Intellectual state of a person example words. State category words

ASSESSMENT OF THE MIND OF HUMAN AND ANIMALS

Scary, fun, nice,
Joyful, funny, annoying,
Bitter, sweet and joyful,
Restless, merciless,
It's a pity, a pity, disgusting, sad,
Creepy, scary, sad
Conscientious, anxious, “delicious” -
I'm heartbroken...
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“Delicious” is not a word that evaluates a person’s emotional, mental state. The dish is delicious. "Delicious" is an adjective. "Tasty" stage number was made. How is it made? "Delicious" is an adverb. Oh, how delicious it is to me! “Tasty” - evaluates physical perception, answers the questions how? what? to whom? - that means, in this example, this is a state category word...

ASSESSMENT OF THE PHYSICAL CONDITION OF HUMAN AND ANIMALS

It hurts, it’s bad, it’s hard, it’s stuffy,
Cramped, hard, “not boring”,
Soft, good, spacious...
You physically...
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“Not boring” is not a word that evaluates physical condition. I'm not bored with you. “Not boring” - assesses a person’s intellectual state.

Smoky, cloudy, foggy,
Windy, dark, deceptive,
Clean, clear, and frosty,
Cold, fresh, and menacing,
Dusty, hot, dry, quiet...
In the forest, on the street...

ACTION EVALUATION + INFINITIVE

It is necessary, it is necessary, it is impossible,
Perhaps, it is possible, and it is not possible,
Yes it is necessary...

Words of the state category answer the questions how?, what? and indicate an assessment of the physical and emotional state of humans and animals, an assessment of the intellectual state of a person, an assessment of the state of nature and the environment, an assessment of actions regarding the possibility of their implementation, the desirability of performing these actions, and also emotionally evaluate the action taking place in a sentence. Words of the state category in a sentence are always predicate!

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Further, for lovers of the Russian language and those who want to better understand this part of speech, new to the language.

STATUS WORDS

The development of the Russian language predetermines that soon words of status will take their rightful place among the parts of speech, as a completely independent (significant) part of speech. Even in the middle of the last century, school textbooks did not mention such things. Now in the complex of textbooks by M. M. Razumovskaya and S. I. Lvov, state words are distinguished from adverbs as a group of words that differ from adverbs in a number of ways. In the complex of textbooks by V.V. Babaytseva, state words are also studied in the chapter “Adverb” and differences from adverbs are given. But in the textbooks of M. T. Baranov and T. A. Ladyzhenskaya, the category of state is highlighted as an independent part of speech and its morphological analysis is given. I will try to summarize the known facts.
For each part of speech we can distinguish OGZ, MP, SP. OGZ – general grammatical meaning, MP – morphological features, SP – syntactic features. Independent parts of speech answer questions.

What is the Condition Category? How can we formulate this?
The state category is the words that answer the questions:
How? what? (to anyone)
How? what? (anywhere, ever)
How? what? (to do something)
and denoting:
1) assessment of the state of living beings (physical, emotional, intellectual...);
2) assessment of the state of nature and the environment;
3) evaluation of an action based on possibility, desirability, or emotionality.
1), 2), 3) - this is the OGZ - the general grammatical meaning of the words of the state.
In textbooks they write: State words denote a state... It turns out to be a kind of tautology. It is more competent and correct that the words of the state category evaluate the state.

ASSESSMENT OF THE CONDITION OF LIVING CREATURES

You can evaluate the physical state, emotional state, intellectual state, etc. of a person, animals, mythological, fairy-tale creatures, etc. The general "formula" looks like this:

HOW? WHAT IS IT? – SOMEONE physically; emotionally, intellectually.
To someone - this is me, you, him, her, us, you, them (personal pronouns in the dative case). Or for someone - this is a name, a nickname, a nickname in the form of the dative case: Vasya, Ira, Myavrik, Muska feel bad, good, hot, cold...
I feel bad right now (physically or emotionally).
Aren't you hot? (physically)
They find it funny... (emotionally).
Yes, I understand (intellectually).
The soul is happy (emotionally).
Learn the rhyme and, as they say, you will always have at hand the words of the emotional state of humans and animals:

Scary, fun, nice,
Joyful, funny, disgusting,
Bitter, sweet and annoying,
Restless, hopeless...

It's a pity, a pity, disgusting, sad,
Creepy, scary, sad,
Conscientious, alarming, delicious -
I'M MINDFUL.

One of the words is redundant. Find it and add your words Categories of emotional state.
In the following rhyme there are examples of words in the category of condition, denoting an assessment of the physical condition of humans and animals:

It hurts, it’s bad, it’s hard, it’s stuffy,
Close, hard, not boring,
Soft, good, spacious -
YOU ARE PHYSICAL.

Here, too, one of the words is redundant. Find it and add your words Physical Condition Categories.
Examples of an intellectual assessment of a person’s condition can be the words:
clear, understandable, interesting, boring, unaware, reluctant, lazy...

ASSESSMENT OF THE STATE OF NATURE AND ENVIRONMENT

Words that evaluate the environment and nature answer the question:

HOW? WHAT IS IT? SOMEWHERE (at home, on the street, in a populated area - geographical or generic name);
HOW? WHAT IS IT? SOMEWHERE (a place of nature - in a forest, on a river, on a lake, on the sea, at a waterfall, in the mountains, in the atmosphere, which is a circumstance of place in the sentence...).
HOW? WHAT IS IT? WHEN, the word that answers the question once is an adverbial of time in the sentence.

At night we have very light from the stars (K. Paustovsky).
How? What's it like? Once upon a time it was light at night;

It's hot in Crimea.
How? What's it like? Somewhere – in Crimea it’s hot;

It will be cold tomorrow.
How? What's it like? Once upon a time - tomorrow it will be cold.

