Which of the statements correspond to the content of the text? Please provide answer numbers.

1) Modern humanity values ​​not creative power, but power.

3) Sometimes it is necessary to show gratitude without verbal expressions.

4) The future of humanity belongs to those who know how to be grateful.

5) The best manifestation of gratitude is material reward for a good deed.

Explanation.

Statement 1) is confirmed by sentence No. 4.

Statement 2) contradicts proposals No. 12-13.

Statement 3) is confirmed by sentence No. 17.

Statement 4) is confirmed by sentence No. 26.

Statement 5) contradicts sentence No. 19.

Answer: 134

Answer: 134

Relevance: 2016-2017

Difficulty: normal

Codifier section: Semantic and compositional integrity of the text.

Which of the following statements are true? Please provide answer numbers.

Enter the numbers in ascending order.

2) Sentence 12 of the text contains a descriptive fragment.

3) Proposition 24 - proof of the judgment expressed in sentence 17.

5) Sentences 19-20 contain a narrative.

Explanation.

1) Sentences 3-7 present the reasoning.

2) Sentence 12 of the text contains a descriptive fragment. Incorrect

3) Proposition 24 is proof of the proposition expressed in sentence 17. Incorrect.

4) Sentences 14-15 contain a definition of the concept.

5) Sentences 19-20 contain a narrative. Wrong, this reasoning.

Answer: 14

Answer: 14

Relevance: 2016-2017

Difficulty: normal

Codifier section: Functional and semantic types of speech

From sentence 4, write down the antonyms

Explanation.

In sentence 4 “It values ​​not internal fortitude, but external power - technical and state”, the antonyms “internal” and “external” are used.

Answer: internal" and "external"

Answer: internal external

Relevance: 2016-2017

Difficulty: normal

Codifier section: Lexical meaning of the word

Indicate the method of forming the word GRATITUDE (sentence 9).

Explanation.

The word “gratitude” is formed using the suffix -ost- from the adjective “grateful”.

Answer: suffix

Anastasia Smirnova (St. Petersburg)

The word “gratitude” is formed from “grateful” in a suffixal way.

Indicate by what means of communication sentences 17 and 18 are connected; 18 and 19; 19 and 20; 22 and 21.

Answer: Between all sentences there is lexical repetition.

Answer: lexical repetition|lexical repetition

Relevance: Current academic year

Difficulty: hard

Codifier section: Means of communication of sentences in the text

Rule: Task 25. Means of communication of sentences in the text

MEANS OF CONNECTING SENTENCES IN THE TEXT

Several sentences connected into a whole by theme and main idea are called text (from the Latin textum - fabric, connection, connection).

Obviously, all sentences separated by a period are not isolated from each other. There is a semantic connection between two adjacent sentences of a text, and not only sentences located next to each other can be related, but also those separated from each other by one or more sentences. The semantic relations between sentences are different: the content of one sentence can be contrasted with the content of another; the contents of two or more sentences can be compared with one another; the content of the second sentence may reveal the meaning of the first or clarify one of its members, and the content of the third - the meaning of the second, etc. The purpose of task 23 is to determine the type of connection between sentences.

The task could be worded like this:

Among sentences 11-18, find one(s) that is related to the previous one using a demonstrative pronoun, adverb and cognates. Write the number(s) of the offer(s)

Or: Determine the type of connection between sentences 12 and 13.

Remember that the previous one is ONE ABOVE. Thus, if the interval 11-18 is indicated, then the required sentence is within the limits indicated in the task, and answer 11 may be correct if this sentence is related to the 10th topic indicated in the task. There may be 1 or more answers. Point for successfully completing the task - 1.

Let's move on to the theoretical part.

Most often we use this model of text construction: each sentence is linked to the next one, this is called a chain link. (We will talk about parallel communication below). We speak and write, we combine independent sentences into text using simple rules. Here's the gist: two adjacent sentences must be about the same subject.

All types of communication are usually divided into lexical, morphological and syntactic. As a rule, when connecting sentences into a text, they can be used several types of communication at the same time. This greatly facilitates the search for the desired sentence in the specified fragment. Let us dwell in detail on each of the types.

23.1. Communication using lexical means.

1. Words of one thematic group.

Words of the same thematic group are words that have a common lexical meaning and denote similar, but not identical concepts.

Example words: 1) Forest, path, trees; 2) buildings, streets, sidewalks, squares; 3) water, fish, waves; hospital, nurses, emergency room, ward

Water was clean and transparent. Waves They ran ashore slowly and silently.

2. Generic words.

Generic words are words connected by the relation genus - species: genus is a broader concept, species is a narrower one.

Example words: Chamomile - flower; birch - tree; car - transport and so on.

Example sentences: It was still growing under the window birch. I have so many memories associated with this tree...

Field daisies are becoming rare. But this is unpretentious flower.

3 Lexical repetition

Lexical repetition is the repetition of the same word in the same word form.

The closest connection of sentences is expressed primarily in repetition. The repetition of one or another member of a sentence is the main feature of a chain connection. For example, in sentences Behind the garden there was a forest. The forest was deaf and neglected the connection is built according to the “subject - subject” model, that is, the subject named at the end of the first sentence is repeated at the beginning of the next; in sentences Physics is a science. Science must use the dialectical method- “model predicate - subject”; in the example The boat moored to the shore. The shore was strewn with small pebbles- model “circumstance - subject” and so on. But if in the first two examples the words forest and science stand in each of the adjacent sentences in the same case, then the word shore It has different shapes. Lexical repetition in Unified State Examination tasks will be considered the repetition of a word in the same word form, used to enhance the impact on the reader.

In texts of artistic and journalistic styles, the chain connection through lexical repetition often has an expressive, emotional character, especially when the repetition is at the junction of sentences:

Aral disappears from the map of the Fatherland sea.

Whole sea!

The use of repetition here is used to enhance the impact on the reader.

Let's look at examples. We are not yet taking additional means of communication into account; we are looking only at lexical repetition.

(36) I heard a very brave man who went through the war once say: “ It was scary, very scary." (37) He spoke the truth: he it was scary.

(15) As a teacher, I had the opportunity to meet young people yearning for a clear and precise answer to the question about higher values life. (16) 0 values, allowing you to distinguish good from evil and choose the best and most worthy.

note: different forms of words refer to a different type of connection. For more information about the difference, see the paragraph on word forms.

4 Similar words

Cognates are words with the same root and common meaning.

Example words: Homeland, be born, birth, generation; tear, break, burst

Example sentences: I'm lucky be born healthy and strong. The story of my birth unremarkable.

Although I understood that a relationship was necessary break, but couldn't do it myself. This gap would be very painful for both of us.

5 Synonyms

Synonyms are words of the same part of speech that are close in meaning.

Example words: be bored, frown, be sad; fun, joy, jubilation

Example sentences: In parting she said that will miss you. I knew that too I'll be sad from our walks and conversations.

Joy grabbed me, picked me up and carried me... Jubilation there seemed to be no boundaries: Lina answered, finally answered!

It should be noted that synonyms are difficult to find in the text if you need to look for connections only using synonyms. But, as a rule, along with this method of communication, others are also used. So, in example 1 there is a conjunction Same , this connection will be discussed below.

6 Contextual synonyms

Contextual synonyms are words of the same part of speech that are similar in meaning only in a given context, since they relate to the same object (feature, action).

Example words: kitten, poor fellow, naughty; girl, student, beauty

Example sentences: Kitty has been living with us for quite some time. My husband took it off poor fellow from the tree where he climbed to escape the dogs.

I guessed that she student. Young woman continued to remain silent, despite all efforts on my part to get her to talk.

These words are even more difficult to find in the text: after all, the author makes them synonyms. But along with this method of communication, others are also used, which makes the search easier.

7 Antonyms

Antonyms are words of the same part of speech that have opposite meanings.

Example words: laughter, tears; hot Cold

Example sentences: I pretended that I liked this joke and squeezed out something like laughter. But tears They choked me, and I quickly left the room.

