcel was sent at the beginning of the week.

In the sentence, the word "package" is the subject, feminine. The predicate "was sent" is in the masculine. This is mistake. We fix: The parcel was sent at the beginning of the week

EXAMPLE 2. The tulle harmonized perfectly with the color of the upholstered furniture.

In the sentence, the word "tulle" is the subject, masculine. The predicate "approached" is in the feminine. This is mistake. We fix: The tulle harmonized perfectly with the color of the upholstered furniture.

EXAMPLE 3. The UN has met for another meeting.

In the sentence, the word "UN" is the subject, feminine (organization). The predicate "gathered" is on average. This is mistake. We fix: The UN met for a regular meeting.

EXAMPLE 4. Foreign Ministry announced participation in the meeting

In the sentence, the word "MIA" is the subject, it does not change. When decrypted, we get "Ministry

Foreign Affairs". Keep in mind that this word refers to the masculine gender. The predicate "reported" is on average. This is mistake. We fix: The Foreign Ministry announced its participation in the meeting.

EXAMPLE 5. "Moskovsky Komsomolets" published a rating of the best universities in the country.

In the sentence, the phrase "Moskovsky Komsomolets" is the subject, this is a conditional Russian name, a masculine word, like the word "Komsomolets". The predicate "printed" is in the feminine. This is mistake. We correct: Moskovsky Komsomolets published a rating of the best universities in the country.

EXAMPLE 6. Tbilisi attracts tourists .

In the sentence, the word "Tbilisi" is the subject, it is an invariable code name. It is a masculine word, like the word "city". The predicate "attract" is plural. This is mistake. We fix: Tbilisi attracts tourists. 

B) Coordination of the predicate with the subject with the meaning of the profession

With a masculine noun denoting a profession, position, rank, etc., the predicate is put in the masculine gender, regardless of the gender of the person in question. For instance: the teacher made a report, the director called an employee

WITH proposals will be wrong, in which the teacher made a report, the director called an employee .

Note: if there is a person's own name, especially a surname, in which the indicated words act as applications, the predicate is consistent with the proper name: Teacher Sergeeva gave a lecture. More on this point below, 7.3.5

7.3.5 Subject is appendix

An application is a definition expressed by a noun that agrees with the word being defined in the case: city ​​(what?) Sochi, bird (what?) hummingbird, website (what?) "ReshuEGE"

As a general rule, the predicate agrees with the subject, and the presence of an application in the form of a different kind or number in the last does not affect agreement.

For instance: The plant, this grand colossus, seemed to be a ship of unheard-of dimensions too. The suggestion would be wrong. The plant, this grandiose colossus, it seemed, was also a ship of unheard of dimensions. .

If the subject has an application, then, first of all, it is necessary to find out which of the words is the subject and which is the application, and then put the predicate in one way or another.

Table 1. Application and subjects are written separately. When combining a generic name and a specific or specific and individual subject, the word denoting a broader concept is considered, and the predicate is consistent with it. Here are some examples:

Application is a common noun:

the rose flower smelled marvelously; the oak tree has grown; kharcho soup is cooked

Application - proper noun

the Dnieper river has flooded; newspaper "Moscow's comsomolets" came out; Barbos dog barked

Exception: last names of people. In pairs, engineer Svetlova reported, Doctor of Science Zvantseva came out, head teacher Marina Sergeevna noted proper nouns are subject.

Table 2. The subject is compound noun, forms terms, in which one part resembles an application in function. In these cases, the leading (defined) word is the word that expresses a broader concept or specifically designates an object.

The predicate agrees with the first word, both words change

an armchair-bed stood in the corner; the factory-laboratory fulfilled the order; invoice issued in a timely manner; theater-studio brought up a lot of actors; attention was attracted by a table-poster; romance song became very popular

The predicate agrees with the second word, the first word does not change:

cafeteria is open(dining room is a broader concept); vending machine open(in this combination, the part of the diner acts as the bearer of a specific meaning); raincoat tent lay(tent in the form of a raincoat, not a raincoat in the form of a tent); "Roman-newspaper" was published in large circulation(newspaper is a broader name).

EXAMPLE 1 ice cream cake cut into equal pieces .

The compound noun "ice cream cake" after the main, more general word "cake" is masculine, therefore: Ice cream cake cut into equal parts

EXAMPLE 2 The story "Children of the Underground" was written by V.G. Korolenko. .

The conditional name is an application, so you need to coordinate the predicate with the word "story": The story "Children of the Underground" was written by V.G. Korolenko.

EXAMPLE 3 A tiny dog, quite a puppy, suddenly barked loudly. .

The subject is the word "dog", it is feminine, therefore: A tiny dog, quite a puppy, suddenly barked loudly.

EXAMPLE 4 Yesterday the young teacher Petrov gave his first lecture. .

The subject is the surname "Petrova", it is feminine, therefore: Yesterday, the young teacher Petrova gave her first lecture.

A) The sentence has homogeneous subjects and one predicate

If the predicate refers to several subjects, not connected by unions or connected by a connecting union, then the following forms of coordination apply:

The predicate after homogeneous subjects is usually plural:

Industry and agriculture in Russia are steadily developing.

The predicate that precedes homogeneous subjects usually agrees with the nearest of them:

In the village there was a clatter and screams

If there are divisive or opposing unions between the subjects, then the predicate is put in the singular.

