Double consonants in the root of a word. Living Russian letter

§ 58. Double consonants are written when a prefix and a root are combined, if the prefix ends and the root begins with the same consonant, for example: po dderzhat, predvere, vvesti, o tret, piss, vozstanovit, be zz akonny, counter pp evolution.

§ 59. Double consonants are written when combining the constituent parts of complex abbreviated words, if one part ends and the other begins with the same consonant, for example: Mo ss council, head vv rach.

§ 60. Double n and double s are written when combining a root and a suffix, if the root ends and the suffix begins with a consonant n or s:

with the suffix -n-, for example: long (length), ancient (antique), stone (stone), blast furnace (blast furnace), legal (law), temporary (basis of times-);

with the suffix -sk-, for example: Kotlas (Kotlas), Arzamas (Arzamas), Russian (Rus), but: Tartu (Tartu), Hankou (Hankow);

with the suffix -stv-: art (cf. skillful).

Double s is also written in past tense verbs when combining stems -s with the reflexive particle -sya, for example: saved, rushed.

Note. Double n is written in the numeral eleven.

§ 61. Double n is written in the suffixes -enn-, -onn- of adjectives formed from nouns, for example: straw, painful, cranberry, artificial, internal, bucket, characteristic, dining, revolutionary, positional.

Note. In the word windy and in its derivatives one n is written, but in prefix formations it is written -nn- (windless, leeward).

Adjectives with the suffix -yan- (-an-), formed from nouns, are written with one n, for example: hair, wood, clay, leather. Adjectives wooden, tin, glass written with double n.

With one n the suffix -in- is written in adjectives, for example: nightingale, chicken, living room, and also in the noun hotel.

§ 62. Double n is written in passive past participles, for example: reports read at the ceremonial meeting; a soldier wounded by an enemy bullet; collective farm, organized in 1930; a detachment reinforced by two companies; deputies elected to the Supreme Council.

§ 63. Double n is written in all adjectives formed from passive past participles (or according to their type), if these adjectives have prefixes or end in -ovanny, -evanny(except chewed and forged), for example: the patient was prescribed enhanced nutrition, a volume of selected works by Pushkin was published, sublime style, inscribed triangle, aged wine, trusted person, temperate climate, refined manners, abstract question, absent-minded student, worn dress, used books, tear-stained face, rusty key, risky step, spoiled child, uprooted area.

But with one n you should write adjectives formed from passive participles of the past tense (including complex ones, see § 80, paragraph 2), if these adjectives do not have a prefix and are not formed from verbs in -ova, -evat, for example : scientific works, wounded border guards, torn clothes, smoked sausage, boiled milk, dried fish, slaked lime, pickled cucumbers, soaked apples, boiled potatoes, plain-dyed fabric.

Words desired, sacred, unexpected, unprecedented, unheard of, unexpected and some others, defined in dictionary order, are written with two n.

§ 64. Double n is written in adverbs ending in -o and in nouns with suffixes ending in -ik, -its, -ost, formed from adjectives if the latter are written with two n, for example: accidentally, unheard of, excitedly, excited (excited); confidently, confidence (confident); education, pupil, pupil (educated); protégé (installed); captive (captive); birthday boy (birthday); sennik (hay); korennik (indigenous); in-law (inherent).

If the adjective has one n, then the adverbs and nouns formed from it are written with one n, for example: confused, confused, confusion (confused); learned, learned (scientist); hemp (hemp); silversmith (silversmith). Also, with one n the words silver (in the meaning of a coin) and bessrebrenik (unselfish person) are written.

§ 65. Double n is written as plural. h. and in feminine and neuter gender units. including short adjectives formed from passive past participles, the full form of which is double n, for example: groups are disciplined nn s and organized nn y, the girl is brought up nn and also smart; they are very scattered nn s.

Short passive participles are written with one n, for example: broken, broken, broken, broken, young man brought up Komsomol; pampering girl n and education; we will limit n s time; students of the organization We're in the group.

§ 66. Double w is written in words reins, yeast, juniper, buzz and in derivatives from them, as well as in some formations from the verb to burn, for example: burn, burn, burn, burn, burn.

If there is an alternation zg - zzh, zd - zzh, you should write not double zh, but zzh, for example: grumble (grump), cerebellum (brain), arrive (arrival), later(old. late, let's lie, late), I'll clutter up (clutter up), and also to dazzle (cf. old brezg - “dawn”).

§ 67. More than two identical consonants in a row are not written, even if this is required by the composition of the word, for example: quarreling (ra s + quarreling), ode sskiy (ode ss + s kiy), prusskiy (pruss + sskiy) s cue), five-note nn-y (five-note nn + n-y).

§ 68. The spelling of double consonants in foreign words is determined in dictionary order, for example: irrigation, corrosion, cassation, excess, essence, But: poster, letter, official, etching, report.

§ 69. In words formed from stems ending in two identical consonants, double consonants before suffixes are preserved, for example: group - group, small group; program - program, software; kilowatt – kilowatt; Calcutta - Calcutta; class - cool; Hun – Hunnic; point(unit of measure, evaluation) – five-point, Gallic – Gallic; libretto - librettist.

Spelling consonants is one of the key topics in the school curriculum. Children begin to master it from the first grade and continue to study it until the end of their schooling. Teachers do not consider the spelling “double consonants” to be difficult, but difficulties in writing still occur, both among junior schoolchildren and high school students.

What is a double consonant, its place in a word

By observing pronunciation and writing, students notice that there is a group of words where a long consonant sound is sounded, and in writing it is indicated by the same letters standing next to each other. Since there are usually two such letters, this combination of consonants began to be called doubled.

The next task is to develop the ability to determine the place of a doubled consonant in a word. Later, children learn that it can be located not only in the root, but also in other parts of it.

In words group, chord, alley, burns, ton There is a spelling "double consonants at the root of the word." Examples of such words can be continued. It is worth noting that the doubled -zhzh- is found in the roots of words of Russian origin - yeast, reins, juniper, zhuzhzhat - and all forms derived from them.

Consonant at the border between prefix and root

For example, in words lawlessness, consider, get angry, fake, story, introduction the double consonant is written at the border of the prefix and the root. Having analyzed them by composition, the student will easily notice this feature.

To avoid mistakes in writing words of a similar structure, the child must be very good at parsing by composition and correctly identifying the prefix and root. In addition, it is necessary to remember the peculiarities of writing prefixes ending in a consonant in the case when the root also begins with it.

and their writing

Root words are written when they are part of a compound. They lack a connecting vowel, for example, head physician. The first part of it ends with a consonant, and the second begins with the same letter. Let's say words like maternity hospital, Mosselmash have a similar way of education.
Their correct writing again depends on the student’s ability to see the roots and understand their lexical meaning.

at the junction of root and suffix

Double consonants -nn- And -ss- most often occur in cases where the first letter when parsing a word by composition belongs to the root, and the second to the suffix. This is usually observed where there are suffixes -stv-, -n-, -sk-, For example: lemon, moon, cast iron, Russian.

