Exercise 355. Indicate whether the sentences below are constructed correctly.
1. The patient was given fruit, strong broth, cocoa, and oranges. 2. Let us indicate Pushkin’s place in the history of Russian and world literature, his role in the creation of Russian literary language, features of the Onegin stanza. 3. Vakula’s feeling had to go through the trials, indifference and whims of Oksana. 4. Residents demanded troubleshooting and repairs. 5. Industrial practice for students was organized in factories, laboratories and schools. 6. This issue was covered in books and lectures, newspapers and brochures, reports and magazines. 7. The students of the group assumed the following obligations: 1) elimination of academic debt; 2) increase discipline in the group; 3) maintain order and cleanliness in the hostel. 8. The book not only has educational value, but also great educational value. 9. They answered well in exams as graduates. high school, as well as eighth grade students. 10. Representatives of many countries took part in the tournament: Austria, Hungary, Romania, Russia, Czechoslovakia, Yugoslavia, etc. 11. Everyone liked the story published in the latest issue of the monthly magazine and which tells about the labor exploits of young people in new buildings. 12. Work is carried out in accordance with and on the basis of the approved plan.
PARTICIPAL SPEECHES
Exercise 356. Indicate whether the sentences below are constructed correctly.
1. The novel reveals the full depth of social inequality that prevailed before the revolution in Kazakhstan. 2. The task we perform does not cause any particular difficulties. 3. The writer spoke about the changes in the book that he is preparing for republication. 4. In the near future, a new production will be shown, created by members of the school drama club. 5. Our regularly published wall newspaper reports interesting information about the life of the school community. 6. Daredevils who attempt to climb to the top of this mountain in winter conditions will pay with their lives. 7. Students who write a weak homework essay will have to redo it. 8. Every student who would like to participate in the work of a scientific circle must submit an application for this. 9. Lecture given to students about peaceful uses atomic energy aroused great interest. 10. Here we are contrasted: the Petrel, personifying the proletariat, striving for revolution and seeing it as the only way out, and the stupid Penguin, personifying the common man, hiding from the thunder, afraid of the impending, although not threatening, storm-revolution, worrying only about his safety . 11. The student held a spelling dictionary in his hand, which served him as a reference and which he used in case of difficulties. 12. A few days after the quarrel, Dubrovsky caught Troyekurov’s peasants stealing firewood in their forests.
Exercise 357. Replace subordinate clauses qualifying sentences participial phrases; if this cannot be done, indicate the reason for the impossibility of replacement.
1. Chelkash was pleased with his luck, himself and this guy, who was so scared of him and turned into his slave. 2. Grushnitsky is one of those people who have ready-made pompous phrases for all occasions. 3. The author had to be present at the scene with the landowner Penochkin, which will remain in his memory for a long time. 4. In the last house, which ends the village, the light was still burning. 5. We drove through a plain that was scorched by the sun and covered with dust. 6. Griboyedov in the comedy “Woe from Wit” touched on the same topic, which other classic writers later began to develop. 7. Among the books there was not a single one that did not interest me. 8. In our country, a system has been created that the best minds of humanity dreamed of in the past. 9. Snowstorm looked and suddenly recognized the black-headed boy as the same shepherd boy to whom he had left his horse yesterday. 10. Ilya entered the yard with the important air of a man who had done a good job.
Participial phrases
Exercise 358. Indicate whether the sentences below are constructed correctly.
1. In the chess championship competition, the young master Spassky, meeting with grandmaster Taimanov, won a brilliant victory. 2. The use of these expressions and phrases can be shown with illustrative examples, using samples as illustrations fiction. 3. All presentation in the book is made extremely briefly, taking into account the student’s time budget. 4. Science requires such advice that, if applied, would be beneficial in practical work. 5. Having read the work a second time, I think that the main ideas are expressed correctly in it. 6. Approaching the river, we stopped the horses, quickly jumped to the ground and, hastily undressed, rushed into the water. 7. Using a slide rule, the calculation is quick and easy. 8. Having received a serious wound, the soldier was saved by his comrades. 9 He left after completing homework and when he finished his personal affairs. 10. Having quickly dressed and washed, the boy ran to school, but, having caught on something and tripped, he fell.
Exercise 359. Replace subordinate clauses with participial phrases and vice versa; if this cannot be done, indicate the reason for the impossibility of replacement.
1. Since Gorky knew the life and everyday life of tramps well, he could vividly depict them in his works. 2. When we returned home, it was already dark. 3. Evgeny Onegin made a strong impression on Tatiana, as he stood out sharply among the surrounding landowners. 4. After the students finished checking the dictation, the teacher took their notebooks. 5. When Plyushkin untied all sorts of ties, he treated the guest to such dust that he sneezed. 6. The old carrier was dozing, bending over the oars. 7. Kashtanka, unable to bear the music, moved restlessly in her chair and howled. 8. Customers walked past Kashtanka, pushing her with their feet, non-stop back and forth. 9. Without restoring his health, he will not be able to study seriously. 10. Having released the generals, Kutuzov sat for a long time, leaning on the table.
DIFFICULT SENTENCE
Exercise 360. Indicate whether the sentences below are constructed correctly.
1. The speaker tried to convince his listeners that the provisions he put forward had been tested in practice. 2. Humanity is gripped by a passionate desire to ensure that the war, due to its monstrosity, becomes obsolete. 3. The Cossacks' horses, which were covered with foam, had difficulty climbing the mountain path. 4. The student said that I have not yet prepared for the answer. 5. It seemed that the danger was so close that it would not be possible to avoid it.6. The wolf carefully made her way along the road leading to the stable and which was already familiar to her. 7. We visited the exhibition, which we were advised to go to, and dedicated to the work of Gorky. 8. There was heavy traffic on the street, during which an old man was hit by a car and was sent to the hospital. 9. At the group meeting, issues of discipline were discussed and whether it was possible to take tests early. 10, The new book seemed to be a great success.
APPENDIX TO THE SECTION “GRAMMAR AND STYLISTIC EXERCISES”
1. Indeclinable words of foreign origin, denoting inanimate objects, belong to the neuter gender: summer coat, wide highway.
2. In literary language the form shoe (feminine) is used. Shoe shape ( male) is inherent in professional use.
3. B modern language the form hall (masculine) is used to mean “a room for crowded meetings or for special purposes.” The form of the hall (feminine) is obsolete and has the meaning of “a spacious front room in a private house for receiving guests.”
4. The word report card in modern language refers to the masculine gender. Only in the expression “Peter’s Table of Ranks” the previous feminine form is retained.
5. The word is only masculine. The masculine gender also includes words (those in the grammatical gender of which there are fluctuations are given): banknotes, boots, felt boots, muskrat, dahlia, appendage, gelatin, curtain, candelabra, potatoes, commentary, correction, myrtle, shoulder strap, pendant, rail, piano, sanatorium, film, turn, epaulette,
6. In literary language the form jam (neuter) is used. The neuter gender also includes words (those that are sometimes used in another gender in violation of literary norm): bucket, contralto, monisto, bast, scarecrow, tentacle.
7. In modern language, the form prosek (feminine) is used. TO feminine also include words (those that are also used in the masculine gender are given, as an obsolete form, dialectal, professional, etc.): sideburn, banderole, veil, cataract (eye disease), knee, hemp, cuff, callus, reserved seat, price, plane tree.