Experienced fear or instant fright in a minute seems both funny, and strange, and incomprehensible. Not you, but fate is to blame.

Consider sentences with errors:

EXAMPLE 1 Passion for sports and a tough daily routine did their job. .

Two subjects, the predicate comes after a series of homogeneous members, so it must be in the plural: Passion for sports and a tough daily routine did their job.

EXAMPLE 2 Not reason, but fear suddenly took possession of me. .

Two subjects, with the union a, the predicate must therefore be in the singular: Not reason, but fear suddenly took possession of me.

EXAMPLE 3 In the distance, the familiar noise and loud voices could be heard. .

Two subjects, the predicate is in front of a number of homogeneous members, therefore it should be in the singular: In the distance there was a familiar noise and loud voices.

B) The combination in the subject of a noun in the nominative case with a noun in the instrumental case (with the preposition c) like “brother and sister”

Setting the predicate in the plural or singular depends on what meaning is given to the phrase: joint action or separate.

When combined in the subject of a noun in the nominative case with a noun in the instrumental case (with the preposition c) like “brother and sister”, the predicate is put:

in plural, if both named objects (persons) act as equal action producers(both are subject);

Pasha and Petya had been waiting for their mother's return for a long time and were very worried.

in the singular, if the second object (person) accompanies the main producer of the action ( is an addition):

The mother and child went to the clinic. Nikolai and his younger sister came later than everyone else.

Only in the singular in the presence of the words TOGETHER, TOGETHER:

My father left the city with his mother.

Only in the singular with the subject expressed by the pronoun I, YOU

I will come with a friend; you had a fight with your mom

Consider sentences with errors:

EXAMPLE 1 My brother and his friends went to the beach. .

With the word "together" the predicate cannot be plural: My brother and his friends went to the beach.

EXAMPLE 2 Ruslan and I will come to class today. .

With the subject I (+ someone else), the predicate cannot be plural: Ruslan and I will come to class today. Or: Ruslan and I will come to class today.

EXAMPLE 3 You and your sister will live in this room. .

With the subject you (+ someone else), the predicate cannot be plural: You and your sister will live in this room.Or: You and your sister will live in this room..

C) the incorrect construction of a sentence with indirect speech in sentence 7 is that when trying to convey indirect speech, the pronouns and related verbs remained unchanged.

Here is the correct spelling: Sergey said that HE WILL be back next week.

Rule 7.9.1 paragraph

7.9 INCORRECT SENTENCE CONSTRUCTION WITH ANOTHER SPEECH

In this task, students' ability to correctly build sentences with quotations and indirect speech is checked: out of 9 sentences on the right, you need to find one that contains an error.

The rules below will deal with quoting and indirect speech, these are very close, but not the same units.

In everyday life, especially often in oral speech, we often use the transmission of someone's words on our own behalf, the so-called indirect speech.

Sentences with indirect speech are complex sentences consisting of two parts (the words of the author and indirect speech), which are connected by conjunctions what, as if to, or pronouns and adverbs who, what, what, how, where, when, why etc., or a particle whether.

For instance: I was told that it was my brother. She demanded that I look into her eyes and asked if I remembered minnows, our little quarrels, picnics. We talked about how the birds I caught live.

Sentences with indirect speech serve to convey someone else's speech on behalf of the speaker, and not the one who actually said it. Unlike sentences with direct speech, they convey only the content of someone else's speech, but cannot convey all the features of its form and intonation.

Let's try to restore sentences: from indirect speech we will translate into sentences with direct speech:

I was told that it was my brother. - They told me: "It was your brother."

She demanded that I look into her eyes and asked if I remembered minnows, our little quarrels, picnics. - She said: "Look into my eyes!" And then she demanded: “Do you remember minnows, our meetings, our quarrels, picnics? Do you remember?

A friend asked: “How do the birds you caught live?”

As can be seen from the examples, the sentences coincide only in meaning, but the verbs, pronouns, and conjunctions change. Let us consider in detail the rules for translating direct speech into indirect speech: this is very important both for writing an essay and for completing task 7.

7.9.1 Basic rule:

when replacing sentences with direct speech with sentences with indirect speech, special attention should be paid to the correct use of personal and possessive pronouns, as well as related verbs, since in indirect speech we convey other people's words on our own behalf.

Proposal with direct speech	Well-formed indirect speech	Incorrectly formed indirect speech
The father said: I AM I'll be back late."	Father said that he true et it's late.	Father said that I would return late.
We asked: "A you where did you come from?"	We asked where he I arrived.	We asked where you came from.
I confessed: Your Michael took the books.	I confessed that their Michael took the books.	I confessed that "Michael took your books."
The children screamed: We not guilty!"	The children screamed that they not guilty.	The children screamed that "we are not to blame."
We draw attention to that that quotation marks can help to detect an error, but you can’t focus on them alone, since quotation marks are both in the application and in sentences with quotes without errors, and not in all tasks.

