Preparation for the Unified State Exam. Incorrect use of the case form of a noun with a preposition. Choosing the prepositional case form of a controlled noun Incorrect use of the case form of a noun with a verb
Task No. 7.Grammatical errors
Establish a correspondence between the sentences and the grammatical errors made in them: for each position in the first column, select the corresponding position from the second column. Write down the selected numbers in the table under the corresponding letters
1. Incorrect use of the case form of a noun with a preposition
Remember that the prepositions THANKS, ACCORDING, DESPITE are used only with the dative case:
thanks to (whom) friend
contrary to (what) expectation
according to (what?) schedule
The preposition “PO” controls the prepositional case:
upon arrival in Kazan
upon expiration of the period
upon arrival and home
Disruption of connection between subject and predicate
The majority objected to such changes in the work plan; the majority objected).
Remember the rules:
1. agreement of the predicate with the words: RANGE, MAJORITY, MINORITY, MANY, SEVERAL, PART.
A). The predicate is put in the singular if there are no dependent words with these words (the minority supported the speaker).
B).Singular and with inanimate subjects (a number of schools have introduced elective courses in law into their programs).
IN). Plural in other cases:
A number of teachers spoke out for additional hours in the Russian language (animate noun).
Part of the proceeds will go to the treatment of sick children (if the subject has a participle or a subordinate clause with the word WHICH).
Several writers and poets were present at the evening (if there are several subjects or predicates).
Many suggestions for changing the structure of the speech were offered by colleagues (if there are other members of the sentence between the subject and predicate).
The subject and predicate are always singular in the following cases: If the subject has only a singular number, for example: youth, peasantry, people, students.
If the subject contains the words MUCH, LITTLE, LITTLE.
For example: Many years have passed since I graduated from school.
If there are particles before the subject ONLY, ONLY.
For example: Only a small part of readers prefer the classics.
If the subject is the pronoun WHO and words formed from it
(nobody, some, etc.)
For example: Whoever takes the path of good cannot help but be happy.
If the subject is compound numerals, the last word of which is ONE + noun.
For example: Twenty-one people came to the meeting.
3. Violation in the construction of a sentence with an inconsistent application
Application is a definition expressed by a noun. If an appendix is the name of something in quotation marks, then the appendix is inconsistent. How to use it correctly?
If there is a common noun before the application, then the application is used in the nominative case:
I am reading Leo Tolstoy’s book “War and Peace” (Im.p.)
My mother works at the Zarya factory.
If there is no such common noun, then the application is used in the case that is required by the context:
I admire War and Peace (TVp.)
She works at Zarya (P.P.)
What kind of mistake happens in task No. 7?
She works at the Zarya factory (that's right: at the Zarya factory).
I am reading Leo Tolstoy’s book “War and Peace” (that’s right: the book “War and Peace”).
4. Error in constructing a sentence with homogeneous members
You cannot use full and short adjectives as homogeneous members: She was beautiful and happy (beautiful and happy OR beautiful and happy)
It is impossible to mix genus-specific concepts in a series of homogeneous members:
The basket contained fruits, apples, pears (that’s right: there were fruits in the basket: apples, pears).
It is unacceptable to use words as homogeneous members, logically
incompatible: Those leaving walked with bags and joyful faces.
It is necessary to use double conjunctions correctly: do not replace individual words in them with other words, use only immediately before homogeneous members: The mood was NOT ONLY the main thing for the creator, BUT ALSO for the readers (that’s right: the mood was the main thing NOT ONLY for the creator, BUT ALSO for the readers) . He behaved NOT ONLY defiantly, BUT simply horribly (that’s right: he behaved NOT ONLY defiantly, BUT simply horribly).
You cannot use one preposition for homogeneous members if one of them has another preposition: The people were everywhere: IN the streets, squares, squares (that’s right: the people were everywhere: IN the streets, squares, IN the squares).
Homogeneous members must be in the same case as the generalizing word:
At the conference we talked about many writers: Turgenev, Tolstoy, Chekhov (that’s right: at the conference we talked about many writers: Turgenev, Tolstoy, Chekhov)
It is incorrect if the homogeneous members are a noun and an infinitive: I love reading, music and playing sports (correct: I love reading, music and playing sports).
5. Incorrect construction of sentences with participles
First, let us remember that the gerund denotes an additional action with the main action expressed by the predicate verb.
Correct use of adverbial verbs:
Remember that in a correctly constructed sentence, the subject of the action - the subject - can simultaneously perform both the main action (predicate) and the additional action (gerund). In such sentences, the gerund is easy to replace with a verb. For example: While preparing for the exam, I repeated all the rules (I prepare and repeat)
A one-part definite personal will also be correct, since in it the subject can easily be inserted into a sentence. For example: When preparing for an exam, I repeat the rules (I prepare and repeat).
Impersonal sentences will also be correct, but remember one very important condition: the sentence must contain an infinitive and the following words: CAN, MUST, NEEDED, NECESSARY, SHOULD, WANTED, RECOMMENDED, REQUIRED, IMPOSSIBLE. For example: When preparing for an exam, you need to remember the rules.
Examples of incorrect use of participial phrases : Having climbed the mountain, it became very cold (in an impersonal sentence there is no subject who would perform an additional action expressed by a gerund). Approaching the station, my hat fell off (the subject cannot perform an additional action).
6. Violations in the construction of sentences with participial phrases
Violation of agreement between the defined word and the participial phrase. It is necessary to ask a question from the word being defined to the participle, and at the end of it, determine what ending the participle will have.
For example:
Poachers who break the law face a serious fine (what kind of poachers? those who break).
The defined word cannot be used inside a participial phrase. It must be either BEFORE or AFTER it.
For example: A boat moored to the shore aroused suspicion (correct: a boat moored to the shore).
7. Incorrect construction of sentences with indirect speech Direct speech is someone's speech conveyed without changes. Indirect speech is the transmission of someone else's speech and its meaning in the form of a complex sentence. In sentences with indirect speech, you cannot use 1st and 2nd person pronouns, only the 3rd person is needed.
Examples. Incorrect: Nekrasov wrote that “I dedicated the lyre to my people” (incorrect use of 1st person).
Correct: Nekrasov wrote that HE “dedicated the lyre to his people”
The dependence of a noun (pronoun) on a control word can be expressed not simply by the form of one or another indirect case, but by a case form in combination with a preposition, or prepositional case form. The system of Russian prepositions is rich and varied, it allows you to express the subtlest shades of meaning. It is not surprising that many phrases that have the same control word and differ only in the prepositional-case form of the dependent are very close in meaning and therefore are often mixed up. Below are examples grouped by the nature of the differences between similar phrases with the same control word.
Two pairs of prepositions deserve separate discussion: V–from And on–With . In common parlance, there are quite often phrases that are unacceptable from the point of view of literary norms. *come home from school, *call from college, *return from shopping etc. The general rule governing the choice of preposition in such cases is as follows. Two pairs of prepositions V–from And on–With cannot intersect, i.e., phrases opposite in meaning (with the same dependent word) are formed only with prepositions of the same pair: if we say went to the store then when forming an antonymous phrase the preposition of the same pair must be used, therefore it is true came from store. Likewise, since we don't speak * went to university, * went to school, insofar as the correct antonymic phrases are back from university, came from schools. For the same reasons we we come back, we go out, we come, we call, we arrive, we run, we run away not "s", but from cafe, from restaurant, from bar, from club, from hairdresser, from bakery, from department store, from wedding palace, from the Bureau, from class, from audience, from workshop, from workshops, from tram, from bus, from cars, from metro, from trolleybus etc.
On the other hand, we we leave, we leave, we arrive, we pass on mail, on factory, on factory, on plant, on mine, on tournament, on competitions, on faculty, on next course on department etc., and therefore in antonymous: With factory, With factories, With plant, With mines, With tournament, With competitions With faculty, With course, With departments and so on.
