7 number in Russian analysis of errors. With homogeneous members, different prepositions can be used

Establish a correspondence between grammatical errors and sentences in which they are allowed: 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 construction of a sentence with indirect speech D) violation of the connection between the subject and the predicate E) incorrect construction of a sentence with an adverbial turnover		1) M. Gorky wrote about A.S. Pushkin that 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 of the descendants of the former owners of the house took place. 4) The Egyptian Bridge in St. Petersburg is known not so much for the sphinxes installed on it, but also for the mystical story that happened 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 fields of musical art, paid special attention to opera. 8) And now meteorologists in their weather predictions 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 the answer, 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 participle in sentence 8. This error is caused by the fact that the participle is not consistent with the word to which it obeys, either in gender, or in number, or case.

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

Rule Clause 7.1.1

7.1. CONSUMPTION OF PRIVATE TURNS

INTRODUCTION

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

word Graduates-the main word,

those who passed - the sacrament,

who passed (how?) successfully and passed (what?) the exam is participle-dependent words.

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

It is very important: before starting to work with task 7 to find 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 formed participial and adverbial phrases.

The goal of the assignment is to find one such sentence in which grammatical norms are violated when using the participial phrase. Of course, the search must begin with finding the sacrament. Remember that the desired participle 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:

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

Pay attention to the fact that in a sentence with a participle, not one, but two or even three mistakes can be made.

Note to teachers: keep in mind that the authors of different manuals have different points of view on the classification, as well as on the types of errors that can be attributed to a particular 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 the participial phrase.

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

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

About children (who are THEM?) Returning from a trip; for an exhibition (which one?) being prepared in the museum.

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

1 type, the lightest

I had a chance to chat with guests, attending 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 a noun and change the end of the participle, that is, we agree on the words.

I had a chance to chat with guests(what are THEM?), attending at the opening of the exhibition.

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

Type 2, harder

Consider sentences with a grammatical error.

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

These sentences contain two nouns: the author of the book; lyrics. To which of them is the participle turnover attached? Thinking about the meaning. What was published, the author or his book? What do you want to find, words or a song?

Here is the corrected version:

I want to find the lyrics to a song (what OH?) heard recently.

Type 3, even harder

The endings of the participles sometimes fulfill a very large meaningful mission.... Thinking about the meaning!

Let's compare two sentences:

The noise of the sea (what?), Awakening me, was very strong. What was awakening? It turns out that the sea. The sea cannot wake up.

The noise (what?) Of the sea, waking me up, was very strong. What was awakening? It turns out that the noise. And the noise can wake up. This is the correct option.

I heard the heavy footsteps of a bear haunting me. Footsteps cannot chase.

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

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

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

4 type, optional

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 the named, some of them, some of the gifts.... A participle can be attached to each of the nouns, depending on the meaning: in such phrases, the participle (participle) can be coordinated with any word. It will be a mistake if the participle "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 consistent with both the word "everyone" and with the word "participants."

To each (what OMU?) Of the participants, RECEIVING THE MAXIMUM SCORE, was granted the right to perform one more number

To each of the participants (how THEM?), getting the maximum number of points, was granted the right to perform one more number.

We draw your attention to the fact that the error will be the inconsistency of NOR with the first word, NOR with the second:

False: To each of the participants who received ... or to each of the participants who received ... This is not allowed.

In the explanations on RESHU, the variant of coordination with the end of THEM is more often used.

Likewise true: Some of the books (what are THEIR?), received as a gift, will go as a gift.

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

False: Some of the books received as a gift will go as a gift.

NOTE: This type of error when checking essays is considered an agreement error.

7.1.2 The participle and the place of the main word

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

Consider sentences with a grammatical error.

The guided the documents for examination.

We walked along the dotted alley fallen leaves.

Leading Street the city was free.

Created novel as a young author caused lively controversy.

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

Here is the corrected version:

Must be carefully checked the documents, sent for examination... Or: Must be carefully checked sent for examination the documents.

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

Street leading to the city was free. Or: Leading to the city Street was free.

7.1.3. Participle phrases that include irregular participle forms

In accordance with the norms for the formation of participles, in the modern Russian literary language, forms of participles in -she are not used, formed from perfective verbs with the meaning of the future tense: there are no words rejoicing, helping, reading, able... According to the editorial board of RESHU, such erroneous forms should be presented in task 6, but since in the manuals of I.P. Tsybulko there are 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 the perfect form of the future participle. There is no future tense participle..

Here is the corrected version:

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

Until I found a person who can help me.

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

7.1.4. Participle phrases that include irregular participle pledges

This type of error was in the USE assignments of previous 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 mistake is connected with the fact that the participle is used in the wrong voice, in other words, the real is used instead of the passive one.

Consider sentences with a grammatical error.

The documents, going for examination,

Contest, organized by the organizers

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

Here is the corrected version:

The documents, sent for examination, must be checked carefully.

Contest, organized by the organizers, the participants liked it very much.

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

B) an error in the construction of a sentence with homogeneous members in Proposition 4 is that with homogeneous members an attempt was made to use a double union, while the part NOT SO MUCH erroneously added AND ALSO. The parts of the double unions are constant: NOT MUCH, HOW 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 happened in 1905.

Rule clause 7.6.2

7.6. ERROR IN CONSTRUCTING A PROPOSAL WITH HOMOGENEOUS MEMBERS

INTRODUCTION

Homogeneous members of a sentence are called that perform the same syntactic function, united by the same relationship to the same member of the sentence, connected by a compositional connection. Both major and minor members can be homogeneous: subjects, predicates, additions, definitions, circumstances. For example, definitions of "new, super-powerful computer" in relation to the word "computer" would be homogeneous; circumstances "depicted colorfully, but indistinctly" in relation to "portrayed."

TYPES OF ERRORS ALLOWED WHEN USING HOMOGENEOUS MEMBERS

7.6.1 Homogeneous predicates have the same dependent object.

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

Guys are fond of (what?) and do (what?) sports; Heroes of the story remember (what?) and share their impressions (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 “love” and “admire” have one dependent word “father”, which is in the instrumental case. It turned out that the addition "father" correctly obeyed only the second predicate, since the verb "love" requires the addition of the accusative (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 and admire my father.

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

Note to teachers: This type of error is related to control errors. In written works, such a mistake is usually made by students due to inattention: the first predicate is simply lost sight of, and the error (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 in principle cannot be posed from a given verb.

7.6.2 Homogeneous members are linked by double conjunctions not only ... but also ...; if not ... then ... and others

.

Rule 1. In such proposals, you need to pay attention to the fact that that the parts of the 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 soulfulness of its inhabitants. Let's make a proposal scheme: not so much O , how O . The first part of the double union: not so much, is in front of the first OCH, subject to "places" (we do not take into account the word "colorful"), the second part how stands before the second subject "soulfulness."

Now we will "break" the sentence. US not so much inspired by the colorful places of this quiet city, how the soulfulness 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 consider some more examples:

Example 1: It can be argued that the mood was the main one. Not only for the creator of the poem, but also for his readers. That's right: each part comes before the OCH, in this example, before the additions. Let's compare with the 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 not connected by homogeneous members, but by the predicate and the complement.

Rule 2. It must also be remembered that the parts of the double union are permanent, they cannot be replaced with other words... So, the sentence will be erroneous Merchants Stroganovs Not only boiled salt, and since the union not only .. but also no. The union “not only” has the second part “but also”, not “also”. The correct version of this proposal would be like this: Merchants Stroganovs Not only boiled salt, but also mined iron and copper in their lands

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

1) not only ... but also (a and; but even; and also; and besides); not only not ... but (but rather, rather; on the contrary, vice versa); not only; 2) not that ... but (a; just; even, not even); not even ... not that; not even ... not that; not even ... much less not;

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

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

It must be borne in mind that all homogeneous members must be in the same case as the generalizing word.

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

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

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

7.6.5 Use of different syntactic elements of a sentence as homogeneous members

.

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

Let us list the cases in which this rule is violated.

If the sentence is combined into homogeneous

- noun and indefinite verb forms: I love chess and swimming, I like embroidery and needlework, I am afraid of the dark and be alone and similar;

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

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

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

The following types of errors were encountered in tasks prior to 2015.

7.6.4 Different prepositions can be used for homogeneous members.

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

Error example: Crowds of people were everywhere: in the streets, squares, squares... Before the word "square" it is necessary to add the preposition "in," as this word is not used with the preposition "on". Correct option: Crowds of people were everywhere: on the streets, squares, in public gardens.

7.6.6 Connection in the same row of specific and generic concepts

For example, in a sentence: The package contained oranges, juice, bananas, fruits a logical error was 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 example with an error: 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 the same row of homogeneous members

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

Such an intentional violation can act as a stylistic device: Only Masha did not sleep, heating and winter(K. G. Paustovsky). When the frost and mother allowed him to poke his nose out of the house, Nikita left to wander around the yard alone(A.N. Tolstoy). Only if it is permissible for a work of fiction at 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 has been mixed with indirect speech. For a straight line, the conjunctions "how, what" and the pronoun "he" are not needed; for indirect - unnecessary "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 quotes.

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

Rule Clause 7.9.1

7.9 INCORRECT CONSTRUCTION OF SENTENCES WITH ANOTHER SPEECH

This task tests the ability of students to correctly construct sentences with quotations and indirect speech: out of 9 sentences on the right, you need to find one that contains an error.

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

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

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

For example: I was told that it was my brother. She demanded that I look into her eyes, and asked if I remembered the minnows, our little quarrels, picnics. They 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 uttered 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. - I was told: "It was your brother."

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

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

As you can see from the examples, sentences coincide only in meaning, but 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 General 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 transmit other people's words on our behalf.

Direct speech sentence	Correctly formed indirect speech	Incorrectly formed indirect speech
The father said: “ I AM I'll be back late. "	Father said that he true hey it’s late.	Father said I would be back late.
We asked: “A you where did you come from? "	We asked where he I arrived.	We asked “where did you come from”.
I confessed: “ Your the books were taken by Mikhail. "	I confessed that their Mikhail took the books.	I confessed that "Mikhail took your books."
The children shouted: “ We not guilty!"	The children screamed that they not guilty.	The children shouted that "we are not to blame."
Pay attention to the fact that quotation marks can help to detect an error, but you cannot be guided by them alone, since quotation marks are used both in the application, and in sentences with quotations without errors, and not in all assignments.

7.9.2 There are a number of additional rules

associated with the feature 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 have complied with the request." - The secretary replied that he complied with the request... Pronoun replaced!

b) If direct speech is an interrogative sentence,

then when replacing it with a relative clause, the role of subordinate unions is performed interrogative pronouns, adverbs, particles who were in the direct question. There is no question mark after the indirect question. Example: "What did you manage to accomplish?" the teacher asked the students. - The teacher asked the students what they managed to accomplish. Pronoun replaced!

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

when replacing it with indirect ones, 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 replaced!

d) If direct speech is an exclamation sentence with a motivation for action,

then it is replaced by an explanatory clause with the conjunction 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, grammatically unrelated to the members of the sentence

(addresses, interjections, introductory words, compound sentences) and contained in direct speech, when replaced by indirect speech, are omitted. Example: “Ivan Petrovich, make an estimate for the next quarter,” the director asked the chief accountant. - The director asked the chief accountant to make an estimate for the next quarter.

7.9.3. Special citation rules.

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

1) using direct speech, observing all punctuation marks, for example: Pushkin said: "All ages are submissive to love" or "All ages are submissive to love," said Pushkin... This is the easiest way, but it is not always convenient. Such proposals will be met as true!

2) using clause 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 is 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 the quote can not change anything: what is enclosed in quotes is transmitted absolutely accurately, without any distortion. If you need to include in your text only a part of the quotation, special characters are used (ellipsis, various types of brackets), but this is not relevant to this task, since there are no punctuation errors in task 7.

Let's consider some of the quoting features.

