Participial and participial phrases are quite complex parts of speech, when using which many mistakes are made. The article describes in detail the most common errors in the use of these speech constructions with examples, and provides ways to determine the participle or participial phrase in a sentence.
Errors in the use of participial phrases
Participial turnover- a speech construction expressed by a gerund with dependent words, which names an additional action and answers questions - Doing what? What did you do? In a sentence it acts as a separate circumstance and is separated by commas.
The most common errors in the formation of sentences with participles include:
- The action of the gerund does not refer to the subject (noun or pronoun in the nominative case).
Examples of errors: Brewing tea, his cup fell. Cleaning the room, their vacuum cleaner broke down.
- Participial turnover in an impersonal sentence.
Examples of errors: Watching the clouds, I felt calm. Going outside, he felt hot.
- Participial phrase in a sentence with a predicate verb in the future tense.
Examples of errors: Having solved the problem, I'm going to rest. Visiting exhibitions, he will write an article about contemporary art.
- A participial phrase cannot be a homogeneous member of a sentence with a participial phrase, a predicate or another member of the sentence (except for isolated circumstances and some adverbs).
Examples of errors: A small town shining with lights and surprising tourists, was his favorite vacation spot. Tall palm trees rising to the sky and rustling leaves, sheltered travelers from the sun.
Incorrect use of participial phrases
Participial- a speech construction expressed by a participle with dependent words, which names the attribute of an object by action and answers questions - Which? Which? Which? Which? In a sentence it appears as a separate definition and is separated by commas.
The most common mistakes when using participial phrases include:
TOP 4 articleswho are reading along with this
- Incorrect agreement of the participle with the word being defined.
Examples of errors: Toys, decorated Christmas tree, shimmered beautifully ( Right: decorated). Yesterday there was an exhibition of ancient books, collected in our library (Right: collected).
- The word being defined can only appear before or after the participial phrase, and not inside.
Examples of errors: Caressed field the sun turned green ( Right: field, caressed by the sun, turned green). Hidden gazebos from prying eyes were built in a linden grove ( Right: hidden from prying eyes gazebos were built in a linden grove).
- The particle cannot be used in a participial phrase would.
Examples of errors: We would like furniture, made to order. We want to stop by the lake located near the forest.
How to determine which phrase is used in a sentence?
Cases of incorrect use of participial and participial phrases in the Russian language are usually associated with the fact that schoolchildren confuse these speech constructions. To determine whether a sentence uses an adverbial or participial phrase, it is necessary to highlight its grammatical and syntactic features:
- Find a participle or gerund;
- Post a question ( Doing what? What did you do? or Which? Which? Which? Which?);
- Determine the lexical meaning of the phrase (action or sign);
- Determine the syntactic role of the phrase (adverbial or definition).
Examples:
Dostoevsky's novel, read in many countries, has been translated into foreign languages ( read in many countries- participle phrase, answers the question - Which?, agrees with the noun novel, in a sentence is a separate definition). Brewing tea, she always adds a little sugar ( making tea- participle phrase, answers the question - doing what?, depends on the predicate verb adds, in a sentence is a separate circumstance).
Article rating
Average rating: 4.5. Total ratings received: 81.
OBSERVE
OBSERVE
1. with the conjunction “what” or “how” and whom-what. Closely follow something with your eyes. I watched with interest how the children played. “The man behind the tree watched me.” Prishvin .
2. someone-what. Carefully watching someone, studying, exploring (book). Watch the sun eclipse. Observe the course of events. The doctor is observing the patient.
3. someone-what and with conjunctions “what”, “how”. When encountering some phenomenon, notice, perceive. “You know that in the most magnificent moments of human life, I am unable to stop observing.” A. Turgenev .
4. for someone or something. To have supervision over someone something, to protect someone something. Keep order. Watch the child. A policeman monitors street traffic.
|| To monitor someone's actions, to track someone or something. Pushkin, exiled to the village of Mikhailovskoye, was watched by a local priest. “She was watching me in a special way yesterday.” A. Turgenev .