Double consonants in the root of a word at the junction of a root and a suffix are written in past tense verbs with a reflexive particle -xia-, For example: grazed, rushed.

Double consonants in a suffix

Errors in the spelling of doubled consonants in a suffix can be caused by the fact that there are many variants of their spelling, e.g. -enn-, -en-, -ann-, -an- and so on. The child needs not only to memorize the rule that regulates the process of competent writing, but also to clearly understand all the actions that he needs to perform.
Adjectives formed from nouns are written with double -nn- ( cranberry, lunchtime, sickly, windless but windy). Tin, wood, glass- these are exception words, and they are also written with a double consonant.

General rules

Double consonants in the root of a word, prefix and suffix are subject to the general rules of their spelling. For example, three or more identical letters are never written side by side, although the generally accepted rule requires this. We are talking about words like quarrel, three-ton, Odessa and others.

Words containing double consonants retain them during the process of word formation. For example: group - group - group, class - cool. But there is an exception to the rule: Anka, column, condensed milk.

Double consonants in the primary school curriculum

After children become familiar with the topic “Double consonants in the root of a word” (examples of these are given below), primary school students should be taught to use a spelling dictionary. The reference book is an example of the correct spelling of words with various spellings, including those with double consonants.

Schoolchildren can be offered exercises where it is necessary for given words, for example, such as quarrel, platform, gram, select related ones from the dictionary, writing them into one group.

In russian language -ss-, -dd-, -ll-, -rr-, -zh-, -pp-, -mm-, -bb- are used most often as double consonants at the root of a word. Grade 3 is studying a list of words for memorization, where all the listed letters are presented as double ones. There are more than a dozen such examples on the list.

A large number of words with double consonants appeared in the Russian language due to the process of borrowing. Sometimes it is useful to compare what their style looks like in Russian and foreign versions. But this method must be treated very carefully, since foreign words, once in the Russian language, can undergo certain changes. For example, classe - "class", profession - "profession", But adresse - "address". This technique only in some cases helps to better remember how double consonants are written at the root of a word.

The transfer rule has its own characteristics, and it is also included in the elementary school program material for learning the rules of the Russian language. The result of working on the entire topic is the formation of the following skills in younger schoolchildren:

choose the correct spelling;
transfer words with letters of double consonants;
justify your choice using the learned rules and spelling dictionary.

To check the level of skill development, tasks are offered where you need to insert missing letters into words. The selection of material is such that not in all cases it is necessary to write a double consonant. Children must notice this and complete the task correctly.

When testing the ability to transfer words with a double consonant, it is necessary to offer different structures in terms of the presence of parts and the number of syllables. These could be words like burns, cash register, alley, I'll tell you and others.

Expanding the topic of spelling double consonants

As the child progresses in mastering the laws of Russian spelling, the number of orthograms that use double consonants at the root of a word increases. also becomes diversified. In addition, the lexical material becomes more complex, using the example of which double consonants at the root of a word are studied. The 5th grade of the school curriculum can serve as proof of this.

In addition to adjectives, nouns, and verbs, students are offered adverbs, participles, and gerunds to observe the spelling of double consonants. The material for analyzing the spelling of words are excerpts from classical literature and oral folk art. Children become familiar with these works in class.

In addition, schoolchildren should be able to freely determine the place of a doubled consonant in a word. To develop this skill, they are regularly asked to perform exercises where they need to divide words into groups depending on the location of the doubled consonant.

Children must be able to justify their choice, which is helped by the students’ oral responses by formulating rules and giving their own examples.

§ 60. Double n and double s are written when combining a root and a suffix, if the root ends and the suffix begins with a consonant n or s:

with the suffix -n-, for example: long (length), ancient (antique), stone (stone), domain (domain), legal (law), temporary (basis of tenses-);

with the suffix -sk-, for example: Kotlas (Kotlas), Arzamas (Arzamas), Russian (Rus), but: Tartu (Tartu), Hankou (Hankow);

with the suffix -stv-: art (cf. skillful).

Double s is also written in past tense verbs when combining stems -s with the reflexive particle -sya, for example: saved, rushed.

Note. Double n is written in the numeral eleven.

§ 61. Double n is written in the suffixes -enn-, -onn- of adjectives formed from nouns, for example: straw, painful, cranberry, artificial, internal, bucket, peculiar, dining, revolutionary, positional.

Note. In the word windy and in its derivatives one n is written, but in prefix formations it is written -nn- (windless, leeward).

Adjectives with the suffix -yan- (-an-), formed from nouns, are written with one n, for example: hair, wood, clay, leather. The adjectives wooden, tin, glass are written with double n.

With one n the suffix -in- is written in adjectives, for example: nightingale, chicken, living room, as well as in the noun hotel.

§ 62. Double n is written in passive past participles, for example: reports read at a ceremonial meeting; a soldier wounded by an enemy bullet; collective farm, organized in 1930; a detachment reinforced by two companies; deputies elected to the Supreme Council.

§ 63. Double n is written in all adjectives formed from passive past participles (or according to their type), if these adjectives have prefixes or end in -ovanny, -evanny (except chewed and forged), for example: the patient has been prescribed enhanced nutrition, a volume of selected works by Pushkin has been published, sublime style, inscribed triangle, aged wine, trusted person, temperate climate, refined manners, abstract question, absent-minded student, worn dress, used books, tear-stained face, rusty key, risky step, spoiled child, uprooted plot .

The words desired, sacred, unexpected, unprecedented, unheard, unexpected and some others, defined in dictionary order, are written with two n.

§ 64. Double n is written in adverbs ending in -o and in nouns with suffixes ending in -ik, -its, -ost, formed from adjectives if the latter are written with two n, for example: accidentally, unheard of, excitedly, excitement (excited); confidently, confidence (confident); education, pupil, pupil (educated); protégé (installed); captive (captive); birthday boy (birthday); sennik (hay); korennik (indigenous); in-law (inherent).

If the adjective has one n, then the adverbs and nouns formed from it are written with one n, for example: confused, confused, confused (confused); learned, learned (scientist); hemp (hemp); silversmith (silversmith). Also, with one n the words silver (in the meaning of a coin) and bessrebrenik (unselfish person) are written.

§ 65. Double n is written as plural. h. and in feminine and neuter gender units. including short adjectives formed from passive past participles, the full form of which is double n, for example: the groups are disciplined and organized, the girl is well-mannered and smart; they are very absent-minded.

Short passive participles are written with one n, for example: broken, broken, broken, broken, the young man was raised as a Komsomol member; the girl is pampered by her upbringing; we are limited by time; The students are organized into a group.

