To check an unstressed vowel in the root, you need to choose such a related word or a form of the same word so that this vowel is stressed.

Spelling alternating vowels in word roots

If the root is followed by the suffix -a-, in roots with alternating e(and) is written and, and in the roots -lozh-(-lag-) and -cos-(-cas-) is written a.

Fundamentally mountains-(gar- O... Exceptions: burnout, burnout, burnout(special and dialectal words).

In the roots clone-(clan-), creative(creature-) in an unstressed position is written O.

Fundamentally zor- in an unstressed position it is written a... Exception: dawn.

Fundamentally -rose-(-rust-) front st and SCH written a... Exceptions: industry, sprout, outgrowth, usurer, Rostov, Rostislav, Rostokino.

Fundamentally -shock-(-with how-) front h written O, before k is spelled a... Exceptions: jump, jump.

The spelling depends on the meaning O and a in the roots -mock-(-poppy-) and -level-(-equiv-):
-mock-- in the meaning of "pass liquid";
-poppy-- in the meaning of "immersed in a liquid";
-level-- in the meaning of "smooth", "even";
-equiv-- in the meaning of "the same, identical"

Fundamentally -fusion- always written a: float, buoyancy... Exceptions: swimmer, swimmer, quicksand.

Spelling of unpronounceable consonants in the roots of words

To check the spelling of roots with unpronounceable consonants ( stn, zdn, lnz, rdc) you need to choose such a related word so that this consonant stands before the vowel.

Spelling O(e) after sibilant nouns and adjectives

At the root of the word after sibilants is written e if in related words it alternates with e; if it is formed from a verb or passive participle of the past tense.

О and Е in suffixes and endings of nouns and adjectives

In suffixes and endings, after sibilants, under stress is written O.

Spelling I-S after Ts

Root after c written and... Exceptions: gypsy, tiptoe, chick, chick.
In suffixes and endings after c written NS(except for words on -tion).

Spelling O (E) after C

Suffixes and endings under stress are written O, without stress - e.

Soft sign in verb forms

B is written in the indefinite form of verbs: wash up, in the form of an imperative: put, in the form of 2 liters. units: you wash.

Spelling b

Dividing b written before root e, e, y, i after consonant prefixes and in foreign words after the following consonant prefixes: ab, hell, diz, in, inter, con, counter, about, sub, trans and also after the initial pan.

Spelling Y-I at the junction of the prefix and the root

After a prefix ending in a hard consonant, in the root of the word instead of and write NS(as we hear, so we write). In the word charge written and according to the pronunciation.
Note. This rule does not apply to compound words, for example: pedagogical institute, sports equipment.

After prefixes inter-, in excess of- persists and, since after hissing and back-linguals it is not written NS.

Persists and also after foreign language prefixes and particles ( counter-, des-, trans-, pan-, sub-, post-, super-).

Spelling prefixes

Spelling of prefixes pre- and pre-

Prefix at- used in the meanings:
- "approach, accession, incompleteness of action, proximity": sew on, open up, school.
- bringing the action to the end: knock.
- performing an action in someone's interests: hide.

Prefix pre- used in the meanings:
- "very" ( highest degree manifestations): unpleasant.
- "over-": block.

Spelling of prefixes times- (ras-) and other prefixes (without-, vo- (vz-), from-, down-, through- (through-) on z-s

In consoles on s s s written before the voiced one, and with- before a voiceless consonant.

Spelling the root floor - as part of a compound word

Floor- spelled with a hyphen before root vowels, l and capital letters... In other cases floor- is written together.
Prefix semi- is written together.

Spelling compound words

Difficult words- these are words that are formed by combining two stems in one word.

Spelling compound words with connecting vowels O and E

O if the first stem ends in a solid consonant.

The roots in compound words are connected with a connecting vowel e if the first stem ends in a soft consonant, sibilant and c.

Merged and hyphenated complex nouns

Hyphens are written -
- names of the cardinal points: northeast, southwest;
- names of complex mechanisms and units of measurement: diesel engine, bed... Exception - workday;
- names of some plants: Blooming Sally;
- with initial foreign language elements vice, life, headquarters, ex.
- formed from two words of one thematic group (synonyms, antonyms, clarifying each other): misfortune(synonyms), raincoat tent (cloak and he - tent).

Compound words are written together -
with verb on and in the first part: daredevil... Exception - Tumbleweed;
with a genitive numeral in the first part of the word: fivefold... But: centipede(because not in the direct meaning of the account). Exceptions: 90 (ninety-kilogram), 100 (hundred-meter), 1000 (thousand-year);
names of a city resident: Almaty citizen;
complex abbreviations: duffel bag.

Continuous and hyphenated spelling of adjectives

Adjectives are written with a hyphen:
formed from compositional phrases: Russian-English dictionary (dictionary with Russian and English words);
expressing quality with an additional touch: light green;
formed from hyphenated nouns: new york;
The rest of the complex adjectives are written together.

Spelling of noun and adjective suffixes

Noun suffixes

Suffix -chick written in nouns with the meaning of a person after the root consonants d, t, h, s, f if there are no other consonants in front of them: defector; alimony.

Before the suffix -chick final consonant stems k, c, h replaced T: distribution - dispenser.

Before the suffix -clerk a soft sign is written only after l: roofer.

Suffix -ec spelled if, when changing a word e drops out: lock - lock, but: key - key.

Suffix (unstressed) -etc- spelled in nouns m .: well, -its-- in nouns: gorgeous.

The spelling of participle suffixes

From the infinitive stem to -et, -it, -ty, -night passive past participles are formed with a suffix -enn-.

From the infinitive stem to -at, -yat passive past participles with a suffix are formed -nn-, with the verb suffixes -a- and -I am- in the participle are saved.
(A competent person. Tutorial... L.D.Bednarskaya, L.A. Konstantinova, E.P. Shchennikova)

A truly literate person knows the rules of the language and knows how to apply them, and not just rely on intuition. This skill comes through focused grammar learning. shares a detailed guide on how to memorize and apply the rules of the Russian language.

How to learn the rule and learn how to apply it

Read carefully

The matter will not progress if you study with music or with the TV on. Sit back in a comfortable place and concentrate on the textbook. Read the rule carefully, paying attention to the highlighted words, examples, and diagrams. If the essence of what was written did not immediately fit in your head, read the text again.

Comprehend

Do not cramps, but try to grasp the essence of the rule. Say each of the points to yourself. Incomprehensible words and wording can be found in the dictionary. It is also worth retelling the rule in your own words. Consider the examples carefully. They show in practice how the rule works.