At the same time, it must be taken into account that when naming modes of transport (bus, car, train, plane, boat etc.), when talking about them as means of transportation (and not about being inside them), the preposition is used on : get to work on bus, go out of town on car, fly on airplane etc. In such phrases, prepositional case forms with the preposition on synonymous with the instrumental case form without a preposition (go by train – go by train), but the option with a preposition is more universal, since not all nouns denoting types of transport allow the formation of phrases like travel by train, fly by plane: it is impossible, for example, to say * I get home by trolley or by boat.
Prepositions are usually used with nouns that represent administrative-geographical names V–from : V city, V area, V areas, V village, V village, V village, V Siberia, V Karelia; V city, V village, V Karelia, V Siberia; from cities, from district, from Siberia etc. At the same time, some administrative-geographical names are traditionally used with prepositions on–With : on Ukraine, on Volyn; fresh news from Ukraine. However, such combinations are rare; their presence is explained by the influence of the Ukrainian language (cf. also characteristic Ukrainian combinations on Poltava region, on Chernihiv region, on Lviv region), and the stability of the combination in Ukraine supported by the commonality of the name Ukraine and cognates edge, outskirts, forming combinations with prepositions on: on the edge, on the outskirts.
In recent years, some politicians have been trying to introduce combinations into the Russian language V Ukraine, from Ukraine- apparently trying to emphasize his respect for the new independent state. This attempt should be assessed as unsuccessful.
Prepositions are also used with some nouns - names of mountain regions located on the territory of Russia on–With : on Ural– With Ural, on Caucasus– With Caucasus, on Altai – With Altai. But: V Khibiny– from Khibiny.
The use of so-called derived prepositions, i.e. prepositions formed from other parts of speech: thanks to , contrary to, in view of, due to, due to etc. All these prepositions are characteristic of the bookish and written variety of literary speech, and a person begins to master them, as a rule, at a fairly mature age (however, we master the system of basic prepositions of the Russian language in preschool age). Therefore, errors associated with the unsuccessful use of such prepositions are especially common in written speech.
The peculiarity of derived prepositions is that, despite their auxiliary role, they retain a semantic connection with the words from which they are derived, and this limits their use. Pretext thanks to , for example, retains connection with the verb thank, and therefore it is advisable to use it in cases where we are talking about the reasons that caused desirable result (that is, as if “there is something to be grateful for”): thanks to a reasonable preparation schedule, students successfully passed the exam; It was only thanks to the skill of the driver that the accident did not occur etc. On the contrary, the following constructions are extremely unsuccessful: (?) thanks to a strong flood, life in the village is paralyzed; (?) the collision occurred due to the criminal negligence of the bus and tram drivers; and the phrase: *“didn’t come to work due to the death of my mother.”
Words in view of And due to , like thanks to , belong to the group of causal prepositions. The difference between them lies in the temporal reference: preposition in view of introduces into a sentence a circumstance of an expected cause, which has yet to occur and the expectation of which motivates some action, decision, etc. (for example: due to the expected thunderstorm, flights are cancelled; In view of the need to submit a written report upon completion of testing of new equipment, I ask the personnel to carefully record the data of all measurements). Pretext as a result, on the contrary, it introduces the circumstance into the sentence already arrived causes: Due to illness, I missed classes. Due to these features, the following design, for example, should be considered unsuccessful: (?) I ask you to grant me leave due to illness(it turns out that the disease has yet to set in; you should have written simply due to illness).
Pretext due to also has a causal meaning, but retains shades arising from its literal meaning:
It is clear that the use of this preposition requires great caution: its careless use can lead to semantic effects that conflict with the intentions of the writer. For example, phrases like: *Victory in the match was achieved due to accurate passes and well-aimed shots on goal(one might think that the players of the winning team achieved victory by reducing the number of accurate passes and well-aimed shots on goal); * You can increase the body's resistance to infections through hardening(it turns out that there is no need to harden), etc.
There are often difficulties in choosing the prepositional case form of a noun when verbs that describe a person's emotional experiences (to be bored, to grieve, to cry, to yearn and etc.). The hesitation here arises due to the fact that with these verbs two prepositions are possible – O And By, – requiring different cases: preposition O requires prepositional case (grieve over a lost wallet), and the pretext By – dative (mourn over your wallet). The modern rule is: with a preposition O in such constructions – prepositional case, with the preposition By – dative. And only for personal pronouns there is an exception: pronouns of the 1st and 2nd person plural. h. are used with a preposition By not in the dative case, but in the prepositional case (they must be miss us; We we miss you) although 3rd person pronouns are plural. h. are used with the same preposition in the dative case (you, of course, already miss them?). And singular personal pronouns can be used in both cases: I miss on it – I miss on it.
Let's present what has been said in the table (combinations that do not allow options are in italics):
Particularly difficult are structures in which The prepositional-case form of the noun turns out to be in double dependence. Let's take for example the phrase over (more than) thirty people. If it acts in a sentence as a subject, predicate or direct object, then there are no difficulties:
Over thirty people applied to the master's program: The rector thanked more than thirty people in his order: The composition of the academic group should be no more than thirty people.
But when the same phrase is used as an indirect object, insurmountable obstacles arise. How to write correctly: *Ivanov’s candidacy was supported by over thirty people or * ...over thirty people? Neither the first nor the second is correct. Predicate was supported requires the instrumental case (by whom?), and the pretext over (over)– genitive (what?). It is impossible to “reconcile” them. To solve the problem in such cases, the following technique is used: after the preposition, a conjunction is inserted how. As soon as this union appears, the requirement is gen. p., coming from the preposition over (more) neutralized (cf.: More than thirty people submitted applications...– More how thirty people submitted applications...). The correct version of the phrase about Ivanov’s candidacy looks like this: Ivanov's candidacy was supported by more thanhow(overhow)thirty people.
However, even this technique does not work if the preposition is not used in the phrase over (more) and the pretext near. In difficult cases, the combination with this preposition has to be abandoned, replacing it with a combination with the word approximately. As is easy to see, this word does not require an indirect case after itself, which allows one to eliminate a conflict situation, cf.: near two years (genus) – approximately two years (named after). For example, in the sentence Your. the abstract should be about sixteen pages long there are no difficulties in choosing the prepositional-case form of the dependent word; however, if we choose a formula like Due to lack of space, you will have to limit yourself to..., that combination about sixteen pages which in this design cannot be used without violating the norm (*... limit yourself to about sixteen pages*... limit yourself to about sixteen pages), we will have to replace with the combination approximately sixteen pages: Due to space constraints, you will have to limit yourself to approximately sixteen pages.
So, in cases where the verb and the preposition require different indirect cases of the controlled word, it is necessary to replace the preposition with a word close in meaning or insert a conjunction, so that the requirement for the indirect case coming from the preposition is neutralized.
In recent decades, erroneous prepositional-case combinations like * prove about, *convince about, *consider about, *understand about etc. (for example: This argument proves that...).
The emergence of such structures is explained by the influence of the most commonly used model speak , think + O + proposal. P. (talk about, think about): in fact, the meaning of verbs is based prove, convince, consider and similar ones lie the combination of the ideas of speaking and thinking. However, this semantic proximity does not justify the distortion of existing management models (prove What, convince what, consider What, understand What). In cases of difficulties, it is necessary to refer to reference books - in particular, to the dictionary-reference book by D. E. Rosenthal “Management in the Russian Language”.
The mixing of different stable phrases explains the appearance of the notorious expression *play meaning. In fact, in Russian there are expressions matter And play a role . Despite the semantic similarity, these expressions are by no means identical: the first is used when it is necessary to emphasize importance, importance(or, conversely, lack of significance) of something; we use the second when talking about functions anything. Let's compare: Irrigation has a big meaning for the development of agriculture in dry areas(i.e. important ); This is the circumstance in our situation doesn't have no values (i.e. doesn't matter ). WITH other side: Some little thing that doesn’t even contain anything offensive can act as a trigger in the development of the conflict(i.e. act as a trigger ).
Thus, mixing these expressions is unacceptable for the very reason that they cannot fully replace each other. Moreover, behind the expression play a role it is easy to guess the erased comparison with the role on stage, which in fact play. But * play meaning– something absolutely unthinkable.