7.9.2 There are a number of additional rules

related to the peculiarity of translating direct speech into indirect speech, their observance is also checked in task 7.

a) If direct speech is a declarative sentence,

what. Example: The secretary replied: "I complied with the request." – The secretary replied that he complied with the request. Pronoun changed!

b) If direct speech is an interrogative sentence,

then when replacing it with a subordinate clause, the role of subordinating conjunctions is performed interrogative pronouns, adverbs, particles who stood in direct question. A question mark is not used after an indirect question. Example: "What did you manage to accomplish?" the teacher asked the students. The teacher asked the students what they managed to do. Pronoun changed!

c) When in direct speech - an interrogative sentence there are no interrogative pronouns, adverbs, particles,

when replacing it with an indirect one, a particle is used for communication whether. Example: "Are you correcting the text?" the secretary asked impatiently. The secretary asked impatiently if we were correcting the text. Pronoun changed!

d) If direct speech is an exclamatory sentence with a call to action,

then it is replaced by an explanatory subordinate clause with the union to. Example: The father shouted to his son: “Come back!” The father shouted to his son to come back. Pronoun added!

e) Particles and words that are not grammatically related to the members of the sentence

(addresses, interjections, introductory words, complex sentences) and contained in direct speech, are omitted when replacing it with indirect speech. Example: “Ivan Petrovich, make an estimate for the next quarter,” the director asked the chief accountant. The director asked the chief accountant to draw up an estimate for the next quarter.

7.9.3. Special citation rules.

When writing essays, it often becomes necessary to quote either the desired fragment of the source text, or to quote the statement from memory, organically including the quote in the sentence. There are three ways to introduce a quote into your speech:

1) using direct speech, in compliance with all punctuation marks, for example: Pushkin said: “All ages are submissive to love” or “All ages are submissive to love,” Pushkin said.. This is the easiest way, but it is not always convenient. Such proposals will meet as true!

2) using subordinate clause, that is, using unions, for example: Pushkin said that "all ages are submissive to love". Pay attention to the changed punctuation marks. This way no different from the transmission of indirect speech.

3) a quote can be included in your text using introductory words, for example: As Pushkin said, "all ages are submissive to love".

Note that in Quote can't be changed.: what is enclosed in quotation marks is transmitted absolutely exactly, without any distortion. If it is necessary to include only part of the quote in your text, special characters (ellipsis, various types of brackets) are used, but this is not relevant to this task, since there are no punctuation errors in task 7.

Let's consider some features of quoting.

a) How to avoid an error if there is a quote with a pronoun?

On the one hand, quotes cannot be changed, on the other hand, a pronoun cannot be left. If you just insert a quote, there will be errors: Napoleon once remarked that " I am I can lose this battle, but I can't lose a minute". Or like this: In his memoirs, Korolenko wrote that he always " I am I saw undoubted intelligence in the face of Chekhov.

Both proposals require:

firstly, replace the pronoun I with OH, exclude the pronoun from the quote:

secondly, to change the verbs, connecting them with new pronouns and also to exclude from the quote, so we know that nothing can be changed.

With such changes, quotes will certainly “suffer”, and if we can keep the second sentence in this form: Korolenko wrote that he always "saw in the face of Chekhov undoubted intelligence", then Napoleon's statement cannot be saved. Therefore, we boldly remove the quotes and replace the quote with indirect speech: Napoleon once remarked that he can lose this battle, but not maybe lose a minute.

b) Of particular note are cases of erroneous combination of two ways of introducing a quote into a sentence,

which causes a grammatical error. As we already know, a quotation can be entered either as a subordinate clause or with the help of introductory words. Here's what happens when two methods are combined:

Wrong: According to Maupassant, what"Love is as strong as death, but as fragile as glass".

Right: According to Maupassant, "love is as strong as death, but as fragile as glass."

Wrong: As P. I. Tchaikovsky stated, what"Inspiration is born only from work and during work".

Right: As P. I. Tchaikovsky stated, “inspiration is born only from labor and during labor.”

Thus, we formulate the rule: when using introductory words, the union is not used.

c) In the works of students there are also cases when a quote is introduced using introductory words,

but direct speech is made out as a separate sentence. This is not only a violation of punctuation, it is a violation of the rules for constructing a sentence with a quote.

Wrong: According to Antoine de Saint-Exupery: “Only the heart is vigilant: you cannot see the most important thing with your eyes.”

Right: According to Antoine de Saint-Exupery, “only the heart is vigilant: you cannot see the most important thing with your eyes.”

Wrong: According to L. N. Tolstoy: "Art is the highest manifestation of power in man".

Right: According to Leo Tolstoy, "art is the highest manifestation of power in man."

D) violation of the aspect-temporal correlation of verb forms in sentence 8 is caused by the fact that two homogeneous predicates have different tense or aspect. Let's determine the type and tense of each predicate and decide which one to apply - the same. Both predicates can be either present imperfective or past perfect.

Here is the correct spelling: Everything in this world, raging with passions, exploding with cataclysms, happens (happened) for a reason and goes (did not go) by itself, as those who do not want to be responsible for what is happening sometimes think

Rule 7.5.1 paragraph

7.5. VIOLATION OF THE TEMPORARY RELATIONSHIP OF VERBS AND VERB FORMS

INTRODUCTION

In order to complete this task and understand its significance, you need to remember what the time of the sentence and the moment of speech are.

Most of the events that are, or were, or will be discussed, are related to the moment of speech: they either last constantly, or now, or have been, or will be. Events can take place simultaneously or sequentially, be completed or incomplete. What parts of speech have the category of tense? Of course, these are verbs and their forms, participles and gerunds. What do we know about it?

All forms of the verb have the category of TYPE:

Imperfect, questions do not have a C prefix: what to do, what to do;

Perfect, questions have the prefix C: what to do, what to do.

