Creative works on Russian language literature. Creative work on the Russian language on the topic. My favorite book is "Thumbelina". It was written by H. K. Andersen. This book is written about a little girl - Thumbelina. She ended up in a swamp, almost married toads
In the methodological literature, articles by language teachers are increasingly appearing, talking about the experience of conducting various types work on the development of students' speech. And this is understandable: the monotony of types of work creates boredom in lessons, does not leave a living trace in the minds of children, and does not instill in them a love for their native language. To avoid this, the wordsmith must make wider use of various types of creative work. Conducting them in Russian language lessons is the most effective method of consolidating students’ knowledge.
The teachers set themselves the task of achieving creative growth in the classroom and thereby promoting the solid acquisition of their native language. high school Ha 12 Armavir Krasnodar region D. A. Boyko, M. A. Yarovaya, A. N. Nelina.
I talk about the experience of these teachers and about my own work in the brochure.
A. Astafurova.
TYPES OF CREATIVE WORK
Various types written works conducted in morphology lessons. These include creative copying, creative dictation, free dictation, creative presentation, creative writing.
All these types of work should be carried out in a certain system, starting with those that require less independence from students. The first step in this work is creative cheating.
A. CREATIVE CRYPTING
Creative cheating must first of all be conscious. It can only be conscious if students understand the content of the text, are able to retell it, if they are able to explain the spelling of words with already studied spellings.
Creative cheating is usually complicated by tasks that are associated with speech development.
Before carrying out such cheating, it is necessary to repeat the spelling of the spellings on which the students will work. The task must be clearly formulated and explained to students.
Creative cheating, like creative dictation and presentation, can be used for training and testing. Educational creative cheating is carried out during lessons on consolidating spelling rules. The work is carried out in this way: students are offered a text (the text is pre-written on the board) in which words are missing, the spelling of which must be checked. The text is read loudly, while working on the text, missing words are selected, spelling analysis is carried out, then the text is written in a notebook.
(...)
Sometimes cheating can be accompanied by a selection of synonyms.
1) A strong wind tore off the yellow leaves from the trees. 2) The flooded meadows were covered with heavy fog. 3) Strong searchlight beams crossed in the distant dark sky. 4) The ground was washed away by a strong stream of rain. 5) We could barely row against the strong current. 6) My parents knew about my strong desire to study at a painting school and did not interfere with my decision to enroll only in this school. 7) The strong will of the Soviet soldiers was not broken by the formidable Pacific Ocean.
This text can be used to reinforce the case endings of masculine and neuter adjectives.
Synonyms for the adjective strong are collectively selected.
Strong wind - gusty, sharp.
Heavy fog - thick, continuous.
Strong spotlight beams - bright, dazzling, powerful.
Strong flows - stormy, abundant.
Strong current - fast, impetuous.
A strong desire - passionate, great, irresistible.
Students are convinced (by selecting examples) that in the last sentence the word strong is the most appropriate.
After an oral selection of synonyms, students are asked to copy the text, underline the case endings of the adjectives, and check them by asking questions to the adjectives. In parentheses, indicate the case after each adjective.
Copying with the selection of synonyms can be done in a lesson devoted to studying the spelling of unstressed personal endings of verbs of the first and second conjugations.
2. A winter evening descends on the earth, and lights come on in the huts.
3. Another moment - and the roof of the house will catch fire.
4. The house caught fire due to careless handling of fire.
5. The dawn is breaking in the east.
6. Electrical wires will be stretched throughout the village, lights will turn on in the houses of collective farmers.
7. Oil, gasoline, and kerosene catch fire quickly.
In the process of collective work, the following synonyms for the word catch fire are selected: light up, blaze, flare up, engage, light up, ignite. The meaning of this series of synonyms is clarified orally. So, the elephant will catch fire, light up, flare up are used both in relation to light from fire, from electricity, and in relation to light in general. If they have a common meaning, the words of this synonymous series have additional semantic shades. For example, the word flare up indicates the suddenness of the action; to blaze - to catch fire very strongly; to engage is the same as to catch fire, but this word is somewhat outdated. The word ignite says
about a strong effect and the ability of an object to catch fire.
After clarifying the meaning of the verbs, the spelling rule for unstressed personal endings of verbs of the I and II conjugations is repeated. Then students, copying the text in a notebook, independently replace the word light up with a synonym verb, emphasize the personal endings of the verbs, indicating which conjugation the verb belongs to.
Work by 5th grade student Vladimir R.
1. Sparks fly like a fiery blizzard, the huts catch fire.
2. Winter evening descends to the earth, and fires are lit in the huts.
3. Another minute - and the roof of the house will burn.
4. Fires often break out from careless handling of matches.
5. Dawn is breaking in the east.
6. Electrical wires will be stretched throughout the village, lights will be lit in the houses of collective farmers.
7. Oil, gasoline, and kerosene ignite quickly.
Working on the text makes it possible to repeat the alternation of vowels in the roots gar - gory (tan - light up), zheg - zhig (ignite - ignite), zar - zor (zarya - dawn), nya - nim (occupy - occupy).
Similar work can be carried out on the topic “Adverb”. Students are offered a text with underlined phrases, which, when copied, should be replaced with adverbs of similar meaning. Students complete the work independently and then it is reviewed in class. During the check, the spelling of the inserted adverbs and their formation are repeated; the correspondence in meaning with the words instead of which they are used is determined. Thus, cheating allows you to connect classes on grammar and spelling with work on stylistics.
HEDGEHOG
For five months, sixth-grader Lilya Ivannikova, like a mother, raised and cherished the Hedgehog. In the first days, the bull snorted at her and tried to butt her more than once. For this Lilya called her stubborn man Hedgehog. But the bull remained stubborn for several days, and then became attached to Lila. As soon as the girl's voice is heard. The hedgehog is running towards her right now. The girl fed her pet three times a day. Lilya always brought food to the bull at the same time. If the girl appeared at the wrong time, the Hedgehog mooed. When Hedgehog grew up and became stronger, Lilya sent him to the collective farm. The girl's pupil was tame and affectionate, but everyone on the collective farm, as before, called him Hedgehog. The milkmaids said that the Hedgehog was bored without Lily for several weeks.
Here are the adverbs the students replaced these combinations with when doing the work:
like a mother - caringly, maternally, lovingly;
in the first days - at first, at the beginning;
more than once - constantly, often;
a few days - not long;
as soon as - only;
this minute - immediately, right now;
three times - three times;
at the same time - regularly, in a timely manner; out of time - out of time; as before - still; a few weeks is a long time.
In grade V, you can do creative cheating during a lesson on pronouns. This type of work was caused by the fact that students often incorrectly replace the desired noun with a pronoun, pile up pronouns, which makes it difficult to understand the text and sometimes distorts its meaning. To teach schoolchildren the correct substitution, a text is presented in which the same noun often appears.
BEAR
While feasting on pine nuts, the gray bear cub met a black bear. Frightened by the clubfoot, the bear cub climbed onto the nearest tree. The black bear was also scared of the bear cub at first and then went after the bear cub. When the bear cub clung to the very top, the bear mercilessly threw the bear cub down. Limping, the bear cub ran. The black bear could have chased the cub and hurt the cub, but he was afraid that the old she-bear was hiding somewhere.