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

On the one hand, quotations cannot be changed, on the other hand, the 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 cannot waste a minute "... Or like this: In his memoirs, Korolenko wrote that always “ I am I saw in Chekhov's face undoubted intelligence. "

In both sentences you need:

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

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

With such changes, the quotes will certainly "suffer", and if the second sentence we can keep in this form: Korolenko wrote that he always "saw in the person of Chekhov undoubted intelligence", then Napoleon's statement cannot be saved. Therefore, we safely 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) It should be especially noted cases of erroneous combination of two methods of introducing a quotation into a sentence,

which is causing a grammatical error. As we already know, a quote can be entered either as a subordinate clause, or using introductory words. This is what happens when two ways are connected:

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

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

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

Right: As PI Tchaikovsky argued, "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 quotation is introduced using introductory words,

but direct speech is drawn up 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 sharp-sighted: 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 Leo Tolstoy: "Art is the highest manifestation of power in man.".

Right: According to L. N. 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 is that the predicate "paid" is in the plural, although the subject "administration" is in the singular. The subject has qualifying terms (in italics), but they do not affect the predicate number.

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

Rule clause 7.3.6

7.3. Concordance of the predicate with the subject

INTRODUCTION

The subject is the main member of the proposal, which agrees with its predicate according to the laws of grammar.

Subject and predicate usually have the same grammatical forms of number, gender, person, for example: Clouds rush, clouds curl; The 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, an incomplete correspondence of the grammatical forms of the main members is possible: My whole life has been a guarantee of the faithful meeting with you- correspondence of the forms of number, but different forms of the genus; 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 broader and freer in comparison with 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 of choosing the forms of the predicate number arises, when the gender / number of the subject is difficult to determine. This section of "Help" is devoted to these questions.

7.3.1. In a complex sentence, pronouns act as subjects

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

A) If the subject is expressed by the pronouns WHO, WHAT, NOBODY, NOTHING, SOMETHING, SOMETHING, WHO WOULD NOT, then the predicate is put in the singular form: For example: [Those ( who neglects the opinions of others) risk being left alone].

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

EXAMPLE 2 [Nobody knew (that the lesson was postponed)].

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

EXAMPLE 2 [Nobody knew (that the lesson was postponed)].

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

This proposal follows the following model:

[Those (who + predicate), ... 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 "te" is a subject, pl. h; "Have" -predictable, plural This complies with rule B.

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

Consider sentences with a grammatical error:

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].

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

Here are the corrected options:

EXAMPLE 1 [Everyone (who bought 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 not be able to forget this extraordinary phenomenon].

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

EXAMPLE 3. [Those ( who are planning a summer vacation), 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 OF ..., ALL FROM .. then the predicate is put in the plural form. For example: [None of those (who won the prize-winning place) 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 manor 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 their project), defendedIts advantages over other projects].

Here are the corrected options:

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 have 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].

D) If the sentence contains the phrase WHO, AS NOT .., the predicate is put in the singular masculine form. For example: Who, if not parents, SHOULD teach children 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 else, if not us, should be concerned about the cleanliness of their cities?

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

Here are the corrected options:

EXAMPLE 7 Who else, 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 Coordination of predicate with subject, expressed word or combination of words with the meaning of quantity

When coordinating the main members of a sentence, the problem of choosing the forms of the predicate number arises, when the subject indicates a set of objects, but appears in the singular.

A) The collective nouns and words that are close to them in meaning act as the subject.

Collective nouns denote the totality of homogeneous objects or living beings as an indivisible whole: LEAVES, DUBNYAK, PUTTER, CHILDREN, STUDENTS, TEACHING, PROFESSION, PEASANTRY. They have the form of only a singular number, are not combined with cardinal numbers and with words denoting units of measure, but can be combined with the words a lot / a little or how much: LITTLE RODNY, A LITTLE LEAF, A LOT OF MOSHKARA.

Close to them in the meaning of collectiveness can be attributed to the words NAROD, STAYA, VOYSKO, GROUP, CROWD; THOUSAND, MILLION, HUNDRED; THREE, PAIR; DARKNESS, ABOUT, LOTS AND OTHERS

The subject, expressed by a collective noun, requires the setting of the predicate only in the singular form:

For example: The kids were playing in the yard of the house; young people often take the initiative.

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

For example: A group of festival participants shared their impressions; three horses swept under the windows

Consider sentences with a grammatical error:

EXAMPLE 1. Over the past three years, the leadership of the Central and District Markets has repeatedly filed complaints with higher organizations.

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

Here are the corrected options: 

EXAMPLE 1. Over the past three years, the leadership of the Central and District Markets has repeatedly filed complaints with higher organizations.

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

B) A collective noun with a quantitative meaning acts as a subject

Nouns MAJORITY, MINORITY, SET, SERIES, PART, despite the grammatical form of the singular, denote not one thing, but many, and therefore the predicate can take not only the singular form, but also the plural. For example: On this pond ... countless ducks were hatched and kept; Many hands are knocking on all the windows from the street, and someone is pounding at the door. Which form should you give preference to?

The subject, which has in its composition the collective nouns MAJORITY, MINORITY, PLOT, ROW, PART, requires the setting of the predicate only in the singular form if:

a) there are no dependent words from a collective noun

Some went on vacation, and some stayed; many scattered axis, minority remained

b) a collective noun has a dependent singular

With a subject that contains the words MAJORITY, MINORITY, SET, SERIES, PART, you can put the predicate in both the plural and plural forms, if the noun has a dependent word in the plural:

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

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

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

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

The predicate is put
singular if	plural if
The activity of animate persons is not emphasized: Part of the conference participants did not accept participation in the discussion	Activity is emphasized. The subject is inspired. Most writers are emphatically 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. A number of workersattracted to responsibility.	Activity is emphasized in the presence of a participle or adverbial turnover.
Activity is not emphasized, the subject is inanimate Most items lay in a mess A number of workshops makes details for our workshop.	Activity is also indicated by a number of homogeneous members: Majority editors, proofreaders, authors, reviewers studied these documents. Most editors got 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 consistent with the tradition of book-writing styles and the use of the plural form of the predicate should be clearly justified. A mistake in the USE tasks will be the unreasonable setting of the predicate in the plural.

Consider sentences with a grammatical error:

EXAMPLE 4 Most of the assignments were AND were not completed correctly.

EXAMPLE 5 A number of events will take place in Yelets, Voronezh, Orel.

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

Here are the corrected options: 

EXAMPLE 4 Most of the assignments were not completed correctly. Predicated in the form of a passive participle indicates the passivity of the character.

EXAMPLE 5 A number of events will take place in Yelets, Voronezh, Orel. Measures cannot act on their own, therefore the predicate must be used in the singular.

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

C) The subject is a combination of a numeral with a noun

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

Note: In the USE tasks, such cases do not occur, since there is a great possibility of misclassification of the type of error - such cases can be attributed to an error in the use of a numeral name. Therefore, we restrict ourselves to general remarks and note the most serious mistakes made in written works.

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

Five years have passed; ten graduates chose 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 part of the city's national volleyball team, but Twenty-two (three, four, five ...) students of our institute are included in the city's national volleyball team

If the message captures this or that fact, the result, or when the message is impersonal:

SOLD twenty-two suits; 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 sills. Three windows of the room faced north

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

The only number that creates the idea of ​​a single whole is used to designate the measure of weight, space, time:

Painting the roof will require thirty-four kilograms of drying oil. Until the end of the journey, there were twenty-five kilometers left. A hundred years have passed. However, it seems, eleven o'clock struck O. Five months have passed since then

Wrong: Painting the roof will require thirty-four kilograms of drying oil; Twenty-five kilometers remained to the end of the journey. The past hundred years. However, it seems that eleven o'clock has struck I. Five months have passed since then.

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

Wrong: half of the class participated in the competition, it will take half an hour

7.3.3 Coordination between subject and predicate, divorced from each other

Between the subject and the predicate, there can be minor separate members of the sentence, clarifying members, subordinate clauses. In these cases, the general rule must be strictly observed: the predicate and the subject must be consistent.

Let's consider special cases.

A) Coordination of the subject and the compound nominal predicate in the sentence, built according to the model "noun. Is a noun. "

Note to teacher: This type of error in the SPP is noted by I.P. Tsybulko, while in D. Rosenthal's "Reference on Spelling and Literary Editing" such an error is called a construction displacement in a complex sentence.

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

For example: [The first thing (to learn) is to highlight the basis of a sentence].

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

And this is how it looks misspelled sentence: [The first thing to learn is to pick out the basis of the sentence]. Under the influence of the relative clause, the predicate acquired the genitive case, which is an error.

Consider sentences with a grammatical error:

EXAMPLE 1 [The main thing (which needs to be paid attention to) is the ideological side of the work]

EXAMPLE 2 [The last (which should be focused on) is the composition of the book]

EXAMPLE 3 [The most important thing (what you should strive for) is to fulfill your dream]

Here are the corrected options:

EXAMPLE 1 The main thing (which needs to be paid attention to) is the ideal side of the work]

EXAMPLE 2 [The last (which should be focused on) is the composition of the book]

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

B). Coordination of the predicate with the subject, in which there are specifying terms.

In order to clarify the subject, sometimes they use clarifying (clarifying turns), connecting members of the sentence, separate additions. So, in the sentence Jury of the competition, including representatives of a cosmetic company selected from the audience, could not determine the winner, the highlighted turnover is connecting(in other manuals it is called clarifying).

The presence in a 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, and the like. For example: Editorial office, including editors of the Internet portal, in favor of the reorganization.

Consider sentences with a grammatical error:

EXAMPLE 4. The entire team, including dancers and jugglers, spoke out for participation in the competition.

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

EXAMPLE 6. The school administration, including the members of the parent committee, spoke in favor of an extended parent meeting.

Here are the corrected options:

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

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

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

EXAMPLE 6 The school administration, including members of the parent committee, advocated an extended 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 difficulties in determining the gender or number.

The gender and number of non-declining nouns, abbreviations, conventional words 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 characteristics.

Ignorance of these rules causes errors: Sochi became the capital of the Olympics; the cocoa has cooled down; the shampoo is over; the university announced the recruitment of students, the Ministry of Foreign Affairs informed

Necessary: Sochi became the capital of the Olympics; cocoa is cold; I ran out of shampoo, the university announced the recruitment of students, the Ministry of Foreign Affairs informed

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 post was sent at the beginning of the week.

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

EXAMPLE 2. The tulle was in perfect harmony with the color of the upholstered furniture.

In the sentence, the word "tulle" is a masculine subject. The predicate "approached" stands in the feminine. This is mistake. We fix: Tulle is in perfect harmony with the color of upholstered furniture.

EXAMPLE 3. The UN has gathered for a regular meeting.

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

EXAMPLE 4. Foreign Ministry announced its participation in the meeting

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

foreign affairs ". At the same time, we remember that this word refers to the masculine gender. The predicted "reported" is on average. This is mistake. We fix: The Foreign Ministry announced its participation in the meeting.

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

In the sentence, the phrase "Moskovsky Komsomolets" is the subject, this is a conventional Russian name, a masculine word, like the word "Komsomolets". The predicate "printed" is in feminine. This is mistake. Correcting: "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 unchangeable conventional name. This word is masculine, 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 example: the teacher made a report, the director summoned an employee

WITH mistakes will be suggestions, in which the teacher made a report, the director summoned an employee .

Note: in the presence of a person's own name, especially a surname, in which these words act as applications, the predicate agrees with the proper name: Sergeeva's teacher read a lecture. More on this point below, 7.3.5

7.3.5 The subject has an attachment

Application is a definition expressed by a noun consistent with the word being defined in the case: city ​​(what?) Sochi, bird (what?) hummingbird, site (what?) "ReshueEGE"

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

For example: The plant, this grandiose colossus, it seemed, too, was a ship of unheard of dimensions. The proposal will be wrong The factory, this grandiose colossus, it seemed, was also a ship of unheard of size .