Her words were hot and burned. Eyes chilled cold. I felt like I was under a contrast shower...

8 Contextual antonyms

Contextual antonyms are words of the same part of speech that have opposite meanings only in a given context.

Example words: mouse - lion; home - work green - ripe

Example sentences: On work this man was gray with the mouse. At home woke up in it a lion.

Ripe The berries can be safely used to make jam. And here green It’s better not to put them in, they are usually bitter and can spoil the taste.

We draw attention to the non-random coincidence of terms(synonyms, antonyms, including contextual ones) in this task and tasks 22 and 24: this is one and the same lexical phenomenon, but viewed from a different angle. Lexical means can serve to connect two adjacent sentences, or they may not be a connecting link. At the same time, they will always be a means of expression, that is, they have every chance of being the object of tasks 22 and 24. Therefore, advice: when completing task 23, pay attention to these tasks. You will learn more theoretical material about lexical means from the reference rule for task 24.

23.2. Communication using morphological means

Along with lexical means of communication, morphological ones are also used.

1. Pronoun

A pronoun connection is a connection in which ONE word or SEVERAL words from the previous sentence are replaced by a pronoun. To see such a connection, you need to know what a pronoun is and what categories of meaning there are.

What you need to know:

Pronouns are words that are used instead of a name (noun, adjective, numeral), denote persons, indicate objects, characteristics of objects, the number of objects, without naming them specifically.

Based on their meaning and grammatical features, nine categories of pronouns are distinguished:

1) personal (I, we; you, you; he, she, it; they);

2) returnable (self);

3) possessive (my, yours, ours, yours, yours); used as possessives also forms of personal: his (jacket), her work),their (merit).

4) demonstrative (this, that, such, such, such, so much);

5) definitive(himself, most, all, everyone, each, other);

6) relative (who, what, which, which, which, how many, whose);

7) interrogative (who? what? which? whose? which? how many? where? when? where? from where? why? why? what?);

8) negative (nobody, nothing, nobody);

9) indefinite (someone, something, someone, anyone, anyone, someone).

Do not forget that pronouns change by case, therefore, “you”, “me”, “about us”, “about them”, “no one”, “everyone” are forms of pronouns.

As a rule, the task indicates WHAT category the pronoun should be, but this is not necessary if in the specified period there are no other pronouns that act as LINKING elements. You need to clearly understand that NOT EVERY pronoun that appears in the text is a connecting link.

Let's look at the examples and determine how sentences 1 and 2 are related; 2 and 3.

1) Our school has recently been renovated. 2) I finished it many years ago, but sometimes I went in and wandered around the school floors. 3) Now they are some strangers, different, not mine....

There are two pronouns in the second sentence, both personal, I And her. Which one is the one paperclip, which connects the first and second sentence? If it's a pronoun I, what it is replaced in sentence 1? Nothing. What replaces the pronoun? her? Word " school" from the first sentence. We conclude: connection using a personal pronoun her.

There are three pronouns in the third sentence: they are somehow mine. The second is connected only by a pronoun They(=floors from the second sentence). Rest do not correlate in any way with the words of the second sentence and do not replace anything. Conclusion: the second sentence connects the third with the pronoun They.

What is the practical importance of understanding this method of communication? The fact is that pronouns can and should be used instead of nouns, adjectives and numerals. Use, but not abuse, since the abundance of words “he”, “his”, “their” sometimes leads to misunderstanding and confusion.

2. Adverb

Communication using adverbs is a connection, the features of which depend on the meaning of the adverb.

To see such a connection, you need to know what an adverb is and what categories of meaning there are.

Adverbs are unchangeable words that denote an action and refer to a verb.

Adverbs of the following meanings can be used as means of communication:

Time and space: below, on the left, next to, at the beginning, long ago and the like.

Example sentences: We got to work. At the beginning it was hard: I couldn’t work as a team, I had no ideas. After got involved, felt their strength and even got excited.note: Sentences 2 and 3 are related to sentence 1 using the indicated adverbs. This type of connection is called parallel connection.

We climbed to the very top of the mountain. Around There were only the treetops of us. Near The clouds floated with us. A similar example of a parallel connection: 2 and 3 are connected to 1 using the indicated adverbs.

Demonstrative adverbs. (They are sometimes called pronominal adverbs, since they do not name how or where the action takes place, but only point to it): there, here, there, then, from there, because, so and the like.

Example sentences: Last summer I was on holiday in one of the sanatoriums in Belarus. From there It was almost impossible to make a call, let alone surf the Internet. The adverb “from there” replaces the whole phrase.

Life went on as usual: I studied, my mother and father worked, my sister got married and left with her husband. So three years have passed. The adverb “so” summarizes the entire content of the previous sentence.

It is possible to use other categories of adverbs, for example, negative: B school and university I didn’t have good relationships with my peers. Yes and nowhere did not fold; however, I didn’t suffer from this, I had a family, I had brothers, they replaced my friends.

3. Union

Communication using conjunctions is the most common type of connection, thanks to which various relationships arise between sentences related to the meaning of the conjunction.

Communication using coordinating conjunctions: but, and, and, but, also, or, however and others. The assignment may or may not indicate the type of union. Therefore, the material on alliances should be repeated.

More details about coordinating conjunctions are described in a special section.

Example sentences: By the end of the day off we were incredibly tired. But the mood was amazing! Communication using the adversative conjunction “but”.

It's always been like this... Or that's how it seemed to me...Connection using the disjunctive conjunction “or”.

We draw attention to the fact that very rarely only one conjunction is involved in the formation of a connection: as a rule, lexical means of communication are used simultaneously.

Communication using subordinating conjunctions: because, so. A very atypical case, since subordinating conjunctions connect sentences within a complex sentence. In our opinion, with such a connection there is a deliberate break in the structure of a complex sentence.

Example sentences: I was in complete despair... For I didn’t know what to do, where to go and, most importantly, who to turn to for help. The conjunction for has the meaning because, because, indicates the reason for the hero’s condition.

I didn’t pass the exams, I didn’t go to college, I couldn’t ask for help from my parents and I wouldn’t do it. So There was only one thing left to do: find a job. The conjunction “so” has the meaning of consequence.

4. Particles

Particle Communication always accompanies other types of communication.

Particles after all, and only, here, there, only, even, same add additional shades to the proposal.

Example sentences: Call your parents, talk to them. After all It's so simple and at the same time difficult - to love....

Everyone in the house was already asleep. AND only Grandma muttered quietly: she always read prayers before going to bed, asking the heavenly forces for a better life for us.

After my husband left, my soul became empty and my house deserted. Even the cat, who usually rushed like a meteor around the apartment, just yawns sleepily and keeps trying to climb into my arms. Here whose arms would I lean on...Please note that connecting particles come at the beginning of the sentence.

5. Word forms

Communication using word form is that in adjacent sentences the same word is used in different

• if this noun - number and case
• If adjective - gender, number and case
• If pronoun - gender, number and case depending on the category
• If verb in person (gender), number, tense

Verbs and participles, verbs and gerunds are considered different words.

Example sentences: Noise gradually increased. From this growing noise I felt uneasy.

I knew my son captain. With myself captain fate did not bring me together, but I knew that it was only a matter of time.

note: the assignment may say “word forms”, and then it is ONE word in different forms;

“forms of words” - and these are already two words repeated in adjacent sentences.

There is a particular difficulty in the difference between word forms and lexical repetition.

Information for teachers.

Let's consider as an example the most difficult task of the real Unified State Exam 2016. Here is the full fragment published on the FIPI website in the “Guidelines for Teachers (2016)”

Difficulties for examinees in completing task 23 were caused by cases where the task condition required distinguishing between the form of a word and lexical repetition as a means of connecting sentences in the text. In these cases, when analyzing language material, students should pay attention to the fact that lexical repetition involves the repetition of a lexical unit with a special stylistic task.

Here is the condition of task 23 and a fragment of the text of one of the versions of the Unified State Exam 2016:

“Among sentences 8–18, find one that is related to the previous one using lexical repetition. Write the number of this offer."