Learn the rhyme:

Smoky, cloudy, foggy,
Windy, dark, deceptive,
Clean, clear and frosty,
Cold, fresh and menacing,
Dusty, hot, dry, quiet...
IN THE FOREST, ON THE STREET...

ASSESSMENT OF ACTION BY POSSIBILITY-DESIRABILITY
EVALUATING ACTION EMOTIONALLY
ASSESSMENT OF ACTION BY TIME

According to the possibility and desirability of an action, the following state words are assessed (they are easy to remember): necessary, necessary, impossible, possible, possible and impossible. In sentences, the verb in the infinitive form depends on these words:
You should definitely learn this topic for class. (We need to - what to do? - learn).
It is impossible to believe your eyes... (Impossible - what to do? - believe).
We must not allow them to meet. (It is impossible - what to do - to allow).
There are other words Categories for assessing action according to possibility and desirability:
It would be nice to get some sleep. (Evaluation of action by desirability).
Don't mind enjoying yourself. (Evaluation of action by desirability).
It's not surprising to make a mistake. (Evaluation of action where possible).

The same words evaluate the emotional state of living beings to emotionally evaluate an action (verb in the infinitive form):
sorry to leave;
scary to think about;
Nice to meet you;
It's funny to say that;
remember bitterly;
sad to be back.

It's time to go back. (Evaluation of action over time).
A time to scatter stones and a time to collect them. (Evaluation of action over time).

MP – MORPHOLOGICAL SIGNS OF CONDITION CATEGORY

MP - morphological features can be constant or variable.
PP - permanent features belong to the word, so to speak, “from birth” and are always with it, that is, they do not change, no matter how the word changes. State words that “grew” from an adverb, like an adverb, are an unchangeable part of speech.
Thus, state words are a derived part of speech, mainly from the adverb:
scary, fun, pleasant, necessary, necessary;
But there are SS - words of state that come from a noun:
laziness (how do I feel? - laziness); time, it's time.

And among the constant features, we note that, in accordance with the OGZ - general grammatical meaning, SS - state words can be divided into three categories:
1) SS, assessing the state of living beings: I am sad, a person is in pain, a lonely dog ​​is sad and hungry;
2) SS, assessing the state of nature and the environment: it’s dark outside, it’s damp in the forest, it’s cool on the lake, it was windy yesterday;
3) SS evaluating the action: it’s sad to remember, you can’t stop, you need to get ready, it’s late to come back.

NP - non-permanent features in SS - state words, since state words are an unchangeable part of speech. But SS - state words with the suffix “o” - have forms of degrees of comparison, like adverbs and adjectives. Words of the state category, adjectives and adverbs in the form of a simple comparative degree (with suffixes e-ee-ee-she-zhe) must be distinguished:
The water in the river is colder than in the lake. (Water is colder - a sign of an object, a short adjective).
Today is colder than yesterday. (Today - how? what? - colder - a state word assessing the state of the environment).
So it hurts me more - (I feel - how? What does it feel like? - it hurts more - the word of state).
So you make it more painful - (do you do it how? in what way? - sign of action - adverb).

SP – SYNTACTIC FEATURES OF STATE WORDS

Words of State Categories are used mainly in one-part impersonal sentences without a subject. In a sentence, state words do not depend on any words and are always predicates in a one-part impersonal sentence:
Why is it so painful and so difficult for me? (M.Yu. Lermontov). (SIS - compound nominal predicate)
Words of state categories can be combined with verbs: to be, to become, to do:
I was in so much pain. He felt sad. (SIS)
Verbs in the form of the infinitive in the SGS, a compound verbal predicate, can depend on the words of the State Category:
It's a pity to part with you. You can't make noise! (GHS)

Thus, we have considered that the words of the state category have all the features (OGZ, MP, SP) inherent in independent parts of speech and have the right to take their place in the morphological table.

GENERAL CHARACTERISTICS OF WORDS CATEGORIES OF CONDITION

The category of state is a class of significant unchangeable words denoting a state (in the broad sense of the word) and in a sentence performing the function of the main member of impersonal sentences. For example: It’s so good, free, light on the Volga(M.G.); It was damp and stuffy in the jungle(From the gas.)

All words of this part of speech can be divided into groups according to their meaning:

1. Words denoting the state of the environment (warm, cold, damp, hot, noisy, windy etc.). For example: The school building was quiet and deserted(Fad.).

2. Words denoting the physical state of living beings (painful, chilly etc.). For example: She's stuffy, hot, and jumping up, she's trembling(L.).

3. Words denoting human mental states (creepy, embarrassing, scary etc.). For example: But the soul is vast and wonderful, and crowds of silver visions arise in its depths.(G.).

4. Words denoting an assessment of a state (from the volume, size, time, moral and aesthetic side, etc.: beautiful, far, late etc.). For example: I am far from home, and my path ahead is difficult(Pinch.); It's a sin to laugh at old age(Gr.); But we'll see you soon, and now it's time for us to go to sea(P.).

5. Words with modal meaning (it is necessary, it is necessary, it is possible, it is impossible, it is possible, it is impossible etc.). For example: We must first remake life, Having remade it, we can chant(Lighthouse.).

GRAMMATICAL FEATURES OF WORDS OF STATE CATEGORIES

Words of the state category do not change, and only words ending in -o, correlative with adjectives and natural adverbs, can form the form of the comparative degree in a synthetic or analytical way (it became quieter, warmer, more dangerous). The meaning of the superlative degree is expressed only descriptively, by combining the forms of the comparative degree of these words with the words everyone, everything. For example: U he has more fun than everyone else; It was coldest in the open field.

Some words in this group have evaluation forms (cold-new, eerie, scary etc.). For example: The room became a little cold.