If there is an application with the subject, 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. Appendix and subjects are written separately... With a combination of a generic name and a specific or specific and individual, the subject is the word denoting a broader concept, and the predicate is consistent with it. Here are some examples:

Application is a common noun:

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

Application - proper name

the Dnieper river overflowed; newspaper "Moscow's comsomolets" came out; watchdog dog barked

Exception: last names of people... In pairs, engineer Svetlova reported, Doctor of Science Zvantseva left, head teacher Marina Sergeevna noted proper names 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; laboratory plant fulfilled the order; the invoice was issued in a timely manner; theater-studio has brought up many actors; attention was attracted by the table-poster; song-romance became very popular

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

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

EXAMPLE 1 Ice cream cake cut into equal parts .

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

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

The conventional name is an application, therefore, the predicate must be coordinated with the word "story": The story "Children of the Underground" was written by A. V.G. Korolenko.

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

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

EXAMPLE 4 Yesterday the first lecture was given by a young teacher Petrov. .

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

A) In a sentence, homogeneous subjects and one predicate

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

Predicates after homogeneous subjects are usually plural:

Industry and agriculture in Russia are steadily developing.

A predicate preceding a homogeneous subject usually agrees with the closest of them:

In the village, trampling and screams were heard

If there are separative or adversarial conjunctions between the subjects, then the predicate is put in the singular.

The experienced fear or momentary fear in a minute seems both funny, and strange, and incomprehensible. Not you, but fate is to blame.

Consider the sentences with errors:

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

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

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

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

EXAMPLE 3 The usual noise and loud voices were heard in the distance. .

Two subjects, the predicate stands in front of a number of homogeneous members, therefore it should stand in the singular: In the distance I heard the usual noise and loud voices.

B) A 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"

Placing the predicate in the plural or singular depends on what meaning is attached 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 s) like "brother and sister", the predicate is put:

in plural if both named objects (persons) act as peer action producers(both are subjects);

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

singular if the second item (person) accompanies the main producer of the action ( is complementary):

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

Only in the singular, if there are words TOGETHER, TOGETHER:

Father and mother went out of town.

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

I'll come with a friend; you and mom had a fight

Consider the sentences with errors:

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

With the word "together" the predicate cannot be in the plural: Brother and 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 in the 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 in the plural: You and your sister will live in this room.Or: You and your sister will live in this room.

E) the mistake in constructing a sentence with an adverbial turnover in sentence 2 lies in the fact that the adverbial adverb “creating” is erroneously attributed to the predicate “seems complicated”. It turned out that “it” and “seems complicated”, and it also “creates”. And this is pointless, because it is a person who creates, and not “this”. According to grammatical norms, a verb cannot be attached to a predicate expressed by a reflexive verb with a particle -sya (it seems).

The proposal can be rearranged as follows: The process of creating a website seems to be difficult for many.

Rule clause 7.8.1 TYPE3

7.8 CONSUMPTION OF DEPARTMENTAL TURNOVER. ERRORS IN USE

INTRODUCTION

The adverbial turnover is an adverbial participle with dependent words.

The participle always denotes an additional action that occurs in parallel with the main one, for example: a man walked (main action), waving hands(additional, what while doing); the cat fell asleep (main action), tucking his legs (additional action, what did he do?)

The participles answer the question what to do? (imperfect view) and what to do? (perfect view). Simultaneously with this question, you can also ask questions as? how? for what purpose? and the like. The participle 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 the adverbial phrase.

7.8.1 Accelerated clauses in a subject sentence

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

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

Consider sentences with a grammatical error.

Slipping on the 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 proposals, there were two characters: in the first, someone slipped and someone picked up; in the second: someone passed and someone almost fell. But due to an error in the construction, it turns out that the guy picked up, slipping; the icicle almost fell as it passed.

With this construction, the verbal participle is mistakenly attributed to one actor, and the predicate to another, which violates the basic rule. To avoid a mistake, you need to make sure that the verb and the verb refer to the same person.

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

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

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

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

After analyzing the poetic text, I was absolutely correct in determining its size.

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

If the predicate is expressed in a short participle, it means that the subject itself does not perform the action, something is done with it. With this form of the verb participle, there cannot be.

Here are the variants of the corrected sentences:

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

When I analyzed a poetic text, I was absolutely correct in determining its size.

TYPE 3. The adverbial turnover is attached to a predicate-reflexive verb in a passive meaning with a postfix Xia

Consider sentences with a grammatical error.

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

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

As in type 2, the subject in such a sentence itself does not actually perform the action: 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 participle... We replace the adverbial turnover with a subordinate clause.

Here are the variants of the corrected sentences:

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

When students receive their education, they are sent by a senior master to practice.

7.8.2. Adverbial turnover in a sentence without a subject

It often happens that a 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 sentences. It is these types that cause the greatest difficulty in finding the error.

TYPE 4. A verbal adverb in an impersonal sentence (except for type 7)

Consider sentences with a grammatical error.

By sending a rather important telegram, I didn't have enough money.

He was sad.

There is no subject, the character is expressed by a pronoun to me(this is the dative case). The use of adverbial phrases in impersonal sentences is unacceptable... You can: either make a subordinate clause out of the adverbial clause, or make a regular clause from the impersonal one, with a subject.

An exception is sentences with the -infinitive verb, see type 7.

Here are the variants of the corrected sentences:

When I was sending a rather important telegram, I ran out of money.

Refusing to experiment, he experienced sadness.

TYPE 5. A verbal adverbial 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.

Without finishing 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 proposals with a verb in the past tense plural.

Who sent? who got it? who suggested? who has not finished the report? Unclear. We replace the turnover with a subordinate clause or rebuild it so that it is clear who was educated and who finished the report.

Here are the variants of the corrected sentences:

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

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

7.8.3. Adverbial turnover in a sentence without a subject. Permitted techniques.

Due to the fact that tasks may contain correct sentences with an adverbial turnover, we consider it important to place a table with such examples and on such rules that do not occur in erroneous ones. Anything in this table is allowed.

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

When crossing the street, watch the traffic carefully.

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 adverbs 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, whom we advise to do something. It is easy to substitute a pronoun you: you follow, passing; you check upon receipt.

TYPE 7. The adverbial turnover refers to the infinitive

Consider sentences without errors.

Walking in the autumn forest, it is pleasant to inhale the intoxicating scent of fallen leaves.

When handing over a work, you should check it carefully.

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

Not all manuals admit this rule: in some of them, the infinitive is necessarily required, it is possible, it is necessary, followed by others (the so-called modal words). Anyway, suggestions like: when rewriting, it should be noted; having started, you have to finish; received, you need to do, will be ERROR-FREE.

TYPE 8. A verbal adverbial phrase in a definite personal or generalized personal sentence

Consider sentences without errors.

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

Planning your upcoming vacation, we carefully calculate the family budget.

No subject, but offer definitely personal, it is easy to substitute the pronoun we... You can turnover! It refers to the purported person: we remember by going; we count by planning.

Answers in order of letters:

A	B	V	G	D
8	4	1	6	2

Answer: 84162

Now I want to offer a kind "Cheat sheet". Let me explain how easy it is to complete task number 7.

How easy it is to complete task number 7

As an example for commenting, I'll take the task proposed in the 2016 demo.

A comment

Suggestion 1... Pay attention to the verbs - the predicates in it. They are standing in different tense and are different kinds of verbs(exposes- present time, nesov. view; uncovered- last time, owls. view).

Conclusion: the temporal correlation of verbs is broken (verbs in one sentence must be of the same type and tense). Answer- D

Proposition 2. Before us is a complex sentence. Look at the foundation in the main sentence: I took everything away. As we can see , the predicate must be plural. number (taken away). The essence of the error here is that the word is taken for the subject who, and this is the subject of the relative clause ( who visited). Therefore, find the grammatical base correctly, then you will immediately see an error. Answer- G(the connection between the subject and the predicate is broken)

Proposition 3.At the heart of the work "The Story of a Real Man". There is a mistake here. When the sentence contains common nouns (story, novel, book, opera, ballet, etc.), then the title of the work is written in the nominative case.

Right: At the heart of the work " The story about a real person. "

Looking for an answer about the application(the title of the work is an appendix, that is, the definition expressed by a noun). Answer: V

Proposition 5. In this proposal we see participial since he answers the question what(sketches brought th from a trip to the East). What is the mistake here? What sketches? Brought oops

Output: a sentence with a participial turnover is incorrectly constructed. Answer: A

Proposition 9. A complex sentence is given here. Look, the subordinate part in it is attached to the main one at once by two means of subordinate connection - what how much... Only the union word is needed how much. So the answer is B, that is, an error in the construction of a complex sentence.

Let's write down the answers in numbers:

Answer:

Keep in mind that in task # 7 there are 5 answers and 9 sentences. Therefore not approached for the answer proposals No. 4,6,7,8

What other sentences with errors can there be? (they are not in the demo)

Incorrectly constructed sentence with indirect speech. Remember, in such a sentence, personal pronouns should only be at 3 face.

Examples:

A.N. Nekrasov wrote that “ I am he dedicated his lyre to his people. "

Right: " he lyre ... "

Sentence errors adverbial... Remember the rules. They are on this site. Let me remind you that the action in the adverbial turnover must perform the subject.

Examples:

Climbing the mountain, it became completely dark (here the sentence is impersonal, there is no subject, there is no one to climb the mountain)

Approaching the station, my hat flew off. (The hat may come off, but to approach the station, no

Correct example:

Preparing for the exam, I do a lot of test tasks. (I prepare and I do)

Errors in sentences with homogeneous members... There can be a lot of various errors here. Remember the rules, types of errors. Here are some examples.

Examples:

She bought fruits, apples, pears... (Fruit is a more general concept, so this is not a homogeneous term, but a generalized word. She bought fruits: apples, pears).

I love many subjects: mathematics, Russian, history.

(Homogeneous terms should be in the same form as the generalized word: I love many things: mathematician, Russian, history).

These are my comments and tips. Train, learn the rules, and then everything will work out.

Melnikova Vera Alexandrovna.

• Forward>

Algorithm for completing USE tasks

In Russian.

Part 1.

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

Algorithm for completing the task:

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

Algorithm for completing the task:

1. Read the text carefully.

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

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

Algorithm for completing the task:

read the assignment carefully;

find the specified offer;

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

listen to the new sound and meaning of the sentence;

Determine whether or not a sentence has lost its semantic integrity in the course of a 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 a stressed vowel sound is WRONGLY highlighted. Write this word down.