§ 66. The double w is written in the words reins, yeast, juniper, zhuzhzhat and in derivatives from them, as well as in some formations from the verb to burn, for example: zhzhёsh, zhzhet, zhzhenny, zhzhenka, zzhzhenka.

If there is an alternation zg - zzh, zd - zzh, you should write not double zh, but zzh, for example: grumble (grump), cerebellum (brain), arrive (arrival), later (old, late, lie, late), clutter up (clutter up ), as well as to squeal (cf. old squeal - “dawn”).

§ 68. The spelling of double consonants in foreign words is determined in dictionary order, for example: irrigation, corrosion, cassation, excess, essence, but: poster, letter, official, etching, report.

§ 69. In words formed from stems ending in two identical consonants, double consonants before suffixes are preserved, for example: group - group, group; program - program, software; kilowatt – kilowatt; Calcutta - Calcutta; class - cool; Hun – Hunnic; point (unit of measure, evaluation) – five-point, Gall – Gallic; libretto - librettist.

But it is written: kristalny (although kristall), finka, Finnish (although Finn), column (although column), five-tonnka (although tonna), operetta (although opera tt a).

Note. In the first part of compound words, which is a stem ending with a double consonant, only one consonant is written, for example: gram record, group com.

Rule doubled consonant in the root

§ 93. Double consonants are written at the junction of a prefix and a root, if the prefix ends and the root begins with the same consonant letter, for example: lawless, heartless, introduce, restore, freeze, wear out, wipe off (but cf. wipe off where the prefix is o-), support, threshold, pre-diploma, pour out, scatter, ring out, intersedelnik, counter-revolution, post-totalitarian.

Note. They differ in spelling, on the one hand, words with the root -chet - (calculation, calculated, prudent; calculate, pay off), and on the other hand, words with the root -chit - (calculate - count).

§ 94. Double consonants are written at the junction of the constituent parts of complex abbreviated words, if one part ends and the other begins with the same consonant, for example: chief physician, state property, Mossovet, pommastera.

§ 95. Double n and double s are written at the junction of a generating stem and a suffix, if the stem ends and the suffix begins with the same consonant n or s:

in words with suffixes -n(y, oh), for example: long (from length), ancient (old), stone (stone), pocket (pocket), domain (domain), legal (law), gostiny (from n. .living room: living room conversations, living room regular), minted (mint), temporary and temporary (time, time), wall (wall); -n(s): autumn (autumn), side (side), early (early); -nick: price tag (price); -nits(a): belfry (ringing); -nicha(t): to monkey (monkey);

in words with suffixes -sk(ii), for example: sailor (from sailor), Russian (Rus), Arzamas (Arzamas), Circassian (Circassian); -stv(o): art (skillful).

Double n is also written in the numeral eleven (from one); double s - in male forms. of the past tense of verbs when combining the root na with with the final part (postfix) -sya, for example: rushed, saved.

Double l is written in the word gullivy (from walk, suffix -liv-).

Note 1. In adjectives with the suffix -sk-, formed from indeclinable geographical names with a vowel, while preserving this vowel, one s is written, for example: Tartu - Tartu, Bordeaux - Bordeaux, Chardzhou - Chardzhou.

Note 2. In words such as young, pig, one and is written, since they do not contain a suffix

§ 96. In words written together, no more than two identical consonants are written in a row, even if this is required by the composition of the word, for example: quarrel (quarrel+quarrel), columnar (from column: column+ny), bathroom (from bath: bath+ naya), five-ton (from ton: five+ton+ny), Odessa (from Odessa: Odessa+sky), Prussian (from Prussia: Prussian+sky), Donbass (from Donbass: Donbass+sky). But cf. saving three
identical consonants in hyphenated words: press secretary, press service, mass start, gram-molecule, kilogram-meter.

Double n and single n in suffixes of adjectives and nouns

§ 97. The suffixes -enn(y), -stven-n(y), -enn(y) and -onn(y) of adjectives formed from nouns are written with double n, for example: straw (from straw), lunch (dinner), vital (life), characteristic (property), cranberry (cranberry), smallpox (smallpox), bucket (bucket); mental (mind), gift (gift); morning (morning); positional (position), emigration (emigration), excursion (excursion); the same in the word internal (from the adverb: inside, inside).

Note. In the words windy and tundra (from wind, tundra), as an exception, one n is written in the suffix. However, the prefix adjectives windless, windward, leeward are written with double n.

Adjectives with the suffix -yan(y), -an(y) should be distinguished from adjectives with the suffix -enn(y); they are written with one n, for example: clay, silver, linen, leather (see § 45).

Three adjectives - wooden, tin and glass - have the suffix -yann-, which is written with a double n.

The suffix of adjectives -in (y) is written with one n, for example: nightingale, chicken, mouse, gostiny (gostiny dvor); the same in the nouns living room, hotel (but compare the adjective living room, see § 95).

Note. The spelling of the following adjectives is determined in dictionary order: with one n they write smart, sophisticated; with two n - exhausted, exhausted, pompous, slow, desperate.

In nouns with the suffix -ennik a double n is written, for example: traveler (from travel), predecessor
(precede), relative (property), compatriot (fatherland), like-minded person (thought, think), attacker, accomplice (intention), drowned (drown), protege (put), number (number), noodle maker (noodles).

However, one n is written in the words student (to teach), toiler (to work), martyr, unmercenary, silver (name of the coin), dumpling.

Note. For double consonants in borrowed (foreign language) suffixes of nouns, see § 108.

Double n and single n in suffixes of passive past participles and correlative adjectives

Full forms

§ 98. The suffixes of full forms of passive past participles are written with nn: -nn- and -yonn- (-enn-). Adjectives correlative to them in form are written in some cases also with nn in the suffix, in others - with one n.

1. Participles and adjectives in -ovanny, -evanny, -evanny (formed from verbs in -ova, -evat) are written with NN, for example: spoiled, uprooted, lined, painted, organized; uprooted, spoiled, painted on, lined, reorganized. Wed: a child spoiled by everyone and a spoiled child; recently uprooted stumps and uprooted area.

For writing the same forms from the verbs chew, peck, forge, see below, paragraph 3.

2. Also written with nn are the participles not on -ovanny (-evanny, -evanny) of perfective verbs and their correlative adjectives; the vast majority of such verbs contain a prefix.

a) Examples of forms formed from prefixed verbs: bleached, washed, knitted, fried, written on, dyed, peeled, scolded, dyed, counted, unraveled, made. Compare: a resolution read at a meeting and a book read; a group strengthened by new members and increased attention.

b) A list of forms of native verbs without prefixes, as well as some verbs in which the prefix can only be distinguished etymologically: abandoned, given, finished, bought, deprived, captured, forgiven, released, decided, captured, revealed; met, started, offended, acquired, obliged, visited, supplied. Compare: a stone thrown by a boy and abandoned children; goods purchased on credit and journalists purchased.