The forms of the verb in the indicative mood have the category of TIME:

Present (for all forms);

Future (verbs only);

Past (for all forms).

If several verb forms occur in a sentence, whether it be two predicates, or a gerund and a predicate, or a participle and a predicate, they must necessarily correlate with each other in time and form. If this condition is violated, they speak of a violation of the types of temporal correlation or mismatch of times.

7.5.1 There are two homogeneous predicates in the sentence, unreasonably having different TIME.

This is the most common type of error in textbooks for preparing for the exam.

What does unreasonable mean? This means that there are no conditions for the use of predicates of different tenses. A requirement is made for homogeneous predicates: they must have ONE and the same time. I emphasize that in USE assignments, since in fiction and live colloquial speech there are deviations from this norm, but this is always stylistically justified.

Let's turn to examples.

It rained all night and stopped in the morning. What is wrong here? "pouring" the predicate of the present tense; "stopped" past tense. It is obvious that the message was written after the rain stopped, because at night it was not clear whether it would end in the morning. Therefore, the sentence must be corrected by putting both verbs in the past tense.

It rained all night and stopped in the morning. It will not be possible to make two predicates in the present tense: It rains all night and STOPS in the morning, because in such a sentence the thought sounds that it always happens, constantly. Compare: The sun rises every morning and sets every night.

Grandmother knitted a scarf for her grandson and gives it for his birthday. It is not true, because it "tied" the past tense, but "gives" the present tense. Correct by putting both verbs in the past tense.

Grandmother knitted a scarf for her grandson and gave it to her for her birthday. First tied, and then gave. It is currently possible to put both predicates, but the meaning will change: Grandmother KNITs a scarf for her grandson and gives it to her for her birthday. It’s as if grandma is either constantly giving scarves, or someone is talking about it as an event in the past.

So: with homogeneous members-predicates, in the tasks of the USE, homogeneous predicates must have the same time.

7.5.2 There are two homogeneous predicates in the sentence, unreasonably having a different VIEW.

For homogeneous predicates, the rule applies:

If both actions occur at the same time or the time is not defined, then the view should be the same.

For example: Parents and children should learn to respect and understand each other's interests. What is wrong: to respect is an imperfect kind, to understand is a perfect one. We put both parts of the predicate in an imperfect form:

Parents and children must learn to respect and understand each other's interests.

It is not possible to put it in perfect: from the verb "respect" the form "respect" has a different meaning.

7.5.3 There are several homogeneous predicates in the sentence, unreasonably having a different TYPE and TIME.

Unfortunately, there are no hard and fast rules here. If actions occur sequentially, then there may be different correct options: it all depends on the meaning of the sentence.

I did not work for a long time due to illness, then I got a job several times in different companies, but now I make good money. The indicators of actions occurring sequentially are the words then, now. Let's analyze the types of verbs: I didn't work (non-Jewish), got a job (Non-Jewish), I earn (Non-Jewish).

I did not work for a long time due to illness, but then I got a job in a small company and now I make good money. The indicators of actions occurring sequentially are the words then, now. Let's analyze the types of verbs: I did not work (Non-Sov.), I got a job (Sov.), I earn (Non-Sov.).

I did not work for a long time due to illness, but then I got a job in a small company, earned an apartment. Indicators of actions occurring sequentially is the word later. Let's analyze the types of verbs: did not work (non-Sov.), got a job (Sov.), Earned (Sov.).

At the same time, there is no violation in the form of time neither in the first, nor in the second, nor in the third example. But in this example there is an error:

Mom listened to me carefully, then laughs and told a similar story.

Correct options:

Mom listened to me carefully, then LAUGHED and told a similar story.

Mom LISTENS to me carefully, laughs and TELLS a similar story.

Mom listened to me and LAUGHED, and then TOLD a similar story.

7.5.4 Between the predicates of a complex sentence, the temporal-specific correlation is violated.

Since the two parts of a complex sentence are always grammatically connected, the ratio in time and form and tense of predicates is an unconditional requirement.

Let's look at the simplest examples.

When spring comes, streams flow. “Coming” - non-sov., present; “flowed” - owl., past. The same laws apply here as I do for homogeneous predicates.

This will be true:

When spring comes, streams FLOW.

When spring came, streams flowed.

Another error example:

We have put in so much effort and nothing is working. “applied” - owls, past; “It doesn’t work out” - Nesov., present.

This will be true:

We've put in so much effort and it hasn't worked.

We MAKE so much effort and nothing works.

7.5.4 Errors in sentences with gerunds associated with a violation of the types of temporal correlation

Here the condition is:

tense and aspect of the participle should not contradict the predicate in meaning.

Example with an error:

After preparing an omelet, put eggs in it. “having prepared” - owls, past; "put" is a verb in the imperative mood. To such a predicate, DO is allowed. But try this tip. Do you cook first and then put the eggs in? The error occurred because having prepared in the sentence it has a perfect form, that is, it denotes a completed additional action. In order for the recipe to be grammatically correct, we change the form of the gerund to imperfect.

When preparing an omelet, put the eggs first. (remove into it, it's not ready yet)

Similar example:

After reading the book, do not forget to bookmark it. “Having read” - Sov., Past; "don't forget" - imperative verb

Bookmarks are made while reading, that is, it will be true:

When reading a book, do not forget to bookmark it.

Another error:

After passing the essay, do not forget to check the difficult words in the "Spelling Dictionary". It is impossible to check after the work has already been submitted.

