Target lectures: introduce the history of Russian punctuation, show the system of punctuation marks, their functions in accordance with the principles of punctuation.
1. General concept of punctuation. History of Russian punctuation.
2. Principles of Russian punctuation: semantic, grammatical and intonation. Their hierarchy and interaction.
3. The system of punctuation marks in modern Russian. Basic functions of punctuation marks. Positions of punctuation marks. Single, double and complex punctuation marks. Specifics of the use of punctuation marks.
1. General concept of punctuation. History of Russian punctuation
Punctuation (from Latin punctum ‘dot’) is a set of punctuation marks and a system of developed and established rules for their use.
Why is punctuation needed? Why are the letters of the alphabet not enough to make what is written clear to the reader? After all, words are made up of letters denoting the sounds of speech, and speech is made up of words.
Pronouncing individual words one after another does not mean making what is being said intelligible. Words in speech are combined into groups, between groups of words, and sometimes between individual words there are intervals of varying lengths; on word groups or above individual words there is a rise or fall in tone. And all this is not accidental, but is subject to certain rules: intervals, and rising and falling pitches (the so-called intonation) express certain shades of meaning of speech segments. The writer must firmly know what semantic connotation he wants to give to his statement and its individual parts and what techniques he should use for this.
Punctuation, like spelling, forms part of the graphic system adopted for a given language, and must be as firmly mastered as the letters of the alphabet with their sound meanings, in order for the letter to accurately and completely express the content of the statement. And in order for this content to be equally perceived by all readers, it is necessary that the meaning of punctuation marks be firmly established within the boundaries of one national language. It does not matter that the appearance of punctuation marks in different languages may be the same, but their meaning and, therefore, their use are different. It is important that all those who write and read a given language have the same understanding of what a particular punctuation mark expresses.
Thus, the purpose of punctuation is to break down speech and make its content as clear as possible to the reader.
Russian punctuation, unlike spelling, developed relatively late - by the beginning of the 19th century - and in its main features is similar to the punctuation of other European languages.
In Old Russian writing, the text was not divided into words and sentences. Punctuation marks (period, cross, wavy line) divided the text mainly into semantic segments or indicated the situation in the scribe’s work. Later, question marks, parentheses, and colons begin to be used.
The advent of printing was of great importance for the development of punctuation. The placement of punctuation marks in printed works was primarily the work of typographical craftsmen, who often did not take into account what the author's handwritten text represented in terms of punctuation. What has been said, however, does not mean that authors, especially writers and poets, did not have any influence on the formation of the Russian punctuation system. On the contrary, their role in this regard has increased over time. Modern Russian punctuation should be considered as the result of a long and complex interaction between the punctuation system that was established in a number of European languages (including Russian) after the introduction of printing, and those techniques for using signs that were developed by the best masters of Russian literary speech over a long period of time. period from the 18th century to the present.
The system of punctuation marks, which had formed in its basic outlines by the 18th century, also required the development of certain rules for their use. Back in the 16th and 17th centuries, the first attempts were made to theoretically comprehend the placement of punctuation marks that existed at that time (Maxim the Greek, Lavrenty Zizaniy, Melety Smotritsky). However, the general and specific principles of punctuation marks in their main features developed during the 18th century, when the formation of the foundations of the modern Russian literary language ended.
The beginning of the scientific development of Russian punctuation was laid by the brilliant representative of 18th century grammatical science M.V. Lomonosov in his work “Russian Grammar”, written in 1755. M.V. Lomonosov gives an exact list of punctuation marks used by that time in Russian printed literature. He systematically sets out the rules for their use, formulating the rules on a semantic and grammatical basis, i.e. for the first time in Russian grammatical literature, he provides a theoretical foundation for practically existing punctuation, namely, he reduces all the rules for the use of punctuation marks to the semantic-grammatical principle.
The rules of punctuation were very thoroughly set out by the student of M.V. Lomonosov, professor of Moscow University A.A. Barsov in his grammar, which, unfortunately, was not published, but came to us in handwritten form. A. A. Barsov's grammar dates back to 1797. The rules of punctuation are contained in it in a section called “Proclamation”, and thus they are put in connection with the rules of reading. This is explained by the fact that A. A. Barsov’s definition of punctuation itself and its rules cover different aspects of written speech, including methods of oral pronunciation of written and printed words.
The greatest merit in streamlining Russian punctuation in the 19th century belongs to academician J. K. Grot, whose book “Russian Spelling” was the result of many years of research into the history and principles of Russian writing. The book became the first academic set of spelling and punctuation rules in Russia and went through several editions until 1917.
J.K. Grot gives a scientifically systematized and theoretically meaningful set of rules of spelling and punctuation. The rules for the use of punctuation marks formulated by him are valuable in that they summarize the searches in the field of punctuation of previous authors. The ordered punctuation, as well as spelling, rules of J. K. Grot entered into the practice of schools and publishing houses; They are basically, with minor changes, still in effect today. The set of “Rules of Russian Spelling and Punctuation” in 1956 only clarified some contradictions and ambiguities and formulated new rules for previously unregulated cases.
In the first half of the 20th century, A. M. Peshkovsky, L. V. Shcherba and some other linguists paid attention to punctuation issues in their works. In the middle and second half of the 20th century, fundamental research on punctuation by A. B. Shapiro appeared. However, to date, the theory of punctuation is at a low level of development and does not correspond to the general theoretical level of Russian linguistic science.
Until now, linguists working in the field of punctuation do not have a common point of view on the foundations of modern Russian punctuation.
Some scientists adhere to the point of view that Russian punctuation is based on a semantic basis, others on a grammatical basis, still others on a semantic-grammatical basis, and still others on an intonation basis. However, despite the theoretical disagreements among scientists, the fundamental principles of Russian punctuation remain unchanged. This contributes to its stability, although individual punctuation rules are periodically clarified and specified in connection with the development of Russian grammatical theory and the Russian literary language in general.
2.Principles of Russian punctuation: semantic, grammatical and intonation. Their hierarchy and interaction.
The stability of the Russian punctuation system is explained primarily by the fact that the principles that define it make it possible to convey in writing the semantic, syntactic, and, to a large extent, intonation structure of speech. Punctuation marks in most cases divide the text into syntactic units that are related in meaning and intonationally designed.
No.: Terkin - who is he?
Let's be honest:
He's just an ordinary guy himself.
However, the guy is good.
A guy like that
Every company always has
And in every platoon.
In this text, a question mark and dots indicate the boundaries of independent syntactic units - sentences expressing in each case a relatively complete thought. These punctuation marks also characterize the purpose and intonation of the statement and indicate long pauses at the end of the sentence. The dash in the first sentence connects the nominative topic (Terkin) with the second developing part of the sentence (who is he?) and indicates a warning intonation and a pause between parts of the sentence. A colon connects the second part of a complex non-union sentence with the first and indicates explanatory intonation and explanatory semantic relationships between the parts of the sentence. The comma highlights the introductory word and corresponds to the pause and intonation that accompanies the introductory words. The comma in the last sentence separates the connecting structure (and in each platoon) and also corresponds to a pause.
The principles on which the system of Russian punctuation rules is based were comprehended and formulated gradually.
1. Thus, V.K. Trediakovsky believed that “punctuation is a division of words, members and whole speeches, depicted by certain signs, in reading to the concept of content and serving as a rest, and also indicating the order of composition.” In other words, V.K. Trediakovsky saw the purpose of punctuation (“punctuation”) in the semantic, intonation and syntactic division of speech.
