Is Monday a hard day? But that’s not true! Why is Monday called Monday? Why is Monday called Monday in Russian?
Monday is considered the hardest day of the week, but is it really so? Australian scientists conducted an interesting study on this topic. Experts from the University of Sydney conducted a survey among 200 people who were asked to name the most unpleasant day of the week. The vast majority of respondents named Monday without hesitation.
Grade
However, the researchers did not stop there. They began studying the well-being of employees throughout the week. The trial participants were asked how they were feeling every day. It turned out that the hardest day of the week is not Monday, but Wednesday. It is on Wednesday that employees feel the most depressed. This is due to the fact that the weekend is still far away, but fatigue has already accumulated. In addition, it is Wednesday that accounts for the greatest number of cases at work, and not the accomplice, when everyone is just “swinging”.
So it turns out that Monday is not as difficult as it seems. For the most part, the perception of this day is distorted due to existing stereotypes.
10 simple recipes
And yet, until we overcome our stereotypes, let's see what can help us survive Monday.
1. If you go to bed early, you get up easily
The most annoying thing about Monday is that on Sunday you can’t go to bed at a normal time. As a result, you fall asleep late, do not get enough sleep, hence the drowsiness and bad mood. What to do about it? Get up early on Sunday and under no circumstances take a nap during the day.
2. Don't turn on the radio or TV
I have always dreamed of having a radio or television music channel at home, where there would not be a single presenter. And not just because their meaningless conversations are annoying. They are most depressing on Monday. At a time when you want to be positive, almost every channel reminds us that the weekend is over and today is a difficult Monday. Perhaps in this way the presenters are trying to calm us down. But it would be better if they didn't do this. That's why on Monday morning I basically don't turn on either the TV or the radio. Let the entire media world be silent!
3. From problems to tasks
A new week always brings a lot of plans. We have a lot of work ahead of us, and therefore we are starting to get nervous - will we be able to do it in time? will it work? Will we be able to realize everything we have planned? Treat your problems as tasks, as plans that you will definitely implement. Set yourself up for success and think about results.
4. Into tasks, but not into super tasks
However, you should not be too zealous in your plans. If you set yourself extreme goals that you then fail to complete, your Monday blues and dissatisfaction will only intensify.
5. Learn to love your job
To love Monday (and also work time all other days of the week from Monday to Friday), you just need to love your job. Or at least learn to do it. Remember (or better yet, write down) what is good about your profession, type of activity, specialty. Don't forget to indicate what you have already achieved. Think about plans, their implementation and the results of your work. Then you will greet Monday with joy, not depression.
6. There is a time and place for everything
Try to focus on the activity you are doing. When you come home in the evening, think about household chores. Don't think about work on the weekend either. But at work, give up dreams of the weekend. This division helps a lot.
For example, I am very sorry for my friend Svetka, who has two least favorite days of the week - Sunday and Monday. Monday – it’s clear why, you say. What was wrong with Sunday?
But because the next day will come Monday,” admits Svetka. – And from the very morning on Sunday I have been burdened by the thought that the weekend is coming to an end.
So it turns out that my friend not only doesn’t like Monday, but also doesn’t know how to enjoy the second half of the weekend.
7. Try not to think about the weekend
It’s better to drive away thoughts about the weekend – both the one just past and the one to come. Such thoughts only discourage. Try to focus on work, current responsibilities and affairs. There is no need to constantly return your thoughts to Saturday night, endlessly turning filmstrips in front of you with scenes of fun with friends or a successful date.
8. The main thing is to start
Post-Weekend adaptation is not as difficult as we think. Start with simple work - your daily duties. You won’t notice how quickly you will get into the working rhythm. Nothing complicated - just do your job!
9. From heavy to light
To overcome feelings of depression, some advise doing the hardest work planned for the day as quickly as possible. This rule - from hard to light - applies not only to Monday, but to all working days. Remember, we were taught to do our lessons in exactly this order. While the brain is fresh and the coffee has the most invigorating effect, you need to cope with the most difficult things. Well, after lunch, relax and finish everything else. I wouldn’t be surprised if you still have some free time!