Below is the beginning of the text given for analysis.

- (7) What kind of an artist are you when you don’t love your native land, eccentric!

(8) Maybe that’s why Berg wasn’t good at landscapes. (9) He preferred a portrait, a poster. (10) He tried to find the style of his time, but these attempts were full of failures and ambiguities.

(11) One day Berg received a letter from the artist Yartsev. (12) He called him to come to the Murom forests, where he spent the summer.

(13) August was hot and windless. (14) Yartsev lived far from a deserted station, in the forest, on the shore of a deep lake with black water. (15) He rented a hut from a forester. (16) Berg was driven to the lake by the forester’s son Vanya Zotov, a stooped and shy boy. (17) Berg lived on the lake for about a month. (18) He was not going to work and did not take oil paints with him.

Proposition 15 is related to Proposition 14 by personal pronoun "He"(Yartsev).

Proposition 16 is related to Proposition 15 by word forms "forester": prepositional case form, controlled by a verb, and non-prepositional form, controlled by a noun. These word forms express different meanings: the meaning is object and the meaning of belonging, and the use of the word forms in question does not carry a stylistic load.

Proposition 17 is related to sentence 16 by word forms (“on the lake - to the lake”; "Berga - Berg").

Proposition 18 is related to the previous one by personal pronoun "he"(Berg).

The correct answer in task 23 of this option is 10. It is sentence 10 of the text that is connected with the previous one (sentence 9) using lexical repetition (the word “he”).

It should be noted that there is no consensus among the authors of various manuals, What is considered a lexical repetition - the same word in different cases (persons, numbers) or in the same one. The authors of the books of the publishing house “National Education”, “Exam”, “Legion” (authors Tsybulko I.P., Vasilyev I.P., Gosteva Yu.N., Senina N.A.) do not give a single example in which the words in various forms would be considered lexical repetition.

At the same time, very complex cases in which words in different cases have the same form are treated differently in the manuals. The author of the books N.A. Senina sees this as a form of the word. I.P. Tsybulko (based on materials from a 2017 book) sees lexical repetition. So, in sentences like I saw the sea in a dream. The sea was calling me the word “sea” has different cases, but at the same time it undoubtedly has the same stylistic task that I.P. writes about. Tsybulko. Without delving into the linguistic solution to this issue, we will outline the position of RESHUEGE and give recommendations.

1. All obviously non-matching forms are word forms, not lexical repetition. Please note that we are talking about the same linguistic phenomenon as in task 24. And in 24, lexical repetitions are only repeated words in the same forms.

2. There will be no matching forms in the tasks on RESHUEGE: if the linguist specialists themselves cannot figure it out, then school graduates cannot do it.

3. If you come across tasks with similar difficulties during the exam, we look at those additional means of communication that will help you make your choice. After all, the compilers of KIMs may have their own, separate opinion. Unfortunately, this may be the case.

23.3 Syntactic means.

Introductory words

Communication with the help of introductory words accompanies and complements any other connection, adding shades of meaning characteristic of introductory words.

Of course, you need to know which words are introductory.

He was hired. Unfortunately, Anton was too ambitious. On the one side, the company needed such individuals, on the other hand, he was not inferior to anyone or anything, if something was, as he said, below his level.

Let us give examples of the definition of means of communication in a short text.

(1) We met Masha several months ago. (2) My parents had not seen her yet, but did not insist on meeting her. (3) It seemed that she also did not strive for rapprochement, which upset me somewhat.

Let's determine how the sentences in this text are connected.

Sentence 2 is related to sentence 1 using a personal pronoun her, which replaces the name Masha in sentence 1.

Sentence 3 is related to sentence 2 using word forms she her: “she” is a nominative case form, “her” is a genitive case form.

In addition, sentence 3 also has other means of communication: it is a conjunction Same, introductory word it seemed, series of synonymous constructions didn't insist on getting to know each other And didn't try to get closer.

Akhmed Yunyaev 28.04.2018 19:21

Isn't this anaphora?

Tatiana Statsenko

No, not all sentences begin with the same word.

Read an excerpt from the review. It examines the linguistic features of the text. Some terms used in the review are missing. Fill in the blanks with numbers corresponding to the number of the term from the list.

“The author’s serious and thoughtful attitude to the problem posed is expressed using techniques such as (A)_____ (sentences 4, 5) and (B)_____ (for example, in sentences 14-15). Such a syntactic device as (B)_____ (sentences 1, 20), as well as the trope - (D)_____ (“spiritual eye”) - in sentence 10 give a special imagery to I. Ilyin’s thoughts.”

List of terms:

1) rhetorical question

2) a number of homogeneous members

3) emotional-evaluative words

4) hyperbole

5) question-and-answer form of presentation

6) metaphor

7) opposition

8) comparative turnover

9) epithets

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

A	B	IN	G

Explanation (see also Rule below).

Let's fill in the blanks.

“The author’s serious and thoughtful attitude to the problem posed is expressed using such techniques as opposition(in sentences 4, 5 there is a contrast between material goods and spiritual content) and (in sentence 14 the author asks a question, and in sentence 15 he answers it). A syntactic device such as series of homogeneous members(in sentence 1 there is a number of homogeneous additions, in sentence 20 - a number of homogeneous definitions), as well as trope - metaphor(metaphor - hidden comparison, allegory, in sentence 10 the phrase “spiritual eye” is used) - in sentence 10 they give special imagery to I. Ilyin’s thoughts”

Answer: 7526.

Answer: 7526

Rule: Task 26. Language means of expression

ANALYSIS OF MEANS OF EXPRESSION.

The purpose of the task is to determine the means of expression used in the review by establishing correspondence between the gaps indicated by letters in the text of the review and the numbers with definitions. You need to write matches only in the order in which the letters appear in the text. If you do not know what is hidden under a particular letter, you must put “0” in place of this number. You can get from 1 to 4 points for the task.

When completing task 26, you should remember that you are filling in the gaps in the review, i.e. restore the text, and with it semantic and grammatical connection. Therefore, an analysis of the review itself can often serve as an additional clue: various adjectives of one kind or another, predicates consistent with the omissions, etc. It will make it easier to complete the task and divide the list of terms into two groups: the first includes terms based on the meaning of the word, the second - the structure of the sentence. You can carry out this division knowing that all funds are divided into TWO large groups: the first includes lexical (non-special means) and tropes; secondly, figures of speech (some of them are called syntactic).

26.1 TROPIC WORD OR EXPRESSION USED IN A FIGUREABLE MEANING TO CREATE AN ARTISTIC IMAGE AND ACHIEVE GREATER EXPRESSIVENESS. Tropes include such techniques as epithet, comparison, personification, metaphor, metonymy, sometimes they include hyperbole and litotes.

Note: The assignment usually states that these are TRAILS.

In the review, examples of tropes are indicated in parentheses, like a phrase.

1.Epithet(in translation from Greek - application, addition) - this is a figurative definition that marks an essential feature for a given context in the depicted phenomenon. The epithet differs from a simple definition in its artistic expressiveness and imagery. The epithet is based on a hidden comparison.

Epithets include all “colorful” definitions that are most often expressed adjectives:

sad orphaned land(F.I. Tyutchev), gray fog, lemon light, silent peace(I.A. Bunin).

Epithets can also be expressed:

-nouns, acting as applications or predicates, giving a figurative characteristic of the subject: winter sorceress; mother is the damp earth; The poet is a lyre, and not just the nanny of his soul(M. Gorky);

-adverbs, acting as circumstances: In the wild north stands alone...(M. Yu. Lermontov); The leaves were tensely stretched in the wind (K. G. Paustovsky);

-participles: waves rush thundering and sparkling;

-pronouns, expressing the superlative degree of a particular state of the human soul:

After all, there were fighting fights, Yes, they say, still which! (M. Yu. Lermontov);

-participles and participial phrases: Nightingales in vocabulary rumbling announce the forest limits (B. L. Pasternak); I also admit the appearance of... greyhound writers who cannot prove where they spent the night yesterday, and who have no other words in their language except the words not remembering kinship(M. E. Saltykov-Shchedrin).