2. M.V. Lomonosov emphasized the semantic and syntactic functions of punctuation marks: “Lowcase marks are placed according to the strength of the mind and its location to conjunctions.”
In modern Russian linguistics, three main directions can be distinguished in understanding the principles of punctuation:
1) logical (semantic);
2) syntactic;
3) intonation.
Supporters of the logical direction consider the main purpose of punctuation to be the semantic division of speech and the transmission of semantic relationships between the dissected parts. These include F. I. Buslaev, D. N. Ovsyaniko-Kulikovsky, P. N. Sakulin.
F. I. Buslaev wrote about the use of punctuation marks: “Since through language one person conveys thoughts and feelings to another, then punctuation marks have a dual purpose: 1) contribute to clarity in the presentation of thoughts, separating one sentence from another or one part from another , and 2) express the sensations of the speaker’s face and his attitude towards the listener.”
We find a syntactic understanding of punctuation words in J.K. Grot and S.K. Bulich, who believed that punctuation makes the syntactic structure of speech clear.
In the works of J.K. Grot, it is important to indicate the connection between the punctuation system and the general nature of the syntactic structure of sentences and written speech. He draws attention to a noticeable tendency in contemporary literature to abandon “overly complex or common sentences” and use more “short speech.” “An abrupt speech consists of expressing yourself in as short sentences as possible for greater simplicity and clarity of presentation and thus allowing the reader to pause more often. In relation to the use of punctuation marks, this means: between two points, do not accumulate too many sentences that are mutually dependent or closely connected with each other, and, moreover, arrange them so that they can be determined from one another, at least by a semicolon or colon. An excessive set of subordinate clauses between main clauses confuses and obscures speech.”
J.K. Grot outlined the punctuation rules with punctuation marks: for each sign all cases of its use are indicated; each rule is illustrated by one or more examples from works of the late 18th century and the first half of the 19th century, but, due to J. K. Grot’s dislike of authors of a later period, some of his rules became outdated by the end of the 19th century.
And yet, the rules of punctuation that he formulated, together with his spelling rules, as mentioned above, entered the everyday life of the school, and through it into the practice of printing. For everyday use, they turned out to be quite clear and convenient, since they were based on the syntactic structure of sentences, which the writers learned in the school grammar course.
The transfer of the intonation side of speech seems to be the main task of punctuation to A. Kh. Vostkov, I. I. Davydov, A. M. Peshkovsky, L. V. Shcherba.
In cases where the choice of punctuation mark is determined by the differentiation of semantic connections between words or semantic relationships between parts of a complex sentence, there are punctuation options, which in oral speech correspond to various intonation features of the statement. In such situations, punctuation marks in written speech and intonation in oral speech are interconnected and have the same function - they perform a meaning-distinguishing function.
However, the meaning of the statement is inextricably linked with the grammatical structure and intonation of the sentence. This explains the fact that the rules for placing punctuation marks in force in modern Russian writing cannot be reduced to any one of the listed principles, and individual punctuation marks in each specific case of use emphasize either the logical, or syntactic, or intonation structure of speech or are syntactic – at the same time they divide the text into semantic and syntactic segments, characterize its semantic and intonation structure, etc.
Returning to the historical aspects of this issue, we will consider the works of A. M. Peshkovsky and L. V. Shcherba, which are extremely valuable for the theory and practice of punctuation. Although these works are not scientific studies based on the analysis of a large number of literary texts of various genres and styles, they nevertheless represent interesting attempts to understand the punctuation norms existing in our writing and contain original thoughts regarding the construction of a new punctuation system for the Russian literary language.
The first speeches of A.M. Peshkovsky on punctuation issues, which determined his views in this area, as well as in a number of other areas related to the teaching of the Russian language, took place during the years of the highest rise of pre-revolutionary Russian social and pedagogical thought, immediately preceding the revolution of 1917 . We are talking about the scientist’s report “The Role of Expressive Reading in Teaching Punctuation Marks,” read at the All-Russian Congress of Secondary School Russian Language Teachers, held in Moscow in December 1916 - January 1917, and about his article “Punctuation Marks and Scientific Grammar.”
It should be borne in mind that A.M. Peshkovsky, as a theoretical scientist and methodologist, was a convinced and ardent supporter of that trend in Russian linguistics, which put forward the position of the need to strictly distinguish between oral speech and written speech, placing first place on living, sounding speech. Such prominent Russian linguists as F.F. Fortunatov and I.A. Baudouin de Courtenay and their followers and students, who raised the study of phonetics to unprecedented heights until then, spoke about this constantly and tirelessly in their university lectures and public reports. both general and Russian historical, and for the first time put applied disciplines - spelling and spelling - on a strictly scientific basis.
Punctuation marks in the vast majority of cases of use reflect “not the grammatical, but the declamatory-psychological division of speech.” Rhythm and intonation are auxiliary syntactic means only because in certain cases they can acquire meanings similar to those created by the forms of words and their combinations. “But at the same time, these signs can at every step contradict the actual grammatical signs, because always and everywhere they fundamentally reflect not the grammatical, but only the general psychological element of speech.”
To master the ability to put punctuation marks, one should always consciously read the signs, i.e., “connect one or another pronunciation figure ... with one or another sign,” as a result of which “a strong association of each sign is formed with the corresponding pronunciation figure (or figures, if a sign has several of them) – an association that flows, of course, in both directions.” Coordination between expressive reading and grammar measures will be required just to master existing comma rules.
For A.M. Peshkovsky, such a formulation of the question of punctuation and the methodology of teaching it was part of a common big problem - the relationship between written and living oral language. Therefore, he ended his report “The Role of Expressive Reading in Teaching Punctuation” with the following words: “I will also note that such a rapprochement between expressive reading and punctuation will benefit not only punctuation alone. Mentally hear what you write! After all, this means writing beautifully, vividly, uniquely, it means becoming interested in what you write! How often is it enough for a teacher to read a student’s awkward expression from the pulpit for the author to be horrified by his own expression. Why did he write it? Because I didn’t hear when I wrote, because I didn’t read myself out loud. The more a student reads himself aloud, the better he will understand the stylistic nature of the language, the better he will write. The reunification of the written tip of the linguistic tree with its living oral roots always gives life, but cutting off always deadens.”
L.V. Shcherba was partly close to the position of A.M. Peshkovsky. He also saw the role of punctuation in indicating the rhythmic and melodic side of speech. “Punctuation is the rules for the use of additional written characters (punctuation marks),” he wrote, “which serve to indicate the rhythm and melody of a phrase, otherwise phrasal intonation.” Meanwhile, while A. M. Peshkovsky believed that all punctuation marks, with the partial exception of the comma, designate “first of all and directly only the rhythmic and melodic side of living speech,” L. V. Shcherba, looking into the essence of the rhythmic melody itself , did not limit himself to this, but added: “Since the rhythm and melody of speech alone express the division of the flow of our thought, and sometimes this and that connection of its individual moments and, finally, some semantic shades, since we can say that punctuation marks actually serve to designate all this in letter. This determines the dual nature of any punctuation: phonetic, since it expresses certain sound phenomena, and ideographic, since it is directly related to meaning.”
Further, L.V. Shcherba points out that “the division of speech-thought, and to an even greater extent the connection between its individual parts and their different semantic shades, are expressed in speech not only intonation, but also in individual words, word forms and word order , and if it is true that division and affective shades always find expression in intonation (although this is not always indicated in writing), then the connection between individual parts of speech is only very summarily expressed intonation, and their logical shades are very rarely expressed.” In some cases, as the scientist points out, intonation acts as the only indicator of both the division and the nature of the connection between the individual parts of the sentence.