10. We won’t rewind – we’ll “see” everything
When I was at school, I had a dream - to “rewind”, like a cassette tape, all the unpleasant events in life: exams, math and chemistry lessons, queues in stores and at the post office, visits to doctors, moving from city to city. By analogy, I would like to “rewind” Monday, and with it the working hours of Tuesday, Wednesday, Thursday and Friday. And as a result, in the full version, “view” only fun weekends. But think about how long we will live if we “rewind” all the work, expectations and complex processes in our lives? A couple of decades or even years?..
One thing is obvious - anyone who doesn’t like Monday doesn’t know how to have fun. Monday is an integral part of our lives. And we must learn to enjoy it. Therefore, study, study hard at this all your life!
Which of the statements correspond to the content of the text? Please provide answer numbers.
1) You need to learn to perceive daily work as meaningless work in the name of a holiday.
2) A person must transform himself in order to overcome the boredom of everyday life.
3) Only he deserves the joy of the holiday who does not think about everyday life.
4) A person who has found the high meaning of his work will find the joy of life.
5) You can’t constantly blame life for being boring and devoid of joy.
(1)Everyday life. (2) They are complete nonsense. (3) Stinging boredom. (4) Incessant noise, interrupted from time to time by another failure. (5) Oh, bad mood! (6) And Monday is a prototype of everyday life.
(7) Yes, then life will be bad! (8) But you can’t shift the blame for this onto “life.” (9) You lack the art of living; It would be foolish to expect life to give you a grand reception. (10) So create yourself and transform yourself, otherwise everyday life will overcome you. (11) And in life there is no greater shame than being defeated - and not by a giant, not by powerful enemies, not by illness, but by the gray everyday life of existence. (12) So - the art of life! (13) First of all: calmly and courageously look into the eyes of the enemy! (14) We will never get rid of everyday life. (15) They will always be there. (16) They make up the matter of our life. (17) And if a holiday serves only to, like lightning, illuminate the dullness of everyday life and expose everyday life, then it is harmful to us and we are unworthy of it. (18) Only he deserves the joy of the holiday who loves his everyday life. (19) How to achieve this?
(20) This can be achieved by finding sacred meaning in your everyday work, plunging it into the depths of your heart and illuminating and igniting everyday life with a ray of its light. (21) This is the first requirement, even the fundamental principle of the art of living. (22) What are you in the Universe? (23) What are your deeds before the Fatherland?
(24) Haven’t you figured this out yet? (25) Don’t you know this yet? (26) How do you live? (27) Senseless, blind, stupid and wordless? (28) Then it’s easy to comprehend the “sheer endlessness” of your everyday life. (29) And boredom, and bad mood, and everything that accompanies them.
(30) You cannot blindly perceive daily work as meaningless forced work, as galley torture, as torment from paycheck to paycheck. (31) We need to come to our senses. (32) You must understand the serious meaning of your profession and take care of it in the name of its high meaning. (33) You need to take yourself seriously, and therefore your own profession, and your own everyday life. (34) Everyday life remains, but it needs to be transformed from the inside. (35) They must be filled with meaning, come to life, become multi-colored; and not remain “a complete blankness.”
(36) It’s pointless - it’s joyless. (37) Man is created in such a way that he cannot live joylessly. (38) Anyone who seems to live without joy has certainly invented a substitute for joy. (39) Joy must, however, grow from everyday work, even if only in the sense that you work better and better, improve the quality of your work, thereby moving up the stages of improvement.
(40) If you have found the high meaning of your work and joy in its quality, will you be able to talk about “complete endlessness” after that? (41) Life will then become a luminous thread for you. (42) And takeoff in your life is guaranteed. (43) After all, joy releases creative forces, creative forces create quality, and the quality of work causes joy from work.
(44) Look: this is how your everyday life falls into the good circle of spiritual health. (45) And now there are no more boring everyday life for you.
(according to I.A. Ilyin*)
Ivan Alexandrovich Ilyin (1883-1954)- Russian philosopher, writer and publicist.
