To enhance the expressiveness of the text, a variety of structural, semantic and intonational features of the syntactic units of the language (phrases and sentences), as well as features of the compositional construction of the text, its division into paragraphs, and punctuation can be used.
The most significant expressive means of syntax are:
Syntactic sentence structure and punctuation marks;
Special syntactic expressive means (figures);
Special techniques of compositional and speech design of the text (question-answer form of presentation, improperly direct speech, quoting, etc.).
From the point of view of the syntactic structure of the sentence, the following are especially significant for the expressiveness of the text:
Any of the listed grammatical features of a sentence can acquire a special semantic significance in the text and be used to strengthen the author's thought, express the author's position, and create figurativeness.
For example, in a poem by A. A. Blok "Night, street, lamp, pharmacy..." five extremely brief one-part nominal sentences create a special tension and expressiveness of the text, indicating the development of the theme with sharp jerks and emphasizing the idea of the transience of human life, which is whirling in the meaningless round dance of the night, the street, the pharmacy and the dim light of a lantern.
Night, street, lamp, pharmacy,
A meaningless and dim light.
Live at least a quarter of a century -
Everything will be like this. There is no exit.
If you die, you start over again
And everything will repeat, as of old:
Night, icy ripples of the channel,
Pharmacy, street, lamp.
In the poem by A. A. Blok " I'm nailed to the tavern counter..." Already in the first stanza:
I'm nailed to the tavern counter.
I've been drunk for a long time. I don't care.
There my happiness is on the troika
In the silvery smoke carried away ... -
the transition from two-part sentences, where the lyrical “I” acts as the subject, to sentences where the subject of the action (doer) is eliminated, expresses the inability of the lyrical hero to resist the fatal movement of inevitability and the action of external forces beyond his control.
In M. Yu. Lermontov's poem " Prayer» in the last stanza:
From the soul as a burden rolls down,
Doubt is far away
And believe and cry
And so easy, so easy... -
impersonal sentences in the last two lines convey the special state of the lyrical hero, who, not finding support in himself and turning to God, experienced " grace-filled power» prayers and is in the power of this divine power, which brings hope for the salvation of the soul.
Interrogative, motivating and exclamatory sentences can also emphasize and reinforce certain aspects of the author's thoughts, assessments and emotions.
For example, in a poem by A. A. Akhmatova:
Why are you pretending
Either by the wind, or by a stone, or by a bird?
Why are you smiling
Me from the sky with a sudden lightning?
Don't torment me anymore, don't touch me!
Let me go to things...
-
special expressiveness and emotional tension are created as a result of the use of two interrogative and two motivating sentences at the beginning of the text, conveying the emotional pain of the heroine and asking her beloved to let her go to " prophetic concerns».
The role of punctuation marks as expressive means in the text is primarily due to their ability to convey a variety of shades of thoughts and feelings of the author: surprise (question mark), doubt or special emotional tension (ellipsis), joy, anger, admiration (exclamation mark).
A dot can emphasize the neutrality of the author's position, a dash can give dynamism to a phrase, or, conversely, suspend the narration. For the semantic content of a text that includes a complex non-union sentence, the nature of the punctuation mark between the parts of this sentence, etc., matters.
A special role for creating the expressiveness of the text have copyright punctuation marks, which do not correspond to generally accepted punctuation rules, violate the automatic perception of the text and serve to enhance the semantic or emotional significance of one or another of its fragments, focus the reader's attention on the content of a concept, image, etc.
Author's signs convey the additional meaning invested in them by the author. Most often, a dash is used as copyright marks, which either emphasizes the opposition: Born to crawl - cannot fly, or highlights the second part after the sign: Love is the main thing. Author's exclamation marks serve as a means of expressing a joyful or sad feeling, mood.
For example:
Over the hills - round and swarthy,
Under the beam - strong and dusty,
Behind a cloak - red and torn.
On the sands - greedy and rusty,
Under the beam - burning and drinking,
Boot - timid and meek -
Behind the cloak - next and next.
On the waves - fierce and swollen,
Under the ray - angry and ancient,
Boot - timid and meek -
Behind the cloak - lying and lying.
