Please critique!
According to Rosenthal. For schoolchildren in: http://pishu-pravilno.livejournal.com/4278951.html
Having fun! Quickly correcting mistakes that I don't like. My edit is bottom.
1. The poems were successful both in content and in form.
The poems were successful both in content and in form.
The poems were successful both in content and in 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. The school library has 2,483 books.
The school library has 2,483 books.
The school library has 2,483 books.
4. The hostess removed the suitcase from the table and pushed it aside.
The hostess went to the table, took off and pushed aside the suitcase.
The hostess removed the suitcase from 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 from impurities, kneaded and crushed.
Sunflower seeds are crushed, kneaded and washed with cold water to remove impurities.
6. Focus on critical issues.
We need to focus on the most important issues.
You need to focus on important issues.
7. A significant number of students are on the lists of debtors of scarce books, but the library does not take any measures in relation to them.
A significant number of students are on the lists of debtors of scarce books, but the library does not take any measures in relation to students.
Librarians take no action against many students who overdue the return of rare books.
8. Five students came to the examination table.
Five students approached the examination table.
Five students came to the examination table.
9. Only ten schoolchildren went on the tour.
Only 10 students went on the tour.
Ten students went on the tour.
10. Crops were made according to the instructions of the agronomist.
Crops were made according to the instructions of the agronomist.
Sowing was carried out according to the instructions of the agronomist.
11. On the day off, my friend and I were at the opera.
On the day off, my friend and I were at the opera.
On the day off, my friend and I were at the opera.
12. The patient was given fruits, strong broth, cocoa, oranges.
The patient was given fruits, strong broth and cocoa.
The patient was given oranges and other fruits, cocoa and strong broth.
13. This question was covered in books and lectures, newspapers and pamphlets, 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 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 inherent in 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. Hastily dressed and washed, the boy ran to school, but, clinging to something and stumbling, fell.
Hastily dressed and washed, the boy ran to school, but caught on something and stumbled and fell.
The boy, having washed and hastily 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 could not be avoided.
It seemed that the danger was so close that it would not be possible to avoid it.
18. At the meeting of the group, issues of discipline were discussed and whether it was possible to pass the tests ahead of schedule.
At the meeting of the group, issues of discipline and the possibility of taking tests ahead of schedule were discussed.
At the meeting of the group, issues were discussed: discipline and the possibility of early delivery of tests.
Dont clear!
Verb endings after numerals
Five soldiers approached the headquarters
5. With numerals two, three, four (also composite
numerals ending in two, three, four), two, three,
the four predicate is usually put in the plural form,
for example: Two soldiers with knapsacks looked indifferently at the windows
trains... (A. N. Tolstoy); Kuznets was actively assisted by three Komso-
pray... (Laptev); Thirty-two people ... breathed the same spirit
(Sholokhov); Two workers in white aprons dug around the house
(Chekhov). But predicates are verbs with the meaning of being, presence,
existence, position in space, etc. (i.e., with the value
states, not actions) usually used in these cases
in the singular form, for example: Three kingdoms in front of her
stood (Nekrasov); ... There were two people at the hospital (Turgenev);
Died from a blow ... three more people (L. Tolstoy); He had two
son (Chekhov); The room had two windows with wide window sills.
(Kaverin); There can be two courage: one - instilled upbringing
niem, the other is an innate property of character (V. Panova)
Correct the sentences, explain the mistakes.
1. The patient was given fruits, strong broth, cocoa, oranges. 2. Let us point out the place of Pushkin in the history of Russian and world literature, his role in the creation of the Russian literary language, the features of the Onegin stanza. 3. Vakula's feeling had to go through trials - Oksana's indifference and whims. 4. Residents demanded troubleshooting and repairs. 5. The paintings of this artist were exhibited in large halls, modest clubs, open areas. 6. This question was covered in books and lectures, newspapers and pamphlets, reports and magazines. 7. The students of the group assumed the following obligations: liquidation of academic debt; raise discipline in the group; maintain order and cleanliness in the hostel. 8. The book is not only of educational value, but also of great educational value. 9. Well answered at examinations as graduates of school, and also pupils of the ninth classes. 10. Representatives of many countries participated in the tournament: Austria, Hungary, Russia, Romania, USA, etc. 11. Everyone liked the story published in the latest issue of the magazine and which tells about unknown pages war. 12. The work of the 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. Let's indicate Pushkin's place in the history of world and Russian literature, show his role in the creation of the Russian literary language, the features of the Onegin stanza. ", which is an incorrect spelling of the phrase, because we do not determine the role of Pushkin in literature, but Pushkin himself has already played this role in the past, i.e. we can only show it.)
3. Vakula's feeling had to go through trials: Oksana's indifference and whims.
4. Residents demanded the elimination of problems and the start of repairs. (The error is that in the first case a speech error is obtained that the residents demanded the elimination of repairs).
5. The paintings of this artist were exhibited in large halls, modest clubs, in open areas. (The error 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 mistake as in the 5th sentence, incorrect use of the word with a preposition).
7. The students of the group assumed the following obligations: elimination of academic debt; raising discipline in the group; observance of order and cleanliness in the hostel. (Words with a generalized word must be in the same number, be one part of speech, and stand in the same case, which is violated in the text).
8. The book has not only cognitive value, but also great educational value. (Misuse of the union "not only, but also ...")
9. Both graduates of the school and students of the ninth grade answered well in the exams. (Incorrect use of the union "like, and ...").
10. Representatives of many countries participated in the tournament: Austria, Hungary, Russia, Romania, the 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 participle in combination with the subordinate part).
12. The work of the railway workers is carried out in accordance with the approved schedule. (The error is that the sentence is incomplete, because the first phrase is incomplete: "in accordance with (what?)...")
Use the predicates in the correct form.
A number of members of the State Duma demanded a roll call. - A number of famous artists, athletes, public figures demanded public condemnation of the provocation.
Most of those present at the rally came out in support of the speakers. - The majority of those present at the rally organized by the candidate for deputies spoke out in support of his election program.