8. Some inanimate nouns of the masculine gender of the second declension are used in the prepositional case singular with one of two endings: -е (usually without stress) and -у (only under stress). The ending -у (-у) is used if the noun is preceded by the preposition in or on, and the noun has an adverbial meaning (indicates a place, time, manner of action, state). Wed: in the garden - about the garden, on the shore - about the shore, in its lifetime, on the move, in bloom.
The same when indicating a substance or mass (gingerbread with honey, covered in snow), when indicating a meeting of people (in a regiment, in formation).
In the objective meaning (complement), forms ending in -e are used. Wed: trees in a cherry orchard - in “The Cherry Orchard” by A. P. Chekhov, to be in the forest - in “The Forest” by A. N. Ostrovsky.
9. Foreign surnames ending in -ov and -in have the ending -ом in the instrumental case (unlike Russian surnames ending in -й). For example: Virchow, Darwin.
10.B genitive case The following forms are used for the plural in literary language (some without endings, others with endings):
a) masculine words: (pair) boots, felt boots, shoulder straps, boots, stockings (but: socks, oranges, eggplants, hectares, tangerines, tomatoes, rails, tomatoes, films, comments, corrections) , (among) Armenians, Georgians, Ossetians, Bashkirs, Buryats, Romanians, Tatars, Turkmen, Turks, Gypsies (but: Kalmyks, Kyrgyz, Mongols, Tajiks, Tungus, Uzbeks, Yakuts); (several) amperes, watts, volts, grains (but: grams, kilograms); (detachment) soldier, partisan, grenadier, hussar, dragoon, cuirassier; Ulan (but: miners, sappers);
b) words of the female kind: barges, fables, waffles, shoes, domain, poker, shaft, weddings, estates, sheets, apple trees, shares, skittles, handfuls, sakleys, candles (in the saying - a game is not worth the candle), heron;
c) words of the middle kind: upper reaches, lower reaches, mouths, dresses, outbacks, coasts; knees, potions, apples; shafts, faces, points; Bolottsy, Kopyttsy, Kruzhevtsy, Polentsy; saucer, mirror, blanket, towel;
d) words that do not have a singular number: attacks, darkness, twilight, frosts, rags, slops; everyday life, rakes, mangers.
11. The names of ancient deities are declined as animate nouns, and as names of planets - as inanimate nouns. For example: hope for Jupiter - look at Jupiter.
12. When choosing case forms such as in the workshop - in the workshop, on vacation - in vacation, one should proceed from the fact that forms in -e are inherent in the literary language, and forms in -y - in colloquial language.
13. When declension of such combinations as the First of May, only the first part changes: prepare for the First of May.
14. Inanimate nouns with the suffixes -tel, -chik, -schik (denoting devices, mechanisms, tools) have each general rule accusative case, coinciding with the nominative: turn the switch, build a bomber, fighter, etc.
15. The word environment in the meaning of “the totality of natural or social conditions, in which development and activity takes place human society", like most abstract nouns, does not have a plural form.
16. The word speech is used in the forms of both numbers, usually only in the meaning of “public speaking.”
17. The word environment in most of its meanings is not used in the plural. Verbal nouns na -eniya, -aniye, denoting an action or other abstract concept, can be used in plural forms to specify the meaning; Wed: knowledge of the subject - knowledge and skills of students.
18. Depending on the style of speech, some masculine nouns of the second declension in the nominative plural have the ending -ы (-и) or -а (-я). The following forms are used in literary language:
a) with an accented ending a-, -i: director, inspector, doctor, professor, paramedic, watchman, cook, baker (along with bakers), mechanic (along with mechanics), fan, boat, clover, feed, box, body , seine, leave, passport, stack, volume (along with volumes), outhouse, stable, ramrod, stack, stamp, anchor, hawk;
b) with an unstressed ending -ы, -и: engineers, drivers, accountants, editors, grooms, doctors, lecturers, valves, tractors, contracts, verdicts, elections, ports, cakes, handwriting, mines, fronts, workshops.
They differ in the meaning of the form: hog (chimneys) - hogs (boars), corps (buildings; military formations) - corps (torso), images (icons) - images (artistic and literary), occasions (reins) - reasons (motives), belts (part of clothing) - belts (geographical), passes (documents) - omissions (oversights), currents (place of threshing) - currents (electricity), tones (changes of color) - tones (sound), brakes (devices) - brakes ( obstacles), teachers (teachers) - teachers (ideological leaders), bread (standing) - bread (baked), colors (paints) - flowers (plants), furs (dressed hides) - bellows (blacksmith's), sable (furs) - sables (animals), accounts (documents) - abacus (device; mutual relationships), sons (homelands) - sons (with parents)
19. The word experience in the meaning of “the totality of accumulated knowledge and skills” is not used in the plural.
20. With the full form of the adjective used in the nominative case in the role compound predicate, as a rule, cannot be controlled words, but in a short form they can; Wed: he was sick with a sore throat; he is capable of music (but one cannot say: “he had a sore throat”, “he is capable of music”).
21. In the comparative form (lighter), the subject of comparison (lighter than...) must be indicated, or an intensifying word should be added.
22. The short form of the adjective meaningless is meaningless (not meaningless). The form in -en (and not -enen) also has: disastrous - disastrous, inactive - inactive, groundless - groundless, countless - countless, majestic - majestic, warlike - warlike, ambiguous - ambiguous,
malignant - malignant, artificial - artificial, frivolous - frivolous, numerous - numerous,
courageous - courageous, ignorant - ignorant, mediocre - mediocre, appropriate - appropriate, etc.
23. The forms “better”, “worse”, etc. are not used, since the second word itself already expresses the meaning of the comparative degree.
24. In literary language, the following forms of the comparative degree of adjectives are accepted: more lively, louder, more agile, sweeter, more biting (and not “more active, more sonorous, more agile, sweeter, more biting”).
25. The full and short forms of the adjective are not used as homogeneous members. It is impossible to say: “the house is made of stone and very strong.” If one of the adjectives does not form a short form, then both must be used in
in full form: the house is stone and very durable.
26. The collective numerals two, three, four, etc. are used only in the following cases:
a) with nouns naming male persons: two friends, three passers-by (therefore you cannot say: “two girls”);
b) with nouns children, guys, people, persons (meaning “person”): two guys, three people, four unfamiliar faces;
c) with nouns used only in the plural: two sleighs, three days, four tongs (starting with the numeral five, the cardinal number is usually used: five scissors, six days;
d) with personal pronouns we, you, they: there are three of us, there were five of them.
27. In compound numerals, all words must be declined, for example: with three thousand five hundred twenty-five rubles.
28. When combining compound numerals ending in two, three, four (that is, 22, 23, 24, etc.) with nouns used only in the plural, the nominative and accusative case form should be replaced with another phrase, since one cannot say “twenty-two (two, two) days,” etc. Therefore they say: twenty-two days have passed; new nurseries were opened in the number of twenty-four, etc., using forms of indirect cases (except for the accusative).
29. The numerals one and a half and one and a half hundred agree in indirect cases (except for the accusative) with the noun: in one and a half glasses, in one and a half hundred books.
30. Compound numerals ending in two, three, four, in the literary language retain the nominative form in the accusative case also in cases where they are combined with the names of animate objects: take twenty-three
visitor, nominate one hundred and four candidates (and not: “...twenty-three visitors”, “one hundred and four candidates”). Digressions occur in colloquial speech.
31. In mixed arithmetic, the noun is governed by a fraction rather than a whole number: 10.2 percent (not percent).
32. Since it is impossible to say either “both gates” or “both gates,” there cannot be a combination for “both gates.” It should be said: at one and the other gate or at one and the other gate.
33. When combining the numeral one and a half with a noun, the definition is put in the plural form: one and a half full glasses.