2. Comparison is a visual technique based on the comparison of one phenomenon or concept with another. Unlike metaphor, comparison is always binary: it names both compared objects (phenomena, characteristics, actions).

The villages are burning, they have no protection.

The sons of the fatherland are defeated by the enemy,

And the glow like an eternal meteor,

Playing in the clouds frightens the eye. (M. Yu. Lermontov)

Comparisons are expressed in various ways:

Instrumental case form of nouns:

Nightingale vagrant Youth flew by,

Wave in bad weather Joy fades away (A.V. Koltsov)

Comparative form of an adjective or adverb: These eyes greener sea ​​and our cypresses darker(A. Akhmatova);

Comparative phrases with conjunctions like, as if, as if, etc.:

Like a predatory beast, to the humble abode

The winner breaks in with bayonets... (M. Yu. Lermontov);

Using the words similar, similar, this is:

On the eyes of a cautious cat

Similar your eyes (A. Akhmatova);

Using comparative clauses:

Golden leaves swirled

In the pinkish water of the pond,

Like a light flock of butterflies

Flies breathlessly towards a star. (S. A. Yesenin)

3.Metaphor(in translation from Greek - transfer) is a word or expression that is used in figurative meaning based on the similarity of two objects or phenomena on any basis. Unlike a comparison, which contains both what is being compared and what is being compared with, a metaphor contains only the second, which creates compactness and figurativeness in the use of the word. A metaphor can be based on the similarity of objects in shape, color, volume, purpose, sensations, etc.: a waterfall of stars, an avalanche of letters, a wall of fire, an abyss of grief, a pearl of poetry, a spark of love and etc.

All metaphors are divided into two groups:

1) general language(“erased”): golden hands, a storm in a teacup, moving mountains, strings of the soul, love has faded;

2) artistic(individual author’s, poetic):

And the stars fade diamond thrill

IN painless cold dawn (M. Voloshin);

Empty skies transparent glass (A. Akhmatova);

AND blue, bottomless eyes

They bloom on the far shore. (A. A. Blok)

Metaphor happens not just single: it can develop in the text, forming entire chains of figurative expressions, in many cases - covering, as if permeating the entire text. This extended, complex metaphor, a complete artistic image.

4. Personification- this is a type of metaphor based on the transfer of signs of a living being to natural phenomena, objects and concepts. Most often, personifications are used to describe nature:

Rolling through the sleepy valleys, the sleepy mists lay down, And only the sound of a horse's tramp is lost in the distance. The autumn day has faded, turning pale, with the fragrant leaves curled up, and the half-withered flowers are enjoying dreamless sleep.. (M. Yu. Lermontov)

5. Metonymy(translated from Greek - renaming) is the transfer of a name from one object to another based on their contiguity. Adjacency can be a manifestation of connection:

Between action and the instrument of action: Their villages and fields for a violent raid He doomed to swords and fires(A.S. Pushkin);

Between an object and the material from which the object is made: ... or on silver, I ate on gold(A. S. Griboyedov);

Between a place and the people in that place: The city was noisy, flags crackled, wet roses fell from the bowls of flower girls... (Yu. K. Olesha)

6. Synecdoche(in translation from Greek - correlation) - this a type of metonymy, based on the transfer of meaning from one phenomenon to another based on the quantitative relationship between them. Most often, transfer occurs:

From less to more: Even a bird does not fly to him, And a tiger does not come... (A.S. Pushkin);

From part to whole: Beard, why are you still silent?(A.P. Chekhov)

7. Periphrase, or periphrasis(translated from Greek - a descriptive expression) is a phrase that is used instead of any word or phrase. For example, Petersburg in verse

A. S. Pushkin - “Peter’s Creation”, “Beauty and Wonder of the Full Countries”, “The City of Petrov”; A. A. Blok in the poems of M. I. Tsvetaeva - “a knight without reproach”, “blue-eyed snow singer”, “snow swan”, “almighty of my soul”.

8.Hyperbole(translated from Greek - exaggeration) is a figurative expression containing an exorbitant exaggeration of any attribute of an object, phenomenon, action: A rare bird will fly to the middle of the Dnieper(N.V. Gogol)

And at that very moment there were couriers, couriers, couriers on the streets... can you imagine, thirty five thousands only couriers! (N.V. Gogol).

9. Litota(translated from Greek - smallness, moderation) is a figurative expression containing an exorbitant understatement of any attribute of an object, phenomenon, action: What tiny cows! There is, right, less than a pinhead.(I. A. Krylov)

And walking importantly, in decorous calm, the horse is led by the bridle by a peasant in large boots, in a short sheepskin coat, in large mittens... and from the nails myself!(N.A. Nekrasov)

10. Irony(in translation from Greek - pretense) is the use of a word or statement in a sense opposite to the direct one. Irony is a type of allegory in which mockery is hidden behind an outwardly positive assessment: Why, smart one, are you delirious, head?(I. A. Krylov)

26.2 “NON-SPECIAL” LEXICAL VISUATIVE AND EXPRESSIVE MEANS OF LANGUAGE

Note: In assignments it is sometimes indicated that this is a lexical device. Typically, in a review of task 24, an example of a lexical device is given in parentheses, either as a single word or as a phrase in which one of the words is in italics. Please note: these are the products most often needed find in task 22!

11. Synonyms, i.e. words of the same part of speech, different in sound, but identical or similar in lexical meaning and differing from each other either in shades of meaning or stylistic coloring ( brave - brave, run - rush, eyes(neutral) - eyes(poet.)), have great expressive power.

Synonyms can be contextual.

12. Antonyms, i.e. words of the same part of speech, opposite in meaning ( truth - lie, good - evil, disgusting - wonderful), also have great expressive capabilities.

Antonyms can be contextual, that is, they become antonyms only in a given context.

Lies happen good or evil,

Compassionate or merciless,

Lies happen dexterous and awkward,

Prudent and reckless,

Intoxicating and joyless.

13. Phraseologisms as a means of linguistic expression

Phraseologisms (phraseological expressions, idioms), i.e. reproduced in finished form phrases and sentences in which the integral meaning dominates the meanings of their constituent components and is not a simple sum of such meanings ( get into trouble, be in seventh heaven, bone of contention), have great expressive capabilities. The expressiveness of phraseological units is determined by:

1) their vivid imagery, including mythological ( the cat cried like a squirrel in a wheel, Ariadne's thread, sword of Damocles, Achilles heel);

2) the classification of many of them: a) to the category of high ( the voice of one crying in the wilderness, sink into oblivion) or reduced (colloquial, colloquial: like a fish in water, neither sleep nor spirit, lead by the nose, lather your neck, hang your ears); b) to the category of linguistic means with a positive emotional-expressive connotation ( to store like the apple of your eye - trade.) or with a negative emotional-expressive coloring (without the king in the head - disapproved, small fry - disdained, worthless - despised.).