You should avoid mixing other expressions that are close in meaning but not identical. For example, combinations should not be mixed play role And fulfill function (i.e. options * are not allowed perform a role, *play a function). The reasons are the same: despite their stability, these expressions retain connections with the areas in which they arose; like an actor on stage plays, but in no case “does” role, so and function– in a variety of areas – can be carried out but under no circumstances “play” with anyone or anything.
Here is a list of some common pairs of constructions that are close in meaning (often they include words with the same root), but require different controls - with or without prepositions:
Note. Verbs distinguish– differ have other forms of control: distinguish WHOM (WHAT) AMONG WHOM (WHAT) – had difficulty discerning organized musical sounds among the chaos,differ WHOM IN FRONT OF WHOM – The commander clearly distinguished the young but capable lieutenant from other young officers- and etc.; but these forms of control are farther apart in meaning, and therefore are less likely to be mixed. The second of the given models, in addition, has a connotation of obsolescence (cf. in “Eugene Onegin”: “He distinguished others very much and respected others’ feelings,” where it is meant “he distinguished them before everyone else”).
A considerable number of Russian verbs have different meanings (or shades of meaning), for the expression of which different controls are used - with and without prepositions. Here are some examples (more complete information can be obtained by referring to the reference books mentioned above):
Sometimes there is hesitation when choosing a preposition option V–in, with–juice–to, before–before (before–before), above– necessary etc. In fact, how to write correctly: The newspaper comes out from the second Martha or from the second Martha?
The general rule is that the variant of a preposition with the addition of a vowel O preferable in the following cases:
1) before a monosyllabic word that begins with a combination of consonants, especially if the root of this word has a fluent vowel (in a dream, in the mouth, from the mouth, to me);
2) before a word starting with consonants V or With , which are also followed by consonants (on Tuesday, during, with fear, with words, in power; this rule applies to the use of prepositions in And with );
3) in contexts that have a clear connotation of solemnity (During the days of severe trials...; Wed from I. S. Turgenev: In days of doubt, in days of painful thoughts about the fate of my homeland. ..);
4) in official style contexts - before a word starting with a vowel (to avoid, to fulfill, for the sake of).
In addition, variants of prepositions with a vowel at the end are consistently used in some phraseological expressions (at the head, with all our might, a hundred times and etc.).
In addition to the general rule, you should keep in mind: the choice of preposition option is influenced by the nature of the consonant group. In cases where a word begins with two voiceless consonants, especially if the first of them coincides with the consonant of the preposition (with + hundred, in + second)*, preferable options with, in. Otherwise, combinations of three voiceless consonants are formed: [sst, fst, fft, sft] - in which the first consonant sound becomes almost unpronounceable / indistinguishable. To avoid this, the variant of the preposition with a vowel at the end is chosen. Let's compare:
* We are talking about sounds, not letters. At the beginning of the word second pronounced deaf consonant sound [f]. Pretext V, when faced with a word that begins with a dull consonant, it is also deafened and pronounced as [f].
from seven hundred meters– from a hundred meters;
from the eighth grade– from second grade;
in eights grade– in second grade.
Therefore, in the case above, the preferred option is: The newspaper has been published since March 2.
Getting ready for the Unified State Exam!
Task 7.
Incorrect use of the case form
noun with preposition
Mikheeva Marina Aleksandrovna,
teacher of Russian language and literature,
OGKOU KSHI "Kolpashevo Cadet Corps"
The purpose of the lesson
Know :
grammatical error: incorrect use of the case form of a noun with a preposition
Be able to :
find an error: incorrect use of the case form of a noun with a preposition (task 7 Unified State Examination)
Form :
task skill 7 Unified State Exam
Task 7 is one of the most voluminous tasks, but for each correct answer 1 point is given, for the entire task completed correctly - 5 points.
9 sentences (5 errors).
There may be traps.
1. Incorrect use of the case form of a noun with a preposition.
A) Prepositions:
thanks to,
according to,
across
contrary to
To whom? Why?
Dative
Thanks to knowledge I entered the university.
Contrary to forecast weather it started to rain.
According to the timetable We have six lessons today.
Thanks to (what?) modern technologies
Thanks to (what?) modern technologies scientists explored the depths of the lake.
B) Derivative prepositions:
upon arrival,
upon arrival,
at the end,
upon return,
upon completion,
upon expiration,
on arrival
If the pretext "BY" has the meaning "after something" then the noun coming after it is used in the form prepositional case.
Upon arrival e from Moscow he went to work.
Enter university finished II schools .
Preposition PO (reason) + Date. case (to whom? what?);
For example:
Don't come to school as per condition Iyu health.(reason, Dat fall. (for what?)).
By expired II the contract expired, I had to quit.(after, Prev. Pad. (for what?)).
Upon arrival at
Upon arrival e We went to the city to the market.
C) In Russian, some nouns require certain prepositions and certain cases after themselves:
Pay what? Pay for travel.
Pay for what? Pay for the phone.
Point to what? Point out flaws.
- Confess what? Confess everything.
- Pay attention to what? Pay attention to studying.
- Report on what? Report on the work done.
- Miss, be sad for whom? To be sad for you.
- Marvel at what? I'm amazed at your patience.
- Blame for what? Reproach for unjustified heartlessness.
- Surprise why? Be surprised by the stories.
- Install what? Determine the causes of the accident.
D) You should remember the controls for the following nouns:
Head of (what?) departments, laboratories
Manager of (what?) bank, company
Review (about what?) about a book, about a publication
Review (of what?) of books, publications
We pay a lot of attention to study foreign languages.
We pay a lot of attention to (what?) study foreign languages.
Well done!
Thanks for the work.
Establish a correspondence between grammatical errors and the sentences in which they were made: for each position in the first column, select the corresponding position from the second column.
| GRAMMATICAL ERRORS | OFFERS | |
A) incorrect choice of prepositional case form of the noun. B) violation in the construction of a sentence with an inconsistent application C) incorrect construction of a sentence with an adverbial phrase D) incorrect construction of a sentence with a participial phrase D) violation in the construction of sentences with homogeneous members | 1) Looking at antique things, you realize how much valuable they contain. 2) The motif of madness in the novel “The Master and Margarita” is closely related to the motif of soundlessness. 3) Exploring the moral shortcomings of modern society, V. Pietsukh in his works often turns to classical plots and classical heroes, noting that “the plot basis is an immortal category.” 4) M. Weller writes: “Shukshin does not judge the heroes, but understands them, and this gives a dual view of the subject of the story.” 5) Platonov in the story “The Pit” not only argues with the philosophy of the New Age at the level of content, but also at the level of form. 6) For a long time, the question of dating Yesenin’s poem “The Black Man” remained controversial. 7) In world literature there are a huge number of works dedicated to women. 8) It’s nice to watch from the side when a ship floats on the sea, covered with white sails, like a swan. 9) Having completed all the preparations, it was announced over the loudspeaker that a general final meeting would take place on the first floor of building No. 1. |
Write down the numbers in your answer, arranging them in the order corresponding to the letters:
| A | B | IN | G | D |
Explanation (see also Rule below).
A) the incorrect use of the case form of the noun in sentence 4 is that the word “look” requires the accusative case, on WHAT?
Let's give the correct spelling: M. Weller writes: “Shukshin does not judge the heroes, but understands them, and this gives a dual view of the subject of the story.”
B) the violation in the construction of a sentence with an inconsistent application in sentence 6 is that the application must be in the nominative case form, regardless of the case form of the word being defined.
The sentence can be rearranged as follows: For a long time, the question of dating Yesenin’s poem “THE BLACK MAN” remained controversial.
Rule 7.2.1
7.2. Violation in the construction of a sentence with an inconsistent application.
INTRODUCTION
An application is a definition expressed by a noun that is in the same case (i.e. CONCORDING) as the word being defined. When characterizing an object, the application gives it a different name and states that it has some additional characteristic. Applications can refer to any member of a sentence expressed by a noun, personal pronoun, substantivized participle and adjectives, as well as numerals. For example: This is how Mikhail Vlasov lived, locksmith, hairy, gloomy, with small eyes (M. G.); It was her Peterhof stranger(Paust.); The first, the eldest of all, Fedya, you would give about fourteen years (T.); Mother and father were traveling from Siverskaya station, and we children, drove out to meet them (Eb.).