34. In compound words, the first part of which is formed by a numeral, the latter is used in the genitive case; three-year anniversary, three-meter, three hundredth. The only exceptions are the numerals one hundred and ninety, which retain their original form: century, ninety-meter.
35. For compound numerals ending in two, three, four, the noun is used in the singular form: twenty-three young men.
36. With a preposition By the numerals two, three, four, two hundred, three hundred, four hundred are used with the accusative case (two books, three hundred rubles each), the remaining numerals are used with the dative case (one pencil each).
37. A pronoun usually replaces its nearest antecedent noun. Violation of this provision leads to a distortion of meaning.
38. The initial n is added to personal pronouns of the 3rd person (he, she, it, they) if they come after simple prepositions (without, in, for, before, for, from, to, s, y n etc.) and after some adverbial prepositions that control the genitive case (around, in front, near, past, opposite, near, in the middle, after, behind, etc.): without him, with her, around them, behind him, etc. After prepositions of adverbial origin, controlling the dative case, the initial n is not added: in spite of him, according to her, contrary to them, towards him, according to her, like him, etc. Nor is added after the preposition thanks to prepositional combinations consisting of a simple preposition and noun: thanks to him, unlike her, in contrast to them, about them, from him, in relation to her, except for them, etc. After the comparative degree of adjectives and adverbs, 3rd person pronouns are used without initial n : his sister is older than him, he works better than her.
39. A collective noun (peasantry, students, group, etc.) cannot be replaced by a plural pronoun. You cannot say: “The students have left for the holidays; they will have a good rest during the summer.” In order not to create the awkward combination “it will rest,” the word studentship should be replaced with the word students.
40. The reflexive pronouns themselves and their refer to the person performing the action. Therefore, in sentences: The tenant asked the janitor to take the things to him; The professor invited the assistant to read his report, - the pronoun itself according to the meaning
refers to a noun street cleaner, and the pronoun is “by the word” assistant.
41. The correct forms are from her, from her (forms from her, from her are colloquial or obsolete).
42. Some forms of verbs in -sya have a double meaning - passive and reflexive, which sometimes creates ambiguity of meaning. For example: Young specialists are sent to the periphery (are they sent themselves or are they sent?). In these cases
Instead of the passive form, it is better to use another (young specialists are sent).
43. Verbal forms of the same type are usually used as homogeneous members.
44. The following forms of the imperative mood are considered literary: stick out, expose, rash, clean, don’t spoil, don’t writhe, don’t wrinkle, notify, feast on, cork, uncork; look, go out, don't steal, put it down.
45. The following forms of imperfective verbs are recommended, formed with the help of the suffixes -yva, -iva from a perfective verb with an accented vowel o in the root: touch - touch, master, challenge, assimilate, calm, build up, double, honor (in these forms o alternates with a): to preoccupy, disgrace, condition, summarize, legitimize, discredit, time, concentrate, empower (the vowel o is retained).
46. In pairs see - see, hear - hear, torment - torment, climb - climb, the first verbs are neutral, the second are colloquial.
47. In the literary language, the 1st person singular forms of the present or future simple tense from the verbs win, convince, find yourself, wonder and some are not used. etc.
The missing forms are expressed descriptively (I can find myself, I can convince, etc.).
48. The recommended forms are rinsing, splashing, waving, swaying, calling, cackling, purring, meowing, pouring, pinching (and not: rinsing, splashing, waving, swaying, clicking, clucking, purring, meowing, pouring, pinching as the colloquial and
vernacular).
Parallel forms with semantic differences are possible: splashing - splashing means “sprinkling, sprinkling” (splashes with water, splashes linen); splash - splash means “scatter drops, sprinkle with splashes” (dirt splashes, sparks splash, splashes with saliva). Move - move means “to move, pushing or dragging something” (moves furniture), move - move has figurative meaning“to encourage, to lead” (he is driven by a feeling of compassion); the train is moving means “set in motion”; the train is moving means “is in motion.” Dripping - dripping means “falling in drops, pouring drop by drop” (medicine is dripping into a glass, sweat is dripping from the forehead); drip - kaplet means “to leak” (roof kaplet). It spawns, it throws thunder and lightning, but it throws loops and seams.
49. More common in living language are the following forms for the past tense of prefixless verbs with the suffix -nu-, denoting a gradual intensification of a long-term state: sokh, kis, mok, gloh, wheezing, chakhi, etc. (and not: dry, sour , got wet, stalled, wasted away, etc.).
50. Phrases with prepositions except, instead of, besides, over, along with, etc. must be directly controlled by the verb, in which they act as objects, otherwise the syntactic connection is broken. Thus, it is impossible to say: “Instead of correcting the mistake, the student insisted on his opinion”; “In addition to working at the enterprise, young people attend evening courses.” The second sentence can be corrected as follows: Young people study in evening courses on the job. Or: While working at an enterprise, young people simultaneously study in evening courses.
51. You should not complicate the construction by replacing the predicate verb with a combination of a noun of the same root with a semi-nominal verb, for example: instead of prices being reduced - “prices are being reduced”; instead of academic performance growing - “there is an increase in academic performance.” The second options are clerical in nature.
52, It is erroneous to construct a sentence in which the ending is given in another way syntactically, than the beginning, for example: “One of the issues to be considered by us is the issue of strengthening discipline” - (it should be said: One of the issues... is the question... or One of the issues... is the question... .).
53. Confusion of heterogeneous concepts must not be allowed.
54 The nominative case of a noun or adjective when connected was denoting a stable attribute of the subject: He was a practical man; The weather here was constantly windy. To indicate a temporary sign in these cases, the instrumental case is used: He was a student at that time.
55. Full names adjectives as the nominal part of a compound predicate mean constant sign, a timeless state, and short adjectives are a temporary sign, a temporary state: a calm river (usually) - a river
calm (at the moment).
Full adjectives also denote an unrelated feature, and short adjectives - a feature in relation to certain conditions: the room is low (in general) - the room is low (for high furniture). In addition, the short form of the adjective is more abstract, categorical in nature than the full form; compare: he is brave - he is brave, she is evil - she is evil.
56. Poor word order: widely preparing to note; need: getting ready to celebrate widely.
The order of words in it is essential for the correct construction of a sentence. Any rearrangement of words in a sentence entails either a change in meaning, or underlining, highlighting one of the members. Wed:
a) Even this work is difficult for me (meaning not difficult work, but a weak performer);
b) This work is even difficult for me (the unexpectedness of the difficulty is emphasized);
c) This work is difficult even for me ( we're talking about about a strong performer).
Poor word order distorts the meaning of a sentence and makes it difficult to understand. This can be seen from the following examples: “Bogdanov refused to take the winter session together with all the students, complaining about being busy with social work” (it should have been said: Bogdanov refused to take the winter session together with all the students...), “His eyes were covered by glasses” (understanding the meaning of the phrase is complicated due to the unjustified rearrangement of the subject and direct object).
Considering the sentence: The autumn wind mercilessly tears off the birch leaves, in which the members of the sentence stand in their usual places (the so-called direct word order): we see the following arrangement of words in individual combinations that form this sentence: a) the subject precedes the predicate (the wind breaks); b) the agreed definition comes before the word being defined (autumn wind);
c) an inconsistent definition comes after the word being defined (birch leaves); d) the addition comes after the control word (plucks leaves); e) the circumstance of the manner of action comes before the predicate verb (ruthlessly tears down). In the context of semantic or stylistic highlighting of individual members of a sentence, direct word order is often violated and replaced
In reverse order (and in ver s s).