14. Stylistically colored vocabulary

To enhance expressiveness in the text, all categories of stylistically colored vocabulary can be used:

1) emotional-expressive (evaluative) vocabulary, including:

a) words with a positive emotional-expressive assessment: solemn, sublime (including Old Slavonicisms): inspiration, future, fatherland, aspirations, hidden, unshakable; sublimely poetic: serene, radiant, enchantment, azure; approving: noble, outstanding, amazing, brave; endearments: sunshine, darling, daughter

b) words with a negative emotional-expressive assessment: disapproving: speculation, bickering, nonsense; dismissive: upstart, hustler; contemptuous: dunce, crammer, scribbling; abusive/

2) functionally and stylistically colored vocabulary, including:

a) book: scientific (terms: alliteration, cosine, interference); official business: the undersigned, report; journalistic: report, interview; artistic and poetic: azure, eyes, cheeks

b) colloquial (everyday): dad, boy, braggart, healthy

15. Vocabulary of limited use

To enhance expressiveness in the text, all categories of vocabulary of limited use can also be used, including:

Dialectal vocabulary (words that are used by residents of a particular area: kochet - rooster, veksha - squirrel);

Colloquial vocabulary (words with a pronounced reduced stylistic connotation: familiar, rude, dismissive, abusive, located on the border or outside the literary norm: beggar, drunkard, cracker, trash talker);

Professional vocabulary (words that are used in professional speech and are not included in the system of general literary language: galley - in the speech of sailors, duck - in the speech of journalists, window - in the speech of teachers);

Slang vocabulary (words characteristic of youth slang: party, frills, cool; computer: brains - computer memory, keyboard - keyboard; soldier: demobilization, scoop, perfume; criminal jargon: bro, raspberry);

The vocabulary is outdated (historicisms are words that have fallen out of use due to the disappearance of the objects or phenomena they denote: boyar, oprichnina, horse-drawn horse; archaisms are outdated words naming objects and concepts for which new names have appeared in the language: forehead - forehead, sail - sail); - new vocabulary (neologisms - words that have recently entered the language and have not yet lost their novelty: blog, slogan, teenager).

26.3 FIGURES (RHETORICAL FIGURES, STYLISTIC FIGURES, FIGURES OF SPEECH) ARE STYLISTIC DEVICES based on special combinations of words that go beyond the scope of normal practical use, and aimed at enhancing the expressiveness and figurativeness of the text. The main figures of speech include: rhetorical question, rhetorical exclamation, rhetorical appeal, repetition, syntactic parallelism, polyunion, non-union, ellipsis, inversion, parcellation, antithesis, gradation, oxymoron. Unlike lexical means, this is the level of a sentence or several sentences.

Note: In the tasks there is no clear definition format indicating these means: they are called syntactic means, and a technique, and simply a means of expressiveness, and a figure. In task 24, the figure of speech is indicated by the number of the sentence given in brackets.

16.Rhetorical question is a figure that contains a statement in the form of a question. A rhetorical question does not require an answer; it is used to enhance the emotionality, expressiveness of speech, and to attract the reader’s attention to a particular phenomenon:

Why did he give his hand to insignificant slanderers, Why did he believe false words and caresses, He who comprehended people from a young age?.. (M. Yu. Lermontov);

17.Rhetorical exclamation is a figure that contains a statement in the form of an exclamation. Rhetorical exclamations enhance the expression of certain feelings in a message; they are usually distinguished not only by special emotionality, but also by solemnity and elation:

That was on the morning of our years - Oh happiness! oh tears! O forest! oh life! oh sunshine! O fresh spirit of birch. (A.K. Tolstoy);

Alas! The proud country bowed to the power of a stranger. (M. Yu. Lermontov)

18.Rhetorical appeal- this is a stylistic figure consisting of an emphasized appeal to someone or something to enhance the expressiveness of speech. It serves not so much to name the addressee of the speech, but rather to express the attitude towards what is said in the text. Rhetorical appeals can create solemnity and pathosity of speech, express joy, regret and other shades of mood and emotional state:

My friends! Our union is wonderful. He, like the soul, is uncontrollable and eternal (A.S. Pushkin);

Oh, deep night! Oh, cold autumn! Mute! (K. D. Balmont)

19.Repetition (positional-lexical repetition, lexical repetition)- this is a stylistic figure consisting of the repetition of any member of a sentence (word), part of a sentence or a whole sentence, several sentences, stanzas in order to attract special attention to them.

Types of repetition are anaphora, epiphora and pickup.

Anaphora(translated from Greek - ascent, rise), or unity of beginning, is the repetition of a word or group of words at the beginning of lines, stanzas or sentences:

Lazy the hazy noon breathes,

Lazy the river is rolling.

And in the fiery and pure firmament

Clouds are melting lazily (F.I. Tyutchev);

Epiphora(translated from Greek - addition, final sentence of a period) is the repetition of words or groups of words at the end of lines, stanzas or sentences:

Although man is not eternal,

That which is eternal - humanely.

What is a day or an age?

Before what is infinite?

Although man is not eternal,

That which is eternal - humanely(A. A. Fet);

They got a loaf of light bread - joy!

Today the film is good in the club - joy!

A two-volume edition of Paustovsky was brought to the bookstore. joy!(A.I. Solzhenitsyn)

Pickup- this is a repetition of any segment of speech (sentence, poetic line) at the beginning of the corresponding segment of speech following it:

He fell down on the cold snow,

On the cold snow, like a pine tree,

Like a pine tree in a damp forest (M. Yu. Lermontov);

20. Parallelism (syntactic parallelism)(in translation from Greek - walking next to) - identical or similar construction of adjacent parts of the text: adjacent sentences, poetic lines, stanzas, which, when correlated, create a single image:

I look at the future with fear,

I look at the past with longing... (M. Yu. Lermontov);

I was a ringing string for you,

I was your blooming spring,

But you didn't want flowers

And you didn't hear the words? (K. D. Balmont)

Often using antithesis: What is he looking for in a distant land? What did he throw in his native land?(M. Lermontov); Not the country is for business, but business is for the country (from the newspaper).

21. Inversion(translated from Greek - rearrangement, inversion) is a change in the usual order of words in a sentence in order to emphasize the semantic significance of any element of the text (word, sentence), giving the phrase a special stylistic coloring: solemn, high-sounding or, conversely, colloquial, somewhat reduced characteristics. The following combinations are considered inverted in Russian:

The agreed definition comes after the word being defined: I’m sitting behind bars in dungeon dank(M. Yu. Lermontov); But there were no swells running through this sea; the stuffy air did not flow: it was brewing great thunderstorm(I. S. Turgenev);

Additions and circumstances expressed by nouns come before the word to which they relate: Hours of monotonous battle(monotonous clock strike);

22.Parcellation(in translation from French - particle) - a stylistic device that consists in dividing a single syntactic structure of a sentence into several intonational and semantic units - phrases. At the point where the sentence is divided, a period, exclamation and question marks, and an ellipsis can be used. In the morning, bright as a splint. Scary. Long. Ratnym. The rifle regiment was defeated. Our. In an unequal battle(R. Rozhdestvensky); Why isn't anyone outraged? Education and healthcare! The most important areas of society! Not mentioned in this document at all(From newspapers); It is necessary for the state to remember the main thing: its citizens are not individuals. And people. (From newspapers)

23. Non-union and multi-union- syntactic figures based on deliberate omission, or, conversely, deliberate repetition of conjunctions. In the first case, when omitting conjunctions, speech becomes condensed, compact, and dynamic. The actions and events depicted here quickly, instantly unfold, replacing each other:

Swede, Russian - stabs, chops, cuts.

Drumming, clicks, grinding.

The thunder of guns, stomping, neighing, groaning,

And death and hell on all sides. (A.S. Pushkin)

When multi-union speech, on the contrary, slows down, pauses and repeated conjunctions highlight words, expressively emphasizing their semantic significance:

But And grandson, And great-grandson, And great-great-grandson

They grow in me while I grow... (P.G. Antokolsky)

24.Period- a long, polynomial sentence or a very common simple sentence, which is distinguished by completeness, unity of topic and intonational division into two parts. In the first part, the syntactic repetition of the same type of subordinate clauses (or members of the sentence) occurs with an increasing increase in intonation, then there is a significant pause separating it, and in the second part, where the conclusion is given, the tone of voice noticeably decreases. This intonation design forms a kind of circle:

If I wanted to limit my life to the home circle, / When a pleasant lot ordered me to be a father, a husband, / If I were captivated by the family picture for even a single moment, then it’s true that I wouldn’t look for another bride besides you. (A.S. Pushkin)

25.Antithesis or opposition(in translation from Greek - opposition) is a turn in which opposing concepts, positions, images are sharply contrasted. To create an antithesis, antonyms are usually used - general linguistic and contextual:

You are rich, I am very poor, You are a prose writer, I am a poet(A.S. Pushkin);

Yesterday I looked into your eyes,

And now everything is looking sideways,

Yesterday I was sitting before the birds,

All larks these days are crows!