As mentioned above, in a sentence, words of state categories are the main members of one-component impersonal constructions. You can also indicate some features of the combination of these words with other words in coherent speech. Thus, words of the state category are combined with linking verbs of an abstract or semi-abstract nature (be, become, become, do etc.), and the copula can have forms of all times (was, will be, currently - zero) indicative mood and subjunctive mood (it would be colder).

With words of the state category there can be a noun, a pronoun in the form of the D. case with the meaning of a logical subject (I'm cold) R. or P. case (It's boring without you; It's dark in the forest), there may be adverbs of place, time, quantity, measure (It’s dark here; It became cold at night; It became very quiet). Words of the state category may be accompanied by an infinitive. For example: You need to study a lot, seriously, honestly(M.G.).

SERVICE PARTS OF SPEECH

Functional parts of speech include prepositions, conjunctions and particles s. They differ from the significant parts of speech primarily in that they do not perform a nominative function, that is, they do not name anything. This is the first feature. Their main role is to express relationships between words or sentences, convey various grammatical meanings or clarify them: Frost and sun!(P.) - union And shows that the words frost, sun are in an equal relationship; You would do the same- particle would together with the form of the verb, it conveys the subjunctive mood.

The second feature of function words is that they cannot be used independently and cannot be members of a sentence.

Finally, it should be noted that function parts of speech are usually unstressed. They form one phonetic word together with the word whose meaning is clarified if these are particles or prepositions. If they connect two independent syntactic units (meaning conjunctions), then they (conjunctions) always adjoin (in terms of stress) the subsequent word.

Stress is retained only by those auxiliary parts of speech that were formed relatively recently from significant parts of speech: thanks, although, despite, because etc.

In their function, auxiliary parts of speech are close to morphemes.

Prepositions

Preposition as part of speech. Prepositions are an auxiliary part of speech that has an abstract lexical meaning and serves to connect a noun with other words in a phrase or sentence, for example: enter the house, the entrance to the museum, not far from the house, my friend and I. Instead of a noun, pronominal nouns can act as a subordinate word (farthest from me), cardinal numbers (add to two), substantivized parts of speech (Love now, love always!(Ascended).

Various relationships can be conveyed using prepositions.

Object relations stand out most clearly (think about a friend, miss your daughter) and various types of adverbial relations:

Temporary (at five o'clock, on Wednesday, in a week, for two days, by Monday, between two and three o'clock);

Spatial (live in a village, be in your homeland, go to your father, leave the factory, go behind a house, walk down the street, cross a bridge);

Causal (not to come due to illness, to meet due to chance, to turn white with fear);

Target (do it for show, do it for glory, prepare for the parade);

Concessive (despite weather conditions, contrary to predictions);

Definitive (motorcycle with a sidecar, striped dress, the size of a watermelon);

Compatibility (talk to brother, go with a friend) etc.

Most prepositions are used with a strictly defined case form and cannot be used with others, for example: preposition To only with D. case; to, from, for, at, for- with R.; at- with P. and others. Some prepositions are used with two cases: for- with V. and T. (behind the house, behind the house, behind the school, behind the school); on, in- with V. and P. (on yard, in the yard, to school, at school).

Rarely does a preposition govern three cases: With- can be used with R., T. and V. cases (take from the table, take with you, the size of an apple); By- with D.; V. and P. cases (walk through the Forest, go mushroom hunting, come in the spring).

Methodological note. Since the preposition is an important means in determining cases, the teacher must clearly know and show this to 4th grade students how a case can be determined using a preposition.

To do this, you need to remember especially well those prepositions that are used only with one or predominantly with one case. For example, only with the R. case are prepositions used without, for, before. from. because of, from under, among, from, at, about, near, near, as well as prepositions during, in continuation. The preposition с cannot be a delimiter of the R. case, since it (the preposition) is also used with the V. and T. cases.

The preposition is used only with the D. case To; we can talk about a preposition By, which is also predominantly used with the D. case. Cases of its use with a noun in the P. case (For whom does the bell toll?) extremely rare and not typical for the language of primary schoolchildren.

Prepositions are used only with the V. case about And through. Prepositions V. on, for, with(co), o(about) are used not only with V., but also with other cases. Therefore, it is impossible to determine the case of a noun using these prepositions alone.

The instrumental case does not have a preposition characteristic only of this case. All prepositions used with other cases: with, for, under, between, are also used with the T. case.

The indicator of the P. case is the preposition at.

The preposition is closely connected not only with the dependent word in the word combination, but also with the main word: often, with the help of a preposition, the shades of the meaning of the main word are distinguished, for example: consist of (a substance made up of small particles) And be a member of (be a member of the club).

The main word can determine the meaning of a preposition: come to the library And turn into a library. In the first case, the prelog together with the case form has the meaning of place, in the second - an object meaning. Regardless of the semantic relationships expressed, some words require a certain preposition due to their combinability properties (preface to miss depending on...). However, the Russian language is also characterized by the dependence of the preposition on the formal indicators of the main word, in particular on the verbal prefix: drive into a yard, run over a stone, drive over a fence, drive away from the station, drive off the road etc. Wed, however: cross the road, drive onto the sidewalk etc.

Russian prepositions usually come before a noun (or before an adjective, if the noun has an agreed definition). Very rarely prepositions can be in postposition, for example: contrary to reason, for what reason.

Structure of prepositions. Depending on the structure, all prepositions are divided into primitives (non-derivative) and derivatives (non-primitive).

The group of primitives includes the most ancient prepositions, which, from the point of view of modern language, cannot be associated in origin with any part of speech. The number of such prepositions is small: without (without), in (in), before, for, for, from (iso), to (to), on, over (necessary), about, about (both), from (from), on, under (under ), before (predo), before (before), at, about, with (with), at, through (through).

Prepositions because of, from under, over, over formed by adding two simple prepositions and are called double or compound.

Derivative prepositions have motivated relationships with nouns, adverbs and gerunds.