57. When the subject is expressed by a collective noun (series, majority, minority, part, etc.) in combination with the genitive plural, the predicate is usually put in the plural if we are talking about animate objects or if the activity of the action is emphasized, and in the singular if the subject denotes inanimate objects. For example: Most students did well in their final exams; A row of new houses stood at the end of the village.
This general position strengthens or weakens additional conditions context.
58. If the subject is expressed by the so-called counting phrase, that is, a combination of a cardinal number or another counting word (for example, several) with a noun in the genitive plural, then
the predicate usually agrees in the same way as with the subject - a collective noun (see paragraph 57). For example: Ten fighters rushed to attack; One hundred and twenty hectares are sown; Several ladies walked quickly back and forth along the platform (L.).
59. With the numerals two, three, four, the predicate is usually put in the plural, for example: Three books are on the table; Four students entered the classroom; Behind them two shots clicked, two bullets whistled (L.T.); Thirty-two people breathed one spirit (Shol.).
60. With compound numerals ending in one, the predicate, as a rule, is put in the singular: Forty-one students graduated from the school.
61. In the words thousand, million, billion, the predicate is usually put in the singular and agrees in gender: A thousand books were received for the school library; A million rubles were allocated for the improvement of the village; He spoke as if a thousand Andreevs were sitting in front of his finger (A.N.T.).
62. With nouns years, months, days, hours, etc., the predicate is usually put in the singular: Two weeks have passed (P.); Ten o'clock struck (T.); Fifteen years have passed like this (A. Ostr.).
63. If in a counting sequence there are the words all, these, then the predicate is put only in the plural: All three horsemen rode silently (G.).
On the contrary, in the presence of the words everything, only, only the predicate is put in the singular: Only three guests came (P.).
64. If the subject is expressed by a complex noun, the first part of which is the numeral gender-, then the predicate is usually put in the singular, and in the past tense - in the neuter gender: half the house burned down, half the life was lived;
Half a head is still left (Ch.). But if these words have a definition in the nominative plural, then the predicate is also put in the plural: Six months spent in the village restored the patient’s health.
65. If the subject includes a noun with the meaning of a certain quantity (pair, three, ten, dozen, hundred, etc.) or an indefinite quantity (mass, stream, lot, abyss, abyss, etc.), then the predicate is put in the singular: Behind my cart, four bulls were dragging another (L.); A whole abyss of people came today (Ven.); A stream of cars, guns and carts roared along the narrow bridge (Bub.).
66. With the words a lot, little, a little, a lot, how much, the predicate is usually put in the singular: Many birds, red, yellow, green, lay in the branches (Gonch.); How many different feelings pass through me, how many thoughts rush through me like a fog... (Prishv.).
67. When a masculine noun denotes a profession, position, rank, etc., the predicate is put in the masculine gender, regardless of the gender of the person in question: the agronomist made a report, the director called the pioneer leader to his place (in colloquial language it occurs in these cases, the statement of the predicate in the feminine gender, especially in a specific situation, when it is known who we are talking about). If there is a personal name of the person in whom specified words act as applications, the predicate is consistent with the proper name: Agronomist Sergeeva gave a lecture.
68. With a subject expressed by a group of words (names literary works, newspapers, magazines, enterprises, etc.), among which there is a leading word or a word in the nominative case, the predicate is consistent with this word or words: “Hero of Our Time” was written by M. Yu. Lermontov; “Wolves and Sheep” was staged at the city theater. However, it is impossible to say: “Ruslan and Lyudmila” were written by A. S. Pushkin, since we are talking about one work, although there are two names in the title; in these cases, a generic name (poem, work, etc.) should be added, with which the predicate agrees. Sometimes the predicate is coordinated in gender with one of the words included in the title: “War and Peace” was written by L. N. Tolstoy.
69. With complex names consisting of two words of different grammatical genders, the predicate (as well as the definition) agrees with the one that expresses a broader concept or specific designation of the object: the cafe-dining room is renovated, the vending machine is open, the vaudeville review is shown , the romance song became very popular, the display stand was placed in the lobby, the van car attracted the attention of others, the raincoat was folded up, the mystery concert was a great success, the reference book was very useful, the table-poster hung on the wall , a folding chair-bed stood in the corner.
70. The form of agreement of the predicate is not affected by the presence of qualifying words, connecting constructions, comparative phrases, etc. with the subject: No one, even the best specialists, could initially make the correct diagnosis of the disease.
71. If a compound word has a grammatical form (inflected), then the methods of agreeing the predicate are usual: the collective farm has finished harvesting, the university has announced a set of students.
With absence grammatical form in a compound abbreviated word, the predicate is consistent with the leading word of the combination, that is, it is put in the form in which it would appear with the full name: MSU announced a competition (Moscow State University).
72. If the predicate refers to several subjects not connected by conjunctions or connected through a connecting conjunction, then the following forms of agreement are applied:
a) the predicate, standing after homogeneous subjects, is usually placed in the plural: Industry and Agriculture in the USSR are developing steadily;
b) the predicate preceding homogeneous subjects usually agrees with the nearest of them: There was stomping and screaming in the village (L.T.).
If there are divisive or adversarial conjunctions between the subjects, then the predicate is put in the singular: Experienced fear or instant fright in a minute it seems funny, and strange, and incomprehensible (Furm.); It’s not you, but fate is to blame (L.).
73. When a subject combines a noun in the nominative case with a noun in the instrumental case (with the preposition c) such as brother and sister, the predicate is put in the plural if both named objects (persons) act as equal producers of the action (both are
subjects), and in the singular, if the second object (person) accompanies the main producer of the action (is an addition): Seryozha and Petya waited a long time for their mother to return and were very worried; The mother and child went to the outpatient clinic.
When there are words together, the joint predicate is usually put in the singular: Brother and sister went to the village; The foreman, together with a member of the team, undertook to repair the machine.
74. If the definition refers to a noun that depends on the numerals two, three, four, then the following forms of agreement are recommended:
a) for words of the masculine and neuter gender, the definition standing between the numeral and the noun is placed in the genitive plural case: two large houses , two large windows;
b) for words of the feminine gender, the definition is put in the nominative plural: two large rooms.
If the definition comes before the numeral, then it is put in the nominative case form, regardless of the gender of the nouns: the first two years, the last two weeks, the top two windows.
75. If a noun has two or more definitions listing types of objects, then this noun can be in both singular and plural, namely:
a) the singular number emphasizes the connection of the defined objects, their terminological proximity: head and spinal cord, typhus and typhoid fever, political and organizational work, the upper and lower position of the piston, turning and plumbing, in the right and left half of the house, masculine, feminine and neuter nouns, active and passive verbs, etc.: usually singular number is used if definitions are expressed by ordinal numbers or pronominal adjectives: diplomas of the first and second degrees, between the fifth and sixth ribs, my and your father, both sides, etc.;
b) plural emphasizes the presence of several items: Kursk and Oryol region, Central and Southern districts, Moscow and St. Petersburg universities, biological and chemical methods, in the western and eastern parts of the country, agricultural and industrial exhibitions, etc.
If the defined noun comes before the definitions, then it is placed in the plural: the languages are German and French, the active and passive voices, etc.
If there is a disjunctive or adversative conjunction between the definitions, the noun is put in the singular form: technical or humanitarian university; not a poetic, but a prosaic text.