Russian language teacher Victoria Romanova tells about the spelling of complex nouns, adjectives, and adverbs. More videos on school subjects you will find on our YouTube channel

Remember

By comprehending the rule, you start. It remains only to keep the information in my head. Retelling aloud will help with this. Memorization is hard -. Learn to reproduce a theme at home, and you can easily repeat it at the blackboard or to yourself when you come across a spelling or a problem with a punctuation mark in the text.

Fix in practice

The ability to write competently can only be brought to automatism in practice.After thoughtfully performed exercises, you no longer have to pronounce the rule every time. So that it does not disappear, periodically return to the theory and assignments on this topic.

What else will help you better understand and remember the rules

Mnemonics

Places in the rules where you need to memorize many exception words are quickly stored in memory using mnemonic phrases (a way of memorizing information using associations). One of these: "Having covered the wound, climbed up a tree." This line helps to distinguish between words that are oral speech match in sound. You will find ready-made associations in the book E. A. Lisovskaya "".

Schemes and tables

To collect big rule into one picture, use diagrams or tables. Also look for infographics inAdukar's public in Russian.

It's also good to learn a language from video. You will find videos according to all the rules that will come in handy on the DH in our service.

Understanding the structure of a word

To apply the rules correctly, you need to see the structure of the word.It is important to understand the spelling in the root or suffix. The easiest way to parse a lexeme into morphemes is to find the same root words.

Part of speech definition

Spelling often depends on the part of speech to which the word belongs. Learn to clearly distinguish an adverb from a noun with a preposition or infinitive froman imperative verb.

Syntactic skills

To correctly put punctuation marks, learn to understand the composition of the sentence and highlight its parts. Correctly constructed circuit non-union proposal will save you from a punctuation error.

If the student is able to parse the sentence by members completely, then this will help him when setting punctuation marks. The scheme will be useful for proposals with different types of communication. You also need to pay attention to the presence of turns (participial, adverbial), interjections, references.

Svetlana Pashukevich, Russian language teacher

Reading of books

Direct reading. The more times you see a word, the more likely you are to spell it correctly. Even commas will fall into place intuitively if you have seen similar constructions in the text more than once.

Each time you follow these tips, it will become easier for you to memorize the rules. The effort is worth it. In return, you get a high score on the CT, saved time for correcting mistakes in important texts, respect for others and self-esteem.

Participate for free on January 25, 2020 to learn how to effectively apply the rules for solving VG!

If the material was useful to you, do not forget to put "I like" in our social networks

With rare exceptions, Russian is one of the least favorite subjects in school. Difficult tests, a lot of homework and endless rules ... Unfortunately, today's lessons do not help schoolchildren to become more literate and, most importantly, they do not develop speech at all. What's the matter?

Russian as a foreign language

Let's imagine ourselves in the place of a child. From the very birth he hears his native language and practically from a year or two begins to speak it. By the age of seven, future first-graders speak generally no worse than adults.

In the first grade, the main task is to teach the child to write and read. How does the school deal with this?

It is in the first school year that a child learns and understands the important essence of our language: we say one thing and write another. Anyone who has already learned to read not by syllables, realizes that the word "milk" reads "malako", and agrees with this.

Meanwhile, the study of the Russian (native!) Language in our school resembles the study of a foreign language - the child is constantly shoved phonetic transcription, although he himself knows very well how words sound.

If the child is already reading, then, undoubtedly, he understands the difference between sounds and letters, since the process of reading, in fact, consists in translating letters into sounds. Transcription only interferes with the student, confuses him, not allowing him to remember the only correct form, "image" of the word.

So children already in the first or second grades do one or two phonetic analysis the word "way", defining the softness of consonants, the number of letters and sounds. What for? To safely forget about it in high school, remembering only before the GIA and USE.

There is an opinion (and it is supported by textbooks) that it is thanks to the active study of phonetics in primary school children begin to write correctly. Alas, this is completely inconsistent with the observations of any parent - children are now no more (and perhaps less) literate than the previous several generations who studied phonetics in grades 5-6 and no longer than one quarter.

Scary grammar

From textbooks and workbooks, students learn literacy simply by applying and memorizing rules or (if there are no rules) vocabulary words.

By the way, try to remember at least one rule (except "zhi, shi write with the letter i").

Case names? Endings of first declension nouns in the genitive case? And in general, what are the nouns of the first declension? And the verbs of the first conjugation? Do you remember? Now think about what rules do you regularly apply when writing?

Remember the spelling rule for vowels after sibilants in the suffix:

Under the stress in the suffixes of nouns and adjectives that are not formed from verbs, it is written O, (girl, dummy), and without stress - E (song).

When the class “goes through” this topic, the students do a lot of exercises, most of which simply suggest inserting the missing letter. In fact, the tasks themselves suggest the place of application of the rule, as well as, by the way, dictations on a given topic. After the paragraph "passed", the exercises can be forgotten almost until the final exam.

And now let's try to imagine ourselves in the place of a schoolboy who has learned a lot of rules, and now he just needs to write correctly (in general, we are all in this place and so we are). There are no parentheses or ellipsis hints. To apply a rule, you first need to be aware of the need to apply it. How can I do this? Let's say a person writes the word "girl" and ... what? There are three options:

the spelling of the word is not in doubt;

the spelling of the word for some reason raises doubts (for what?);

a person checks every word in general, so he immediately selects the root, suffix, selects the rule and corrects the error.

How often do you think the latter option occurs?

The fact is that in fact there are two options: either the person writes and does not notice the error, or he notices it because he does not like the "look" of the word.

Many people call the second option "innate literacy", although in fact it is not so much congenital as acquired. Good visual memory and love of reading help to memorize the "images" of words, and, accordingly, write competently.

Already in the first grade, schoolchildren are required to learn quite a lot of "vocabulary" words, the spelling of which does not obey the rules. How are they taught? Yes, they just rewrite every 10-20 times in a notebook. And after that they write correctly.

This is where the dog is buried. In order to spell most of the words in Russian correctly, it is not at all necessary to learn and apply the rules. It is enough just to read and write more - to rewrite texts from books and textbooks. Texts without gaps and dots, so that all important letters of the word are visible. Then the very "innate literacy" will be formed, which is so envied by those who are forced to constantly look into the dictionary.

By the way, in this regard, you can remember how they teach in our school foreign languages... In both English and French, no one cramps the rules (and in any case, their number is simply incomparable with the number of rules in Russian), but they simply remember the type of word and its sound.

It turns out that many rules do not help to write correctly, they only organize the base of the language, create its "logic".

Most people write competently, without applying the rules or applying them sometimes, and in this case they are often presented not in the form of rules, but in the form of convenient associations (for example, what is doing? - swimming; what to do? - swimming).