(M. I. Tsvetaeva)
Figures (rhetorical figures, stylistic figures, figures of speech) are stylistic devices based on special combinations of words that go beyond the scope of ordinary practical use, and aimed at enhancing the expressiveness and figurativeness of the text.
The main figures of speech include rhetorical question, rhetorical exclamation, rhetorical appeal, repetition, syntactic parallelism, multi-union, non-union, ellipsis, inversion, parcellation, antithesis, gradation, oxymoron, nominative themes.
Rhetorical question is a figure in which a statement is contained in the form of a question.
A rhetorical question does not require an answer, it is used to enhance the emotionality, expressiveness of speech, to draw the reader's attention to a particular phenomenon.
For example:
Why did he give his hand to the insignificant slanderers,
Why did he believe the words and caresses false,
He, from a young age, comprehended people?
. (M. Yu. Lermontov);
There is nothing more dangerous than half knowledge. This applies equally to science, to technology, to culture. How can you judge the work of Leo Tolstoy by watching the film, but not reading "War and Peace"? (From newspapers)
Rhetorical question- this is a sentence, interrogative in structure, conveying, like a declarative sentence, a message about something.
Thus, in a rhetorical question there is a contradiction between form (interrogative structure) and content (meaning of the message). A message in a rhetorical question is always associated with the expression of various emotionally expressive meanings. Their basis is that a rhetorical question always arises in the face of opposition as an emotional reaction of protest. (" And who are the judges?» A.Griboedov).
The contradiction of form and content is expressed on the basis of affirmativeness - negativity. Thus, sentences that are negative in form convey an affirmative message, and sentences with an affirmative form have the meaning of negation.
As a rhetorical question, sentences of any interrogative structure can be used: with a pronominal interrogative word, with an interrogative particle, without special interrogative words. A rhetorical question does not require an answer and is synonymous with a declarative sentence. A rhetorical question is followed by a question mark, sometimes an exclamation mark, sometimes a combination of both.
For example: Where, when, what great one chose the path to be more trodden and easier? (V. Mayakovsky)
Who hasn't cursed the stationmasters, who hasn't scolded them! (A. Pushkin)
We repeat, these questions are posed not in order to get answers, but to draw attention to a particular subject, phenomenon, to emotionally express a statement.
The tension and expressiveness of speech is also enhanced by rhetorical exclamations.
Rhetorical exclamation- this is a figure in which an assertion is contained in the form of an exclamation.
Rhetorical exclamations strengthen the expression of certain feelings in the message; they are usually distinguished not only by special emotionality, but also by solemnity and elation.
For example:
That was in the morning of our years -
Oh happiness! oh tears!
O forest! oh life! Oh the light of the sun!
O fresh spirit of birch.(A. K. Tolstoy);
Alas! before the power of others
The proud country bowed.(M. Yu. Lermontov)
Eh, trio! Three bird!
(N. Gogol) Lush! There is no equal river in the world!
(N. Gogol)
Rhetorical address- This is a stylistic figure, consisting in an underlined appeal to someone or something to enhance the expressiveness of speech.
For example:
My friends! Our union is wonderful.
He, like a soul, is unstoppable and eternal(A. S. Pushkin);
Oh deep night!
Oh cold autumn! Silent! (K. D. Balmont)
M.V. Lomonosov wrote about rhetorical appeal as follows: “This figure can be advised, witnessed, promised, threatened, praised, mocked, consoled, wished, say goodbye, regret, command, prohibit, ask for forgiveness, mourn, complain, interpret, congratulate and other, to whom the word ... refers.
Appeal- a bright expressive means in artistic speech.
If in colloquial speech the main function of appeals is the name of the addressee of the speech, then in poetic appeals they also perform stylistic functions: they are often carriers of expressive and evaluative meanings. Therefore, they are often metaphorical; this also explains the peculiarities of their syntax.
Works of fiction - especially poetic ones - are characterized by common appeals.
For example: The stars are clear, the stars are high! What do you keep in yourself, what do you hide? Stars, concealing deep thoughts, by what power do you captivate the soul?(S. Yesenin)
In some cases, a lengthy appeal in poetic speech becomes the content of a sentence.