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

agent, august, agency, agony, acropole, alcohol, alphabet, anapest, anatom, antithesis, apostrophe, watermelon, aest, aristocracy, argum, asymmetry, astronomer, atlas, bylAssia (cloth), atlas

bureaucracy, airports

SCAM, crimson, ballot, spoil, spoiled, spoiled, bow (bant, bant)

barmen, unrestrained, birch and birch bark, petrol line, blagovest, favor, block, bombard, barrel, delusional and delusional, armor (fixing something to someone), armor (protective sheathing), bar, boot, bourgeois bureaucracy

gross, cook (boil, boil, boil, boil), watchman, verba, veterinarian, turn on, water supply, Volgodonsky, wolf (wolf, wolves, wolves), thief (thieves, thieves, thieves), magic, about thieves, thieves curved, arouse, three-way

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

cousin, devichiy, democracy, department, despot, defis, act, diagnosis, dialogue, dispensary, white-hearted, dobycha, dogma, contract, contractual, bareheaded, red-hot, documentary, report, report, donate, report slumber, spiritual father,
heretic,
blinds, vents, life,

BOOK, (to assign something to someone), book (to cover with armor), enviously, cursed, conspiracy (secret agreement), conspiracy (spell), cursed, for a long time, overwhelmed, busy (person), occupied (by someone ), cork, sealed, moldy, seal, sealed, powder, call (call, call, call), winterer, malice, knowledge, significance, knowledge, toothed

scoop, scoop, cleaner,
CHASSIS, SEWER, SHIELD, SYRINGES, DORK, GRAVEL, SHIPS, SHIPS,
Excursion, ekspert, export, equipped, express, epilOg, pullover

juridical

religion
flounder, katalOg, rubber, chop, quarter, cedar, kilometer, cinematography, pantry, kokljush, college, colossus, kompas, complex, greed, more beautiful, nettles, flint, scrap, culinary leftovers), flap (piece of cloth),
alluring, workshops, medics, a little, a manager, metallurgy, scanty (allowed - scanty), youth, milkman, monolOG, taxing,

WHITE, NAGOLO (SHARP), NAKED (Keep checkers), Bent, Long, Intention, Roll, Backhand, Start, Started, Underpayment, Illness, Necrolog, Hate, Unpretentious, Oil pipeline, Newborn
providing, lighten, sharpen, embraced, embraced, eased, encouraged, borrowed, embittered, wholesale, educated, spiked, otkupit, adolescence, despair, parallich,
PARTNER, PASSION, FUNERAL, MOLD, PIZZAIRE, PROPOSE, FABLE, ACCEPTED, ATTENDED, UNDERSTOOD, RISE, SEMI-DAY, Briefcase, POST, FUNERAL, FUNERAL, PLATE, PREVIEW, PREMIUM, PREPARE, PREPARE

presenter, beet, sylos, orphan, orphans, word of mouth, condolence, convocation, concentration, means, statuing, status, statute, stenography, carpenter, boat, bent,
there is fire, dancer, cakes, cakes, shoes,
decoration, speed up, deepen, coal, ukrainian, improve, deceased, mentioned, mention, consolidate, aggravate,
facsimile, porcelain, fairy, phenom, fetish, fluorography, phOrzats, shaping,
chaos, characteristic (typical), character (actor), move, intercession, intercession, clergy (pric.), clerk (adj.), christian, Christ-seller,
cement, chain, gypsy,

Task 5. In one of the suggestions below WRONG used the highlighted word. Correct the mistake and spell the word correctly. Algorithm for completing the task:

read all sentences carefully;

determine the lexical meanings of each of the paronyms by choosing synonyms and antonyms or taking into account which words each of them can be combined with;

please provide 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 (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. Inhale - to take in, to draw in air (to breathe in oxygen), to inspire something (to breathe in courage); breathe - breathe out (breathe a sigh of relief); rest a little (let me breathe); yearn, sad (sigh for children).

Educational - educational... Educational - related to education (educational system); educational - related to the educator (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 (elective office); selective - partial (random check)

Harmonic - harmonious... Harmonic - related to harmony (harmonic series); harmonious - harmonious, harmonious (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 a force (electric motor); mover - what sets in motion, contributes to it (the mover of society, progress is outdated.).

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

Dynamic - dynamic. Dynamic - related to dynamics, motion (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 compulsion (voluntary labor); volunteer - referring to a volunteer (volunteer initiative, volunteer army).

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

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

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

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

Evil - malicious... Evil - full of feelings of enmity (evil person); malicious - having a bad purpose, willful (malicious defaulter).

Executive - performing... Executive - diligent, having as his goal the implementation of something (executive worker); performing - referring to the performer (performing skill).

Business traveler - business trip... Posted - a person on a business trip (posted specialist); business trip - referring to a business traveler (travel expenses).

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

Critical - critical... Critical - referring 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 - infused with hatred (hateful actions); hateful - hateful (hateful enemy).

Intolerant - Intolerant... Intolerable - one that cannot be tolerated (intolerable cold); intolerant - intolerable (intolerant attitude).

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

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

Clerk - unsubscribe... Clerk - an accidental mistake in writing (annoying clerk); unsubscribe - an answer that does not affect the essence of the case (daring unsubscribe).

Learn - Learn... To master - to learn how to use something, to include in the circle of their activities (to master the release of new products); to learn - to make it habitual; understand, remember (assimilate what you read).

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

Condemnation - discussion... Conviction - an expression of disapproval, passing a sentence (conviction of a criminal); discussion - comprehensive consideration (discussion of the problem);

Responsible - responsible. Response - being the response (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).

Intelligent - understandable. Intelligent - quickly understanding (quick-witted person); understandable - clear (understandable reason).

Representative - Representative. Representative - making an advantageous impression (personable appearance); representative - elected (representative body); related to representation, representative (representation expenses).

Presentation - giving. Presentation - presenting for acquaintance, nomination for promotion (presentation of characteristics); provision - the allocation of something to someone's order (granting a loan).

Perceptive - perceptible... Sharp-witted - able to notice (sharp-witted critic); conspicuous - conspicuous (conspicuous displeasure).

Realistic - realistic... Realistic - following realism (realistic painting); realistic - true, quite practical (realistic goal).

Hidden - secretive... Hidden - secret, invisible (latent threat); secretive - unrepentant (secretive person).

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

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

The lucky one is the lucky one. Lucky is happy; the one who is lucky (lucky researcher); successful - successful (lucky day).

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

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

Explicit - Explicit. Explicit - obvious, unconcealed (clear superiority); distinct - distinct, well distinguishable (distinct 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 use

case forms of names of numerals;

numerals one and a half, one and a half hundred;

collective numerals, including numerals both, both;

comparative and superlative degrees of adjectives and adverbs;

nominative and genitive plurals of some nouns;

forms of the imperative mood of some verbs.

Algorithm for completing the task:

1. Determine which part of speech this word belongs to.

2. If this name is a numeral, remember that

for complex quantitative names of numerals both sides are inclined;

Cases

50 - 80

200, 300, 400

500 - 900

fifty

toe and ten and

toe and ten and

fifty

five NS ten NS

oh heels and ten and

two hundred

dv uh honeycomb

dv mind st am

two hundred

dv being able st ami

oh dv uh st Oh

five hundred

toe and honeycomb

toe and st am

five hundred

five NS st ami

oh heels and st Oh

when declining compound ordinal numbers only changes 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 numbers ( two, three, four etc.) are used with nouns denoting males, the names of baby animals, paired objects, or having only a plural form.

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

Comparison of adjectives

Comparative

Excellent

simple

compound

simple

compound

beautiful her (s)

less she

deeper e

more beautiful

less beautiful

beautiful eish- ui

magnitude aish- ui

nai hardest

most beautiful

most beautiful

Comparison of adverbs

comparative

excellent

simple

compound

compound

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

-e - easy - easy yeah- thin - thin e

adverb + more (less) more thin

less interesting

comparative + pronoun everyone, total:

did best of all (of all)

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

forms of imperative mood;

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

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

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

nominative plural forms;

forms of genitive plural.

Nominative case of plural

m sort

With the ending - and I(ending stress)

With the ending - s, -and ( accent based)

influence of the dual number)

Addresses, coast, century, fan, director, doctor, chute, inspector, boat, clover, feed, box, body, seine, district, leave, passport, cook, professor, variety, watchman, haystack, paramedic, wing, barn, ramrod, stack, stamp, anchor, hawk.

sentences, mines,

editors, snipers, tractors, tots, fronts, chauffeurs.

volumes

Locksmiths bakers

1. Animated foreign language nouns. on

-torus, -sor stylistically neutral: director

1. Animated foreign language nouns. on -er,

-er:engineers

2. Inanimate. foreign words in

-torus, -sop:processors

3. Animated foreign language nouns. on

-tor with a bookish tint: editors.

Remember: oil - pl. hours - oil a

cream - plural - cream NS(not cream a)

male

female

average

banknotes

giraffe

Hall

corrective

piano

roofing paper

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 conjunction I. Ask a question from a verb to homogeneous members of a sentence. The question should be the same, if not, then an error !!! This will be the correct answer. (I see ??? (missing sentence member) and proud nature? See what?, Proud of what?)

2) with participial phrases; (look at the end of the participle, 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 derived prepositions thanks, according to, in spite of and the non-derivative preposition on, used in turns of speech upon completion, upon arrival, upon completion, upon arrival;

5) with double unions not only but; like ... so and;

6) using quotes;

7) starting with the words: all who ...; those who ...; none of those who ...

Task 8. Find the word missing the unstressed verifiable vowel of the root. Write this word by inserting the missing letter.

Algorithm for completing the task:

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 alternating vowels at the root ( gar - gor, zar - zor, clan - clone, creature - creature, lag - lodge, bir - ber, pir - per, dir - der, tir - ter, mir - mer, blist - shine, style - stele, gig - burned, cheat - even, cas - kos, rast - rash - grew, skok - skoch, poppy - mok, equal - even).

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

3) if you find a dictionary word, then you can cross it out, since it will not be the correct answer;

4) if you managed to find a test word for a word, in which an obscure vowel sound was stressed and clearly heard, then you have found the correct answer.

Task 9. Define a row in which the same letter is missing in both words in the prefix. Write these words by inserting the missing letter.

You need to know the following spelling rules:

spelling of prefixes in -З and -С;

spelling of the prefixes PRE and PRI;

PRE -

AT -

Stay (= re-)

Arrive (Approach)

Despise (hate)

Haunt (give someone shelter)

Betray (= over-)

Add (give in addition, change something, add)

Bow down, bow down (= over-)

Lean (Approach)

Translate (translate)

Pretend (incomplete action)

Transient (= re-)

Coming (coming closer)

Endure (endure)

Get used to (get used to)

Successor (= over-, take over)

Receiver (radio)

Die (die)

Put (put close)

Vicissitudes (coups in fate)

The gatekeeper - the gatekeeper

Immutable (immutable, indestructible)

Attach (attach)

Indispensable condition (mandatory)

Unacceptable conditions (impossible)

Limit (border)

Chapel (annex in the church)

Downplayed (very much)

Downplayed (slightly)

Remember:

PRE-

AT-

preamble, prevail, those in power, predicate, present, presentable, president, presidium, presumption, price list, prelude, deceive, not fail, prime minister, neglect, drug, present, obstacle, prerogative, prestige, challenger, preference

private, finicky, privilege, passing circumstances, handsome, picky, adventure, prima donna, primate, primitive, priority, regrettable, oath, pretense, embellish, unpretentious, bizarre

-Z and -C prefixes:
the spelling depends on the subsequent consonant

before voiced consonants - z appeal, rootless

before voiceless consonants - with

bake, carefree, silent

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

Algorithm for completing the task:

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 missing in the ending, then use the indefinite form of the verb to set its conjugation:

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

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

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

missing vowel in participle suffixes yasch, yusch, asch, yasch, im, eat (ohm).

missing vowel before participle suffix lw, nn .

4) Spelling participle suffixes yasch, yasch, asch, yasch, im, eat (ohm) depends on the conjugation of the original verb:

in participles formed by from verbs I conjugations , suffixes are written uzh, yusch, eat (ohm) ;

in participles formed by from verbs II conjugations , suffixes are written asch, yasch, im.

5) Vowel spelling before suffixes participles lice and nn depends from being on yat - yat or it - it the indefinite form of the original verb ends:

eat or eat then before nn vowel is preserved in passive past participles and I);

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

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

TIP: Put the verb in the 3rd person plural. (WHAT DO THEY DO? WHAT DO THEY DO?) E,

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

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

You need to know the spelling of suffixes

noun names ( ec, itz; inc, enk; out, in; ichk, echk; hik, ek );

adjectives ( iv, ev; liv, chiv );

verbs ( willow, yva; eva, ova; I, E before the shock suffix wa) .