A handing over -

7.5.5 Errors in sentences with participles associated with a violation of the types of temporal correlation

can also be found in tasks. At the moment, there are no such examples in the manuals.

E) the error in constructing a sentence with a participial phrase in sentence 2 is that the predicate and the participle are referred from the subject “place”, which is not true. In addition, the predicate is expressed by a brief passive participle; participial phrases cannot be attributed to them.

Here is the correct spelling: Walking along the coast, I noticed that all the places convenient for fishing were occupied.

Rule 7.8.1 TYPE 2

7.8. USE OF GENERAL PARTICIPLES. ERRORS IN USE

INTRODUCTION

A participle turnover is a participle with dependent words.

The gerund always denotes an additional action that occurs in parallel with the main one, for example: a man walked (the main action), waving your arms(additional, what while doing); the cat fell asleep (main action), tucking its paws (additional action, what did you do?)

The participles answer the question what do you do? (imperfect view) and having done what? (perfect view). Along with this question, you can also ask questions as? how? for what purpose? and the like. A gerund always denotes a sign of an action, that is, it describes how the main action takes place.

We classify all types of possible grammatical errors when using adverbial phrases.

7.8.1 Participle turnover in a sentence with a subject

The general rule for using adverbial phrases is as follows: the gerund and the predicate must denote the actions of the same person, that is, the subject. This person performs two actions: one main, the second additional. The participle should easily be replaced by the second verb: sat down, laid out textbooks - sat down and laid out; looked, smiling - looked and smiled.

TYPE 1. A gerund and a verbal predicate expressed by a verb without the postfix -sya

Slipping on ice I was picked up by a guy next to me.

Passing under the house, an icicle almost fell on me.

In each of the sentences, there were two characters: in the first one, someone slipped and someone picked it up; in the second: someone passed and someone almost fell down. But due to an error in construction, it turns out that the guy picked up, slipping; the icicle nearly fell off as it passed.

With this construction, the participle is erroneously assigned to one actor, and the predicate to another, which violates the basic rule. To avoid mistakes, you need to ensure that the participle and the predicate refer to the same person.

When I slipped on the ice, I was picked up by a guy next to me.

When I was walking under the house, an icicle almost fell on me.

TYPE 2. The gerund refers to the predicate in the form of a short passive participle

Writing a poem "Death of a Poet", the fate of Lermontov was determined.

Analyzing the text, I was quite right in determining its size.

As in type 1, the participle and the predicate refer to different persons. Due to a construction error, it turns out that fate was determined by writing ; the size is determined having analyzed. The predicate is a short passive participle.

If the predicate is expressed by a short participle, then the subject itself does not perform the action, something is done with it. With this form of the predicate gerund, there can be no.

Here are the revised proposals:

When Lermontov wrote the poem "The Death of a Poet", his fate was determined.

When I analyzed poetic text, I was quite right to determine its size.

TYPE 3. The adverbial phrase is attached to the predicate-reflexive verb in the passive meaning, which has a postfix Xia

Consider sentences with a grammatical error.

Usually, creating your work, it expresses Xia author's attitude to life and people.

Having received an education, students direct Xia senior master for practice.

As in type 2, the subject in such a sentence does not actually perform the action itself: attitude expresses Xia(by someone); displays Xia(by someone); direct Xia(by someone). But a if there is no action, then there can be no additional, additional, expressed by a gerund. We replace the adverbial turnover with a subordinate clause.

Here are the revised proposals:

Usually, when a work is created, the author's attitude to life and people is expressed in it. Or: Creating a work, the author always expresses his attitude to life and people.

When students receive their education, they are directed by the senior master to practice.

7.8.2. Participle turnover in a sentence without a subject

It often happens that the subject performing both actions may not be formally expressed, that is, there is no subject in the sentence. In this case, we are talking about one-part proposals. It is these types that cause the greatest difficulty in finding an error.

TYPE 4. Participle turnover in an impersonal sentence (except for type 7)

Consider sentences with a grammatical error.

Sending a rather important telegram I didn't have enough money.

He was sad.

There is no subject, the acting person is expressed by a pronoun to me(this is the dative case). The use of participles in impersonal sentences is unacceptable. It is possible: either to make a subordinate clause from the adverbial clause, or to make the usual one from the impersonal, with the subject.

The exception is sentences with an infinitive verb, see type 7.

Here are the revised proposals:

When I sent a rather important telegram, I did not have enough money.

Refusing to experiment he experienced sadness.

TYPE 5. Participle turnover in an indefinite personal sentence

Consider sentences with a grammatical error.

Having received a good education, Griboyedov was sent as the secretary of the diplomatic mission to Persia.

Didn't finish the report, the head of the department was offered to go on a business trip.

There can be no adverbial turnover with the subject, if it is not defined. This situation occurs in indefinite personal sentences with the verb in the past tense plural.

Who directed? who received? who suggested? who did not finish the report? Unclear. We replace the turnover with a subordinate clause or restructure it so that it is clear who received an education and who completed the report.

Here are the revised proposals:

When Griboedov received a good education, he was sent as secretary of a diplomatic mission in Persia.

Without finishing the report, the head of the department received an offer to go on a business trip.

7.8.3. Participle turnover in a sentence without a subject. Permitted tricks.

Due to the fact that the assignments may also contain correct sentences with adverbial phrases, we consider it important to place a table with such examples and such rules that are not found in erroneous ones. Everything in this table is allowed.