76. If the definition refers to two or more nouns that have a singular form and act as homogeneous members, then it can be in both the singular and the plural, namely:
a) the singular is used in cases where it is clear from the meaning of the combination that the definition refers not only to the nearest noun, but also to subsequent ones: Soviet literature and art, our army and navy, extraordinary noise and talk, from my father and mother, write your address, first and last name, etc.; Wild goose and the duck arrived first (T.);
b) the plural is used in cases where there may be uncertainty as to whether the definition is associated only with the nearest noun or with the entire series of homogeneous members: advanced collective farm and state farm, new novel and story, wireless telephone and telegraph, capable student and student, little brother and sister, etc.
If there is a disjunctive conjunction between the defined nouns, the definition is put in the singular: publish new story or essay.
77. Geographical names, acting as applications to a common noun (generic name), in some cases agree, and in others do not agree in indirect cases with the word being defined, namely:.
a) the inflected names of cities and rivers are consistent: in the city of Tula on the Volga River, beyond the Moscow River. These names can be preserved in the initial form with generic names in geographical and specialized literature: in the city Sovetskaya Gavan, outside the city of Yuzhno-Sakhalinsk, near the city of Velikiye Luki, on the non-navigable Lovat River. Often the names of cities with -o (neuter gender) do not agree so that they can be distinguished from similar names of the masculine gender: in the city of Kirov (“in the city of Kirov” would indicate the city of Kirov);
b) the names of the villages are usually consistent,
village, khutorov: born in the village of Goryukhin (P.), in the village of Dyuevka (Ch.), in the village of Vladislavka (Shol.), behind the village of Sestrakov (Shol.); names starting with -o often do not agree: in the village of Karamanovo; in the village of Novo-Pikovo; near the village of Berestechko (Shol.); same with the name
another grammatical gender or number: dialect of the village of Katagoshchi, near the village of Parfenok;
c) the rest geographical names(names of lakes, islands, peninsulas, mountains, stations, capes, bays, mountain ranges, canals, astronomical names, etc.) do not agree with the generic name: on Lake Ilmen (but: on Lake Ladoga - the name has the form of a full adjective ), behind the island New Earth, near the Taimyr Peninsula, near Mount Elbrus (but: near Mount Magnitnaya - a full adjective), at Orel station, in the town of Radzivillovo, in the village of Vladykino, in the village of Gilyap, at the Poltavka outpost, at Cape Heart-Kamen, in Zolotoy Rog Bay, in the Karakum desert, in the state of Texas, in the state of Lower Saxony, in the province of Tuscany, in the Var department, the movement of the planet Mercury, on Oleniy Val Street, etc.
78. Important for constructing sentences is right choice case and preposition. Sometimes, instead of prepositional constructions, prepositional combinations are incorrectly used: “explanation of mistakes made” (instead of an explanation of mistakes made), “indicators for the use of electricity” (instead of indicators of use...), “operate with exact facts” (instead of operate with exact facts), etc. .d.
79. The choice of preposition is determined grammatically and contextually and stylistically.
80. Some prepositional combinations, relatively recently formed (the so-called new prepositions - in business, along the line, in part, at the expense, etc.), when used inappropriately, give the speech a clerical character: in terms of meeting the needs of young people, in studying literary works, through the Komsomol organization, etc.
81. When choosing a preposition, you should take into account its inherent shades of meaning. Thus, to express cause-and-effect relationships, synonymous prepositions are used in view of, as a result of, by virtue of, in connection with, due to, thanks to, etc. However, one should speak in view of the upcoming departure, and not “due to the upcoming departure” (the departure has not yet taken place and the consequences does not have yet); on the other hand, it must be said due to the past rains, and not “due to the past rains” (the phenomenon refers to the past).
Haven't lost mine lexical meaning and the excuse thanks. It is usually used when talking about the reasons that cause a desired result, for example: thanks to the measures taken, thanks to the help of comrades. Therefore, phrases with this preposition in combination with
something negative, for example: Great losses were incurred due to the fire.
82. The prepositions thanks to, according to and contrary to are used with the dative case.
83. The prepositions in - on and their antonyms from - with can be used in a synonymous meaning: to go on a train - by train, to return from the kitchen - from the kitchen.
The preposition in, used to express spatial meanings, denotes direction into something (with the accusative case) or being inside something (with prepositional case); the preposition na respectively denotes direction to the surface or being on the surface; the preposition iz means “from the inside”, and the preposition s means “from the surface”; Wed: in the table, on the table, from the table, from the table.
If we are talking about some territory that seems to be a limited space, then the preposition is used: to be in the field; if there is no thought about limitation, then the preposition is used: to be on the field; Wed: in the yard (a space surrounded by a fence or houses) - in the yard (outside the house, for example: it’s cold in the yard today).
With the names of cities, districts, regions, republics, countries, states, the preposition in is used: in Tula, in the Kirov region, in the Moscow region, in Uzbekistan, in Siberia, etc. The combination in Ukraine arose under the influence Ukrainian language(cf.: in the Poltava region, in the Chernigov region) and is supported by the expression “on the outskirts”.
With the names of mountains the preposition na is used: in Altai, in the Caucasus (meaning a mountainous area without sharply defined boundaries). But: in Crimea (a strictly limited territory, including both mountains and steppe space).
When naming enterprises, the preposition na is used: at the plant, at the factory, at the post office, at the telegraph office.
When naming educational institutions, the preposition in is used: at the institute, at the technical school, at school, at the names of units educational institution- preposition not: at the Faculty of Philology, in the third year (but: in the classroom, in III class- under the influence of the idea of an enclosed space for classes).
When naming entertainment events, the following usage has been established: in the theater, in the cinema, in the circus, but: at a concert, at an opera, at a performance, at a session.
When naming means of transportation, options are possible: on a train - on a train, on a tram - on a tram, on a metro - on a metro (more general meaning has a preposition on).
To indicate reverse direction the preposition in corresponds to the preposition from, the preposition to - the preposition with, for example: went to Ukraine - returned from Ukraine, went to Belarus - returned from Belarus.
84. After transitive verbs with negation, both the genitive and accusative cases are used, for example: did not read this book - did not read this book.
The genitive case is usually used in the following cases:
a) in sentences with enhanced negation, which is created by the presence of a particle neither or a pronoun and an adverb with this particle, for example: I don’t like either excessive heat or excessive cold; I never trusted anyone with my secret;
b) with a dividing-quantitative meaning of the addition, for example: did not give examples, does not know dates, did not make calculations, did not understand many words, did not get notebooks, does not take action;
c) after the verbs see, hear, think, want, desire, feel, wait, etc., denoting perception, desire, expectation, etc., for example: did not hear a scream, did not feel desires, did not see danger, did not waited for the arrival;
d) with words expressing abstract concepts, for example: does not waste time, has no desire, does not hide suspicions, does not exercise control, does not explain the rules, did not understand all the importance.
The v initive case is usually used in the following cases:
a) to emphasize the specificity of an object, for example: did not read the book that was recommended to him;
b) with animate nouns, with proper names, for example: he doesn’t love his daughter, he didn’t punish Petya;
c) when placing an object before a verb (although this is not necessary), for example: I will not take this book;
d) to clarify, in order to avoid the coincidence of identical sounding forms, for example: haven’t read the newspaper yet (the newspaper form could denote the plural);
e) with a double negative, for example: one cannot help but recognize the strength of his arguments (the main meaning of the statement is affirmation, not negation);
f) in the presence of adverbs with the meaning of limitation, for example: I almost lost my patience, I almost missed the lesson;
g) if there is a word in the sentence that in its meaning relates simultaneously to the predicate and the object, for example: I don’t find this book interesting;
h) in phraseological units, for example: do not bare your teeth. If the direct object does not refer directly to the verb with negation, but to the infinitive, which depends on the verb with negation, then more often such an object is placed in the accusative case, for example: I didn’t want to read this book, they can’t admit that he was right.