I'm stupid and you're smart

Alive, but I'm dumbfounded.

O cry of women of all times:

“My dear, what have I done to you?” (M. I. Tsvetaeva)

26.Gradation(in translation from Latin - gradual increase, strengthening) - a technique consisting in the sequential arrangement of words, expressions, tropes (epithets, metaphors, comparisons) in order of strengthening (increasing) or weakening (decreasing) of a characteristic. Increasing gradation usually used to enhance the imagery, emotional expressiveness and impact of the text:

I called you, but you didn’t look back, I shed tears, but you didn’t condescend(A. A. Blok);

Glowed, burned, shone huge Blue eyes. (V. A. Soloukhin)

Descending gradation is used less frequently and usually serves to enhance the semantic content of the text and create imagery:

He brought mortal resin

Yes, a branch with withered leaves. (A.S. Pushkin)

27.Oxymoron(translated from Greek - witty-stupid) is a stylistic figure in which usually incompatible concepts are combined, usually contradicting each other ( bitter joy, ringing silence and so on.); it turns out new meaning, and the speech acquires special expressiveness: From that hour began for Ilya sweet torment, lightly scorching the soul (I. S. Shmelev);

Eat joyful melancholy in the red of dawn (S. A. Yesenin);

But their ugly beauty I soon comprehended the mystery. (M. Yu. Lermontov)

28. Allegory– allegory, transmission of an abstract concept through a concrete image: Foxes and wolves must win(cunning, malice, greed).

29.Default- a deliberate break in the statement, conveying the emotion of the speech and suggesting that the reader will guess what was unspoken: But I wanted... Perhaps you...

In addition to the above syntactic means of expressiveness, the tests also contain the following:

-exclamation sentences;

- dialogue, hidden dialogue;

-question-and-answer form of presentation a form of presentation in which questions and answers to questions alternate;

-rows of homogeneous members;

-citation;

-introductory words and constructions

-Incomplete sentences– sentences in which any member is missing that is necessary for completeness of structure and meaning. Missing sentence members can be restored and contextualized.

Including ellipsis, that is, omission of the predicate.

These concepts are covered in the school syntax course. That is probably why these means of expression are most often called syntactic in reviews.

Read the text and complete tasks 20-25. (1) There is no doubt - humanity will find ways leading to renewal, deepening and inspiration of its culture

(1) There is no doubt that humanity will find ways leading to renewal, deepening and inspiration of its culture. (2) But for this, he must learn gratitude and build his spiritual life on it.

(3) Modern humanity does not value what is given to it; does not see his natural and spiritual wealth; does not extract from his inner world what is inherent in it. (4) It values ​​not internal fortitude, but external power - technical and state. (5) It does not want to create, create and improve, but to own. (6) Dispose of and enjoy. (7) And therefore it is always not enough for it and everything is not enough: it always counts its “losses” and grumbles. (8) But he is obsessed with greed and envy and knows nothing about gratitude.

(9) And so each of us must first of all learn gratitude.

(10) We only have to open our spiritual eye and take a closer look at life - and we will see that every moment seems to test us whether we are ripe for gratitude and whether we know how to give thanks. (11) And the one who passes this test turns out to be a man of the future: he is called to create new world and his culture, he already carries them within himself. (12)0n creative person; and the one who does not withstand this test is obsessed with spiritual blindness and envy, he carries within himself the decay of a dying culture, he is a man of the moribund past. (13) This is the criterion of spirituality, this is the law and measure that few people think about, but by which it is necessary to distinguish people.

(14) What is gratitude? (15) This is the response of a living, loving heart to the benefit shown to it. (16) It responds with love to love, joy to kindness, radiation to light and warmth, faithful service to the grace given. (17) Gratitude does not need verbal expressions, and sometimes it is better for a person to experience and express it wordlessly. (18) Gratitude is not a simple recognition of someone else’s good deed, for an embittered heart accompanies such recognition with a feeling of resentment, humiliation, or even a thirst for revenge. (19) No, real gratitude is joy and love and, subsequently, the need to respond kindly to good. (20) This joy flares up on its own, freely, unforcedly, and leads with love - free, sincere. (21) A gift is a call calling for a good response. (22) A gift is a ray that requires response radiation. (23) He addresses both the heart and the will at once. (24) The will makes decisions; she wants to respond and begins to act; and this action renews life with love and kindness.

(25) Thus gratitude cleanses the soul from envy and hatred. (26) And the future of humanity belongs precisely to grateful hearts.

(According to I. Ilyin)

20. Which statement does not coincide with the author’s point of view? Specify numbers answers.

1) Modern humanity, in its desire to own, values ​​not creative power, but power.

3) Sometimes it is necessary to show gratitude without verbal expressions; 4) Gratitude can never cleanse the soul of envy and hatred. 5) The future of humanity belongs to those who know how to be grateful.

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

1) Sentences 10-13 contain reasoning.

2) Sentence 15 contains the answer to the question asked in sentence 14.

3) Sentences 10-13 have all types of speech

4) Sentences 10-13 have narration and description

5) Sentences 10-13 contain a narrative Answer: ___________________________

22. From sentence four (4), write down the antonyms Answer: ___________________________

23. Among sentences 14-20, find one that is connected to the previous one using a demonstrative pronoun and lexical repetition. Write number this proposal. Answer: ___________________________

When I think about the impact of physical activity on cognitive abilities and how to improve them, I am reminded of such returns. The civilization that gave us such achievements as mobile communications and the Internet also did us a disservice by allowing us to sit on our butts all day. While studying and working, we cease to be physically active, like our ancestors. As a result, we lack movement.

Let us remember that our ancestors walked more than 19 kilometers a day. This means that throughout evolutionary history, the brain was supported by the body of an Olympian. They didn't sit in classrooms for eight hours on end. We didn’t sit in offices for eight hours straight. If we sat for eight hours in the middle of the Serengeti, within eight minutes we would become someone's lunch. We wouldn't have millions of years to adapt to a sedentary lifestyle. It turns out we have to go back to the way things were. First of all, you need to stop inactivity. I'm sure that adding physical activity to an eight-hour day at school and work won't make us smarter - but it will make us normal.

Without a doubt, there is an epidemic of obesity sweeping humanity, but I will not waste time discussing this social problem now. The benefits of physical activity can be listed for a long time, since it affects all systems of the body and has a positive effect on the psyche. Physical activity makes muscles and bones stronger, for example: increases endurance and improves balance, helps regulate appetite, changes the blood lipid profile, reduces the risk of more than ten types of cancer, strengthens the immune system and counters the negative effects of stress (see). By saturating the cardiovascular system, physical activity reduces the risk of heart disease, heart attacks and diabetes. As for the benefits for the intellect, physical activity is like a miracle healing pill from the arsenal of modern medicine. There must be a way to apply these magical effects for practical purposes for study and work.

Break twice a day

In the quest for higher grades, more school districts are eliminating physical education and recess. Considering the impact of physical activity on cognitive activity, this approach makes no sense.

Formerly Yancey's model, today a physician, scientist, and basketball player, describes the results of real-life tests: "They extend academic time through physical education... and universally believe that [physical education] has no effect on children's performance on academic tests... [When] trained teachers introduced physical education classes, children performed better in languages, reading, and basic tests.”

Not exercising in order to score well on academic tests (and we know that physical activity improves cognitive performance) is like trying to gain weight by starving yourself. What if schools included physical education in the daily lesson schedule, for example twice a day? In one experiment, after examining the health of the children taking part, the subjects began aerobic exercise for 20–30 minutes every morning and muscle-strengthening exercises for 20–30 minutes in the afternoon. Everyone would mark it O Such exercises are more effective when training is organized two to three times a day. Since progress is obvious, it is probably possible to achieve O better results. You can even reconsider your school uniform. What will it look like new outfit in this case? Just sportswear on every day.

