Articles on Russian language literature. The most interesting facts about the Russian language

How to write a good scientific article

Even those who do not like this activity have to write articles. But in any case, you need to write an article in such a way that other people want to read your work.

Choosing a topic, idea

Be ambitious and ambitious. Your goals should not be limited to simply accepting an article for publication. Set a goal for yourself to make a meaningful contribution to your field of science.

We have to learn something new. Challenge your readers and yourself! There are three writing strategies scientific article.

Pick a new problem that no one has worked on before. Identify it and propose a solution. This is the best way to become a cited and famous author.Try to explain something significant, something that no one could explain before you. Before you start writing, ask yourself these questions...

What do you want to communicate? What point of view do you want to present? (In most scientific articles one point of view is presented).

Why is your message important? Why should readers spend their valuable time reading your article?

How are you going to formulate your thought? What experiments need to be done? What hypotheses to prove?

How does your work differ from what has been done previously in this area?What a good scientific article should contain

Captivating Start: First, tell the reader why they should read your article. Don't generalize, but sell! A good introduction to an article answers the question, “Why should I read this article?” First, convince everyone that your work has great importance. It is important to start the article with a punchline. Here's a good four-sentence thesis outline: state the problem, say why it's interesting, talk about your solution, show what follows from your solution to the problem.

Your contribution must be clearly shown. Take the time to explain the significance of your work.

Analysis of similar publications in the introduction: you can compare your contribution to solving a problem with similar works. Lots of links. People love to be quoted. So make sure you don't forget any work that is relevant to your scientific article.

Experimental proof. It is necessary to compare your ideas with reality and communicate how far they are from each other. Compare your results with the best results of other scientists.

Talk about the limitations of your job.

Obvious and non-obvious theoretical results: it is easier for people to understand your work if there are theoretical basis. In addition, it will increase the trust of readers.

Drawings! You need them even if you think they're stupid to use or you think you can't draw them. Drawings can help explain a complex idea.

Original examples based on your data.

Finally, tell us about future work and summarize the main ideas of the article.

Scientific text style

Use strong verbs. Instead of “we applied the classification” - “weclassified." Don't avoid common vocabulary.The device operates at low temperatures. Saturate with terms.

Use abstract vocabulary(depth, consistency, reading).Use general scientific vocabulary(operation, question, task, phenomenon, process).Avoid unnecessary abbreviations. Use simple expressions. It is better to use short sentences - no more than 15 words.

Words you can't do without.

To connect parts of the text, special means are used (words, phrases and sentences) indicatingsubsequencedevelopment of thoughts (“first”, “then”, “then”, “first of all”, “preliminarily”, etc.), on the connection of previous and subsequent information (“as indicated”, “as already mentioned”, “as noted” , “considered”, etc.), on cause-and-effect relationships (“but”, “therefore”, “due to this”, “therefore”, “due to the fact that”, “as a result of this”, etc.), on the transition to a new topic (“let’s consider now”, “let’s move on to consideration”, etc.), on the proximity, identity of objects, circumstances, signs (“he”, “same”, “such”, “so”, “here” ", "here", etc.).

Please note that the scientific and methodological article has approximately the following structure:

Introduction (the following is revealed: the problem in teaching, the significance of its solution, existing traditional ways solutions to a given problem, the idea of ​​a new way to solve the problem, the goals of the experiment, methods, etc.).

Description of the progress of experimental activities.

Description of methodological techniques, findings, lesson fragments ( short notes) etc. Description of the results of the activities of students, teachers, experiments in in general.

Conclusions (the following is disclosed regarding the results obtained:

wider meaning of training, impact on quality, opportunity

applications in other fields of knowledge, impact on personal development, To

what may continue research in this direction lead to).

Note: not all points indicated in brackets must necessarily be disclosed.

Minimum criteria for writing a good scientific and methodological article

Scientific (applies to Research and developmentsomething new, use scientific methods knowledge, therefore often determined by key references in the text, the research methods implemented and the conclusions).

Novelty and originality(offered new idea, technology, method, technique or original version of expansion, testing, proof of the effectiveness of someone’s original idea, method, technology, therefore often determined by comparison with existing developments).

Practicality (associated with the transfer of experience into the practical activities of other professionals, therefore it is often determined by the presence in the article of ways to transfer experience). .

Methodical (related to optimization of the structure of an innovation, sequence and conditions for its implementation; most often determined by the number and usefulness of recommendations in the article).

Persuasiveness (determined by the reliability of quotes, the validity of conclusions, the presence of statistical results and the logic of their interpretations).

In terms of presentation:

Logic (determined by the obviousness of cause-and-effect relationships, the logic of transitions, the interconnectedness of parts).

Clarity (often determined by the clarity of the terms used and the presence of illustrative examples).

Originality (determined by the presence of successful analogies, quotes, aphorisms, drawings).

Completeness (determined by the presence of basic structural parts, the presence of minimal content and completeness of the text).

Sample article writing strategy

Write on a separate sheet of paper the main achievements of your experimental activities (ED) in terms of personal development, organization of teaching, organization of lessons, quality of teaching, personal development, your professional development etc. Determine which decision is the main one pedagogical problem your ED is directed.

Determine how this problem was solved by you, your colleagues, with various teaching technologies. What traditional recommendations for solving it are offered by teaching aids, textbooks, and teacher’s guides? Write them down on a piece of paper.

Refer to your existing teaching aids, textbooks, teacher's books, etc. Make sure you have correctly identified the traditional ways to solve the problem.

Formulate what new things you will include in your article (ideas, principles, technologies, techniques, an original description of personal experience, proof of the effectiveness of a known method, a unique form of presenting a relatively new idea, etc.).

Determine the structural parts of the article: introduction, main content, conclusions.

Briefly write down the points of each part.

Start writing, revealing each part. Remember that the content and language of the article should be simple and understandable. If you have difficulty writing, then take the finished article that you liked. Then mentally identify its structural parts. Make the best of this article in terms of language and writing structure. You can easily transfer phrases and connectives into your text.

Think about what kind of graphic support (drawings, diagrams, tables) will illustrate the main ideas. Include them in the text.

Read the article again and separately analyze the logic of semantic transitions and conclusions. If necessary, correct them.

Read the article again, determine its main idea, and come up with a title.

Re-read the conclusions. Make sure that each of them follows from the semantic parts of the article. Check the logic of the arguments and their evidence. Answer the question how the title of the article relates to the conclusions. If necessary, adjust the title or conclusions.

Check the formatting of the article (see formatting requirements).

Check its spelling.

Submit your article for publication and wait for feedback.

Useful tips

If you have never written scientific and methodological articles, remember: everything happens for the first time!

Once you have decided on the purpose of the article, structure and thesis, start writing,without rereading the text (no backtracking)!Very often, the “inner critic” does not allow you to quickly cope with the task of presenting the main thoughts. The scientific and methodological article shouldseparate processessemantic presentation and emotional perception of the text. Before writing an article, decide what you are clear about the content various parts articles, and what you will have to think about. Start writing from those fragments which are more simple for presentation. This way you will not only save time, but also, as you write, you may also clarify those parts of it that seemed unclear. The understanding of a question often deepens as it is presented, just like the appetite that comes with eating!

If you have children’s work or ready-made examples, first structure them in a certain logic and sequence, and then write the necessary comments and conclusions for them.

If you have difficulty with time, then “cut the elephant into pieces”! That is, first write the part that inspires you most or is best defined in content, and only then the rest. The great writer M. Sholokhov had a motto:“Every day - a line”!In this case, it is appropriate to rephrase: every day - one completed semantic fragment!