Source of text: MIOO: Training work in the Russian language 04/16/2014 version RU10802.
Which of the following statements are true? Please provide answer numbers.
Enter the numbers in ascending order.
3) Sentences 30-32 contain narration.
5) Proposition 27 contains a conclusion from sentence 26.
Explanation.
1) Proposition 10 indicates a possible consequence of what is said in sentence 9.
2) Proposition 16 indicates the reason for what is said in sentence 14.
3) Sentences 30-32 contain narration. Wrong, this reasoning.
4) Propositions 40-43 contain reasoning.
5) Proposition 27 contains a conclusion from sentence 26. Incorrect. It clarifies thought 26.
Answer: 124
Answer: 124
Relevance: 2016-2017
Difficulty: normal
Codifier section: Functional and semantic types of speech
From sentence 42, write down the word in a figurative meaning.
Explanation.
(42) And takeoff in your life is guaranteed.
The word "takeoff" has a figurative meaning.
Answer: takeoff
Answer: takeoff
Relevance: 2016-2017
Difficulty: normal
Codifier section: Lexical meaning of the word
Nazar Marinichenko 28.08.2016 19:20
Why did I answer takeoff, but it gave me an error?
Tatiana Statsenko
Probably because you wrote the word with an E.
Chemist Unified State Examination 03.03.2017 21:40
Do you need to write down a word in a figurative meaning? Rise - Fall (Wrong?)
Tatyana Yudina
Take off correctly. Why the “fall” is unclear.
Indicate the method of forming the word MEANINGLESS (sentence 27).
Explanation.
The adverb “senseless” is formed from the adjective “senseless” using the suffix -O-. Consequently, the method of word formation is suffixal.
Answer: suffix
Among sentences 12-19, find one(s) that is related to the previous one using a demonstrative pronoun. Write the number(s) of this sentence(s).
Sentence 19 is connected to the previous one using the demonstrative pronoun THIS; the whole sentence 18 is replaced by the pronoun.
In sentence 12, “So” is an introductory word, not a conjunction.
Sentences 17 and 18 contain the word that and that, but they do not connect with sentences 16 and 17.
Answer: 19
Answer: 19
Relevance: Current academic year
Difficulty: normal
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 from 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 has different forms. 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 guy 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), designate 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 V 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.
Valentina Rodina 29.03.2015 20:28
Isn’t the pronoun “that” in sentence 18 demonstrative?
Tatyana Yudina
Is. But it doesn't connect 17 with 18.
Anna Milyutina 01.03.2017 07:58
Nothing like that, 18 is connected with the previous one using a demonstrative pronoun. In sentence 17 there is a form of the pronoun “that” - “that”. So the connection is direct
Tatyana Yudina
“That” in 17 and “that” in 18 are connections using the form of words, and not a replacement of a noun with a pronoun. Your assumption is wrong.
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 philosopher Ivan Ilyin encourages the reader to think together. This is facilitated by a syntactic device such as (A)_____ (for example, sentences 19-20). The solemn sound of the text is given by (B)_____ (“Fatherland”, “convict”, “sacred”, “frees”). At the same time, the author uses the technique (B)_____ (sentences 2-4, 28-29) - and the lexical means of expressiveness - (D)_____ (“look into the eyes”, “things are bad”), characteristic of colloquial speech.”
List of terms:
1) epithets
2) metaphors
3) metonymy
4) phraseological units
5) book vocabulary
6) lexical repetition
7) exclamatory sentences
8) parcellation
9) question-and-answer form of presentation
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 philosopher Ivan Ilyin encourages the reader to think together. This is facilitated by a syntactic device such as (for example, sentences 19-20). Gives a solemn sound to the text book vocabulary(“Fatherland”, “convict”, “sacred”, “frees”). At the same time, the author uses the technique parcellation(sentences 2-4, 28-29) - and lexical means of expression - phraseological units(“look into the eyes”, “things are bad”), characteristic of colloquial speech.”
Answer: 9584.