According to this rule, the forms of two-type (meaning both perfect and imperfect) verbs are written: crown, bequeath, promise, execute, give birth: married, bequeathed, promised, executed, born. For writing forms of the two-type verbs shell-shock, baptize and wound, see paragraph 3.

Exceptions. Adjectives that are correlative with participial forms are written in the following stable combinations: finished man, named brother, named sister, imprisoned father, imprisoned mother, Forgiveness Sunday.

3. Participles not on -ovannyy (-ёannyy, -evannyy) of imperfective verbs (they are formed only from unprefixed verbs) and correlative adjectives with them are written differently: participles with nn, adjectives with one n, for example: loaded with firewood carts, fish fried in oil, an oil painting, hair cut by a barber and short-cropped hair, benches painted green, a floor that has not been swept for a long time, walls that have not yet been whitewashed, money that has been counted more than once, an offer made many times; but: a loaded barge, fried fish, a painted beauty, cropped hair, painted benches, a swept floor, whitewashed walls, a few minutes, feigned indifference; likewise knitted and knitted, ironed and ironed, braided and braided, brushed and brushed; they are also written: chewed and chewed, pecked and pecked, forged and forged.

According to this rule, the forms of the two-type verbs shell, baptize and wound are written. Compare: a shell-shocked soldier, a seriously wounded soldier, a soldier wounded in the leg, a newly baptized baby, but: a shell-shocked commander, a wounded soldier, a baptized child.

Note. As can be seen from the examples, the participle is recognized by the presence of dependent words. There are, however, rare cases when the dependent word is not a sign of the participle. For example, you should write: his mustache is clearly dyed (cf. obviously artificial, where the word is clearly used with an adjective); the walls, formerly whitewashed, are now covered with green paint (cf. walls, formerly white).

§ 99. In words with the prefix not-, in compound words and in some repetition combinations, the forms of participles and adjectives are written in the same way as in separate (without a prefix and not as part of a compound word or repetition combination) use, i.e. according to the rules of § 98. Examples:

1. Words with the prefix not-:

written with nn: uneducated, unlined, untested, unfinished, unbought, unforgiven’,

written with n: unbleached, unironed, uninvited, unforged, unfed, unpainted, unmeasured, unpaved, unplowed, uninvited, uncounted.

2. Difficult words:

written with NN: highly qualified, fully stamped, acquired, freshly painted, purposeful, born blind, insane’,

written with n: plain-dyed, homespun, finely crushed, impostor, seriously wounded, whole-cut.

3. Repeat combinations with the prefix re- in the second part, which have an intensifying meaning. In them, the second part is written in the same way as the first (with nn or n), for example:

written with nn: mortgaged-remortgaged, resolved-resolved;

written with n: patched-re-patched, washed-re-washed, repaired-re-fixed, read-re-read, darned-re-darned.

Exceptions (to § 98 - 99). Written with nn instead of n:

a) adjectives desired, expected and (as part of stable combinations) has it been seen?; Is it unheard of? They are formed from imperfective verbs to wish, to wait and to see, to hear.

Special cases: adjectives put on and (as part of a stable combination) spilled sea; they are formed from imperfect prefixed verbs to put on, pour out, i.e. from verbs with the suffix -va-, which naturally do not form passive past participles;

b) adjectives with the prefix un-: unknown, unseen, unforeseen, unwanted, unexpected, undressed, unexpected, unheard, unintentional and (as part of a stable combination) an unsleeping eye;

c) complex adjectives long-awaited, home-grown and (as part of a proper name) Andrei Pervozvanny.

The second parts of these prefixed and compound adjectives also correspond to imperfective verbs.

Short forms

§ 100. Short forms of passive past participles are written with one n, for example: chitan, chitana, chitano, chitany; read, read, read, read; tagged, tagged, tagged, tagged; marked, marked, marked, marked. Neuter forms are also written in impersonal use, for example: smoky, dirty, ezzheno, khozheno, ezzheno-moved, khozheno-crossed.

§ 101. Short forms (except for the masculine form) of adjectives with a qualitative meaning, coinciding in form with the passive participles of the past tense of perfect verbs, are written with nn, for example: brought up, brought up, brought up (from the adjective brought up 'discovering the results of good upbringing' ); spoiled, spoiled, spoiled (from the adjective spoiled ‘accustomed to fulfilling one’s whims’); sublime, sublime, sublime (from the adjective sublime ‘full of high content’). Such adjectives have comparative forms: more educated, more spoiled, more elevated.

Wed. the following examples in pairs with short forms of participles and adjectives: She was raised by a distant relative. - She has good manners, she is well-mannered. She is spoiled with good conditions. - She is capricious and spoiled.

§ 102. Short forms of adjectives in -nny are written with one n, if these adjectives require dependent words and do not have a comparative form. Examples: attached to someone ‘feeling attached’ - She is very attached to him; filled with something ‘full, imbued’ - The soul is filled with sadness; heard about something ‘well informed’ - We have heard a lot about his tricks. (See the dependent words in the examples given: to him, sadness, about his tricks.)

Note. Some adjectives have different short forms with different meanings. Wed. different spellings of short forms of the word devoted: She is kind and devoted and She is dedicated. In the first example, devoted is the same adjective as well-mannered, spoiled, exalted (see § 101), it has a comparative degree of more devoted; in the second - the same as attached, fulfilled, heard (requires dependent words: to someone, to something).

Short forms of adjectives expressing various emotional states can be written with n or with nn, depending on the conveyed shades of meaning. Eg: She is excited (she experiences excitement) - Her speech is excited (her speech reveals, expresses excitement). In the first case, it is possible to write excited (which would emphasize that her appearance expresses excitement), but in the second case, writing excited is impossible (since speech cannot ‘experience excitement’).

In difficult cases of distinguishing such short forms, one should refer to the academic “Russian Spelling Dictionary”.

§ 103. Short forms of complex adjectives, the second parts of which coincide with participles in -nny, are written with n or nn depending on the meaning. Adjectives expressing characteristics
which can manifest themselves to a greater or lesser extent, i.e. formative forms of the comparative degree, have short forms (except for the masculine form) with NN; adjectives that do not allow comparative forms in meaning have short forms with one n, for example:

well-mannered, -no, -nny; landscaped, -no, -nny; self-confident, -no, -nny; purposeful, -no, -nny; purposeful, -no, -nny (there are forms of the comparative degree who are more well-mannered, more comfortable, more self-confident, more purposeful, more purposeful);

interconnected, -but, -us; interdependent, -but, -us; generally recognized, -but, -us; contraindicated, -but, -ny (no forms of comparative degree).

§ 104. Short forms of adjectives with a qualitative meaning, the full forms of which are expressed in writing with one n, are written in the same way as the full ones. Examples: delana, done, done (from done ‘unnatural, forced’); confused, confused, confused (from confused ‘illogical, confusing’); learned, learned, learned (from learned ‘knowing something thoroughly’). Forms of the comparative degree (more elaborate, more confused, more learned) and adverbs ending in -o (more done, more confused, more learned; see § 105) are also written.