Note: Proper names - names used in a figurative sense (in writing, enclosed in quotation marks) are also applications; they are called UNCONSISTENT in contrast to CONSOLIDATED.
Also very often, proper names written without quotation marks are appended.
The components of some types of complex words are not applications (although they resemble them in the form of connection): a) complex words that are terms (sofa-bed, crane-beam, novel-newspaper, museum-apartment, hut-reading room), b) complex words, part of which are evaluative words (firebird, good boy, boy-woman, would-be leader, miracle fish).
UNAGREED APPLICATIONS, expressed by a conventional name.
7.2.1. Proper names are names used in a figurative sense (in writing, enclosed in quotation marks), are always applications if they refer to the word being defined, and are in the nominative case form, regardless of the case form of the word being defined. For example: Among the seven hundred sailors who disembarked from the battleship "Potemkin" to the Romanian coast, there was Rodion Zhukov (Cat.); During tanker testing "Leningrad" shipbuilders launched another similar vessel - "Klaipeda". This type of application is present in the Unified State Examination tasks.. Please note: as soon as the DEFINITED word “leaves” from the sentence (i.e. book, magazine, picture, play, article, car, steamship and so on), the PROPER NAME ceases to be an application, compare: the history of the novel “Eugene Onegin” - the history of the creation of “Eugene Onegin”; Malevich made several copies of “Black Square” - Kazimir Malevich’s painting “Black Square” was created in 1915.
7.2.2 If we are talking about the APPENDIX - a proper name, but written without quotes, then there is a very long series of rules governing their writing. Some groups of proper names agree with the word being defined, others do not. Fortunately, there were no such tasks on the Unified State Exam (at least until 2016).
Following these rules, you should write, for example,
On the planet Mars (not Mars);
On Lake Baikal (not Baikal);
Behind Mount Elbrus (not Elbrus).
On the Ganges River (not the Ganges), but on the Moscow River (not the Moscow River).
Full information about writing such applications can be obtained by reading any of Dietmar Rosenthal's manuals on stylistics and literary editing.
C) the incorrect construction of the sentence with the participial phrase in sentence 9 is that the gerund and predicate must denote the actions of the same person, that is, the subject. In this sentence there is no subject; in an impersonal sentence, the adverbial phrase is practically not used.
Let's give the correct spelling: When all the preparations were over, it was announced over the loudspeaker that a general final meeting would take place on the first floor of building No. 1.
Rule 7.8.2 Type 4
7.8. USE OF PARICIPLES. ERRORS DURING USAGE
INTRODUCTION
A participial phrase is a participle with dependent words.
A gerund always denotes an additional action that occurs in parallel with the main one, for example: the man walked (main action), waving his arms(additional, what while doing); the cat fell asleep (main action), tucking its paws (additional action, what did you do?)
Participles answer the question: What are you doing? (imperfect form) and what did you do? (perfect view). Along with this question, you can also ask questions How? how? for what purpose? and the like. A participle always denotes a sign of an action, that is, it describes how the main action occurs.
We classify all types of possible grammatical errors when using participles.
7.8.1 Participial phrase in a sentence with a subject
The general rule for using participial phrases is as follows: The gerund and the predicate must denote the actions of the same person, that is, the subject. This person performs two actions: one main, the second additional. The gerund should be easily replaced by the second verb: sat down, laid out the textbooks - sat down and laid them out; looked, smiling - looked and smiled.
TYPE 1. Participle and verbal predicate, expressed by a verb without a postfix -sya
Slipping on the ice, the guy who happened to be nearby picked me up.
Passing under the house, an icicle almost fell on me.
In each of the sentences there were two characters: in the first, someone slipped and someone caught him; in the second: someone was passing and someone almost fell. But due to an error in the construction, it turns out that the guy caught it after slipping; The icicle almost fell off as it passed.
With this construction, the participle is mistakenly attributed to one character, and the predicate to another, which violates the basic rule. To avoid mistakes, you need to ensure that the gerund and predicate refer to the same person.
When I slipped on the ice, the guy next to me caught me.
When I walked under the house, an icicle almost fell on me.
TYPE 2. The gerund refers to the predicate in the form of a short passive participle
Having written the poem “Death of a Poet”, Lermontov's fate was determined.
Analyzing the poetic text, I was absolutely correct in determining its size.
As in type 1, the gerund and predicate refer to different persons. Due to an error in construction, it turns out that fate was determined by writing; size is determined having analyzed. The predicate is a short passive participle.
If the predicate is expressed by a short participle, it means that the subject itself does not perform the action, something is done to it. With this form of the predicate gerund there cannot be.
Here are the options for the corrected proposals:
When Lermontov wrote the poem “The Death of a Poet,” his fate was determined.
When I analyzed poetic text, I determined its size absolutely correctly.
TYPE 3. The participial phrase is attached to the predicate-reflexive verb in the passive meaning, which has a postfix Xia
Let's look at sentences with grammatical errors.
Usually, creating your own work, it expresses Xia the author's attitude to life and people.
Having received an education, students guide Xia senior master for practice.
As in type 2, the subject in such a sentence does not actually perform the action itself: attitude expresses Xia(by someone); displays Xia(by someone); guide Xia(by someone). But ah if there is no action, then there cannot be an additional, additional, expressed by a gerund. We replace the participial phrase with a subordinate clause.
Here are the options for the corrected proposals:
Usually, when a work is created, it expresses the author’s attitude towards life and people. Or: Creating a work, the author always expresses his attitude towards life and people.
When students complete their education, they are sent to practice by a senior master.
7.8.2. Participial phrase in a sentence without a subject
It often happens that the subject performing both actions may not be formally expressed, that is, there is no subject in the sentence. In this case we are talking about one-part sentences. It is these types that cause the greatest difficulty in finding errors.
TYPE 4. Participial phrase in an impersonal sentence (except type 7)
Consider sentences with grammatical errors.
Sending a rather important telegram, I didn't have enough money.
He was sad.
There is no subject, the actor is expressed by a pronoun to me(this is the dative case). The use of participles in impersonal sentences is unacceptable. You can: either make a subordinate clause from an adverbial clause, or make an ordinary one from an impersonal one, with a subject.
The exception is sentences with an infinitive verb, see type 7.
Here are the options for the corrected proposals:
When I sent a rather important telegram, I did not have enough money.
Refusing to conduct an experiment, he felt sad.
TYPE 5. Participial turnover in an indefinite-personal sentence
Let's look at sentences with grammatical errors.
Having received a good education, Griboyedov was sent as secretary of the diplomatic mission to Persia.
Without finishing the report, the head of the department was asked to go on a business trip.
There cannot be an adverbial phrase with a subject if it is not defined. This situation occurs in vaguely personal sentences with a verb in the past tense plural form.
Who directed? who received it? who suggested? who didn't finish the report? Unclear. We replace the phrase with a subordinate clause or rearrange it so that it is clear who received the education and who completed the report.
Here are the options for the corrected proposals:
When Griboyedov received a good education, he was sent as secretary of the diplomatic mission to Persia.
Without finishing the report, the head of the department received an offer to go on a business trip.
7.8.3. Participial phrase in a sentence without a subject. Permitted techniques.
Due to the fact that the tasks may also contain correct sentences with participles, we consider it important to place a table with examples and rules that are not found in the erroneous ones. Everything in this table is allowed.
TYPE 6. The participial phrase refers to the verb in the imperative mood
When crossing the street, pay close attention to traffic.
Having received a task for an adverbial phrase, check whether it contains a request, order or advice.
There is no subject in sentences. But It is allowed to use participial phrases in sentences where a verb is used in the imperative mood: follow, go, write, search, and so on. It turns out that both the phrase and the predicate refer to the same person, to whom we advise to do something. It's easy to substitute a pronoun You: you follow, moving; you check after receiving.