The object is placed only in the accusative case if the negation in the sentence is not with the verb, but with another word, for example: I don’t listen to music often, I haven’t fully learned the lesson.
After verbs with the prefix under-, which does not have the meaning of negation, but indicates the performance of an action below the norm, the addition is usually placed in the accusative case, for example: underfulfill the plan.
85. You should not mix constructions with words that are similar in meaning, but require different controls, for example: worry about someone - worry about someone;
reproach > for something - to blame for something - to blame; hinder something - slow down something; report on something - make a report on something; pay attention to something - pay attention to something; I’m surprised by something - surprised by something; superiority over something - anything - an advantage over something - anything; confidence in something - belief in something.
86. Some verbs may have an object in different cases depending on different semantic or stylistic shades, for example:
throw a stone (meaning of the object: throw a stone into the water) - throw a stone (meaning of the instrument of action: throw a stone at the dog); twirl your fingers (twist, causing them pain) - twirl your fingers (because there is nothing to do); move the leg (to step) - move the leg (for example, in a dream); donate something (specific items: donate money) - sacrifice something (refuse someone's interests: sacrifice life); tie a knot (on things) - tie a knot (for example, a tie);
know what, say what, remind what, report what (in full, essentially) - know what, talk about what, remind about what, report what (in general view, superficial); lie in bed (rest) - lie in bed (be sick);
observe something (make observations: observe solar eclipse) - to observe what (to have supervision: to monitor order); to satisfy something (to fulfill someone’s tasks, requirements: to satisfy a need, request, petition) - to satisfy something (to be in accordance with something that fully meets something: the work satisfies all the requirements); to honor something (having recognized as worthy, to reward with something: to honor with an award, the first prize) - to honor
h e m (to do something as a sign of attention: to honor with an answer, a quick glance).
87. Some verbs have two objects at the same time, and the choice of the desired case depends on the meaning. For example: to provide someone (what) with something means “to supply in the required quantities” (to provide schoolchildren with textbooks, to provide industry with labor); to provide to whom (what) means “to guarantee something, to make something certain” (to provide the patient with good care, to ensure citizens the right to work).
The word obliged in the sense of “must feel gratitude for some service, appreciation for something” is usually used with two cases: dative, indicating the addressee, and instrumental, indicating the object of gratitude, its reason, for example: So with this fiction I still obliged to you? (Gr.); I owe my salvation to chance; To what do I owe your visit?
88. The difference between the constructions drink water - drink water, buy books - buy books, etc. is that the genitive case indicates the spread of action not to the entire object, but only to a certain part or quantity of it, while the accusative case indicates , that the action completely transfers to the object.
89. The difference between the constructions of looking for a place - looking for places, asking for money - asking for money, etc. is that the first options indicate a specific, specific object (a place known in advance, a specified amount of money); and the latter have a general meaning (any free place in the audience, in the hall, and also in a figurative sense - “to look for work”; an indefinite amount of money); compare: demand remuneration - demand your salary.
90. Constructions with identical case forms that depend on one another should be avoided, as this makes it difficult to understand the meaning of the sentence. Most often there is a similar accumulation of forms of the genitive case, for example: The house of the nephew of the wife of the coachman of the doctor's brother. Often in these phrases there are verbal nouns na -eniya and -aniye: To solve the problem of accelerating the rise in the level of knowledge of students, it is necessary to improve the quality of lectures. Such sentences can be corrected by simplifying them, in particular by replacing the verbal noun with some other form or phrase: To increase students' knowledge, it is necessary to improve the quality of lectures.
91. You cannot combine the genitive of the subject and the genitive of the object in one sentence. The first indicates the producer of the action (speaker's speech, the arrival of a delegation), the second indicates the object of the action (reading a book, selecting illustrations). When correcting, the genitive subject is usually replaced by the instrumental case, for example: instead of “The student’s consistent presentation of the lesson material,” it is necessary: The student’s consistent presentation of the lesson material. In some cases
ambiguity may arise when using even one genitive case, for example: Reading Mayakovsky left an indelible impression (did the poet himself read or did his poems read?). With the first meaning we can say: Reading by Mayakovsky
of his works...; with the second meaning: Reading Mayakovsky's poems... .
92. With two or more homogeneous members, a common controlled word is used only if the control words require the same case and preposition, for example: read and take notes on a book, write out and check quotations
etc. Sentences in which there is a common addition to words that require different controls, for example: love and get involved in sports (love what? get involved in sports) are incorrect.
Typically, such sentences can be corrected by adding a pronoun to the second control word, replacing the noun object of the first word: to love sports and be interested in them.
93. It is impossible to include specific and generic concepts in a series of homogeneous members of a sentence, for example: “In the room there were tables, chairs, a bookcase, stylish furniture” (meaning that the first named objects did not belong to stylish furniture, but such a connection is unsuccessful) . The concept “fruit” includes the concept “oranges”.
94. Concepts that are distant in meaning should not be combined as homogeneous members, for example: studying music and illness.
95. Homogeneous members must all be lexically combined with the word in the sentence with which they are related in meaning. Thus, one cannot say: “There are many critical comments and valuable suggestions was introduced during the discussion of the issue” (you cannot “make a comment”). Also: “to go through indifference and whims.”
96. Sometimes ambiguity is created if the controlled word can be classified into different series of homogeneous members, for example: Training hunters for the extermination of wolves and the persons responsible for carrying out this activity (we are, of course, talking about training hunters and other persons for a specific purpose, but the juxtaposition of the words “to exterminate wolves and persons” is unfortunate).
97. You can omit the same prepositions, for example: The two of them carried a large tray with pots of milk, plates, spoons, sugar, berries, bread (T.). But you cannot omit various prepositions, for example: “During the days of the festival in Moscow, countless people were in squares, boulevards, streets, alleys” (before the last word we need another excuse). Needed: in factories, laboratories and schools.
98. As homogeneous members, words that express either similar meanings or contrasting concepts can be combined in pairs, for example: Factories and factories, collective farms and state farms were included in the pre-holiday competitions; Culture is growing in the center and on the periphery, in the city and in the countryside. In these cases, the arrangement of homogeneous members is ordered, and random pairs of homogeneous members should be avoided.
99. Homogeneous members can be expressed in morphologically different words, for example: A tall young man, about twenty years old, wearing glasses, came in with a briefcase in his hand. But they do not combine as homogeneous members of the noun and indefinite form verb; So, you can’t say: “I love football and swimming.”
100. With double (comparative) conjunctions, homogeneous members are arranged so that one of them is placed at the first part of the conjunction, and the other at the second, for example: I read not only newspapers, but also magazines (you cannot say: “I not only read newspapers, but also magazines").
101. You cannot create incorrect pairs of comparative conjunctions: “not only - and also” (instead of not only, but also), “as - and also” (instead of both - and), etc. For example, the sentence is constructed incorrectly: “ The leading roles, as well as all the other participants in the performance, performed successfully.”
102. Homogeneous members must be consistent in case with the generalizing word.
103. Participial or adverbial phrases and subordinate clauses cannot act as homogeneous syntactic elements; Thus, one cannot say: “The briefcase lying on the table and which belongs to the teacher.”