Modern Russian punctuation is built on semantic and structural-grammatical foundations, which are interconnected and determine each other, and therefore we can talk about a single semantic-grammatical basis of Russian punctuation. Punctuation reflects the semantic division of written speech, indicates semantic connections and relationships between individual words and groups of words, and various semantic shades of parts of a written text. But certain semantic connections between words and parts of the text find their expression in a certain grammatical structure. It is no coincidence that the formulation of most of the rules of modern Russian punctuation is based both on the semantic features of the sentence (on the semantic basis) and on the features of its structure, i.e. the peculiarities of the construction of the sentence, its parts, the presence or absence of conjunctions, ways of expressing the members of the sentence, the order of their arrangement, etc. are taken into account, which forms the structural and grammatical basis of punctuation.
Principles of Russian punctuation:
1. Syntactic. Punctuation marks reflect the syntactic structure of language and speech, highlighting individual sentences and their parts (leading).
2. Semantic (logical). Punctuation marks perform a semantic role, indicate the semantic division of speech and express various additional semantic shades.
3. Intonation. Punctuation marks serve to indicate the rhythm and melody of speech.
3. The system of punctuation marks in modern Russian. Basic functions of punctuation marks. Positions of punctuation marks.
Single, double and complex punctuation marks. Specifics of the use of punctuation marks.
Punctuation marks in the modern Russian language, differing in their functions, purpose, and place of their placement in a sentence, enter into a certain hierarchical dependence. According to the place of placement in a sentence, punctuation marks are distinguished between the end and middle of a sentence - final and internal marks. All separating terminal marks - period, question and exclamation marks, ellipses - have greater force than internal marks.
The so-called internal punctuation marks - semicolon, comma, dash, colon, parentheses - are heterogeneous in their use. The most “strong”, hierarchically senior separating punctuation mark within a sentence is the semicolon. This sign, designating the boundaries of homogeneous members of a sentence or predicative parts in a complex sentence, is capable of conveying a meaningful pause in oral speech. The other four internal punctuation marks (comma, dash, colon, parentheses) differ in their informative load, functional range, and duration of pauses when “reading” them. The hierarchy of their pause values begins with a comma and ends with parentheses.
The difference in content between the four internal punctuation marks under consideration is expressed, on the one hand, in different amounts of information load and, on the other hand, in different degrees of specificity of meanings that they can record in writing. Of these signs, the comma is the most polysemantic, the dash is somewhat narrower in meaning, the colon is noticeably narrower, and the most concrete sign in terms of content is the parentheses. Consequently, the least degree of specificity of meaning is inherent in the comma and the greatest in parentheses. Thus, the hierarchy of increasing the degree of specificity of the meanings of the indicated four punctuation marks corresponds to the noted hierarchy of pausal values and the hierarchy of their functional range.
Based on the hierarchical dependence of punctuation marks, the features of their compatibility when found in a sentence are established. In some cases, punctuation marks are combined when they meet, in others, a sign of lesser strength is absorbed by a stronger sign.
One of the two elements of a paired, separating sign may occur with a separating sign or with an element of another paired sign. An encounter with a separating sign is usually observed if the construction being distinguished is at the beginning or end of a sentence (the predicative part of a complex sentence) or on the border with homogeneous members. The meeting of elements of distinguishing marks occurs in cases where one distinguished syntactic construction follows another distinguished construction, for example, an isolated member, or a comparative phrase, or a participial part after another isolated member, a subordinate part after another isolated member, a subordinate part, an introductory or interpolated design, etc.
Only a comma or a dash can be absorbed as part of a paired, highlighting sign. They are always absorbed by a period, a question mark, an exclamation mark, an ellipsis, a semicolon, a subsequent closing parenthesis, or subsequent closing quotation marks as signifiers of greater meaning. Symbols of the same name are also absorbed by one another: a comma by a comma, a dash by another dash, a closing bracket or quotation marks by another closing bracket or quotation marks.
When a comma and a dash meet, different punctuation options are possible: these signs can be combined as equal in strength, or one of these signs can be absorbed by the other.
The main three types of punctuation functions are:
J. Grammatical (syntactic, formal, structural):
1. Excretory (eg, highlighting complicating constructions in the structure of a simple sentence, etc.).
2. Discriminating (for example, when distinguishing homogeneous members of a sentence, main and subordinate parts in a complex sentence).
3. Switch-off function (isolating) (eg, use of brackets for plug-in structures)
4. Ascertaining (qualifying) (for example, an exclamation mark indicates that we have an incentive, exclamatory sentence).
YY. Semantic:
1. Indicate the grammatical meaning of the sentence (for example, a comma between parts of the joint venture for enumeration relations)
2. Express the nature of the thought (for example, final signs - period, exclamation point, question mark, etc.).
3. Express additional information (for example, parentheses when inserting constructions, the use of quotation marks when using foreign words, words in a figurative meaning).
4. Focus on the special meaning of parts of the text highlighted with punctuation marks (for example, the use of parentheses when inserting
structures).
YYYY. Intonation: require a certain intonation.
Any punctuation mark performs three types of functions simultaneously in a sentence.
Characteristics of punctuation marks
Sign Grammatical functions Semantic functions Intonation functions
1. End (dot)
2.Delimitative, separates sentences within the text
3. Ascertaining, indicates the end not of any sentence, but only of a narrative non-exclamatory one.
4. Indicates the completeness of the thought.
5.Indicates that the sentence contains a message.
6.The point requires a calm perception of the content of the text. The point requires calm
extensive reading of the text. The period requires a decrease in intonation.
2 . ! (Exclamation point)
2. Ascertaining, does not indicate the end of any sentence, but only the motivating
exclamation point
3. Indicates the completeness of the thought.
4.Indicates that the sentence contains some kind of incentive.
5. The exclamation point requires an emotional perception of the content of the text.
6. An exclamation mark requires a special intonation and expression when reading
research proposals. An exclamation point requires an increase in intonation.
3. ? (question mark)
1.Delimitative, separates sentences within the text
2. Ascertaining, indicates the end not of any sentence, but only of the sentence that contains the question.
1. Indicates the completeness of the thought.
2.Indicates that the sentence contains a question about something.
3. A question mark requires intonation that is especially emphasized on the rheme
4. A question mark requires attention when perceiving the essence of the question.
5. A question mark requires strengthening the intonation pattern of the pre-
4. Internal; (semicolon)
1.Delimitative, separates predicative parts within a complex sentence
2. Ascertaining, indicates complexity or greater prevalence
the number of predicative parts of a complex sentence
4.Indicates that between the parts of a complex sentence there are
enumeration relations
5. Requires a longer pause than before a comma.
6.Indicates enumerative intonation
5. , (comma)
1.Delimitative, separates the predicative parts within the SP, between the OCPs.
2. Isolation (for example, highlighting complicating structures in the structure of a simple
offers). The most multifunctional sign in the Russian language.
3. Indicates the incompleteness of the thought.
4.Indicates that between the parts of a complex sentence or members there are pre-
provisions establish a certain type of relationship (in each case its own)
5.Requires a moderate pause.
6.Indicates intonation depending on the type of syntactic relationship
between components.