Examination independent work is carried out in class and makes it possible to find out in each individual case whether it is necessary to replace a noun with a pronoun or whether it is impossible. So, in the second sentence you can replace the word bear cub with the pronoun he. In addition, attention was drawn to the fact that in the second sentence, instead of the words black bear, the word clubfoot was used, and they indicated the purpose for which it was done.
Sentences three and four did not cause any difficulties for the students: the replacement was made correctly. There was a mistake in the fifth sentence: limping, the bear cub ran - limping, he ran. The teacher reminds students that if a pronoun is preceded by two or more nouns to which the pronoun can be classified by number and gender, it may be unclear what it refers to. Students conclude that in the fifth sentence the noun bear cub cannot be replaced by the personal pronoun he.
After this work, a morphological and orthographic analysis of pronouns was done.
END OF THE TEXTBOOK
5. Teaching experience and qualification category- 5 years; first
Organization creative activity students in Russian language lessons and in extracurricular activities on the subject.”
7. Level of experience and degree of novelty - modern approaches to the organization of creative activities in Russian language lessons and in extracurricular activities
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“Creative activities in Russian language lessons”
Generalization of the pedagogical experience of the teacher of Russian language and literature of Bolshesosnovskaya Secondary School Olga Leonidovna Golubeva (at the “Teacher of the Year” competition) on the topic: “ Organization of creative activity of students in Russian language lessons and in extracurricular work on the subject.”
Information card of teaching experience
2. City (district) - municipality, Bolshesosnovsky district
3. Educational institution- municipal budget
educational institution"Bolshesnovskaya Secondary School"
4. Position held - teacher of Russian language and literature
5. Teaching experience and qualification category – 5 years; first
6. The topic of teaching experience is “ Organization of creative activity of students in Russian language lessons and in extracurricular work on the subject.”
7. Level of experience and degree of novelty - modern approaches to organizing creative activities in Russian language lessons and in extracurricular activities
8. The purpose of pedagogical experience is to create conditions for creative activity in Russian language lessons and in extracurricular activities
9. Short description experience - In modern modernization conditions
education, given the declining importance of the Russian language,
The problem of the formation of creative activity in Russian language lessons and in extracurricular activities is being updated. It should not only
talk about the importance of the Russian language for schoolchildren, but also form
moral qualities of a person.
In my work, I considered ways of working in Russian lessons
language with material based on creative activity.
In the modernization concept Russian education says: “...in the emerging contours of the future society education and intelligence belong to the category of national wealth, and a person’s spiritual health, his comprehensive development, professional training, desire for creativity, and the ability to solve non-standard problems turn into the most important factor in the country’s progress...”
Modernization secondary school presupposes the orientation of education not only on the students’ assimilation of a certain amount of knowledge, but also on the development of his personality, his cognitive and creative abilities. In modern reality, an intellectually and creatively developed personality is in demand. That is why development of students' creative abilities I consider it fundamental in Russian language lessons.
In my work I use the research of S.A. Psareva, E.V. Ulyanova, L.M. Golovina, I.E. Unt.
In the works S.A. Psareva The ideas that were significant to me were:
The need to identify, take into account and develop the creative abilities of students,
Introducing schoolchildren to a variety of creative activities.
In the works S.V. Ulyanova I consider the most important provision on the education of socially active creative personality.
The experience of methodologists is very important T.A. Ladyzhenskaya, E.I. Nikitina, which carry out the ideas of creative interaction between teacher and students when teaching the Russian language.
Creativity is the most powerful impulse in a child’s development. Each person has an individual identity:
There are no uninteresting people in the world,
Their destinies are like the stories of the planets.
Each one has everything special, its own,
And there are no planets similar to it.
It should be. But how often, from childhood, a child does not believe in himself, and as a result, development is inhibited. That's why The main task of the teacher is not to kill, but to free, to reveal the creative powers in the student.
The teacher is obliged to make a lot of effort to ensure that the child’s life at school is interesting, joyful, and full of creative work. Should reign in the classroom atmosphere of mutual understanding and cooperation. To do this, I involve my students in teaching functions. This is how assistants, laboratory assistants, informants, and consultants appeared. I try to make even the weakest student feel needed in the class. This helps the child's development.
Integration of classroom and extracurricular activities makes it possible to ensure the continuity of the process of development and education of a creative personality. I develop creative abilities through technology development critical thinking, research, computer and gaming technologies.
Making the lesson more effective and achieving high results in learning is facilitated by introducing students to research activities, since it is based on the development of cognitive skills and creativity, the ability to independently obtain knowledge.
I start “involving” the student in the process of acquiring knowledge in the 5th grade. I try to get the kids to deduce the rules on their own (this work is included in the paragraphs of the textbook - material for observation). Vocabulary work in the lesson it also turns into a mini-research. Students take turns introducing the class to vocabulary words from the frame (they independently find out the lexical meaning of the word, its origin, use). This kind of work enriches lexicon, teaches students to use dictionaries, develops cognitive activity and a penchant for creativity.
I actively use it at work critical thinking technology, the feature of which is “the construction of one’s own knowledge within the framework of one’s own search activity.” This technology is characterized by the following structure:
Activation of cognitive activity;
Understanding the material through active reading and listening;
Through reflection and analysis to creative interpretation.
I use this technology when working with text in Russian language and literature lessons, and when preparing students for the Unified State Exam and the Unified State Exam. This technique is not only interesting, but also extremely useful look work. It develops linguistic flair, helps eliminate grammatical, stylistic and speech errors. Helps to fully understand the features of the text, the author’s intention and, as a result, develops literary Creative skills. For analysis, I take prose poems by Russian writers: I.S. Turgenev, V. Astafiev, V. Soloukhin. At the “comprehension stage,” students become familiar with the content of the text using active reading methods: they put “?” (not clear), “+” (agree), “- “ (doubtful), “!” (this is the main thing). This type of work teaches you to read between the lines. In class we talk about the problem of the text, about the position of the author, students formulate arguments to prove their own point of view. The analysis of the text ends with the writing of a creative work.
The use of critical thinking technology helps students develop logical thinking, communicative competence, It has great importance not only in the process of preparing for the Unified State Exam, but also in solving the problem of returning the culture of the mass reader.
It's no secret that today's schoolchildren do not like to read. And according to the data sociological research"reading fiction... has ceased to be a distinctive feature of our people.”
L.S. Yzerman wrote: “If literature is not revealed to today’s schoolchild during literature lessons, then most likely it will not be revealed to him after school. And the point here is not only in the fate of literature as an educational subject. It is about the feelings and values, ideas and ideals of those who come into life. This is about our tomorrow."
In Russian language lessons I actively use various kinds creative tasks:
Creative dictations (replaces a phrase with one word - a synonym);
Essay on this beginning;
Presentations of a creative nature (Creative presentation with transformation of the style of the text, creative presentation with reproduction of the main idea of the text);
Compiling and solving puzzles, riddles and crosswords;
Compiling fairy tales grammar topic(6th grade – “Numerals”, 7th grade – “Adverbs”).
A huge role in the development of students’ creative abilities is played by speech development lessons. In such lessons, the individuality of each student should be revealed, his creative abilities and curiosity should develop.
Traditionally, in speech development lessons, the main idea of the future work is clearly outlined, a plan is drawn up, an introduction and conclusion are composed together, and words and phrases that can be used in the essay are written on the board in advance. Such work is important; it contributes to the development of knowledge, skills and abilities in students. But there should also be lessons for speech development - holidays, when the teacher gives freedom of creativity.