TYPE 7. Participial phrase refers to the infinitive
Consider proposals without errors.
Walking through the autumn forest, it’s pleasant to inhale the intoxicating aroma of fallen leaves.
When submitting your work, you should check it carefully.
Despite the fact that there is no subject (impersonal sentence) It is permissible to use an adverbial phrase if it refers to the infinitive: while walking, inhale; reading, sitting; dreaming, dozing; dozing, dreaming.
Not all manuals allow this rule: in some of them, the infinitive is necessarily required, it is possible, it is necessary, it follows, and others (the so-called modal words). In any case, sentences like: when rewriting, you should mark; having started, one must finish; having received, it is necessary to do, will be ERROR FREE.
TYPE 8. Participial turnover in a definite-personal or generalized-personal sentence
Let's look at the sentences without errors.
Gathering at the family table in my parents' house, we always remember grandma’s pies and tea with viburnum and mint.
Planning your upcoming vacation, carefully calculate the family budget.
There is no subject, but a sentence definitely personal, easy to substitute a pronoun We. You can turn it around! It refers to the implied person: we remember as we gather; we calculate by planning.
D) the incorrect construction of the sentence with the participial phrase in sentence 7 is that the participle is not consistent with the word being defined.
Rule 7.1.1
7.1. USE OF PARTICIPAL SPEECHES
INTRODUCTION
A participial phrase is a participle with dependent words. For example, in the sentence Graduates who successfully pass the exam become applicants
word Graduates- the main word,
those who passed - participle,
those who passed (how?) successfully and passed (what?) the exam are participle-dependent words.
Thus, the participle phrase in this sentence is successfully passed the exam. If you change the word order and write the same sentence differently, placing the turn before main word ( Successfully passed the exam Graduates become applicants), only the punctuation will change, but the phrase remains unchanged.
Very important: before starting work with task 7 to find errors in a sentence with a participle, we advise you to solve and study task 16, which tests the ability to put commas with correctly constructed participial and participial phrases.
The goal of the task is to find one such sentence in which grammatical norms are violated when using a participial phrase. Of course, the search must begin with finding the sacrament. Remember that the participle you are looking for must be in its full form: the short form never forms a participial phrase, but is a predicate.
To successfully complete this task you need to know:
- rules for agreeing the participle and the main (or qualified) word;
- rules for the location of the participial phrase in relation to the main word;
- time and type of participles (present, past; perfect, imperfect);
- participle voice (active or passive)
Please note that that in a sentence with a participial phrase, not one, but two or even three errors can be made.
Note for teachers: keep in mind that the authors of various manuals have different points of view on classification, as well as on the types of errors that can be classified as a certain type. The classification adopted at RESHU is based on the classification of I.P. Tsybulko.
We classify all types of possible grammatical errors when using participial phrases.
7.1.1 Violation of agreement between the participle and the word being defined
The rule according to which single participles (as well as those included in the participle phrase) are consistent with the main (= defined) word, requires the participle to be placed in the same gender, number and case as the main word:
About children (which ones?) returning from a trip; for an exhibition (WHAT?) being prepared at the museum.
Therefore, we simply find a sentence in which there is a full participle, and its ending does not correspond to (or) gender, (or) case, (or) number of the main word.
Type 1, the lightest
Consider sentences with grammatical errors.
I had the opportunity to communicate with guests, those present at the opening of the exhibition.
What is the reason for the error? The participle is not consistent with the word to which it must obey, that is, the ending must be different. We pose a question from a noun and change the ending of the participle, that is, we agree on the words.
I had a chance to chat with guests(what MIMI?), present at the opening of the exhibition.
In these examples, the noun and its participle are next to each other, the error is easy to see. But this doesn't always happen.
Type 2, more difficult
Consider sentences with grammatical errors.
I want to find the words to the song heard recently.
These sentences contain two nouns: author, book; lyrics. Which of them has a participle phrase attached to it? We think about the meaning. What was published, the author or his book? What do you want to find, words or a song?
Here is the corrected version:
I want to find the words of the song (Which one?), HEARD recently.
Type 3, even more difficult
The endings of participles sometimes fulfill a very important meaning-distinguishing mission.. Let's think about the meaning!
Let's compare two sentences:
The sound of the sea (what kind?), which woke me up, was very strong. What woke you up? It turns out that the sea. The sea cannot wake you up.
The noise (what?) of the sea that woke me up was very strong. What woke you up? It turns out that noise. And the noise can wake you up. This is the right option.
I heard the heavy steps (what?) of a bear, chasing me. Footsteps cannot pursue.
I heard the heavy steps of a bear (WHAT?), chasing me. The bear may chase. This is the right option.
Children of employees (which ones?), having any diseases, receive discounted vouchers to the sanatorium. The participle “having” refers to the word “employees.” It turns out that employees will be sick, and the children of sick employees will receive vouchers. This is the wrong option.
Children (what?) of employees, having any diseases, receive discounted vouchers to the sanatorium. The participle “having” refers to the word “children,” and we understand that it is the children who have illnesses and they need vouchers.
Type 4, variant
Often there are sentences in which there are phrases of two words, the first of which is part of the whole indicated by the second, for example: each of their participants, one of all, any of those named, some of them, some of the gifts.. A participial phrase can be attached to each of the nouns, depending on the meaning: in such phrases, the participle (participial phrase) can be agreed with any word. It would be an error if the participle “freezes” and has no connection with any of the words.
Consider sentences with grammatical errors.
Each participant who received the maximum number of points was given the right to perform one more number.
The participle can be agreed with both the word “to each” and the word “participants”.
Each (which one?) of the participants, who received the maximum number of points, was given the right to perform one more number
Each of the participants (which ones?), who received the maximum number of points, was given the right to perform one more number.
Please note that an error would be a discrepancy between NEITHER the first word and NOR the second:
Incorrect: Each of the participants who received... or Each of the participants who received... This is not possible.
In explanations of RESHU, the variant of agreement with the ending IM is more often used.
Similarly true: Part of the books (which ones?), received as a gift, will go as a gift.
Or Part (what) of books, received as a gift, will go as a gift.
Incorrect: Some of the books received as a gift will be given as a gift.
NOTE: This type of error when checking essays is considered a coordination error.
7.1.2 Participial phrase and place of the main word
In correctly constructed sentences with participial phrases the main (or qualifying word) cannot stand inside a participial phrase. His place is either before or after him. Remember that this depends on the placement of punctuation marks!!!
Consider sentences with grammatical errors.
It is necessary to carefully check the sent documentation for examination.
We walked along the strewn alley fallen leaves.
Presenter Street the city was free.
Created novel by a young author caused lively debate.
note: With this construction of the sentence, it is completely unclear whether to put a comma.
Here is the corrected version:
Must be checked carefully documentation, sent for examination. Or: Need to check carefully sent for examination documentation.
We walked along alley, strewn with fallen leaves. Or: We walked along strewn with fallen leaves alley.
Street, leading to the city, was free. Or: Leading into the city Street was free.
7.1.3. Participle phrases including irregular forms of participles
In accordance with the norms for the formation of participles, the modern Russian literary language does not use forms of participles in –shchy, formed from perfective verbs with the meaning of the future tense: there are no words pleasing, helping, reading, able. According to the editors of I DECIDE, such erroneous forms should be presented in task 6, but since in the manuals of I.P. Tsybulko there are similar examples, we consider it important to note this type too.
Consider sentences with grammatical errors.
Until I found person, who can help me.
A valuable prize awaits participant, who finds the answer to this question.
These sentences need to be corrected because future participles are not formed from perfect verbs. There is no future tense for participles..
Here is the corrected version:
We replace the non-existent participle with a verb in the conditional mood.
Until I found a person who can help me.
A valuable prize awaits the person who finds the answer to this question.
7.1.4. Participle phrases including irregular forms of voice of participles
This type of error was present in the Unified State Exam assignments of previous years (before 2015). In the books of I.P. Tsybulko 2015-2017 there are no such tasks. This type is the most difficult to recognize, and the error is due to the fact that the participle is used in the wrong voice, in other words, the active is used instead of the passive.