Algorithm for completing the task:

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

2) Apply the required rule.

adjective

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

-iv- percussion: flax iv th

Exception: mercy iv oh, holy fool iv th

-chiv-:infusion chiv th

-liv-: talent liv th

verb

-ova- (-eva-)

hang out

i hang

Yva- (-iva-)

to annoy

i'm annoyed

DEFINITION TABLE

ENDING VERBS AND COMMON SUFFIXES

Endings of verbs

Suffixes are valid. participles

Suffixes suffer. participles

I conjugation

rest

-eatwriteeat

-youwriteeat

youwriteyea

-NSwriteNS

arethoughthut

-ush-writeug ui

-usch-thoughtyusch ui

-oh-carriedohm th

-eat-blowing eatth

II conjugation

N.F. on - and be

-themstrthem

-youstrsee

-youstrgo

-atstryat

-atstoreyat

-sh-breatheasch ui

-sch-storebox ui

-them-storethem th

Task 12. Determine a sentence in which NOT with a nightingale is written LITTLE. (SEPARATE). Expand the parentheses 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, qualitative adjectives, adverbs in - О and - Е;

NOT with verbs and participles;

NOT with participles.

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

together

apart

1.Not used without a NOT:

ignorant
fables

careless

ridiculous

1.If there is opposition with the uniona Not true, but a lie

Not joyful but sad

Not close but far

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

2.If a word with a prefix NOT can be matched with a synonym without NOT

Foe (enemy)

Misfortune (grief)

Enemy (enemy)

Unhappy (sad)

Not close (far away)

2. If with the word with NOT there are words far, at all, not at all, not at all, not at all

Far from beauty

Not a friend at all

Not at all interesting

Not at all sweet

3. Remember:

small

slave

confusion

imperfections

undergrowth

dunno

idiot

3. Remember:

not in measure, not in an example, not for good, not for haste, not to taste, not to strength, not to my liking, not to hand, etc .; b) neither give nor take, neither me nor here nor there, nor dawn, not for anything

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

not one (nobody) - not one (many), not once (never) - not once (often) .

2.Not with verbs and participles

together

apart

1.Not used without a NOT:

resent (resent)

rampage (rampage)

unwell

dislike

hate

1.Always Separate

Was not

Not catching up

Without knowing

2.With the prefix under-

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

2.With prefixes no + up

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

3. Not with participles and verbal adjectives.

together

apart

1.not used without NOT:
n units assuming (also, not packing without NOT)
2. There is NO opposition with the union A and
dependent words: n ez sown field (no a, ЗС)

1.s short participles: not_ closed
2. IS opposites with union a:
not_ finished, a started meeting
3. IS dependent the words:
not_ seeded in time field not yet plowed field

4.NOT and NOR with negative PRONOUNDS

together

apart

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

THERE IS a pretext

With no one, no one

Task 13. Define a sentence in which both highlighted words are written LITTLE (SEPARATE). Expand the brackets and write out these two words.

Algorithm for completing the task:

1) Read the sentence, think about its meaning.

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

Alliances so that, too, also, but, moreover, and, so, therefore, are written together ; they can be replaced with synonyms of the same part of speech.

Words similar to these unions in sounding of other parts of speech what would be the same the same, for that, though, at what , and so, from that are written separately. They consist of two components: one of them (same, would) can be either removed from the sentence, or rearranged to another place; another component (what, what, so, that) replace with other words.

Derivative prepositions are written together: CONSEQUENCE = because of, I LOOK = because of, ABOUT = oh, FACE = to, in spite of = in spite of.

Derivative prepositions are written separately: OVER = IN CONTINUATION, IN EXCELLENCE, IN CONCLUSION, OVER.

For continuous, hyphenated, or split adverbs, apply the appropriate rules.

Derivative prepositions

Nouns with prepositions

during

There was no news v flow of the year.

How long?

(time value)

in the course of (what?) rivers

Look v continuation (what?) series.

V(fast) currents rivers

Look v(soon) continuation series

in continuation

She said in continuation hours.

Finally articles

In the end, in the end

Sat v conclusions.

Sat v(in debt) conclusions.

in contrast from others

(used with from)

Difference v differences life.

Difference v(strong) differences life.

due to= because of

He did not come due to disease.

Remember: later And - adverb

in consequence

Intervened in 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 check in the bank.

Put on(mine) check.

towards= to

Go towards friend.

To go to a meeting with friends.

To go on(long awaited) meeting.

in view of= because of

In view of rain we did not go to the cinema.

I AM meant tomorrow. (stable expression).

as cone

in mind cities

(cone view, city view)

adverbs

Nouns with prepositions

climb up up (refer to the verb)

climb up to the top the mountains

on(most) top the mountains

shoes for me just right

in time flowering -

v ( spring) time to flowering

Derivative prepositions

Gerunds with negation

In spite of rain, drove out of town

(although it was raining).

Regardless of bad weather, we went on a hike.

(despite 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 НН (Н) is written

determine to which part of speech a word with a missing letter belongs;

apply the spelling rule H and HH in the suffix of this part of speech.

Noun:

NN

H

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

malinn uk(mali n a)

2.If n. formed from an adj. having NN, or from a participle:

sicknessyenn spine(disease yenn th)

spoiledness(spoiled)

3. Remember: outrage nn itza

1. In words derived from noun, which have suffixes -in -, - an-, -yan-

peatyang uk(from noun peat)

2. In words derived from adj. with one H: studyn uk(from adj. study n th), martyr, toiler

3. In words:

bagr yang itza (bagr yang th), hemp yang uk (cannabis yang th)

var yen hic (var yong th), smoked yong awn (smoked yong th)

cost yang ika (cost yang oh), wise yong awn (wise yong th)

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

GOST in itza (gost in th), firewood yang hic (firewood yang Oh)

smart yong awn (clever n th), velikomuch yen itza

Adjective:

NN

H

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

2. -OHN-, -ENN-: commissionion th, cranberriesyenn th,

! without wind nn th

3.exceptions with -JANN-: GLASSNN OUCH, TINNN OUCH, WOODNN OUCH

NS nn and you ( young s nat Uralists)

1.-IN-: goose in th

2.exception WINDH OUCH(day, person)

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

Remember: NS n th;

bagr yang th, room yang oh, ry yang th, p yang oh, straight n th (historical suf. - YAN-); bar n uh, swi n oh si n oh, green n oh, one n oh, core n th.

In short adjectives, write as many n as in full

Tuma nn aya dal - dal tuma nn a

wind n th girl - girl in the wind n a

Communion:

N - NN IN SUFFIXES OF PARTICULARS AND SECONDARY ADDITIONALS

NN

H

1. There is a prefix: about seeded flour

(except for the prefix not-)

But: not asking her nn th flour

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

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

2. No ¬: sowing n th flour

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

marin ovann cucumbers

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

4. Formed from the perfective non-prescriptive verb:

Reshe nn th 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.

The women immediately hung erasednn oh.(Suffering, since they retain the verb meaning, indicate a temporary state, and not a permanent sign-quality)., Calm

4. Exception: wound n oh, windy

5. The same words in their direct meaning will be participles : name nn th play, it's over nn th work.

5. When a participle changes into an adjective name, it is possible to change the lexical meaning of the word: smart child, uninvited guest, named brother, planted father, dowry, Forgiveness Sunday, finished person.

Exceptions: cutesy, desired,

unheard of, unseen, sacred,

unexpected, unexpected, inadvertent, done, slow, not asleep, arrogant, hammered

6. The spelling does not change in the composition of complex words: gold n oh, scrap n th-fracture n th, Word everything in general has value adj.(high degree of quality), not the meaning of "adj. + participle ".

7. Brief participles: the girl is spoiled n a

SHOULD BE DIFFERENT

Short adjective

Short participle

Girl raised nna (itself is a short appendix). Can be replaced with a full adjective: educated I am.

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

Adverb

Short participle of the neuter

 chap.  pl.

He answered deliberately(how? how?).

Deliberately is a circumstance.

natural  cr. with

A business deliberate (what is it?) from all sides.

Considered - predicate.

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

Execution algorithm:

1. Find homogeneous terms in the sentence.

2. Determine which unions connect them:

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

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

if this repeated unions , then comma is put only in front of those that are between homogeneous members ;

in front of adversarial 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 connected in pairs, then a comma is placed between paired groups and only one!

Task 16. Solve punctuation marks: include all numbers, in place of which in the sentence must be commas.

Remember:

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

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

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

the adverbial turnover is always highlighted in the letter with commas;

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

Algorithm for completing the task:

1) Find participles and adverbs in the sentence, correctly defining their boundaries. Always separated by commas.

2) Determine what position in the sentence the participial turnover occupies (BEFORE - is not separated by commas !!! AFTER the word being defined - is highlighted !!!).

3) Check if there are homogeneous members in the sentence with the conjunction And, expressed by participial or participial phrases. There is no comma in front of the AND conjunction.

4) .Attention! there should not be numbers in the middle of a turn, this is provocation!!! Eliminate them !!!Use the technique of excluding the highlighted turnover.

Task 17.

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

Algorithm for completing the task:

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.

Members of a sentence that are homonymous with introductory words 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 final analysis, it seems, it is unlikely, all the same, after all, even, precisely, sometimes, as if, moreover, only, meanwhile, for sure, extremely rare, I suppose, certainly, definitely, partly, at least, truly, still, therefore, simply, albeit decisively, nevertheless, only, ostensibly.

Task 18. Arrange punctuation marks: include all numbers, in their place in the sentence must be commas.

Execution algorithm:

1. Find the grammatical foundations of the sentence.

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

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

Remember! As a rule, complex sentences are presented in this task. with clauses , in them union word which is not at the beginning of the subordinate clause, but In the middle her, therefore no comma is placed before the union word. (1.Exclude the numbers around the word "which"

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

Task 19. Arrange punctuation marks: include all numbers, in their place in the sentence must be commas.

To complete the task, use the algorithm:

1. Indicate the grammatical foundations in the sentence.

2. Determine the boundaries of simple sentences in a complex syntactic structure.

3. See how these parts are related.

4. Find out if the sentence is present union And , and if present in the sentence, define what it connects:

if homogeneous members , then there is a comma in front of it not put ;

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

5. Find 2 unions next to each other: what if, what when, and if, and although, but when, so if, and when:

Comma between unions NOT put if the words go further in the sentence then, so, but

Comma between unions put, if no THAT, SO, BUT.

Task 20. Which of the statements correspond to the content of the text? Enter 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 in which the information of the 2nd and 3rd sentences is combined.

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

Algorithm for completing the task:

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 cause-and-effect relationship between sentences in the text by analyzing conjunctions, union words, introductory constructions.

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

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

5. Correlate your version of text compression (your proposal that conveys its main idea) with the answer options.

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

Algorithm for completing the task:

1. Read the text.

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

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

if it is possible to "photograph" the text with a successive series of frames - this is narration ;

if the text cannot be "photographed" - it is 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 the characters);

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

Determine what type of speech the proposed text belongs to.

Types of speech

Compositional scheme

Narration

(what happened?)

I came, I saw, I won.

report a sequence of actions or events.

Verbs are used.

Multiple frames

Exposition

Tie

Action development

Climax

5. Interchange

Description

(which?)

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

1 frame

From overall impression to detail.

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, their ideas, assessments, feelings. - that it is impossible to photograph.

1. Thesis (thought that is being proved) →

2.arguments (proofs, examples) →

3. conclusions.

Task 22. Write out synonyms (synonymous pair) from the specified sentences. (There may be different lexical means.

Algorithm for completing the task:

1. If in the task you need to find a certain lexical unit in the specified passage of text, you must

remember 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 this 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, the samesound (withpossible differentwriting) or writesania (if possibledifferent soundnii), but different in meaning.

Histories- these are outdated words that have gone out of use due to the disappearance from life of objects and phenomena that they denoted.

Neologisms- new words of limited use.

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

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

Lexical means of communication required in task B7:

lexical repetitions (repetitions of words and phrases);

synonyms and synonymous 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;

the degree of comparison of adjectives and adverbs.

The syntactic means of linking sentences include:

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

parceling (removal of any part from the proposal and its registration in the form of an independent incomplete proposal);

incomplete sentences;

introductory words and sentences, addresses, rhetorical questions.

