A textbook for independent work of students for specialties. Achieving clarity of syntactic structures during literary editing
Syntactic norms of a language are the norms for constructing phrases and sentences.
Such norms are related, for example,
- with choice of noun case(not seeing the error is not seeing the error). Normatively, transitive verbs when negated require the placement of the noun in R.p., i.e. the normative option would be not to see errors,
- word order(The novel created by Lermontov gives an idea of the hero of our time). The normative participial phrase is placed either before or after the word being defined, i.e. the correct options will be: The novel created by Lermontov gives an idea of the hero of our time or the novel created by Lermontov gives an idea of the hero of our time;
- using participial and adverbial phrases(Having arrived to work in a small town, people advised him to visit the Turkins family). According to the rules, the gerund denotes the action of the subject, i.e. should be written: When Startsev came to work in a small town, people advised him to visit the Turkins family;
- homogeneous members of the sentence: Chekhov was a famous prose writer and short story writer.
Normatively, it is impossible to combine generic and specific concepts as homogeneous members: the word prose writer is generic (broader in meaning) in relation to the word short story writer, i.e. I had to write: Chekhov was a famous prose writer.
- building a complex sentence The first thing I want to draw attention to is the economic situation. According to syntactic norms, the predicate expressed by a noun is used in Im.p., i.e. The correct sentence would be: The first thing I want to draw attention to is the economic situation
Types of Syntax Errors
- word order violation:
The stands display posters about the writer’s speeches in German, French, Czech, and Polish. (Need: The stands display posters in German, French, Czech, Polish about the writer’s speeches.) In the first version, the incorrect word order created ambiguity,
- violation of management standards:
a) the use of a controlled word in a case other than that required by the controlling word:
The results we have achieved are shown in Table No. 1.
(The short participle shown requires that the controlled word be in V.p.) Correct option: The results we have achieved are shown in table No. 1)
b) violation of control with synonymous words - confidence in victory. Synonymous words confidence - faith require the word to be expressed in different cases: confidence (in what?) in victory, faith (in what?) in victory;
c) violation of control with homogeneous members of the sentence - covers up and indulges bad inclinations. Homogeneous members of the sentence require different cases from the controlled word: covers (what?) bad inclinations and indulges (what?) them;
d) stringing of cases - has a list compiled by the agent. The use of a chain of dependent words in the same case creates ambiguity: has a list compiled by the agent).
- errors in the use of homogeneous members of the sentence:
a) incorrect combination of materially heterogeneous concepts as homogeneous members:
educational and long-term task;
specific and generic concepts: oranges and fruits;
overlapping concepts: youth and girls;
noun and infinitive form of the verb: I wish you good luck and stay with us;
participial and participial phrases: giving all his strength and striving...;
participial phrase and attributive clause: who passed the work and received...;
b) ambiguity due to the possibility of assigning one of the homogeneous members to another series:
The listeners wished the writer relief from illness and health.;
due to the incompatibility of one of the homogeneous members with other words: surround with attention and help (you can: surround with attention, you cannot - surround with help);
c) incorrect use of prepositions and conjunctions with homogeneous members of the sentence:
children's complex on the Black Sea and the Moscow region - needed: on the Black Sea and in the Moscow region; I read not only the books, but also took notes on them, it is necessary: not only read, but also….
- errors when using participial phrases:
a) incorrect form of the participle (type, tense, voice or case form are not taken into account): along the path drawn by the great Glinka (in this case the case form of the participle is incorrect: along the path (which?) drawn;
b) incorrect word order: The edited manuscript by the editor lay on the table. Needed: A manuscript edited by an editor... or a manuscript edited by an editor.
- incorrect use of participial phrase:
a) the type of participle is not taken into account:
Approaching the river, we stopped our horses and rushed into the water. Need: Having approached the river, we stopped the horses and rushed into the water.
b) it is not taken into account that the action of the gerund refers to the action of the subject:
Running to the station, the train had already left. Arriving in the city, it was still dark. Need: When we ran up to the station, the train had already left. When we arrived in the city, it was still dark.