Consider sentences with grammatical errors.
Documentation, heading for examination,
Contest, organized by the organizers
Foam, pouring into the bath, has a pleasant aroma.
Here is the corrected version:
Documentation, sent for examination, needs to be checked carefully.
Contest, conducted by the organizers, the participants really liked it.
The foam that we pour into the bath has a pleasant aroma.
E) the error in constructing a sentence with homogeneous members in sentence 5 is that the parts of a double conjunction must connect homogeneous members of the same series.
Let's give the correct spelling: Platonov in the story “The Pit” argues with the philosophy of the New Age, NOT ONLY at the level of content, BUT ALSO at the level of form.
Rule 7.6.2
7.6. ERROR IN CONSTRUCTING A SENTENCE WITH HOMOGENEOUS MEMBERS
INTRODUCTION
Homogeneous are members of a sentence that perform the same syntactic function, are united by the same relationship to the same member of the sentence, and are connected by a coordinative connection. Both main and secondary members can be homogeneous: subjects, predicates, additions, definitions, circumstances. For example, the definitions “new, super-powerful computer” in relation to the word “computer” will be homogeneous; circumstances were “depicted colorfully, but unclearly” in relation to “depicted.”
TYPES OF ERRORS WHEN USING HOMOGENEOUS MEMBERS
7.6.1 Homogeneous predicates have the same dependent object.
Rule: With a normal, correct structure of a sentence, from each of two homogeneous predicates (first and second), ONE GENERAL question is posed to the general complement, For example:
Guys are interested in (what?) and do (what?) sports; Heroes of the story remember (about what?) and share impressions (about what?) about the years of youth.
An error occurs if each of the predicates asks a DIFFERENT question to the COMMON object.
Example 1: I love (who? what?) and admire (who? what) my father.
The predicates “I love” and “I admire” have one dependent word “father”, which is in the instrumental case. It turned out that the addition “father” correctly obeyed only the second predicate, since the verb “love” requires an accusative from the addition (I love who? What? father), therefore, this sentence is constructed incorrectly. To correctly express a thought, you need to change the sentence so that each predicate has a separate, case-appropriate addition, for example, like this: I love and admire my father.
Example 2: The hero of the story believed (in what? what?) and strived (for what?) for his dream. Each of the verbs requires its own form of addition, it is impossible to find a common word, so we change the sentence again so that each predicate has a separate addition, appropriate in case, for example, like this: The hero of the story believed in his dream and strived for it.
Note for teachers: This type of error refers to control errors. In written work, such an error is usually made by students due to inattention: the first predicate is simply overlooked, and the error (when pointed out) is easily corrected. A much more serious problem arises where the student does not realize that a particular case question cannot be raised from a given verb in principle.
7.6.2 Homogeneous members are connected by double unions not only..., but also...; if not... then... and others
.Rule 1. In such proposals, you need to pay attention to the fact that that parts of a double union must connect homogeneous members of the same series, For example: We were inspired not so much colorful places in this quiet city, How many the sincerity of its inhabitants. Let's make a proposal diagram: not so much ABOUT , How many ABOUT . First part of the double conjunction: not so much, is located before the first och, subject to “places” (we do not take the word “colorful” into account), the second part How many stands before the second subject “soulfulness”.
Now let’s “break” the sentence. Us not so much inspired by the colorful places of this quiet city, How many the sincerity of its inhabitants. The first part of the conjunction now refers to the predicate, and the second to the subject. This is where this type of error lies.
Let's look at some more examples:
Example 1: It can be argued that the mood was the main thing Not only for the creator of the poem, but also for his readers. That's right: each part comes before the OP, in this example before the additions. Compare with an incorrectly constructed sentence: It can be argued that the mood was Not only most important for the creator of the poem, but also for his readers. The parts of a conjunction are connected not by homogeneous members, but by a predicate and an object.
Rule 2. It is also necessary to remember that the parts of the double conjunction are permanent and cannot be replaced by other words. So, the proposal would be wrong Merchants Stroganovs Not only cooked salt and , since the union not only...but also No. The conjunction “not only” has a second part “but also”, not “also”. The correct version of this sentence would be: Merchants Stroganovs Not only cooked salt but also mined iron and copper in their lands
This is how you can do it: (options for the second part are given in brackets).
1) not only... but also (and and; but even; and also; and besides); not only not... but (but rather, rather; on the contrary, on the contrary); not only; 2) not that... but (a; just; even, not even); not even... not that; not even... not even that; not even... much less;
3) not only that... also; not only that... also; little of; moreover, more than that; worse than that; or even...
7.6.3 In sentences with homogeneous members there is a generalizing word.
It must be taken into account that everything homogeneous members must be in the same case as the generalizing word.
The following sentence is grammatically correct: I forgot about everyone: about worries and sorrows, about sleepless nights, about sadness and melancholy. . The word [about] “everything” is generalizing and is in the prepositional case. All och stand in the same case.
Failure to comply with this rule is a gross violation of the syntactic norm: gifts:crossbows, sables and decorations.
In this sentence, the generalizing word “gifts” is in the genitive case, and all homogeneous members (“crossbows, sable and decorations”) are in the nominative case. Therefore, this sentence is constructed incorrectly. Correct option: Soon the nobleman began inspecting the brought gifts: crossbows, sables and jewelry.
7.6.5 Using various syntactic elements of a sentence as homogeneous members
.There is a strict grammatical rule that prescribes which elements can and cannot be combined into homogeneous members.
Let us list the cases in which this rule is violated.
If in a sentence they are combined into homogeneous
- form of noun and infinitive form of verb: I love chess and swimming, I like embroidery and needlework, I’m afraid of the dark and being alone and similar;
- different forms of the nominal part of the predicate: my sister was sad and worried, she was younger and kinder and similar;
- participial phrase and subordinate clause: The main characters of the story are people who are not afraid of difficulties and who are always true to their word; I don’t like people who change their attitude and don’t hide it. and similar;
Participial and participial phrase: Loving their work and striving to do it well, the builders achieved excellent results and similar;
that is - grammar mistake. Note that such violations occur very often in written work, therefore, like the entire task 7, this part is of great practical importance.
The following types of errors were encountered in assignments before 2015.
7.6.4 With homogeneous members, different prepositions can be used.
In one row of OPs, when listing, it is possible to use prepositions, for example: V theater, and on exhibition VDNKh, and onRed Square. As you can see, this sentence uses prepositions V And on, and that's true. It would be a mistake to use the same preposition for all words in this series: During my three stays in Moscow I visited and V theater, and the VDNKh exhibition, and Red Square. You cannot be “in VDNKh” and “in Red Square.” So the rule goes like this: You cannot use a general preposition to all members of a series if the meaning of this preposition does not fit at least one of the OPs.
Example with error: Crowds of people were everywhere: on the streets, squares, squares. Before the word “squares” it is necessary to add the preposition “in,” since this word is not used with the preposition “on.” Correct option: Crowds of people were everywhere: in the streets, squares, and parks.
7.6.6 Combination of species and generic concepts in one row
For example, in the sentence: The bag contained oranges, juice, bananas, fruits a logical error has been made. “Oranges” and “bananas” are specific concepts in relation to the word “fruit” (that is, general), therefore, they cannot stand with it in the same row of homogeneous members. Correct option: The bag contained juice and fruit: bananas, oranges.
Another example with an error: Adults, children, and schoolchildren came to meet the famous artist. The words “children” and “schoolchildren” cannot be made homogeneous.
7.6.7 Use of logically incompatible concepts in the same series of homogeneous terms
For example, in the sentence Mourners walked with bags and sad faces a mistake is felt: “faces” and “bags” cannot be homogeneous.
Such a deliberate violation can act as a stylistic device: Only Masha, heating and winter did not sleep(K. G. Paustovsky). When the frost and mother allowed him to stick his nose out of the house, Nikita went to wander around the yard alone(A.N. Tolstoy). Only if this is acceptable for a work of art of the level of Tolstoy or Chekhov (they are not on an exam, they can joke, play with words!), then such humor will not be appreciated either in written work or in task 7.