6. : colon
1. Ascertaining, indicates that we have before us either a BSP, or a generalizing word for the OCP, or a KsPR
2.Delimitative, separates the predicative parts within the BSP, SA and PR, generalizing
a parting word and a special
3. Indicates that in the future there will be an explanation, a disclosure of what is about
what was said in the previous part of the sentence
4. Requires a longer pause than before a comma.
5. Indicates that the subsequent narration should be accompanied by rhematic intonation
7. - (dash)
1. Separating between the parts of the joint venture, between the subject and the predicate, etc.
2.Excretory (with inserted structures)
3. Indicates the omission of members of the sentence. Like the comma, it is a multifunctional sign.
4.To convey the expressiveness of speech. Indicates a pause
8. () (brackets)
1. Shutdown function (isolating) (for example, the use of brackets when inserting
structures).
2. Statemental (qualifying) (brackets are used only with insertion
mi designs)
3.Indicate the secondary importance of the information contained in them)
4. The intonation of inclusion is characteristic - a pause and a quick reading of the insert.
9. ... (ellipsis) Indicates a quotation omission
1. Indicates agitation and intermittent speech.
2. Indicates a large subtext (lyrical ellipsis).
Hyperpauses
10 . " " (quotes)
1. Ascertaining (qualifying) (eg, in the CCPR).
2.Eliminatory (eg, highlighting direct speech in KSPR)
3. Indicate the foreignness and unusualness of the components contained in them.
4.Accentual reading of the structure contained in them.
5. Indicates the ironic meaning of the words contained in them
11. paragraph (letter with red line)
1. Delimiting, divides the text into paragraphs.
2. Requires writing on a new line.
3. Serves as an indicator of a new series of thoughts
4. Requires super pauses
Punctuation marks are of an international nature, since the same punctuation with minor differences is adopted in other languages based on the Latin and Russian alphabets.
Thus, punctuation marks make it possible to express in writing much more than can be written down in letters. The fact of such “wordless” correspondence is known. The French writer Victor Hugo, having completed the novel Les Misérables, sent the book manuscript to the publisher. He attached a letter to the manuscript, in which there was not a single word, but only the sign: “?” The publisher also responded with a letter without words: “!”
Words written down on paper cannot express everything that is contained in living human speech, which is conveyed by intonation, rate of speech, gestures and facial expressions. However, the writer and reader have at their disposal not only words, but also additional means - punctuation marks. They help to more fully and accurately express the meaning of written speech. “Signs are placed according to the power of the mind,” wrote the founder of Russian grammar M.V. Lomonosov.
Literature
1. Valgina N.S., Rosenthal D.E. Modern Russian language. – M., 2001.
2. Rosenthal D.E., Golub I.B. Modern Russian language. – M., 2001.
3. Babaytseva V.V., Maksimov L.Yu. Modern Russian language. At 3 p.m. Part 3. – M., 1987.
4. Popov R.N. Modern Russian language. – M., 1978.
5. Valgina N.S. Syntax of modern Russian language. – M., 1991.
Control questions
1. The origins of the formation of Russian punctuation.
2. Principles of Russian punctuation.
3. Punctuation marks and their functions.
Each practical lesson consists of questions for discussion, without which it is difficult to fully master the course content; types of practical tasks are offered that contribute to the development of linguistic skills, tasks for independent work, and questions for self-test.
Lesson type: repeating and generalizing.
During the classes
1. Introductory conversation.
I want to start our lesson in an unusual way: I ask you to return to childhood for a few minutes and read a short poem by the famous children's poetess I. Tokmakova (text on the board without punctuation)
There's a hole under the tree
This is a fox hole
Fox cubs live here
There are a lot of them here
You can count them
Why is it difficult to read? (no punctuation)
- Write down the poem using punctuation marks. (write down)
- What punctuation marks did you use?
- How does the meaning of a poem change depending on different punctuation marks?
- What will we talk about in today's lesson?
- What is the name of the system of rules about punctuation marks?
- What is the topic of the lesson? Tasks?
2. Goal setting.
II. Students work in groups(students prepared messages and practical tasks)
Performance of the 1st group.
1. Message “Principles of Russian punctuation”.
The rules of Russian punctuation are based on three basic principles:
a) semantic (logical): punctuation marks help to divide speech into parts that are important for expressing thoughts in writing;
b) grammatical (structural-syntactic): punctuation marks make the semantic structure of speech clear, highlighting individual sentences and their parts;
c) intonation: punctuation marks serve to indicate intonation, indicate rhythm, and melody of a phrase. More often, punctuation rules reflect not one, but two or all three principles at the same time.
For example: the placement of punctuation marks for isolated members reflects the semantic and intonation principle. Placing a question mark at the end of an interrogative sentence is all three principles.
2. Practical task (printed for groups, signs not placed).
Place punctuation marks. Explain your choice. What principles of Russian punctuation are reflected in the text.
The path went around a hazel bush and the forest immediately spread out to the sides. In the middle of the clearing, in white sparkling clothes, a huge and majestic oak tree stood like a cathedral. It seemed that the trees respectfully parted to allow today's brother to unfold in full force. So this winter oak quickly flashed through my head.
(according to Yu. Kazakov)
Performance of the 2nd and 3rd groups.
1. Messages “Single punctuation marks”, “Paired punctuation marks”.
(Students present a general table with the most important cases of making signs)
SIGN | PUT |
At the end of a declarative sentence, at the end of an incentive sentence (with a calm tone of speech). |
|
2. Exclamation mark. | At the end of an exclamatory sentence, after an address, after an interjection. |
3. Question mark. | At the end of an interrogative sentence. |
4. Ellipsis. | To show unfinished speech, breaks in speech; in incomplete quotations. |
5. Comma. | To separate homogeneous members of a sentence, to highlight addresses, introductory words and introductory sentences, interjections, isolated secondary members; for separating simple sentences into complex ones, subordinate parts and main ones, or highlighting them in the middle of main ones in complex sentences; to separate simple sentences within a non-conjunction complex sentence. |
6. Semicolon. | To separate highly common or less closely related sentences that are part of a complex sentence. |
7. Colon. | Before homogeneous members after a generalizing word, in direct speech, in a non-union complex sentence. |
Between the subject and the predicate, after homogeneous members before the generalizing word, to highlight introductory sentences, applications; in a non-union complex sentence, to highlight the author’s words in direct speech, at the beginning of dialogue lines. |
|
9. Parentheses. | To highlight introductory sentences, as well as all kinds of explanations and inserts from the author. |
10. Quotes. | To highlight direct speech, quotes, titles of books, magazines, newspapers, etc., words unusual in literary speech or words with a meaning that is not typical for them, or words used with irony, metaphorically, allegorically, etc. |
2. Practical task: fill out the table in exercise. 485 in the textbook by A. Deikina, T. Pakhnova.
III. Working with text ex. 498(ibid.)
1. Conversation:
Retell the text.
- What does D. Andreev associate with A. Pushkin’s merits as a poet? How does he characterize the Russian literary language?
2. Test (preliminarily number the sentences in this text - exercise 498).
1) Indicate the correct explanation of punctuation in the 1st sentence, highlighted by commas:
a) comparative turnover;
b) comparative clause;
c) introductory sentence.
2) Specify the type of proposal No. 3:
a) complex with one subordinate clause;
b) complex with two subordinate clauses;
c) a complex sentence with coordinating and subordinating connections.
3) How many rows of homogeneous terms are there in sentence No. 3:
a) 4;
b) 5;
at 6.