Based on the nature of their correlation, they can be divided into several groups:

Named: during, in continuation, as, in the course of, for the purposes of etc.;

Adverbial: near, along, towards, opposite, nearby; verbal: thanks, including, after.

In a number of cases in modern language, these words act both as a preposition and as significant words: I looked around - everything was white and white. - A crowd gathered around me; He left thanking us for the night. “Thanks to his discipline, he managed to finish his dissertation ahead of schedule.

Methodological note. To distinguish the significant part of speech from a preposition, you need to select synonyms for them: We were warned the day before(= just now, recently - adverb). — We were warned on the eve of the exam(= before the exam - preposition); During the war I worked at a factory(= to war - pretext). — The plant has achieved success recently(= in the last period - noun). — He returned a week later(= through - preposition).

Based on their morphological composition, derived prepositions are divided into simple ones, consisting of one word, for example: around, about, thanks to, as a result of, and compounds, consisting of the case form of a noun preceded by a primitive preposition: during, in continuation, except for, in the course of, along the way, during. Recently, complex prepositions have begun to develop more and more actively, representing the combination of the case form of a noun with the preceding and subsequent simple primitive prepositions: in connection with, depending on, on the way to, towards, compare: We went towards the forest. - We went towards the forest.

Complex prepositions are characteristic of official business, scientific and journalistic styles, although recently they have begun to penetrate into colloquial speech, creating undesirable shades of clericalism: in the matter of spreading the Russian language etc. Primary prepositions mostly have a neutral stylistic connotation. Only some of them have a touch of sublimity: among, through, before, before. Some primitive prepositions have a connotation of colloquialism: a film about love, let's go pick some berries for the sake of the children.

Methodological note. Primary school students become familiar with primitive prepositions already during the period of learning to read and write. By calling prepositions “small words,” the teacher draws the children’s attention to the fact that these words are written separately from other words. This skill is developed through practical means in 2nd grade (according to the 1-4 system). In the 3rd grade, when studying prefixes, the teacher compares prepositions and prefixes, again drawing the children's attention to the fact that prepositions are written separately and never come before verbs. Then, when learning a noun, children learn with which cases prepositions are used. Particularly much attention is paid to developing this skill in the 4th grade, when the spelling of case endings of nouns is studied and it is required to determine the case of a noun based on a number of signs, including prepositions.

In addition, the correct use of prepositions is an integral part of the culture of speech. Therefore, the teacher must carefully monitor the correct use of prepositional case constructions. Already in the first grades, you should pay attention to the use of prepositions from and with in constructions like from Moscow, from Ukraine, from the post office, from the hospital, from school etc. In addition, the teacher needs to get students to correctly use prepositions with a noun with a verb miss. You should say: miss your mom, miss your brother, but not *miss(!) mom.

Unions

Conjunctions are an auxiliary part of speech that serves to connect homogeneous members of a sentence, parts of a complex sentence, or to connect individual sentences in a text.

A messenger rides with a letter and finally arrives(P.); The door creaked quietly, and the king entered the room, the sovereign of that side(P.); Our shelter is small, but calm(L.); Before our melancholy sang songs, but now our joy sings(L.-Kum.).

Based on their origin and word-formation structure, conjunctions are divided into primitive and derivative. Antiderivatives arose a long time ago, and their meaning in modern language is not motivated. These are unions such as: a, but, yes, or, nor, but, yes mitd.

Derivative unions appeared later. Most of them were formed from pronouns, adverbs or from prepositional-pronominal, adverbial and other combinations: before; Although; contrary to; thanks to the fact that; until; due to the fact that; to; Where; What; How etc. In modern language, the process of forming conjunctions continues. New conjunctions are formed by adding specific words to existing conjunctions, for example: and therefore, and therefore, and then, and thereby, and therefore, and moreover, due to the fact that etc.

According to their morphological composition, conjunctions are divided into simple ones, consisting of one word, and compound ones, which are a combination of two or more verbal elements. Examples of simple conjunctions: a, but, and, for, so that, although etc. Compound conjunctions: since, because, while etc. Among the compound unions, a group of double unions stands out: not only... but also, because... to the extent, than... the etc. The components of compound conjunctions can follow each other without allowing any inclusion between them, and can be dismembered in other words, as in double conjunctions not only... but also, not so much... as.

In compound conjunctions, the pronominal element can be highlighted by logical stress. In this case, a pause separates the conjunction, which is indicated in writing by a comma, which is placed after the pronominal part: thanks to the fact that; because; due to the fact that; due to the fact that etc. Compare: Apparently, this thought repeatedly occupied the captain, because he repeatedly returned to it in the margins of other books(Kav.); I loved my trips because I was alone(Paust.).

It is necessary to distinguish from double conjunctions repeating conjunctions, which make up the second group, for example: then... that, not that... not that, or... or, and... and, neither... nor etc.

According to the nature of the syntactic relations that establish unions between connected components, unions are divided into coordinating and subordinating.

Coordinating conjunctions combine components on the basis of their equality, without indicating the dependence of one on the other. They combine either homogeneous members of a sentence or parts of a complex sentence.

Subordinating conjunctions combine unequal components and indicate the dependence of one of them on the other. Subordinating conjunctions are typical for complex sentences, where the component they add (subjective clause) depends on the main part and explains it. In rare cases, subordinating conjunctions occur in a simple sentence. This is a union Although, which can attach homogeneous members: The weather is warm, although windy, and comparative conjunctions introducing comparative phrases, or standing before the predicate: The day is warmer than the night; The forest stands like in a fairy tale. Union How can be used in a simple sentence to mean “as” when it is used in application, for example: Conversation as a means of educating younger schoolchildren is widely used by teachers.