- errors when constructing a complex sentence:
a) cluttering the sentence with similar subordinate clauses:
He suggested that his readers had misunderstood him, saying that he had a completely different interpretation of events. Necessary: He suggested that the readers misunderstood him, because he presented a completely different interpretation of events.
b) diversity of parts of a complex sentence:
It is necessary to remember that you need to: 1) leave space for notes, 2) be sure to include footnotes, 3) place the list of references in alphabetical order. Need: It is necessary to remember that you need to: 1) leave space for notes, 2) be sure to include footnotes, 3) place the list of references in alphabetical order.
c) displacement of the structure:
The main thing the speaker insisted on was taking into account the addressee factor. Need: The main thing the speaker insisted on was taking into account the addressee factor.
d) incorrect use of conjunctions and allied words:
But nevertheless, we must say. Necessary: But nevertheless we must say.
e) incorrect word order in a complex sentence:
In front of us were the horses of the Cossacks, whose muzzles were covered in foam. Needed: In front of us were Cossack horses, whose muzzles were covered in foam.
Did you like it? Don't hide your joy from the world - share itThe accuracy and clarity of speech is determined by the correctness of grammatical structures, the construction of phrases and sentences.
The ability to combine words into phrases in different ways creates ambiguity: The teacher had to explain a lot(did the teacher explain it or did someone explain it to him himself?).
The reason for the ambiguity of a statement may be the incorrect order of words in a sentence: 1. Spacious loggias are framed by reinforced glass screens. 2. Seven operating platforms serve several hundred people. In such sentences, the subject does not differ in form from the direct object and therefore it is unclear what (or who) is the subject of the action. An example of such confusion is The sun was covered by a cloud.
Of course, such sentences can be corrected if they are used in written speech; just change the word order: 1. Reinforced glass screens frame the spacious loggias. 2. Several hundred people operate seven operating platforms. And of course: Cloud closedSun . But if you hear a phrase with the wrong word order, you may misinterpret it. This is what A.P.’s joke is based on. Chekhov: I wish you to avoid all kinds of troubles, sorrows and misfortunes.
Semantic ambiguity sometimes arises in combinations like letter to mother(written by her or addressed to her), criticism of Belinsky, portraits of Repin and so on.
Ambiguity can also arise in complex sentences with attributive clauses such as: Illustrations for stories,which were sent to the competition , executed masterfully(were illustrations or stories submitted to the competition?). In these cases, it is recommended to replace subordinate clauses with participial phrases: Illustrations submitted for stories. Or: Illustrations for submitted stories.
Chapter 3 Richness of speech Vocabulary
In reviews of the style of good writers you can hear: “What a rich language!” And about a bad writer or speaker they say: “His language is so poor...” What does this mean? What is the difference between rich speech and poor speech?
The very first criterion of the richness and poverty of speech is the number of words we use. Pushkin, for example, had more than 20 thousand words in circulation, and the famous heroine of Ilf and Petrov, Ellochka Shchukina, “easily and freely managed with thirty.” So a person’s active vocabulary may be completely inconsistent with the lexical richness of the Russian language.
The Russian language has a huge number of words. In one of the most interesting Russian dictionaries - “Explanatory Dictionary of the Living Great Russian Language”, compiled in the middle of the last century by V.I. Dahlem, 250 thousand words collected. And how many more words came into our language after that time!
But the richness of a language is judged not only by the number of words. It is also important that many of them have not one, but several meanings, that is, they are multi-valued. For example, the word house. In what meanings is it used by Pushkin? - Lord'shouse secluded, protected from the winds by a mountain, stood above the river (house- building, structure); I'm scared to leavehome (house- a dwelling where someone lives); Everyonehome Ruled by one Parasha (house- household); ThreeHouses call for evening (house- family); House was on the move (house- people living together). As you can see, different meanings of the word expand the boundaries of its use in speech. Thus, we ourselves can increase the riches of our native language if we learn to discover their new and new meanings in words.
Syntactic errors consist of incorrect construction of phrases, violation of the structure of simple, complicated and complex sentences.
Errors in the structure of phrases:
1. Violation of agreement with the main word in gender, number and case of the dependent word, expressed by an adjective, participle, ordinal number, pronoun: “This summer I was in the steppe Trans-Volga region.”
2. Impaired control. Errors in unprepositioned management (wrong choice of preposition): “If you touch a birch tree on a hot day, you will feel the cool trunk.”
3. Wrong choice of case with a correctly chosen preposition: “He looked like a deathly tired man.”
4. Omission of a preposition: “After a hasty lunch, I sat at the helm and drove (?) to the field.”
5. Using the unnecessary preposition “Thirst for fame.”
6. Omission of the dependent component of the phrase: “He gets into the hot cabin again, turns the steering wheel shiny from his palms again, (?) drives.”