Mark the sentences in which the homogeneous members of the sentence are incorrectly used.
The patients were given fruits, strong broth, cocoa, oranges.
Your diet should include a variety of fruits and vegetables.
Residents demanded troubleshooting and repairs.
Residents demanded to eliminate problems and make repairs.
On the streets of the city, squares, alleys, squares, institutions, extensive advertising was deployed.
Open the brackets, insert the missing letters, put punctuation marks.
Numerous doctors, among whom was the notorious visiting professor, hardly expected and assumed that their elderly patient, a retired general, often did not follow either a diet or an established regimen. The attending physician, who came unexpectedly and uninvited at any time of the day, more than once advised the old man to beware and said: “The fact that you are not treated, you yourself increase your ailments. It is necessary to be treated on time, until the disease is started by you. And then the time will come - catch yourself 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 agreed, but, along with his peers, he laughed 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 scarf around his neck, stepping on tiptoe so as not to wake his relatives, went out the gate and walked along the alley of the front garden. Coming abreast of the unpainted wooden fence, he turned to the right, to a small wooden house under a tiled roof with a birdhouse attached to the top. He came here almost every day. Here lived his constant companion on evening walks, a peer and friend, whom for many years he simply called Kuzmich. In Kuzmich's house, the general was always a welcome guest. A few minutes later, friends were already sitting on the terrace and reminiscing.
Make a summary according to the proposed plan.
- 1) Surname, name, patronymic.
- 2) Date, place of birth.
- 3) Telephone (home and work, indicating the time for communication).
- 4) The vacancy for which the applicant is applying.
- 5) Information about education and work experience.
- 6) Additional information about education and work experience, advanced training courses, obtaining additional education in other areas and specialties (PC proficiency, driver’s license, foreign language etc.).
- 7) Information about their interests, hobbies, assessment of positive personal qualities.
- 8) Information about recommendations.
- 9) Date, signature.
Write the correct version of the following sentences, explain the mistakes: and got the best answer
Answer from
It seems like something like that.
1) The patient was given fruit, in the form of oranges, strong broth and cocoa.
2) The feeling of Vakula must go through the trials, indifference and whims of Oksana.
3) Residents demanded the elimination of problems and the start of repairs.
4) This question was covered in books, lectures, newspapers, brochures, reports and magazines.
5) The students of the group assumed the following obligations: elimination of academic debt; raising discipline in the group; maintaining order in the hostel.
6) Representatives of many countries participated in the tournament: Austria, Hungary, Russia, Romania, USA and others.
7) Everyone liked the story published in the latest issue of the magazine and telling about the unknown pages of the war.
8) The horses of the Cossacks were covered with foam and they climbed the mountain path with difficulty.
9) It seemed that the new book would be a success.
10) At the meeting of the group, issues of discipline and the possibility of early passing tests 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" a comma - an error when attaching a subordinate clause.
8) without "they" - an error in the preparation of 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 trials: Oksana's indifference and whims.
Answer from Daria Selezneva[newbie]
Discussed here already, use mwfix
Answer from Anastasia Main[newbie]
1) The patient was given fruits, strong broth, cocoa.
an orange is also a fruit,
2) The feeling of Vakula must go through Oksana's indifference and whims.
indifference and whims are the test.
3) Residents demanded repairs and troubleshooting.
otherwise, the residents demanded the elimination of repairs
4) This question 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 mistakes.
Exercise 355
1. The patient was given fruits, strong broth, cocoa, oranges. 2. We will indicate the place of Pushkin in the history of Russian and world literature, his role in the creation of the Russian literary language, the features of the Onegin stanza. 3. The feeling of Vakula had to go through the trials, indifference and whims of Oksana. 4. Residents demanded troubleshooting and repairs. 5. Organized Internship students in factories, laboratories and schools. 6. This question was covered in books and lectures, newspapers and pamphlets, reports and magazines. 7. The students of the group assumed the following obligations: 1) elimination of academic debt; 2) raise discipline in the group; 3) keep order and cleanliness in the hostel. 8. The book is not only of educational value, but also of great educational value. 9. Performed well in exams as graduates high school and 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.
PARTICIPIAL TURNS
Exercise 356
1. The novel reveals the full depth of social inequality that prevailed before the revolution in Kazakhstan. 2. The task carried out by us does not cause any particular difficulties. 3. The writer spoke about the changes in the book, which he is preparing for reprint. 4. In the near future, a new production will be shown, created by the members of the school drama club. 5. Our regularly published wall newspaper provides interesting information about the life of the school community. 6. Daredevils who try to climb to the top of this mountain in winter conditions will pay with their lives. 7. Pupils who write poorly homework will have to redo it. 8. Each student who would like to participate in the work of the scientific circle must submit an application about this. 9. A lecture given to students on the peaceful use of atomic energy aroused great interest. 10. Here they are contrasted: the Petrel, personifying the proletariat, striving for revolution and seeing in it the only way out, and the stupid Penguin, personifying the philistine layman, hiding from thunder, afraid of the impending, although not threatening storm-revolution, worrying only about his own 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 Troekurov's peasants in his forests stealing firewood.
Exercise 357 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 pompous phrases ready for all occasions. 3. The author had to be present at the scene at 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 on. 5. We drove through a plain that was scorched by the sun and covered with dust. 6. Griboedov 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 one that would not interest me. 8. In our country, a system has been created that the best minds of mankind dreamed of in the past. 9. The snowstorm looked and suddenly recognized in the black-headed boy the same shepherd boy to whom he had left his horse yesterday. 10. Ilya entered the courtyard with an important look of a man who did a good job.
GENERAL PARTICIPAL TURNS
Exercise 358
1. In the competition for the championship in chess, the young master Spassky, meeting with grandmaster Taimanov, won a brilliant victory. 2. The use of these expressions and phrases can be shown by illustrative examples, taking samples as illustrations. fiction. 3. All presentation in the book is made extremely short, taking into account the student's time budget. 4. From science such advice is required, applying which would be useful in practical work. 5. Having read the work a second time, I think that the main ideas are expressed in it correctly. 6. Approaching the river, we stopped the horses, quickly jumped to the ground and, hastily undressing, rushed into the water. 7. Using a slide rule, the calculation is quick and easy. 8. Having received a severe wound, the soldier was saved by his comrades. 9 He left after doing his homework and when he finished his personal business. 10. Hastily dressed and washed, the boy ran to school, but, clinging to something and stumbling, fell.