Grammatical meanings and relationships in each of these groups depend on the quality of the specific conjunction and the content of the connected components. So, connecting conjunctions and, yes, neither... nor can express connecting relations, i.e. those in which two or more homogeneous components are combined: It's late in the evening, in winter, and there's a bitter frost(N.); The naughty Monkey, the Donkey, the Goat and the club-footed Bear...(Kr) Such conjunctions are called coordinating connectives.

Separative relations are expressed using coordinating disjunctive conjunctions or... or, either... or, not that... not that, that... that, either... or. These unions show that the components they connect either alternate or are mutually exclusive: What is driving you? Is it deprivation of fate, or secret envy? Is it open anger?(L.) Coordinating adversative conjunctions ah, but, yes(meaning But) show that the parts being connected are contrasted or compared: Soon the fairy tale will tell, but not soon the deed will be done(Ate.).

Graduation unions not only... but also, not so much... as, not really... ah, connecting the components, the last one is highlighted, indicating its special importance. For example: It is necessary to take into account not only the number of errors, but also their nature.

Subordinating conjunctions also express various dependency relationships:

Temporary: when, as soon as, until, since, until etc.;

Causal: since, because, for etc.;

Conditional: if, if, once;

Target: so that, in order to, if only;

Concessive: although, despite the fact that;

Consequences: as a result of which, so;

Comparative: as, as if, as if, exactly, as if, just like etc.;

Explanatory: what, how etc.

Some conjunctions can combine the meanings of coordinating and subordinating conjunctions, for example: Although the eye can see, the tooth is numb. Here is the union at least... yes has an adversarial concessive meaning. Conjunctions, like other words, can have multiple meanings, for example union When can express temporary relationships and conditional ones. Wed: When Boris doesn't stop being cunning, let's skillfully excite people(P.) - union When used in a conditional meaning; When the roll call passed through the trenches, When we were having a conversation over tea, A tufted, gray bird fluttered Above the edge of a no man's, wild land(Marmot.) - union When time matters.

Like words of other parts of speech, conjunctions have a stylistic connotation. Many conjunctions are stylistically neutral, for example: if, when, what, how, or, and, but. Some conjunctions are characteristic only of oral speech, including literary colloquial speech: since soon, since, once, good. Many compound conjunctions belong to book speech, and equally to all its varieties: due to the fact that, due to the fact that, due to the fact that, despite the fact that etc.

Methodological note. In the elementary grades there is no special topic “Conjunctions,” but almost already in the very beginning period of education, children become familiar with conjunctions a, and, but. Like prepositions, they are called "little words." It is important already during this period to draw the attention of children to the fact that conjunctions are written separately from other words and before ah, but there is always a comma. In 2nd grade, during Russian language lessons, especially when doing creative work, children widely use complex sentences with conjunctions when, if, because, what.

Here you can propaedeutics tell students that these words should be preceded by a comma. A more detailed introduction to coordinating conjunctions is carried out in the 4th grade (according to the 1-4 system) when studying homogeneous members of a sentence. Students are informed that homogeneous members of a sentence can be connected by words a, and, but, or. Here it is important to draw children’s attention to the difference in intonation before these conjunctions (purely practically) and reinforce the skill of placing a comma before conjunctions a, but. You can draw children's attention to the fact that before a single union And There is no comma, but when repeated it is required.

Particles

Particles are a part of speech that includes unchangeable non-nominal words that serve to express the semantic, emotional and modal-volitional shades of words, phrases and sentences. Wed: I did the work.—I almost did the work; He started working. - He just started working. In these sentences, particles show the degree of completion of the action, i.e. they clarify the meaning of the verbs done, started. Wed. more: I'll come tomorrow. - I'm unlikely to come tomorrow. Particle unlikely shows that the validity of the action is questioned. Wed. more: Aren't you coming with us? And Won't you come with us?

Here the particles (highlighted), forming, together with intonation, the interrogative modality of the sentence, at the same time express doubt, surprise, and distrust of the speaker. Various meanings can be conveyed using particles: statement (yes, that's right) negation (no, no, no) doubt (really, really) uncertainty (hardly, hardly) allocation (exactly, directly), limitation (only, only, only) and other meanings.

According to their meaning and function, all particles are divided into the following categories:

1. Particles expressing semantic shades of words. These include: a) defining particles: barely (barely spoke), exactly, exactly, almost (almost red), almost (almost fell) etc.; b) particles that serve to distinguish an object, attribute, action from a number of others or enhance the meaning of the object, attribute, action. These particles are called excretory-restrictive. These include particles: only, even, still, at least, at least, only, only, only. For example: I don’t even want to wish you goodnight(G.). Here's a particle And, synonymous even, strengthens the object of action. Wed. more: That's what he said; He said exactly that; He just said it, not wrote it. In these sentences the particle exactly highlights the word it precedes.

2. Emotionally expressive particles. These particles express the emotional-expressive attitude of the speaker to what is being expressed: What a delight these tales are!(P.); It’s so clear, in order to start living in the present, we must first atone for our past, put an end to it...(Ch.); How good you are, O night sea!(Tutch.) These include particles: after all, well, that’s it, it would be, just, like that, where as etc.

3. Modal and modal-volitional particles. This group of particles expresses the relationship of what is being said to reality, i.e. they convey an affirmation or negation, a question or motivation, show the reliability of what is being said, comparison, etc.: Is it really the same Tatyana?(P.); Can you really tell me about this? What years did you live in?(Isak); Aren't you ashamed of the walls?(Kr.) Modal-volitional particles include particles: yes, no, really, hardly, hardly, let, let, perhaps, really, as if, perhaps etc. This also includes particles denoting the subjective transmission of someone else’s speech: they say.

4. A special group of particles consists of shape-forming particles. They serve to form forms of verb moods, to form forms of degrees of comparison, for example: the most interesting, more beautiful, he would say, let him say. These particles are close in meaning and function to formative affixes. As for word-forming particles -th, -either, -yet, -ka, somehow-, identified by some researchers in the category of particles, then they (particles) should be considered as a special type of word-forming affixes.