I like to teach speech development lessons using works of decorative and applied art, since folk art is a powerful stimulus for the intellectual and emotional development of schoolchildren.
I taught a lesson “Architecture is frozen music” (teaching composition - description with elements of narration of an architectural monument, grade 8). Such lessons are based on game elements: children act as a guide, historian, architect, which contributes to the development of monologue speech and enrichment of students’ vocabulary.
Educational process includes various types of activities, and each of them in its own way activates students, awakens their independence and creative thought.
One of these activities is a game. It equally contributes to both the acquisition of knowledge, activating this process, and the development of creative qualities of the individual. There are topics that I study in the form of a game. For example, the theme is “Riddles”, “Proverbs”. Lessons – travel to the country Russian language, Vocabulary, Phraseology. Lessons - games are the fruit of joint creativity of the teacher and students. They are able to captivate children and instill respect for their native language.
Games and exercises develop children’s memory, attention, intelligence, and their general outlook. So, when studying “Vocabulary,” I use the game “Translator”: who will quickly replace all the words in a sentence with synonyms or who will find foreign words and replace them with Russian ones. The game “Corrector” is very relevant in all classes: find a mistake in the choice of a word or replace adjectives with a word so that it gives a vivid, figurative idea.
The teacher must keep up with the times. Today's students cannot imagine themselves without a computer, and teachers dream of having such a miracle - technology in their office.
Students work with interest in game programs for spelling and punctuation and perform various tests.
Plays a huge role in the development of creative abilities extracurricular activities. It promotes moral and aesthetic education, introducing students to cultural traditions, reveals individual abilities each child and is even able to organize the leisure time of a teenager. That is why it should be interesting and exciting.
A traditional type of extracurricular activity is holding literary and musical evenings, holding quizzes, competitions, and publishing newspapers.
Children are of keen interest in staging literary works. The guys enthusiastically select costumes and scenery, rehearse, refracting Russian classics through themselves and their creativity.
Nurturing patriotism through love and interest in the native language is a complex and multifaceted process, the success of which largely depends on how much respect for the past and present of one’s homeland was instilled in the child’s soul. And love for the Motherland begins with love for home, with an interest in the history of their region. Research activities stimulates interest in the subject, develops the need for self-education in schoolchildren, and develops the skills of educational cooperation.
V.F. Shatalov wrote: “How to make sure that the years of study... become for each of my students a fulcrum for the rest of their lives.” In our difficult life today, only school remains the “fulcrum” for a person. And a teacher can give students not only a sum of knowledge, but also develop creative abilities, awaken “good feelings” in children, and instill a deep love for their native language. All this will help form a person with an active life position. As an adult, he will definitely find his place in life.
Creativity is a creation that gives rise to new spiritual and material values.
Creativity is the creation of something new and beautiful, it resists destruction, stereotypes, banality, dullness, inertia, it fills life with joy, stimulates the need for knowledge, the work of thought, and introduces a person into an atmosphere of eternal search.
In the lessons of their native language, children’s creativity is also possible when perceiving the works they read, when expressive reading, translation, especially in dramatization; in various types of work, in language games, in compiling dictionaries, modeling language phenomena, and the like.
In creativity, self-expression and self-disclosure of the child’s personality are carried out.
The native language has always been and remains the main subject in school; it plays a decisive role in the spiritual life of the child. K.D. wrote about this. Ushinsky: “The language of the people is the best, it never fades and the flower of its spiritual life, which begins far in history, always blooms again. The entire people and their entire homeland are inspired in the language, the creative powers of the people’s spirit are embodied in it... Language is the most living, most abundant and strongest connection, connecting the obsolete, living and future generations of the people into one great historical living whole.”
The native language at school is an instrument of cognition, thinking, development; it has rich opportunities for creative enrichment. Through language, the student masters the traditions of his people, their worldview, and ethnic values; through language he approaches the greatest treasures - Russian literature and the literatures of other peoples. Reading books opens up the student new world knowledge.
A serious and difficult task for a teacher is to teach children to think, reflect on everything that happens around them and be able to talk about it and share their thoughts. It is this task that such educational subjects as Russian language and literature are designed to fulfill. These school subjects should teach children the ability to think creatively. One of the important tasks of training is the development of literary and creative inclinations, linguistic creativity, the need and ability to master the riches of the native language.
To solve this problem, there are many teaching methods and tools. Reading itself in literature lessons presupposes the co-creation of the reader. Creative work plays the most important role in the development of students’ speech, as well as their creative abilities. There are a variety of types of creative work: essay, miniature essay, exposition, essay-description of a picture, essay-review, review.
One of the main types of creative work is a work. This work teaches schoolchildren to think and reason. It is in the work that students’ creative abilities are demonstrated. But in order for this type of work to really interest children, you need to correctly formulate the theme of the work. Think it over so that the student, while working on it, can express his opinion and personal attitude to the problem. Students are usually willing to write essays on topics that suggest the possibility of an emotional response to what the student has read or seen and encourage personal assessments of literary facts and life situations. The work should not only be a simple test of students’ knowledge. In such works there is no room left for expressing one’s experiences, intentions, judgments; there is no element of creativity.
Children's work is a unique form of self-expression and self-awareness of the child. With the help of the work, children will share their impressions and experiences with the teacher and class. The value of a child’s work is determined by the extent to which it reflects the child’s feelings, thoughts, and the freshness of his perception of certain phenomena.
A work, like coherent speech in general, is a section of the Russian language and literature, a reflection and result of all learning, which means that preparation for it begins long before it is written - from the first days of school.
The theme determines the content of the work, so any new theme is new content. However, today form, and not content, is the formative factor that determines the purpose of a work. As a result, all the rich possibilities of this type of learning are made completely dependent on the correctness of writing the text, eliminating any possibility of independent reflection on the topic at hand. It is clear that in creative work it is difficult to plan the number of sentences. That is why students are given narrow, boring topics that do not affect their mind and emotions. This affects the overall development of the child and the formation of his worldview.
Two main groups of topics can be distinguished: reproductive and creative. Topics of the first group involve the disclosure of any individual fact, phenomenon related to the experience of children or a separate academic subject. The second group is creative topics, the writing of which requires the child to creatively process the entire fund of acquired knowledge. When developing such topics, the student is forced to carry out a substantive transfer of knowledge, and emotional and evaluative judgments appear. Creative themes form the most important thing: the need for self-expression, empathy, form the ability to transfer and connect knowledge from different fields, to reflect on known facts and phenomena. This creates conditions for the development of all the intellectual and spiritual capabilities of children.
For the development of the individual capabilities of schoolchildren, topics that provide them with complete freedom in choosing the genre and even, to some extent, the content of their work are very important. For example, “May there always be sunshine!”
Of particular importance is the formulation of themes and their emotional presentation. The teacher should strive to arouse children's interest in work. This aspect is very important for motivating language creativity, because it is how the student reacts to the task that largely determines its performance. The formation of creative themes should correspond to the expected result: a multidimensional coverage of reality, manifestations of emotional and evaluative judgments, that is, affect not only the child’s mind, but also his feelings.
Miniature works have a bright emotional coloring. This type of creative work Lately It is often used in Russian language lessons and literature lessons. In the fifth and sixth grades, children can be offered a variety of topics for writing miniature works, for example: “My school”, “Russian language lesson”, “Our class”, “My teacher”, “Culture of the Russian people” and many others.
