Remember how proposals are constructed and formatted. Russian language lesson "How do we build sentences?" according to the "Harmony" program (2nd grade)

Correct sentence construction

A sentence is made up of words or phrases connected to each other using coordination, management or adjacencies .

It is unacceptable to violate the order of words when using a participial phrase, which can appear before or after the word being defined, but never includes it in its composition. Incorrectly constructed phrases: Givendata the report shows great success among graduates; Arriveddelegates You are invited to the hall for the congress. Such errors can distort the meaning of a statement, for example: Acceptedprogram successfully completed at the conference(program adopted at the conference).

Proper use participial phrases requires knowledge of the following rules:

a) the word being defined must appear before or after the participial phrase. In a sentence The facts presented in the report indicate the great successes of modern rocket science participial given in the report refers to the word being defined data, which stands inside it. This construction violates the rules for using participial phrases;

b) a common mistake is the incorrect placement of the participial phrase and the attributive clause in a sentence: There was a fireplace in the room, which had not been lit for a long time and served as a shelf for the residents. In this situation, the following options for transmitting content are possible: There was a fireplace in the room, which had not been lit for a long time. He served the residents as a shelf; There was a fireplace in the room, where no fire had been lit for a long time. It served as a shelf for the residents.

Participial turnover usually moves freely in a sentence, i.e. can stand at the beginning, in the middle and at the end. The most common mistake in constructing a sentence with a participial phrase is that the authors do not always clearly realize that the main action expressed by the verb and the additional action expressed by the participle are performed by one person (subject). If we do not take this circumstance into account, we get, for example, the following statement: Approaching the city, a strong wind began. Main action expressed by a verb has begun, performs the subject wind. Additional driving up, expressed by a gerund, is the author of the statement.

A gerund can be used in an impersonal sentence if it contains an infinitive: When sitting down at the table, you must wash your hands with soap. In such sentences there is no subject of speech, and you need to make sure that they always contain a verb in an indefinite form. Otherwise, the following impersonal sentence will arise: Opening the window, I smelled pine trees.

Incorrectly constructed phrases: Precious time is lost at work,listening to stupid conversations ; Idleness– This is a relative concept, butsitting at home , it doesn't happen.

Significant difficulties arise when using constructions with prepositions ineptly except, besides, instead of, along with, which must always depend on the predicate. The rupture of this grammatical connection leads to the fact that the phrase introduced by the named prepositions “hangs in the air”: Instead of Latsis streets And Freedom buses headed along the newly built section of Planernaya Street; We,besides chickens , intend to start raising turkey poults. Eliminating such errors usually requires significant reworking of sentences; The buses have headednot on the streets of Latsis and Svoboda , and on a new route , opened on Planernaya Street; We intend to grownot only chickens, but also turkeys .

There are errors in the use of conjunctions and prepositions with homogeneous members of the sentence: Built in the cityNot only new school, hospital,and drama theater and library(should have written: Not only school...but also theater); Need to pay attentionNot only on students' knowledge,but also their practical skills(should: but also on their practical skills, the preposition must be repeated). With such conjunctions, word order is especially important when using homogeneous members of the sentence. For example, it is broken in this case: In the new premises it will be possiblecarry out not only circus performances,but also to arrange big concerts, sporting events...(Right: not only performances, but also competitions or: not only conduct, but also arrange). Union not only but connects the compared objects or actions, and therefore the corresponding parts of speech: a noun - with a noun, a verb - with a verb.

Opposing alliances ( A, but, however) As a rule, identical parts of a sentence are connected. This rule is violated in this construction: Speakers in the debatewithout objecting against the main provisions of the report,however they believe its incomplete(connected circumstance [adverbial phrase] and predicate). Words that denote only comparable objects can be used as homogeneous members of a sentence; you can't say: Congratulationsheartily Andon my own behalf .

Homogeneous members should not include specific and generic names: Our square– favorite vacation spotresidents villagesyouth and children .

A common mistake is the incompatibility of one of the homogeneous members (or several) with the word in the sentence with which all the other homogeneous members are associated. Let's illustrate this with examples (corrected sentences in the right column):

As we can see, to correct such errors it is necessary to introduce new words into the text, eliminating lexical inconsistencies; sometimes a radical reworking of the sentence is required, a refusal to use homogeneous members (as in the second example).