Try title the written parts(regardless of whether names will be needed later or not). After a break in writing, it will be easier to immediately follow overall plan, reading only the titles, and not re-reading the entire written content of the fragments. Don't waste time editing individual finished parts. It is better to edit an article when all its parts are connected together.

Please note that many, even great writers, edited and rewrote their texts many times!

It is recommended to include diagrams and tables in the article, since the visual system is faster in processing information. Readers usually look at pictures and highlighted sections of text first. Sometimes, based on external impressions from meeting them, the following decision is made: to read the article carefully or not.

If you havestatistical datayour ED, be sure to include them in the final part of the article, since for many they are convincing evidence of the quality, depth and scientific nature of your work! Think about the best way to design them.

When writing an article, immediately use useful computer tools: spell check, synonyms, various settings (spacing, font, alignment, etc.). It is better to install them before you start writing an article, so as not to do double work later.

The article writing strategy, like many other creative strategies, develops and is automated in the process of their implementation. Practice shows that if you have gained experience in writing 3-4 articles, the subsequent creation of scientific and methodological texts becomes easier and faster. As you progress in writing them, editing the text takes less and less time, and a taste for creating them develops.

Registration requirements

1. Font “Times New Roman”, size - 12, for headings - 14.

2. Line spacing - 1.

3. Headings are aligned in the center, subheadings are aligned to the left, epigraphs are aligned to the right. 4. Only the main thoughts and headings, the surname and initials of the author of the article are highlighted, and “A” are deviations from the main content, some examples and notes.

5. Highlights must be justified: you cannot highlight too many fragments of text!

6. Symbols must be in the same style - they should not be changed often!

7. The text should be aligned to the edges. Red lines are required.

9. Quotation marks are formatted with the sign “......”, and not “........”.

10. Make sure there are periods at the end of sentences (a common sloppiness).

11. Allowed only black and whitepictures, photographs, tables. In the case of graphic support, all color images should be converted to black and white.

12. If you decide to make a list, then pay attention to the subtleties of design:

If a list item begins with a lowercase letter, then “;” is placed at the end;

If you start the list with a capital letter, then put “.” at the end.

Example:

Target;

Operations;

Action correction;

Recording the result.

OR

The strategy has the following structure:

Target.

Operations.

Action correction.

Recording the result.

13. The literature used is formatted in accordance with established general rules and is indicated at the end of the article.

The materials were prepared by I. A. Kruglova, teacher of Russian language and literature, Bolshemurashkinsky Secondary School, Nizhny Novgorod Region.

Used materials:

• A.A. Plugin. Recommendations for writing scientific and methodological articles.http://www.pligin.ru/articles/recomend.htm
• How to write a good article.http://voliadis.ru/good-paper

• http://ru.wikipedia.org/wiki/%D0%9D%D0%B0%D1%83%D1%87%D0%BD%D1%8B%D0%B9_%D1%8F%D0%B7%D1 %8B%D0%BA
• G. Ya. Solganik. Stylistics of the Russian language. 10 – 11 grades M.: Bustard, 2001.

As the classics said, “The Great and Mighty Russian Language.” Why is he so “powerful” and why is he “great”? You can give a bunch of arguments for the most extensive possibilities and the largest database of synonyms. How many analogues can you think of for the word “beautiful”? Without delving into the wilds and dictionaries, there are about 20, while in other dialects there are at most 5-7. You can give examples of subtlety and Slavic humor. They don’t even know such a thing as “sarcasm” in other languages. You can also condemn and reject Russian swearing, but changing its role in our lives is very difficult. The same word, pronounced with different intonation, can mean completely dissimilar concepts; placing emphasis in a sentence can radically change the meaning of the phrase. And many terms over the last couple of centuries have radically changed their meaning, thanks to the mixing of adverbs, jargons and the popularization of foreign terms.

IN Russian Federation and about a dozen more countries, Russian is the official state language, and over 250 million people around the world speak it to varying degrees. This is from official data, but in fact, almost every second person on earth knows at least a couple of expressions in Russian, and every tenth person can even connect words into simple sentences.

The origin of the Old Russian language and its history

When it comes to the origin of the Russian language, scientists disagree; some say that the origins were Sanskrit, others call the Proto-Slavic dialect of the Indo-European group. There are practically no reliable sources left, only guesses and assumptions. According to its structure and general lexical features, it belongs to the East Slavic subgroup Slavic group from the common branch of Indo-European languages.

First mentions of Slavic letters date back to the year of the appearance of writing, which the famous Cyril and Methodius brought into our lives, namely 863. Thus, the Old Church Slavonic language appeared specifically in order to translate church books and writings. It was originally bookish and had little in common with the modern one, but its appearance gave rise to the development of literature and culture of our country. Church books gradually spread among the population and literary works began to appear on their basis. The first books were: “The Tale of Boris and Gleb” from the beginning of the 11th century, “The Tale of Bygone Years”, dated 1113, “The Tale of Igor’s Host” 1185-1188 and many others.

And already by the 16th century, the first rules of writing and pronunciation, the so-called grammatical normalization of the language, appeared in Moscow, and it was recognized as national in the territory of the Muscovite kingdom. Over the next few centuries, it was modified, supplemented, absorbing words and concepts from other countries and dialects, taking on new forms and changing like a living organism in order to reach us in its “majesty” and “power”

Scientific facts about the Russian language

In addition to the proud statements of the Russian-speaking part globe there are indisputable facts about his power, confirmed by the Guinness Book of Records and other sources. Let's consider the main ones:

5th place in prevalence among the world population speaks of the wide geography of Russian communities in other countries and the popularity of the language among foreigners.

• Our language has generic forms of verbs that others do not have. For example, “he went”, “she went”.
• At school they study 6 main cases of nouns, but in fact there are 10 of them.
• Almost any word in speech can be replaced with a synonym without much loss of meaning.
• All the words starting with the letter “F” that are used everywhere today came to us from other countries.
• Foreigners cannot understand the difference between the pronunciation of words with and without “ъ”. For them, the words “entrance” and “entrance” sound exactly the same. This is due to the peculiarities of the development of auditory and speech apparatus during the period of socialization.
• “Obscene Russian” is not a figure of speech, but a special dialect in which you can explain a problem to a person and talk. As paradoxical as it may sound, no other language in the world has so many abusive and meaningful words.

• Although the Japanese language is difficult to write, colloquial speech it comes in second place after Russian, it depends too much on the intonation and placement of words in a sentence.
• Slavic and Russian literature is recognized as the most beautiful, the poems sound melodic and harmonious. It is believed that the poets of our country could not become famous in the world if their original works were sounded in other languages.
• Due to the unpronounceability of some sounds, learning is a lot of difficulty for the Japanese, Chinese, Turks and most blacks. Japanese, for example, does not have an "r" sound, so they are physically unable to pronounce it. Because of this, they cannot hear the difference between the letters "r" and "l".

If you carefully study the history of the Russian language and its features, then much more such facts can be cited. Linguists and scientists are constantly finding interesting connections different words and concepts. Fun facts The peculiarities of colloquial speech and mentality form stories and anecdotes told all over the world.

Having endured significant changes and infusions, the Russian language came to us in modern world, and we can observe its metamorphosis every 5-10 years. This is due to the development of electronics and computerization of the whole world, changes in worldviews and beliefs, and new trends in political or social reforms. Just 10 years ago, a copywriter was a writer, and bloggers and YouTubers were just taking their first steps in this field. At that time, gender reforms had not yet been carried out in many European countries, and disagreements and new developments in speech and concepts had not yet appeared. A social networks, like Instagram didn’t exist. The speech of the modern generation directly depends on changes in the image, pace and rhythm of life in cities, and an increase in the quantity and volume of information received.