Such creative works, which take no more than ten minutes per lesson, are very popular with schoolchildren and develop their speech skills. The most important thing is that in such works you can see the immediate reaction of children to what they write about. And this is very important from an educational point of view.
Creative works contribute to literary and general development schoolchildren, their moral education, the formation of their aesthetic taste.
At all levels of teaching the Russian language, in order to develop students' monologue speech, the landscape genre of painting can be used. Experience shows that schoolchildren write descriptive essays based on paintings with interest. In the fifth and sixth grades, it is advisable to use landscapes with a clear objective content, with a clearly defined pattern, close life experience students in their environment, simple in composition. Landscapes should be accessible to students, associated with a specific lexical and grammatical topic, evoke in students the need for speech activity, help educate their moral and aesthetic qualities.
The following landscapes meet these requirements: “Landscape with Oaks” by A. Savrasov, “Morning in a Pine Forest”, “Rye” by I. Shishkin, “Winter Evening” by N. Krymov, “March Sun”, “End of Winter. Noon" by K. Yuon, etc. Writing a description of a painting not only develops children’s creative abilities, but also introduces schoolchildren to art, develops aesthetic taste, and introduces them to the work of outstanding artists. It is in such lessons that multimedia technologies can be used. You can show children a portrait of the artist, briefly talk about his life and work, and introduce him to his best works. This is much more effective than working with a reproduction in a textbook, since children can follow the stages of the artist’s creativity and better understand the theme and idea of the painting. All this arouses their keen interest and makes their imagination work.
Another type of creative work is presentation, as well as presentation with elements of composition. This type of work develops children's memory and ability to retell text. And presentation with elements of an essay teaches schoolchildren not only a written presentation of what they read, but also the ability to express their thoughts on a specific topic.
The purpose of texts about the culture of the Russian people for various types of dictations and creative works is to give practical material in all main grammatical and spelling sections of the Russian language program.
The bank of texts is intended for those who teach the Russian language at all levels (at school, college, lyceum, university), for everyone who is interested in the originality of the Russian language and is concerned about its fate.
The process of organizing children's speech creativity includes the following interconnected stages:
Indirect preparation stage;
The stage of direct work on the work (choosing a topic, presenting it to children, organizing independent work);
The stage of working on a work after it is written (oral discussion, use in lessons in various academic subjects).
Creative project for schoolchildren in grades 4-6
Collection "Tales from Grandma's Chest"
Description of work: Presented to your attention are the creative works of schoolchildren, collected in the Collection “Tales from Grandma’s Chest.” The material will be of interest to librarians and teachers primary classes, class teachers, teachers of Russian language and literature.Project Manager: Belikova Ekaterina Petrovna teacher of Russian language and literature of the first qualification category.
Project participants: students in grades 4-6.
Objective of the project: attracting the attention of schoolchildren to reading works of fiction
Project objectives:
- develop students’ interest in reading works of fiction;
- to develop the ability to create your own author’s text based on the work you read, while developing literate monologue speech schoolchildren;
- cultivate positive qualities by working on creating positive characters.
Results of the project:
As a result of working on the project, schoolchildren learn to plan and carry out work in accordance with goals and objectives; learn to express their thoughts, impressions, opinions and present them in the form of creative works.
Dates: 1.09.14 – 30.09.14
Stages of the project:
1) Preparatory (1.09.14 – 10.09.14)
At this stage of work on the project, the composition of the team members is determined, the terms of work are determined, the editorial board is selected: editors, journalists; Students read works, share their impressions, and decide on a topic.
Creative (09/11/14 – 09/20/14)
Creative works are being prepared: “Galoshes of Happiness”, “Magic Ring”, “The Tale of How the Shepherd Became the King”, “The Adventures of Ulyana”, “Three Brothers”; artistic design is selected, essays are edited.
And finally, a brochure is released.
2) Final (21.09.14 – 30.09.14)
Holding a literary lounge. Presentation.
Galoshes of happiness
Dolgalev VitalySince the evening, black clouds floated across the sky, and, in the end, it began to rain. I had a terrible headache since lunch, and went to bed with a terrible headache.
Oddly enough, I couldn’t sleep all night; it’s good that the migraine went away. After two hours of insomnia, I decided to go out and get some air. Putting on shorts, a T-shirt and a camouflage jacket, he went out onto the veranda. I started looking for shoes. It was dark. I somehow saw some slates, but they didn’t fit, after the rain there was slush and dirt on the street. I started looking for something else. Old galoshes came to hand. Shoed them.
There were no clouds. The whole sky was strewn with stars, they were mesmerizing, you could look at them endlessly.
I involuntarily thought: “In ancient times, people wondered: what are these lights?... That the Earth is round and THIS are the stars, they learned only in the Middle Ages. I wish I could be there..."
For a moment my vision went dark. I rubbed my eyes with my hands, not taking my eyes off the stars. I stood there for several minutes until I was distracted by the sudden approaching sound of hooves. When I lowered my head and looked at my feet, it became clear that I was currently not in my yard, but in a completely unfamiliar place. I hid in the bushes, sat down on one knee and looked out. The sound of hooves was already nearby. Three horsemen galloped past me.
They were dressed in chain mail, two with spears, one of them wearing a helmet, the third with a long sword in his left hand. Round clubs were attached to the saddles; they rattled as they galloped. That's all I could see in the starlight.
The horsemen stopped twenty meters from the bushes where I was hiding. A heated conversation ensued between them, loud, gradually turning into shouting. Their speech was difficult to understand, but some words were similar to Russian ones. It became clear to me that they could not find the right path. The one with the sword pointed towards the forest, the other, wearing a helmet, pointed towards the steppe. The argument continued, but the third did not take part in it, looking intently towards the forest. The conflict was brewing more and more with every word. Suddenly the spearman stuck his spear into the ground and dismounted from his horse, the swordsman did the same. The swordsman tried to sheathe the sword, but cut the belt of his knife; on the second attempt he removed the sword. Everyone took their mace. They took two steps apart in different directions, it was clear that the matter would end in a fight or...
Then the third jerked his horse and called out to his companions. The battle ended before it even began. Both “duelists” jumped onto their horses, the swordsman’s knife fell to the ground - this was not noticed by them. And all three galloped towards the forest. A minute later desperate screams were heard from there. It was impossible to notice me at such a distance; I crouched down, walked up and picked up the knife, tying it to my belt.
At this time, the riders were already returning, and someone was tied to the horse of one of them. Only one thought was spinning in my head: “HOW DO I GET BACK HOME!?”
After standing for a few minutes in thought, I decided: “There is no way to return home, so I need to act according to the situation, and act quickly!”
It was easy to track the riders by following their tracks. After half an hour of travel, a light appeared. I got closer. Three horses were tied to a tree branch. The fire was located near the collapsed wall of an old, very dilapidated house. From behind the wall, where the light from the fire did not reach, the loud snoring of two horsemen could be heard. The third was dozing by the fire; he could have fallen long ago, but the scream of the prisoner did not stop him. It was a guy about my age. The “watchman” said something to the prisoner, who gradually stopped screaming and lowered his head.
I hastily began to think through a plan of action. I came across a huge branch that was heavy, but I could use it. Taking the branch, I quietly crept up to the “watchman”. He swung and hit him with all his strength, he fell down. The tied up guy raised his head, I raised my index finger to my lips. He took out a knife and cut the rope. The prisoner rubbed his crushed hands and began speaking in Old Russian:
- Thank you, my name is Svyatoslav.