You can avoid many mistakes when using homogeneous members if you are stricter in the choice of case forms of nouns. So, the sentence needs stylistic editing: According to the program, students must learn to perform operations such assawing out jigsaw plywood products,drilling, assembly Andfinishing of parts . All homogeneous nouns must be in the nominative case (such as... drilling, assembly, finishing). It is unacceptable to use generalizing words and homogeneous members in different case forms: The director said: “We are currently working on two productions:"The Cherry Orchard" Chekhov andplay Volodin “Don’t part with your loved ones”(the title of the first performance should also be used in the instrumental case).

The structure of a sentence is also disrupted when one of its members and a subordinate clause are combined. For example, an addition and a subordinate clause cannot be placed in the same row: The Prime Minister spokeabout reducing inflation andthat salary delays no longer. The combination of a participial phrase and a subordinate clause is also illegal: People deserve mercywho acknowledge criticism and who correct their mistakes . The subordinate clause should be replaced by a participial phrase (correcting their mistakes) or instead of a participial phrase, use a subordinate clause (who admit...).

There are many difficulties encountered in the structure of a complex sentence. Sometimes it is not justified to use two unambiguous conjunctions side by side: Your recommendations are worth consideringbut nevertheless it is not yet possible to implement this project; He claims,that it seems the plane was filled with substandard fuel. There is also an incorrect choice of union: Your assumption will be confirmed only thenIf will be proven...(instead of If we need an alliance When, correlative with the word Then in the main clause). A complex sentence is spoiled by inappropriate repetition of a particle. would, in the subordinate clause (If these measures had been taken, everything would have ended well). The repetition of conjunctions or allied words with the sequential subordination of subordinate clauses gives the phrase heaviness.

Let's look at examples of stylistic editing of such sentences.

In the first example, replacing the subordinate part of a complex sentence with a participial phrase not only simplified the construction, but also clarified the word being defined (not mountains, A vertices), in the second - clarified grammatical connections (the first definition refers to the word logics, second - by the way the science).

So, the text is an integral speech work that has its beginning, the structure of the development of thought and the end as its completion. This is a complex communicative unity of content and indicators of its organization.

1. Integrity as a property of a text presupposes the presence of a single narrative theme for a given unit. This topic can be formulated as a title. Coming up with a title for a text is extremely difficult, because it must, on the one hand, reflect the content of the entire text, and on the other, be perceived by the addressee of the speech and understandable to him.

Let's take a school essay as an example:

My house

We live in a large house on the fifth floor. We have two rooms and a kitchen. My grandmother and I live in a large room. Grandmother was a doctor. She worked in Rostov. And then she moved in with us. Now she is sick. Mom is even afraid that she needs to be admitted to the hospital. She will be better looked after there. And we won’t worry if something happens to her. After all, I’m at school all the time, and mom and dad are at work. Mom and dad live in the bedroom. And in the kitchen we eat and drink tea.

If we consider this obviously unsuccessful work as a whole from the point of view of the relationship between the text and the title, then we can state a certain discrepancy. The text talks mainly about the student’s grandmother, while the title directs us to a description of the house in which this family lives.

Probably everyone has come across this kind of teacher’s comments on the text of their own essays. Thus, a common mistake is the retelling of a work of fiction, while the title directs the author to analyze the text, images of characters, etc.

2. The text must have composition, must be built according to a certain plan, which usually has a three-part structure - the beginning, the middle part (the development of thoughts) and the ending.

3. Within a text, especially a large and complex one, it is possible to identify its components Components- complex syntactic wholes, or super-phrase unities (in a large text these are chapters, paragraphs, etc.). This is a group of sentences that reveals the micro-topic of the text and, in turn, has a beginning, development of thought and ending. Within one complex syntactic whole (supraphrasal unity), each subsequent sentence seems to answer a question that arises when reading the previous sentence. The inability to ask a question to the next sentence means the completion of a complex syntactic whole.

As an example, let's give one paragraph from the story by A.S. Pushkin "The Captain's Daughter":

The unexpected news hit me hard. The commandant of the Nizhneozernaya fortress, a quiet and modest young man, was familiar to me: two months before, he had traveled from Orenburg with his young wife and stayed with Ivan Kuzmich. The Nizhneozernaya fortress was located about twenty-five versts from our fortress. Any hour now we should have expected Pugachev’s attack.

After reading the first sentence: The unexpected news hit me hard- Can I ask you a question: Why did this news shock me? The answer to this question would be the following two phrases: The commandant of the Nizhneozernaya fortress, a quiet and modest young man, was familiar to me: two months before, he had traveled from Orenburg with his young wife and stayed with Ivan Kuzmich. The Nizhneozernaya fortress was located about twenty-five versts from our fortress. What conclusion follows from this? The answer is in the fourth sentence: Any hour now we should have expected Pugachev’s attack. Next you can ask the question: What in this situation seems especially dangerous to me? Answer: The fate of Marya Ivanovna vividly appeared to me, and my heart sank.