Note. Such adjectives are few in number; the overwhelming majority of adjectives correlative with participles in -н have no qualitative meaning; these are boiled, boiled, soaked, dried, chiseled, etc.

Double n and single n in words formed from adjectives and participles

§ 105. Adverbs ending in -o, nouns with the suffixes -ost, -ik, -its (a), formed from adjectives and passive participles, are written with double n or single n - depending on how the corresponding adjective or participle is written. Examples:

written with nn: accidentally, unheard of (from inadvertent, unheard), excitedly, excitement (excited), confidently, confidence
(confident), good manners, pupil, pupil (educated), direction (directed), captive (captive), koronnik (indigenous), matinee (morning);

written with n: confused (confusedly argues), confused, confused (from confused), learned (expressed very learnedly), learnedness (from scientist), delano (delano grinned), delanost (from done), konoplyanik (hemp), moss ( mossy), silversmith (silversmith), anemone, anemone, frivolity, windy (it’s windy outside today).

However, before the suffixes -ets, -k(a), -stv(o), -ist(y), -e(t), -i(t), double n is not written, but one n is written, for example: adherent ( cf. committed), divorcee and divorcee (divorced), ragamuffin and ragamuffin (ragged), messenger (sent), semolina (semolina), condensed milk (condensed milk), constancy (constant), perfection (perfect), woody (wooden) , glassy (glassy), become pregnant (pregnant), render (official), modernize (modern), settle down (sedate).

Double consonants in Russian roots

§ 106. Double consonants are written in the roots of Russian (not borrowed) words in the following cases.

The double is written in the words reins, yeast, buzz, juniper and in derivatives from them, for example: yeast, buzz, juniper, as well as in some forms of the verb to burn and words derived from it, for example: zhzhesh, burns, burnt, scorched , kindled, burning, burning (the second appears here as a result of the alternation of g - g: cf. burn - burn).

However, in words where there is an alternation zg - zzh, zd - zzh, instead of a long consonant w, it is written not double zh, but zzh, for example: splashes (cf. splashes), grumble (grumble), squeal (squeal), rattle ( to pieces), clutter up (clutter up), cerebellum, smash (brain), later (late), arrive (arrival); the same in breezit (from obsolete brezg ‘dawn’).

The double s is written in the word quarrel and its derivatives: quarrel, quarrel, etc., as well as in words with the root ross-, for example: Russia, Russians, Russian, Great Russian, Little Russian.

Note. Words with the root Rus- are written with one s, for example: russist, russification, russified, russophile, russophobe, russet, belarusian; but in the presence of the suffix –sk - double s: Russian, Russian-speaking, Russian-speaking, Belarusian, Great Russian; The word Belarus is also spelled with double s.

Double consonants in borrowed (foreign) roots and suffixes

§ 107. The spelling of double consonants in the roots of borrowed (foreign) words is determined in dictionary order, for example: abbreviation, acclimatization, accompaniment, accreditation, neat, alley, antenna, appeal, apparatus, association, attraction, bacillus, gross, Buddhism, bath , watt, gram, grammar, flu, group, illusion, illustration, immigration, irrigation, cash register, cassette, killer, class, collection, column, comment, commune, compromise, correspondent, bullfight, corrosion, corruption, mass, metal, mission , novella, opposition, pizza, press, press, program, professor, rabbi, spinning, rack, Saturday, terrace, terror, ton, thriller, troupe, chlorophyll, hockey, excess, essence.

Wed. foreign words with single consonants: aluminum, gallery, dessert, dealer, amateur, impresario, corridor, office, official, offshore, report, race, soffit, bullfighter, sidewalk, plug, emigration and many others.

Double consonants are also written in some proper names, for example: Haggai, Apollo, Vissarion, Gennady, Hippolytus, Cyril, Philip, Alla, Anna, Apollinaria, Bella, Henrietta, Inna, Rimma; Akkerman, Bessarabia, Bonn, Holland, Essentuki, Odessa.

Note. In the variants diamond - diamond and derivative words (diamond - brilliant, brilliantik - brilliant, brilliantine - brilliant), the second members of these pairs are written with one letter l before ь. The same applies to variants such as million - million, million - million, billion - billion (the second members of such pairs, limited in use, are found more often in poetry).

§ 108. Double s is written in the borrowed suffix -ess (a), for example: poetess (from poet), patroness, baroness, viscountess, princess, stewardess, clown, critic. Double t is written in the borrowed suffix -ett(a), -etto (in musical terms): symphonietta (from symphony), operetta, arietta, canzonetta, allegretto, larghetto, gruppetto; but in the words cigarette, floppy disk - one thing.

§ 109. In words formed from stems ending in two identical consonants, double consonants before suffixes are preserved, for example: group - group, group, group; program - program, software, program; point - five-point, Gauls - Gallic, metal - metallic, metallurgist; class - class, cool, classmate; compromise - compromise, kilowatt - kilowatt, libretto - librettist, Normans - Norman, antenna - antenna man, bath - bathtub, Dardanelles - Dar Danelles, Calcutta - Calcutta, Cannes (and Cannes) - Cannes, Ravenna - Equals.

However, instead of a double consonant, one consonant is written in the following cases: 1) in diminutive and familiar forms of personal names with the suffix -k(a), for example: Alla - Alka, Stella - Stelka, Emma - Emka, Zhanna - Zhanka, Inna - Inka, Rimma - Rimka, Vassa - Vaska, Mirra - Mirka, Marietta - Marietka, Savva - Savka, Kirill - Kirilka, Philip - Filipka (also: Filipok, b. Filipka and Filipchik); 2) a single letter n - in any words with the suffix -k(a), for example: finka (cf. Finn), five-tonka, three-tonka (ton), kolonka (column), antenna (antenna); 3) in the following words: crystal (crystal), Finnish (Finn), operetta (operetta).

Note. In the endearing forms of names starting with -ochka, -ushka (Zhannochka, Allochka, Filippushka, Kirillushka, etc.), double consonants are preserved.

§ 110. When abbreviating words containing a double consonant, only one consonant is retained in compound abbreviated words, for example: gramophone recording (gramophone recording), korpunkt (correspondent point), terrorist act (terrorist act), grupkom, gruporg, special correspondent.

Note 1. In the first part of complex words written with a hyphen, double consonants are preserved, for example: mass indicator, mass culture, press mold, press center, express analysis, watt-second; the same in the word wattmeter.

Note 2. At the end of the words Donbass, Kuzbass (-bass from pool) a double s is written.

Note 3. It is necessary to distinguish between the spelling of complex abbreviated words and graphic abbreviations: the latter retain double consonants at the end before the period, for example: spetskor, sobkor, but: spets. corr., personal corr. (see § 209).