Exercise 359 if this cannot be done, indicate the reason for the impossibility of replacement.
1. Since Gorky knew the life and life of the tramps well, he could clearly depict them in his works. 2. When we returned home, it was already dark. 3. Eugene Onegin made a strong impression on Tatyana, 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 bundles, he regaled the guest with such dust that he sneezed. 6. The old carrier was dozing, leaning over the oars. 7. Kashtanka, unable to bear the music, shifted uneasily in her chair and howled. 8. By Kashtanka, pushing her with their feet, non-stop back and forth were customers. 9. Without restoring his health, he will not be able to seriously engage. 10. Having dismissed the generals, Kutuzov sat for a long time, leaning on the table.
DIFFICULT SENTENCE
Exercise 360
1. The speaker tried to convince his listeners that the provisions put forward by him were tested in practice. 2. Mankind is seized with a passionate desire to ensure that war, due to its enormity, would outlive itself. 3. The horses of the Cossacks, who were covered with foam, climbed the mountain path with difficulty. 4. The student said that I had 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 she-wolf carefully made her way along the road leading to the barn, and which was already familiar to her. 7. We visited an 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 sent to the hospital. 9. At the meeting of the group, issues of discipline were discussed and whether it was possible to pass tests ahead of schedule. ten, A new book seemed like it would be a big hit.
APPENDIX TO THE SECTION "GRAMMAR-STYLISTIC EXERCISES"
1. Indeclinable words of foreign origin, denoting inanimate objects, belong to the middle gender: summer coat, wide highway.
2. In literary language shoe form (feminine) is used. The shape of the shoes (masculine) is inherent in professional use.
3. In modern language the form hall (masculine) is used in the meaning of "a room for crowded meetings or for special purposes." The form of the hall (feminine) is obsolete and has the meaning "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" is the former feminine form preserved.
5. The word only is masculine. The following words also belong to the masculine gender (those in the grammatical gender of which there are fluctuations are given): banknotes, shoes, felt boots, desman, dahlia, appendage, gelatin, curtain, candelabra, potato, commentary, corrective, myrtle, epaulette, pendant, rail, piano, sanatorium, film, turn, epaulette,
6. In the literary language, the form jam (neuter) is used. The words also belong to the middle gender (those that are sometimes used in a different gender in violation of the literary norm are given): bucket, contralto, monisto, bast, scarecrow, tentacle.
7. In the modern language, the form of clearing (feminine) is used. The words also belong to the feminine gender (those that are also used in the masculine gender are given as an obsolete, dialectal, professional, etc. form): sideburn, parcel, veil, cataract (eye disease), knee, hemp, cuff, corn , reserved seat, price, plane tree.
8. Some inanimate masculine nouns of the second declension are used in the prepositional singular with one of two endings: -е (usually without stress) and -у (only under stress). The ending -у (-ю) is used if the noun is preceded by the preposition в or на, and the noun has a circumstantial meaning (indicates the place, time, mode of action, state). Wed: in the garden - about the garden, on the shore - about the shore, in its lifetime, on the go, in bloom.
The same when referring to a substance or mass (gingerbread on honey, covered in snow), when designating a meeting of people (in a regiment, in the ranks).
In the objective meaning (complement), forms in -e are used. Wed: trees in the cherry orchard - in the "Cherry Orchard" by A.P. Chekhov, located in the forest - in the "Forest" by A.N. Ostrovsky.
9. Foreign surnames ending in -ov and -in have an ending -om in the instrumental case (unlike Russian surnames that end in -y). For example: Virchow, Darwin.
10. In the genitive plural in the literary language, the following forms are used (some without an ending, others with an ending):
a) masculine words: (pair) boots, felt boots, epaulettes, boots, stockings (but: socks, oranges, eggplants, hectares, tangerines, tomatoes, rails, tomatoes, films, comments, corrections) , (among) Armenians, Georgians, Ossetians, Bashkirs, Buryats, Romanians, Tatars, Turkmens, Turks, Gypsies (but: Kalmyks, Kirghiz, Mongols, Tajiks, Tungus, Uzbeks, Yakuts); (several) amperes, watts, volts, grains (but: grams, kilograms); (detachment) soldier, partisan, grenadier, hussar, dragoon, cuirassier; lancers (but: miners, sappers);
b) female words: barges, fables, waffles, shoes, domain, poker, shaft, weddings, estates, sheets, apple trees, shares, skittles, handfuls, sakleys, candles (in a saying - the game is not worth the candle), heron;
c) middle words: upper reaches, lower reaches, mouths, dresses, backwaters, coasts; knees, potions, apples; shafts, faces, points; swamps, hooves, laces, logs; saucers, mirrors, blankets, towels;
d) words that do not have a singular: attacks, darkness, twilight, frosts, rags, slops; weekdays, rakes, mangers.
11. The names of ancient deities are declined as animate nouns, and as the names of the planets - as inanimate nouns. For example: hope for Jupiter - look at Jupiter.
12. When choosing case forms of the type in the workshop - in the workshop, on vacation - on vacation, one should proceed from the fact that the forms in -e are inherent in the literary language, and the forms in -y are colloquial.
13. When declining such combinations as the First of May, only the first part changes: prepare for the First of May.
14. Inanimate nouns with suffixes -tel, -chik, -schik (denoting devices, mechanisms, tools) have general rule accusative, same as nominative: turn a switch, build a bomber, fighter, etc.
15. The word environment in the sense of "a set of natural or social conditions in which the development and activity of human society takes place", like most abstract nouns, does not have plural forms.