Let's write down the numbers in the answer, arranging them in the order corresponding to the letters:
| A | B | IN | G | D |
| 4 | 6 | 9 | 7 | 5 |
Answer: 46975
Rule: Task 8. Syntactic norms.
Task 8 refers to tasks of a high level of complexity.
In the right column there are 5 types of grammatical errors, in the left column there are five sentences containing these errors, and 4 - without errors. For each correct match found, 1 point is given. Thus, you can get from 0 to 5 points for this task.
What is a grammatical error?
Grammatical errors are divided into morphological, word-formation and syntactic. Therefore, in tasks there can be no spelling or punctuation errors.
If a word is formed incorrectly, this is a word formation error (to mock, underline, etc.). And this is checked in task 6. If the form of a word is formed incorrectly, this is a morphological error (directors, higher, and so on). And this is also checked in task 6.
And only mistakes syntactic are checked in task 7. Syntactic - means errors in the construction of phrases and sentences, because these are the units of language that are studied in syntax.
In the 2015-2016 school year, students should be able to see and identify 10 types of errors. Moreover, each individual task can have combinations of 5 different types. Here is a list of syntax error types that are checked:
1) violation in the construction of sentences with participial phrases
2) error in constructing a complex sentence
3) violation in the construction of a sentence with an inconsistent application
4) violation of the connection between subject and predicate
5) violation of aspect-temporal correlation of verb forms
6) violation in the construction of sentences with participial phrases
7) error in constructing a compound with indirect speech
8) error in the use of the case form of the noun
9) error in the use of numerals
10) error when using homogeneous terms
GENERAL RECOMMENDATIONS FOR COMPLETING THE TASK
1. If a sentence contains a participle/gerund/word in quotation marks, etc., this does not automatically mean that an error has been found. It will be exactly like this: in one sentence there can be a gerund, homogeneous members, and indirect speech. And this HARD sentence may be completely correct. Or maybe there will be an error in it. So you can't guess...
2. Don’t rush through task 8 in testing mode. Open tasks with an explanation. The explanation will provide a specific analysis of exactly THIS in the example task. If necessary, open the RULE link; a link to it will be attached to each of the five types.
3. Please note that under type, e.g. violation in the construction of sentences with a participial phrase as many as SIX different errors are hidden, one way or another related to the participial phrase. That is why it will be indicated: See paragraph 7.1.2 or 7.4.3. This will be exactly the part of the rule that is needed for explanations. For example, what constitutes an error in the use of a pledge in a participial phrase will be written in the “Directory”, in paragraph 7.1.3. Point to link rule and read the correct paragraph.
4. Learn the rule for one type, and only then move on to another.
Ilya Konik 11.09.2017 14:53
Instead of the number 9 there should be a number 7.
D) the incorrect construction of a sentence with a participial phrase in sentence 9 is that the participle is not consistent with the word being defined.
Let's give the correct spelling: In world literature there are a huge number of works dedicated to women.
Rule 7.1.1
Tatiana Statsenko
Everything on the site is correct. The ninth sentence corresponds to answer B, and the seventh to answer D. Read carefully again.
1. Some verbs have a controlled word in different prepositional-case forms, which is associated with different semantic or stylistic shades. These include:
Throw something (meaning of an object: throw a stone into the water, throw a stick on the ground) - throw something (meaning of a weapon: throw a stone, stick at a dog);
Twist your fingers (twist, causing pain) - twirl your fingers (because there is nothing to do);
To do what (to decide, to give some kind of decision: to do a just thing) - to do what (to dispose of: to decide destinies);
Hang on what (objective meaning: hang a picture on a nail, hang a jacket on the back of a chair) - hang on what (spatial meaning: hang laundry in the attic, in the yard);
To blame for what (the meaning of the object of the action: to blame others for one’s misfortunes) – to blame for what (the meaning of the cause of the action: to blame for lack of attention);
To introduce where (to force one to become firmly established in something: to introduce a new method into practice, to introduce these ideas into the consciousness of young people) - to introduce where (to force one to establish oneself in something: to introduce a new form of payment in an enterprise);
To repay what (to give, to express, to render: to give tribute, to give military honors) - to repay with what (to repay: to repay good for evil);
To embody in what (express in a specific form: to embody an idea in images) - to embody in what (to implement: to bring an idea into reality);
Rotate what (set in a circular motion: rotate a wheel, water rotates a turbine) - rotate what (turn in different directions: rotate your eyes);
Shake what (an object in the hand of the action producer: shake a stopped watch, shake a handkerchief) - shake what (part of the body of the action producer: shake the head, shake the hair);
Guarantee someone what (provide: guarantee social protection to citizens) - guarantee someone from what (protect, protect: guarantee tourists from accidents);
To abhor whom (to abhor dishonest people) - to abhor what (to abhor handouts);
To say what (in full: to tell the truth) - to talk about what (in general: to talk about different things);
Move the leg (to step) - move the leg (for example, in a dream);
To pull something - for what (to pull jerkily, with sharp separate movements: to pull the ends of the cord, to pull the sleeve) - to pull with what (to make a sharp movement with some part of the body: to jerk the shoulders);
To tremble for someone something (to fear, to protect: to tremble for one’s children, to tremble for one’s life) - to tremble over someone something (to take care of, to carefully guard, to take care of: to tremble over children, to tremble over every penny);
To sacrifice what (to donate material assets: to donate money for charitable purposes) - to sacrifice what (to give up something, to give up something: to sacrifice one’s own interests, life for the sake of a high goal);
Tie a knot (on things) - tie a knot (for example, a tie); pay for something (give money for something: pay for shopping, pay for bus fare) - pay for something (repay something: pay debts);
To deserve something (by one’s actions, activities, to achieve a positive or negative assessment: to earn the trust of voters, to deserve censure) - to deserve something (to be worthy of something: the project deserves attention);
To catch something (to grab something tenacious: to hook a log with a hook, to hook a pipe with hooks) - to catch something (to accidentally touch something while moving: to hook a foot on a threshold);
Know what (thoroughly: know your craft) - know about what (get information: know about what happened);
Play with something (play with belt tassels) - play with something (play with tin soldiers);
Look for something (try to find, discover something hidden, hidden: look for a path in the forest, look for a rolled ball) - look for something (achieve something, try to get something: seek protection, seek support);
Throw something (object meaning: throw stones into the water, throw a net into the river) - throw something (meaning tool: throw mud);
Consult with whom (consult with a specialist on some issue: consult with a cardiologist) - consult with whom (seek advice from a specialist: consult with a physiotherapist);
To reproach for something (to reproach, to scold for something: to reproach for frivolity) - to reproach with what (to reproach, to blame: to reproach with a piece of bread);
Observe what (make observations; watch: observe a solar eclipse) - observe what (have supervision: observe the behavior of children);
Remind what (in full: recall what was said) - remind about what (in general terms: recall what happened);
Provide someone with something (provide something in the required quantity: provide students with textbooks, provide an enterprise with the latest equipment) - provide someone with something (guarantee something, create the necessary conditions for the implementation of something: provide citizens with social protection);
To unite someone or something into something (to form a whole from parts: to combine simple sentences into a complex one, to unite several enterprises into a concern - to unite someone or something into something (to connect something within a whole: to combine one’s forces within one organization);
Limit someone or something to something (set some kind of limit: limit the speeches of deputies to five minutes) - limit someone or something in what (restrict someone in some area: limit yourself in food);
Attribute to whom (only the addressee of the action is indicated: take the manuscript to the editor) – attribute to whom (additional adverbial meaning of the direction of action: take the parcel to the addressee’s home);
To hunt someone (to get by extermination, killing: to hunt wolves, wild ducks, fur-bearing animals) - to hunt for whom (to get by catching: to hunt quails, songbirds);
To alternate with something (to be replaced by something else, to alternate: layers of clay were interspersed with sand) - to alternate with something (to alternate, to appear after something: plantings alternated with beds of radishes);
Put where (with the accusative case; direction of action: put a handkerchief in your pocket, put the patient on a stretcher, put a bandage on a wound, put butter in the porridge) - put where (with the prepositional case; place of action: put books in a visible place, put a rug in end of the corridor);