By the way, despite such a simple rule, many people in this case still misspell the soft sign ... Why would that be? Yet it was taught at school!

Speech development? No, you haven't!

It is interesting that many Russian linguists, teachers and historians of the 19th century language did not put grammar first, but the development of speech! The ability to thoughtfully read, understand and express what was read, the mastery of living speech, even one hundred and fifty years ago, was considered a much more important skill than literate writing.

For example, Fedor Ivanovich Buslaev, a linguist and language historian, who laid the foundation for the scientific study of Russian folk literature, wrote:

“All grammatical learning should be based on the writer's reading. The main task is for children to clearly understand what they have read and be able to express themselves correctly in words and in writing. "

Konstantin Dmitrievich Ushinsky, a scientist and teacher, believed that the study of the Russian language has three goals: the development of speech, conscious mastery treasures native language and mastering grammar. Note that grammar comes in third place!

Vladimir Petrovich Sheremetevsky, a teacher of the Russian language and a methodologist, wrote that the subject of teaching the native language is a living word. And in the first place he again put the mastery of students by living speech.

But at the beginning of the twentieth century, the scientific and linguistic orientation became stronger in the methodology of teaching the Russian language, although attention was paid to the development of all aspects of oral and written speech: pronunciation culture, work on vocabulary and phraseology, and the development of coherent speech skills.

But by the end of the twentieth century, despite all sorts of new methods (and perhaps thanks to them), the Russian language as a subject was practically emasculated into pure grammar. Of course, in modern textbooks there are exercises for the development of speech, but there are few of them, and children and teachers do not pay much attention to them. And not before that! So many rules have to be learned, so many analyzes have to be done that writing an essay or presentation seems to be a trifling task that does not require attention. It is not surprising that the skills of coherent speech (at least!) And coherent writing, the ability to correctly formulate thoughts are very poorly developed. But any fifth-grader will do syntactic and morphological analysis in a couple of minutes.

But why, in fact, are we learning our language? Probably not for the sake of wowing the audience at the conference parsing suggestions.

The Word will correct our grammatical mistakes, but, alas, it will not help with the ability to express thoughts coherently orally and in writing.

Meanwhile, children are drowning in a heap of rules and analysis, not even suspecting that the ability to speak, read and understand is much more important than declension and conjugation. It is a pity that it is in the Russian language that the endless study of the rules does not guarantee literacy at all, moreover, it instills an aversion to the lessons of the native language (try to find a student who loves "Russian").

Name: A collection of basic rules for the morphology of the school course of the Russian language.

The reference manual includes all the basic rules of the school course of the morphology of the Russian language. The collection is compiled taking into account the current textbooks and is intended for widespread use by students.

Words of independent parts of speech have lexical meaning. Nouns denote those around us different subjects... Adjectives indicate the attributes of these items. With the help of numbers, you can count objects or indicate their order when counting. Pronouns, unlike nouns, adjectives and numbers, do not name, but indicate objects, their signs and quantities. The actions of objects are indicated by verbs. But the actions of objects have their own characteristics, which are called by such a part of speech as an adverb. The category of state as an independent part of speech denotes the state of nature, the environment and physical and state of mind person.

MORPHOLOGY. PARTS OF SPEECH
Independent parts of speech 11
Special forms of the verb 12
Service parts of speech 12
Interjections 12
Noun. 13
Nouns animate and inanimate 13
Proper and Common Nouns 13
Gender of nouns 14
Generic nouns 14
Gender of tilted nouns
Change of nouns by numbers 15
Plural of nouns 16
Nouns having form only plural 16
Nouns having form only singular 17
Three declensions of nouns .... I17
Diversified nouns. ...... 19
Spelling NOT with nouns. ... 21
Spelling of suffixes of nouns -chik, -shchik 22
Spelling compound nouns 23
Morphological analysis 25
Verb 26
Change the verb by numbers. 26
Change the verb by person 26
Spelling NOT with. verbs 27
Indefinite verb 27
Spelling -tech and -ty: i
Spelling b after sizzling
Kinds of verb 29
Verb tense 29
Elapsed tense 29
Present time 30
Future tense - 30
Verb conjugation 31
Conjugated Verbs 32
Transitive and intransitive verbs 32
Reflexive and non-reflexive verbs 33
The declension of the verb 33
And life-giving mood 33
Conditional declension 33
Imperative mood
Impersonal Verbs 35
Vowel Spelling in Verb Suffixes 35
Morphological analysis 36
Adjective 38
Change adjectives by numbers 38
Change of adjectives by gender 38
Changing adjectives by case 39
Spelling of vowels in case endings of adjectives 39
Spelling short adjectives with base on sizzle 40
Comparison of adjectives 41
Superlative 43 adjectives
Adjectives categories 44
Qualitative adjectives 44
Relative adjectives 44
Possessive adjectives 45
Spelling NOT with adjectives 46
Spelling -Н- and -Н- with adjectives 47
Spelling complex adjectives. ... ... 49
Morphological analysis 50
Pronoun 52
Pronoun categories 52
Personal Pronouns 52
Reflexive pronoun self 53
Interrogative pronouns 53
Relative pronouns 54
Indefinite Pronouns 54
Spelling the prefix NOT in indefinite pronouns 55
Hyphen in indefinite pronouns. ... ... 55
Negative pronouns 55
Continuous and separate spelling NOT and NO in negative pronouns 5 (5
Possessive pronouns 56
Demonstrative pronouns 56
Definitive pronouns 57
Morphological analysis 58
Numeral 59
Simple and compound numbers 59
Soft sign at the end and in the middle of numbers 59
Cardinal and ordinal numbers. Discharges. Integer numerals 60
Fractional numbers 61
Collective, numerals 61
Ordinal numbers 62
Morphological analysis 63
Adverb 64
Semantic groups of adverbs 64
Adverbs 64
Definitive adverbs 65
Categories of pronominal adverbs 66
Comparison of adverbs 66
Comparative degree of adverbs 66
Excellent adverb 67
Morphological analysis 67
Status category 67
Morphological parsing (IS
Special forms of the verb. Communion 69
Declension of participles and their endings 70
Short and full passive participles 71
Valid time brushes. Spelling suffixes -usch - (- yusch-), and asch - (- yasch) 72
Vowels about the suffixes of real participles, present tense 73
Valid Present Tense participles 73
Passive present participles, Spelling of suffixes Vowels I suffixes of present passive participles 74
Passive past participles. Vowels before -Я- and -ЯЯ- in participles 75
-Я- and -ЯЯ- in suffixes of full participles and verbal adjectives ......... 76
-Ya- and -Ni- n suffixes short participles and verbal adjectives 77
Spelling NOT with participles 78
The letters E and E after the hissing participles in suffixes 79
Morphological analysis 79
Verb 81
Commas for gerunds and adverbs 81
Spelling NOT with gerunds 82
Imperfect and perfect gerunds 82
Morphological analysis 83
Service parts of speech. Preposition 84
Derivative and non-derivative prepositions 84
Simple and compound prepositions 84
Spelling of adverbial prepositions 85
Merged and Separate Spelling of Derivative Prepositions
Spelling -Е at the end of derivative prepositions 8 (5
Morphological analysis 87
UNION 88
Simple and compound conjunctions 88
Constructive and subordinate unions. ... 88
Spelling of conjunctions also, too, to 89
Morphological analysis 90
Particles 91
Particle Discharges 91
Separate and hyphenated particle spelling. ... 91
Particle Spelling NOT and NOR 92
Morphological analysis 94
A special part of speech. Interjection 95
Derivative and non-derivative interjections 95
Separation of interjections 95