TYPE 6. The adverbial phrase refers to a verb in the imperative mood

When crossing the street, carefully follow the traffic.

Having received the task for the adverbial turnover, check if it contains a request, order or advice.

There is no subject in sentences. But it is allowed to use participial phrases in such sentences where the verb is used in the imperative mood: follow, go, write, search and so on. It turns out that both the turnover and the predicate refer to one person, to whom we advise to do something. Easy to substitute a pronoun you: you follow by passing; you check when you receive it.

TYPE 7. The adverbial turnover refers to the infinitive

Consider sentences without errors.

Walking through the autumn forest, it is pleasant to inhale the intoxicating aroma of fallen leaves.

When handing over the work, it should be carefully checked.

Given that there is no subject (impersonal sentence) it is permissible to use a participial turnover if it refers to the infinitive: walking, inhale; reading, sit; dreaming, dozing; napping, dreaming.

Not all manuals allow this rule: in some of them, the infinitive must be required, it is possible, it is necessary, others follow (the so-called modal words). In any case, sentences like: rewriting, it should be noted; having begun, it is necessary to finish; having received, it is necessary to do, will be ERROR-FREE.

TYPE 8. Participle turnover in a definite-personal or generalized-personal sentence

Consider sentences without errors.

Gathering at the family table in the house of parents, we always remember grandmother's pies and tea with viburnum and mint.

Planning your upcoming vacation carefully calculate the family budget.

There is no subject, but the sentence definitely personal, it is easy to substitute the pronoun we. You can turn! It refers to the implied person: we remember when we gather; we calculate by planning.

Answers in alphabetical order:

A	B	V	G	D
1	4	7	8	2

Answer: 14782

Learn to spot grammatical errors. If you learn to confidently recognize them in the task, then you will not lose points in the essay. (Criterion 9 - "Compliance with language standards.") Also, an assignment for which you can get 5 points requires special treatment!

Task 7 USE in Russian

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

Grammatical errors

suggestions

A) a violation in the construction of a sentence with participial turnover B) an error in the construction of a complex sentence C) violation in the construction of a sentence with an inconsistent application D) violation of the connection between the subject and the predicate E) violation of the aspect-temporal correlation of verb forms

1) I.S. Turgenev subjects Bazarov to the most difficult test - the "test of love" - ​​and this revealed the true essence of his hero. 2) Everyone who visited the Crimea took with him after parting with him vivid impressions of the sea, mountains, southern herbs and flowers. 3) The work "The Tale of a Real Man" is based on real events that happened to Alexei Maresyev. 4) S. Mikhalkov argued that the world of the merchant Zamoskvorechye can be seen on the stage of the Maly Theater thanks to the magnificent play of the actors. 5) In 1885 V.D. Polenov exhibited at a traveling exhibition ninety-seven sketches brought from a trip to the East. 6) The theory of eloquence for all kinds of poetic compositions was written by A.I. Galich, who taught Russian and Latin literature at the Tsarskoye Selo Lyceum. 7) In I. Mashkov's landscape "View of Moscow" there is a feeling of the sonorous colorfulness of a city street. 8) Happy are those who, after a long road with its cold and slush, see a familiar house and hear the voices of their loved ones. 9) Reading classical literature, you notice that how differently the “city of Petrov” is depicted in the works of A.S. Pushkin, N.V. Gogol, F.M. Dostoevsky.

Write in the table the selected numbers under the corresponding letters.

How to perform such a task? It is better to start from the left side. Find the named syntactic phenomenon (participial phrase, subject and predicate, etc.) in the sentences on the right and check if there is a grammatical error. Start with the ones that are easier to find and identify.

Let's analyze typical grammatical errors in the order in which they should be checked on the exam.

Inconsistent Application

An inconsistent appendix is ​​the title of a book, magazine, film, painting, etc., enclosed in quotation marks.

The sentence changes by case generic word, and the inconsistent application is in the initial form and does not change: v novel"War and Peace"; picture Levitan "Golden Autumn" at the station metro station "Tverskaya"

If there is no generic word in the sentence, the application itself changes in cases: heroes of "War and Peace"; I'm looking at Levitan's Golden Autumn, we'll meet at Tverskaya.

Grammar mistake : in the novel "War and Peace"; in the painting "Golden Autumn", at the Tverskaya metro station.

In the task, such an error occurred in sentence 3.

Direct and indirect speech.

A sentence with indirect speech is a complex sentence. Compare:

The conductor said: "I'll bring you tea" - The conductor said that he would bring us tea. Grammar mistake: The conductor said that I would bring you tea.(The personal pronoun should change.)

The passenger asked: "Can I open the window" - The passenger asked if he could open the window. Grammar mistake : The passenger asked if he could open the window.(The sentence has LI in the role of the union, the union WHAT is not allowed in the sentence.)

Participial

We find sentences with participial turnover, see if there are any errors in its construction.

1. The defined (main) word cannot get inside the participial turnover, it can come before or after it. Grammar mistake: who came spectators to meet with the director. Right: viewers who came to meet the director or viewers who came to meet with the director.

2. The participle must agree in gender, number and case with the main word, which is determined by meaning and by question: residents mountains (what?), frightened by a hurricane or residents mountains(what?), overgrown with fir trees. Grammar mistake: mountain dwellers frightened by the hurricane or inhabitants of the mountains, overgrown with firs.