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 on -enie, -anie, denoting an action or another abstract concept, can be used in plural forms when concretizing the meaning; cf .: 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 the literary language:
a) with an accented ending a-, -z: director, inspector, doctor, professor, paramedic, watchman, cook, baker (along with bakers), locksmith (along with locksmiths), fans, boats, clover, feed, boxes, bodies , seine, holidays, passports, haystacks, volumes (along with volumes), outbuilding, barn, ramrod, stack, stamp, anchor, hawk;
b) with an unstressed ending -s, -i: engineers, drivers, accountants, editors, grooms, doctors, lecturers, valves, tractors, contracts, sentences, elections, ports, cakes, handwriting, mines, fronts, workshops.
They differ in the meaning of the form: hogs (chimneys) - hogs (boars), hulls (buildings; military formations) - hulls (torso), images (icons) - images (artistic and literary), occasions (reins) - occasions (motives), belts (part of clothing) - belts (geographical), passes (documents) - passes (oversights), currents (threshing place) - currents (electricity), tones (color overflows) - tones (sound), brakes (devices) - brakes ( obstacles), teachers (teachers) - teachers (ideological leaders), bread (on the vine) - bread (baked), colors (paints) - flowers (plants), furs (dressed skins) - furs (blacksmith), sable (furs) - sables (animals), accounts (documents) - accounts (device; mutual relations), sons (homelands) - sons (from parents)
19. The word experience in the sense of "a set of accumulated knowledge and skills" is not used in the plural.
20. With the full form of the adjective used in the nominative case as a compound predicate, as a rule, there cannot be controlled words, but with a short form - they can; cf .: he was sick with a sore throat; he is capable of music (but one cannot say: "he was sick with a sore throat", "he is capable of music").
21. In the form of a comparative degree (lighter), the object of comparison (lighter than ...) should be indicated or an amplifying word should be added more.
22. Short form from the adjective meaningless - meaningless (and not meaningless). They also have the form on -en (and not -enen): disastrous - disastrous, inactive - inactive, groundless - groundless, countless - countless, majestic - majestic, warlike - militant, ambiguous - ambiguous,
malignant - malignant, artificial - artificial, frivolous - frivolous, numerous - numerous,
courageous - courageous, ignorant - ignorant, mediocre - mediocre, corresponding - respectively, etc.
23. The forms “better”, “worse”, etc. are not used, since the second word in itself already expresses the meaning of the comparative degree.
24. In the literary language, such forms of the comparative degree of adjectives are accepted: smarter, louder, dexterous, sweeter, biting (and not “faster, louder, dexterous, sweeter, whipping”).
25. The full and short forms of the adjective are not used as homogeneous members. It cannot be said: “the house is made of stone and is very durable.” If one of the adjectives does not form a short form, then both should be used in
full form: the house is stone and very durable.
26. Collective numbers two, three, four, etc. are used only in the following cases:
a) with nouns that call males: two friends, three passers-by (therefore, one cannot say: “two girls”);
b) with nouns children, guys, people, persons (meaning "person"): two children, three people, four strangers;
c) with nouns that are used only in the plural: two sledges, three days, four tongs (starting with the numeral five, a quantitative numeral 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 should be declined, for example: with three thousand five hundred twenty-five rubles.
28. When combining compound numbers ending in two, three, four (that is, 22, 23, 24, etc.), with nouns that are used only in the plural, the form of the nominative and accusative case should be replaced with another turnover, since one cannot say “twenty-two (two, two) days”, etc. Therefore, they say: twenty-two days have passed; twenty-four new nurseries were opened, 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 oblique cases (except for the accusative) with the noun: in one and a half glasses, in one and a half hundred books.
30. Compound numbers 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 animated 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 a mixed arithmetic number, the noun is ruled by a fraction, not a whole number: 10.2 percent (not percent).
32. Since neither "both gates" nor "both gates" can be said, there can be no combination of "both gates". It should be said: at both gates or at one and the other gates.
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 years, three meters, three hundredth. The only exceptions are the numerals one hundred and ninety, which retain their original form: century, ninety meters.
35. With compound numbers ending in two, three, four, the noun is used in the singular form: twenty-three young men.
36. With a preposition on numerals two, three, four, two hundred, three hundred, four hundred are used with the accusative case (two books each, three hundred rubles each), the rest of the numerals - with dative case(one pencil each).
37. A pronoun usually replaces its nearest preceding noun. Violation of this provision leads to a distortion of meaning.
38. The initial n is added to the personal pronouns of the 3rd person (he, she, it, they) if they are after simple prepositions (without, in, for, before, for, from, to, with, at, etc.) and after some adverbial prepositions that control the genitive case (around, in front, near, past, on the contrary, about, 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: contrary to him, according to her, contrary to them, towards him, according to her, like him, etc. Not added n also after the preposition due to and prepositional combinations consisting of a simple preposition and noun: thanks to him, unlike her, in opposition to them, about them, from his side, in relation to her, with the exception of them, etc. After the comparative degree of adjectives and adverbs, 3rd person pronouns are used without initial n : 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. One cannot say: “The students have left for the holidays; they will rest well during the summer.” In order not to create an uncomfortable combination “it will rest”, the word students should be replaced with the word students.
40. The reflexive pronouns yourself and your refer to the person performing the action. Therefore, in the sentences: The tenant asked the janitor to take things to himself; The professor invited the assistant to read his report, - the pronoun itself in the sense
refers to a noun street cleaner, and the pronoun your - by the way assistant.
41. The correct forms are from her, from her (the 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 an ambiguity of meaning. For example: Young professionals are sent to the periphery (they are sent or are they sent?). In these cases
instead of the passive form, it is better to use another one (young specialists are sent).
43. As homogeneous members are usually used verb forms of the same kind.
44. The following forms of the imperative mood are considered literary: stick out, expose, pour out, clean, do not spoil, do not wrinkle, do not wrinkle, notify, feast, cork, uncork; look, come out, don't steal, put it down.
45. The following forms of verbs are recommended not perfect look, formed with the help of suffixes -yva, -iva from a perfective verb with an accented vowel o at the root: affect - affect, master, challenge, assimilate, soothe, build up, double, honor (in these forms, o alternates with a): concern, disgrace, condition, sum up, legitimize, defame, time, concentrate, empower (the vowel o is preserved).