Phonetics and spelling

By phonetic features Russian is a consonantal language, which means the predominance of consonant phonemes over vowels is approximately 37 to 5. Depending on the combination, consonant letters are pronounced differently. The graphic system is quite rational; the alphabet has 33 letters, and the unit of writing or reading is a syllable or letter combination. Spelling has features of a phonemic type, that is, regardless of pronunciation, the spelling will be dictionary. As for grammar, the Russian language is classified as an inflectional, or synthetic, type. This means that the grammatical load goes mainly to endings. All nouns are declined according to the main cases and differ greatly in the “animate/inanimate” attribute.

Our vocabulary everyday speech is full of synonyms, homonyms, antonyms, paronyms and other options for the relationship of words in a sentence with each other. In addition, all concepts are conventionally divided into original and borrowed, which significantly increases the number of errors in their writing and use.

Many phrases disappear over time from everyday speech (historicisms) or are replaced by concepts from another language or dialectical variants (archaisms). Thus, the overall picture and sound take on completely different shapes.

The sound of the Russian language allows us to call it very melodic. The peculiarities of songs and vocal art require a certain arrangement of words and sounds to create harmony. Russian, English and French are recognized as the most “convenient” languages ​​for writing songs.

Funny Idioms and Spoonerisms

Any language is full of various jokes and idioms that are fully understandable only to native speakers. Russian is no exception, where jokes and jokes are an integral part of folklore and everyday communication. There is no such number of humorous programs and movements in any country in the world: KVN, Stand-Up, performances by comedians, comedy shows, comedies and much more. Many jokes and anecdotes are associated with the peculiarities of the mentality of Russian people and attempts to explain them to foreigners. Changing intonation, adding one letter, rearranging words - and the text changes its original meaning radically. And adding obscene subtext is the basis for 90% of jokes in Russian.

Just as the composition of everyday words and phrases changes over the years and lifestyle, so humor is filled with new colors, absorbing the features of life, political and historical events, art and music.

Idioms, or untranslatable expressions, are inherent in any language in the world. Among the popular set expressions that cannot be explained to a foreigner, fully conveying its meaning:

• “You can’t get around to looking.”
• “It’s written on water with a pitchfork.”
• “Knock out wedge with wedge.”
• “Pour from empty to empty.”
• “Like hell from incense” and many others.

The same applies to Russian verbs, which have absolutely different meaning depending on the context. For example, the verb “sit”, familiar to the Russian ear. How to translate the phrases “a bird is sitting”, “a prisoner is sitting”, “a thought is sitting in the head” - the verb is the same, but the meaning is completely different in each phrase. You can also give an example of the verb “goes”: when a person goes to work, everything is clear. And when it rains or a movie is on? Or is it your second year of study? There are a huge number of such examples. This is why many visitors fall in love with the country and the language, absorb the strangeness of the mentality and try to understand the Russian language, because learning it is not enough.

Spoonerisms are another trend in the humorous folklore of all languages ​​of the world, when words are partially changed by syllables and receive a completely new meaning at the end:

• “Visitors are not woken” from the original phrase “winners are not judged”;
• “armored temkin diarrhea”;
• the famous "carriage dear dear"
• “braided tongue” and many others.

Most often they are born as a result of reservations, as was the case at the dawn of the term. Considers its founder English teacher U.A. Spooner, who often got confused in his words and gave out absolutely amazing phrases.

As a conclusion

Only a native speaker can fully understand the meaning of many expressions and explain them, even if a person has lived in the country for many years, then individual words still won't be able to understand. The words “anadys”, “the other day”, “hangover”, “oblivion” and many others simply have no analogues among most languages. And attempts to explain them to a foreigner will most likely lead to nothing.

The richness of the Russian language lies not only in idioms and untranslatable figures of speech, but also in the variety of emotionally charged adjectives, interjections, and adverbs. In the difference in intonation when pronouncing a phrase (the famous “execution cannot be pardoned”), in the breadth of the Russian soul and the desire to characterize everything around in an ornate way. Synonyms for the word “man”: “man”, “peasant”, “man” and others often have nothing to do with the original version and are highly dependent on context and intonation.

The Russian language is truly rich both literary and emotional. It provides an opportunity for self-expression through literature and art, writing books and poetry. And its development and filling with borrowed words allows you to expand your horizons and opportunities for creativity. And no matter how Russians talk about their country, politics and situation, everyone proudly speaks their own language and gladly emphasizes their belonging to Russian speakers both at home and abroad.

L. P. Krysin

Many people are concerned about the current state of Russian speech and what is happening to it: first of all, writers, language teachers who deal with words professionally, as well as politicians, public figures, scientists, journalists, and doctors. And, of course, linguists: although they are called upon to impartially and comprehensively study the processes that occur in language, they are also far from indifferent to everything that threatens the unity and integrity of the literary language, that undermines its norm, and destroys cultural traditions.

What is happening to our language? What gains and losses can be observed in it over the past one and a half to two decades?

You can't tell everything in a short article. But it is still advisable to dwell on what is most remarkable, what distinguishes the current stage of development of our language from previous ones. Two processes seem to be quite noticeable. This is, firstly, the jargonization of literary speech and, secondly, the intensification of the borrowing process foreign words.

1. Jargonization of literary speech.

Our time at the turn of two centuries is characterized by entering public life such layers and groups, whose representatives in their habits and preferences are associated with various kinds of jargon and other forms non-literary speech. In addition, a departure in the field of social life from the canons and norms of a totalitarian state, the proclamation of freedom both in socio-political and economic sphere, and in human relations affect, in particular, assessments of certain linguistic facts and processes: what was previously considered to belong to a socially unprestigious environment (criminal, mafia, simply uncultured) begins to acquire the rights of citizenship along with the traditional means of the literary language. Everyone feels this, not only linguists, but also, for example, journalists.

We do not notice how crime enters everyday life, into the lexicon, how television and radio began to speak the language of prisoners and lessons, how the minuses and pluses of social behavior swapped places, how the centuries-old commandments and taboos developed by humanity for self-defense turned out to be abolished (Izvestia, November 11, 1997 G.).

IN last decades The Russian literary language is strongly influenced by the slang and vernacular language environment, and migration processes play an important role in this influence: mixing of different segments of the population, the outflow of rural residents to cities, the complication of the social composition of townspeople, the intensification of communication between representatives of different (including your language skills) groups, etc.

The role of jargon as a means of communication has been underestimated in the past. Until relatively recently, in domestic science about Russian language Jargons were believed to have no social basis for their existence. There were some reasons for this point of view. Thus, the beggar's argot, which was quite well developed in pre-revolutionary times, seemed to have completely lost its social base by the middle of the twentieth century; the argot of street children, which absorbed many elements of thieves' jargon and was quite active in the 20s, later fades away, without a stable contingent of speakers. However, at the end of the century, both argots are reborn in a new social and linguistic guise, as the ranks of beggars and street children increase and use certain specific forms of linguistic expression, mostly different from those used by their predecessors. These two argots make up only part of the multi-color palette of modern social jargons and argot: they exist along with such language formations, used by criminals, mafiosi, prostitutes, drug addicts, counterfeiters, card scammers and other social groups that make up some of the urban population of modern Russia.

These numerous jargons and argot are for the most part not independent, flow into each other: for example, in the field of vocabulary and phraseology, the jargon of drug addicts, prostitutes, and beggars have much in common; student jargon has a commonality with hippie slang; shuttle traders actively use trade argot in their speech activities etc.