Note: one of the things that happened last summer(we agree on the participle with the word ONE - we are talking about one event). I recall a number of events that happened last summer (we ask a question from EVENTS “what?”).

3. The sacrament has a present tense ( rule memorizing student), past tense ( student who memorized), but no future tense ( student who remembers the rule- grammar mistake).

In the task, such an error occurred in sentence 5.

Participial turnover

Remember: The participle calls the additional action, and the verb-predicate - the main one. The participle and the verb-predicate must refer to the same character!

We find the subject in the sentence and check whether it performs the action called the gerund. Going to the first ball, Natasha Rostova had a natural excitement. We argue: excitement arose - Natasha Rostova walked- Various characters. Correct option: Going to the first ball, Natasha Rostova experienced natural excitement.

In a definite personal sentence, it is easy to restore the subject: I, WE, YOU, YOU: When making an offer, consider(you) grammatical meaning of the word. We argue: you take into account and you make up- no error.

The verb-predicate can be expressed infinitive: When composing a sentence, it is necessary to take into account the grammatical meaning of the word.

We argue: After reading the sentence, it seems to me that there is no mistake. I cannot be the subject, because it is not in the initial form. This sentence has a grammatical error.

The grammatical connection between the subject and the predicate.

The error may be hidden in complex sentences built according to the model “THE WHO…”, “EVERYONE, WHO…”, “ALL, WHO…”, “NONE OF THOSE WHO…”, “MANY OF THOSE WHO…”, “ ONE OF THOSE WHO…” In each simple sentence, the complex subject will have its own subject, it is necessary to check whether they are consistent with their predicates. WHO, EVERYONE, NOBODY, ONE, combined with predicates in the singular; THOSE, ALL, MANY are combined with their predicates in the plural.

Analyzing the offer: None of those who visited there in the summer were not disappointed. NOBODY WAS - a grammatical error. WHO VISITED - there is no error. Those who did not come to the opening of the exhibition regretted it. THEY HAVE SORRY - there is no mistake. WHO DID NOT COME - a grammatical error.

In the task, such an error occurred in sentence 2.

Violation of the types of temporal correlation of verb forms.

Pay special attention to predicate verbs: incorrect use of the tense of the verb leads to confusion in the sequence of actions. I work inattentively, with stops, and as a result I made many ridiculous mistakes. Let's fix the error: I work inattentively, with stops, and as a result I make many ridiculous mistakes.(Both imperfective verbs are in the present tense.) I worked inattentively, with stops, and as a result I made many ridiculous mistakes.(Both verbs are in the past tense, the first verb - an imperfect form - indicates a process, the second - a perfect form - indicates a result.)

In the task, such an error occurred in sentence 1: Turgenev exposes and reveals...

Homogeneous members of a sentence

Grammar errors in conjunction sentences AND.

1. Union AND cannot link one of the members of a sentence to the whole sentence. I don't like to get sick and when i get two. Moscow is a city which was the birthplace of Pushkin and described in detail. When Onegin returned to Petersburg and having met Tatyana, he did not recognize her. Listened to a lecture on the importance of sports and why do they need to do. (Fix the bug: Listened to a lecture on the importance of sports and the benefits of sports. Or: Listened to a lecture on what is the importance of sport and why do they need to do .)
2. Union AND cannot connect homogeneous members expressed in the full and short form of adjectives and participles: He is tall and thin. She is smart and beautiful.
3. Union AND cannot link infinitive and noun: I love doing laundry, cooking and reading books. (Right: I love washing, cooking and reading books.)
4. It is difficult to recognize an error in such a syntactic construction: The Decembrists loved and admired the Russian people. In this sentence, the addition of the PEOPLE refers to both predicates, but is grammatically connected to only one of them: THE PEOPLE WERE ADMIRED (BY WHOM?). From the verb LOVE we ask the question WHO? Be sure to ask a question from each verb-predicate to the object. Here are typical mistakes: parents care and love children; I understand and sympathize with you; he learned and used the rule; I love and am proud of my son. Correcting such a mistake requires the introduction of various additions, each will be consistent with its verb-predicate: I love my son and I'm proud of him.

Using Compound Unions.

1. Learn to recognize the following conjunctions in a sentence: “NOT ONLY ..., BUT AND”; "HOW ..., SO AND". In these unions, you cannot skip individual words or replace them with others: Not only we, but our guests were surprised. The atmosphere of the era in comedy is created not only by actors, but also by off-stage characters. As during the day, so at night, work is in full swing.
2. Parts of the double union must be immediately before each of the homogeneous members . Incorrect word order leads to a grammatical error: We examined not only ancient cities, but also visited new areas.(Correct order: Not only did we see… but we also visited…)The essay should how about the main characters, so tell about artistic features. (Correct order: The essay should tell how about the main characters, as well as artistic features. )

Generalizing words with homogeneous terms

The generalizing word and the homogeneous members following it are in the same case: Do two sports:(how?) skiing and swimming.(Grammar mistake: Strong people have two qualities: kindness and modesty.)

Prepositions with homogeneous members

Prepositions in front of homogeneous members can only be omitted if these prepositions are the same: He visited v Greece, Spain, Italy, on the Cyprus. Grammar mistake: He visited v Greece, Spain, Italy, Cyprus.