Free download e-book in a convenient format, watch and read:
Download the book Collection of basic rules of the morphology of the school course of the Russian language - Piterskaya T.I. - fileskachat.com, fast and free download.

1 unstressed vowel in the root.

To check an unstressed vowel at the root, you need to change the form of the word or choose a single-root word so that the stress falls on it.

G O pa - g O ry

B O rollya - b O rushes

Nonprimary and rim - m and R

2. Alternating vowels in the root.

1. In the roots mountains - gar under stress the letter A is written, without stress - O (zag a p - zag O mellow)

   Fundamentally zor - zar, under stress is written the vowel that is heard, without stress - A (s a roar, s a rnitsa, oz a ryat, s O Ryka)

   Fundamentally clone - clan under stress is written the vowel that is heard, without stress - O (skl O thread, cl a scream, worship O n, nakl O thread)

   In the roots kos - kas the letter A is written, if there is a suffix A after the root, if there is no this suffix, then the letter O is written (to a sleepover, prick O dreamed)

   In the roots lag - lodge before G is written A, before G is written O (sentence a gat, offer O live)

   In the roots rast - grew before ST, Щ, the letter A is written. If there is no ST, Щ, the letter O is written (p a stet, now O wl) Exceptions: sprout, industry, Rostov, Rostislav.

   In the roots Ber - bir, der - dir, mer - peace, lane - feast, terry, shine - blist, burn - gig, stele - steele the letter A is written if after the root there is a suffix A. (I will collect - collect, lay - post)

3.Vowels О - Е (Е) after sibilants and Ц in different parts of the word.

1.Fundamentally words after hissing under stress are written the letter E (Ё). (in related words and forms of this word, the letter E is written without stress (evening - evening, cheap - cheaper) Exceptions: seam, rustle, saddler, hood, gooseberry, glutton, thicket, major

A distinction should be made between:

A) noun - burn, arson, verbs - burned, set fire

B) in words of foreign language origin:

jockey, juggler, shock, highway, chauffeur.

C) in proper names: Pechora, Pechorin, Shostakovich

2. After C, the letter o is written in the root under stress. unstressed

the vowel after Ts must be checked by stress. (base, entirely -

whole)

3.In endings, suffixes nouns and

adjectives after sibilants and C under stress, the letter O is written, without stress - E (chest, hut, large, red, daw, fighter, crimson)

4 .At the end of adverbs under stress, the letter O is written, without

stress - E (hot, bubbly)

5 The letter Ё is written under the stress

a) in the endings of verbs (we take care, bake),

b) in the verb suffix -youva (obscure)

c) in the suffix - nouns (conductor, trainee)

d) in the suffixes -ёnn, -ёn passive participles,

verbal adjectives, if they are derived from

a verb ending in -it (completed- to complete, stewed - to extinguish)

d) in pronouns (about what, nothing)

4. Vowels, and after C in different parts of the word.

1. At the root of the word after Ts, the letter I is written (number, circus) Exceptions:

gypsy, chicks, chick, chick, poke)

2.In words ending with nation the letter I is written

(acacia, lecture, delegation)

3.In suffixes and endings the letter Y is written (birds, pages,

Sinitsyn)

5. Voiced and voiceless consonants.

To check the spelling of paired consonants bp, v-f, g-k, d-t, zh-sh, it is necessary to change the word so that after this consonant there is a vowel. (tooth - teeth, light - light)

6. Unpronounceable consonants at the root of the word. (combinations of vst, ndsk, stl, stn, etc.)

The word must be changed or a single root word must be chosen so that this consonant is heard clearly. (joyful - joy, whistle - whistle)

But: cn- wonderful - miracles.

7. Separating b and b

B

B

1. Before letters E, E, Yu, i

after prefixes

on a consonant

(drive around, sever)

1. Before the letters E, Y, Y, I, I

in roots, suffixes, endings.

(barrier, blizzard, foxes, nightingale)

In compound words

(three-tiered, inter-tiered)

V foreign words:

adjutant, object, subject, etc. broth, battalion, signor, etc.

8. Soft mark after sibilants.

B is written

B is not written

1. In feminine nouns

kind (night, rye)

1. In nouns male(knife, rook)

2. In all forms of the verb

(write, light up, smile)

2. In nouns pl. the numbers

(many clouds, near puddles)

3.In adverbs on Ж, Ш, Ч (jump,

completely) Exceptions: already, married,

unbearable.

3. In short adjectives (hot,

good, mighty)

4. In particles (only, oh, oh)

9. Vowels Ы –И after prefixes.

After consonant prefixes a letter is written NS, if the word from which it is formed begins with the letter I (unprincipled - an idea, summarize - a result, play out - a game)

After prefixes over-, sub-, trans-, between- the letter is written AND ( inter-institutional, super-interesting, sub-inspector).

10. Continuous and hyphenated spelling of complex adjectives.

Continuously:

1.Educated from subordinate phrase(ancient Greek - Ancient Greece, car repair - car repair)

2. Used as terms or expressions in the book language (above, undersigned)

Hyphened:

1.Design color shade (light pink, red-brown)

2.Formed from a hyphenated noun (southwest - southwest)

3. Between the parts of the adjective, you can insert the conjunction "and" (Russian-German - Russian and German, convex-concave - convex and concave).

4. Formed from a combination of a noun and an adjective, but with a permutation of these elements (literary and artistic - fiction)

5. Having at the end of the first base the combination -co (chemical-pharmaceutical).

Apart:

Phrases consisting of an adverb and an adjective are written separately. The adverb acts as a member of the sentence, indicating the degree of the attribute expressed by the adjective (truly friendly, sharply hostile) or in what respect the attribute is considered (socially dangerous, i.e., dangerous to society). The adverbs in –ski mean "assimilation" (devilishly cunning).