It is easy to notice that this excerpt from the story by A.S. Pushkin is not perceived as an absolutely finished text. The first sentence of the paragraph clearly refers to the previous story ( unexpected news). The last sentence of the paragraph also makes it possible to continue the story. This is what ensures the connection of complex syntactic wholes into a single macrotext.

At the same time, the completeness of this text can be easily traced by reading the passage following the last sentence:

- Listen, Ivan Kuzmich! - I told the commandant. - It is our duty to defend the fortress until our last breath; there is nothing to say about this. But we need to think about the safety of women. Send them to Orenburg, if the road is still clear, or to a distant, more reliable fortress, where the villains would not have time to reach.

On the one hand, this microtext contains thoughts directly related to the previous microtext, but the content of the new microtext is not an answer to the questions that could be posed to the last sentence of the previous microtext ( The fate of Marya Ivanovna vividly appeared to me, and my heart sank.) What exactly presented itself? Why did your heart stop?

It should be remembered that all questions that can be asked within a complex syntactic whole must be essential to the development of the text. If they are purely associative in nature, then the text turns out to be torn. There will be no development of thought in him. This can be easily seen in the example of the essay “My Home” given above. In general, bad essays have no micro-themes, no complex syntactic wholes. There is only a set of individual proposals, at best connected only by association.

4. Everything in the text is interconnected, including complex syntactic wholes and individual sentences within them. There are various means interphrase connection. Let's name the main ones:

subject connection(separate parts of the text are combined by the names of people, the names of the objects described);

temporary connection(presence of a single temporary space in the text). Temporal unity is expressed grammatically and lexically: in 1961, first and then; morning-evening etc. Pay special attention to grammatical unity of tense. Changing time should always be justified! One of the most common mistakes in school essays is an unmotivated transition from the present tense to the past, and vice versa: Yesterday my favorite film “Die Hard” was shown on Channel One. I'm watching this movie for the seventh time;

spatial connection (in our city, there, here etc.);

word order.

In written narrative text, a sentence usually begins with a topic, the subject of the message, something known (from a previous statement) or less significant in terms of content. And the sentence usually ends with new, most significant information in the given context and situation. The distribution of known and new, less and more significant depends on the textual whole. The most common word order is this. That information that was new, most significant and located at the end in the previous sentence, in the subsequent sentence becomes known, less significant and therefore moves to the beginning.

For example: The next day I woke up with a headache, vaguely remembering yesterday's incidents. My thoughts were interrupted by Savelich, who came to me with a cup of tea(Pushkin). In the first sentence, the content center, the most significant information is that Pyotr Grinev (author of the story) woke up with a headache, vaguely remembering yesterday's incidents. It is no coincidence that this information is located in the second part of the sentence and, when the statement is spoken out loud, it is separated from less significant information ( Next day) pause. In the second sentence, the second part of the first sentence is expressed in the phrase my thoughts. This information is already known and less significant, so it is placed at the beginning. New information: were interrupted by Savelich, who came to me with a cup of tea- placed at the end.

Wed: violation of word order in an excerpt from a school essay: I love books about war. I learn about heroes from them; correct word order: I love books about war. From them I learn about heroes;

replacement nouns, adjectives, already known from the previous text into pronouns and pronominal adverbs ( he, it, then, there and etc.):

Annushka quickly went into the forest. Kasyan looked after her, then looked down and grinned. In that long smile, in the few words he said to Annushka, in the very sound of his voice when he spoke to her, there was inexplicable, passionate love and tenderness.(Turgenev).

But do not overuse pronominal words and ensure that their use does not create ambiguity.

Wed: Within three days, the owners must pick up the dogs from the kennel. Otherwise, they are killed;

note that in business texts such a replacement is not allowed.

coordinating conjunctions (and, but, however and etc.):

The aunt woke up, jumped up and, without leaving the mattress, began to howl. It already seemed to her that it was not Ivan Ivanovich who was screaming, but some other, stranger. And for some reason the pig grunted in the barn again. But then the shuffling of shoes was heard, and the owner entered the room in a robe and with a candle.(Chekhov).