The proposed classification of particles cannot cover all their meanings, since the meanings of some particles are specified in the sentence. In addition, many particles have close connections with words from other parts of speech. They contain elements of the meanings of adverbs to varying degrees (literally, completely, directly), pronouns (everything, everything, it, this), verbs (it was, look) unions (and, fortunately, even, even, let, even, so that), prepositions (like). Often there is a combination of the meanings of a particle and a conjunction, a particle and an adverb. In this case, they must be qualified in two ways: conjunction - particle, particle - adverb, etc. (For more information about this, see the section “Homonymous Parts of Speech.”)

All particles, except formative ones, are characteristic of colloquial speech and are widely found in fiction. They are not characteristic of official business and scientific styles of speech.

Methodological note. In the elementary grades, attention to modal-volitional particles helps the teacher show the specifics of interrogative and exclamatory sentences and give certain recommendations to students for expressive reading.

Modal words

General characteristics of modal words. Modality is a conceptual and grammatical category that expresses the speaker’s attitude to the utterance, the attitude of the utterance to objective reality.

Modality is expressed by various means: lexical, morphological and syntactic. For example, different significant words can have a modal meaning (want, be able, assume, assert, true, false etc.). These are lexical means of expressing modality.

The meanings of modality are expressed by forms of verb moods, i.e. morphologically.

Different modal meanings are inherent in different types of sentences: narrative, incentive (functional modality), interrogative, affirmative and negative, i.e. this is a syntactic expression of modality.

There is another type of modality - subjective modality, which is expressed in special modal words. Modal words are a class of unchangeable words with the help of which the speaker’s subjective attitude to the statement or part of it is expressed from the point of view of its reliability / unreliability. For example: You may have heard - we are leaving(I.T.) - combination May be conveys the meaning of conjecture; “Decidedly - he’s lovely,” she said, either thoughtfully or absent-mindedly(I.T.) - word decisively expresses the meaning of confidence in what is being communicated in the sentence.

Modal words in a sentence are not grammatically related to its other members and are not members of the sentence. Most often, they act as introductory words, standing out in the text with intonation (in writing - with punctuation marks). For example: Your library has certainly grown since then?(Sol.) In addition, modal words can act as sentence words in the response dialogue. For example: “No, are you serious?” - she asked, gradually realizing the incongruity of the unexpected event. - "Certainly"(Ant.).

Modal words are formed from significant words and often have homonyms among them. For example: Troekurov ordered to immediately catch up with him and turn him back without fail.(P.). In this sentence the word certainly is an adverb, refers to a predicate verb and is not distinguished by either intonation or commas. Of course, he will return. In this sentence the word certainly- modal, meaning the speaker’s confidence. Or: He copied the drawing exactly. “He’s definitely copying the drawing.”

Classification of modal words by meaning. According to the meaning that modal words give to a statement or its individual parts, they are divided into several groups. The main ones are the following.

1. Modal words expressing confidence, reliability (of course, undoubtedly, naturally, definitely, certainly, truly, really etc.); combinations (in fact, it goes without saying, it goes without saying etc.). For example: In fact: take it and leave it!(Kav.)

2. Modal words expressing the meaning of conjecture, uncertainty (seems, probably, apparently, hardly, maybe etc.); combinations (in all likelihood, in all likelihood etc.). For example: Maybe you were right(I.T.); Apparently the moment has come(Kav.).

Interjections

Interjection as a part of speech. Interjections are a class of unchangeable words that serve to express various feelings and volitional impulses of a person (oh, ah! well! etc.).

In the system of parts of speech, interjections occupy a special place. Interjections differ from function words in that they do not connect members of a sentence or parts of a complex sentence, like conjunctions; do not express the relationships of nouns and pronouns to other words in a sentence, like prepositions; do not attach semantic, modal and expressive meanings to words or sentences, like particles.

Interjections differ from significant parts of speech in that, while expressing feelings and motives, they do not name them. For example: Oh, my youth quickly flashed like a falling star(P.). In this sentence the interjection Oh expresses a feeling of regret, but does not name it, unlike words I'm sorry, I'm sorry and etc. Or: Oh my God, perch! Ah, ah... hurry up!(Ch.) In this sentence the interjection combination My God and interjection Oh express a feeling of delight. Many interjections can serve to express different feelings.

So, for example, in the works of A. S. Pushkin, the interjection Oh used to express feelings of surprise, guesswork, joy, distrust, etc.: Ah!.., wait; what a wonderful thought...(expresses a feeling of joy); Oh, mother is coming...(expresses a feeling of fear); Oh, he's a lieutenant! ah, villain!(expresses a feeling of indignation). Interjection A also expresses various feelings. For example: A! So you are obedient to my will!(the interjection expresses a feeling of displeasure); "A! Pyotr Andreich! - he said when he saw me...(expresses a feeling of joyful surprise).

Some interjections, despite the fact that they do not have a nominative function, nevertheless have a content assigned to them. For example, interjection Alas serves to express feelings of grief, regret; interjection guard expresses a call for assistance, etc.

In a sentence, interjections are not syntactically related to its members. They can act as an independent interjection sentence. For example: “Fathers! - the thin one was amazed. - Misha! Childhood friend!(Ch.) Some interjections can act as a predicate. For example: Tatyana ah! and he roars(P.).

In speech, interjections are pronounced with a special intonation (raising the tone, increasing the strength of the sound, in some cases - the length of the vowels).

Interjection categories. Based on what interjections express, they are usually divided into two groups: emotional and motivating (imperative).

Emotional Interjections ABOUT! Oh! Oh! Hooray! Bravo! Fathers! A! Wow! and others express feelings of joy, delight, approval, surprise, bewilderment, fear, and also give a description, assessment of events, states, etc. For example: Oh! Skalozub, my soul...(Gr.) - interjection serves to express feelings of joy, delight; Oh! My God! What will Princess Marya Aleksevna say?(Gr.) - interjections express fear.