Answer: 9584
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 by dividing the list of terms into two groups: the first includes terms based on the meaning of the word, the second - the structure of the sentence. You can carry out this division, knowing that all means are divided into TWO large groups: the first includes lexical (non-special means) and tropes; 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. An epithet differs from a simple definition artistic expression 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 downwind (K. G. Paustovsky);
-participles: waves rush thundering and sparkling;
-pronouns, expressing superlative degree one or another 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 cypress trees 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 a figurative meaning based on the similarity of two objects or phenomena for some reason. 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 folded, half-withered flowers 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. phrases and sentences reproduced in ready-made form, 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 keep as the apple of your eye - trade.) or with a negative emotional-expressive coloring (without the king in the head is unapproved, small fry- neglected, worthless - despised.).
14. Stylistically colored vocabulary
To enhance expressiveness in the text, all categories of stylistically colored vocabulary can be used:
1) emotionally expressive (evaluative) vocabulary, including:
a) words with a positive emotional-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, with youth who has comprehended people?.. (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 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(in translation from Greek - rearrangement, inversion) - this is a change in the usual word order in a sentence for the purpose of emphasizing semantic significance any element of the text (words, sentences), giving the phrase a special stylistic coloring: a solemn, high-sounding or, conversely, colloquial, somewhat reduced characteristic. 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. Was broken rifle regiment. 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); The state needs 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.); at the same time, a new meaning is obtained, 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.
Write an essay based on the text you read.
Formulate one of the problems posed by the author of the text.
Comment on the formulated problem. Include in your comment two illustrative examples from the text you read that you think are important for understanding the problem in the source text (avoid excessive quoting). Explain the meaning of each example and indicate the semantic connection between them.
The volume of the essay is at least 150 words.
Work written without reference to the text read (not based on this text) is not graded. If the essay is a retelling or completely rewritten of the original text without any comments, then such work is graded 0 points.
Write an essay carefully, legible handwriting.
Explanation.
Approximate range of problems:
1. The problem of a person’s attitude to everyday life. (How to cope with the boredom of everyday life?)
2. The problem of attitude towards work. (Can everyday work bring joy?)
3. The problem of the source of joy. (What can bring a person a feeling of joy?)
1. Everyday life will cease to be painful for a person if he finds a serious meaning for his existence.
2. If a person understands the high purpose of his work, then everyday work will be able to bring joy.
3. Everyday work that helps a person realize his creative potential can be a source of joy. The more joyful a person is about everyday life, the stronger the feeling of celebration.
Explanation.
Matching statements
2. A person must transform himself in order to overcome the boredom of everyday life. Confirmed offers 20-34
4. A person who finds the high meaning of his work will find the joy of life. Confirmed sentences 40-41
5. You can't always blame life for being boring and devoid of joy.Confirmed sentences 7-8.
Statements
1. We must learn to perceive daily work as meaningless work in the name of a holiday. contradicts the entire text.
3. Only he deserves the joy of the holiday who does not think about everyday life. You need to think about everyday life, you need to try to love them. (18) Only he deserves the joy of the holiday who loves his everyday life.
Answer: 245
Answer: 245
Relevance: 2016-2017
Difficulty: normal
Codifier section: Semantic and compositional integrity of the text.
Why are the days of the week called that way? The work was carried out by students 5-2 of School No. 83 Anastasia Yushchishena and Arina Abashkina.
Introduction to the project. How often do we hear and say these words ourselves: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday! It seems that life is simply impossible without the names of the days of the week. But really, how would we navigate in time space if we didn’t have these very names?! Otherwise, they would certainly have called it something. Has anyone thought about the origin of the names of the days of the week, why Monday was called Monday, and why was Saturday called Saturday?! Of course, you can endlessly think about the origin of absolutely any word, but days of the week are days of the week, a special category.