11. Not with in different parts speech.

Together

Apart

Without NOT, they are not used ( all parts of speech)

can't, hate, unseen

There is opposition with the conjunction "A" or it is implied (n., Adj., Adverb in O, E)

not true, but a lie

You can replace it with a synonym or a similar expression ( noun, adj., o, e adverb)

untruth - lie, unknown - stranger)

There are words “far from”, “not at all”, “not at all”, “not at all”, etc.

(adjective, adverb in O, E)

Not at all interesting, not at all beautiful

There are no dependent words and opposition to the union "A"

(participle)

unsticked, unspeakable

There are dependent words or opposition with the conjunction "A" (participle)

not spoken in time

With verbs, participles

(didn’t find it without finding out)

With adverbs not in -O, E (not comradely)

With negative and indefinite adverbs and pronouns (no one, several, nowhere)

With negative pronouns, if there is a preposition (no one, no one)

12. One and two letters H in suffixes.

Parts of speech

NN

Nouns

Living room, hard worker, herbalist

At the junction of morphemes

50 kopecks, windowsill

Adjectives

In the suffixes -in, -an, -yan

Goose in oh, skin an th

Excl .: pewter, wood, glass

1) in adjectives formed with the suffix -н- from nouns with a stem on H (fog n th)

2) in adjectives formed from nouns using the suffixes -onn, -enn (arts yenn th, aviation he N th)

Excl .: windy

Participles and verbal adjectives

1) in short passive participles (the error was corrected yen a)

2) in full participles and verbal adjectives formed from imperfective verbs (crush yen th - no prefix and dependent word)

Excl .: slow, desired, sacred, unexpected, unseen, unheard of, unexpected)

1) if the word has a prefix other than non- (dried)

2) if dependent words refer to them (sown through a sieve)

3) if the word has a suffix -ova, -eva (otsink ovann th)

4) if the word is formed from a perfect verb (leash yeonn th - to deprive)

Adverb

In adverbs, as many H are written as in the adjectives from which they are formed

(tuma nn o - tuma nn oh, excited nn o - vozvolnova nn th)

23. Letters E, And in case endings of nouns.

1. for nouns 1 declension in the dative and prepositional cases (in the grass - 1 dec., Pp, on the way - 1 dec., Dp)

1. for nouns 1 declension in the genitive case (for a river - 1 declension, R.p)

2.nouns have 2 declensions in the prepositional case (in the house - 2 skl, pp)

2.nouns have 3 declensions (mother, at night)

3. for nouns on -y, -ie, -ia, -name in the genitive, dative and prepositional cases

(attach to the stirrup (on-my)), pluck from the acacia (on-I))

24. Conjugation of verbs, spelling of personal endings of verbs.

Put the verb in an indefinite form (what to do? What to do?)

ІІ conjugation І conjugation

on - on - on - on, - on, - on, - on, - on

except: shave, lay (1 page) except:

drive, hold, hear, breathe

endure, twirl, offend, depend,

to hate, to see, to look (2 ref.)

at the end the letter is written AND at the end is written the letter E

beauty it- red go count em - count Ot, rut it–Гн at(excl.)

when finding an indefinite form, take a verb of the same type (decorate - decorate)

Spelling of prefixes.

1. Letters З-С at the end of the attachments.

In the prefixes voz-vos, bez-devil, from -is, bottom -is, times - races, through - chres before voiced consonants write a letter Z, front deaf consonants - letter WITH.

(Ra s give - ra with bite, ba s sonorous - be with cordial)

There is no prefix Z: knock down, cut down, run away

There is no prefix in the words here, building, health.

In the prefix times (races) - roses (grew), the letter A is written without stress, the letter O is written under the stress.

2. Prefixes pre -, pri-

Pre-

at-

1. It is possible to replace the prefix with a word, very, very.

(Big - very big)

1 spatial proximity

(about) - school, seaside

2. Approach, accession,

addition (arrive, screw,

join)

2. Close to the value of "re"

(transform, block)

3.Incomplete action (open up)

4 follow through

(come up with)

Spelling suffixes

1. Suffixes -EK, -IK nouns

To spell the suffix correctly, the word must be declined (put in the genitive case). If the vowel drops out, then the suffix -EK is written, if it does not drop out, then the suffix -IK should be written (lock - lock, finger - finger)

2. Suffixes of the verbs -ova (-eva), -yva (willow)

If in the present or future tense the verb ends in -yu, -ivu, then you need to write the suffixes -yva, -iva.

If it ends in -yu, -yuyu, then it is necessary to write the suffixes -ova, -eva.

(conversations ova l, conversations ova t - conversations uyu, story yva l - story I am)

3. Suffixes of participles -sch, -sch, -sch, -sch.

If the participle is formed from the verb 1 conjugation, then it is necessary to write the suffixes -usch, -usch.

If the participle is formed from the verb 2 conjugation, then it is necessary to write the suffixes -asch, -yasch.

(stabbing - stabbing (1 ref.), coloring - dyeing (2 ref.))

4. Suffixes of participles -EM, -OM, -IM

If the participle is formed from the verb 1 conjugation, then we write the suffix -EM, -OM, if from the verb 2 conjugations, then the suffix -IM

(visible - see (2 ref.), incinerated - burn (1 ref.))

5. Letters O, A at the end of adverbs with the prefixes -IZ, -Do, -C

If the adverbs are formed from adjectives that do not have these prefixes, then write the letter A.

If the adverbs are formed from adjectives that have these prefixes, then we write the letter O.

(before dry - dry, before urgently - before urgent)

On dullly , v left (no prefixes -from, -to, -s)

6. Suffixes -К-, -SK- adjectives.

The suffix -K- is spelled:

1) in adjectives with a short form (col To uy - peg, elm To ui - mating)

2) in adjectives formed from some nouns with a stem on к, ч, ц (German To uy - German, weaver To ui - weaver)

In other cases, the suffix -SK- is written (French sc uh - to the French s)

7. Suffixes -CHIK-, -SCHIK-

After the letters d - t, h - s, z, the letter Ch is written. In other cases, sch is written. (binding Tchick, stone box- no letters d, t, z, s, g)

8. Vowels before -Н, -НН in participle suffixes, before the suffix of the past tense verb -Л-.

If a participle or verbal adjective is formed from the verb to -at, -yat, then before N, NN is written letter A, Z(hang a nny - uvesh at).

If a participle or verbal adjective is formed from verbs ending in not -at, -yat, then the letter E is written before H, HN

(roll up e nny - roll up go, crush e ny - red go).

Hyphen between parts of words.