“Slavka, then,” I thought and added, “And I’m Vitaly.”
Then Svyatoslav asked me to help him, without thinking twice, I agreed.
We untied two horses, and Slavka told me to follow him.
We trotted for about seven or eight minutes. The fire appeared. My traveling companion stopped two hundred meters from a couple of houses. There were women screaming. Two armed men were running. I took the mace and we headed towards the house.
One of the warriors stood in front of the house, the other disappeared into the darkness. We snuck up. Swinging, I hit the enemy - he fell dead. The second one came running at his cry, Svyatoslav pulled out his sword and pierced the enemy.
I sat down on the grass, closed my eyes and took a deep breath. We just saved Svyatoslav's house from arson. He thanked me and gave me a gold ring.
My feet hurt a lot - galoshes are not the best shoes for such walks. I shot it from one leg, from the other... Flash. I'm standing in the middle of my house, wearing shorts, a T-shirt and camouflage.
I chalked it all up to being strong headache. He undressed and went to bed. I had a ring on my right hand...
Galoshes of happiness
Marshalova DariaSunbeams had been running along the walls and ceiling in my room since the morning. The mood is great. I quickly got out of bed in anticipation of the upcoming holiday: it’s my friend’s birthday today. I have a whole hour to get ready. A white flared dress with large bright blue polka dots, with a wide blue ribbon at the waist, my favorite for special occasions, fit me perfectly, as if it had been tailored to my measurements. The hair, gathered in a ponytail, was decorated with a blue ribbon; it wrapped around the entire length of the hair. And snow-white sandals covered with sequins completed my look. The gift was prepared yesterday - a large and delicious blueberry cake.
It was a lot of fun! Competitions and outdoor games in the garden did not leave any of the guests indifferent. The birthday boy really liked my gift. When tea and sweets were served, everyone had a pleasant conversation on various topics: some shared their impressions of the performance they had watched the day before, others talked about the old days, and others talked about souvenirs and gifts brought from other countries. I closed my eyes and dreamed of the sea - I haven’t vacationed with my family for a long time - the beach, the sea breeze, the warm sandy shore - all this was before my eyes. I didn’t notice how all the guests had left, and I was left alone. It's time to say goodbye. The weather turned bad and it was drizzling. Suddenly it turns out that my snow-white sandals are gone, not a single pair of shoes remains, except... some old, holey galoshes. Whose are they? The owners were perplexed.
I had no choice but to put on these galoshes. On the way home I slipped and fell.
When I woke up, people were fussing around, children were making noise, the summer sun was hot, small waves were running onto the shore.
“I fell asleep on the beach under the scorching sun?! Or... passed out on the street in the rain!? Or... gone crazy? How does this even happen? " "Ice cream! Ice cream! Who wants ice cream? - was heard not far from me.
The kids ran after the leaving woman with a large bag. A blond, snub-nosed boy, running past, caught my leg, almost fell, but kept his balance. And the galosh flew off my foot.
I immediately found myself on the sidewalk. The rain has stopped. I walked home barefoot, dreamily clutching the magic shoes to me.
Galoshes of happiness
Elizabeth Dance (Elizabeth Drogaleva)
One autumn I went to the village to visit my grandmother. Dressed fashionably, high-heeled shoes. On the very first day I went for a walk with my friends - the weather was wonderful. When I returned, grandma gave me fresh milk to drink - she and I sat over a small round table and talked. I told her about life in the city, she told her about life in the village. A dispute ensued between us: where is it better to live, in the village or in the city. Grandmother claimed that it was better where she lived. In rural areas, nature, fresh air, forests, meadows, fields... People are kinder, it’s easier to communicate with them, you can turn to everyone for help - they will help, support, and advise. The village has its own farm, its own fruits and vegetables.
But I insisted that city life was better. Of course, nature, fresh air, meadows are all great, but in the city everything is much more accessible. Go to the store and buy what you need, and you don’t have to put in any effort. So we argued until late in the evening, until it began to rain heavily. We went to bed.
In the morning, when I woke up, I immediately went to the window - there were puddles, dirt, and slush all around. And I had to go home. Upset, I sat down at the table and sat in silence until my grandmother spoke to me:
- Granddaughter, why are you so sad?
“Grandma, I have to go home, but it’s so dirty on the street!” How can I get to the bus in heels?
- Don't be upset! There is always a way out! Put on your galoshes!
- Bah, what are you doing!? How it will look! They'll laugh at me!
But there was no other choice, I had to put on galoshes. When I went to the bus stop, my grandmother shouted after me:
“These galoshes will bring you happiness, granddaughter!”
Of course, while I was walking through the village, no one noticed what I was wearing: bulky rubber shoes didn’t really fit my tight white pencil skirt and soft peach chiffon blouse - I looked like a caricature. But when I returned to my city, every passerby smiled, some whispered. I felt uneasy. She sat down on the bench to change her shoes, but didn’t find any shoes.
- Horrible! I forgot them at grandma's! – I thought to myself.
And there was no money for a taxi. She wandered through the city streets in galoshes. Near the House of Culture a man called out to me.
“Now I’m going to hear another joke,” I thought.
I looked at the one who addressed me and heard:
– Girl, this is exactly the kind of face we are looking for! Would you like to star in a commercial for a new lip gloss!?
To say that I was glad is to say nothing. My heart sank into those same galoshes with joy, and I was speechless. I tried to say something, but it didn’t work. Finally, I nodded.
What happened on the set is a different story!
I mentally thanked my grandmother for her galoshes, even though I didn’t believe in miracles. This day was the happiest!
Magic ring
Dolgalev Vitaly
There lived in a village a guy named Vanka. His mother was a sick woman. Vanka tried to earn money: he plowed in the fields, herded cattle, and fished.
One day, when Vanka was coming from fishing (he caught three small fish), he saw a small kitten, exhausted from hunger, on the side of the road. He felt sorry for him. He gave the animal one fish, which he ate. He gave the second one and ate it too, the kitten gained strength, got up and went with Vanka.
They came home. The guy was very hungry, but he didn’t eat the third fish, so he fried it and gave it to his mother.
The kitten climbed onto the stove next to its mother and fell asleep. Vanka went to bed hungry.
He got up early every day to go fishing. When the mother woke up, there was fresh fish. Each time there was more and more catch, and there was enough for everyone to eat to their fill.
One day Vanka sold fish and bought five pieces of meat. He walks through the market and sees dogs beating a puppy. I threw them a piece of meat and they ran away. He sat down and gave the puppy two pieces of meat. The puppy went with Vanka.
We came home, the kitten saw the puppy, climbed onto the stove and snorted, and the puppy barked. They named the puppy Laika, and the kitten Firka. Ivan fried the meat and gave it to his mother and Fyrka. And he went back to sleep hungry.
In the morning the guy went fishing, caught some fish, and cooked it. I went hunting and killed two ducks and a deer. I fried the duck meat, fed everyone, and ate it myself. I went to the market and sold some of the meat and received three kopecks, and exchanged some for eggs. He sees a man strangling a snake, goes up to him and says:
- Why are you strangling the snake?
- What do I need it for? It's no use anyway.
Vanka tells him:
- And you sell it to me for three kopecks.
He bought a snake and goes home. The snake says to him in a human voice:
- Thank you, Vanya, for saving me. I will thank you for this. Just give me some eggs, I'm really hungry.