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 forms of the 1st person singular of the present or future simple tense are not used from the verbs to win, convince, find oneself, kink and some. others
Missing forms are expressed descriptively (I can find myself, I can convince, etc.).
48. The recommended forms are rinses, splashes, waves, sways, calls, cackles, purrs, meows, sprinkles, pinches (and not: rinses, splashes, waves, sways, clicks, cackles, purrs, meows, pours, pinches as colloquial forms and
vernacular).
Parallel forms with a semantic difference are possible: to splash - I splash means “to sprinkle, sprinkle” (sprinkles water, sprinkles linen); splatter - splatter means "to scatter drops, sprinkle with splashes" (dirt splatters, sparks splatter, splatter with saliva). To move - I move means “to move, pushing or pulling something” (moves furniture), to move - I move has a figurative meaning “to induce, lead” (it is driven by a feeling of compassion); the train is moving means "set in motion"; the train is moving means “is in motion”. Drip - dripping means "falling in drops, pouring drop by drop" (dripping medicine into a glass, sweat dripping from his forehead); to drip - caplet means "to flow" (caplet roof). It spawns, it throws thunder and lightning, but it throws loops, a seam.
49. The following forms are more common in the living language for the past tense of unprefixed verbs with the suffix -nu-, denoting a gradual intensification of a long state: soh, kitty, mok, deaf, wheezing, chakhi, etc. (and not: dried, sour , got wet, stalled, withered, etc.).
50. Turnovers with prepositions except, instead of, in addition to, over, along with, etc. must be directly controlled by the verb, in which they act as complements, otherwise the syntactic connection is broken. So, one cannot say: “Instead of correcting the mistake, the student insisted on his opinion”; “In addition to working at the enterprise, young people study at evening courses.” The second sentence can be corrected as follows: Young people study at evening courses on the job Or: While working at an enterprise, young people at the same time study at evening courses.
51. One should not complicate the construction by replacing the verb-predicate with a combination of a noun of the same root with a semi-significant verb, for example: instead of prices are decreasing - “prices are decreasing”; instead of growing academic performance - "there is an increase in academic performance." The second options are clerical in nature.
52, It is a mistake to construct a sentence in which the end is given in a different syntactic plan than the beginning, for example: “One of the issues to be considered is the issue of strengthening discipline” - (it should be said: One of the issues ... is the issue ... or One of the questions... is a question...).
53. Mixing of heterogeneous concepts must not be allowed.
54 The nominative case of a noun or adjective in conjunction was denotes a stable feature 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 adjectives in the role of the nominal part of the compound predicate denote a constant sign, a timeless state, and short adjectives - a temporary sign, a temporary state: a river is calm (usually) - a river
calm (at the moment).
Full adjectives also denote an irrelevant sign, and short adjectives - a sign 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 than the full one; cf .: he dared - he is brave, she is evil - she is evil.
56. Unfortunate word order: broadly preparing to remark; need: getting ready to celebrate widely.
The word order in it is essential for the correct construction of a sentence. Any permutation 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 easy 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 are talking about a strong performer).
An unsuccessful word order distorts the meaning of the sentence, making it difficult to understand. This can be seen from the following examples: “Bogdanov refused to take the winter exam together with all the students, complaining about the workload of social work” (it should have been said: Bogdanov refused to take the winter exam along with all the students ...), “His glasses covered his eyes” (understanding the meaning of the phrase is hampered by an unjustified rearrangement of the subject and the direct object).
Considering the sentence: The autumn wind mercilessly plucks 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 separate combinations that form this sentence: a) the subject precedes the predicate (wind breaks); b) the agreed definition is ahead of the word being defined (autumn wind);
c) an inconsistent definition is after the word being defined (birch leaves); d) the addition is after the control word (removes the leaves); e) the circumstance of the mode of action stands before the verb-predicate (ruthlessly breaks). In the context for the semantic or stylistic highlighting of individual members of the sentence, the direct word order is often violated and replaced by
in reverse order (inversion).
57. With a subject expressed by a collective noun (row, majority, minority, part, etc.) in combination with the genitive plural, the predicate is usually plural when talking about animate objects or when 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 is strengthened or weakened by additional conditions of the context.
58. If the subject is expressed by the so-called countable turnover, that is, by a combination of a quantitative numeral or other countable 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 item 57). For example: Ten fighters rushed to the attack; One hundred and twenty hectares have been sown; Several ladies with quick steps walked up and down the site (L.).
59. With 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 numbers ending in one, the predicate, as a rule, is put in the singular: Forty-one students graduated from the school.
61. At the words a thousand, a million, a billion, the predicate is usually put in the singular and agrees in the gender: A thousand books have been received for school library; A million rubles were allocated for the improvement of the village; He spoke as if a thousand Andreevs (A. N. T.) were sitting in front of his finger.
62. With nouns of years, months, days, hours, etc., the predicate is usually put in the singular: Two weeks have passed (P.); It struck ten o'clock (T.); Fifteen years have passed like this (A. Ostr.).
63. If at the counting turn there are words all, these, then the predicate is put only in the plural: All three riders rode in silence (G.).
On the contrary, in the presence of the words of 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 half-, then the predicate is usually put in the singular, and in the past tense - in the middle gender: half the house burned down, half a life 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 amount (pair, three, ten, dozen, hundred, etc.) or an indefinite amount (mass, stream, lot, abyss, abyss, etc.), then the predicate is put in the singular: Behind my cart, four bulls dragged another (L.); The whole abyss came to the public today (Vost.); A stream of cars, guns and carts rolled with a roar along a narrow bridge (Bub.).
66. When saying a lot, a little, a little, a lot, how much the predicate is usually put in the singular: Many birds, red, yellow, green, lay in the branches (Beagle); How many different feelings pass through me, how many thoughts pass by in a fog ... (Prishv.).