Errors in the structure and meaning of the sentence:
1. Violation of the connection between the subject and the predicate: “But neither youth nor summer last forever,” “The sun had already set when we returned.”
2. Lack of semantic completeness of the sentence, violation of its boundaries: “Once upon a time during the war. A shell hit the poplar.”
3. Syntactic ambiguity: “Their (the girls’) dream came true, they (the fishermen) returned.”
4. Violation of the type-temporal correlation of verbs in the sentence: “Grinev sees Pugachev getting into the carriage.”
Errors in a simple two-part sentence:
Subject:
– Pronominal duplication of the subject: “Children sitting on an old boat with its keel overturned, they are waiting for their father.”
– Violation of agreement between the subject and the pronoun replacing the subject in another sentence: “Apparently, there is a storm at sea, so it is full of dangers.”
Predicate:
– Errors in the construction of the predicate: “Everyone was happy.”
– Violation of the agreement of the predicate in gender and number with the subject, expressed by a collective noun, quantitative-nominal phrase, interrogative and indefinite pronoun: “My mother and I stayed at home,” “A sheaf of rays of the sun entered the room.”
– Pronominal duplication of the addition: “Many books can be read several times.”
Definition:
– Incorrect use of an inconsistent definition: “On the right hang a lamp and my portrait from the kindergarten.”
- A conglomeration of agreed upon and inconsistent definitions relating to one member of the sentence: “The huge, wonderful world of life in our country and our peers opens up in millions of books.”
– Incorrect choice of morphological form of the circumstance: “I study my lessons on the table” (at the table).
Errors in one-part sentences:
1. The use of two-part structures in place of one-part ones.
2. Using an adverbial phrase in an impersonal sentence: “When I saw the dog, I felt sorry for it.”
Sentences with homogeneous members:
1. Using different parts of speech as homogeneous members of a sentence: “I like the room because it is bright, large, and clean.”
2. Inclusion in a series of homogeneous terms of words denoting heterogeneous concepts: “When it’s spring and a clear day, the sun illuminates my whole room.”
3. Incorrect use of coordinating conjunctions to connect homogeneous members: “The boy was big-faced, but serious.”
4. Incorrect attachment of logically heterogeneous secondary members to one main member: “There are books in the closet, newspapers and glassware on the shelves.”
5. Errors in coordinating homogeneous subjects with the predicate: “Anxiety and melancholy froze in her eyes.”
6. Violations in the area of homogeneous predicates:
a) the use of different types of predicates as homogeneous: “The sea after the storm is calm, gentle and plays with the rays of the sun”;
b) violation of the uniform design of compound nominal predicates: the use of different case forms of the nominal part of homogeneous compound nominal predicates: “Their father was an experienced fisherman and a brave sailor”; adding an addition to homogeneous verbal predicates, which is controlled by only one of the predicates: “Everyone is really waiting and worried about the soldiers”; the use of short and long forms of adjectives and participles in the nominal part: “My room has recently been renovated: whitewashed and painted.”
7. Combining members and parts of different sentences as homogeneous ones: “Mushrooms and berries grow under the birch tree, snowdrops bloom in the spring.” “The children were waiting for their father and when his boat would appear.”
Sentences with introductory words and introductory constructions:
1. Wrong choice of introductory word: “The girls peered intensely into the distance of the sea: probably a boat would appear on the horizon.”
2. Using an introductory word that leads to ambiguity: “According to the fishermen, there was a storm at night, but now it’s calm.”
3. Using the introductory sentence as an independent one: “A book is a source of knowledge. As many say."
Offers with separate members:
1. Violation of word order in sentences with participial phrases.
– Separation of the participial phrase from the word being defined: “But again a misfortune happened to the tree: its low branches were cut off.”
– Inclusion of the defined word in the participial phrase: “Girls have their eyes fixed on the sea.”
2. Violation of the rules for constructing participial phrases.
– Construction of a participial phrase following the example of a subordinate clause: “The picture shows a girl who has just gotten up.”
- Using a participial phrase instead of an adverbial phrase: “And every time we returned back, we sat down under a poplar tree and rested.”
3. Errors in sentences with isolated circumstances expressed by adverbial verbs: Resting in a chair, the painting “March” hangs in front of me.