Gave her eggs. We arrived at the house, Vanka lowered the snake, and she thanked him again. She took off a scale, which immediately turned into a ring. She explained to the guy that the ring was not simple, but magical and how to use it, but she disappeared.
Ivan stands and thinks: “Shouldn’t I try the power of magic?” He twirled the ring around his finger. Thirteen fellows appeared and asked:
- What do you want, master?
“I want the barn to be full of flour and some eggs, butter and meat and fish.” The good guys have disappeared. Our hero also went to bed. In the morning I woke up, got up, looked at the kitchen: eggs, meat, fish and butter were lying on the table. He looks into the barn - a mountain of flour. He wakes up his mother to show her all this goodness, but she is not feeling well. I turned the ring and the fellows appeared. He asked to find the best doctors. When they were found, the woman was cured.
And by that time the fellows had built a new palace: everything around was in silk and velvet. Ivan and his mother lived like royalty.
One day while walking, he saw a girl crying, approached her and asked:
- Why are you crying, beauty?
- I am Marya, princess, my parents kicked me out for pranking - now I am poor.
Vanka brought her to his home and proposed marriage. The girl agreed.
And they began to live, live and make good things!
Magic ring
Drobotova YuliaOnce in a literature lesson we read the work “The Golden Ring”.
The teacher asked what we would do if we had the ring.
I dream of visiting ancient countries.
On this day, we were given pies with jam at school. When I was eating the pie, I caught something hard on my tooth, I looked - it was a ring. I didn’t believe in miracles, but a miracle happened. At first I was confused, then I was happy. This pie could have gone to someone else.
I changed the shiny jewelry from finger to finger, and eleven young men appeared in front of me and asked what I wished. I asked that my cramped old house be turned into a palace, and that I be driven to school in a luxury car. After this wish was fulfilled, the following appeared: for mom and dad to come home from work and be with me. And this too was fulfilled. I told my family about what happened to me, but they didn’t believe me. I had to call the good guys again and give them a task - so that my loved ones and relatives would not get sick.
Now I would like to fulfill my dream. I called eleven fellows and told them my desire - a car with all the amenities so that I could go on a journey through ancient countries.
During the trip I saw a lot of interesting things. My cherished wish came true.
Magic ring
Kasumov Anar
Once upon a time there lived Semyon, he had a dog. They lived poorly, sleeping on straw. One evening he was walking home from work and saw a half-dead cat, he felt sorry for the poor animal, and he took it to him. So Semyon, the dog and the cat began to live. The dog didn’t like the cat: he would either take her food or bite her tail. Then the cat says to Semyon: “Your dog offends me.” Then Semyon went to look for good owners for the cat. For a long time he looked for good people to give the cat a home and found it. The next morning he took the cat to new house. The owner thought and gave him a ring. He threw it from finger to finger, and at the same moment eleven young men appeared in front of him.
“Hello, new owner,” they say. -What do you want?
– So that tomorrow morning there will be bread and butter on the table. - OK. And they disappeared. Semyon woke up, ate and went to work, but left the ring at home.
The man's neighbor entered the house and took the cat. He found out about the ring and decided to steal it. He took the ring, called eleven fellows and ordered them to be taken home.
Semyon looked for the ring, but did not find it. When the cat was walking, she saw Semyon's ring. She decided to take him. But the next day their neighbor left for another city.
The cat walked for a long time through forests and swamps, came to the sea, she needed to go to the other side. Keith said:
- Get on my back.
The cat climbed onto the whale's back and thus reached the other shore. The cat found the thief. At night, when he put the ring in the chest of drawers and went to bed, the cat climbed into the house, caught a mouse, and said to her:
“If you go into the chest of drawers and take out the ring, I won’t eat you.” When the mouse brought the ring, the cat tied it to her collar. She was running, got caught in the forest, and the ring fell on a branch. The cat stopped and discovered that she had lost the ring. She looked for it for a long time, but did not find the ring. She sat down to rest next to a tree on which a magpie was sitting, with a ring in its beak. The cat scared the bird, and the ring fell to the ground. The cat took the ring and ran to the village. She gave the ring to Semyon. Semyon fell in love with the girl and married her.
And they began to live happily ever after.
And I was there - honey, drinking beer, it flowed down my mustache, but it didn’t get into my mouth.
The Tale of How a Shepherd Became a King
Knyazeva Alena
In a certain Kingdom in a certain State, not close, not far away, there lived a Tsar, his name was Mikhail Prokofievich.
He lived a sweet life but had little intelligence. One day he wanted to have fun, and he ordered to bring the poorest man in the kingdom. They brought him the poorest one - the shepherd Gavrila. And he says to him:
“Gavrilo, I’ll give you one night to tell me what the tsar can’t do; if you say, I’ll give you money, but if you don’t tell me, you’ll sit in prison.”
He left, thought all night, and came to the king in the morning.
The king asks:
– Do you know what the Tsar cannot do??
And Gavrilo scratched the back of his head and said:
- I know. It is impossible for the Tsar and the poor to change places.
And the king, without thinking, says:
- How can he not? I am a king, I can do anything.
- Prove it! - says Gavrilo.
The king answers him:
- We are changing. I give you my palace, and you give me your house.
So the shepherd Gavrilo became the Tsar, and he lived happily ever after.
And the Tsar became a shepherd.
A fairy tale is a lie, but there is a hint in it, a lesson for good fellows.
The Adventures of Ulyana
Puchkova Yana
Once upon a time there lived a girl, Ulyana. She loved to read. Not a day passed without her picking up a book. Every evening, having completed all my mother’s instructions, I went to the library.
One day Ulyana took a book from the farthest dusty shelf. When she went to bed, she heard: “Apchhi!!! -There was an open book on the desk. The girl listened. “Chhi...” it repeated again. - Who is there!? – she asked. But no one answered her.
Ulyana went to the table and began leafing through the book and looking at the illustrations.
Suddenly someone grabbed her hand and pulled her into a book, the girl found herself in a fairy tale. There wasn't a soul around.
-Where am I? The room is clean, everything is clean, dinner is on the table. Really...” she closed her eyes. The door opened and a bear appeared on the threshold.
- Who are you? Where is Masha? – Toptygin asked. - It's clear! – the girl muttered under her breath. “So, I ended up on the pages of the fairy tale “Masha and the Bear.” And she added louder:
“I’m Ulyana, and you took Masha home in a box with pies.” I read about you in a book.
Mishka scratched the back of his head: “A mischievous girl tricked me!” But I won’t let you go anywhere and I won’t take the pies to your grandparents. Will you help me around the house, otherwise I can’t – my paws are aching.
By evening the bear roared: “Oh-oh-oh!” - Misha, what happened? “Last year in the spring I fell from a tree, my paws still ache, I can’t do anything.”
– I will cure you, I read about it in a book.
The next day Toptygin woke up in a good mood, his paws did not hurt. – You helped me. Thank you. I'll let you go to mom and dad. - How can I get back, I don’t know the way. “I have a book about people, I read it in my spare time,” said the bear. – Yes, I can read too, what did you think!? If I live in the forest, I’m a complete savage! Come to me quickly.
He sat down on the floor and opened the book, Ulyana sat down next to him. “It’s magical, it was given to me by a lost sorcerer.” Read!
And the girl began to read. As soon as the sentence ended, she was already sitting in her room at her desk and looking at the illustrations.
Ulyana did not take this book with fairy tales to the library soon.