Incentive interjections express various types of incentives: Out! Tsits! Well! Ssss! Shh! March! Come on!

For example: Grinev, having learned from him about the danger... commanded: march, march...(P.); Where, Ostap, is your sniffle? Come on, Cossack girl!(G.) Interjections calling for attention: Aw! Hey! Hello! For example: “Hey, Dunya! - the caretaker shouted, “put on the samovar.”(P.); Dasha silently watched as her father twisted the phone handle and shouted: “Hello, hello!”(Hump.)

Interjections also include speech formulas of politeness, i.e. words and combinations expressing greeting, farewell, gratitude, etc.: Hello! Thank you! Goodbye! etc.

According to their structure, interjections are divided into non-derivative and derivative. The first include interjections like ah, oh, ah, eh, well, wow etc. They consist of one vowel sound: A! eh!\ of two vowels ow!; from a vowel and a consonant: Oh! eh! bah!; of two vowels and a consonant: yeah! Wow! Alas!; from consonants: Brr! Some of the listed interjections can appear in double or triple form: wow! hehehehe! Some of these interjections can be combined with particles (come on! come on!) or with a verb postfix (Come on!).

Derived interjections correlate with words of other parts of speech: verbs (Look! Hello! Sorry), nouns (Fathers! Trouble! Horror!), pronouns (That's it!) adverbs (Full!): Derivative interjections can be compound: So much for you! That's the thing!

1. Words ending in -o, correlative with short adjectives in the neuter singular form and adverbs (warmly, quietly, cheerfully, early, funny, convenient) or not correlative with them (can, must, fearfully, ashamed, shame). Words in this group mean: .

1. Words etymologically related to nouns: time, time, hunt, reluctance, laziness, lack of time, sin, pity, shame, beyond the power, unbearable. They express:

More on the topic WORDS CATEGORIES OF CONDITION:

1. State category words as part of speech. Controversy about the words of the state category in Russian science. Question about the volume of a part of speech.

1. Category of state as part of speech. 2. Grammatical categories of words of state category. 3. Syntactic functions and syntactic connections of words of the state category. 4. Origin of words of the state category. 5. The question of the category of state as a special part of speech.

State category words - unchangeable words expressing a state or its assessment: warm, frosty(state of nature); stuffy, dirty(state of the environment); painful, disgusting(physical state of living beings); shameful, annoying(mental state of a person); ok, easy(assessment of any condition); necessary, impossible(modal state assessment).

Words of the state category have grammatical categories of mood and tense, which are expressed analytically using the corresponding linking verbs ( to be, become etc.). They are characterized by the indicative and subjunctive mood: The street becamewarm (withdrawn ink.); It would be more likelywarm (subjunctive). The imperative form is absent in words of the state category for the reason that they are always used in impersonal sentences: Something for meashamed started chatting, chatting incessantly(I. Turgenev).

Words in the state category have present, past and future tenses. The present tense is expressed using the zero copula: In the roomdark . Past and future tenses are expressed using linking verbs: Three days agowas moreCold (past); Tomorrowwill become warm (bud.).

S yn tactic func tions

and syntactic connections with words

Categories

Unlike adverbs, the main syntactic function of which in a sentence is the function of circumstance, words of the category of state are always predicates in impersonal sentences: There wasdark ; the second roosters have just crowed(I. Turgenev).

State category words can be combined with gender, date. and sentence n. noun or places. Dat. p. usually expresses the meaning of the subject (denotes a person or object experiencing some state): man is joyful; he's bored. Genus. and sentence p., as a rule, express adverbial meanings: it's offensive to the point of tears; It's cold outside.

Comparative table of differences between words of the state category and short adjectives and adverbs

By origin state category words are divided into several groups:

1) words cat. comp. with suffix -O, going back to short adjectives. or adverbs in -o: warm, cold, fun;

2) words cat. compositions going back to nouns: sin, torment, disgrace, shame etc.;

3) words cat. compositions that do not correlate with any part of speech of the modern Russian language: possible, not possible and under.

QUESTIONS ABOUT CATEGORY AND CONDITIONS

HOW TO SAY THE Speech

The Russian linguist A. Kh. Vostokov was one of the first to draw attention to the peculiarities of the group of words now classified as words in the state category. He classified them as verbs, since they are characterized by “time and impersonality.” A. A. Shakhmatov also classified them as verbs (however, he left some of them among nouns and adverbs).

D. N. Ovsyaniko-Kulikovsky, considering such words to be adverbs, singled them out into a special group - predicative adverbs.

K. S. Aksakov considered them short adjectives that take on the meaning of verbs.

A. M. Peshkovsky, singling out such words into a special group, did not classify them as any of the existing parts of speech.

For the first time, the words of this group were singled out as a special part of speech by L.V. Shcherba, and he also gave them the name condition category. The scientist pointed out the differences between words of the category of state from adjectives and adverbs: they differ from adjectives in their immutability, from adverbs in that they can be used with a connective.

The term “state category” was also adopted by the outstanding Russian scientist V.V. Vinogradov, who gave a detailed and thorough description of this part of speech in the monograph “Russian Language”. The scientist considers the category of state to be an independent part of speech, actively developing and expanding through short adjectives, adverbs and individual categories of nouns. He points out that, moving into the category of state, these words acquire a tense feature, perform the syntactic function of a predicate in an impersonal sentence and denote a state.

However, not all linguists recognize the category of state as an independent part of speech. Thus, “Russian Grammar” (1980) words with the suffix -O, denoting a state, considers them as a special group of adverbs and calls them predicative adverbs. Names words with modal meaning predicates.

In school textbooks, words of the state category began to be considered as a special part of speech relatively recently.