This diversity is based on prison camp jargon. It was formed in the socially diverse environment of Soviet camps and prisons over a number of decades. Having adopted much from the lexical and phraseological arsenal of the pre-revolutionary thieves' argot, prison camp jargon significantly expanded not only the range of expressive means, but also social composition those who used it: they were familiar with it, it was actively used by both representatives of the criminal world and recent engineers, party members, military personnel, students, workers, actors, poets, peasants, doctors - in a word, all those who made up the multi-million population of Stalin's camps.

In modern conditions, prison camp jargon finds itself new environment habitat (it is used, for example, by businessmen, journalists, politicians) and is modified, replenished with new formations and changing the meanings of traditionally used lexical units: for example, parat 'deceive', cabbage 'money' (initially only about dollars because of their green color), put on the counter 'start increasing daily interest on debt not paid on time', etc.

Slang words and phrases are far from uncommon in literary speech. At first, slang vocabulary seeped mainly into its oral-colloquial variety, then, closer to the present day, into the language of means mass media, and then poured into journalism in a wide stream, into public performance politicians, deputies and even writers.

Is it good or bad? Undoubtedly, it is bad if we consider the process of jargonization of literary speech exclusively from the standpoint of the traditional norm, without allowing for the thought of the inevitable updating of the set of expressive means in the course of linguistic development. As the study of the previous stages of the development of the Russian literary language shows, the process of renewal has always occurred dynamically, and sometimes very difficultly, in the struggle between archaists and innovators. But this process has always been characterized by a careful selection of innovations, weighing their properties from the point of view of suitability for the communicative needs of a cultural society. Elements of such selection can be observed now: in the stream of slang words and phrases, the gaze of those endowed with linguistic flair and taste distinguishes some, individual, especially capacious, expressive words and phrases that can be used in literary speech (of course, with a certain stylistic coloring and mainly in casual communication): for example, the words snitch, cool, chaos, party are noted in the speech of exemplary speakers of the literary language.

Many of the slang elements lose their social attachment, become well known in different social groups of Russian speakers, and some are developed in the literary language: for example, the phraseological unit sit on a needle, getting from the speech of drug addicts to the pages of newspapers, acquires derivatives: The region sat on a subsidized igloo; You can’t sit on the needle of investments all the time, etc.

2. Strengthening the process of borrowing foreign words.

The development of almost every natural language is characterized by the process of borrowing words from other languages. Nevertheless, native speakers often treat this process itself, and especially its results, foreign words, with a fair amount of suspicion. Why take something from others, isn’t it possible to get by using the means of your native language? Why do we need an 'image' if there is an 'image', why a 'summit' if we can say 'summit meeting'? Why is the now fashionable ‘remake’ in cinematography better than the usual ‘remake’? And is 'consensus' stronger than 'agreement'?

Often a foreign word is associated with something ideologically or spiritually alien, even hostile, as was the case, for example, in the late 40s during the fight against sycophancy to the West. But there are other times in the history of society when a more tolerant attitude towards external influences and, in particular, to the borrowing of new foreign words. Such a time can be considered the end of the last century and the beginning of the current one, when such political, economic and cultural conditions arose and exist that determined the predisposition Russian society to the adoption of new and widespread use of previously existing, but special foreign language vocabulary.

Here are some of these conditions. A significant part of the Russian population perceives their country as part of the civilized world; in ideology and official propaganda, unifying tendencies prevail over tendencies that reflected the opposition of Soviet society and the Soviet way of life to Western, bourgeois models; there is a reassessment of social and moral values and a shift in emphasis from class and party priorities to universal ones; finally, in the field of economics, the political structure of the state, in the fields of culture, sports, trade, fashion, music, an open (sometimes excessive) orientation towards the West is characteristic. All these processes and trends undoubtedly served as an important stimulus that facilitated the intensification of the use of foreign language vocabulary.

This is easily illustrated by the change of names in power structures. The Supreme Council began to be consistently (and not just as a journalistic paraphrase) called parliament, the council of ministers the cabinet of ministers, its chairman the prime minister (or simply prime minister), and his deputies deputy prime ministers. Mayors, vice-mayors, prefects, sub-prefects appeared in cities, councils gave way to administrations, heads of administrations acquired their own press secretaries and press attaches, who regularly speak at press conferences, send out press releases, organize briefings and exclusive interviews with their bosses .

Decay Soviet Union meant, in particular, the destruction of most of the barriers that stood in the way of communication with Western world. Business, scientific, trade, cultural connections, foreign tourism has flourished; Long-term work of our specialists in institutions of other countries and the functioning of joint Russian-foreign enterprises in Russia have become commonplace. Obviously, this meant the intensification of communication between native speakers of the Russian language and speakers of other languages, which is an important condition not only for the direct borrowing of vocabulary from these languages, but also for introducing Russian speakers to international (and more often created on the basis of the English language) terminological systems, for example , in areas such as computing, economics, finance, commerce, sports, fashion, etc.

Thus, in Russian speech, first in a professional environment, and then outside it, terms related to computer technology appeared: the word computer itself, as well as display, file, interface, printer, and many others. etc., names of sports (new or newly named): windsurfing, skateboarding, arm wrestling, kickboxing, freestyle, etc. Anglicisms also make holes in old naming systems: for example, extra time when playing football or hockey is increasingly called overtime, a replay after a playoff tie, and even the traditional 'fighter' in kickboxing is replaced by the anglicism fighter.

Everyone has heard of numerous economic and financial terms such as barter, broker, voucher, dealer, distributor, investment, marketing, monetarism, futures loans, etc. Many of them were borrowed a long time ago, but were circulated mainly among specialists. However, as the phenomena denoted by these terms became acutely relevant for the whole society, highly specialized terminology went beyond the professional environment and began to be used in the press, in radio and television programs, in the public speech of politicians and businessmen.

Active borrowing of new and expansion of the scope of use of previously borrowed foreign language vocabulary occurs in less specialized areas human activity: it is enough to recall such widely used words as image, presentation, nomination, sponsor, video, show (and their derivatives: video clip, video equipment, video cassette, video salon; show business, talk show, showman), thriller, hit, disco , disc jockey and many others.

Among the reasons that contribute to such a massive and relatively easy penetration of foreign neologisms into our language, socio-psychological reasons occupy a certain place. Many native speakers believe foreign word more prestigious compared to the corresponding word in the native language: the presentation looks more respectable than the usual Russian presentation, exclusive is better than exceptional, top models are more chic than best models. True, it must be said that there is some semantic demarcation between one’s own and someone else’s words: a presentation is a ceremonial presentation of a film, book, etc.; Most often, an interview is exclusive, and it is apparently impossible to say about someone (without the intention of joking) “exclusive stupid” or exclaim: “What an exclusive cheese!”

The greater social prestige of a foreign language word, felt by many, in comparison with the original one, sometimes causes a phenomenon that can be called an increase in rank: a word that in the source language names an ordinary, ordinary object, in the borrowing language is attached to the object, in one sense or another more significant, more prestigious. Thus, in French, the word boutique means ‘shop, small store’, and having been borrowed by our fashion designers and businessmen, it acquired the meaning of ‘fashion clothing store’: Clothes from Yudashkin are sold in boutiques in Moscow and St. Petersburg. Roughly the same thing happens with the English word shop: in Russian, the name ‘shop’ does not apply to every store, but only to one that sells prestigious goods, mainly Western-made (no one would call an ordinary grocery store a ‘shop’). The English hospice ‘shelter, almshouse’ turns into a hospice - an expensive hospital for hopeless patients with maximum comfort, facilitating the process of dying. And even the Italian puttana, once in the Russian language, does not mean any prostitute (as in Italian), but mainly a currency one.

How to evaluate the current intensification of the borrowing process? How should we react to the fact that foreign words often displace native Russian words from use?

Before answering these questions, let’s look at which areas of communication are most susceptible to foreign language influence.