Ulyana visiting the fox and the cat
Puchkova YanaSeveral days have passed since the evening when the magic book of fairy tales fell into Ulyana’s hands. She was in no hurry to return it to the library. She was curious about what story could happen if she went to another fairy tale. As soon as the girl touched the pages of the old, tattered book, all the characters immediately came to life.
My beloved kitten Basya was playing with a ball of thread on the table and knocked over a book of fairy tales. - Oh-oh-oh! - came the answer. - Earthquake! Guard! Save yourself, who can! The owner of the book picked it up from the floor and opened it. Before Ulyana had time to look at the title of the fairy tale, she was grabbed by the hand again and pulled. This time she found herself in the forest. She was walking along the path, listening to the birds singing, and suddenly she heard someone singing in the raspberry bushes: “One raspberry, two raspberries.” What a delicious meal!!! Three raspberries, five raspberries. I'll make jam!
She hid behind a tree and watched. Shifting from one paw to the other, the bear crawled backwards out of the thickets. He noticed a man behind a tree.
- Who are you? What are you doing in the forest?
- I'm Ulyana. I want to meet the heroes of your fairy tale. – And I’m Mikhailo, I live not far from here. Yes, help yourself, dear, sweet, sugar raspberry. The bear held out a handful of bright red juicy berries. - Thank you, bear.
- Just don’t eat it all! She's magical! Fulfills wishes! As soon as you need help, whisper to the berry, she will get anyone out of trouble.
They talked about this and that and wandered along the path. He told her his recipes, how he prepares jam for the winter in five different ways. He promised to take him to the fox. On the way they met Gray - he was shooting at apples with a slingshot. - Great, buddy!
- Great!
- Sister Fox invited us to visit this week. Let's go to?
“And I, the wolf, am just bringing a guest to her.” Ulyana wants to meet all of us. Go with us.
- So she asked not to go to them empty-handed. Come to my place, I have already prepared some gifts.
– Who does the fox live with? – the girl asked.
- With Kotofey Ivanovich, the local governor. He loves to eat well.
So the time passed on the road, talking. They approached Patrikeevna's house. The wolf and the bear remained outside to wait for their owners, and Ulyana went to knock on the door.
The fox and the cat greeted the guests well. We were happy with the hotels. We had a feast. We started sharing different stories. The girl told them how she had recently been in another fairy tale. Lisa Patrikeevna learned how to remove stains from a tablecloth. Cat - salt the fish. She told the bear how to make raspberry pie. Everyone was glad to meet Ulyana.
In the evening the girl returned home. I put the magic raspberries in the refrigerator. It will also come in handy!
To be continued!
Three brothers fairy tale
Kazachkov DmitryOnce upon a time there lived three brothers. Their life was not rich. They once went into the field to hunt, taking with them water, bread and salt. After wandering around the field for a long time or for a short time, we decided to have lunch. As soon as they got water, bread and salt, the old man approached them.
- Good fellows, would you like to share some food with me?
“We’ll share,” the brothers answered in unison.
The old man ate with his brothers, came closer to the young men and said:
– Thank you for the bread and water, and for your kindness, I want to thank you.
He takes out of the bag a heroic sword, decorated with precious stones, a bow with a golden string and a simple knife.
The older brother comes up and takes the heroic sword, the middle brother takes the bow, and the youngest gets a knife. The brothers thanked the elder and went their way. On the way, they met royal messengers inviting men to unusual games. After consulting, the brothers decided to try their luck and went to the royal court.
- Go hunting and bring the king a miracle - a miracle, a miracle - a miracle. Whoever surprises him with his prey will be the main hunter at court - the heralds announced to everyone.
The brothers went to the forest. The elder walked and walked and saw a one-eared hare.
- What a miracle! - he exclaimed and took the hare with him.
The middle brother caught a tailless fox. The younger brother wandered through the forest for a long time and came across a cave. He hears a bear roaring, he was scared at first, but then he overcame his fear, entered the cave, and saw that the bear was caught in a trap. The younger brother took out his knife, untwisted the trap and freed the bear.
- Thank you, good fellow. For your courage, ask for whatever you want.
“I’m looking for a miracle in the forest—wonderful, marvelous—wonderful, in order to surprise the king-father,” answers the younger brother.
- I know, I know what you need. My neighbor is a pike with the legs of a cat. Will it do?
- Yes thank you!
The younger brother took the pike and carried it to the royal court. And there the people are visible and invisible. Each one shows his own find: some are a one-eyed cat, others are a tailless fox. The king is surprised, but remains silent. When the younger brother’s turn came, he took a pike on four legs out of the bag and placed it on the ground. She ran to the king. The king was surprised and said:
- You should be the main hunter at court! Fairy tale for children 8 - 11 years old. Stone magic
Description of the presentation Creative work in the Russian language on the topic: based on slides
Creative work on the Russian language on the topic: “Means of expressive speech” Completed by: Romanov A. S. Checked by: Sergeeva A. E.
Allegory is the depiction of an abstract concept through a concrete image. 1. 1. A candle is an unquenchable hope. (“Winter Night” by B. Pasternak)Examples: 2. 2. Libra - - justice; 3. 3. Cross - faith; 4. 4. Anchor - hope; 5. 5. Heart - love.
Anaphora is the repetition of words or phrases at the beginning of a sentence or stanza. Examples: 1. 1. Blessed is he who was young from his youth, Blessed is he who matured in time... (“Eugene Onegin” by A.S. Pushkin) 2. 2. All diversity, all charm, all beauty is made up of shadow and light. (“Anna Karenina.” L. Tolstoy) 3. 3. Falling in love does not mean loving. You can fall in love and hate. (“The Brothers Karamazov.” F. M. Dostoevsky)
Antithesis is the opposition of concepts, images or phenomena. Often expressed using antonyms. Examples: 1. All this would be funny if it weren’t so sad. . (“Alexandra Osipovna Smirnova” M. Yu. Lermontov) 2. 2. It’s easy to make friends, hard to be separated. . 3. 3. A smart person will teach, a fool will get bored. . 4. 4. Learning is light, and ignorance is darkness. 5. 5. The rich feast on weekdays, but the poor grieve on holidays 6. 6. If you drive more slowly, you will continue to move.
Non-union is a deliberate omission of conjunctions to make the text dynamic. Examples: 1. Swede, _ Russian, _ stabs, _ chops, _ cuts, drumming, _ clicks, _ grinding. (“Poltava” by A.S. Pushkin) 2. Straight road, _ narrow embankments, _ Columns, _ rails, _ bridges. (“Railroad.” N. A. Nekrasov)
Hyperbole is an artistic exaggeration. Examples: 1. “We spent four years preparing our escape, we saved three tons of food...” (“Zk Vasiliev and Petrov zk” V. Vysotsky.) 2. “I told you a thousand times” - a lot of times; 3. “We haven’t seen each other for a hundred years” - a very long time;
Gradation is the arrangement of words or expressions in ascending or descending order of importance. Examples: 1. Don't think about running! I called it. I'll find it. I'll drive it. I'll finish it. I'll torture you! (“The Man for 7 Years” by V.V. Mayakovsky) 2. He promises him half the world, and France only for himself. (“Airship” M. Yu. Lermontov) 3. All facets of feelings, all facets of truth are erased in worlds, in years, in hours. (“Disruptions.” A. Bely)
Inversion is a deliberate violation of the direct word order. Examples: 1. I want to know the secrets of life, wise and simple. (“Work” by V. Bryusov) 2. “When you are 900 years old, you will not look so cheerful. "(" star Wars: Episode 6 – Return of the Jedi”, script by D. Lucas and L. Kasdan, book by D. Kahn.)