4) What role does the semicolon play in sentence No. 3:
a) separates simple sentences;
b) identifies separate members;
c) separates highly abundant parts.
5) Give the correct explanation for the missing comma before How in sentence No. 3:
a) turnover from How– this is an application with the meaning “as...”;
b) turnover from How– stable phrase;
c) turnover from How– this is an application with the meaning of the reason;
6) Which of the following statements is false:
a) the 1st sentence of the text is non-union;
b) there is no participial phrase in the 3rd sentence;
c) in the 3rd sentence there is an adverbial phrase.
Self-test using the control sheet: 1c, 2a, 3c, 4c, 5a, 6b.
IV. Lesson summary. Reflection.
What part of the lesson did you find most important? Why?
- What was difficult? Why?
- What needs to be done to prevent these difficulties from arising?
Homework:
1) according to the textbook ex. 516 (prepare to write from memory)
2) optional: ex. No. 000 or ex. No. 000
Lesson 3. Topic: Combination of punctuation marks. Variable punctuation marks.
Goals:
- Know the peculiarities of punctuation when combining characters; Have an idea of the variability of punctuation marks; Improve punctuation analysis skills.
Epigraph on the board:
Punctuation marks are like musical notations.
They hold the text firmly and do not allow it to crumble.
Lesson type: repeating and generalizing.
During the classes
I. Updating of basic knowledge.
1. Individual work using cards (two students at the blackboard).
Card No. 1. Place punctuation marks and explain your choice. Perform the specified types of analysis.
A sandy slope, unmown6 meadow above Sorotya, a path leading to the park - all this was so close and familiar to me.
Card No. 2. Place punctuation marks. Perform the specified types of analysis.
A) There were three of them2 soldiers eating without paying2 attention to Pierre.
b) I enter everything quietly.
2. Self-dictation on homework - ex. No. 000 from the textbook, (text of I. Bunin’s poem “Childhood”). Peer review.
3. Conversation:
What principles of Russian punctuation are reflected in the completed tasks?
- Why were there a comma and a dash next to each other in the 1st sentence (card No. 1)?
- Pay attention to the epigraph to the lesson. talks about the role of punctuation marks in the text. Write this statement in the form of direct speech, broken up by the words of the author.
- What punctuation marks are combined here?
- What else combinations of punctuation marks did you meet in the texts?
- What punctuation marks are possible in the sentences of card No. 2?
Justify your opinion.
This will be discussed in today's lesson. (the topic of the lesson is announced, goals are formulated).
1. Independent work with the educational article § 104, § 105 (textbook by N. Goltsova, I. Shamshin. Russian language. 10 – 11 grades).
Task: Make a chain of questions. For example:
1) What combinations of punctuation marks are possible?
2) Which punctuation mark comes first:
When combining a question mark and an exclamation mark?
- comma and dash?
- comma, semicolon, colon and closing parenthesis?
- period, question mark, exclamation mark and closing bracket?
3) What is the peculiarity of punctuation when combining ellipses and other punctuation marks?
4) What punctuation marks are called variable?
5) What determines the choice of option?
6) What signs are most often found as synonymous?
2. Work in pairs: mutual survey using a compiled chain of questions.
III. Workshop.
1. Working with the text of exercise No. 000 (II) from the textbook by N. Goltsova (“Song about the Earth” by V. Vysotsky).
Determine the theme, the main idea of the poetic text. Write down the keywords.
- Make a diagram of the 1st sentence and analyze its punctuation.
- Find sentences with comparative phrases. What is their role?
- What types of complex sentences are found in the text? Parse them for punctuation.
- What combinations of punctuation marks are found in the text? Comment on punctuation. What role do interrogative and exclamatory sentences play in the text? Dots? How can you explain such a variety of punctuation marks used by the poet?
2. Independent written work based on options.
I option.
And a snake casually threw it to me
Everyone has their own destiny
But I knew that this was impossible -
Live twisting and sliding.
2) What is the allegorical meaning of this poem? How would you title it?
Find words with the same root in the text, were they used by chance by the author? Write an essay - an argument on the topic “Is it possible for a person to live, “twisting and sliding.”
Option II.
Here is the text of a poem by L. Martynov (not all punctuation marks are included).
And you?
Entering any house -
And in gray
And in blue
Climbing steep stairs
The apartments are flooded with light
Listening to the sound of keys
And giving an answer to the question
Tell
What mark will you leave?
Track
To wipe the parquet
And they looked askance after
Or
Invisible lasting trace
In someone else's soul for many years
1) Place the missing punctuation marks and explain your choice graphically.
2) What is the philosophical meaning of this poem? How would you title it? What is the role of interrogative sentences in the text?
Write a short essay - a reflection on the topic “What does it mean to leave an “invisible lasting trace”?
IV. Lesson summary. Reflection.
Our lessons on punctuation are repetitive and general. What was new for you? Interesting? Useful?
- How do you evaluate your work in class?
Homework: optional
1) Exercise 519 (textbook by A. Deikina, T. Pakhnova): write down the text, fill in the missing punctuation marks. Prove that the text is a narrative with descriptive elements. Classify complex sentences in the text according to the types of connections between their parts;
2) Conduct research: what role do punctuation marks play in a literary text (using the example of one small work:
- poems by M. Tsvetaeva “Yesterday I looked into your eyes...”; prose poems “Simplicity” by I. Turgenev.
or self-selected).
Literature:
- , . Russian language. 10-11 grades. M., Russian Word, 2006. , Russian language. A practical textbook for high school. M., Verboom-M, 2007. , . Modern Russian language. M., Higher School, 1991.
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Slide captions:
Principles of Russian punctuation. Functions of punctuation marks. Russian language lesson. Grade 11.
Punctuation (Late Latin punctuatio, from Latin punctum - point), a system of punctuation marks in the writing of a language, rules for their use; their arrangement in the text; along with graphics and spelling, it is the main element of written speech.
It is known that until the 15th century there were no punctuation marks in books. How many punctuation marks are there in the Russian punctuation system at present? Do we know how to take advantage of the opportunities that a harmonious system of punctuation marks provides?
Principles of Russian punctuation Structural principle Semantic principle Intonation principle
The use of punctuation marks is determined primarily by the structure of the sentence, its syntactic structure. The main principle on which modern Russian punctuation is based is the structural (or syntactic) principle. The structure of a sentence is associated with the use of: a period that fixes the end of a sentence; signs between parts of a complex sentence; signs that highlight various constructions as part of a simple sentence (isolated members, homogeneous members, addresses, introductory and other constructions). .
For example: It is known, 1 (that, 2 (in order to see the desired mushroom in the forest, 3 a bird, 4 hiding in the branches, 5 a bird’s nest, 6 a nut on a branch - 7 in a word, 8 everything), 9 (which is rarely seen and somehow hides from view), 10 must be kept in mind), 11 (what you are looking for). 12 Here punctuation marks reflect the structure of the sentence: 1 - a comma separates the subordinate clause from the main one; 2 - a comma at the junction of conjunctions with sequential subordination of subordinate clauses; 2, 10 - commas highlight subordinate clauses within another subordinate clause with sequential subordination; 3, 6 - commas separate homogeneous members connected without union; 4, 5 - commas highlight the participial phrase after the word being defined; 7 - dash after a homogeneous row before the generalizing word; 8 - a comma highlights an introductory construction; 9, 11 - commas separate subordinate clauses in sequential subordination; 12 - a period indicates the end of a sentence.