Methods of transmitting direct speech. Direct and indirect speech:
3. Mixing direct indirect speech: Grandfather said that in childhood they had the following law: on birthdays we gave only what we made with our own hands.”
4. Errors when introducing quotes: K. Paustovsky said that “A person who loves and knows how to read is a happy person.”
Complex sentences:
1. Violation of the logical-grammatical connection between the parts of a complex sentence: “My father did not forget this story for a long time, but he died.”
2. Use of a pronoun in the second part of a complex sentence, leading to ambiguity: “May hopes come true and they will return.”
3. Errors in using complex conjunctions:
a) connective - to connect parts of a complex sentence in the absence of adversative relations between them: “Yesterday there was a storm, and today everything was calm.”
b) adversatives - to connect parts of a complex sentence in the absence of adversative relations between them: “We have a birch tree growing in our yard, but buds are also swelling on it”;
c) double and repeated: “Either a bird has landed on the water, or the wreckage of a broken boat is floating on the sea”;
d) unjustified repetition of conjunctions: “And suddenly the girls saw a small black dot, and they had hope”;
e) unsuccessful choice of alliances: “Mitrasha was just over ten years old, but her sister was older.”
Complex sentences:
1. Inconsistency between the type of the subordinate clause and the meaning of the main one: “But they will still wait for their father, since the fishermen must be waited on the shore.”
2. Using composition and subordination to connect parts in a complex sentence: “If a person does not play sports, he ages quickly.”
3. Weightening of structures by “stringing” subordinate clauses: “The sail appeared in the sea as happy news that the fishermen were all right and that the girls would soon be able to hug their parents, who were delayed at sea because there was a strong storm.”
4. Omission of the required demonstrative word: “Mom always scolds me for throwing my things around.”
5. Unjustified use of a demonstrative word: “I have an assumption that the fishermen were delayed by the storm.”
6. Incorrect use of conjunctions and allied words when choosing them correctly:
a) the use of conjunctions and allied words in the middle of a subordinate clause: “There is a TV on the nightstand in the room, on which I watch entertainment programs after school”;
b) violation of the agreement of the conjunctive word in the subordinate clause with the replaced or attributive word in the main clause: “On two shelves there are fiction, which I use when preparing for lessons.”
7. Use of the same type of subordinate clauses with sequential subordination: “Walking along the shore, I saw two girls sitting on an overturned boat, which was lying upside down on the shore.”
8. Using a subordinate clause as an independent clause: “The girls are worried about their relatives. That’s why they look so sadly into the distance.”
Non-union complex sentence:
1. Violation of the unity of construction of homogeneous parts in a non-union complex sentence: “The picture shows: early morning, the sun is just rising.”
2. Decomposition of parts of a non-conjunctive complex sentence into independent sentences: “The girls are dressed simply. They are wearing summer cotton dresses. The eldest has a scarf on her head.”
3. Simultaneous use of non-union and union connections: “The girls’ clothes are simple: the older ones with a scarf on their heads, in a blue skirt and gray blouse, the younger ones without a scarf, in a purple dress and a dark blue blouse.”
Complex sentence with different types of connections:
1. Violation of the order of parts of the sentence: “The waves are still foaming, but they calm down near the shore; the closer to the horizon, the darker the sea; and therefore the girls have hope that their father will return.”
2. Using pronouns that create ambiguity: “We see that the girl's bed is not made, and she confirms that the girl just got up.”
Logical errors in syntactic constructions.
When constructing syntactic constructions, it is sometimes observed inconsistency between premise and consequence . So, at the entrance exam in literature, a girl writes: I love Moscow very much! And how can I not love her, after all, I myself am from Tambov... And the young man explained the action of Pushkin’s heroine in the novel “Eugene Onegin”: After Lensky’s death in a duel, Olga had no choice but to marry a hussar. The beginning of such phrases sets us up for one thing (we think that a Muscovite is writing an essay; we expect that Olga will mourn the groom inconsolably), but the end of the sentence is exactly the opposite of its expected completion.
A group of interconnected independent sentences forms a special syntactic unit of a higher order - complex syntactic whole.
Semantic relations that unite individual sentences into a complex syntactic whole are reinforced by various means: repetition of words from the previous sentence, the use of personal and demonstrative pronouns, adverbs (then, then, then, there, so, etc.), conjunctions (but, however, so that, etc.), introductory words indicating the connection of thoughts (so, therefore, firstly, secondly, on the contrary, finally, etc.), as well as the order of words in sentences, the intonation of parts and the whole, etc.