Irony is hidden mockery, sarcasm. Examples: 1. Here, however, was the color of the capital, And the nobility, and fashion models, Faces encountered everywhere, Necessary fools. . (“Eugene Onegin” by A. S. Pushkin) 2. Ah! Proletarian of mental labor! Broom worker! - Ostap exclaimed, seeing the janitor bent into a wheel. (“Twelve chairs.” I. Ilf - E. Petrov).
Litotes is an artistic understatement. Examples: 11. “In big boots, in a short sheepskin fur coat, in big mittens... and he’s as big as a nail!” ! (“Peasant Children” by N. Nekrasov) 2. “We are both a little sword and a leaflet, We are a little boy and a little leaf in front of a faceless crowd, With which we enter into battle. "(From the series “Six Lines” by A. Khanmagomedov))
Metaphor is a word with a figurative meaning. Examples: 1. An immense melancholy ate him, and a nameless worm gnawed at his heart. (" Dead Souls"N. Gogol) 2. The moon will smile all evening. (“Three years.” A. Chekhov)
Polyunion - repetition of conjunctions to emphasize intonation. Examples: Oh, summer is red! I would love you, If it weren’t for the heat, the dust, the mosquitoes, the flies. (“Autumn” by A. S. Pushkin)
Personification is the transfer of human properties to inanimate objects. Examples: 1. 1. The azure of heaven laughs, washed by a night thunderstorm, And between the mountains the dewy valley winds like a bright stripe. (“Morning in the Mountains” by F.I. Tyutchev) 2. 2. ...There the dormant swell of an azure pond brightens in deep silence. Through the dark green trees of the Dawn, the last ray of the ray is still noticeably wandering, the Moon slowly rises from midnight on a chariot of clouds... (“Loneliness.” F. I. Tyutchev)
An oxymoron is a combination of words with opposite meanings for the purpose of expressing a concept in an unusual way. Examples: 1. “But their beauty is ugly. I soon comprehended the mystery” (“I also loved in the old years...” M. Yu. Lermontov); 2. “Optimistic tragedy” (V. Vishnevsky); 3. " Hot Snow"(Yu. Bondarev); 4. “Running on the Waves” (A. Green); 5. “Living Corpse” (L. Tolstoy); 6. “Dead Souls” (N. Gogol); 7. “Tomorrow there was war” (B. Vasiliev); 8. “The End of Eternity” (A. Azimov).
Parallelism is the identical syntactic construction of adjacent sentences. Example: If you love, it’s crazy, If you threaten, it’s not a joke, If you scold, it’s rash, If you chop, it’s reckless! If you argue, it’s too bold, If you punish, then it’s a good thing, If you forgive, then with all your soul, If you feast, then it’s a feast! (A.K. Tolstoy)
Parcellation is the division of a phrase into parts or individual words. Intentional violation of boundaries in a sentence. Examples: 1. And all the Kuznetsky Most, and the eternal French, Where fashion comes to us, and authors, and muses: Destroyers of pockets and hearts! When will the creator deliver us from their hats! ! caps! ! and stilettos! ! and pins!! And book and biscuit shops!! (“Woe from Wit.” A. Griboyedov) 2. . . But the mountains are close. And snow on them. We'll spend time by the stove. . In Imereti. . In winter. . As in Peredelkino, as near Moscow. . (V. Inber) 3. 3. No smoky kitchens. . No homeless streets. . Twelve strikes. . Four strikes. . And six. . And again. . Gulliver. . Costs. . Slouching. . Shoulder. . On the cloud. . It's hard! ! Leaning on. . (“Gulliver.” P. Antokolsky)
Periphrasis is a figure of speech that replaces words or phrases, indicating a sign of an object or place, but without naming it. Examples: 1. The poet died! - slave of honor - Fell slandered by rumor. With lead in my chest and a thirst for revenge, Hanging my head. (“The Death of a Poet” by M. Yu. Lermontov) 2. “people in white coats” (doctors), 3. 3. “red-haired cheat” (fox), 4. “king of beasts” (lion).
Paraphrase - a statement in your own words of something literary work; adapted text. Examples: 1. 1. Retelling modern language"Tales about Igor's Campaign". 2. Children's editions of “The Arabian Nights”, “Don Quixote” by M. de Cervantes, “Robinson Crusoe” by D. Defoe.
A rhetorical question is a question that does not require an answer. Examples: 1. “What Russian doesn’t like driving fast? "("Dead Souls" N. Gogol) 2. "Who are the judges? "("Woe from Wit." A.S. Griboyedov); 3. “Was there a boy? "("The Life of Klim Samgin." M. Gorky); 4. “Where are you galloping, proud racer? "("The Bronze Horseman" by A. S. Pushkin)
Rhetorical appeal is a stylistic figure consisting in the fact that a statement is addressed to an inanimate object, an abstract concept, an absent person. The purpose of rhetorical appeal is to enhance the expressiveness of speech. Examples: 1. Dreams, dreams! Where is your sweetness? (“Awakening” by A. Pushkin) 2. Poet! do not value people's love. . . (“To the Poet” A. SPushkin) 3. Flowers, love, village, idleness Fields! I am devoted to you with my soul... (“Eugene Onegin” by A. S. Pushkin) 4. A pale young man with a burning gaze Now I give you three testaments... (“To the young poet” by V. Bryusov)
Comparison - comparison of two objects or concepts having common feature. Examples: 1. Farewell tears flowed like hail from a chopped old birch tree. (“Sasha” N.A. Nekrasov) 2. Previously, he was sonorous, like a bird, Like a spring, flowing and ringing, As if he wanted to pour out all in radiance Along a steel wire. And then, like a distant sob, like a farewell to the joy of the soul, it began to sound, full of repentance, and disappeared into an unknown wilderness. 3. brave as a lion; cowardly as a hare; hungry as wolf; loyal like a dog; cunning like a fox; strong as an oak; light as a feather; red as a lobster.
Silence is a statement suddenly interrupted in anticipation of the reader's guess. Examples: This fable could be explained more - Yes, so as not to irritate the geese. . . (fable by I. A. Krylov “Geese”)
An epithet is a figurative characteristic of a person or object. Examples: 1. “Sneaking, playing hide and seek, the sky descends. "(It's snowing" B. Pasternak) 2. The golden foliage began to spin. In the pinkish water on the pond, Like butterflies, a light flock of butterflies flies breathlessly towards the star ("The golden foliage began to spin..." S. Yesenin) 3. Marmalade mood (A. P . Chekhov) 4. Blocky indifference (D. Pisarev) 5. Crimson smile (I. Annensky).
Ellipsis is the omission of words that are easily restored in meaning. Examples: “Instead of bread - a stone, Instead of teaching - a mallet. "("Gentlemen Golovlevs" M. Saltykov-Shchedrin)
Epiphora is the repetition of words or expressions at the end of adjacent sentences. Examples: (Grammatical epiphora) 1. Year after year, century after century...... Why is man indignant, This earthly grain!... (“I sit thoughtfully and alone...” F. I. Tyutchev) 2. Strength was given to me by fate, Luck was given my destiny, And failure is my destiny; ; Everything in the world is decided by fate. . (M. Gasparov)
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