However, the use of conjunctions must be truly necessary. Thus, in oral answers and in essays, schoolchildren often abuse conjunctions, especially conjunctions and, and, and without taking into account their meaning:

At first he lived on his father's estate. And then he went to serve in the Belogorsk fortress. And there he fell in love with Masha. And Masha fell in love with him too;

special text clips, first of all, introductory words ( firstly, secondly, so, thus, on the one hand, on the other hand, in particular, for example and etc.):

The foliage was already beginning to turn yellow. Firstly, we were quite high above sea level, and secondly, we seemed to have been transported forward in time(Arsenyev);

non-special means of communication, in particular, repeat:

Who hasn’t cursed the stationmasters, who hasn’t scolded them? Who, in a moment of anger, did not demand from them a fatal book in order to enter into it his useless complaint about oppression, rudeness and malfunction? Who does not consider them monsters of the human race, equal to the late clerks, at least to the Murom robbers?(Pushkin).

Note: repetition must be meaningfully and stylistically justified. Otherwise it will be perceived as a stylistic mistake!

Red line, paragraph division in written text.

Experiments show that without red lines, text is difficult to perceive and comprehend. Most often (with all the specificity of various texts), a paragraph coincides with a super-phrase unity. The red line usually emphasizes the beginning of the development of a new thought. In this case, the first phrase of the new paragraph plays a very important role. This is a kind of “summary” of the entire super-phrase unity.

Pay attention to the structure and first phrase of the paragraph of the chapter “Court” from the story “The Captain's Daughter” by A.S. Pushkin:

Marya Ivanovna suffered more than anyone. Being sure that I could justify myself whenever I wanted, she guessed the truth and considered herself the culprit of my misfortune. She hid her tears and suffering from everyone and meanwhile constantly thought about ways to save me.

It is possible to highlight other means of interphrase communication (see, for example, the books: Loseva L.M. How the text is constructed. M., 1980; Velichko L.I. Working on the text in Russian language lessons. M., 1983; Ippolitova N. A. Text in the system of teaching the Russian language at school. M., 1998; Solganik G.Ya. Stylistics of the text. M., 2001). Their use is largely determined by the type of text and the specific tasks that the author sets for himself. But the presence of such connections is necessary, otherwise the set of sentences will be perceived as a simple set of sentences, and not a single text.

Is it possible to build such an understandable system that would allow you to easily construct sentences in English and quickly understand all tense forms? Let's get a look.

First you need to figure out what generally accepted standards exist, and how you can avoid getting lost in the apparent complexity while learning English.

If you look in more detail at the structure of sentences in English, it becomes obvious that in order to quickly learn to express yourself concisely and clearly, you just need to train yourself to recognize the subject (who does?) and the predicate (what does he do?) in an English sentence.

In most cases, the subject comes before the predicate in sentences. The only exceptions are interrogative sentences. But in any case, you need to start simple. This way, you can easily learn how to write sentences in English.

Simplicity is the key to success

Let's start with the simplest. This will be the base from which you will need to build in the future. Understanding it will greatly simplify the work of automating the construction of sentences in our heads on the fly.

It is worth knowing that English sentences, unlike Russian ones, are characterized by simplicity, conciseness and brevity. Perhaps this is due to the English mentality, but that’s not the point now.

Long and very complex sentences can still be found in English. They are found in legal texts or in fiction, i.e. where appropriate. However, in live communication, long sentences are extremely rare. But to start, you need to start from the simple.

Let's find out what a simple sentence is in English. Any sentence is constructed in order to describe a real life situation as clearly as possible.

In order to achieve this goal, it is necessary to use words to describe the current situation and connect them so that the meaning is conveyed as succinctly as possible. If you manage to convey the meaning correctly, then in the head of the person to whom the information is transmitted you will get an image of the same picture.

In Russian, words are connected using endings. However, in English the situation is completely different; there is no change in multiple endings.

On the one hand, this simplifies the process of memorizing and studying, and on the other, it requires maximum clarity in sentence construction and the correct use of prepositions.

Golden Rule

So, let's define the first and most important rule - direct word order! First it says who is doing it, then what it is doing. Any variations are available in Russian, for example:

• The boy catches fish.
• A boy catches fish.
• A boy catches a fish.
• A boy is fishing.

In English there is always only one word order - “A boy is catching some fish”.
Remember this is the golden rule that you should start with when learning English. Everything is tied to verbs (simple predicates). They will, of course, be in some form of one of the English tenses (from here you can immediately understand how to use the tenses), three moods and two voices. For beginners, the main thing is to understand the basics:

In English, sentence structure always follows a certain structure:

• Subject (who/what?),
• verb (what does it do?),
• object (who/what? addition),
• place (where?),
• time (when?).

For example: “I like to walk with my dog ​​in the park in the evening.”

• like to walk;
• with my dog;
• in the park;
• in the evening.