Hyphenated adverbs.

Adverbs are written with a hyphen between the parts of the word, which include:

1) the prefix po and the suffixes -th, -m, -and (in a new way, in a comradely way)

2) the prefix в-, в- and suffixes -s, -ths (secondly, thirdly)

3) prefix somehow (somehow)

4) suffixes - something, - or, - anything (sorcery, somewhere)

5) complex adverbs, which have the same roots (little by little)

Indefinite pronouns with the prefix some- and suffixes some-, some are written with a hyphen (some, some)

Compound words with half- are written with a hyphen if the second root begins with L, with a capital letter, with a vowel. In other cases, the floor in compound words is written together. (half a moon, half a watermelon, half a Volga, half a house,)

Interjections, formed by repeating the basics (ooh-ooh)

Particles -that, -ka join other words with a hyphen. (become something, take it)

Fusion and separate spelling of homonymous independent and service words.

Prepositions with other words are written separately. (on the river, on me, by five)

Derivative prepositions, formed on the basis of adverbs, are written together (go to meet the delegates).

Derivative prepositions are written together: in view of (= for a reason), like (= similar), about (= o), instead of, like, due to (for a reason)

Talk about exams, but put money in the account (n.)

Derivative prepositions are written separately for, during, for

reason, in order, from the outside).

Unions also, too, to are written together. They should be distinguished from combinations in the same way, the same as that. In these combinations, the particles could be omitted or rearranged to another place.

Mother studied at the institute. My father also studied there.

The same word, but not so to say.

Morphology(parts of speech).

Grammatical signs independent parts of speech.

Part of speech

Gram. meaning

Question to the beginning. form

Persistent signs

Intermittent signs

Syntax.

role in the proposal

Noun

Item

Who? what?

Odush.-inanimate., Own. or common., genus, declension

Death, number

Subject,

Addition

Adjective

Sign

Which? Whose?

Qualitative, relative possessive; full - short, degrees of comparison

Gender, number, case

Determination, predicate

(short appendix)

Numeral

Quantity, order when counting

How many? Which the?

Simple-compound, quantitative, ordinal, collective

Case, number, gender (in ordinals)

As part of any member of the sentence, definition (ordinal)

Pronoun

The meaning of the part of speech, instead of which it is used

Who? What? Which? How many? Which the?

Discharge, face (for personal)

Case (for some), number, gender

Any member of the proposal

Verb

Action, state

What to do? what to do?

View, transition, conjugation, recurrence

Inclination, time, number, face, or gender

Personal forms - predicate, n.f. - any member of the proposal

Participle

Object attribute by action

Which?

What is the doer? What did he do? and etc.

Real or suffering, time, kind

Case, number, gender, full or short

Definition

Deception

Additional action

What are you doing? Having done what?

How?

View, return

No

circumstance

Adverb

Sign of action or other sign

How? Where? Where to? When? What for? and etc.

Degrees of comparison

No

circumstance

Classes of adjectives.

Discharge

Signs

Examples of

Qualitative

1. Answer the questions Which one? Which? Which?

2. denote different qualities of objects: color, inner qualities of a person, state of mind, age, size of an object; qualities perceived by the senses, etc.

3.may have diminutive suffixes --ist, --ovat, --enk, etc.

4.may have short form and degree of comparison

5. complex adjectives and adjectives are formed. With the prefix not-

6.Combined with adverbs very, extremely, etc.

Nicer

Sick

Too light light - light

difficult

Relative

1. Answer which questions? Which? Which?

2. designate the material from which the item is made; time, place, purpose of the item, etc.

3.have suffixes -an, -yan, -sk-, -ov-,

4.do not have a short form, do not form degrees of comparison

5. do not combine with adverbs very, too.

Wood

Nautical

Possessive

Whose? Whose? Whose? Whose?

2. designate belonging to any person or animal

3.have the suffixes -ov, -ev, -in, -yn, -th

Fox, fathers, wolf

The categories of pronouns.

Discharge

Pronouns

personal

1st person: me, we

2nd person: you, you

3rd person: he, she, it, they

Returnable

Myself

Possessive

My, yours, ours, yours, yours

Interrogative-relative

Who, what, what, what, whose, who, how much

Undefined

Someone, something, some, several, some, something, etc.

Negative

Nobody, nothing, nothing, nobody, nothing, nobody, nothing

Indicative

That, this, such, such, such, so many

Definitive

Himself, most, everyone, all, everyone, any, different, different

The categories of names of numerals.

By credit

By structure

quantitative

Ordinary

Simple

Complex

composite

Whole

Fractional

Gathering

Three,

Twenty five

One third,

One and a half

Two

Three

seven

Third, thirty-fifth

Fourteen, thirtieth

Five hundred, one hundred thousandth

One hundred seventy-third, three point eight

Declension and tense of the verb.

Indicative

Conditional

Imperative

Indicates an action that is happening, has happened or will happen in reality

Indicates an action that is possible under some condition (would read, read)

Indicates an action to which the speaker encourages someone (advises, asks, orders)

Present time

Past tense

Future tense

What is he doing?

What did you do?

What did you do?

What will it do? (the future is difficult)

What will it do? (the future is simple)

Is reading

Read, told

read

Formation of participles

From the stem of the present tense verb

From the infinitive stem

Present participles

Past participles

Valid

Passionate

Valid

passive

1 ref.

2 ref.

1 ref.

2 ref.

Vsh

Yann

Nn

Ush, - yusch

Asch

Box

Eat

Ohm

Them

Ym

Bole yusch ui

Shout asch ui

Ozarya eat th

Storage them th

Skaka lice ui

Ness NS ui

Pull out yenn th

Crowned nn th

wash T th

Formation of gerunds

Imperfect participles

Perfective gerunds

Suffixes -а, -я

Suffixes

Vsh

Lice

Lying - lying a

We sit - seed I am

Think - think v, think lice

Get carried away - carried away shi sit

Adverb categories by value.

Category of adverbs

Questions answered by adverbs

Examples of

Mode of action and degree

How?

How?

Fast, fun, new, often, great

Measures and degrees

How many? How many times?

In what degree?

To what extent? How much?

A little, a little, a little, fivefold, too, quite, quite, twice

Places

Where?

Where to?

Where?

Far, nearby, around, inside, far away, everywhere

Time

Kogrda?

How long?

Since when?

How long?

Now, soon, long ago, now, the day before, during the day, at night, in the summer, early

Causes

Why?

From what?

For what reason?

In the heat of the moment, blindly, involuntarily

Goals

What for?

For what?

For what purpose?