67. With a masculine noun denoting 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 summoned a pioneer leader (in colloquial language it is found in these cases, the statement of the predicate in the feminine gender, especially in a specific setting, when it is known who is being spoken about). If there is a person's own name, in which the indicated 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: “The Hero of Our Time” was written by M. Yu. Lermontov; "Sheep and Wolves" staged on the stage of the city theater. However, it cannot be said: “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 is consistent. Sometimes the predicate is agreed 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 gender, the predicate (as well as the definition) is consistent with the one that expresses a broader concept or a specific designation of an object: a cafe-dining room is repaired, a snack bar is open, a vaudeville review is shown , the romance song became very popular, the showcase-stand was placed in the lobby, the attention of others was attracted by the van, the raincoat-tent was rolled up, the mystery concert was a great success, the reference book is very useful, the poster table hung on the wall , a folding chair-bed stood in the corner.
70. The presence of clarifying words, connecting constructions, comparative turns, etc. with the subject does not affect the form of agreement of the predicate: No one, even the best specialists, could at first make the correct diagnosis of the disease.
71. If the abbreviated word has a grammatical form (inclined), then the ways of agreeing on the predicate are common: the collective farm has finished harvesting, the university has announced a set of students.
In the absence of a grammatical form for a compound word, the predicate is consistent with the leading word of the combination, that is, it is put in the form in which it would have been with the full name: Moscow State University announced a competition (Moscow State University).
72. If the predicate refers to several subjects, not connected by unions or connected by a connecting union, then the following forms of agreement apply:
a) the predicate after homogeneous subjects is usually plural: Industry and agriculture in the USSR are steadily developing;
b) the predicate preceding the homogeneous subject usually agrees with the nearest of them: A clatter and screams were heard in the village (L.T.).
If there are separating or opposing unions between the subjects, then the predicate is put in the singular: Experienced fear or instant fright in a minute seems both funny, and strange, and incomprehensible (Furm.); Not you, but fate is to blame (L.).
73. When combined in the subject a noun in the nominative case with a noun in the instrumental case (with the preposition c) like brother and sister, the predicate is plural if both named objects (persons) act as equal producers of the action (both are
subject), 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 the return of their mother and were very worried; The mother and child went to the 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 brigade, 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) with words of the masculine and neuter gender, the definition between the numeral and the noun is put in the genitive plural: two large houses , two large windows;
b) with the 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 form of the nominative case, regardless of the gender of the nouns: the first two years, the last two weeks, the upper two windows.
75. If a noun has two or more definitions that list the varieties of objects, then this noun can be both in the singular and in the plural, namely:
a) the singular emphasizes the connection of the defined objects, their terminological proximity: the brain 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 nouns and neuter, active and passive verbs, etc.: usually the singular is used if the definitions are expressed by ordinal numbers or pronominal adjectives: diplomas of the first and second degrees, between the fifth and sixth rib, from my and your father, both side, etc.;
b) the plural emphasizes the presence of several objects: Kursk and Oryol regions, Central and Southern District, 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 noun being defined is in front of the definitions, then it is put in the plural: the languages German and French, voices real and passive, etc.
If there is a divisive or opposing union between the definitions, the noun is put in the singular form: technical or humanitarian university; not poetry, but prose.
76. If the definition refers to two or more nouns that have the singular form and act as homogeneous members, then it can stand both in the singular and in the plural, namely:
a) the singular is used in those cases when, according to the meaning of the combination, it is clear that the definition refers not only to the nearest noun, but also to the subsequent ones: Soviet literature and art, our army and navy, unusual noise and talk, from my father and mother, write your address, first and last name, etc.; Wild goose and duck arrived first (T.);
b) the plural is put in cases where it may be unclear 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 divisive union between the nouns being defined, the definition is put in the singular: publish a new story or essay.
77. Geographical names that act as applications for a common noun (generic name) in some cases agree, and in others they do not agree in oblique cases with the word being defined, namely:.
a) the inclined names of cities and rivers are consistent: in the city of Tula on the Volga River, beyond the Moscow River. These names can be stored in initial form with generic names in geographical and specialized literature: in the city of Sovetskaya Gavan, outside the city of Yuzhno-Sakhalinsk, near the city of Velikie Luki, on the non-navigable Lovat River. Often the names of cities in -o (neuter) do not agree so that they can be distinguished from similar masculine names: in the city of Kirov ("in the city of Kirov" would indicate the city of Kirov);
b) the names of the villages usually agree,
village, farmstead: born in the village of Goryukhino (P.), in the village of Dyuevka (Ch.), in the village of Vladislavka (Shol.), behind the farm Sestrakov (Shol.); names in -o often do not agree: in the village of Karamanovo; in the village of Novo-Pikovo; near the village of Berestechko (Shol.); the same with the name
another grammatical gender or number: the dialect of the village of Katagoshchi, near the village of Parfenok;
c) other 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 of Novaya Zemlya, near the Taimyr Peninsula, near Mount Elbrus (but: near Mount Magnitnaya - a full adjective), at the Orel station, in the town of Radziwillovo, in the village of Vladykino, in the village of Gilyap, at the Poltavka outpost, at Cape Heart-Stone, in the Golden Horn Bay, in the Karakum desert, in the state of Texas, in the land of Lower Saxony, in the province of Tuscany, in the department of Var, the movement of the planet Mercury, on Deer Wall Street, etc.
78. Importance for building sentences has the correct choice of case and preposition. Sometimes, instead of prepositional constructions, prepositional combinations are used incorrectly: “clarification about the mistakes made” (instead of an explanation of the 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 a preposition is determined grammatically and contextually-stylistically.
80. Some prepositional combinations that have been formed relatively recently (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 satisfying the needs of young people, in the study of literary works, through the Komsomol organization, etc.
81. When choosing a preposition, one should take into account the shades of meaning inherent in it. So, to express causal relationships, synonymous prepositions are used due to, due to, due to, due to, 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 yet have); on the other hand, it must be said due to the past rains, and not "in view of the past rains" (the phenomenon refers to the past).
Didn't lose mine lexical meaning and suggestion thanks. Usually it is used when it comes to the causes that cause the desired result, for example: thanks to the measures taken, thanks to the help of comrades. Therefore, turnovers with this pretext in combination with
something negative, for example: Large losses due to fire.