Inconsistency between grammatical and semantic movement speeches can be illustrated with an example from the already cited work of N.V. Gogol. He describes his characters using the technique of parallelism:
Ivan Ivanovich has an extraordinary gift of speaking extremely pleasantly. Lord, how he speaks!.. Like a dream after a swim. Ivan Nikiforovich, on the contrary, is more silent... Ivan Ivanovich is thin and tall; Ivan Nikiforovich is a little lower, but extends in thickness. Ivan Ivanovich's head looks like a radish with its tail down; Ivan Nikiforovich's head on a radish with his tail up...
...Ivan Ivanovich gets very angry if he gets a fly in the borscht: he then loses his temper and throws the plate, and the owner gets it. Ivan Nikiforovich is extremely fond of swimming and, when he sits up to his neck in the water, he orders a table and a samovar to be placed in the water, and he really likes to drink tea in such coolness.
Ivan Ivanovich shaves his beard twice a week; Ivan Nikiforovich once. Ivan Ivanovich is extremely curious. God forbid, if you start telling him something, you won’t tell him! If he is dissatisfied with something, he immediately lets you notice it. It is extremely difficult to tell from Ivan Nikiforovich's appearance whether he is happy or angry; although he will be happy about something, he will not show it. Ivan Ivanovich is of a somewhat timid nature. Ivan Nikiforovich, on the contrary, has trousers with such wide folds that if they were inflated, the entire yard with barns and buildings could be placed in them.
Compliance with the laws of logic
1. Law of Identity
The subject of thought within one argument must remain unchanged. The law of identity requires that in the process of reasoning one knowledge about a subject should not be replaced by another. This law is directed against such shortcomings in speech as uncertainty and vagueness of reasoning. Often these shortcomings become the cause of such a logical error as “substitution of the thesis”: having started to talk about one thing, the speaker, in the process of reasoning, unnoticed for himself, begins to talk about something else. For example:
Tremors continue in the Pamir Mountains. Today at 2:25 am Moscow time, residents were awakened by a new earthquake. Pamir is a mountainous country in Central Asia. The highest point of the Pamirs is 7495 m (from newspapers).
The first sentences of this message speak of an earthquake. It would be logical to continue the information by indicating the epicenter of the earthquake, the destruction and casualties (if there were any). But the author talks about the Pamirs, the subject of conversation has become different: the law of identity has been violated.
2. Law of contradiction
Two statements cannot be true at the same time, one of which affirms something, and the other denies it. Here's an example:
According to the results of the competition in the high pole vault, S. Bubka achieved the highest results. Athletes from another sports society showed no less good results.
The statements contained in this message are contradictory: the first of them states that one athlete achieved the highest results, the second states that other athletes achieved the same results.
3. Law of the excluded middle.
Its main meaning is as follows: if there are two contradictory judgments about an object, then one of them is true and the other is false. For example, two such propositions cannot be true at the same time: All students passed the test on time. But Ivanov did not write it and did not submit it to the teacher.
4. Law of sufficient reason.
To recognize a judgment as true, you need to substantiate your point of view, prove the truth of the propositions put forward, observing the consistency and argumentation of statements. Thus, the definition should not be too narrow or too broad; it should indicate only the essential features of an object or phenomenon, and the list should be exhaustive. For example, the definition of a book - a non-periodical text book publication cannot be considered complete, since it does not indicate the difference between this term and the term brochure. It should be added: over 48 pages.
Syntax as the study of phrases, sentences and complex syntactic wholes. Syntactic norms. The phrase and its types. Types of connections between words in a phrase. Synonymy of phrases. Errors in coordination and management.
Offer. Types of proposals by composition, purpose, emotional coloring. Current division of proposals. Stylistic use of different types of sentences. Basic errors in the construction and use of simple and complex sentences.
Identifying, explaining and correcting various types of syntax errors.
Questions to the topic:
List the differences between the basic units of syntax - phrases and sentences.
Describe the types of connections between words in a phrase.
Sentence and statement: correlation of concepts.
List the types of proposals by composition, purpose, and emotional overtones.
Name the main mistakes in the construction and use of simple and complex sentences.
Familiarize yourself with the rules for coordinating subjects and predicates.
| The predicate is used in the plural | The predicate is used in the singular |
| 1. With subject nouns, expressed words majority,minority,a bunch of( and similar):
|
|
Executeexercise:explainWhypredicateVproposalsusedVformpluralorthe only onenumbers:
A hundred years have passed.