Algorithm for completing the task:

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

2. Remember that you must define the relationship of the given sentence with the previous , with the one that is before the proposal you are considering .

DISCHARGES OF PRONOUNDS BY VALUE

Personal

Unit h. pl. h.

1 l. - I we

2 p. - you you

3 l. - he, she, it they

Returnable

myself

Interrogative

Relative

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

Undefined

someone, something, some, some, some, some, something, someone, someone, someone, some, some, some, some, some, some, some- sometime

Negative

nobody, nothing, no, nobody, nobody, nothing

Possessive

my, your, your, our, your, his, her, them

Indicative

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

Definitive

all, everyone, everyone, himself, any, different, very, different

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

Distinguish between the categories of pronouns.

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

We sawher (him, them ) - whom? - personal pronoun.

Who is the duty officer today? - interrogative pronoun.

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

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

Algorithm for completing the task:

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

Divide all 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 their meaning, cannot be in the place of gaps in the text.

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

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

impersonation - attribution of qualities, actions, emotions of a person to objects, nature, abstract concepts ( The earth sleeps in blue radiance / M.Yu. Lermontov /);

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

metaphor - transfer of properties from one object to another based on their similarity (on mountain ash 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 (In a hundred thousand suns, the sunset blazed / V.V. Mayakovsky /);

litotes - excessive understatement of the properties of the depicted object or phenomenon (your spitz, adorable 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 (Split, clever you are raving 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 abundant, You are powerful, You are powerless, Mother - Russia! / N.A. Nekrasov /);

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

gradation - the arrangement of words or expressions in ascending or descending order of their meaning (semantic or emotional) ( Shone, burned, shone huge blue eyes);

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

parceling - deliberate violation of the boundaries of the proposal (It happened a long time ago. Anna had a problem. Big.);

anaphora - monotony, repetition of similar words at the beginning of stanzas or closely spaced phrases ( Wait me and I'll be back. Just wait really hard. Wait when the yellow rains bring sadness, Wait when the snow is swept Wait when it's hot 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 structures (I would like to know why I titular counselor? Why exactly titular counselor? / 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 address - an 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 - the omission of the predicate, giving the speech dynamism (We villages - to ashes, hailstones - to dust / V.A. Zhukovsky /);

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

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

syntactic parallelism - the same syntactic structure 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 used in a particular locality (territorial dialectism), social group (social dialectism) or profession (professional dialecticism): rooster-cocks

Slang- speech of a social group, different from the general language, containing many artificial words and expressions. Jargon is different: salon, bourgeois, thieves, student, school, army, sports, etc. "Chuyat" - from the hunter's jargon, "amba" - from the sea.

Antonyms(Greek Ant - against and on uma - name) - words that have opposite meanings: "Treachery and Love", "Only the shine is whiter, the shadow is blacker."

Archaisms(from the Greek. Archaios - ancient) - an outdated word or turn of speech.

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

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

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

Phraseologism - lexically indivisible, stable in its composition and structure, integral in meaning, a phrase reproduced in the form of a ready-made speech unit. (Frown up, win a victory, lower your head, bruise your nose, burn out with shame, grinning your teeth, sudden death, melancholy takes, bitter frost, fragile boat, delicate question, delicate position)

Homonyms- the same sounding words that have different meanings, for example: club (couple and sports), change your mind (a lot and change your decision). In oral speech, sound homonyms (homophones) appear - words that sound the same, although they are spelled 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 convincingly expressing your own attitude to what you read. The length of the essay is at least 200 words.

To complete the task correctly, you need to know criteria for evaluating part C.

Essay writing plan - reasoning on the proposed text

Regardless of the content of the text, you can use the following plan, drawn up 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 allowed: for each position of the first column, select the corresponding position from the second column.

GRAMMATICAL ERRORS		SUGGESTIONS
A) an error in the construction of a sentence with homogeneous members B) violation of the connection between the subject and the predicate C) incorrect construction of a sentence with indirect speech D) violation of the temporal correlation of verb forms E) an error in the construction of a sentence with an adverbial turnover		1) The listeners of the program expected and hoped for a meeting with the 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 begins to learn 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) Sergei said that I will be back next week. 8) Everything in this world, raging with passions, exploding cataclysms, does not happen by chance and did not go by itself, as those who do not want to be responsible for what is sometimes think sometimes. 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 the answer, arranging them in the order corresponding to the letters:

A	B	V	G	D

Explanation (see also Rule below).

A) the mistake in constructing a sentence with homogeneous members in sentence 1 is 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 to meet with a famous TV presenter and were expecting it.

Rule Clause 7.6.1

7.6. ERROR IN CONSTRUCTING A PROPOSAL WITH HOMOGENEOUS MEMBERS

INTRODUCTION

Homogeneous members of a sentence are called that perform the same syntactic function, united by the same relationship to the same member of the sentence, connected by a compositional connection. Both major and minor members can be homogeneous: subjects, predicates, additions, definitions, circumstances. For example, definitions of "new, super-powerful computer" in relation to the word "computer" would be homogeneous; circumstances "depicted colorfully, but indistinctly" in relation to "portrayed."

TYPES OF ERRORS ALLOWED WHEN USING HOMOGENEOUS MEMBERS

7.6.1 Homogeneous predicates have the same dependent object.

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

Guys are fond of (what?) and do (what?) sports; Heroes of the story remember (what?) and share their impressions (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 “love” and “admire” have one dependent word “father”, which is in the instrumental case. It turned out that the addition "father" correctly obeyed only the second predicate, since the verb "love" requires the addition of the accusative (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 and admire my father.

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

Note to teachers: This type of error is related to control errors. In written works, such a mistake is usually made by students due to inattention: the first predicate is simply lost sight of, and the error (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 in principle cannot be posed from a given verb.

7.6.2 Homogeneous members are linked by double conjunctions not only ... but also ...; if not ... then ... and others

.

Rule 1. In such proposals, you need to pay attention to the fact that that the parts of the 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 soulfulness of its inhabitants. Let's make a proposal scheme: not so much O , how O . The first part of the double union: not so much, is in front of the first OCH, subject to "places" (we do not take into account the word "colorful"), the second part how stands before the second subject "soulfulness."

Now we will "break" the sentence. US not so much inspired by the colorful places of this quiet city, how the soulfulness 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 consider some more examples:

Example 1: It can be argued that the mood was the main one. Not only for the creator of the poem, but also for his readers. That's right: each part comes before the OCH, in this example, before the additions. Let's compare with the 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 not connected by homogeneous members, but by the predicate and the complement.

Rule 2. It must also be remembered that the parts of the double union are permanent, they cannot be replaced with other words... So, the sentence will be erroneous Merchants Stroganovs Not only boiled salt, and since the union not only .. but also no. The union “not only” has the second part “but also”, not “also”. The correct version of this proposal would be like this: Merchants Stroganovs Not only boiled salt, but also mined iron and copper in their lands

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

1) not only ... but also (a and; but even; and also; and besides); not only not ... but (but rather, rather; on the contrary, vice versa); not only; 2) not that ... but (a; just; even, not even); not even ... not that; not even ... not that; not even ... much less not;

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

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

It must be borne in mind that all homogeneous members must be in the same case as the generalizing word.

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

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

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

7.6.5 Use of different syntactic elements of a sentence as homogeneous members

.

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

Let us list the cases in which this rule is violated.

If the sentence is combined into homogeneous

- noun and indefinite verb forms: I love chess and swimming, I like embroidery and needlework, I am afraid of the dark and be alone and similar;

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

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

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

The following types of errors were encountered in tasks prior to 2015.

7.6.4 Different prepositions can be used for homogeneous members.

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

Error example: Crowds of people were everywhere: in the streets, squares, squares... Before the word "square" it is necessary to add the preposition "in," as this word is not used with the preposition "on". Correct option: Crowds of people were everywhere: on the streets, squares, in public gardens.

7.6.6 Connection in the same row of specific and generic concepts

For example, in a sentence: The package contained oranges, juice, bananas, fruits a logical error was 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 example with an error: 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 the same row of homogeneous members

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

Such an intentional violation can act as a stylistic device: Only Masha did not sleep, heating and winter(K. G. Paustovsky). When the frost and mother allowed him to poke his nose out of the house, Nikita left to wander around the yard alone(A.N. Tolstoy). Only if it is permissible for a work of fiction at 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 is that in the main sentence the predicate is put in the same number as the subject.

Here is the correct spelling: EVERYONE who begins to learn a foreign language early, master it perfectly.

Rule Clause 7.3.1

7.3. Concordance of the predicate with the subject

INTRODUCTION

The subject is the main member of the proposal, which agrees with its predicate according to the laws of grammar.

Subject and predicate usually have the same grammatical forms of number, gender, person, for example: Clouds rush, clouds curl; The 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, an incomplete correspondence of the grammatical forms of the main members is possible: My whole life has been a guarantee of the faithful meeting with you- correspondence of the forms of number, but different forms of the genus; 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 broader and freer in comparison with 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 of choosing the forms of the predicate number arises, when the gender / number of the subject is difficult to determine. This section of "Help" is devoted to these questions.

7.3.1. In a complex sentence, pronouns act as subjects

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

A) If the subject is expressed by the pronouns WHO, WHAT, NOBODY, NOTHING, SOMETHING, SOMETHING, WHO WOULD NOT, then the predicate is put in the singular form: For example: [Those ( who neglects the opinions of others) risk being left alone].

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

EXAMPLE 2 [Nobody knew (that the lesson was postponed)].

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

EXAMPLE 2 [Nobody knew (that the lesson was postponed)].

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

This proposal follows the following model:

[Those (who + predicate), ... 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 "te" is a subject, pl. h; "Have" -predictable, plural This complies with rule B.

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

Consider sentences with a grammatical error:

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].

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

Here are the corrected options:

EXAMPLE 1 [Everyone (who bought 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 not be able to forget this extraordinary phenomenon].

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

EXAMPLE 3. [Those ( who are planning a summer vacation), 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 OF ..., ALL FROM .. then the predicate is put in the plural form. For example: [None of those (who won the prize-winning place) 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 manor 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 their project), defendedIts advantages over other projects].

Here are the corrected options:

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 have 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].

D) If the sentence contains the phrase WHO, AS NOT .., the predicate is put in the singular masculine form. For example: Who, if not parents, SHOULD teach children 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 else, if not us, should be concerned about the cleanliness of their cities?

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

Here are the corrected options:

EXAMPLE 7 Who else, 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 Coordination of predicate with subject, expressed word or combination of words with the meaning of quantity

When coordinating the main members of a sentence, the problem of choosing the forms of the predicate number arises, when the subject indicates a set of objects, but appears in the singular.

A) The collective nouns and words that are close to them in meaning act as the subject.

Collective nouns denote the totality of homogeneous objects or living beings as an indivisible whole: LEAVES, DUBNYAK, PUTTER, CHILDREN, STUDENTS, TEACHING, PROFESSION, PEASANTRY. They have the form of only a singular number, are not combined with cardinal numbers and with words denoting units of measure, but can be combined with the words a lot / a little or how much: LITTLE RODNY, A LITTLE LEAF, A LOT OF MOSHKARA.

Close to them in the meaning of collectiveness can be attributed to the words NAROD, STAYA, VOYSKO, GROUP, CROWD; THOUSAND, MILLION, HUNDRED; THREE, PAIR; DARKNESS, ABOUT, LOTS AND OTHERS

The subject, expressed by a collective noun, requires the setting of the predicate only in the singular form:

For example: The kids were playing in the yard of the house; young people often take the initiative.

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

For example: A group of festival participants shared their impressions; three horses swept under the windows

Consider sentences with a grammatical error:

EXAMPLE 1. Over the past three years, the leadership of the Central and District Markets has repeatedly filed complaints with higher organizations.

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

Here are the corrected options: 

EXAMPLE 1. Over the past three years, the leadership of the Central and District Markets has repeatedly filed complaints with higher organizations.