Time

Many people who begin to learn a language are dizzy from the endless variety of temporary forms. If we take them all into account, we get 16. This is explained by the fact that the tense system is clearly different from the one used in the Russian language. Of course, there are general points, but the main trump card of the English times system is strict order, consistency, and obedience to the laws of grammar and logic.

But times are not as scary as they are made out to be. If you master at least the six most commonly used ones, you will be able to feel confident in almost any communication situation - these are Present Simple, Past Simple, Future Simple, Present Continuous, Past Continuous, and Present Perfect.
Example:

• I go to work every day. - Present Simple (what happens regularly).
• I went to work yesterday. — Past Simple (statement of a fact in the past).
• I will go to work tomorrow. - Future Simple (statement of a fact in the future).
• I am going to work now. - Present Continuous (what is happening now).
• I was going to work when you called me. - Past Continuous (what happened at a certain point in time in the past).
• I have already gone to work. - Present Perfect (it is not known when the action took place, but there is its result in the present).

What is most important is the need to remember that each group of tenses has similar characteristics and norms of formation of the semantic verb, as well as principles of use, and this is the key to quickly mastering all tenses.

Once you can draw parallels and feel the differences, you can use all tenses without much difficulty. Therefore, to begin with, just try to remember how English sentences of the Simple group are constructed, starting with Present. It is extremely convenient to learn and remember grammatical tenses by placing them in a table.

Easy-to-read tense tables are included in all textbooks used at EnglishDom.

So, don't be afraid of any difficulties. Everything starts simple, and everything ingenious is simple too. Having understood the basic principles of sentence construction, you can further adapt and train all tenses, moods and voices.

The main thing is that you can’t grab onto everything at once. Only after you have fully grasped one rule, move on to another. Repeat what you've learned sometimes so you don't forget. But what should never be forgotten is the basic principles of constructing an English sentence. So, it’s always easy to start - train your skills on simple sentences, then, as you understand, complicate them.

Big and friendly EnglishDom family

Hello to everyone who has decided to learn the art of writing! Anna is with you, a copywriter with two years of experience who has written more than 500 articles. Today we have an important lesson.

I think you have more than once come across texts on the Internet in which it is difficult to grasp the essence. The author abruptly moves from one thought to another, departs from the topic. I want to close this nightmare and forget about it.

So that you avoid the fate of a would-be writer whose work is of no use to anyone, I will show you how to draw up a text outline simply and correctly, and I will also explain what it is.

Use my tips to take your copywriting to the next level.

An article outline is a list consisting of the main ideas of the article, which are presented in a logical sequence. The main task is to reveal the content. The ideal structure is one that, when you look at it, brings to mind the entire text.

Each item on the list is a guideline that helps you understand the essence of the article.

Why does a copywriter need to draw up and think through a plan:

• get rid of the mess in your head, sort all the information into shelves;
• make the material useful and exciting for the reader;
• thanks to a well-thought-out structure, the reader can easily find the block of information he needs;
• the number of clients and rave reviews will increase along with your income.

The ability to structure helps you prepare for exams and analyze competitors’ articles.

Making the structure correctly: detailed instructions

When you first sit down to write a plan, chaos usually begins in your head, and it’s difficult to identify the main idea. As a result, points that should be short are blown out into entire paragraphs.

For reference. The main idea is the task of the article/work, and the topic is the general name of the content.

Where to start and how to finish:

1. Read the text 2 – 3 times. Take notes and write down ideas as you read. If you're writing from your head and don't need to study competitive articles, then skip this step.
2. Ask yourself two questions: what is its topic, what is the material written for. This way you can immediately decide on the main idea.
3. Take a closer look at each paragraph and think about where the key point is, what is its meaning? Often a paragraph is an already completed thought that can be included in the structure as a subheading. Don't dwell on the details. We are only interested in the action, the plot twist.
4. Leave the list for a few minutes and relax. Re-read it. Do you understand what the work is about just by looking at it? Yes - you have worked well, no - you need to improve it.
5. Copy the plan into a clean copy and use it for its intended purpose.

A few tips for the journey:

1. Write down unfamiliar words and concepts that you will use separately. Be sure to clarify their meaning.
2. Don't repeat yourself. If the same word comes up several times, replace it with a synonym.
3. Don't be afraid of modifications. If, when you return to the list after a few minutes, you want to make changes, then do so.
4. The text outline for a public speech should be short. One paragraph consists of a maximum of 2 – 3 words.
5. Formulate paragraphs with numbers and subparagraphs with bulleted lists.

Keep a separate notebook for plans. Write down all your work there. This is a good source of inspiration that will help you keep track of your progress as you re-read it.