Every climber and athlete knows how dangerous mountains are.
Three phones on the table rang at once.
There are only about twenty of us sitting.
Most writers resolutely rejected the editor's corrections.
2. Definestructuretext(identifyquantityproposals)
Understand the types of syntax errors
SYNTAX ERRORS
Errors for different cases of agreement (no unity in the form of gender, number or case)
Errors for different cases of control (if the verb requires control in a different case)
Mixing the short and full forms of the adjective as a predicate.
Violation of the aspectual and temporal correlation of verbs in one context.
Errors with homogeneous members of a sentence:
association as homogeneous members of words that denote specific and generic concepts
association of words belonging to different parts of speech as homogeneous members.
Violation of word order in participial phrases.
Incorrect use of participial phrases (adverbial and verb - predicate must denote the action of one person).
Violation of the rules for placing words in a sentence.
Subject duplication.
Removing a subordinate clause from the word being defined, creating ambiguity in the statement.
Establishing homogeneity relations between a member of a simple sentence and a part of a complex one.
Lack of logical connection between parts of a complex sentence.
Cluttering a complex sentence with subordinate clauses.
Mixing direct and indirect speech.
Impaired coordination of subject and predicate.
Executeexercise.DefineerrorsVbuildingproposals.Correct it.
Gorky was born in Nizhny Novgorod and spent his childhood on the banks of the great river.
As her mother wrote, Dunya is ready to do anything to help her brother.
The essay described well the surrounding area of the school.
It's hard to deal with a person if you know that he is a real prude.
For many years, the United States was the leader in the development of computer programs.
Walking through the forest, you can breathe so well.
I felt uneasy reading this book.
Topic: Punctuation. Rules for the use of punctuation marks."
Punctuation in simple sentences: dash between subject and predicate; dashes in elliptical and incomplete sentences; punctuation marks for homogeneous members of a sentence, for isolated members of a sentence, for clarifying, explanatory and connecting members of a sentence, for introductory and plug-in constructions; with addresses, interjections, particles.
Punctuation in complex sentences: punctuation marks in complex, complex and non-union sentences; punctuation for direct, indirect and improperly direct speech. Principles of punctuation.
Grammatical analysis of sentences related to punctuation marks.
Control dictation followed by analysis.
Practical tasks.
1. Rewritearrangingsignspunctuation.Forinquiries:wordTHANKS TOMaybeprotrudeVqualityparticiplesAndpretext.Signspunctuationare exhibitedVcaseuseparticiples(itanswersonquestionWHATDOING?).PretextNotrequiressignspunctuation(HeanswersonquestionTHANKS TOWHAT,TO WHOM?).
1. The patient recovered quickly thanks to the care of doctors. 2. On the day of discharge from the hospital, the patient firmly shook the doctor’s hand thanking him for the treatment. 3. Thanks to the hospitable hostess for her hospitality, the tourists began to get ready for the journey. 4. Thanks to the warm welcome, tired tourists quickly rested. 5. Thanks to the commissioning of a powerful antenna, residents of remote areas can receive television broadcasts. 6. Thanks to the reconstruction of the house-building plant, its capacity has almost doubled.
2. ArrangesignspunctuationVcomplexproposals.
1. Konovalov expressed his joy in such a way that I shuddered. 2. Sitting opposite me and hugging his knees with his hands, he put his chin on them so that his beard covered his legs. 3. He obviously did not expect that the conversation with this mustachioed ragamuffin would end so quickly and offensively. 4. It was clear that Chelkash had just woken up. 5. Izergil looked at the silhouettes of those people who went to the sea. 6. One can only guess about how and when people learned to sail on rafts and boats. 7. He thought that his work seemed to have not been in vain. 8. When we arrived, my father showed me several large perches and small fish that he caught without me. 9. I realized that the car had stopped when a white spot from an electric flashlight began to flash.
ChapterIV. TextHowspeechwork.
Knowledge requirements:
Know the structure of the text, the concept of “complex syntactic whole” and its types, ways of connecting sentences in the text, functional styles of literary language, the concept of genre, genres of oral and written speech, genres of educational and scientific speech.
Skill Requirements:
Be able to choose a genre, text composition and linguistic means depending on the topic, purpose, addressee and communication situation.