A hyphen (also called a dash) is a non-literal spelling sign that is used in various functions. It is used in the rules of continuous, hyphenated and separate writing (see § 117 - 156), as a hyphenation sign (see § 211 - 219). Other uses of the hyphen are discussed below in § 111 - 113.

Double consonants at the root of a word

1. Double and written in the roots of the words reins, yeast, burning, buzzing, juniper and cognates with them. Wed: kindle (cart + burn) - you will kindle (cart + burn), also kindled.

Note 1. In the presence of sound alternation zg–zzh, H&H not written double and, A zzh, for example: squeal (squeal), arrive (arrival). Compare: to squeal, to grumble, to rattle, cerebellum, etc.

Note 2. In the words mesentery, mesentery, only one thing is written and.

2. Double With at the root it is written in the words quarrel, loan and those of the same root.

3. Double consonants are written in compound words if one part ends and the other begins with the same consonant, for example: chief physician, public sector, council, maternity hospital.

Note. In the first part of compound words, which is a stem that ends with a double consonant, only one consonant is written, for example: gramophone record, grouporg, cavalryman.

4. In words formed from stems ending in two identical consonants, double consonants before the suffix are preserved, for example: score - five-point, Gaul - Gallic, Hun - Hunnic, compromise - compromise, group - group, diagram - diagram, program - program , telegram - telegram. The same - in proper names, for example: University of Canberra, Cannes Film Festival, Lausanne Conference, Bonn government, Tallinn ancient monuments, etc.

Exceptions. In some words, in the case under consideration, one consonant is written, for example: crystal - crystal, Finn - Finnish, column - column, ton - five-ton, Finn - Finn (usually double n is contracted into one n before the suffix -k-a), operetta – operetta; in names of persons with a suffix -To, for example: Alla - Alka, Anna - Anka, Kirill - Kirilka, Rimma - Rimka, Savva - Savka, Philip - Filipka, Emma - Emka.

5. Double consonants are written at the junction of the prefix and the root, if the prefix ends and the root begins with the same consonant, for example: selfless - heartlessness, appeal - rebellion, fake, incite - story, cheresedelnik; the same applies to prefixes of foreign origin, for example: dissimilation, counter-revolutionary, trans-Siberian.

Note. It is necessary to distinguish between the spelling of words like submit (prefix By-) and give in (prefix under-). Wed: The door gave way under the blows (no longer remained in its original position). – The door succumbed to the blows of the crowbar (could not resist the pressure).

6. The spelling of double consonants in words of foreign language origin is determined by a spelling dictionary, for example: abbreviation, abscissa, acclimatization, accommodation, letter of credit, accessory, allergy, alliteration, ammonia, ammonite, appeal, appendicitis, applique, appreture, approximation, assessor, assembler, atoll, attentate, attic, attraction, babbitt, ballast, balloon, run, barrel, fiction, bisector, boss, buffon, vendetta, gibbon, hippopotamus, gum arabic, gutta percha, depressant, jobber, dilemma, distill, differential, idyll, illumination, indifferent, irrational, irrigation, calligraphy, cassation, terminal, collegiate, colossus, coral, corrosion, corruption, coefficient, crystal, mantissa, monsoon, opposition, parallelepiped, parallelogram, trade wind, apron, pessimism, spring, summit, setter, settlement, syllabic, symmetry, spaghetti, rack, streptococcus, tennis, terrace, waste heap, territory, trolleybus, hippie, chlorophyll, hobby, cellulose, cirrhosis, cheddar, chassis, chinchilla, kurtosis, ellipse, essence.

Note 1. The following words are written with one consonant: unit, aluminum, attribute, bachelor, balustrade, barcarolle, broker, vernissage, volleyball, gallery, landing, dessert, decibel, dealer, amateur, impresario, caricature, Qatar, corridor, midget, level, office, pilgrim, polites, privilege, producer, pudding, resource, wolverine, Russianism, sidewalk, unison, etc.

Note 2. In the suffix -ess-a spelled two With(poetess, flight attendant, clown), in the suffix -is-a one thing is written With(abbess, actress, headmistress).

In the suffix -etta spelled two T, for example: arietta, operetta, symphonietta.

The word generalissimo contains two With.

“The double consonant is at the root of the word.” 3rd grade

Presentation for the lesson

Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.

The purpose of the lesson: developing the ability to denote long consonant sounds in writing with letters, and to transfer words with double consonants.

Tasks:

Educational:
- familiarize students with the pronunciation and spelling of the most frequently used words with double letters; introduce the origins of words;
- promote the development of phonemic awareness (the ability to identify words with double consonants at the root in the text), enrich the vocabulary of children with words with double consonants, teach the exact use of words depending on their lexical meaning;
Developmental:
- develop memory, attention, thinking, observation, ability to draw conclusions and generalize;
- develop communication skills through work in pairs and groups, assessment and self-assessment of activities;
Educational:
- cultivate interest in the Russian language, the need to take advantage of linguistic wealth;
- improve the ability to listen and hear, working in groups, foster mutual understanding and mutual assistance.

Principles:

visibility;
educational training;
activity (game moment);
taking into account age characteristics.

Methods:

Organization and self-organization of educational and cognitive activities:
- visual;
- verbal (story, conversation);
- practical (exercises);
- problem;
- research;
- information and communication.
Stimulation and motivation (game moment, getting “5” when completing tasks).
Control and self-control:
- oral and written;
- frontal and group;
- current.
Student independence:
- under the guidance of a teacher;
- independent learning activities.

Teaching methods: observation of linguistic phenomena (comparison, identification).

Equipment: interactive whiteboard, computer, presentation, cards for independent work, sheets with tasks in groups, etymological dictionary, dictionary of foreign words.
For students - cards “Research group No. 1”, No. 2, No. 3; No. 4; 2 squares - yellow and green (to evaluate your work in class).

Type of lesson by educational purpose: a lesson in discovering new knowledge.

Lesson type: lesson-research (problematic-dialogical).

Form of work: collective, in pairs, in groups.

Lesson plan:

Organizing time. Motivation.
Calligraphy. Creating a situation leading to the formulation of a learning task.
Introduction to the game plot
Work on the topic of the lesson
Physical education minute
Group work
Lesson summary. Reflection.
Homework

Questions and tasks: during the lesson.

(SLIDE 2)

I. Organizational moment. Emotional mood for the lesson

- Good afternoon!
- Children, are you warm? (Yes!)
– Is it light in the classroom? (Yes!)
– Has the bell already rung? (Yes!)
– Is the lesson over already? (No!)
-Has class just started? (Yes!)
– Do you want to study? (Yes!)
- So everyone can sit down!

– Let’s start the Russian language lesson.

Tell the secrets of the word (SLIDE 3)
I am always ready for you.
But be ready in class
Reveal the secrets of words yourself.

– Guys, are you ready to make new discoveries? Then let's get to work.