The second principle on which punctuation rules are based is the semantic principle. The syntactic division of the text (including a separate sentence) is associated with its semantic division and in most cases coincides with it. However, it often happens that the semantic division of speech subordinates the structural division and dictates one or another arrangement of punctuation marks (their choice or place).
Place punctuation marks in the following phrase (the title of one of the articles in the newspaper “Arguments and Facts”) to get several options for semantic content. Stop chewing, let's read. Stop! Let's chew, read... Enough. Chew? Let's! Read? Stop chewing - let's read. (An article about the need to carefully study what is written on the product packaging.) What guided you when placing punctuation marks? What function does the dash serve in this sentence? The dash in the BSP, in the second part, the opposition is expressed in relation to the content of the 1st part (the conjunction a, but can be inserted between the parts).
The semantic principle also allows for so-called “author’s” signs. For example: Without a twig in his hand, at night, he, without hesitation at all, galloped alone towards the wolves (I. Turgenev). The first two commas are “author’s” signs; they are not required by the structure of the sentence. But thanks to this author’s isolation, the signs that are indicated by circumstances without a twig in the hand, at night, turn out to be highlighted, their exclusivity is emphasized. In the absence of commas, this important shade of meaning for the author disappears.
Russian punctuation partly reflects intonation (and this is the third, intonation principle). For example, intonation is determined by: the choice of a period or exclamation mark at the end of a sentence (non-exclamatory or exclamatory intonation), the choice of a comma or exclamation mark after an address, the placement of an intonation dash, etc.
However, there is no literal coincidence between punctuation marks and intonation. This is manifested, on the one hand, in the fact that not all pauses in writing correspond to punctuation marks, and on the other hand, in the fact that a comma can be used where there is no pause in oral speech. For example: 1) In the sentence Short speeches/are always more meaningful/and are capable of causing/a strong impression (M. Gorky) there are three pauses, but there are no punctuation marks. 2) In the sentence, the boy carried some kind of bundle under his arm/ and, turning towards the pier,/ began to descend along a narrow and steep path (M. Lermontov) between the conjunction and and the gerund, turning the comma, there is, and there is no pause in oral speech; on the contrary, before this conjunction there is a pause, but there is no comma. Thus, modern punctuation is based on structure, meaning, and intonation division of speech in their interaction.
Functions of punctuation marks Emphasis, -: "" () Separator. ? ! ; ,
Punctuation marks Function of signs Example 1 Period Dividing the text into grammatically and semantically significant parts 2 Ellipsis A. Separating B. Sign of emotional tension C. Emphasizes the inexhaustibility of the conveyed content D. Signal of intentional omission of parts
3 Exclamation mark A. Conveys the appropriate intonation B. Indicates the purpose of the sentence or its emotional connotation 4 Question mark
5 Comma A. Dividing the text into grammatically and semantically significant parts B. Isolating particularly significant parts in a sentence 6 Semicolon Dividing the text into grammatically and semantically significant parts
7 Dash A. Means the omission of a connective in the predicate (the subject and predicate are expressed by a noun, numeral, infinitive, phrase with a noun in the ip.) B. Means the omission of members of a sentence C. Transferring the values of condition, time, comparison, consequence, comparison in the BSP D. Separates homogeneous members from the generalizing word E. Means compositional, intonation, semantic surprise F. Isolation of particularly significant parts in a sentence (isolation, highlighting of words and combinations that are grammatically unrelated to the members of the sentence)
8 Colon Explanatory and explanatory (separates homogeneous members from the generalizing word, the words of the author from direct speech, parts of the BSP) 9 Brackets Isolation of particularly significant parts in a sentence (isolation, highlighting of words and combinations that are not grammatically related to the members of the sentence) 10 Quotation marks Identification of quotations, "someone else's speech"
Read the text. Highlight the grammatical basis of the sentence, indicate how it is expressed. Explain the placement of punctuation marks and indicate their function. 1. Russia is not only a state... 2. It is a superstate, an ocean, an element that has not yet taken shape, has not entered its destined shores. 3. It has not yet sparkled in its sharpened and faceted concepts in its originality, as a rough diamond begins to sparkle in a diamond. 4. She is still in forebodings, in fermentations, in endless desires and endless organic possibilities.5. Russia is an ocean of land, spanning a full sixth of the world and holding the West and the East in touch with its open wings.6. Russia is seven blue seas; mountains crowned with white ice; Russia – the furry stubble of endless forests, the carpets of windy and flowering meadows.7. Russia is endless snow, over which dead silver snowstorms sing, but on which the scarves of Russian women are so bright, snow, from under which dark violets and blue snowdrops emerge in gentle springs. 8. Russia is a country of unheard of, richest treasures that... lurk in its deep depths.9. Russia is a country of Byzantine domes, ringing bells and blue incense that rush from the great and faded heir of Rome - Byzantium, the second Rome. 10. And they give Russia unheard of beauty, captured in Russian art.<...>
Homework: 1) continue filling out the table “Functions of Punctuation Marks”, determining the functions of the comma in the text of the exercise...; 2) write a miniature essay “Ellipses - traces on the tiptoes of bygone words” (V.V. Nabokov).
Punctuation (Latin punctum - point) is a system of graphic non-alphabetic signs (punctuation marks), which, together with graphics and spelling, form the main means of written language. The main purpose of punctuation is the division and graphic organization of written (printed) text.
Punctuation is closely related to such a section of the Russian language as syntax. And syntax (Greek syntaxis - composition) is a section of grammar that studies sentences and the combination of words in a sentence. Russian spelling and punctuation were developed based on the grammar. The basic unit of punctuation is the punctogram. This concept is associated with the designation by graphic means of dividing written speech into sentences, a sentence into its parts, and showing the relationships between the members and parts of a sentence. Punctuation marks or their absence, or a combination of punctuation marks are used as graphic means. A punctogram is the correct use of punctuation marks (or lack thereof), in accordance with the rules or traditions, a specific case of the application of a punctuation rule. A correct understanding of the definition of punctogram creates a scientific basis for the formation of punctuation skills. With its help, schoolchildren better understand the systematic nature of the study of punctuation, the essence of not only the rules themselves, but also groups of rules that serve one or another syntactic structure; understand the difference between such concepts as punctuation mark, punctogram, punctuation rule.
Thus, in order to develop students’ punctuation skills, it is necessary to build a school punctuation course from the point of view of its step-by-step study and step-by-step examination of each punctuation separately, starting from the first grade.
The emergence of punctuation as a branch of linguistics was due to the developing needs of written communication. Even in ancient European manuscripts, individual punctuation marks were noted, primarily the period (and combinations of points), as well as the colon, comma, semicolon - they are directly used (in addition to indicating word boundaries in texts without a space) as a dividing punctuation mark. The beginning of the scientific study of Russian punctuation was laid by the Russian grammar of M.V. Lomonosov (1757). Further development of the science of Russian punctuation reveals, on the one hand, the influence of the logical theory of syntax by K.F. Becker.
The Russian language has 10 punctuation marks. And we actively use all of them. At school they study 10 punctuation marks. The following classes of punctuation marks are associated with the division of sentences: 1) identical in the position of the middle of the sentence (, ; -: ... in the function of a sentence break); 2) paired (double comma and double dash, brackets and quotation marks) classes of punctuation marks are associated with the division of the text; 3) single at the end of the sentence and 4) paired (parentheses and quotation marks). The ability to belong to more than one class is distinguished by a group of universal punctuation marks (ellipses, parentheses and quotation marks). Punctuation marks serve to separate sentences from each other in the text, to separate and highlight semantic segments in a sentence.