For example: A soldier's son who grew up without a father and matured noticeably ahead of time, you. the memory of the hero and father is not excommunicated from the joys of the earth.(A. Tvardovsky)
In poetic speech, appeals can line up in a homogeneous row.
For example: Sing, people, cities and rivers, sing, mountains, steppes and seas!(A. Surkov) Hear me beautiful, hear me beautiful my evening dawn, love unquenchable. (M. Isakovsky) O city! Oh wind! Oh snow storms! O an abyss of azure torn to shreds! I'm here! I'm innocent! I'm with you! I'm with you!(A. Blok)
Appeals to other persons create ease, intimacy, lyricism.
For example: Are you still alive, my old lady? I'm alive too. Hello you, hello!(S. Yesenin)
Rhetorical appeals serve not so much to name the addressee of the speech, but to express the attitude towards what is said in the text. Rhetorical appeals can create solemnity and pathos of speech, express joy, regret and other shades of mood and emotional state.
Rhetorical questions, rhetorical exclamations and rhetorical appeals as a means of language expression are widely used in journalistic and literary texts.
The named figures are also possible in the texts of the scientific and colloquial styles, but are unacceptable in the texts of the official business style.
According to the degree of emotional coloring, sentences are classified into two types: exclamatory and non-exclamatory. The ability to correctly determine which of them is suitable for a particular case will allow you to correctly understand the essence of the sentence, read it with the right intonation and put the required punctuation mark at the end.
Non-exclamatory sentences are those that imply an ordinary, everyday tone and the absence of a bright emotional component. A period is placed at the end of such sentences. For example: It has been raining all day today. According to the schedule, the train will arrive in two hours.
Exclamatory sentences are such sentences that convey strong feelings and emotions of the speaker. For example: We have great joy!
These sentences end with an exclamation mark, and their grammatical means are as follows:
For example: He acted so mean! We thoroughly enjoyed the tour! Nobody expected such a turn of events! She was scared out of her wits!
For example: Wow, what a beauty! Ah, I'm amazed to the core! Oh, but we were so close to the goal!
For example: What an extraordinary home! Oh, that's it! Well, well, this is a surprise! Fu, what a mess!
Usually, with the help of 3 exclamation points at the end of a sentence, the author expresses a high degree of emotional arousal. So you can express joy or delight, anger or indignation. Offers "Get out!!!" or "Go away and don't come back!!!" talk about the deep feelings of the person who expresses them.
27. Read.
Guys! In offers
I stand for
to highlight excitement
anxiety, admiration,
victory, triumph!
Where am I, those sentences
with special expression
should be spoken!
(A. Tetivkin)
Note! Offers vary by intonation.
28. Read.
Moscow! How much in this sound
Merged for the Russian heart!
How much resonated with him!
(A. Pushkin)
29. Read. Write by inserting the missing letters.
Into the dark dense forest
Glitch..no os..n.
How many fresh sh..shek
At the s..lyy pines!
How many scarlet yagos ..
At l .. sleepy mountain ash! ..
(E. Trutneva)
30. Read.
1. The plane is flying. 2. Thunderstorm is coming. 3. Who broke the birch branch? 4. What a pity this birch. 5. Don't break tree branches. 6. May there be peace throughout the world.
Note! At the end of exclamatory declarative and incentive sentences, Exclamation point.
At the end of an exclamatory interrogative sentence, and interrogative, and exclamation marks.
31. Read the "Types of Proposals" chart. Tell us what you know about the types of sentences and the punctuation marks at the end of these sentences. Give your examples for each type of sentence.
32. Read the poem.
The bee sat on the flower.. current,
Lowered x..botok (. !)
Under l .. a mosquito melts towards her:
- What are you looking for there (?!)
- Nectar (! ?)
- Aren't you tired of
Didn't get bored looking for (?!)
- Not (! ?)
For those who are busy
Just once bored..t (! ?)