Recording the date of the lesson in your notebooks.

– Open your notebooks, indent two lines from your homework, write down the number on the third. Today is the fourteenth of February. Classwork.

II. Calligraphy. Updating knowledge

(A minute of penmanship becomes a “bridge” to the topic.)

mm pp ll rr (ss bb dd lj) (SLIDE 4)

– Can we say that these are syllables? (No, they consist of two consonants, and the syllable must have a vowel)
– Which letter could be extra? (P – denotes a voiceless consonant)
– Write down these connections in your notebook in alphabetical order, while observing the height of the letters and the slope.
Examination.
- In what order did you write the letters? (l, m, p, r)
– What do the letter combinations I suggested have in common? (Consonants, doubled).

– Let’s play the game “Say the Word” (SLIDE)

1) Where there is a board and desks,
So that all the children can sit down at once?
We have this at school
This is our spacious… (Class)

2) I caught a cold yesterday
Headache in the morning
I coughed and became hoarse
I probably have... (flu)

3) Along the road on the sides
Linden trees and maples here and there.
It's more fun for everyone to go here
This path is called... (alley)

– Look, what’s interesting about these words, what’s unusual about them?
– Write these words in your notebook on the next line, separated by commas.
– Underline the letters that are repeated in these words.

III. Setting a learning task

– Today we will go to a city called (SLIDE 5) DOUBLE CONSONANTS. Today you will not just be travelers, but explorers.
– What do you think could be the object of research in this city? (The object of our research will be words with double consonants at the root)
– What spellings of the root do we know? (Unstressed vowel, paired consonant, unpronounceable consonant)
– Is there a rule for spelling an unstressed vowel at the root of a word? (You can change the word so that it is stressed). For example, …
– About the spelling of paired consonants? (Change the word so that there is a vowel sound after it). For example, …
– About an unpronounceable consonant? (Change the word so that the unpronounceable consonant is heard clearly). For example, …

Problematic question: How to double check the spelling of words nn oh consonant? (SLIDE 14)

- How do we determine whether a word is a resident of the city of Double Consonants? (Children's guesses)
– Is there a general rule about writing double consonants at the root of a word?
– For your research to be successful, what do you need to be like? (Active, attentive, help each other)
– What goals should we set for ourselves? (Learn to write words with double consonants at the root of the word, learn to see them in the text).

IV. Exercise for the eyes (SLIDE)

V. Work on the topic of the lesson

1. Exercise in writing words with double consonants

Each group receives a sheet with suggestions: Auditory dictation. "Listen and tell me." (The goal is to observe words that sound similar and explain their spelling). Determining the lexical meaning of words.

– Determine by ear which words that sound similar should have double consonants and which should not?

1) If there are a lot of (ss, ss)oras in the house,
A (s, ss) ora might break out in the house.

– What are the similarities and differences between the words litter and quarrel? Give a synonym for the word rubbish.
– Explain their meaning (trash - garbage, quarrel - discord, disagreement)

2) Ask without raising the (n, nn)a:
What is greater, a centner or that (n, nn)a?

3) Who will receive the low ba (l, ll),
Will not come to school ba (l, ll).

4) It’s more pleasant to find gris under the tree (b, bb),
How to get a sore throat or a sore throat (p, pp)

check yourself (SLIDE 9).

– Name words that sound similar.

– What is their difference? (Spelling, lexical meaning)

– Underline only those letters that need to be inserted into words. (SLIDE 14)

2. Problematic question: How do we determine by ear the spelling of double consonants? (Children name words - rhymes, draw conclusions, we pronounce double consonants for a long time)

– Are double consonants always pronounced long? (No, that’s why it’s not always possible to determine by hearing which consonant should be written)

How then can we find a way out of the situation? (Children's guesses) Conclusion.

3. Classification of words

– Distribute the words into groups (SLIDE 17)

Saturday, Inna, alley, platform, Anna, collection, buzzing, Alla, column, trolleybus, bath, ton, territory.

check yourself (SLIDE)

– What groups can we classify words with double consonants into? (SLIDE)

Working from the textbook (Spelled pp, ll, nn, mm.)

– How else can you classify? Say the words Column And tennis. What did you notice? (In one case, the sound [n] lasts a long time, and in the second we pronounce it quickly.)

Column tennis
Passenger class
Telegram kilogram

Draw a conclusion. (TO first group can be attributed to words in which a long consonant sound is pronounced, and to second- words in which a long consonant sound is not pronounced, i.e. it is pronounced quickly and without difficulty,

Pay attention: In words gallery , young , length no double consonant!

4. Origin of words (SLIDE)

– Did you know that almost all words with double consonants are FOREIGNERS? In their homeland, they were written with double consonants, which is probably why they were left with double consonants, as a connection with their homeland. As a result of communication between the peoples of the world, people share not only the achievements of science and culture, but also borrow words. ALLEY was borrowed in the 18th century from the Polish language, where ALLEYA is from the French ALLE, which means passage, road. (Read from the dictionary).

In the Russian language there is a tendency to lose the length of the consonant (or extend the duration) at the end of the word. Double plosive consonants at the end of a word are not pronounced: watt [t], coccus [k], staphylococcus [k], streptococcus [k] (in the absence of double [k] and between vowels: staphylococcus [k], streptococci [k')) , groups [p], troupes [p] (gen.

Pad. mi. h. from the words group, troupe, which in the position between vowels can retain a double consonant [p]). Double noisy fricative consonants are usually not pronounced at the end of a word: cf. cross [s], class [s], congress [s], compromise [s], progress [s], process [s], miss [s]. However, when these words change between vowels, [s] is also pronounced: cf. cross [s], class [s], extra. [s:], progress [s], add. [s:] Etc. In the form of gender. span pl. h. kass, mass (from cash, mass) double consonant, at least

least in careful speech, is preserved, which is explained by the influence of other case forms, where in the position between vowels it is pronounced [s:]: cf. cash desk [s:] at cash desk [s:], cash desk [s:]; mass [s:] with mass [s:], mass [s:].

Double sonorant consonants [m], [n], [l] at the end of a word can generally be pronounced. However, they are not pronounced in all cases. So, the word gram is pronounced without a double consonant at the end of the word, as before a vowel: gram [m], gram [m], kilogram [m], kilogram [m]. The word program can be pronounced with a double [m], but at the end of the word it is in the gender form. pad. pl. h. is pronounced without a double consonant: cf. program [m:] and programs [m] and [m:]. Genus form pad. pl. h. sums can hold a double consonant under the influence of other forms, where the double consonant is pronounced between vowels: cf. sum [m:] and sum [m:]. The double consonant [n] is usually not pronounced at the end of a word while maintaining it in the position between vowels: five tons [i], but ton [n:]. In forms gen. pad. pl. h. Bonn, Vann double consonant [n] can be preserved: Bonn [n:], Vann [n:]. The double consonant [l] at the end of a word is not pronounced: gal [l] with galla [l:]. In the form of the birth. pad. pl. h. villas, the double consonant can be preserved under the influence of other case forms: villas [l:] to villa [l:], villa [l:]. However, there is no fixed norm for the pronunciation of double consonants [m], [n], [l] at the end of a word. Unlike plosive consonants, sonorant consonants can be pronounced as double consonants at the end. But the general tendency towards the loss of double consonants is also valid for sonorants. The latter, in clear, articulate speech, can retain the double character of consonants under the influence of other forms of the same words, where the double consonant is located before the vowel.