Why was Monday called that? It turns out that in all European languages, Monday, as a day of the week, has long been considered the day of the Moon, i.e. The Moon is the patron of Monday. This is now evidenced by its equivalents in foreign languages. Note that there is a mention of the Earth's satellite everywhere. In our Slavic language, Monday is not called some kind of “lunar”, only because our ancestors did not connect the Moon and Monday in any way. They simply timed it to the first day or called it the day “after the week”, because... Sunday used to be called nothing less than “week”. Later, as always happens, there was a simplification and reduction - from the phrase “after the week” today’s name Monday was formed.
Why was Tuesday called that? Tuesday. It seems that everything is clear and logical - the “second day” of the week, which is why it was called Tuesday. But this was the case in the Slavic languages; all European names indicate that the history of various peoples answers the question differently about why Tuesday was called Tuesday.
Why was Wednesday called that? The environment is closely connected with the planet Mercury and the God of the same name. By the way, Mercury was the patron god of written and oral speech, which makes him similar to the god Woden, who at one time invented the runic alphabet. The Slavs, when asked why Wednesday was called Wednesday, answer couldn’t be simpler - the middle of the week has arrived! In Old Russian, the environment also had the name “tertiary”, and it is also quite clear why.
Why was Thursday called that? Next up is Thursday and another planet, this time Jupiter. Thursday (English), or God Thor - an analogue of Jupiter. Slavic ancestors distinguished themselves again - the “fourth day” of the week, why not call it Thursday
Why was Friday called that? Friday, I think you have already guessed that this day of the week in European languages also has its own patron planet, this time Venus. Old Russian history and the question of why Friday is called Friday answers without hesitation - after all, the day is the “fifth” in a row... But it’s difficult to argue with this statement!
Why was Saturday called that? But other nationalities, including the Slavs, interpret (translate) the name of the sixth day as “peace and rest,” and in some languages it is also literally “the day of ablution.” We are completely satisfied with this answer to the question of why Saturday was called Saturday.
Why was the resurrection called that? The last, seventh day and again no numbers or planets. Latin, English, German, and many other languages dedicate this day to the Sun - “Sun”, “Son”. In our country, the origin of the name of the seventh day of the week is associated with religious events - the resurrection of Jesus Christ took place on this day. As already mentioned, Sunday was once called “week” in Slavic languages, i.e. “don’t do it” – it’s a day off! Many other Slavic languages still retain this meaning: Bulgarians say Nedelya, Ukrainians say Nedelya. That's why Sunday was called Sunday.
Thank you for your attention!!!
Monday is the first and hardest day of the week. All adults probably know about this, and students and schoolchildren are probably not far behind them in this opinion.
And everything is clear about why this day is difficult, but today we will try to figure it out why Monday is called Monday, briefly citing reliable facts.
Origin of the Slavic name "Monday"
If we talk about why Monday is called Monday in Russian, it should be noted that this day received consonant names in other languages of Slavic origin. This applies to Ukrainian, Belarusian, Croatian, and Czech languages, for example.
Etymologists claim that the origins of this name lie in the Proto-Slavic language, where there was the word “ponedělj”, derived from the name last day weeks, Sundays (“nedělja”). Translated into Russian, the then name would have sounded like the day after the resurrection. If not everyone knows why Monday is called Monday, then most people know why Sunday is called that way, because this is the day on which Jesus Christ was resurrected.
Thus, starting from the existing day of the week, such as Sunday, in the Proto-Slavic language the name appeared for the next day - Monday.
It is noteworthy that according to Christian and Jewish traditions, Monday is not the first day of the week. This is typical for countries such as Japan, the United States, and Canada, for example. Here, according to the biblical calendar, this day is considered the second day, since residents of these countries consider Sunday to be the beginning of the week.
Despite this, Monday is considered the beginning of the working week in these countries, and Sunday, together with Saturday, is considered a weekend. However, when starting the list of days of the week, which we are accustomed to voicing on Monday, residents of the above countries begin precisely on Sunday (Sunday).
Origin of the English name for Monday "monday"
As for the English name for the first day of the working week, which sounds like “Monday,” the roots of this name lie in German, where the word “Mandagaz” is present.
Now you know why Monday is called that not only in Russian, but also in English. However, knowing this fact will hardly allow you to get rid of the feeling that this day of the week is the hardest.