(G. Ladonshchikov)
33. Read.
You were in the meadow at the beginning of summer, how good the grass is tall and dense there, and how many flowers are around and what a smell, white meadowsweet inflorescences smell especially strongly.
Topic: exclamatory sentences.
Russian language lesson in grade 5 as part of the implementation of the Federal State Educational Standard
Target: to acquaint students with the types of sentences by intonation, with the use of exclamatory sentences in speech; to form a skill recognize sentences by intonation and correctly (expressively) read emotional sentences (incentives,interrogative); develop the speech of the student; cultivate love for the language, the best personality traits.
Equipment: writing on the board, individual cards for repetition.
During the classes .
Organizing time.
Welcome speech of the teacher:
Good afternoon guys. I will give you a riddle, and you will give the answer to each other.
Joy has a friend
In the form of a semicircle. ...
Let's smile at each other and try to keep a good mood for the whole day.
Now take your seats. I look forward to your active work in the lesson. (Slide 1)
2. Generalization of the previously studied. Knowledge update
1) Checking homework (slide)
1) work on the issues:
Complete the sentence: A sentence is...
The grammatical basis is...
According to the composition of the grammatical basis of the proposal are ……………
According to the purpose of the statement, sentences are …………, ………… and ………….
2)
Syntactic five minutes.
Record under dictation.Highlight the main members in the sentences.
My garden is fading every day. (A. Maikov.) 2. A light moon shone over the trembling aspen. (A. Akhmatova.) 3. Morning fog creeps low.
Find phrases verbal and nominal.
Why does the poetess call the aspen trembling?
Setting a learning goal.
(Slide)
Read the sentences. What punctuation mark should be placed at the end of a sentence. Justify your opinion.
How beautiful everything is around
The squirrel lives in it tame,
Yes, what a wonder
What do you think the lesson will be about? Formulate a topic.
(exclamatory sentences ) (slide)
What is the purpose of our lesson?
Let's find out the role of exclamatory sentences in speech. (Slide)
Acquisition of new knowledge..
Expressive reading of A. Tetivkin's poem about the exclamation mark
When are exclamatory sentences used?
(To express some strong feelings - emotions.)
Vocabulary: what does the word mean emotions. (Slide)
- What feelings can a person experience? (Joy, delight, sadness, love, anger, admiration, resentment, irony, fear, etc.)
IV . Students are given the task to read the sentences (slide) and oprah share what feelings (joy, envy, admiration, surprise,malevolence, etc.) are expressed in them.
1. Lives well in the world
Winnie the Pooh!
That's why he sings
Songs out loud!
(B. Zakhoder.) (Feeling of joy.)
2. Oh, you vile glass!
You're lying to spite me!
(A. Pushkin.)
(Expression of anger, envy.)
3. What a marvel!
Everything is so clean and beautiful. (A. Pushkin.)
(Expression of admiration.)
What sign is used at the end of exclamatory sentences?
The teacher informs the students that in Russian there are special “exclamatory means”: wordsWell, here(particles ), ah, ooh,eh(interjection), who, how, what, how much (pronouns).
Sometimes an exclamation mark can be placed in the middle of a sentence. This happens when they want to emphasize the importance of individual words, the attitude (consent, approval, irony, indignation, etc.) of the author to the statement. In such cases, the exclamation point may be enclosed in parentheses.
PHYSICAL MINUTE
5. Consolidation of the studied material.
Read the sentences aloud in pairs. Explain exclamation marks. What will change if they are removed?
I'll show you!!! - I'll show you.
I! will! to study! - I will learn.
He always (!!!) tells the truth. - He always tells the truth.
6. Distributive dictation. Students should sort these sentences into two lobes.
Narrative sentences: | Incentive Suggestions:
1. Stop it now! Your music hurts my ears! 2. Get out of here with your nasty pipe! 3. I protest! There is no such rule as to wash your face twice a day!
(N. Nosov.)
Lesson summary. (Slide) Continue the sentence:
Exclamatory sentences for the purpose of the statement can be ……., ………., ………….
Exclamatory sentences convey different feelings: ……………
Well done guys, thank you for the active work in the lesson.
Grading.
Reflection.
Homework :