104. Homogeneous members with different management should not have a common addition (see paragraph 92).
105. Error in the use of participle tense.
106. Forms of participles in -sya should, where possible, be replaced with passive forms. For example: instead of “a son raised by a father” - a son raised by a father. Sometimes such a replacement is necessary because the particle -xia has different meanings, including reflexive and passive, which can be mixed, for example: “cows going to slaughter” - you need... sent to slaughter (cf. paragraph 42).
107. The forms of participles na -shy from perfective verbs (with the meaning of the future tense) are erroneous, since such a form of participle does not exist (“doing”, “thinking”, etc.).
108. The forms of participles with the particle would be incorrect, since the verbs in subjunctive mood they do not form participles (“a speech that would raise objections”, etc.).
109. The participial phrase must stand completely either after the defined noun (a book lying on the table) or before it (a book lying on the table), but should not be broken by the qualifying word (“a book lying on the table”).
110. A jumble of participles, creating a cacophony.
111. Incorrect word order in a sentence with a separate participial phrase.
112. Substitution is not possible if the main sentence contains a correlative word (demonstrative pronoun those).
113. Substitution is impossible if the predicate of the subordinate clause is expressed by a verb in the form of the future tense.
114. Replacement is impossible if the conjunctive word which is in the instrumental case (replacement is possible if the word which is in the nominative or accusative case without a preposition).
115. Substitution is impossible if the predicate of the subordinate clause is expressed by a verb in the form of the subjunctive mood.
116. Error in using the type of participle.
117. The participial phrase cannot be used if the action expressed by the predicate and the action expressed by the participle refer to different persons, for example: “Returning home, I was caught in the rain.”
118. The participial phrase cannot be used in an impersonal sentence that has a logical subject, for example: “As I approached the forest, I felt cold.”
119. The participial phrase cannot be used if the sentence is expressed by a passive construction, because the producer of the action expressed by the predicate and the producer of the action expressed by the gerund do not coincide, for example: “Having gone up the Volga, the barge will be unloaded at the piers of Kuibyshev and Gorky” .
120. A congestion of gerunds, creating a cacophony.
121. Substitution is not possible if the main clause is impersonal.
122. Substitution is impossible if the main and subordinate clauses have different subjects.
123. Substitution is not possible if the gerund indicates a manner of action.
124. It is erroneous to put two unambiguous conjunctions side by side (when asserting the conjunction that is sufficient, when making an assumption one should limit ourselves to the conjunction as if or as if).
125. It would be inappropriate to repeat a particle in subordinate clauses in which the predicate is expressed by a verb in the form of a conditional subjunctive mood, for example: “If these proposals were accepted, a lot would change for the better.”
126. Incorrect word order: between the conjunctive word which and the noun to which it refers, there should not be another noun of the same number. On this basis, ambiguity may arise, for example: A conversation with a representative of a delegation that recently arrived in Moscow (who came - the representative or the delegation?).
127. Mixing direct speech with indirect speech.
128. Repetition of identical conjunctions with sequential subordination subordinate clauses(the same with the same allied words).
129. The member of a sentence and the subordinate clause should not act as homogeneous syntactic elements.
130. Introductory word is mistaken for the predicate of the main clause.
Please criticize!
According to Rosenthal. For schoolchildren in: http://pishu-pravilno.livejournal.com/4278951.html
Having fun! I quickly correct errors that I don’t like. My edit is below.
1. The poems were successful both in content and form.
The poems were successful both in content and form.
The poems were a success both in content and form.
2. Three boys and three girls performed a beautiful dance.
Three boys and three girls performed a beautiful dance.
Three boys and three girls performed a beautiful dance.
3. School library has two thousand four hundred and eighty-three books.
The school library has two thousand four hundred eighty three books.
The school library has two thousand four hundred and eighty three books.
4. The hostess took the suitcase off the table and pushed it aside.
The hostess walked up to the table, took off her suitcase and pushed it aside.
The hostess took the suitcase off the table and placed it on the floor.
5. Sunflower seeds are crushed, kneaded and washed cold water from impurities.
Sunflower seeds are washed with cold water to remove impurities, kneaded and crushed.
Sunflower seeds are crushed, kneaded and washed with cold water to remove impurities.
6. It is necessary to focus on the most important issues.
It is necessary to focus on the most important issues.
It is necessary to focus on important issues.
7. A significant number of students are on the list of debtors of scarce books, but the library does not take any action against them.
A significant number of students are on the list of debtors for books in short supply, but the library does not take any measures against students.
Librarians do not take any action against many students who are late in returning rare books.
8. Five students approached the examination table.
Five students approached the examination table.
Five students approached the examination table.
9. Only ten schoolchildren went on the excursion.
Only ten schoolchildren went on the excursion.
Ten schoolchildren went on the excursion.
10. Sowing was carried out according to the instructions of the agronomist.
Sowing was carried out according to the instructions of the agronomist.
Sowing was carried out according to the instructions of the agronomist.
11. On a day off, my friend and I went to the opera.
On my day off, my friend and I went to the opera.
On a day off, my friend and I went to the opera.
12. The patient was given fruit, strong broth, cocoa, and oranges.
The patient was given fruit, strong broth and cocoa.
The patient was given oranges and other fruits, cocoa and strong broth.
13. This issue was covered in books and lectures, newspapers and brochures, reports and magazines.
This issue was covered in books and brochures, newspapers and magazines, reports and lectures.
This issue was covered in books and brochures, newspapers and magazines, reports and lectures.
14. The novel reveals the full depth of social inequality that prevailed before the revolution in Kazakhstan.
The novel reveals the full depth of social inequality that prevailed before the revolution in Kazakhstan.
The novel defines the depth of social inequality characteristic of Kazakhstan before the revolution.
15. Our regularly published wall newspaper provides interesting information about the life of the school community.
Our regularly published wall newspaper contains interesting materials about the life of the school community.
Our regular wall newspaper is interested in the life of schoolchildren.
16. Having quickly dressed and washed, the boy ran to school, but, having caught on something and tripped, he fell.
Having quickly dressed and washed, the boy ran to school, but got caught on something and, stumbling, fell.
The boy, having washed and quickly dressed, ran to school, but fell, tripping over something.
17. It seemed that the danger was so close that it would not be possible to avoid it.
It seemed that the danger was so close that it would not be possible to avoid it.
It seemed that the danger was so close that it would be impossible to avoid it.
18. At the group meeting, issues of discipline were discussed and whether it was possible to take tests early.
At the group meeting, issues of discipline and the possibility of taking tests early were discussed.
At the group meeting the following issues were discussed: discipline and opportunity early delivery tests.
Dont clear!
Verb endings after numerals
Five soldiers approached the headquarters
5. For the numerals two, three, four (also composite
numerals ending in two, three, four), two, three,
four predicate is usually put in plural form,
for example: Two soldiers with knapsacks looked indifferently at the windows
trains... (A.N. Tolstoy); The blacksmith was actively helped by three commando-
Moltsa... (Laptev); Thirty-two people... breathed the same spirit
(Sholokhov); Two workers in white aprons were digging around the house
(Chekhov). But predicates are verbs with the meaning of being, presence,
existence, position in space, etc. (i.e. with meaning
states, not actions) usually used in these cases
in singular form, for example: Three kingdoms before her
stood (Nekrasov); ...There were two people at the hospital (Turgenev);
Three more people died from the blow (L. Tolstoy); He had two
son (Chekhov); The room had two windows with wide sills
(Kaverin); There can be two courages: one is instilled by education
nium, the other is an innate character trait (V. Panova)
Use the predicates in the correct form.
A number of State Duma members demanded a roll-call vote. - A number of famous artists, athletes, and public figures demanded public condemnation of the provocation.