82. Prepositions thanks, according to and contrary are used with the dative case.
83. The prepositions in - on and their antonyms from - with can be used in a synonymous sense: to go by train - by train, to return from the kitchen - from the kitchen.
The preposition v, used to express spatial meanings, denotes the direction into something (with the accusative case) or being inside something (with the prepositional case); the preposition na, respectively, denotes direction to the surface or being on the surface; the preposition from has the meaning "from the inside", and the preposition c has the meaning "from the surface"; cf .: 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 in: to be in the field; if there is no thought of restriction, then the preposition is used: to be on the field; cf .: in the yard (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 is used in: 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 Chernihiv region) and is supported by the expression "on the outskirts".
With the names of the mountains, the preposition na is used: in Altai, in the Caucasus (meaning a mountainous area without sharply defined borders). But: in the Crimea (a strictly limited area, including both mountains and steppe space).
When the names of enterprises are used, the preposition is used: at the factory, at the factory, at the post office, at the telegraph.
With the names of the educational institution, the preposition is used in: at the institute, at the technical school, at school, with the names of the parts educational institution- the preposition is not: at the Faculty of Philology, in the III year (but: in the audience, in the III class - under the influence of the idea of a closed room for classes).
With the names of spectacular events, the following usage has been established: in the theater, in the cinema, in the circus, but: at a concert, at the opera, at a performance, at a session.
With the names of vehicles, options are possible on the train - on the train, on the tram - on the tram, in the subway - on the subway (the preposition on has a more general meaning).
To indicate the opposite direction, the preposition to corresponds to the preposition from, the preposition to - the preposition from, for example: went to Ukraine - returned from Ukraine, went to Belarus - returned from Belarus.
84. After transitive verbs with negation, both genitive and accusative cases are used, for example: did not read this book - did not read this book.
The parental case is usually used in the following cases:
a) in sentences with reinforced negation, which is created by the presence of a particle neither or a pronoun and an adverb with this particle, for example: I do not like either excessive heat or excessive cold; never confided his secret to anyone;
b) with a divisive-quantitative value of the supplement, for example: he did not give examples, does not know the dates, did not make calculations, did not understand many words, did not get notebooks, does not take measures;
c) after verbs to see, hear, think, want, wish, feel, wait, etc., denoting perception, desire, expectation, etc., for example: I didn’t hear a cry, I felt desire, I didn’t see danger, I was waiting 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 accusative case is usually used in the following cases:
a) to emphasize the specificity of the object, for example: did not read the book that was recommended to him;
b) with animate nouns, with proper names, for example: does not love his daughter, did not punish Petya;
c) when placing an object before a verb (although this is not necessary), for example: I will not take this book;
d) for clarity, in order to avoid the coincidence of the same-sounding forms, for example: I haven’t read the newspaper yet (the form of the newspaper could indicate the plural);
e) with double negation, for example: one cannot 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 restriction, for example: I almost lost my patience, I almost missed a lesson;
g) if there is a word in the sentence that, in the sense, refers simultaneously to the predicate and the addition, for example: I don’t find this book interesting;
h) in phraseological turns, for example: do not bare your teeth. If a direct object refers not directly to the verb with negation, but to the infinitive depending on the verb with negation, then more often such an addition is put in the accusative case, for example: I didn’t want to read this book, they can’t admit that he was right.
The addition is put 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 often listen to music, I didn’t quite learn 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 put in the accusative case, for example: underfulfill the plan.
85. Do not confuse constructions with words that are close in meaning, but require different management, for example: worry about someone - to be - to worry about someone - to be;
reproach > in chem - n and b ud - blame for what t about - n and b ud b; hinder what m u - n and b ud - slow down what t about - n and b ud b; to report in what - n and b ud - to make a report on what - n and b ud; to pay attention to what - n and b ud - pay attention to what m u - n and b ud d; I am surprised at what - n and bud - surprised at what - n and bud; superiority over anything - anything - an advantage over anything; confidence in h e m - faith in what.
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 with a stone (meaning of the instrument of action: throw a stone at a dog); twirl your fingers (twist, causing them pain) - twirl your fingers (from nothing to do); move the leg (to step) - move the leg (for example, in a dream); donate something (specific items: donate money) - donate what (refuse in someone's interests: sacrifice life); tie a knot (on things) - tie a knot (for example, a tie);
know what, say what, recall what, report what (in full, essentially) - know what, talk about what, recall what, report what (generally, superficially); lie on the bed (rest) - lie in bed (be sick);
to observe what (to make observations: to observe solar eclipse) - to observe for what (to have supervision: to observe the 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: work satisfies all requirements); to honor something (having recognized it as worthy, to reward something: to honor an award, the first prize) - to honor
h em (do something as a sign of attention: honor with an answer, a quick glance).
87. Some verbs have two complements at the same time, and the choice of the right case depends on the meaning. For example: to provide whom (what) what it means to “supply in the required amount” (provide schoolchildren with textbooks, provide industry with labor force); to provide to whom (what) what it 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, gratitude 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 owe 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 extension of the action not to the entire object, but only to some part or amount of it, while the accusative case indicates that the action is completely transferred to the object.
89. The difference between the constructions to look for a place - to look for places, to ask for money - to ask for money, etc. is that the first options indicate a certain, specific object (a place known in advance, a stipulated amount of money); and the latter have a general meaning (any free space in the audience, in the hall, and also in a figurative sense - “to look for work”; an indefinite amount of money); cf .: to demand remuneration - to demand your salary.
90. Constructions with the same case forms depending on one another should be avoided, as this makes it difficult to understand the meaning of the sentence. Most often, a similar accumulation of genitive forms is observed, for example: The house of the nephew of the coachman's wife, the doctor's brother. Often in these phrases there are verbal nouns on -enie and -anie: To solve the problem of accelerating the rise in the level of students' knowledge, it is necessary to improve the quality of lectures. You can correct such sentences by simplifying them, in particular, by replacing the verbal noun with some other form or turn: In order to increase students' knowledge, it is necessary to improve the quality of lectures.