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

B) A collective noun with a quantitative meaning acts as a subject

Nouns MAJORITY, MINORITY, SET, SERIES, PART, despite the grammatical form of the singular, denote not one thing, but many, and therefore the predicate can take not only the singular form, but also the plural. For example: On this pond ... countless ducks were hatched and kept; Many hands are knocking on all the windows from the street, and someone is pounding at the door. Which form should you give preference to?

The subject, which has in its composition the collective nouns MAJORITY, MINORITY, PLOT, ROW, PART, requires the setting of the predicate only in the singular form if:

a) there are no dependent words from a collective noun

Some went on vacation, and some stayed; many scattered axis, minority remained

b) a collective noun has a dependent singular

With a subject that contains the words MAJORITY, MINORITY, SET, SERIES, PART, you can put the predicate in both the plural and plural forms, if the noun has a dependent word in the plural:

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

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

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

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

The predicate is put
singular if	plural if
The activity of animate persons is not emphasized: Part of the conference participants did not accept participation in the discussion	Activity is emphasized. The subject is inspired. Most writers are emphatically 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. A number of workersattracted to responsibility.	Activity is emphasized in the presence of a participle or adverbial turnover.
Activity is not emphasized, the subject is inanimate Most items lay in a mess A number of workshops makes details for our workshop.	Activity is also indicated by a number of homogeneous members: Majority editors, proofreaders, authors, reviewers studied these documents. Most editors got 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 consistent with the tradition of book-writing styles and the use of the plural form of the predicate should be clearly justified. A mistake in the USE tasks will be the unreasonable setting of the predicate in the plural.

Consider sentences with a grammatical error:

EXAMPLE 4 Most of the assignments were AND were not completed correctly.

EXAMPLE 5 A number of events will take place in Yelets, Voronezh, Orel.

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

Here are the corrected options: 

EXAMPLE 4 Most of the assignments were not completed correctly. Predicated in the form of a passive participle indicates the passivity of the character.

EXAMPLE 5 A number of events will take place in Yelets, Voronezh, Orel. Measures cannot act on their own, therefore the predicate must be used in the singular.

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

C) The subject is a combination of a numeral with a noun

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

Note: In the USE tasks, such cases do not occur, since there is a great possibility of misclassification of the type of error - such cases can be attributed to an error in the use of a numeral name. Therefore, we restrict ourselves to general remarks and note the most serious mistakes made in written works.

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

Five years have passed; ten graduates chose 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 part of the city's national volleyball team, but Twenty-two (three, four, five ...) students of our institute are included in the city's national volleyball team

If the message captures this or that fact, the result, or when the message is impersonal:

SOLD twenty-two suits; 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 sills. Three windows of the room faced north

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

The only number that creates the idea of ​​a single whole is used to designate the measure of weight, space, time:

Painting the roof will require thirty-four kilograms of drying oil. Until the end of the journey, there were twenty-five kilometers left. A hundred years have passed. However, it seems, eleven o'clock struck O. Five months have passed since then

Wrong: Painting the roof will require thirty-four kilograms of drying oil; Twenty-five kilometers remained to the end of the journey. The past hundred years. However, it seems that eleven o'clock has struck I. Five months have passed since then.

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

Wrong: half of the class participated in the competition, it will take half an hour

7.3.3 Coordination between subject and predicate, divorced from each other

Between the subject and the predicate, there can be minor separate members of the sentence, clarifying members, subordinate clauses. In these cases, the general rule must be strictly observed: the predicate and the subject must be consistent.

Let's consider special cases.

A) Coordination of the subject and the compound nominal predicate in the sentence, built according to the model "noun. Is a noun. "

Note to teacher: This type of error in the SPP is noted by I.P. Tsybulko, while in D. Rosenthal's "Reference on Spelling and Literary Editing" such an error is called a construction displacement in a complex sentence.

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

For example: [The first thing (to learn) is to highlight the basis of a sentence].

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

And this is how it looks misspelled sentence: [The first thing to learn is to pick out the basis of the sentence]. Under the influence of the relative clause, the predicate acquired the genitive case, which is an error.

Consider sentences with a grammatical error:

EXAMPLE 1 [The main thing (which needs to be paid attention to) is the ideological side of the work]

EXAMPLE 2 [The last (which should be focused on) is the composition of the book]

EXAMPLE 3 [The most important thing (what you should strive for) is to fulfill your dream]

Here are the corrected options:

EXAMPLE 1 The main thing (which needs to be paid attention to) is the ideal side of the work]

EXAMPLE 2 [The last (which should be focused on) is the composition of the book]

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

B). Coordination of the predicate with the subject, in which there are specifying terms.

In order to clarify the subject, sometimes they use clarifying (clarifying turns), connecting members of the sentence, separate additions. So, in the sentence Jury of the competition, including representatives of a cosmetic company selected from the audience, could not determine the winner, the highlighted turnover is connecting(in other manuals it is called clarifying).

The presence in a 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, and the like. For example: Editorial office, including editors of the Internet portal, in favor of the reorganization.

Consider sentences with a grammatical error:

EXAMPLE 4. The entire team, including dancers and jugglers, spoke out for participation in the competition.

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

EXAMPLE 6. The school administration, including the members of the parent committee, spoke in favor of an extended parent meeting.

Here are the corrected options:

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

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

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

EXAMPLE 6 The school administration, including members of the parent committee, advocated an extended 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 difficulties in determining the gender or number.

The gender and number of non-declining nouns, abbreviations, conventional words 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 characteristics.

Ignorance of these rules causes errors: Sochi became the capital of the Olympics; the cocoa has cooled down; the shampoo is over; the university announced the recruitment of students, the Ministry of Foreign Affairs informed

Necessary: Sochi became the capital of the Olympics; cocoa is cold; I ran out of shampoo, the university announced the recruitment of students, the Ministry of Foreign Affairs informed

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 post was sent at the beginning of the week.

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

EXAMPLE 2. The tulle was in perfect harmony with the color of the upholstered furniture.

In the sentence, the word "tulle" is a masculine subject. The predicate "approached" stands in the feminine. This is mistake. We fix: Tulle is in perfect harmony with the color of upholstered furniture.

EXAMPLE 3. The UN has gathered for a regular meeting.

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

EXAMPLE 4. Foreign Ministry announced its participation in the meeting

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

foreign affairs ". At the same time, we remember that this word refers to the masculine gender. The predicted "reported" is on average. This is mistake. We fix: The Foreign Ministry announced its participation in the meeting.

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

In the sentence, the phrase "Moskovsky Komsomolets" is the subject, this is a conventional Russian name, a masculine word, like the word "Komsomolets". The predicate "printed" is in feminine. This is mistake. Correcting: "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 unchangeable conventional name. This word is masculine, 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 example: the teacher made a report, the director summoned an employee

WITH mistakes will be suggestions, in which the teacher made a report, the director summoned an employee .

Note: in the presence of a person's own name, especially a surname, in which these words act as applications, the predicate agrees with the proper name: Sergeeva's teacher read a lecture. More on this point below, 7.3.5

7.3.5 The subject has an attachment

Application is a definition expressed by a noun consistent with the word being defined in the case: city ​​(what?) Sochi, bird (what?) hummingbird, site (what?) "ReshueEGE"

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

For example: The plant, this grandiose colossus, it seemed, too, was a ship of unheard of dimensions. The proposal will be wrong The factory, this grandiose colossus, it seemed, was also a ship of unheard of size .

If there is an application with the subject, 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. Appendix and subjects are written separately... With a combination of a generic name and a specific or specific and individual, the subject is the word denoting a broader concept, and the predicate is consistent with it. Here are some examples:

Application is a common noun:

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

Application - proper name

the Dnieper river overflowed; newspaper "Moscow's comsomolets" came out; watchdog dog barked

Exception: last names of people... In pairs, engineer Svetlova reported, Doctor of Science Zvantseva left, head teacher Marina Sergeevna noted proper names 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; laboratory plant fulfilled the order; the invoice was issued in a timely manner; theater-studio has brought up many actors; attention was attracted by the table-poster; song-romance became very popular

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

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

EXAMPLE 1 Ice cream cake cut into equal parts .

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

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

The conventional name is an application, therefore, the predicate must be coordinated with the word "story": The story "Children of the Underground" was written by A. V.G. Korolenko.

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

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

EXAMPLE 4 Yesterday the first lecture was given by a young teacher Petrov. .

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

A) In a sentence, homogeneous subjects and one predicate

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

Predicates after homogeneous subjects are usually plural:

Industry and agriculture in Russia are steadily developing.

A predicate preceding a homogeneous subject usually agrees with the closest of them:

In the village, trampling and screams were heard

If there are separative or adversarial conjunctions between the subjects, then the predicate is put in the singular.

The experienced fear or momentary fear in a minute seems both funny, and strange, and incomprehensible. Not you, but fate is to blame.

Consider the sentences with errors:

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

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

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

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

EXAMPLE 3 The usual noise and loud voices were heard in the distance. .

Two subjects, the predicate stands in front of a number of homogeneous members, therefore it should stand in the singular: In the distance I heard the usual noise and loud voices.

B) A 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"

Placing the predicate in the plural or singular depends on what meaning is attached 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 s) like "brother and sister", the predicate is put:

in plural if both named objects (persons) act as peer action producers(both are subjects);

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

singular if the second item (person) accompanies the main producer of the action ( is complementary):

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

Only in the singular, if there are words TOGETHER, TOGETHER:

Father and mother went out of town.

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

I'll come with a friend; you and mom had a fight

Consider the sentences with errors:

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

With the word "together" the predicate cannot be in the plural: Brother and 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 in the 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 in the 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, pronouns and related verbs remained unchanged.

Here's the correct spelling: Sergei said that HE WILL be back next week.

Rule Clause 7.9.1

7.9 INCORRECT CONSTRUCTION OF SENTENCES WITH ANOTHER SPEECH

This task tests the ability of students to correctly construct sentences with quotations and indirect speech: out of 9 sentences on the right, you need to find one that contains an error.

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

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

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

For example: I was told that it was my brother. She demanded that I look into her eyes, and asked if I remembered the minnows, our little quarrels, picnics. They 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 uttered 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. - I was told: "It was your brother."

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

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

As you can see from the examples, sentences coincide only in meaning, but 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 General 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 transmit other people's words on our behalf.

Direct speech sentence	Correctly formed indirect speech	Incorrectly formed indirect speech
The father said: “ I AM I'll be back late. "	Father said that he true hey it’s late.	Father said I would be back late.
We asked: “A you where did you come from? "	We asked where he I arrived.	We asked “where did you come from”.
I confessed: “ Your the books were taken by Mikhail. "	I confessed that their Mikhail took the books.	I confessed that "Mikhail took your books."
The children shouted: “ We not guilty!"	The children screamed that they not guilty.	The children shouted that "we are not to blame."
Pay attention to the fact that quotation marks can help to detect an error, but you cannot be guided by them alone, since quotation marks are used both in the application, and in sentences with quotations without errors, and not in all assignments.

7.9.2 There are a number of additional rules

associated with the feature 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 have complied with the request." - The secretary replied that he complied with the request... Pronoun replaced!

b) If direct speech is an interrogative sentence,

then when replacing it with a relative clause, the role of subordinate unions is performed interrogative pronouns, adverbs, particles who were in the direct question. There is no question mark after the indirect question. Example: "What did you manage to accomplish?" the teacher asked the students. - The teacher asked the students what they managed to accomplish. Pronoun replaced!

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

when replacing it with indirect ones, 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 replaced!

d) If direct speech is an exclamation sentence with a motivation for action,

then it is replaced by an explanatory clause with the conjunction 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, grammatically unrelated to the members of the sentence

(addresses, interjections, introductory words, compound sentences) and contained in direct speech, when replaced by indirect speech, are omitted. Example: “Ivan Petrovich, make an estimate for the next quarter,” the director asked the chief accountant. - The director asked the chief accountant to make an estimate for the next quarter.