Most often, new foreign words can be found in the press and other media, for example, on television, in programs devoted to economic or political life, fashion, music, cinema, and sports. In oral public speech, for example, in radio and television interviews on everyday topics, in speeches at parliamentary meetings, the use of foreign words-neologisms is often accompanied by clauses such as: so-called monetarism, as is now commonly expressed, electorate, etc., since, focusing on mass listener, the speaker feels a connection with him more directly and acutely than the author of a newspaper or magazine article. Some of the borrowings are used not only in their direct meanings, but also figuratively, metaphorically: television marathon, resuscitation of the Russian economy, biased press, political elite, rating of lies, etc., and this phenomenon is also characteristic mainly of the language of the media .

Everyday speech does not experience any noticeable influx of foreign words, and this is understandable: being for the most part bookish or special words, borrowings are used mainly in genres book speech, in texts of a journalistic, scientific and technical nature.

Observed and social differences in relation to foreign words, especially new ones: people of the older generation are, on average, less tolerant of foreign vocabulary than young people; with an increase in the level of education, borrowing becomes easier; Representatives of technical professions pay less attention to what word they see or hear in a text - Russian or foreign - than representatives of humanitarian professions. I emphasize: this is on average, in general, but a more complex attitude towards foreign words is possible.

Now let's try to answer the questions posed above.

Regarding the intensification of the borrowing process: there is no need to panic. They often speak and write about a foreign language flood that is flooding the Russian language, about the dominance of foreigners, under the yoke of which it is perishing, and such statements give rise to a feeling of hopelessness. But we must not forget that language is a self-developing mechanism, the action of which is regulated by certain laws. In particular, language can clean itself, get rid of what is functionally redundant and unnecessary.

This also happens with foreign words. In any case, the history of the Russian language testifies to precisely this property. Who now knows the words proprieter (owner), indigestia (indigestion), amantha (beloved), supirant (admirer, admirer), repantir (women's hairstyle with curls hanging on both sides of the face), suspicia (suspicion) and many others that were used in the Russian language of the 19th century? It is unlikely that decrees were issued ordering these words to be expelled from Russian speech - they are outdated, replaced by themselves as something unnecessary. On the other hand, how much did the purists of the past achieve by calling for the prohibition of the use of words such as egoism (instead, 'selfishness' was proposed), quotation (suggested as synonymous replacements for 'link, excerpt'), posture (instead, 'body position' was invented) , compromise (instead it was recommended to say: 'present in an unfavorable way'), ignore (V.I. Dal believed that this word was impermissible), etc.?

Of course, immoderate and inappropriate use of foreign words is unacceptable, but immoderation and inappropriateness are harmful when using any word. Of course, neither linguistic scientists, nor journalists and writers should sit idly by, dispassionately watching how the world becomes littered with foreign languages. native speech. But nothing can be done here with bans. We need systematic and painstaking scientific and educational work, the ultimate goal of which is to cultivate good linguistic taste. And good taste is the main condition for the correct and appropriate use of linguistic means, both foreign, borrowed, and our own, original ones.

This chapter consists of 2 sections. In each of them, materials are selected, different in style, but united by one theme - the Russian language.
To access the list of articles, simply left-click on the title of the desired section.

We invite everyone who is not indifferent to the fate of the Russian language to take part in filling this chapter with information. Send your articles, essays, book reviews, or simply talk about problems related to the Russian language that you have or have not been able to solve. Remember, there will always be someone who can use your knowledge or who knows what you need.

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Article on the Russian language on the topic:

“Describing nature in Russian lessons is a way not only to reveal feelings and experiences literary heroes, but also the key to the development of thinking and creative imagination students."

Teacher of secondary school No. 461 in St. Petersburg Anishchenko Tamara Nikolaevna.

Today in schools Special attention is devoted to the development of children's thinking. The success of all learning depends on how well they speak: good knowledge of the language is the key to success in studying all subjects of the school course. Special place In the work of a teacher in speech development, teaching composition is involved. Teaching children to write essays correctly and beautifully is a lot of painstaking work. Only daily work on mastering the norms of the literary language in all lessons gives positive results.

“The language of the people,” wrote K.D. Ushinsky, is the best, never fading and ever-blooming flower of his entire spiritual life...” Assimilating native language, the schoolchild learns to understand nature and relationships between people, learns about the joys and sorrows of older generations, about their desire to fight, and becomes familiar with the artistic creativity of the people and their best writers. No the best teacher than the native language, and the school fosters respect and love for it.

Essays and stories are just that the best way, which enlivens Russian language lessons, captivates students, and actually shows them the rich possibilities of the language and the need for its careful study for the sake of genuine communication, for the sake of expressing their thoughts and feelings, for the sake of artistic creativity. The educational effect of essays depends on the choice of topic, on the degree of independence of the writer, on the extent to which his essay is written with the heart, and not just with the pen. Writing helps children to become more aware of their feelings, teaches them to think strictly and consistently, increases self-esteem, and develops interest in literary creativity.

The essence of the problem lies in the influence of the essay on the development of the creative imagination of schoolchildren.

The relevance of the problem raised is caused by the need of psychologists, teachers, and parents for improved methods of psychological and pedagogical influence on the developing personality of the child in order to develop intellectual, communicative and creative abilities. Determining the problem and relevance of the topic allows us to formulate quite specifically the purpose of the study - to develop and prove the effectiveness of an essay as a way of developing the creative imagination of primary schoolchildren.

Methodologically competent application of the methodology for working on an essay contributes to the development of the creative imagination of schoolchildren.

As a rule, the word serves as a source of the appearance of images of the imagination, controls the path of their formation, and is a means of retaining, consolidating, and changing them. Imagination is always a certain departure from reality. But in any case, the source of imagination is objective reality. With the help of imagination, a person reflects reality, but in other, unusual, often unexpected combinations and connections. Imagination transforms reality and creates new images on this basis. Imagination is closely related to thinking, therefore it is capable of actively transforming life impressions, acquired knowledge, perceptions and ideas.

Imagination is connected to all sides mental activity of a person: with his perception, memory, thinking, feelings. Imagination is a cognitive process and is based on the analytical and synthetic activity of the human brain.

There is a great dependence between the mind and imagination of a person. The development of imagination is inextricably linked with the development of the personality as a whole. Imagination can be trained and developed, like any aspect of human mental activity. Imagination develops primarily in those activities in which it is impossible to do without imagination. Every person contains some kind of “piece of fantasy,” but in everyone, fantasy, or imagination, manifests itself differently, depending on the orientation of the individual - his interests, knowledge, emotional mood.

Without enough developed imagination the student’s educational work cannot proceed successfully. When reading works of fiction, the child mentally imagines what the author is talking about. While studying geography, he conjures up pictures of nature unfamiliar to him. Listening to stories about history, he imagines people and events of the past and future. The student has never seen the desert, the ocean, volcanic eruptions, or witnessed the life of other civilizations, but he can have his own idea, his own image of all this. The more the imagination participates in all cognitive processes student, the more creative his educational activities will be. If we want learning activities to be creative, we must keep the following in mind. Every image created by the imagination is built from elements taken from reality and contained in a person’s previous experience. Therefore, the richer the student’s experience, the more material his imagination has at his disposal. The main condition for the development of a child’s imagination is its inclusion in a wide variety of activities. As a child develops, his imagination also develops. The more the student has seen, heard and experienced, the more productive the activity of his imagination will be - the basis of all creative activity. Each student has an imagination and fantasy, but they are managed differently, depending on his individual characteristics.

In an essay for a student, spelling makes sense, all studied grammar rules. Only in an essay is writing, and literate writing, understood by schoolchildren not as an educational exercise. And as a means of correctly formatting your own thoughts, expressed in writing.