We took a look at the general way of structuring the article. Now let’s complicate the task and divide the plan into several types, each of which is created in a special way.

What types of plans are there?

A plan helps us not to get confused, to clearly formulate and express our thoughts. There are many options. Now we will look at the most well-known methods.

Abstract

Each section is represented by a thesis. Thesis is a brief statement of the main idea of ​​1 – 3 paragraphs. Distinctive feature: many verbs. It consists of a subject, which names the topic, and a predicate, which reveals it. Without a predicate, the main idea is lost.

How to find a thesis statement? It is difficult for beginners to highlight the main thing, discarding the details. Sometimes the subtitle of the structure is stretched to 10–15 words, although this is unacceptable. Ask questions about the paragraphs. But remember: the answer should consist of 4 – 8 words and no more.

For example, I took the fairy tale about the goldfish by A. S. Pushkin:

1. The older man lived poorly with his old lady.
2. The old man caught the magic fish and released it.
3. Starce told everything to the old woman, she demanded a trough.
4. The dissatisfied old woman sent the old man to fetch the hut.
5. The hut was not enough for the grumpy old woman; she wanted to become a queen.
6. The old woman was tired of being a queen, she wanted to become the mistress of the sea.
7. The fish could not bear the old woman's greed and disappeared.
8. The old man and his wife were left with nothing.

Every 1,000 characters = 1 abstract. If you are writing a 6,000 character article, you need to highlight 6 points. This way you won’t overdo it, the material will be a pleasure to read.

Interrogative

This type of structure is based on questions to a semantic block of text. Personally, it’s easier for me to work through an article this way. Questions arise while studying materials and thinking about the topic.

This plan is ideal for informational articles, master classes, instructions, and analysis.

I will again show what it looks like using the example of a fairy tale about a goldfish:

1. What did the old man do when he caught the magic fish for the first time?
2. How did the old woman react to the story about the goldfish?
3. What did the old woman make her husband ask the fish?
4. How did the fish respond to the old woman's last wish?
5. What happened to the old man and his wife at the end?

Ask questions using words: how, when, why, whose, how many, who. Avoid the interrogative “whether” part.

Nominative

The title plan consists of theses expressed by nouns and adjectives. No verbs needed. It's very short. The maximum size of one title is 2 – 4 words.

Let's return to our tale of the goldfish to see the naming plan in practice:

1. Meeting of an old man and a goldfish.
2. The whims of an old woman.
3. An old man and an old woman at a broken trough.

Remember the childhood classics? So everything is correct. If just one glance at the outline is enough to remember the contents of the article, you are on the right track.

Support

The reference plan is written without rules. This is a short retelling of the article, consisting of the main informative parts. It is intended for personal use. It is important that you feel comfortable and understandable when working with it. All points are supports that evoke vivid, detailed pictures that convey the content of the article.

You can write it expanded or condensed. It all depends on your goal, capabilities, memory, associations.

This is how I see the correctly written supporting plan of the famous fairy tale:

1. The first meeting of the old man and the goldfish.
2. Three wishes of an old woman.
3. Fish refusal.
4. Broken trough.

The supporting structure is provided for public speaking, presentations, news articles, and brief reviews. So as not to miss the main idea, but also not to constantly look at the sheet of paper. Indicate facts, figures, names of objects, characters.

Mixed

This is a mix of different types of plans. Ask questions, write out abstracts - no restrictions.

For clarity, I will show the combined structure of a fairy tale about a goldfish:

1. The elder came across a magic fish, which he felt sorry for. He let her go.
2. How did the old woman behave when she heard about the unusual fish?
3. Three wishes of an old woman.
4. Why did the goldfish refuse to fulfill his last wish?
5. The old man and his wife returned to their old lives.

You can use it for any purpose.

Simple and complex

What kind of plan do you need: detailed or simple. To make the right choice, think about how important it is to describe the details or can you get by with nominal sentences?

A simple structure is 3 – 5 headings without details, consisting of 2 – 5 words, and a complex structure is more than 5 headings with subheadings and important details.

For example, the fairy tale “Kolobok” can be represented as follows:

Practice writing a simple plan. As soon as you start to succeed, try making an expanded one.

As you can see, the simplified version indicates only the key points, the complex one helps to understand the behavior of the characters and the development of the storyline.

How does the genre of an article influence the creation of structure?