Didactic material

In the given sentences, find adverbs and words of the state category. 1. Determine which categories the adverbs belong to. 2. Indicate what meanings (states) the words of the state category express.

1. He rowed at random towards the embankment, which began to separate from the black sky like a black hump (L. Andreev). 2. Having spilled not wide and shallow, so that the flowing blue of the stones could be seen, the stream disappeared into the oncoming sea wave (A. Green). 3. I am ashamed of your congratulations, I am scared of your proud words! (V. Bryusov). 4. He constantly moved his beard and very quickly blinked his eyes and twitched his lips (I. Turgenev). 5. - Look, it’s late, it’s cold (M. Lermontov). 6. Only in late autumn can it be so good (I. Turgenev). 7. The sun rose high; it became hot (I. Turgenev). 8. I get up and sit down. This is difficult to do when both legs are broken (V. Garshin). 9. - It’s good, it’s good here - there’s no word! and everyone, you know, it’s somehow awkward for a lamb without a bright spot! and it’s a pity for the uniform too! (M. E. Saltykov-Shchedrin).

Review questions

2. List the morphological features of adverbs, their syntactic connections and syntactic functions.

3. What categories are adverbs divided into by meaning in the modern Russian language? Name them.

4. What are the differences between adverbs and state words?

Psychology studies mental processes, properties and states of personality. The first include the elementary units of the psyche that ensure its functioning. They distinguish (sensation, perception, memory, thinking, imagination) and attention. The latter is not an independent process, but regulates others, and also restructures the psyche in response to changing environmental conditions.

Interest

The state of interest is characterized by the interaction of intellectual, emotional and volitional components. Interest is based on an orienting reflex, but these states are not identical. Having become oriented in the situation, a person may cease to be interested in it or, conversely, the reflex goes away, but interest remains.

Interest in the profession, rather, relates to personal qualities, but awareness of the significance of one’s work, the desire to improve one’s skills and focus on professional problems require the active participation of the intellect.

In order to avoid professional deformation and narrowing of horizons, professional interest must be combined with manifestations of curiosity in other areas and intellectual responsiveness to the knowledge acquired. This is how a person’s intellectual state is formed. Examples: a preschool teacher is actively interested in the theater, a turner acquires driver skills, a programmer masters the basics of web design, etc.

Curiosity

This state is adjacent to interest. Facts about which curiosity is expressed are exciting, contain intrigue, and encourage active action to clarify the situation. Such a person’s intellectual state is characterized by the words “interesting”, “exciting”, “curious”, etc.

There are two types of curiosity: self-interest and inquisitiveness. In the first case, the individual strives to know everything for the purpose of narcissism, is interested in affairs and things to which he has nothing to do. Curious people tend to desire to acquire systematic knowledge for good purposes.

Creative inspiration

This state is a synthesis of emotional and intellectual components. Most often, representatives of creative professions (artists, composers, writers) experience inspiration, but something similar is familiar to each of us. These are moments of searching for a solution to a mathematical problem, a way to fix a broken machine, writing a term paper, etc.

The state of sudden insight, when it suddenly becomes clear how to act, is called insight in psychology. This is an amazing human intellectual state. Examples of words that come to mind at such moments: “Eureka!”, “Hurray! Found it!”, “How come I didn’t think of it before!”

During insight, an extraordinary surge of strength is felt, perception is heightened, imagination throws up original combinations of images, performance goes through the roof, everything seems wonderful.

In fact, the state of insight is not sudden at all. It’s just that all the mental work leading to achieving the goal took place on a subconscious level, and at the right moment the consciousness received the right answers.

Monotony (boredom)

This intellectual state is characteristic of a person deprived of communication with other people or forced to engage in monotonous routine work for a long time. Manifestations of monotony are more characteristic of the inhabitants of the taiga, the inhabitants of the lands beyond the Arctic Circle, but people experiencing boredom can be found anywhere.

A person suffering from monotony is not able to establish relationships with other people and organize his activities in such a way as to experience moral satisfaction. Sometimes monotony occurs due to a large amount of free time that you don’t want to occupy with anything. Boredom is also caused by serious troubles, grief, and chronic fatigue.

Chronic boredom is one of the problems of modern society. People are increasingly turning to specialists because they don’t see incentives for life and don’t know how to cheer themselves up. Short-term methods of obtaining pleasure are used (cigarettes, alcohol, promiscuous sex, etc.), but they do not relieve the blues. The situation can be corrected by identifying personally and socially significant motives, ways to make the work performed attractive, and searching for communication partners.

Human intellectual state: category of state (examples)

Everything that happens to an individual is indicated by linguistic units that are used in speech. In the Russian language, words are distinguished that denote a person’s intellectual state: “interesting”, “clear”, “understandable”, etc. In another way they are called predicates. Some researchers classify these lexical units as adverbs.

Vocabulary characterizing a person’s intellectual state (category of state) includes words that are part of the grammatical basis or simply part of impersonal sentences. These words do not have specific morphemic features. Cases, persons and numbers do not change. Like adverbs, most lexical units denoting a person’s intellectual state have the suffix -o-: “boring”, “amazing”, etc.

In a sentence, the vocabulary of the state category agrees with in the dative case ( Ivan understood the condition of the problem) or are used in a generalized sense ( It's clear that we won't make it on time for the plane.).

Features of mental states

Any intellectual state of a person is holistic, mobile and relatively stable. Manifestations of a particular state characterize the psyche as a whole. So, if an individual is confident in his beliefs, then he has a system of knowledge, does not doubt that he is right, and demonstrates for successful practical activities.

The mobility of mental states lies in the fact that, although they are longer than processes, they still occur over time, have a beginning, dynamics of development and completion. Stable states over time become personal qualities (concentration, thoughtfulness, etc.).

Mental processes, states and properties are closely related to each other. In certain combinations they form the individual appearance of a person.