On purpose, in spite, on purpose

A special group is made up of pronominal adverbs:

Indicative adverbs - here, there, there, from there, then

Indefinite adverbs - somewhere, somewhere, somewhere, somewhere

Negative adverbs - nowhere, never, nowhere, nowhere

Interrogative-relative adverbs - where, where, when, why, why.

Lilac blooms (when?) in the spring... (adverb)

Over the spring(When? For what?) Summer will come. (noun)

Adverbs with prefixes must be distinguished from consonant combinations of nouns, adjectives and pronouns with prepositions.

At first it was difficult. (when? - circumstance - adverb)

At first years (noun with a preposition, because there is a dependent word).

I got sick therefore and did not come. (adverb why?)

That's why the bridge is closed for traffic. (adj., over the bridge (what?) - definition)

In the distance blue sand is spinning. (in what? where?)

In the distance the shepherd played importunately. (adverb, where?)

Status category words - denote the state of nature, the environment, living beings, humans (damp, cloudy, offensive, funny, joyful). They are used in one-part impersonal sentences and are predicate.

Formation of degrees of comparison of adjectives and adverbs .

Parts of speech

comparative

Superlative degree

Simple

Composite

Simple

Composite

Adjective

Her (s)

She

Stronger

Earlier

Less often

more…

less…

More strong

Less strict

Aish (s)

Eish (s)

The strictest

strongest

total (all) ..

most…

least…

Deepest, highest quality

Adverb

Her (s)

She

Stronger, earlier, less often

more…

less…

More strongly

Less strict

AIChE

Yeshe

Strictest

total (all) ..

most…

least…

deeper than anyone

the highest quality

To distinguish the comparative degree of an adjective from the comparative degree of an adverb, one must look at which word in the sentence the form of the comparative degree depends on. If it depends on a noun, then this is the comparative degree of the adjective (in the sentence it is a predicate) - person thinner, Class friendlier.

If it depends on the verb, then this adverb (in the sentence is a circumstance) - cut thinner, sing more friendly.

Service parts of speech.

Pretext - serves to connect words in a phrase and a sentence. They are simple and complex, derivative and non-derivative.

non-derivatives

Derived from

Adverbs

Noun

Gerunds

B, k, s, y, o, na, at, for, from, through, etc.

Along, on the contrary, in front, according to, around

As a consequence, like, in continuation, during, in relation, as opposed to, towards, in view of, in conclusion, over, in connection, by virtue

Thanks, later, despite, despite, proceeding from

Union - serves for communication homogeneous members and parts of a complex sentence. There are simple and compound, compositional and subordinate.

Unions by value.

Writing

Subordinate

1. Connecting (both this, and that): and, yes, also, also, not only ... but also, like ... and

1. Explanatory: what, as if to

2. Adverse (not that, but this): but, but, yes, but, however

2. Circumstantial:

Time: when, just, bye, barely , once, after, before, only

Target: in order to, in order to, in order to, in order to

Comparison: as if, as if, as if

Cause: because, because, because, because

Condition: if (would), if

Corollary: so

Assignment: at least, in spite of the fact that, let, let

3. Separating (or this, or that): or, either, neither ... nor, then ... then, either ... or, not that ... not that

Particle - conveys shades of meaning and serves to form some forms of independent words. By meaning, there are formative, semantic. By category - simple, complex, compound.

(even, precisely, nevertheless, only, it is unlikely, no matter how not, etc.)

Particle discharges by value and function.

Semantic (express different meanings)

Shaping

(form word forms)

1. Denial: not, nor

1.form of the conditional mood of the verb: would, b

2. Statement: yes, yes, exactly, how, aha, uh-huh, definitely

2.form of the imperative mood of the verb: let, let it be, yes, come on, come on

3. Amplification: even, even and, as much, and, so, same, more, all the same, well

3.form of comparative and superlatives adj .: more, less, very

4. Question: is it, is it, is it, is it, but, what, how, how, and what if

Exclamation: what the, how, well and

Doubt: hardly, hardly, maybe

7. Clarification: exactly, exactly, exactly, directly, slightly, only, at least, at least almost

8. Isolation, limitation: only, only, only, almost, exclusively

9. Indication: here, here, there, and there, this

10. Mitigation of the requirement: -ka

Distinguishing between the particles of Not and Ne

Particle NOT

NI particle

Not - the meaning of negation

Misha not went to the rink.

Not Misha went to the skating rink, and Yura.

Ni is a negative particle with an amplifying value:

A) strengthening denial

In the sky not It was nor one lumen.

No nor wind, nor sun, nor noise.

In the sky nor clouds.

Two particles NOT - the meaning of the statement

Not can not tell about this trip. - I must tell.

B) strengthening the statement

Where nor I look back, everywhere rye is thick. (I'll take a look everywhere)

There may be words: wherever, whoever, whatever and etc.

Interjection - does not apply to independent or to service units speech. Interjections are used to express:

Feelings, emotions (fear, joy, doubt, surprise, sadness, delight, sadness, etc.): oh, yeah, well, bravo, my God, wow, God is with you.

Speech etiquette (greetings, goodbyes, wishes, thanks, requests, etc.): thank you, thank you, goodbye, goodbye, forgive, please, all the best, hello.

Commands, orders, requests: na, fas, shh, hello, buy-by, stop, tsyp-tsyp.

Syntax.

Collocation – several words related in meaning and grammar.

According to the main word, phrases are nominal (the main word is an adjective, a noun, a pronoun), verbs (the main word is a verb, a participle, a participle), adverbial (the main word is an adverb).

Types of connection of words in phrases (by dependent word).

Harmonization

Control

Contiguity

The dependent word is used in the same gender, number and case (adj., Participle, pronoun = adj., Ordinal)

The dependent word is put in the case required by the main (noun, pronoun = noun)

The dependent word is associated with the main one only in meaning

(adverb, participle)

Prepositional

(with a preposition)

Unsolicited (no excuse)

To an experienced teacher

Grew up by the road

Land development

Work with passion

Types of offers.

Types of offers

Examples of

By the nature of the expressed attitude to reality

Affirmative(assert the connection between the subject of speech and what is said about it).

Negative(the connection between the subject of speech and what it says is denied).

The long evening in October is sad. (I. Bunin)

No, I do not value rebellious delight. (A. Pushkin)

By the number of grammatical bases

Simple (consist of one grammatical base)

Complex (consist of two or more grammatical bases)

Along the street along the narrow clean wind rushes. (N. Rubtsov)

Dawn bids farewell to the earth, steam falls at the bottom of the valley. (A. Fet)

By the nature of the grammatical basis

Two-piece(the grammatical base consists of a subject and a predicate)

One-piece(the grammatical base consists of either only the subject, or only the predicate)

I loved the late autumn in Russia. (I. Bunin)

It was already full day. (K. Fedin)

By the presence of minor members

Common(include grammatical basis and minor members of the proposal)

Uncommon(have only a grammatical basis)

Two drops splashed into the glass. (A. Fet)

The lake was turning white. (I. Bunin)

According to the conditions of the context and speech situation

Full(all necessary members of the proposal are present)

Incomplete(one or more members of the sentence are missing)

The whole city lay in darkness. (A. Fadeev)

Everything is obedient to me, but I am to nothing. (A. Pushkin)

Types of predicate.