Most of those present at the rally spoke in support of the speakers. - The majority of those present at the rally organized by the candidate for deputy spoke out in support of his election program.
Mark sentences in which homogeneous members of the sentence are used incorrectly.
The patients were given fruit, strong broth, cocoa, and oranges.
Your diet should include a variety of fruits and vegetables.
Residents demanded troubleshooting and repairs.
Residents demanded that the problems be eliminated and repairs made.
Widespread advertising was launched on city streets, squares, alleys, squares, and institutions.
Open the brackets, insert the missing letters, add punctuation marks.
Numerous doctors, among whom was a well-known visiting professor, hardly expected and assumed that their elderly patient, a retired general, often did not follow either the diet or the established regime. The attending physician, who came unexpectedly and uninvited at any time of the day, more than once advised the old man to be careful and said: “By not being treated, you yourself are increasing your ailments. You need to be treated on time, before you start the disease. Otherwise the time will come - come to your senses and resort to our help, but it will be too late. I don’t know if you will be able to recover and recover then.”
The general verbally agreed and sympathetically assented, but along with his peers he chuckled and said that the doctors were too coddling with him, that they would kill him with countless drugs. And on this windy pre-June evening, the old man, covering himself with a rubberized raincoat and wrapping a woolen muffler around his neck, walking on tiptoe so as not to wake up his relatives, went out the gate and walked along the alley of the front garden. Having reached the unpainted wooden fence, he turned right, towards a small wooden house under a tiled roof with a birdhouse attached to the top. He visited here almost every day. Here lived his constant companion on evening walks, a peer and friend, whom he simply called Kuzmich for many years. In Kuzmich's house the general was always a welcome guest. A few minutes later, the friends were already sitting on the terrace and reminiscing.
Write a summary of the proposed plan.
- 1) Last name, first name, patronymic.
- 2) Date, place of birth.
- 3) Telephone (home and work, indicating time for contact).
- 4) The vacancy for which the applicant is applying.
- 5) Information about education and existing work experience.
- 6) Additional information about education and work experience, advanced training courses, obtaining additional education in other areas and specialties (PC proficiency level, driver's license, proficiency level foreign language and so on.).
- 7) Information about your interests, hobbies, assessment of positive personal qualities.
- 8) Information about recommendations.
- 9) Date, signature.
Correct the sentences, explain the mistakes.
1. The patient was given fruit, strong broth, cocoa, and oranges. 2. We will indicate Pushkin’s place in the history of Russian and world literature, his role in the creation of the Russian literary language, and the features of the Onegin stanza. 3. Vakula’s feeling had to go through tests - Oksana’s indifference and whims. 4. Residents demanded troubleshooting and repairs. 5. The paintings of this artist were exhibited in large halls, modest clubs, and open areas. 6. This issue was covered in books and lectures, newspapers and brochures, reports and magazines. 7. The students of the group assumed the following obligations: eliminating academic debt; increase discipline in the group; Maintain order and cleanliness in the hostel. 8. The book not only has educational value, but also great educational value. 9. They answered well in exams as school graduates, as well as ninth-grade students. 10. Representatives of many countries took part in the tournament: Austria, Hungary, Russia, Romania, the USA, etc. 11. Everyone liked the story published in the last issue of the magazine and which tells about the unknown pages of the war. 12. The work of railway workers is carried out in accordance with and on the basis of the approved schedule.
1. The patient was given fruits, such as oranges, strong broth, cocoa (the mistake is that oranges are fruits).
2. We will indicate Pushkin’s place in the history of world and Russian literature, we will show his role in the creation of the Russian literary language, the features of the Onegin stanza. (The mistake is that the word “we will indicate” in the first case will also refer to the second part of the sentence: “we will indicate his role ", which is an incorrect spelling of the phrase, since we do not define the role of Pushkin in literature, but Pushkin himself already played this role in the past, i.e. we can only show it.)
3. Vakula’s feelings had to go through tests: Oksana’s indifference and whims (the mistake is that the dash defines only one object, so it is more appropriate to put a colon here, and “tests” plays the role of a generalizing word).
4. The residents demanded that the problems be eliminated and repairs started. (The mistake is that in the first case it turns out speech error that the residents demanded the elimination of repairs).
5. This artist’s paintings were exhibited in large halls, modest clubs, and open areas (the mistake is that paintings cannot be exhibited in open areas, so we add the preposition ON).
6. This issue was covered in books and lectures, in newspapers and brochures, in reports and magazines. (the same error as in the 5th sentence, misuse words with a preposition).
7. The students of the group assumed the following obligations: elimination of academic debt; raising discipline in the group; maintaining order and cleanliness in the hostel (words in a generalized word must be in the same number, be the same part of speech, and be in the same case, which is violated in the text).
8. The book has not only educational value, but also great educational value. (incorrect use of the conjunction “not only, but also...”)
9.Both school graduates and ninth grade students answered well in the exams (incorrect use of the conjunction “both, and...”).
10. Representatives of many countries took part in the tournament: Austria, Hungary, Russia, Romania, USA, etc. (The pronoun “and others” is pejorative, so when listing the countries participating in the tournament it would be more correct to use the construction “etc.” d.").
11. Everyone liked the story, which tells about the unknown pages of the war, published in the last issue (incorrect use of the participial phrase in combination with the subordinate clause).
12. The work of railway workers is carried out in accordance with the approved schedule. (The mistake is that the sentence is unfinished, because the first phrase is unfinished: “in accordance with (what?)...")
Write the correct version of the following sentences, explain the errors: and you got the best answer
Answer from
It seems something like this.
1) The patient was given fruit in the form of oranges, strong broth and cocoa.
2) Vakula’s feeling must go through the trials, indifference and whims of Oksana.
3) Residents demanded that the problems be eliminated and repairs started.
4) This issue was covered in books, lectures, newspapers, brochures, reports and magazines.
5) The students of the group accepted the following obligations: eliminating academic debt; raising discipline in the group; maintaining order in the hostel.
6) Representatives from many countries took part in the tournament: Austria, Hungary, Russia, Romania, the USA and others.
7) Everyone liked the story published in the last issue of the magazine and telling about the unknown pages of the war.
8) The Cossacks’ horses were covered with foam and they had difficulty climbing the mountain path.
9) It seemed that A new book will be a success.
10) At the group meeting, issues of discipline and the possibility of taking tests early were discussed.
Answer from Asya[guru]
6)....Australia, Hungary, etc. - in the genitive case - homogeneous members in the enumeration must be consistent with the generalizing word.
7) without “and”, before “which” there is a comma - an error when joining a subordinate clause.
8) without “they” - an error in composing a sentence with homogeneous members.
10) “presence” - an error in the coordination of homogeneous additions.
in the rest, maybe I'm blind, but I didn't see any mistakes
Answer from Vercia n[guru]
Vakula’s feelings had to go through tests: Oksana’s indifference and whims.
Answer from Daria Selezneva[newbie]
Already discussed here, use mwfix
Answer from Anastasia Main[newbie]
1) The patient was given fruit, strong broth, cocoa.
orange is also a fruit
2) Vakula’s feeling must pass through Oksana’s indifference and whims.
indifference and whims are the test.
3) Residents demanded repairs and elimination of problems.
otherwise, the residents demanded that the repairs be eliminated
4) This issue was covered in books and brochures, reports and lectures, newspapers and magazines.
Answer from 3 answers[guru]
Hello! Here is a selection of topics with answers to your question: Write the correct version of the following sentences, explain the errors.