91. A genitive subject and a genitive object cannot be combined in one sentence. The first indicates the producer of the action (the speaker's speech, the arrival of the 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 “Student's consistent presentation of the lesson material”, you need: Consistent presentation of the lesson material by the student. 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 were his poems read?). With the first meaning, we can say: Reading by Mayakovsky
their works...; with the second meaning: Reading Mayakovsky's poems ....
92. With two or more homogeneous members, a common controlled word is put only if the control words require the same case and preposition, for example: read and outline a book, write out and check quotes
etc. Incorrect are sentences in which there is a common addition with words that require different management, for example: love and get involved in sports (love what?
Typically, such sentences can be corrected by adding a pronoun to the second control word, replacing the noun object of the first word: love and enjoy sports.
93. It is impossible to include species and generic concepts in a series of homogeneous members of the proposal, for example: “There were tables, chairs, a bookcase, stylish furniture in the room” (meaning that the first named items did not belong to stylish furniture, but such a combination is unsuccessful) . The concept of "fruit" includes the concept of "oranges".
94. Notions that are far in meaning should not be combined as homogeneous terms, for example: to study music and illness.
95. Homogeneous members must all be lexically combined with the word in the sentence with which they are connected in meaning. So, one cannot say: “Many critical remarks and valuable suggestions were made during the discussion of the issue” (one cannot “make a comment”). Also: "go through indifference and whims."
96. Sometimes ambiguity is created if the controlled word can be assigned to different series of homogeneous members, for example: Training of hunters for the extermination of wolves and persons responsible for carrying out this event (we are talking, of course, about the training of hunters and other persons for a specific purpose, but the proximity of the words "for the extermination of wolves and persons") is unfortunate.
97. You can omit the same prepositions, for example: Together they carried a large tray with pots of milk, plates, spoons, sugar, berries, bread (T.). But you can’t omit various pretexts, for example: “During the days of the festival in Moscow, countless people were in the squares, boulevards, streets, alleys” (before last word need another suggestion). Needed: in factories, laboratories and schools.
98. As homogeneous members, words expressing either close in meaning or contrasting concepts can be combined in pairs, for example: Pre-holiday competitions included factories and plants, collective farms and state farms; 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, with a briefcase in his hand, entered. But the noun and the indefinite form of the verb do not combine as homogeneous members; so, you can not say: "I love football and swimming."
100. With double (comparative) unions, homogeneous members are arranged so that one of them is placed at the first part of the union, and the other at the second, for example: I read not only newspapers, but also magazines (one cannot say: “I not only read newspapers, but also magazines).
101. You can’t create incorrect pairs of comparative conjunctions: “not only - and also” (instead of not only, but also), “like - and also” (instead of both - and), etc. For example, the sentence is incorrectly constructed: “ They successfully performed as the main actors, as well as all the other participants in the performance.
102. Homogeneous members must be consistent in the case with the generalizing word.
103. A participial or participle turnover and a subordinate clause cannot act as homogeneous syntactic elements; thus, it is impossible to say: "The briefcase lying on the table and which belongs to the teacher."
104. Homogeneous members with different governments should not carry a common complement (see item 92).
105. Mistake in the use of the tense of the sacrament.
106. Participle forms in -sya should, where possible, be replaced by passive forms. For example: instead of "a son brought up by a father" - a son brought up by a father. Sometimes such a replacement is necessary because the particle -sya has different meanings, including reflexive and passive, which can be mixed, for example: “cows going to slaughter” - you need ... sent to slaughter (cf. p. 42).
107. The forms of participles in -sch from perfective verbs (with the meaning of the future tense) are erroneous, since such a participle form does not exist (“doing”, “thinking”, etc.).
108. The forms of participles with a particle would be incorrect, since verbs in the subjunctive mood do not form participles, (“a statement that would cause objections”, etc.).
109. The participial phrase must completely stand either after the noun being defined (a book lying on the table), or before it (a book lying on the table), but must not be broken by the word being defined ("a book lying on the table").
110. Heaping of participles, creating dissonance.
111. Wrong word order in a sentence with a separate participial turnover.
112. Substitution is not possible if the main clause contains a correlative word (the demonstrative pronoun those).
113. Substitution is impossible if the predicate of the subordinate clause is expressed by the verb in the form of the future tense.
114. Substitution is impossible if the allied word that is in the instrumental case (replacement is possible if the word that is in the nominative or accusative case without a preposition).
115. Substitution is impossible if the predicate of the subordinate clause is expressed by the verb in the form of the subjunctive mood.
116. Mistake in the use of the type of gerund.
117. The adverbial turnover cannot be used if the action expressed by the predicate and the action expressed by the gerund belong to different persons, for example: "Returning home, I was overtaken by rain."
118. A participial turnover cannot be used in an impersonal sentence that has a logical subject, for example: "Approaching the forest, I became cold."
119. The adverbial turnover 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 match, for example: “Having risen up the Volga, the barge will be unloaded at the piers of Kuibyshev and Gorky” .
120. A heap of gerunds, creating dissonance.
121. Substitution is impossible if the main sentence is impersonal.
122. Substitution is not possible if the main and subordinate clauses have different subjects.
123. Substitution is impossible if the gerund indicates the mode of action.
124. It is erroneous to put two unambiguous unions side by side (when affirming, the union that, under the assumption, one should confine oneself to the union as if or as if).
125. It would be inappropriate to repeat the particle in subordinate clauses in which the predicate is expressed by the verb in the form of a conditional subjunctive mood, for example: "If these proposals were accepted, much would change for the better."
126. Incorrect word order: between the allied word which and the noun to which it refers, there should not be another noun in 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 arrived - a representative or a delegation?).
127. Mixing direct speech with indirect.
128. Repetition of identical unions with sequential subordination of subordinate clauses (the same with identical allied words).
129. A sentence member and a subordinate clause should not act as homogeneous syntactic elements.
130. The introductory word is mistaken for the predicate of the main sentence.