Simple verb expressed in one verb form

Composite

Verb auxiliary can, desire, want, start, continue, finish or a short supplement. Glad, ready, capable, must, intend+ infinitive

Named

Linking verb to be, to become, to be, to appear, to become, to seem, to be called+ nominal part: name noun, adj., numeric, local, short pron., adverb

Changed in childhood with a rainbow of rains. (S. Marshak)

The monkey decided to work. (I. Krylov)

The gold of the cross has turned white. (S. Marshak)

Minor members of the proposal.

Definition

(what? what? What? What? Whose? Whose? Whose? Whose?) is underlined with a wavy line

Addition

(who? What? To whom? What? Whom? What? By whom? What? About whom? About what?) is underlined by a dotted line

Circumstance

(where? When? Where? From where? Why? Why? How?)

underlined with dotted line

Agreed

(adj., participle, pronoun = adj., ordinal)

Direct (vin case without a preposition)

Mode of action (how? How?)

Inconsistent

(name noun)

Indirect (indirect or guilty case with a preposition)

Places (where? Where? From where?)

Time (when? Since when? Until when? How long?)

Reasons (why? For what reason?)

Measures and degrees (To what extent? To what extent?)

Purposes (why? For what purpose?)

Conditions (under what condition?)

Concessions (against what?)

Types of one-part sentences and ways of expressing the main member of the sentence.

Nominal

Verb

Noun offer ( main member sentences - subject, name n. in I. p.)

Midnight. Haze and wind.

Definitely personal(verb 1,2 persons, singular, plural; pronounced, led inclination)

I'm going. Will you go for a walk? Come with me.

Vaguely personal(verb 3 persons, plural, present, future tense; plural last time)

Vitya was presented with a player.

Impersonal(impersonal verb, personal verb in the meaning of the impersonal, infinitive, words of the category of state, short suffering participle, word No)

It gets dark. It's cold outside.

Generalized personal(verb 2 person singular; 3 person plural present or bud; 2 person led mood)

Do not count your chickens before they are hatched.

Types of definitions.

Homogeneous

Heterogeneous

They characterize the subject on the one hand (between them you can put the union I)

They characterize the object from different sides, for example, in color and size (big red ball), between them you cannot put the union I)

Depend on one word and answer the same question

Explain each other, that is, one of the definitions depends on the phrase, which includes the defined noun. and another definition (red ball which? big)

Connected with each other by a compositional connection, i.e. do not depend on each other

Deprived of enumerative intonation

Pronounced with enumerative intonation

Standalone members of the proposal.

І. Separate definitions .

Any definitions in the form of a phrase (including a turnover, an adjective turnover) or separate words are separated by commas on one side or on two sides (within a sentence) if:

Refers to a personal pronoun

Exhausted, dirty, wet, we have reached the shore.

Stand after the noun being defined.

Forest, finally shaking off the remnants of the darkness of the night, stood up in all his greatness. (B. Polevoy)

Before the noun being defined, if they express a reason.

Driven by the spring rays, from the surrounding mountains, snow has already fled in muddy streams to the sunken meadows. (A. Pushkin)

II. Standalone applications .

Attachments in writing are separated by a comma or two commas within a sentence if:

They refer to a personal pronoun

US, doctors, this truly limitless patience is striking. (N. Ostrovsky)

Common appendices after the noun being defined.

A pineapple,a wonderful gift of nature in the tropics , looks like a large cedar cone weighing two to three kilograms.

Attachments preceding the noun being defined, if it has a causal meaning.

Indigenous sailor, Voropaev first saw the sea as an adult. (P. Pavlenko)

ІІІ Separate circumstances.

1. Circumstances expressed by the verbal participle and adverbial turnover, always separated by commas in the letter.

Suddenly she ran past me humming something else.

The waves are rushing thundering and flashing, alien stars look from above.

2. Circumstances expressed by a noun with a preposition in spite ofIn houses,despite the early hour , the lamps were on.

Note:

do not isolate

Adverbial participles with the meaning of an adverb. Yazykov covered his face with his hand and satnot moving ... (not moving = still)

Stable combinations and phraseological units, which include gerunds. He workedtirelessly .

IV. Separate qualifying members of the proposal.

To clarifying detached member suggestions, you can put an additional question Where exactly? How exactly? Who exactly? When exactly?

1. Circumstances of place and time: Left,at the dam knocking axes.

2. Definitions: It was dominated by brown,almost red , the color of the soil and the unbearably blue tint of the sea.

3 . Separate qualifying members of the proposal can be joined using unionsthat is, or as well as words especially, even, mainly, in particular, for example .

He's pretty good even with some special pronunciation , spoke Russian .

Prepositional additions except, besides, instead of, excluding, except, along with, over, etc..

Everyone has , excluding the commissioner, things were going well.

Introductory words and sentences.

Groups of introductory words by meaning

example

Varying degrees of confidence:

a) a high degree of confidence (of course, of course, undoubtedly, undoubtedly, indeed, etc.)

b) less certainty (it seems, probably, obvious, perhaps, perhaps)

Mountain air, without any doubts, has a beneficial effect on human health.

Seems, your story made a lot of noise there.

Various feelings (fortunately, to the general joy, unfortunately, to the surprise)

Fortunately, our horses were not exhausted.

Source of the message (as reported by someone, as reported by someone, my opinion by someone)

According to the doctor, the patient will be discharged from the hospital in a week.

The order of thoughts and their connection (firstly, secondly, finally, therefore, therefore, so, on the contrary, for example, etc.)

At first, you need to learn the rule.

so, one desire for use made me print this passage. (M. Lermontov)

Notes on the methods of forming thoughts (in one word, in other words, it is better to say, etc.)

In a word, this person had a desire to create a case for himself. (A. Chekhov)

Introductory words and sentences should be distinguished from other members of the sentence ( introductory words are not a member of the sentence, they are not grammatically related to other words, they can be removed from the sentence).

Printing pages:

13,14 15,12

11,16 17,10

9,18 19,8

7,20 21,6

5,22 23,4

3,24 25,2

1,26

COLLECTION

RULES

IN RUSSIAN