Before you sit down to plan, think: what style does your text belong to? Will it be scientific work or hot news? What's the difference:

1. Scientific work is structured in such a way as to step-by-step prove a certain theory or pattern. The author presents arguments, citing documents in support, citing authoritative sources. The reader gradually comes to the conclusion - the main idea of ​​​​the material, which is located at the end.
2. A bright note, news and review are written in a different sequence. The first points are important, attention-grabbing information, the middle reveals in detail what was stated at the beginning, and the end is a generalization, additional information.

It's all about the nature of the texts. Scientific works are read thoughtfully, paying attention to each information block.

The texts of journalists and copywriters are not studied. They are quickly scanned while eating and in transport. The first paragraphs should be catchy and make you want to read to the end. Those who do not take into account differences in styles lose greatly: their work goes unnoticed.

Typical mistakes + examples

During the learning process, beginners often make the same mistakes. Self-study is dangerous because the author does not always notice his weak points in time, gets used to them, and begins to write subsequent plans in the same style. A mentor is needed at this stage. Where can I find it? You don’t have to go far, surf the Internet, we have been doing this for a long time and are ready to help you.

In the meantime, I will introduce you to common mistakes that make the plan unworkable:

1. There is a violation of the logical connection, each point lives a separate life.
2. Points intersect with each other, semantic boundaries are violated. The author was unable to divide the text into key points or described the content in too much detail.
3. All points indicate secondary information. Most likely, the author was unable to determine the idea or topic of the article.
4. The introduction and conclusion are missing.
5. The author chose the wrong words to name the points. It is impossible to understand what is going on.
6. The length of the paragraph exceeds 9 words, resembling a paragraph.
7. The size of the items, the appearance are too different. This is only permissible when writing a combined plan.

Write down a list of errors and hang it on your desk. Every time you sit down to prepare a plan or review it, go through the list.

Have you written a plan? Don't rush to use it. Let it sit for at least a few hours, and then evaluate it with fresh eyes.

Let's imagine what the wrong outline for the article “How to teach a child to speak?” would look like.

1. When does a child learn to speak?
2. The child does not speak.
3. What should you tell your baby?
4. How to teach a child to speak quickly and clearly?
5. Frequent mistakes that parents make: they read little to their child, force them to study, scold them.

Even a simple look at such a structure causes chaos in the head: what, why, what are they even about.

What mistakes are made here:

• Point 1 is superfluous. We are talking about how to teach a baby to talk, not when. It’s better to write a separate text about this.
• Point 2 is thesis, and we frame everything with questions. It looks clumsy and illogical.
• Point 3 can be made a sub-point for ease of perception.
• Point 5 is long, homogeneous terms after the decimal point should be formulated as subparagraphs.

And here is the corrected version:

• Introduction.
• How to teach a child to speak quickly and clearly:
  • reading aloud,
  • developing tongue twisters,
  • articulation gymnastics,
  • a lot of communication,
  • word games.
• Why doesn't the child talk?
• Typical mistakes of parents:
  • annoying training
  • lack of attention.
• Conclusion.

Learn to write similar texts to earn money.

Conclusion

A plan is a support that helps you gather your thoughts together. When I started on the article exchange, I had no idea how much it simplifies the life of a copywriter. Practice as much as possible: write yourself, analyze other people's work. Remember that perseverance and experience are your help.

Have you already tried making plans? Have you noticed how easier it is to write articles? Write comments. Share your experience.

Sign up to become an independent freelancer! We have a whole series of articles on copywriting and freelancing.

I wish you good luck!

Subject: Learning to construct interrogative sentences and answer them accurately.

Target: Expansion and accumulation of speech experience of younger schoolchildren.

Objectives: Educational: contribute to the formation of the ability to observe the intonation of interrogative sentences, highlight special question words, and construct accurate answers taking into account these words.

Educational: promote the development of speech, thinking, emotional-volitional, need-motivational spheres, the ability to analyze information, and draw conclusions.

Educational: promote the formation of speech culture skills and communication skills.

Planned results:

Personal: be able to express your emotions, understand the emotions of other people, pay attention to the peculiarities of oral and written statements of other people, skillfully use the Russian language.

Regulatory UUD:

Be able to determine and formulate the purpose of the activity in the lesson with the help of the teacher, pronounce the sequence of actions in the lesson, learn to express your assumptions, and evaluate your achievements.

Cognitive UUD:

Be able to navigate the textbook, build simple reasoning, and draw conclusions.

Communication UUD:

Be able to work in pairs; ask questions, answer questions from others, agree with classmates on rules of conduct and communication.

Subject UUD:

Distinguish between types of sentences by purpose and intonation. Construct sentences of different purpose and intonation to solve certain speech tasks: to answer a question, to express one’s attitude to something, to convey one’s thoughts and feelings.