Today, all of us who have gone through a modern comprehensive school habitually read spelling “edifications”, such as:

However, at the same time, those who know do not forget how they used to write without spaces at all. Imagine, today we write prefixes together with the root, and prepositions separately. And earlier, when prefixes and prepositions (and everything!) were written together, in continuous text, HOW to distinguish in continuous text, for example, the prefix “ at» ( pier) from the preposition " at» ( at the camp…)?..

It is clear that they were guided by meanings and meanings. But what and how did they think about this when there were no spellings with spaces, when there were no spelling rules like today, when they focused more on meaning?

It is clear that no one (even those who are not at ease with literacy) deliberately wrote two identical consonants, that they actually appeared at the border of parts of words. This means you need to see these boundaries and understand.

It is also clear that the modern Russian language develops through formal rules and new word creation the previous established logic and individual traditions.

But why was it necessary to lose meanings, without which the whole is destroyed!?

Double consonants are obtained if two identical consonants appear next to each other in different parts of a word (for example, in a prefix and a root): underD + Hold, OT + Drag, Ras + Build etc.

(In fact, the prefix here is “Raz”, not “ras”, but more on that later.)

It’s a pity that now even prefixes and roots turn into almost “signs”, without meaning, with some kind of conventional meaning. But in Antiquity it was different: what we now read as “ support", the ancient intelligent ancestors read meaningfully as “Under Hold” (i.e. “to hold the basis, foundation, essence, foundation”), where “Under” is a name, and not some kind of service unit of language, some "prefix".

And further. There is something to think about here as to why this is done.

When we combine two bricks to make one large brick, then in life we remember that the brick is “double.” Even when we attach another brick to this double brick.

But such common sense does not apply to the strange world of modern linguistics, where logical chains are very short, and even then only formal. In addition, some kind of “sclerosis” interferes: therefore, where there were just two bricks, suddenly only one is seen. We're not kidding. Here's an example:

And they get a new education, not related to the previous one: “ calculate+calculate", and not as it actually appears: " race+s+read", while maintaining consistency and continuity in origin.

This is not “academic nonsense” at all, but a methodical formation in the minds of those mastering the Russian language of incoherent logical chains, suspended as if in emptiness, i.e. actually torn off from the living, unshakable foundation of the Living Russian Language and Living Russian Speech. Why oppose one to the other when they are clearly connected in continuity and meaning?

C + Even = Count, Ras + Even = Ra With even

Without + With + Even = Be zs honest

(And in this place, only by the artificial assumption of the language reformers of 1917, the prefix “non-existent in the Russian language” is written demon", resulting in the modern " countless", to the laughter of all sane people who discern stupid subtext and know how to read what is written, and not what is made up: " demon countable"!).

The same situation applies to other similar words:

Ras + C + Triple = Ra ss triple(although in fact here it is necessary “ Ra zs triple" based on the real prefix "Raz").

Without+With+Fatal(from Rock) = Be ss fatal(according to pre-reform: “ Be zs fatal»)…

Introduction of “false prefixes” Ras-" And " Demon-", along with real prefixes " Once-" And " Without-”, in fact, does not result in the “ordering and development of language”, as the reformers wanted, but in the destruction of ancient living meanings in Language and Speech, where every sound, every letter has meaning!

It’s the same here, as a result of the “simplification” reform, i.e. compounds of “normal” words formed by prefixes (such as “Woz+Zha” = Vo zzh A), with those that can be classified as “onomatopoeic” (such as Zhu LJ at).

Although “prefix, prepositions, suffixes” are all quite conventional things for the Living Language (in Antiquity they meant living words, independent ones, and not some kind of “additional parts”), this is not what we are talking about.

The meaning of a word, according to an artificial rule, is nevertheless destroyed and removed. What remains is an incomprehensible but “progressive” neoplasm: “ rein", the spelling of which must now be remembered according to the new rule.

In case of " yeast“It’s also not very clear why one option was chosen, although there are other, more meaningful options (see Dahl’s dictionary): Dro railway and, Dro zzh And. In our opinion, an unspoiled option: Drozzhi, as a more typical case, because we know a lot of such words in the Russian language, where exactly this combination occurs: in zzh And, in and zzh here, there zzh damn, rubbish zzh ah...

“Juniper” also has the same more meaningful version: mo zzh ear.

It seems that the same situation is with “ LJ tion": this word comes from the original versions, which most likely had " ZZH" But let's not guess.

And, as a conclusion, it is no coincidence that this sound combination ZZh (“ZaZh”), which refers, if it’s a pun, to everything that “ Z A AND izn"! And this is in almost all words that do not have simple onomatopoeia.

And one gets the impression that the selection from the commonly used options was made according to the principle of “as bad and incomprehensible as possible.”

This is what can be said today about the rule, which, according to modern spelling, suggests writing formally, without comprehension LJ.

Ss ora- this noun actually comes from the form “ argument» ( rubbish): you remember well the phraseological unit “ don't wash dirty linen out of the house" Apparently, a situation has been recorded where conflict begins small, “with rubbish.”

They now simply want to include a kind of “neologism” here: Russian, formed through Western (in particular, Polish borrowings of the 17th-18th centuries) forms of word formation relatively recently, at a time when the previous names were removed at the turn of the 18th century " Tartaria», « RU sya " And " RU ss and I» (« Rus+Siya" - from Rus with other similar relatives, like: “ Po+Rus+Siya", modern Pru ss and I). When written in continuous text, without spaces, the title was unambiguous “ Rus", but with a kind of adjective form " Siya” (“shining, radiant” - because in Antiquity, as is known from the remaining ancient handwritten books, scribes very often wrote well-known and frequently repeated concepts in abbreviated form!).

Foreign words, since they were introduced into the Russian language, memorize them as is customary now (including for passing tests and exams): A ll her, and pp Arat, Komi ss yeah, those nn is, ho bb and, to mm ersant, uh ff ect, those pp history, oh kk upation, co tt edj, zha nn A…

We won't touch them. They themselves will die out and go out of use as the Native Speech revives.

But we must remember that among them there are also ones that seem to be ours, but have been preserved in other countries, i.e. ancient words common to many peoples, such as: Drama(“Before Ram”), etc. Naturally, they cannot contain double consonants.