They are divided into three groups:
1. Separating punctuation marks: period, question mark and exclamation mark. They are used to: 1) separate each sentence from the next one in the text and 2) to design a separate sentence as complete. The choice of one of the four individual signs is determined by meaning and intonation. (Are you still alive, my old lady?) S. Yesenin.
2. Punctuation marks. These include,; - ;. They serve in a simple sentence to indicate the boundaries between homogeneous members (,;), in a complex sentence - to separate the simple sentences included in its composition. The choice of dividing punctuation marks is determined by morphological, syntactic, semantic and intonation conditions. (Cannonballs are rolling, bullets are whistling, cold bayonets are hanging) A.S. Pushkin. 3) Distinctive punctuation marks. They serve to indicate the boundaries of those semantic segments that complicate a simple sentence (addresses, introductory words, phrases, sentences, isolated secondary members), as well as direct speech (,) - (--)! (): - used together. The choice of punctuation marks is determined by syntactic, semantic and intonation conditions.
The peculiarity of the punctuation system of the modern Russian language is the versatility and ambiguity of punctuation marks. Thus, a question mark indicates the end of a sentence and the expression of a question, primarily a logical one. But a question mark can express surprise, bewilderment, affirmation, joy, question. It can be one of the means of design, reasoning, reflection; with the help of question marks, numerous other semantic and expressive-stylistic shades can be expressed.
The polysemy of punctuation marks manifests itself in context, just like the polysemy of a word. But the meaning of words is realized in the context, and punctuation marks, on the contrary, determine the meaning of the context. This is especially clear when comparing sentences with the same lexical content.
Yes. - Yes! - Yes? - Yes!? - Yes…
In the text, the punctuation mark is involved in the system of figurative and expressive means. And for the text to sound correctly, punctuation analysis must become an integral part of linguistic analysis.
Principles of Russian punctuation
Punctuation has its own principles, there are four of them.
1. The structural-syntactic principle states that punctuation marks are involved in the construction of sentences and text. A period is a signal for the end of a sentence, a comma separates homogeneous members, highlights the address, and separates the subordinate clause from the main one. Colons, dashes, quotation marks, parentheses, paragraph marks, font differences and other characters perform their structural and syntactic functions.
2. The syntactic principle is leading and fundamental in high school, where a full course of syntax is studied. In elementary school it is represented by only a few general topics.
3. The semantic principle involves the use of punctuation marks to formulate the writer’s thought itself, its nuances: the incompleteness and uncertainty of a thought is captured by the ellipsis; dash - opposition or sharp transition from one event to another; quotation marks indicate the speech of the characters.
4. The intonation principle involves the acquisition of punctuation as a means of conveying nuances of voice; the basis of such learning is expressive speech. The period reflects the intonation of the completeness of a thought, the end of a sentence followed by a pause. Question and exclamation intonations, as well as the conveyance of uncertainty in the voice, are peculiar. There are known intonations: enumerative, emphatic, contrastive, intonation of incompleteness or, conversely, completeness of thought.
Until recently, one-sided views on the basis of Russian punctuation prevailed: some scientists recognized punctuation as intonational, others saw a semantic principle at its basis, and still others saw a syntactic one. Now the distinguished principles of punctuation indicate different facets of the same grammatical phenomenon, forming a complex system of using punctuation marks. A.I. Gvozdev argued “Punctuation marks denote such generalized meanings that receive expressions in syntactic structures (constructions), therefore a connection between punctuation and syntax is established.”
Modern rules for placing punctuation marks (punctuation norm) usually take into account the structure of a single sentence.
Thus, from the above we can conclude that punctuation is an important section of linguistics, the main purpose of which is to indicate the semantic meaning of the division of speech. Punctuation highlights the basic principles, as well as the various functions of punctuation marks, which are very important to understand and master.
The stability of the Russian punctuation system is explained primarily by the fact that the principles that define it make it possible to convey in writing the semantic, syntactic, and, to a large extent, intonation structure of speech. Punctuation marks in most cases divide the text into syntactic units that are related in meaning and intonationally designed. For example: Terkin - who is he? Let's be honest: he's just an ordinary guy. However, the guy is good. There is always a guy like this in every company, and in every platoon. In this text, a question mark and dots indicate the boundaries of independent syntactic units - sentences expressing in each case a relatively complete thought. These punctuation marks also characterize the purpose and intonation of the statement and indicate long pauses at the end of the sentence.
The dash in the first sentence connects the nominative topic (Terkin) with the second developing part of the sentence (who is he?) and indicates a warning intonation and a pause between parts of the sentence. A colon connects the second part of a complex non-union sentence with the first, and indicates explanatory intonation and explanatory semantic relationships between the parts of the sentence. The comma highlights the introductory word, however, and corresponds to the pause and intonation that accompanies the introductory words. The comma in the last sentence separates the connecting structure (and in each platoon) and also corresponds to a pause. The principles on which the entire system of punctuation rules is based were comprehended gradually. So, V.K. Trediakovsky believed that “punctuation is a division of words, members and entire speeches, depicted by certain signs, in reading to the concept of content and serving as a rest, and also indicating the order of composition.”
In other words, V.K. Trediakovsky saw the purpose of punctuation (“punctuation”) in the semantic, intonation and syntactic division of speech. M.V. Lomonosov emphasized the semantic and syntactic functions of punctuation marks: “Lowcase marks are placed according to the strength of the mind and its location to conjunctions.” In Russian linguistics, there are three main directions in understanding the principles of punctuation: logical (semantic), syntactic and intonational. Supporters of the logical direction consider the main purpose of punctuation to be the semantic division of speech and the transmission of semantic relationships between the dissected parts. These include F.I. Busulaev, D.N. Ovsyaniko-Kulikovsky, P.N. Sakulin. F.I. Busulaev, in the question of the use of punctuation marks, wrote, “Since through language one person conveys thoughts and feelings to another, then punctuation marks have a dual purpose: 1) contribute to clarity in the presentation of thoughts, separating one sentence from another or one part from another, and 2) express the sensations of the speaker’s face and his attitude towards the listener.” We find a syntactic understanding of punctuation words in Y.K. Grota and S.K. Bulich, who believed that punctuation makes the syntactic structure of speech clear.
In Groth's works, it is important to point out the connection between the punctuation system and the general nature of the syntactic structure of sentences and written speech. He draws attention to a noticeable tendency in contemporary literature towards the abandonment of “overly complex or common sentences” and the use of “more abrupt speech.” “An abrupt speech consists of expressing yourself in as short sentences as possible for greater simplicity and clarity of presentation and thus allowing the reader to pause more often. In relation to the use of punctuation marks, this means: between two points, do not accumulate too many sentences that are mutually dependent or closely related to each other, and, moreover, arrange them so that they can be determined from one another by at least a semicolon or colon. An excessive set of subordinate clauses between main clauses confuses and obscures speech.”