Complex sentence

Mistakes related to the incorrect use of unions, allied words, demonstrative words are very common. There can be many options for errors, let's look at some of them.

Extra union: I was tormented by the question of whether I should tell my father everything. I didn't realize how far from the truth I was.

Mixing coordinating and subordinating conjunctions : When Murka got tired of messing with kittens, and she went somewhere to sleep.

Extra particle WOULD: He needs to come to me.

Index word missing: Your mistake is that you are in too much of a hurry.(Omitted IN VOL.)

The allied word WHICH is torn off from the word being defined: A warm rain moistened the earth, which the plants so needed.(Right: Warm rain in which needed plants, moistened the ground.)

In the task, such a mistake was made in sentence 9.

Incorrect use of the case form of a noun with a preposition

1. Prepositions THANK YOU, ACCORDING TO, DESPITE, AGAINST, AGAINST, LIKE + noun in DATIVE CASE: thanks to the skillYu , according to scheduleYu , contrary to the rulesam .

• The preposition PO can be used in the meaning "AFTER". In this case, the noun is in the prepositional case and has the ending AND: upon graduation (after graduation), upon arrival in the city (after arrival), upon expiration of the term (after the expiration of the term).

Remember: on arrival AND, at the end AND, upon completion AND, upon expiration AND, upon arrival E, upon arrival E.

• We remember the features of management in the following phrases:

To prove (what?) right

To marvel at (what?) patience

Give an example of (what?) error

Summarize (what?) work

Confess to (what?) a crime

Miss you, be sad (for whom?) for you

Pay attention to (what?) little things

Point out (what?) shortcomings

Blame (what?) for greed

Remember couples:

worry about son - worry about son

Believe in victory - confidence in victory

The question of construction - problems with construction

Generate rental income - Generate rental income

Ignorance of the problem - unfamiliarity with the problem

Offended by distrust - offended by distrust

pay attention to health pay attention to health

Business preoccupation - anxiety about business

pay the fare - pay the fare

Essay review - essay review

Service fee - service fee

Superiority over him - advantage over him

warn against danger - warn of danger

Distinguish between friends and foes - Distinguish between friends and foes

Surprised by patience - surprised by patience

Characteristic of him - characteristic of him

Quest Source: Decision 2442. Unified State Examination 2018. Russian language. I.P. Tsybulko. 36 options.

Task 7. Establish a correspondence between grammatical errors and sentences in which they are made: for each position of the first column, select the corresponding position from the second column.

GRAMMATICAL ERRORS A) violation in the construction of a proposal with an inconsistent application B) incorrect use of the case form of a noun with a preposition B) incorrect construction of a sentence with a participial turnover D) violation of the connection between the subject and the predicate D) violation in the construction of a sentence with participial turnover

SUGGESTIONS 1) Breathing midday heat was replaced by evening coolness. 2) Chasing the beast, the hunters went to the river. 3) At the Bolshoi Theater we listened to P. I. Tchaikovsky's opera The Queen of Spades. 4) Upon arrival of a passenger at the airport, border control workers put a border crossing stamp in the passport. 5) The city of Sochi became the capital of the XXII Winter Olympic Games. 6) According to the agreement, after some time we met in the library. 7) The bridges built on the Moscow River were floating. 8) Noticing signs of an impending storm, the sails of the ship were removed. 9) With the creation of the "Workshop of Poets" in 1911, a new literary trend declared itself - acmeism.

Solution.

Consider each of these sentences and determine if they contain grammatical errors.

1) breathed noon heat replaced by the cool of the evening. - A simple sentence, complicated by participial turnover, the word order is broken. Right: Breathing heat noon ... or Noon, hot breath, … (Error D)

2) Chasing the beast, the hunters went to the river. - A simple sentence, complicated by a participial turnover, there is no mistake.

3) At the Bolshoi Theater we listened opera P. I. Tchaikovsky "The Queen of Spades".- There is an inconsistent application (name in quotation marks), standing at the generic word (opera). With a generic word, the name in quotation marks is not declined. Right: listened to the opera "The Queen of Spades" by P. I. Tchaikovsky or listened to "The Queen of Spades" by P. I. Tchaikovsky. (Error A)

4) Upon arrival Passenger at the airport, border control workers put a border crossing stamp in the passport. – A simple sentence, a mistake was made in case management: the preposition PO determines the case of a noun. Right: Upon passenger arrival… (Mistake B)

5) Town Sochi become the capital of the XXII Winter Olympic Games. - A simple sentence, a mistake was made in agreeing the subject and the predicate. Right: Town Sochi became capital or Sochi steel the capital ... (Error D)

6) According to the agreement, after some time we met in the library. Simple sentence, no grammatical errors.

7) The bridges built on the Moscow River were floating. A simple sentence, complicated by participial turnover, no grammatical errors.

8) Seeing the signs of a coming storm sail ship were removed. - A simple sentence, complicated by a participial turnover, there is a mistake. Right: Seeing the signs of a coming storm sailors removed ship's sails. (Mistake in)

9) With the creation of the "Workshop of Poets" in 1911, a new literary trend declared itself - acmeism. – A simple sentence, complicated by an application, there are no grammatical errors.

Examination. Be sure to analyze each sentence from the proposed options so as not to make a mistake. The numbers in the answer are not repeated.

In response, we write out the numbers corresponding to the letters, strictly observing their order, without spaces and commas.