Treadmills in classrooms and offices

Remember the experiment in which children's brains worked better when they exercised, but when they stopped exercising, their cognitive abilities rapidly deteriorated? He led scientists to the idea that it was not the level of sports activity that was important, but the stability of oxygen saturation of the brain - otherwise the effect of improving mental performance would not have decreased so quickly. The researchers conducted another experiment, and the results showed that supplemental oxygen produced the same cognitive-improving effect in healthy young adults.

They came up with an interesting idea to implement in classrooms (don't worry, we're not talking about oxygen doping for high grades): what if instead of sitting at their desks during class, kids walked on treadmills? Students can listen to a math lesson or teach English language and at the same time, walk 1-2 minutes per hour on treadmills located next to your desk. Treadmills in classrooms would allow people to reap the benefits of oxygenating their brains and reap the benefits of regular exercise. Will the use of such a technique affect academic performance? Until brain scientists and education professionals begin to work together to achieve real, useful results, we will not know the answer.

The same idea could be implemented in the workplace if companies install treadmills in offices and encourage physical activity during morning and afternoon breaks. It would be a good idea to hold meetings while employees are walking on a treadmill at three kilometers per hour. Will it improve problem solving ability? Will it have an effect on memory and creativity, as in laboratory experiments?

The idea of ​​incorporating physical activity into your workday may seem strange, but it is not difficult to implement. I installed a treadmill in my office and now I fill my regular breaks not with a cup of coffee, but with exercise. I even came up with a design that allows me to mount my computer so that I can write emails while I exercise. At first it was difficult to adapt to such mixed activities. It took me 15 minutes to get the hang of typing on a laptop while walking at a speed of three kilometers per hour.

I am not alone in my ideas. Boeing, for example, is beginning to include physical activity in its command training program. Problem solving teams used to work late into the night; now all work must be completed during the day, leaving time for exercise and sleep. More and more working groups are achieving their goals. A Boeing vice president has a treadmill installed in his office and confirms that exercise clears his head and helps him concentrate. The company's management is considering the possibility of incorporating physical education into the daily routine.

There are two good reasons for supporting such radical ideas. First, regular exercise can help reduce employee health care costs. Without a doubt, reducing the risk of a heart attack or Alzheimer's disease is a very humane goal. And secondly, physical activity stimulates the cognitive abilities of employees. Healthy employees are able to mobilize their natural intelligence much better than sick ones. In companies whose competitiveness depends on creativity and intelligence, such mobilization equates to strategic advantage. In laboratory settings, regular exercise led to improvements in problem-solving abilities, fluid intelligence, and even memory. Will it be as effective in the workflow? What exercises should you do and how often? This issue is worth exploring.

End of introductory fragment.

Text provided by LitRes LLC.

20. ABOUT GRATITUDE

There is no doubt that humanity will find ways leading to renewal, deepening and inspiration of its culture. But for this it must learn thanks and build your spiritual life on it.

Modern humanity does not value what is given to it; does not see his natural and spiritual wealth; does not extract from his inner world what is inherent in it. It values ​​not internal fortitude, but external power - technical and state. It does not want to create, create and improve, but to own, manage and enjoy. And that's why he there is always little and everything is not enough: it always counts its “losses” and grumbles. It's obsessed greed and envy and knows nothing about gratitude.

And so, each of us must first of all learn gratitude.

We only have to open our spiritual eye and take a closer look at life - and we will see that every moment seems to test us, whether we are ripe for gratitude and whether we know how to give thanks. And the one who passes this test turns out to be man of the future: he is called to create a new world and its culture, he already carries them within himself, he is a creative person; and the one who does not withstand this test is obsessed with spiritual blindness and envy, he carries within himself the decay of a dying culture, he is a man of the moribund past. This is the criterion of spirituality, this is the law and measure that few people think about, but by which it is necessary to distinguish people.

As soon as a person opens his spiritual eye and perceives the universe around him - through this cruel crust of everyday life and familiar, habitual, deadened vulgarity - he will discover a great variety of gifts surrounding him from everywhere. Usually we accept these gifts self-confidently and indifferently, as something taken for granted, as our “existential minimum” due to us: it seems that all this is scattered in the world “so, by the way,” “out of nowhere” and has no special meaning. We measure these gifts by the measure of our personal benefit, and we grumble and are indignant if something does not satisfy us or does not suit us... We go through life as domineering and self-righteous masters who have every right to notice and not pay attention, to accept and reject , approve and scold, use and forget. We choose what is necessary and useful, we prefer what is convenient and pleasant, and leave everything else without attention. As ungrateful heirs, we do not think at all about the One who left us this wealth of life and who put traces of His Spirit in every smallest gift.

As soon as we open our spiritual eye, we will see everywhere a wealth of such gifts, given to us not for life's use or abuse, but for study, interpretation, amazement and joy. We have forgotten how to marvel at these true miracles of God, we pass by them with a stony and cold heart, and if someone marvels at their mysterious divinity, then we try to disappoint and “calm down” him with the help of mechanically flat “explanations” - and we consider this is a sign of our “education” and “enlightenment”. But this also testifies to our spiritual “decadence” and sterility; and more about our envy and ingratitude. For, in fact, whoever, having received a certain rich gift, begins to abuse it in heartlessness, is deprived of a feeling of gratitude: he responds to generosity with callousness and to kindness with neglect, and this exposes him as an envious person. And envy makes him blind.

The world is full of God's miracles - this is ancient wisdom that will not fade forever. No amount of scientific research and discovery will take anything away from her; they will only renew and confirm it with with new strength. So it was, so it will be. No observation will deprive the God-created miracle of its depth and significance; no amount of thinking, knowledge or explanation will extinguish its unexplained mystery. We awaken to being and life - and we see ourselves surrounded by these gifts, as if included or rotated in them: space, time, living matter, mental abilities, spiritual forces. We live our whole lives in these gifts, by them, from them; We let's create in them new and we can create from them something wondrous and significant; we enjoy them even when we abuse them; and when we leave this life, we sometimes leave with the feeling that we have been given endless wealth and that we have made too little of it.

What a precious gift has its own, personally-special, one-of-a-kind, obedient-naughty body, listen to him all his life in order to master his mysterious laws and subordinate them to the laws spirit. What a precious right to transform it into a true symbol of your spirituality and finally, when it becomes exhausted, to leave it for a better, freer and more spiritual life!

And this amazing gift of God, called space, with its light and shadow, with its discontinuous and continuous filling, with its endless starry distances, with its wealth of shapes and colors, with all the joys of movement and relative peace, with creative prospects in art! How much contemplation, how many secrets, how much wisdom!

What a wonderful gift time- with an unexplored beginning and an unknown end... Just one, the shortest, bright moment of duration, sliding from the future into the past, lifelong, imperishable, revealing to us two perspectives at once - lost wealth in the past and promised wealth in the future... A great channel of moments that we can fill creative work, love, contemplation of God, prayer and beauty and through which we, in reality, either rush through passions and atrocities, or wallow in vulgar entertainment...

And this is inexhaustible wealth nature- in its organic unity, in its innermost regularity, in its peace and in its storms, in its blissful readiness to serve man, to show him its beauty, to reveal to him its rationality and to quietly accept its abandoned remains...

Each gift is marvelous and precious, each shows a person his tasks and his never-to-be-filled prospects. Everyone tells us about hidden goodness, wisdom and love for man; everyone calls him to true happiness.

Yes, this is happiness: to rule over your body and over your soul, to build and strengthen your character, to accumulate spiritual wealth, to improve your spiritual acts. It is happiness to work creatively, to create new beauty in the world, to give your inspiration and your efforts to create God’s fabric in the universe. It is happiness to communicate with people, feeling into their life and comprehending its meaning; give them your best and accept their gifts; forgive them and receive forgiveness from them; to have a father and a mother, and to become a father or mother; have true friends; defend your homeland and serve your people. This is happiness - to love and be loved; it is a miracle to exchange a look of love and express to the woman you love the fullness of your feelings - holistically and tenderly. It is happiness to perceive the spirit of the spirit and spiritualize your soul and life. This is happiness - to experience prayer, research evidence, an act of conscience, artistic contemplation, true political freedom and serve the establishment of justice on earth.