Grot outlined the punctuation rules with punctuation marks: for each sign all cases of its use are indicated; each rule is illustrated by one or more examples from works of the late 18th century and the first half of the 19th century, but due to Grot’s dislike of authors of a later period, some of his rules became outdated by the end of the 19th century. And yet, Grot’s rules of punctuation, together with his spelling rules, as mentioned above, entered the use of the school, and through it into the practice of printing. For everyday use, they turned out to be quite clear and convenient, since they were based on the syntactic structure of sentences, which the writers learned in the school grammar course. But in fact, all writers, in addition to the rules of punctuation known to them, are also guided when placing punctuation marks by some indications of rhythm and melody, coming from oral pronunciation. The writer mentally (and sometimes out loud) pronounces a sentence or part of it in order to understand which punctuation mark should be used in a particular case. Since pauses and intonation of oral speech in many cases really express the relationships contained in a sentence, turning to these indicators is quite natural.
Conveying the intonation side of speech seems to be the main task of A.Kh.’s punctuation. Vostkov, I.I. Davydov, A.M. Peshkovsky, L.V. Shcherbe. Punctuation is closely related to intonation. However, it cannot be argued that punctuation is subordinate to intonation and that intonation is the main basis of punctuation, although some Russian linguists supported this opinion. Considering the issue of the relationship between punctuation and intonation, we narrow the concept of “intonation” to pauses and speech rhythm, taking into account, first of all, the presence or absence of intonational pauses, their duration, raising or lowering the tone, and the place of logical or phrasal stress. In this understanding of sentence intonation, we share the point of view of scientists who believe that intonation is a grammatical means of expressing meanings in oral speech (along with the structural features of a sentence), and on this basis we distinguish intonations of enumeration, comparison, contrastive opposition, warning, explanation, conditionality etc. Punctuation in written speech, and intonation in oral speech, serve the same purposes - semantic reading of the text; they give speech a meaningful character.
Pronouncing the same expressions with different intonations, as well as different punctuation, can radically change their semantic meaning. In cases where the choice of punctuation mark is determined by the differentiation of semantic connections between words or semantic relationships between parts of a complex sentence, there are punctuation options, which in oral speech correspond to various intonation features of the statement. In such situations, punctuation marks in written speech and intonation in oral speech are interconnected and have the same function - they perform a meaning-distinguishing function. However, the meaning of the statement is inextricably linked with the grammatical structure and intonation of the sentence. This explains the fact that the rules for placing punctuation marks in force in modern Russian writing cannot be reduced to any one of the listed principles, and individual punctuation marks in each specific case of use emphasize either the logical, or syntactic, or intonation structure of speech or are syntactic - simultaneously divide the text into semantic and syntactic segments, characterize its semantic and intonation structure, etc.
Returning to the historical aspects of this issue, we will consider the works of A.M. Peshkovsky and L.V. Shcherby, which are of undoubted value in the field of punctuation. Although these works are not scientific research based on the study of a significant number of literary texts of various genres and styles, they still represent interesting attempts to understand the punctuation norms existing in our writing and contain original thoughts regarding the construction of a new punctuation system for the Russian literary language. The first performances of A.M. Pleshkovsky on punctuation issues, which determined his views in this area, as well as in a number of other areas related to the teaching of the Russian language, took place during the years of the highest rise of pre-revolutionary Russian social and pedagogical thought, immediately preceding the revolution of 1917. We are talking about the report “The Role of Expressive Reading in Teaching Punctuation Marks,” read at the All-Russian Congress of Secondary School Russian Language Teachers, held in Moscow in December 1916 - January 1917, and the article “Punctuation Marks and Scientific Grammar.”
It should be borne in mind that Pleshkovsky, as a theoretical scientist and as a methodologist, was a convinced and ardent supporter of that trend in Russian linguistics, which put forward the position on the need to strictly distinguish between oral speech and written speech in scientific research and, accordingly, when teaching language at school, placing emphasis on first place live, sounding speech. This was constantly and tirelessly spoken about in their university lectures and public reports by such major Russian linguists as Fortunatov and Baudouin de Courtenay and their followers and students, who raised the study of phonetics, both general and Russian historical, to unprecedented heights until then. and for the first time put applied disciplines - spelling and spelling - on a strictly scientific basis. Punctuation marks in the vast majority of cases reflect “not the grammatical, but the declamatory-psychological division of speech.” Rhythm and intonation are auxiliary syntactic means only because in certain cases they can acquire meanings similar to those created by the forms of words and their combinations. “But at the same time, these signs can at every step contradict the actual grammatical signs, because always and everywhere they fundamentally reflect not the grammatical, but only the general psychological element of speech.”
To master the ability to put punctuation marks, you should always consciously read the signs, i.e. “to connect one or another pronunciation figure... with one or another sign,” as a result of which “a strong association of each sign is formed with the corresponding pronunciation figure (or figures, if the sign has several of them) - an association that, of course, flows in both directions " Coordination between expressive reading and grammar measures will be required just to master existing comma rules. For Peshkovsky, such a formulation of the question of punctuation and the methodology of teaching it was part of a common big problem - the relationship between written and living oral language. Therefore, he ended his report “The Role of Expressive Reading in Teaching Punctuation” with the following words: “I will also note that such a rapprochement between expressive reading and punctuation will benefit not only punctuation alone. Mentally hear what you write! After all, this means writing beautifully, vividly, uniquely, it means becoming interested in what you write! How often is it enough for a teacher to read a student’s awkward expression from the pulpit for the author to be horrified by his own expression. Why did he write it? Because I didn’t hear when I wrote, because I didn’t read myself out loud. The more a student reads himself aloud, the better he will understand the stylistic nature of the language, the better he will write.
The reunification of the written tip of the linguistic tree with its living oral roots always gives life, but cutting off always deadens.” L.V. Shcherba was partly close to the position of A.M. Peshkovsky. He also saw the role of punctuation in indicating the rhythmic and melodic side of speech. “Punctuation is the rules for the use of additional written characters (punctuation marks),” he wrote, “which serve to indicate the rhythm and melody of a phrase, otherwise phrasal intonation.”
But while Pleshkovsky believes that all punctuation marks, with the partial exception of the comma, indicate, first of all, and directly only the rhythmic and melodic side of living speech, Shcherba, looking into the essence of the rhythmic melody itself, does not limit himself to what has been said, but adds: “Since rhythm alone and the melody of speech express the division of the flow of our thought, and sometimes this and that connection of its individual moments and, finally, some semantic shades, since we can say that punctuation marks actually serve to indicate all this in writing. This determines the dual nature of any punctuation: phonetic, since it expresses certain sound phenomena, and ideographic, since it is directly related to meaning.” Shcherba further points out that “the division of speech-thought, and to an even greater extent the connection between its individual parts and their different semantic shades, are expressed in speech not only intonation, but also in individual words, word forms and word order, and if true, that division and affective shades always find expression in intonation (although this is not always indicated in writing), then the connection between individual parts of speech is only very briefly expressed intonation, and their logical shades are very rarely expressed.” In some cases, as Shcherba points out, intonation acts as the only indicator of both the division and the nature of the connection between the individual parts of the sentence.
Modern Russian punctuation is built on semantic and structural-grammatical foundations, which are interconnected and determine each other, so we can talk about a single semantic-grammatical basis of Russian punctuation. Punctuation reflects the semantic division of written speech, indicates semantic connections and relationships between individual words and groups of words, and various semantic shades of parts of a written text. But certain semantic connections between words and parts of the text find their expression in a certain grammatical structure. And it is no coincidence that the formulation of most of the rules of modern Russian punctuation is based simultaneously on the semantic features of the sentence (the semantic basis), and on the features of its structure - features of the construction of the sentence, its parts, the presence or absence of conjunctions, ways of expressing the members of the sentence, the order of their arrangement, etc. .p., which forms the structural and grammatical basis of punctuation.