7.9.3. Special citation rules.

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

1) using direct speech, observing all punctuation marks, for example: Pushkin said: "All ages are submissive to love" or "All ages are submissive to love," said Pushkin... This is the easiest way, but it is not always convenient. Such proposals will be met as true!

2) using clause 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 is 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 the quote can not change anything: what is enclosed in quotes is transmitted absolutely accurately, without any distortion. If you need to include in your text only a part of the quotation, special characters are used (ellipsis, various types of brackets), but this is not relevant to this task, since there are no punctuation errors in task 7.

Let's consider some of the quoting features.

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

On the one hand, quotations cannot be changed, on the other hand, the 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 cannot waste a minute "... Or like this: In his memoirs, Korolenko wrote that always “ I am I saw in Chekhov's face undoubted intelligence. "

In both sentences you need:

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

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

With such changes, the quotes will certainly "suffer", and if the second sentence we can keep in this form: Korolenko wrote that he always "saw in the person of Chekhov undoubted intelligence", then Napoleon's statement cannot be saved. Therefore, we safely 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) It should be especially noted cases of erroneous combination of two methods of introducing a quotation into a sentence,

which is causing a grammatical error. As we already know, a quote can be entered either as a subordinate clause, or using introductory words. This is what happens when two ways are connected:

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

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

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

Right: As PI Tchaikovsky argued, "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 quotation is introduced using introductory words,

but direct speech is drawn up 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 sharp-sighted: 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 Leo Tolstoy: "Art is the highest manifestation of power in man.".

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

D) violation of the temporal correlation of verb forms in sentence 8 is caused by the fact that two homogeneous predicates have different tense or form. Let's determine the type and time of each predicate and decide which one needs to be applied - the same. Both predicates can be either present imperfect or past perfect.

Here is the correct spelling: Everything in this world, raging with passions, exploding cataclysms, does not happen (happened) by chance and goes (did not go) by itself, as those who do not want to be responsible for what is happening sometimes think

Rule Clause 7.5.1

7.5. VIOLATION OF TEMPORAL 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 being discussed, or were, or will be discussed, have to do with the moment of speech: they either last constantly, or now, either were, or will be. Events can occur 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 participles. What do we know about this?

All forms of the verb have the TYPE category:

Imperfect, questions do not have the prefix C: what to do, what to do;

Perfect, questions are prefixed with C: what to do, what to do.

The indicative forms of the verb have the category of TIME:

Present (for all forms);

Future (only for verbs);

The past (for all forms).

If there are several verb forms in a sentence, be it two predicates, or a participle and a predicate, or a participle and a predicate, they must necessarily correlate with each other in time and type. If this condition is violated, they speak of a violation of the species-temporal correlation or a mismatch of times.

7.5.1 There are two homogeneous predicates in a sentence, unreasonably having different TIME.

This is the most common type of mistake in the exam preparation manuals.

What does unreasonable mean? This means that there are no conditions for the use of predicates of different times. There is a requirement for homogeneous predicates: they must have ONE and the same time. I emphasize that it was in tasks of the exam, since in fiction and living colloquial speech there are deviations from this norm, but this is always stylistically justified.

Let's take a look at some examples.

It rains all night and stops in the morning. What is wrong here? The predicate of the present tense "pours"; The past tense has "stopped". Obviously, the message was written after the rain stopped, because at night it was not clear if it would end in the morning. Therefore, the sentence must be corrected by putting both verbs in the past tense.

It LIL rain 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 this always happens, all the time. Compare: The sun rises every morning and sets every night.

The grandmother has knitted a scarf for her grandson and gives it for his birthday. It is not true, because it "tied" the past tense, and "gives" the present tense. It needs to be corrected by putting both verbs in the past tense.

The grandmother knitted a scarf for her grandson and PRESENTED it for his birthday. First I tied it, and then I donated it. It is possible to put both predicates at the present time, but the meaning will change: Grandmother KNITS a scarf for her grandson and gives it for his birthday. As if the grandmother either constantly gives scarves, or someone talks about it as an event in the past.

So: with homogeneous predicate terms, in the USE tasks, homogeneous predicates should have ONE and the same time.

7.5.2 There are two homogeneous predicates in the sentence, unreasonably having different appearance.

For homogeneous predicates, the rule applies:

If both actions take place at the same time or the time is not specified, then the view must be the same.

For example: Parents and children must learn to respect and understand each other's interests. What is wrong: to respect is an imperfect view, to understand is perfect. 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 in perfect: from the verb “respect” the form “respect” has a different meaning.

7.5.3 There are several homogeneous predicates in a sentence, unreasonably having a different APPEARANCE and TIME.

Unfortunately, there are no hard and fast rules and conditions here. If the actions take place sequentially, then there may be different correct options: it all depends on the meaning of the sentence.

I didn’t work for a long time due to illness, then I got a job several times in different companies, but now I’m making good money. The words then, now, are indicators of actions that occur sequentially. Let's analyze the types of verbs: I didn't work (non-Soviet), I got a job (non-Soviet), I earn (non-Soviet).

I did not work for a long time due to illness, but then I got a job in a small company and now I earn good money. The words then, now, are indicators of actions that occur sequentially. Let's analyze the types of verbs: I didn't work (non-Soviet), got a job (Soviet), I earn (non-Soviet).

I did not work for a long time due to illness, but then I got a job in a small company, earned an apartment. The indicators of actions occurring sequentially are word afterwards. Let's analyze the types of verbs: did not work (non-Soviet), got a job (Soviet), earned (Soviet).

Moreover, there is no violation in the form of time in either the first, second or third examples. But this example has an error:

Mom listened to me attentively, then she laughs and told a similar story.

Correct options:

Mom listened to me attentively, then Laughed and told a similar story.

Mom LISTENS to me attentively, 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 relationship is broken.

Since the two parts of a complex sentence are always grammatically connected, the ratio in time and type and time of the predicates is an unconditional requirement.

Let's look at the simplest examples.

When spring comes, streams flowed. "Coming" - non-Soviet, present; "Flowed" - Sov., Past. The same laws apply here as I do for homogeneous predicates.

So it will be true:

When spring comes, streams FLOW.

When spring came, streams flowed.

Another example with an error:

We have put in so much effort and nothing comes of it. "Attached" - Sov., Past; "It does not work" - not sov., Present.

So it will be true:

We put in so much effort and nothing WAS POSITIVE.

We APPLY so much effort and nothing comes of it.

7.5.4 Errors in sentences with gerunds associated with a violation of the type of temporal correlation

Here the condition is:

the time and type of participle should not contradict the predicate in meaning.

Error example:

After making an omelette, put your eggs in it. “Having prepared” - Sov., Past; "Put" is an imperative verb. To such a predicate, DO is allowed. But try this tip. Cook first, then lay eggs? The error occurred because having prepared in the sentence has a perfect form, that is, it denotes a completed additional action. To make the recipe grammatically correct, let's change the form of the participle to imperfect.

When preparing an omelette, place the eggs first. (remove into it, he's not ready yet)

A similar example:

After reading the book, do not forget to make bookmarks in it. "After reading" - Sov., Past; “Don't forget” is an imperative verb

Bookmarks are made while reading, that is, it will be true:

As you read a book, remember to bookmark it.

Another error:

After handing in your essay, do not forget to check the difficult words in the "Spelling Dictionary". It is impossible to check, having already handed over the work.

A renting out -

7.5.5 Errors in sentences with participles associated with a violation of the type of temporal correlation

can also be found in quests. At the moment, there are no such examples in the manuals.

E) an error in the construction of a sentence with an adverbial turnover in sentence 2 is that the predicate and adverbial are attributed from the subject "place", which is incorrect. In addition, the predicate is expressed by a short passive participle; adverbial expressions 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 clause 7.8.1 TYPE 2

7.8 CONSUMPTION OF DEPARTMENTAL TURNOVER. ERRORS IN USE

INTRODUCTION

The adverbial turnover is an adverbial participle with dependent words.

The participle always denotes an additional action that occurs in parallel with the main one, for example: a man walked (main action), waving hands(additional, what while doing); the cat fell asleep (main action), tucking his legs (additional action, what did he do?)

The participles answer the question what to do? (imperfect view) and what to do? (perfect view). Simultaneously with this question, you can also ask questions as? how? for what purpose? and the like. The participle 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 the adverbial phrase.

7.8.1 Accelerated clauses in a subject sentence

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

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

Slipping on the 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 proposals, there were two characters: in the first, someone slipped and someone picked up; in the second: someone passed and someone almost fell. But due to an error in the construction, it turns out that the guy picked up, slipping; the icicle almost fell as it passed.

With this construction, the verbal participle is mistakenly attributed to one actor, and the predicate to another, which violates the basic rule. To avoid a mistake, you need to make sure that the verb and the verb refer to the same person.

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

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

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

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

After analyzing the poetic text, I was absolutely correct in determining its size.

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

If the predicate is expressed in a short participle, it means that the subject itself does not perform the action, something is done with it. With this form of the verb participle, there cannot be.

Here are the variants of the corrected sentences:

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

When I analyzed a poetic text, I was absolutely correct in determining its size.

TYPE 3. The adverbial turnover is attached to a predicate-reflexive verb in a passive meaning with a postfix Xia

Consider sentences with a grammatical error.

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

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

As in type 2, the subject in such a sentence itself does not actually perform the action: 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 participle... We replace the adverbial turnover with a subordinate clause.

Here are the variants of the corrected sentences:

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

When students receive their education, they are sent by a senior master to practice.

7.8.2. Adverbial turnover in a sentence without a subject

It often happens that a 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 sentences. It is these types that cause the greatest difficulty in finding the error.

TYPE 4. A verbal adverb in an impersonal sentence (except for type 7)

Consider sentences with a grammatical error.

By sending a rather important telegram, I didn't have enough money.

He was sad.

There is no subject, the character is expressed by a pronoun to me(this is the dative case). The use of adverbial phrases in impersonal sentences is unacceptable... You can: either make a subordinate clause out of the adverbial clause, or make a regular clause from the impersonal one, with a subject.

An exception is sentences with the -infinitive verb, see type 7.

Here are the variants of the corrected sentences:

When I was sending a rather important telegram, I ran out of money.

Refusing to experiment, he experienced sadness.

TYPE 5. A verbal adverbial 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.

Without finishing 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 proposals with a verb in the past tense plural.

Who sent? who got it? who suggested? who has not finished the report? Unclear. We replace the turnover with a subordinate clause or rebuild it so that it is clear who was educated and who finished the report.

Here are the variants of the corrected sentences:

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

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

7.8.3. Adverbial turnover in a sentence without a subject. Permitted techniques.

Due to the fact that tasks may contain correct sentences with an adverbial turnover, we consider it important to place a table with such examples and on such rules that do not occur in erroneous ones. Anything in this table is allowed.

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

When crossing the street, watch the traffic carefully.

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 adverbs 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, whom we advise to do something. It is easy to substitute a pronoun you: you follow, passing; you check upon receipt.

TYPE 7. The adverbial turnover refers to the infinitive

Consider sentences without errors.

Walking in the autumn forest, it is pleasant to inhale the intoxicating scent of fallen leaves.

When handing over a work, you should check it carefully.

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

Not all manuals admit this rule: in some of them, the infinitive is necessarily required, it is possible, it is necessary, followed by others (the so-called modal words). Anyway, suggestions like: when rewriting, it should be noted; having started, you have to finish; received, you need to do, will be ERROR-FREE.

TYPE 8. A verbal adverbial phrase in a definite personal or generalized personal sentence

Consider sentences without errors.

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

Planning your upcoming vacation, we carefully calculate the family budget.

No subject, but offer definitely personal, it is easy to substitute the pronoun we... You can turnover! It refers to the purported person: we remember by going; we count by planning.

Answers in order of letters:

A	B	V	G	D
1	4	7	8	2

Answer: 14782