Place where (with the accusative case; determine a place, purpose for something: place money in Sberbank) - place where (with the prepositional case; provide a place: place visitors in a hotel; put, arrange: place books in a closet, place a choir in depth of the stage; submit for publication, print: place an article in a magazine, place an advertisement in a newspaper);
To be amazed at what (to admire: to be amazed at the grandeur and beauty of the cathedral) - to be amazed at what (to be surprised: to be amazed at the skill of the figure skater);
Put where (with the accusative case; arrange, force to take a place: put books on a shelf, put flowers in a vase, put a sentry at a post) – put where (with the prepositional case; arrange, install: put a telephone in the office, put a monument in the square) ;
Give something (give in addition to something, add: give a division an additional unit) - give something (strengthen some quality, property: give optimism);
Belong to whom (to constitute property: the estate with the land belongs to the farmer) - to belong to whom (to be part of: carrots belong to root vegetables);
Hide where (with the accusative case: place in its proper place, put away for safekeeping: hide the watch in your pocket, hide the milk in the cellar) - hide where (with the prepositional case; hide: hide jewelry in the safe);
To testify that (to officially certify: to testify with a copy, signature) - to testify to what (to talk about something, to serve as confirmation: a sociological survey indicates an increase in the government’s rating);
Put where (with the accusative case; direction of action: putting things in a suitcase, putting books in a closet) – put where (with the prepositional case; place of action: putting firewood in a barn, putting letters on a small table);
Watch what (perceive with vision, examine for the purpose of familiarization: watch a new movie, watch a program on television) - look at what (direct your gaze to see something: look at the screen, look at the clock);
Agree on what (give consent: agree to a proposal) - agree on what (express solidarity, join something: agree with the opinion of the opposition) - agree on what (agree - in the official style of speech: representatives of the parties agreed on the following.. .);
Report what (essentially: report the necessary information) – report what (in general: report the results);
Compete for what (participate in a competition: compete for the right to participate in a competition) - compete for what (claim high results: compete for a faculty championship) - compete in what (area of competition: compete in running, swimming);
To consist of something (to have something as its content: the duties of a proofreader are to prepare the manuscript for typesetting) - to consist of something (to be composed of something: a collection consists of a number of essays);
Stand where (with the accusative case; direction of action: stand behind the door, stand on watch - stand where (with the prepositional case; place of action: stand at the door, stand on the porch);
Shake something (shake, jerk, shake, shake: shake the table, shake the tree, shake the carpet) - shake what (swing from side to side, wave something: shake your head, shake your leg);
To satisfy what (to fulfill someone’s tasks, requirements: to satisfy the needs of buyers) – to satisfy what (to be in accordance with something, to fully meet something: the quality of goods must satisfy the requirements of buyers);
To honor something (having recognized it as worthy, to reward something with something: to honor it with the Nobel Prize) - to honor it with something (to do something as a sign of attention: to honor it with a response);
Indicate what (show, cite, list: indicate shortcomings in the work) - indicate what (pay attention: point out shortcomings in the work);
Authorize for what (authorize to conclude an agreement) - authorize for what (he was authorized to negotiate, or rather, he authorized himself to do this);
Reproach for what (object of reproach: reproach for negligence) - reproach for what (ground, reason for reproach: reproach for negligence);
To see someone something (observing, to see, to notice: to discern evil intent) - to keep an eye on someone something (to keep track of, to protect from something: not to keep an eye on a child).
The controlled word in various case forms can appear not only with a verb, but also with a noun, for example:
the need for something (in the meaning of “obligation”) – the need for something (in the meaning of “need”). Wed: Belliard walked up to the emperor with quick steps and boldly, in a loud voice, began to prove the need for reinforcements (L. Tolstoy). Vyatkin had an amazing ability to appear exactly where his presence was needed (Popovkin).
2. The difference in the constructions drink water - drink water, buy a roll - buy bread, brought apples - brought apples, etc. is that the accusative case indicates the full coverage of the subject by the action, and the genitive case indicates partial coverage (the so-called genitive part).
3. The difference between the forms of the accusative and genitive case may lie in the fact that the first indicates a definite object, and the second indicates an indefinite object. Wed:
I’m waiting for the train St. Petersburg - Moscow (a certain one, arriving at such and such a time according to the schedule) - I’m waiting for the train (one of the trains); more often concrete nouns with a verb wait and other similar ones are used in the form of the accusative case, and abstract nouns - in the form of the genitive case: I’m waiting for the mail, I’m waiting for my sister - I’m waiting for an opportunity, I’m waiting for a solution to the issue; animate nouns are used in the accusative case: wait for mother, Olga Ivanovna, the version with the genitive case is obsolete. ... I sat and waited for the beautiful maiden (Pushkin);
Look for your place (in the classroom, in the hall) - look for places (jobs, positions); look for a rolled ball; look for your notebook - look for support, look for sympathy;
Ask for money (a certain amount, determined in advance) - ask for money (an indefinite amount); to ask for a glass of water - to ask for words at a meeting: in the meaning of “to make a request to put at one’s disposal,” ask is used with the accusative case: to ask for a dog, a new toy, an apartment (passing the infinitive buy, provide, acquire);
Demand your salary - demand remuneration; demand a pass (certificate) - demand a pass for everyone who arrives in the hall; in combination with abstract nouns, the genitive case is used: to demand fulfillment, explanation, justice.
4. With verbs give, lend, ask and some other nouns with the meaning of a specific object can be used in colloquial and dialectal speech in the form of the genitive case (the so-called genitive tense), for example: give me a knife, borrow a broom.
5. In some constructions, with one control word there are two additions; The choice of case form depends on the meaning put into the construction. Wed: to provide someone with something (to provide the required amount with something material: The trade union committee provided me with a voucher; to provide the apartments with heat in winter) - to provide someone with something (to guarantee something, to make it undoubted, true: The trade union committee will provide me with a voucher; to provide citizens opportunity to freely express your opinion).
Wed. also construction: to be obliged to someone by something, for example: I owe my salvation to my brother; To what do I owe your visit? What do I owe you?
6. Some nouns, like verbs, allow a controlled word in various prepositional-case forms (often the genitive and dative forms are options). These include:
Amnesty for political prisoners - supposed amnesty for convicted prisoners;
Do everything for the benefit of children (when designating a person) - work for the benefit of Russian culture (when designating a non-person);
Statement of expenses – statement for the payment of wages;
The enemy of all innovations is the enemy of all conventions (Mayakovsky);
Friend of the father (definitive meaning) – friend of the father (meaning of the direction of the relationship);
Traitor to the Motherland - traitor to the Motherland (the second option is outdated);
The name of this official was Akaki Akakievich - the name for this act can only be betrayal;
Summarize losses - summarize losses;
The end of the lesson, the beginning of the session - neither the end nor the beginning is visible to the columns of demonstrators;
Monument to Pushkin (when named by a person) - a monument to military glory (when named not by a person);
An example of courage - his book is an example of this;
The reason for the lag was due to unexpected difficulties;
An opponent of all conventions - an opponent of all innovations;
Reprisals against striking workers - carry out judicial reprisals against dissidents;
Our successes are evidence of this;
Service for an entrepreneur is service to the Fatherland; the trend of economic development is a tendency towards curtailment of inflationary processes.
7. Various forms of the controlled word are also possible with individual adjectives, for example:
Close to what (directly concerning, corresponding to the views: a position close to my views) - close to what (similar, similar: expressions close to the colloquial style);
Guilty of what (causal meaning: how am I to blame!) – guilty of what (objective meaning: guilty of many things);
Identical to what (same, identical: views identical to mine) - identical to what (corresponding to something: views identical to mine);
Alien to what (distant in spirit, unusual: the culture of kitsch is alien to the intellectual) - alien to what (not possessing something: alien to petty pride).