In the process of teaching essays, oral and written, general skills in coherent speech are put into practice: the ability to understand and reveal a topic, subordinate your essay to a certain thought, collect material, systematize it, arrange it, draw up a plan and write according to plan, use language means in accordance with intention and speech situations and finally, improve what you have written.

Russian paintingprovides an invaluable opportunity to touch the sources of the country's cultural heritage in the greatest paintings of famous Russian artists. The description of the painting in the essay helps to reveal the essence and life of an ordinary Russian person.

Description of the picture.

Essays based on paintings are very common in school practice. They are convenient in organizational terms, valuable in psychologically, since the phenomena of life depicted in the picture have already been comprehended by the artist - a man of great talent. Finally, a painting is art; through it, a schoolchild becomes familiar with the heights of culture.

The role of paintings in the development of students’ creative imagination is great. The picture affects the child’s feelings, opens up to him those aspects of life that he might not encounter in his direct experience.

The picture helps to better understand those phenomena that are already familiar to the student. She makes life easier for him. Paintings develop students' powers of observation and imagination, and teach them to understand the art of painting.

Description of a painting is the most difficult form of writing. Students describe the picture by questions, identifying, firstly, the theme of the picture; secondly, its composition, foreground, background, arrangement of objects; thirdly, the characters, the action, if there is one; finally, the ideological meaning, the “mood” of the picture. From class to class, the requirements for describing a picture become more complex, elements of analysis are introduced, and children’s observation and creative imagination develop.

Writing an essay.

Let us dwell on the verbal speech format of the essay, i.e. compiling the text itself, recording it, improving it, correcting errors by the students themselves, checking it.

The first and second stages usually go beyond the scope of the lesson in which the essay is written. Thus, the accumulation of material for an essay on an excursion sometimes occurs long before writing; observations of natural phenomena can last a week or even a month; the painting is usually examined immediately before the composition. Sometimes a plan is made in advance. therefore, the lesson in which the text of the essay is written is considered as a summary of the preparatory work.

If the essay is the result of long-term preparation, then the structure of the essay lesson depends on the nature of the preparatory work. Some main features of essay writing lessons can be highlighted.

Communicate the topic and objectives of the essay, discuss them with students.

A conversation in order to organize the material, if it has been accumulated in advance - during observations, or for its accumulation.

Drawing up a plan or clarifying it if the plan was drawn up earlier.

Speech preparation of text: composing individual phrases, sentences or fragments of coherent text.

Spelling preparation for writing difficult words.

Essay writing, teacher provision of individual assistance.

Self-test, correction of noticed shortcomings and errors.

Annex 1.

Essay based on demonstration paintings (“March” by I. Levitan)

1. Preparing students to perceive the picture. The most important condition For a correct and deep perception of the picture, it may be necessary to organize children’s personal observations of natural phenomena that are close or consonant with the content of the picture. For this purpose, excursions or walks to a park or forest are conducted and children observe changes in nature characteristic of a particular time of year. These observations are discussed and clarified before the teacher moves on to work with the painting.

Let's give an example of working on an essay based on the painting “March” by I.I. Levitan.

With the painting “March” I. Levitan sang the beauty of the awakening of nature, the joy of the first days of spring. The picture is permeated with lyricism, full of air and spring sun, soft colors and elusive movement. In order for students to feel this, the work should begin with a conversation about the observations that the children made during a collective walk in the park or forest. The teacher asks: “What changes in nature make you feel the approach of spring? How did the snow turn out? Is it the same everywhere? How does the snow melt? What is the color of the sky? What is the spring air like? What can you say about the sun? During the conversation, observations are discussed and clarified.

3. Analysis of the picture. The main method of analysis is conversation. For the conversation to achieve its goal, questions must be formulated clearly and clearly. Questions should direct students' attention and lead to an understanding of the plot and idea of ​​the picture. A work of art primarily affects a person’s feelings, therefore, when analyzing a painting, it is necessary to start from the emotional mood caused by viewing the painting, the first impression. Before asking what the children saw in the foreground of the picture, it is better to ask what impression the picture made on them, what feelings it evoked, and why they liked it.

Considering that students are just beginning to work with landscape paintings, the teacher can replace the conversation with a short emotional story about the content of the painting. The teacher's living word, supported by visual impressions, captivates and arouses interest. It is important that the teacher, with his story, not only helps the children understand the content of the picture, but also arouses the desire to imitate his speech, to speak soulfully, confidently, figuratively, beautifully. This is what a teacher's story could be based on the content of the same painting by I. Levitan.

In the painting “March” the artist depicted early spring, the time of the spring awakening of nature. Take a closer look at the picture.

There is still snow everywhere: in front of the house, in the forest, on the roof of the porch. And people also ride on sleighs. But everything is already clear that spring is coming. The snow settled and became dense. On the roof of the porch it has melted, and a block of snow is about to slide down. And the color of the snow is no longer the same as in winter. It turned gray, and on the road it mixed with the ground, turned black and became saturated with water.

The house is illuminated by the bright rays of the spring sun, making its wall appear orange.

The sky is high, blue, there is a lot of light in the air. There are several white-trunked birch trees near the house. With every branch they reach for the sun and warmth. Dark green spruce trees can be seen in the distance. They cast blue shadows on the snow. The picture is full of air, sun, movement.

4. Drawing up an essay plan. Let us give an example of collective work on a plan for an essay based on the same painting “March”. “What should we write about at the beginning of the essay?” - asks the teacher. Students answer that first they need to write that the picture depicts early spring, nature in March. In conversation we formulate the first point of the plan. Next, we find out what signs of early spring can be seen in the picture. Students first of all pay attention to the foreground of the picture, to the snow, and suggest writing this down in the plan. Then other signs of spring are listed and a plan is formulated accordingly. As a result, the following essay plan emerges:

1. The first month of spring. 2. Snow in March. 3. Sky, sun, air. 4. Trees. 5. The mood evoked by the picture.

5. Oral storytelling according to plan and vocabulary work. During oral storytelling, students select the words necessary to accurate description paintings. The teacher writes them down on the board next to the plan. For example:

The snow is dense, gray, dirty, darkened, settled, melted. The sky is blue, clear, high. The air is warm and transparent. Joyful feeling.

6. Composing and checking the written work.

Appendix No. 2. Sample essay.

March.

Before us is a painting by the famous Russian landscape painter Isaac Levitan - “March”.

Looking at this canvas, undoubtedly, we are imbued with the mood that the artist wanted to convey to us. The picture is imbued with a feeling of anticipation and longing. This is also evidenced by a humble horse with a sleigh, standing alone near the house, waiting for its owner.

Illuminated by the sun, she apparently dozed off from the warmth of the caressing gentle spring rays.

In the foreground we see the porch and the short yellow wall of the house. The yellow color gives the painting more warmth and sunlight. There is snow on the top of the porch, but it seems that the snow is warm, because it is illuminated by the bright rays of the sun! Soon there will be drops ringing down the iron drain! The door of the house is open, any minute the owner, whom the horse has been waiting for, will come out and set off on his way.

But the main thing that attracts us in this picture is nature awaiting spring.

The sky is flawless blue color tells us that no snowstorms are expected. Has spring really come? The melted road and unthrown autumn leaves on the trees are waiting for change. Everything is awaiting the arrival of a new warm season! Nature basks in the warm rays of the sun. On the left we see a forest awaiting spring. The picture here is strikingly different. Coniferous greenery casts dark shadows. It is obvious that winter cold reigns in the forest, the colors are gloomy and dark. The March sunny rays have not yet had time to warm the gloomy blue-green spruce trees, but I really want the sun to illuminate their scowling crowns with bright golden light! This will happen soon, because it’s March!