But the highest happiness is to find in your own heart God's ray follow it in prayer and in deeds, comprehend it in everything and everywhere, and open access to it to other people.

And so, when our spiritual eye opens and sees these gifts in all their preciousness and inexhaustibility, and when our heart feels the goodness and love hidden behind them, then the hour comes for our response to everything we have seen and received. And if we do not answer with a prayer of thanksgiving, then we find ourselves unworthy of these gifts. But at the same time, we can no longer justify ourselves by our former blindness. If our heart does not respond, does not tremble and does not catch fire, if it is not filled with gratitude, then this means that it has become hardened in callous envy.

What is gratitude? This is the response of a living, loving heart to a benefit shown to it. It responds with love to love, joy to kindness, radiation to light and warmth, faithful service to the grace given. Gratitude does not need verbal expressions, and sometimes it is better for a person to experience and express it wordlessly. Gratitude is not a simple recognition of someone else's good deed; for an embittered heart accompanies such a confession with a feeling of resentment, humiliation, or even a thirst for revenge. No, there is real gratitude. joy and love, and further – the need to return good for good. This joy flares up on its own, freely, unforcedly, and leads with love - free, sincere. A person accepts a gift - and rejoices not only in the gift received, but also in the kindness of the giver, His love and His being, and, finally, in the fact that this kindness awakens love in the soul of the gifted one. A gift is a call that calls for a good response. A gift is a ray that requires response radiation. He appeals immediately to both the heart and the will. The will makes decisions; she wants to respond and begins to act; and this is action renews life love and kindness.

When a person sees before him the inexhaustible gifts of God, then very soon a feeling arises in him that he will never be able to fully respond to this inexhaustible goodness. The longer and the more constantly he immerses himself in the contemplation of these gifts, the more confidently he reads the symbolic writings of the Almighty everywhere and the stronger the feeling becomes in him that he will never be able to read them to the end, nor give the Lord worthy gratitude and praise. How many brilliant naturalists carried this feeling within themselves throughout their lives, and they all knew that they did not have a “sufficient” answer!..

And in fact, how can we respond to the great Giver of these gifts? What kind of gratitude would correspond to His goodness?.. Therefore, those are right who, having spent their lives in contemplation and gratitude, end it with the prayer: “Lord forgive me that I was unable to adequately thank You for Your gifts, that I lacked love and joy in order to love You above all and rejoice in Your creatures...

This is how the open eye of the spirit perceives the gifts of the Creator; Thus, true gratitude places us in the ray of God and raises us to the contemplation of Him. Every moment of life tests the human heart: is it capable of gratitude, is it ripe for gratitude; for every moment brings him gifts, from which supreme wisdom and love blissfully radiate. Therefore, the deepest meaning of gratitude is that it gives a person access to God: for it is nothing other than the ignition of a personal fire answering the call of the eternal paternal flame from the center of the universe.

Thus, religious gratitude cleanses the soul from envy and hatred. And the future of humanity belongs precisely to grateful hearts.

This text is an introductory fragment.

Sometimes a person's doubt puts a stop to him, and often this does not depend on how smart he is.

Friends, today we’ll talk a little about one very serious topic, about our doubts. You yourself know perfectly well what kind of thoughts these are and what feeling they cause. It is clear that these are our thoughts that come to our minds when some kind of situation arises in front of us that requires us to make decisions, actions, and which can cause anxiety in us, lead to indecision and sometimes even make us panic, and the main thing is that our actions are slowed down.

If you look deeper, on the one hand, these are kind of guardians. Thoughts that protect us from ourselves are aimed at the best choice and imply good intention.

On the other hand, they can not only literally slow down actions aimed at achieving goals, but also simply take possession of a person and make him worthless and wretched.

There would be so much more in the world successful people, if these thoughts of doubt were not so strong and capable of causing various fears. It is especially offensive in those cases when a person, possessing truly talent, allows doubts and fears to take over himself and, instead of achieving great success, remains outstanding and unhappy. Although in many cases, laziness or small ambitions of the person himself can contribute to this.

By the way, big brains and constant thinking can also cause problems. We need to remember more often golden mean and trust the subconscious more. It's easier to say wisdom, like success, this is not always the lot of smart and very smart people.

So, first of all, let's try to figure it out, what kind of thoughts of doubt are these, this will help us relate to them more correctly, react adequately, perceive them more calmly and use them for our own benefit, rather than putting ourselves into a state of uncertainty, inaction and stupor.

Let me give you a simple example. This is something like the actions of a computer, a rough comparison, but quite accurate, so it will be easier for you to perceive what I will write below.

You have downloaded some new program to your PC or want to update an old one. The program has been downloaded, now in order to use it, you need to install it. A box pops up where your PC asks you, “Are you sure you want to install or update this program?” And you press either “YES” or “CANCEL” button.

Thoughts of doubt are also a kind of program that asks you again, only with the difference that our brain plays the role of the PC. Moreover, everything happens in the same way as in the case of a computer - automatically, without asking us whether we want this frame “YES”, “CANCEL” to pop up, or if it would be better if this did not happen.

It's all about the . If this program were not inherent in nature within ourselves, thoughts of doubt would arise much less often. But doubts themselves, in their essence, are intended for our benefit. But the nuance is that the more opportunities and strength we provide to this program, we rely on it, the more we associate ourselves with her, - those it interferes more actively in our lives.

If we take into account that beliefs and attitudes are laid down (written down) to us from childhood, then we can imagine how much strength this or that program, belief and some kind of principle (rule) can gain. Then everything goes as usual, our actions almost entirely depend on these internal settings. You won't even be aware of it. Now imagine that you always or almost always gave in to doubt and pressed the “CANCEL” button….??

There is still a lot that depends on how you treat to these thoughts of doubt, how you perceive them, whether you consider them to be your enemies, and what feeling this thought of doubt that comes to mind evokes in you.

Feelings can range from fear and anxiety to indifference. Depending on the importance of the decision and your attitude to the situation, the state in which you arrive and what is important, on your beliefs and attitude towards yourself.

Even the most difficult situation requiring a responsible and correct decision different people are perceived differently. It will lead one into panic and make him inadequate, another will be cheered up and forced to act actively, a third will be led into a temporary stupor and uncertainty, a fourth will not give a damn, etc.

In general, everyone relates to doubts in their own way, just like any other situation in life and to themselves. And remember the phrase - “Treat yourself and life easier” These are the words of a wise man.

So you need to learn to treat doubts correctly. So that they simply perform their direct function - they are allies, not enemies. And they did not block the road to your success.

And so, doubts give rise to such thoughts -“Can I?” , " Am I doing the right thing?, “What if it doesn’t work out?”, they may be followed by thoughts of fear “What if I lose everything”, "What will happen to me" and so on. Isn't it a big blow to us?

Such thoughts take away our strength, weaken us and put obstacles in the way of our goals. But it is not necessary that what we think should or should not happen. To begin with, this is just an obstacle that has arisen on the way to our desired action. And this is an obstacle makes you believe into the correctness of the chosen decision, as if asking us again, “Are you sure that this will be for your benefit?” If so, then press the “YES” button.

And here we will have three options for developing actions.

In every business, especially in a big goal, there will always be risk, this is normal. Do you want everything to be secure? This does not happen in serious matters. While you wait for such an opportunity to present itself, it may happen that you will not need it.

The best thing you can do is until you feel the situation, that moment when you not only understand something for yourself, but also feel internally that it is yours and it is necessary. And start acting, and act responsibly. Having chosen the path, do not look back at doubts and...

If you decide something, you need to go to the end, but at the same time you need to take responsibility for what you do. What exactly a person does does not matter, but he must know why he is doing it, and act without doubts and regrets

K. Castaneda