Lesson type: lesson in the application of knowledge, skills and abilities.
Equipment: textbook, notebook, presentation.

during the classes.

1 Organizational moment.

2. a minute of penmanship.

R - we start writing from the middle of the working line, go down to the middle of the next working line, go up in a straight line, without reaching the middle of the line we write a small straight line with a curve at the top and bottom.

2.Definition of the topic, lesson goals

Here are cards with letters. Let's determine the topic of the lesson by completing the tasks in the card:

1.- Cross out the letter indicating a voiced, always soft consonant

Cross out the vowel that indicates the hardness of the consonants.

2p.- Cross out the letter that denotes a voiceless, always soft consonant

Cross out the last letter in the alphabet

3p.- Cross out the letters of paired consonants

Cross out the first letter in the alphabet

Connect the letters in the lines, starting from the top line, read what happened?

What is the topic of the lesson? (Suggestions….)

What do you think: do we already know everything about the proposal?

What purpose let's set ourselves today? What will we find out?

Today we will continue to work on the proposal. Read the topic of the lesson. What else will we learn?

Lesson objective: learn to ask and answer questions correctly. Slide 7

Work in pairs. Slide 8

exercise 216

1. You have you read this book?

2. Youread this book?

What answers can you get to the first question? For the second question?

Why do you think the words in these sentences are highlighted in blue?

Why does this happen - the question is one, but the answers are different?

Let's read the message that the authors of the textbook offer us.

Do you agree with the conclusion in the textbook? Does he agree with your opinion?

Ask questions to each other, highlighting the specified words with your voice, and get an answer.

Why is there one question, but different answers?

Conclusion: In oral speech, we highlight some words in a sentence more than others. This word is usually especially important in meaning. If it is highlighted in a question, it often suggests the answer.

Frontal work. Slide 9

exercise 217 -Now I suggest you watch these highlighted words. Read the task for the exercise

(Students read the sentences. It is necessary to ensure that the right words are highlighted correctly in the voice. The concept of “logical stress” is not yet taught to children).

Give short oral answers to these questions.

Write them down in your notebook in separate words.

What answers did you write down?

(Collective review).

Name all the spellings that you come across in these words.

Read the questions expressively and give short answers.

Where Did Uncle Fyodor write letters to his parents?

Who bone shell from animals?

When Are the leaves falling?

After what day of the week is Monday?

What put in cabbage soup?

Notebook entry:

K.I. Chukovsky.

From Prostokvashino.

At the turtle's.

In autumn.

After Sunday.

Cabbage.

Give complete answers to questions 4 and 6. Write them down.

How will you proceed when writing proposals?

Label the remaining spellings.

What words helped you answer the questions? These are special question words. They suggest which words will be the main ones in the answer and are most often located at the beginning of the question. Where are the main words of the answer?

Who will draw the conclusion now?

Conclusion: The information known from the question is placed at the beginning of the sentence, and the main words of the answer are usually placed at the end of the sentence. And question words help us determine which words become the main ones.

Guys, this message also talks about question words. Can you tell what these words are?

How do they work?

(They suggest what to say in the answer.)

I wrote down some of the question words on the board. Read them please.

Who? What? For what?

What? Which? Why?

Whom? How? Where?

Which of them helped us answer the questions in exercise 217 today?

What word didn't I write down?

(Where?)

Well done, you are very attentive.

Please tell me, can you now explain why the topic of our lesson is: “As you ask, I will answer”?

(Children's explanations).

7. Primary consolidation of what has been learned.

Quiz.

– Do you know what a quiz is? Read the questions in exercise 219

Who will give birth to babies during leaf fall?

Let's try to rearrange the words and choose the best option.

During leaf fall, the hare's cubs will be born.

During leaf fall, the hare will give birth to cubs.

Where do butterflies and mosquitoes hide for the winter?

Butterflies and mosquitoes hide for the winter

5. Reflection. What interesting things did you learn in the lesson? Evaluate your mood in class with emoticons.

– How are interrogative sentences constructed? (What words are used?)

– What question words do you know? What do they suggest?

4. Homework.

At home, you will try to compose questions for the quiz, maybe 1 question, or maybe 2. Write the question, think about it and write down the full answer.

For those who find it difficult to formulate a question on their own, look it up in encyclopedia books.

Guys, in class we learned how to construct interrogative sentences and answer them correctly. What caused you problems? What was unclear?

Try to evaluate your work in class and mark yourself in the margins of your notebook.

I thank you for the lesson and ask you to come up with quiz questions at home. If you find it difficult, use exercise 220 p.112.