Appendix No. 3.

Nature in paintings by Russian artists at different times of the year

Nature landscapes in the paintings of Russian artists they convey that thin invisible line that separates man from nature. Nature in painting reflects the world in which it is not man who dominates nature, but nature who dominates him. A world where colors heighten feelings of unity with nature.
(Painting by Krymov N.P. "After the Spring Rain")

Seasons in painting are a special theme in the landscapes of nature paintings by Russian artists, because nothing touches as sensitively as the change in the appearance of nature according to the seasons. Along with the season, the mood of nature changes, which the artist’s brushes convey with ease in paintings.

Pictures of Russian nature in different seasons:

Pictures of spring

Bright and ringing, with the murmur of streams and the singing of arriving birds, spring awakens nature in the paintings of A. Savrasov, Konchalovsky, Levitan, Yuon, S. A. Vinogradov, A. G. Venetsianov, Ostroukhov. Spring in the paintings of Russian artists conceals the tenderness of nature awakening from winter sleep in the bright colors of the sun, reflected in the brilliance of melting March snow, in the rich colors of grass, leaves and flowering spring landscapes stretching towards the sun.

Summer pictures

Blooming gardens, warm showers and hot sun, summer is so slowly fragrant with scents in rich colors in the paintings of I. Levitan, Plastov, Polenov, Vasiliev, Gerasimov, Shishkin. Summer in the paintings of Russian artists is imbued with the harmony of warmth and fragrance of greenery, sometimes slightly tired by the sultry heat, sometimes saturated with refreshing moisture after a warm summer rain in the colors of the splendor of nature in Russian landscapes.

Pictures of autumn

With a round dance of leaves of various shades, driven by a cool wind with drops of rain, autumn spins in a waltz in the paintings of Levitan, Polenov, Gerasimov, Brodsky, Zhukovsky. Autumn in the paintings of Russian artists is the brightest and most touching time, where there are red-yellow, golden and warm colors of the beautiful Indian summer, and where there is a rainy and touching landscape of truly Russian nature in all its beauty of autumn splendor.

Pictures of winter

Having been shackled, covering the tired earth with a blanket of snow, the blizzard hums a lullaby, carefully protecting the sleep of nature, winter in the paintings of Plastov, Krymov, Levitan, Nissky, I. E. Grabar, Yuon, Shishkin, Kustodiev. Winter in the paintings of Russian artists is a fabulous time of serene splendor, when nature sleeps and rests, hidden under a snow-white blanket, landscapes of the Russian winter are amazing in beauty and reveal the true winter nature.

In the descriptions of nature paintings by famous artists one can find a reflection of the subtlety and beauty of the landscape of Russian nature at certain times of the year. It is unlikely that the artist, like nature, has the best time of year for perceiving nature on canvas, although everyone certainly has a favorite time of year.

Theme description: Description of the painting by I. Levitan “Spring. Big water", spring in a Russian village, flood.

Spring. Big water.

If the winter was snowy and with the onset of spring the snow quickly melted, then a lot of water flows into the rivers and they overflow their banks, flooding meadows, forests, even villages. For some time the water stands very high, and then gradually begins to subside, goes away, and the river returns to its channel. This phenomenon - when rivers overflow - is called spring flood. They also often say: big water has come.

Isaac Levitan, the great Russian landscape artist, called his painting “Big Water.” It depicts the spring flood. Water - a flooded river - occupies most canvases. It is blue, cold, clean, smooth, like mirror surface. It reflects the clear blue sky, light clouds and still bare trees - a grove flooded by the river. Thin trees look defenseless and touching. Among them are trees that are almost obligatory for the Russian landscape - birches. Backlit by the sun, they appear pink.

On the left side, a carefully painted yellow clay strip of earth beautifully sets off the blue water and seems to lead the viewer’s gaze into the depths of the picture. In the perspective, flooded peasant houses and a steep bank inaccessible to water are visible.

The dark shadows of the trees in the foreground indicate that the sun is shining strongly and brightly. Yes, this can be felt in the overall tone of the picture, in the color of the paints that the artist used. The picture is filled with light. It is this effect, which Levitan succeeded especially well here, that conveys a genuine feeling of spring, its fresh breath.

In the foreground, but not in the center, but a little to the left, one of the main elements of the landscape is a lonely fragile boat moored to the shore. It's empty. Maybe some peasant had just sailed on it from those visible houses. Maybe it was just ripped off the pin and washed here by the wind. Each viewer of the film comes up with his own story about this boat and unwittingly becomes a co-author of the plot.

Theme description: An important time for the peasant, on which the entire subsequent winter depends. However, this is how it is: “He who works as he eats also eats.” Artistic description of the painting by A.A. Plastova "Haymaking".

Summer. Haymaking.

Summer is not only a wonderful time for relaxation, it is a working time in the life of village workers. The artist Arkady Aleksandrovich Plastov depicted on this canvas a topic that worried him, the time of haymaking. No one sits idle at this time, because the subsequent winter depends on the work performed. We see that a lot of effort is spent on preparing feed. It seems that from the canvas we hear the words of an old man addressed to a thin teenager: “He who works the way he eats.” We see that the picture depicts heavy post-war period, because there are no strong, strong men in the hayfield. Who does such hard work? Women, old people and teenagers go out to field work and work equally. We see with what zeal people begin the hard work of cutting grass for hay, without fear of either the heat or the scorching sun. After all, summer is in full swing!

The artist conveyed all the riot of summer colors - the generosity and brightness of meadow flowers, the rich green of grasses. The color of the canvas is simply amazing and delights us! The sunlight, shimmering, plays on the graceful crown of white-trunked birches, which are trying to at least a little shelter the workers from the scorching heat. The picture is painted so realistically that it seems to us that we can hear the buzzing of insects flying by nearby. The spicy and rich aroma of wildflowers and herbs is in the air. I really want to breathe it in full breasts!

In the background we see a forest planting that gives off a blue-green coolness. Perhaps this is where our employees will go to relax after finishing their working day.

Theme description: Indian summer, warm days and the vulnerable beauty of the autumn forest nature. Artistic description of I. Levitan's painting "Golden Autumn".

Gold autumn.

Landscapes of Isaac Levitan are often called masterpieces. He didn’t just depict landscapes familiar to many. Sometimes they say: “The artist sang the beauty of nature.” This expression means that he put all the power of love into his paintings. Levitan's paintings are truly full of love for native nature. They are like beautiful music and refined poetry. Looking at Levitan's painting "Golden Autumn", you remember both the music of Russian composers and the best lines of Russian poetry about autumn. “The charm of the eyes”, “forests dressed in crimson and gold” - these words of Pushkin are very suitable for “Golden Autumn”.

On the canvas we see a characteristic Russian landscape. Calm day in mid-autumn. The sun is shining, but not so bright. The Russian expanse opens before your eyes: fields, groves, a river. The blue sky with white clouds on the horizon converges with the line of the forest. A narrow river with low banks crosses the picture vertically, helping the viewer's eye to see the perspective. With clear vertical strokes, the artist shows the movement of water.

In front of us is a birch grove. Birch is a very picturesque tree. Levitan, like many artists, loved birch trees and often depicted them in his landscapes. Autumn has already painted nature in its autumn colors: yellow, golden orange. They are so bright that at first it seems that the whole picture has been painted in different tones yellow color. But this is only at first glance. Looking closely, we see that the grass in the foreground is still green, but has just begun to turn yellow. And the distant field, beyond which several village houses are visible, is still green. And the grove on the right bank is still cheerfully green.

But our attention is focused precisely on the yellow birch trees. Their foliage flutters in the wind, shimmering like gold in the sunlight. There is no sadness in the landscape; on the contrary, the mood is peaceful and calm. This Golden autumn. She captivates with beauty.

Theme description: The intersection of spring and winter in the description of the painting by K.F. Yuona "End of Winter. Midday."

End of Winter. Noon.

Everyone knows it's snowing white. Therefore, many people think that he should be portrayed as white. I took white paint, painted a white spot - and there it was, snow. In fact, snow can be written in blue, green, red, brown, and yellow. And the impression will be that this White snow. The Russian artist of the Soviet period, Konstantin Yuon, was very fond of this effect. He loved snow very much and wrote a large number winter landscapes, depicting different weather, different time days in winter, beginning, middle, end of winter.

Let's look together at Yuon's painting "End of Winter. Midday." With this title, the artist forced us to take a closer look at the painting. We must understand what signs indicate that this is the end of winter. What does it mean that it is noon? Before us is a cheerful village landscape. The entire surface of the earth is under snow. The fact that this is a village is suggested by the log house in the middle ground on the left and the hedge, a line dividing the picture in half horizontally.

The roofs are also covered with a thick layer of snow, which does not seem to melt. Please note that the artist used little pure white paint to depict snow. But there are shades of blue, cyan, gray, yellowish. By this, the artist emphasizes: the snow is no longer as fresh as at the beginning of winter.

Another proof that this is happening in the village is the chickens in the snow in the foreground. On the dirty, slightly spotted snow they look like bright spots and give the picture a cheerful and cheerful mood, bringing the viewer closer to village worries. Behind the fence is a group of skiers who are apparently heading into the forest on a distant hill. And since the skiers are going for a walk, it means the snow is not so loose and has not yet begun to melt.

What tells us that winter is ending? Sun. We do not see the sun, but we see its rays, filling the entire space of the picture with bright light. In the rays of the sun, dark spruce trees, tender birch trees, without which Russian landscapes are rarely complete, and a woodpile of firewood near the fence look brighter. Of course, it is midday - it is at this time of day that the sun's rays are so piercing. Pleasant sunny frosty day. A little more - and spring will begin.

Appendix No. 4:

Speech development lesson in 6th grade (After studying the topic “Adjectives”)

Answer the questions:

• What role do adjectives play in the Russian language?
• How does description differ from other types of speech?
• What other types of speech do you know?
• What can be described?
• What is the name of the painting that depicts nature?

• What do you call an artist who paints nature?
• What landscape painters do you know?

Two paintings about spring

Savrasov “The rooks have arrived.” History of creation

Alexey Kondratievich Savrasov painted the painting “The Rooks Have Arrived”.

He lived in the second half of the 19th century, was born in Moscow, in the family of a merchant. The father dreamed that his son would continue his work. But the boy did not live up to these hopes. Alexey became a student at the School of Painting, Sculpture and Architecture.

The public liked the works of the young artist very much; they were willingly bought, as they resembled paintings by European artists. But Savrasov himself was often dissatisfied with himself: his landscapes came out beautiful, smooth, but there was nothing of his own, native, Russian in them.

Therefore, one fine day I dropped everything and went to the Volga. The famous landscape “The Rooks Have Arrived” was born here. Savrasov wrote it in the village of Molvitino, not far from Kostroma. Here he looked for the secret of the great power of the Russian landscape, and then tried to convey this secret to his students.

Among his students was Isaac Levitan.

Levitan "March".

Isaac Ilyich Levitan is called the singer of quiet sadness, thoughtful sadness, heart-piercing melancholy.

A student of Savrasov, he was full of love and respect for the one who, in his words, created the Russian landscape. “Savrasov,” wrote Levitan, “elected not only Beautiful places, but, on the contrary, I tried to find in the simplest and most ordinary things deeply touching, often sad notes that are so strongly felt in our native landscape.”

But this painting by Levitan, unlike many of his canvases, is joyful, bright, filled with sun and the joy of spring.

Let's talk!

• What is the coloring of the picture?
• What mood does it create?
• What is shown in the foreground?
• Describe birch trees
• What do rooks do?
• Describe their actions
• What is shown in the background of the canvas?
• What colors did the artist use to depict the sky?
• Is the sun visible in the picture?
• What do you see in the snow?

Let's talk!

• Which color scheme did the artist use?
• What mood does this painting create?
• What objects did Levitan depict?
• What first attracts your attention?
• How does this painting differ from Savrasov’s canvas?
• What colors did the artist use to depict the snow?
• What techniques did Levitan use to show the sun on the canvas?
• How did he depict the forest? Describe it.

Collecting materials for the essay

Make a plan!

1.Introduction (history of creation/word about the artist)

2.Description of the painting (idea, mood of the work of art, what is striking)

Image subject 1

Image subject 2

Image subject 3

Image subject 4

Image subject 5

Image subject 6

3. Conclusion (Enthusiastic chord)

Essay sample

Savrasov’s landscape “The Rooks Have Arrived” amazes everyone who can feel the beauty of Russian nature.

The first thing that amazes us is the rooks, which are busily settling in the treetops. They fuss over their (sprawling) nests, circle in the sky, rejoice at returning to their homeland.

The (damp, dirty) snow on the (crooked) birches is strewn with twigs and twigs, dotted with traces of (bird) paws. In some places the water made its way through the crust, forming (red) thawed patches and (brown) puddles. The (small) pond is already free of snow. The (crooked) birches dipped their trunks into the water.

There is no sun, but it is somewhere here, nearby, behind the (light, pearl-pearl) cloud. Its rays caress and illuminate the (chilled) trees. (pale lilac) shadows stretch from them across the snow.

The sun illuminates both the (old, rickety) church with its bell tower and the (wooden) fence.

(Modest, dim) colors penetrate the heart with a (wonderful) melody, so that tears well up in the eyes.

Essay sample

“March” is one of the best landscapes by the artist Levitan. (Sunny, spring) day, but still a lot of snow. On the right you can see the wall of a (wooden, yellow) house. Under the (bright, warm) rays of the spring sun, the house appears orange.

Near the house there are (white-trunked, graceful) birch trees. Their tops are drawn in a subtle pattern against the background of the (bright, blue) sky.

On the left, the (green) spruce trees darken, emphasizing the whiteness of the birch tree trunks. The sun's rays illuminate the treetops. The trees cast (thick, purple) shadows onto the snow.

In the picture, the snow (sparkling, crumbly) has many color shades: near the trees - (bluish, grayish), on the road - (dirty, brown, yellowish-gray).

A (warm, brown) spot highlights a horse basking under the first (warm, sun) rays.

I want to take a deep breath of (clean, clear, cold, spring) air. Levitan managed to convey the awakening of spring

Only targeted, systematic work on the development of schoolchildren’s speech can ensure good results: the development of children’s thinking, the formation of correctness, imagery and expressiveness of their speech. Essays in a well-thought-out system should lead to gradual mastery of the riches of the Russian language, to the ability to use these riches.

Literature:

1. Vlasyeva L.F. Essays on personal impressions / L.F. Vlasieva // Russian language at school. – 1984. - No. 5. - With. 46 - 50
2. Methodological recommendations for writing a competitive essay. – Resource:http://www.petropavl.kz/
3. Basic requirements for essays. - Resource: http://onlinesoch.narod.ru/soch.html
4. Finding new ways: from work experience. Library of the teacher of Russian language and literature / comp. S.N. Gromtseva. – M.: Education, 1990.– p. 66-81
5. System of teaching essays in Russian language lessons (grades 4-8) / ed. T.A. Ladyzhenskaya, M. Education, 1978.
6. Guidelines for elective course“Theory and practice of compositions of different genres”