5. someone-what. To look after someone something, to take care of someone something (simple). “I watched my horse, got a quitrent.” Nekrasov .
6. What. Observe, adhere to something in something (obsolete). “In his clothes he always observed the latest fashion.” Pushkin .
Ushakov's Explanatory Dictionary. D.N. Ushakov. 1935-1940.
Antonyms:
See what “OBSERVE” is in other dictionaries:
OBSERVE, observe what, examine, carefully guard, note; guard, guard, supervise; keep, keep, keep, keep. Observe the flow of the stars. Carry it, watch (watch), and lock it in a box. Watch the movements... ... Dahl's Explanatory Dictionary
See care, look... Synonym dictionary
observe- deep silence perception observe life perception observe phenomenon perception... Verbal compatibility of non-objective names
observe- OBSERVE, contemplate... Dictionary-thesaurus of synonyms of Russian speech
OBSERVE, oh, oh; imperfect 1. whom (what), after whom (what), with the conjunction “what” or “how”. Closely follow with your eyes someone or something, and also generally carefully watch someone or something, do not lose sight of, out of sight. N. sunrise. N. for the flight... Ozhegov's Explanatory Dictionary
Consider, carefully monitor, notice. N. monitor the air for the appearance of aircraft. N. beyond the horizon, monitor the appearance on the horizon of smoke, masts or chimneys of ships, flashes, lights, fence signs, etc. N. for the fall... ... Marine Dictionary
observe- who what, behind whom what and above whom what. 1. someone what (to examine, contemplate, study something). Watch a solar eclipse. Observe the patient. Observe the life of animals. Prince Andrei, without engaging in conversation, observed all the movements of Speransky (L.... ... Control Dictionary
observe- a/u, a/eat, nsv. 1) (who/what, after whom/what) Carefully follow with your eyes who l. or whatever A boy watches the flight of a butterfly. Watch the cheering crowd. Prince Andrei, without engaging in conversation, observed all the movements of Speransky (L. Tolstoy).... ... Popular dictionary of the Russian language
OBSERVE- If in a dream you watch birds flying in the sky, trying to determine whether it will rain, such a dream foretells you the acquisition of substantial capital through an advantageous marriage. Observe from the outside a person who doesn’t like you... Melnikov's Dream Interpretation
Verb., nsv., used. very often Morphology: I am observing, you are observing, he/she/it is observing, we are observing, you are observing, they are observing, observe, observe, observed, observed, observed, observed, observing, observed, observed,… … Dmitriev's Explanatory Dictionary
Books
- What and how to observe in the life of birds, Buturlin Sergey Aleksandrovich. Reprint from the publication Moscow, 1948. Sergei Aleksandrovich Buturlin (1872-1938) - Russian traveler, ornithologist and game specialist, author of works on the taxonomy of Russian birds and hunting, grandson...
TYPES OF ERRORS WHEN USING HOMOGENEOUS MEMBERS
7.6.1 Homogeneous predicates have the same dependent object.
Rule: With a normal, correct structure of a sentence, from each of two homogeneous predicates (first and second), ONE GENERAL question is posed to the general complement, For example:
Guys are interested in (what?) and do (what?) sports; Heroes of the story remember (about what?) and share impressions (about what?) about the years of youth.
An error occurs if each of the predicates asks a DIFFERENT question to the COMMON object.
Example 1: I love (who? what?) and admire (who? what) my father.
The predicates “I love” and “I admire” have one dependent word “father”, which is in the instrumental case. It turned out that the addition “father” correctly obeyed only the second predicate, since the verb “love” requires an accusative from the addition (I love who? What? father), therefore, this sentence is constructed incorrectly. To correctly express a thought, you need to change the sentence so that each predicate has a separate, case-appropriate addition, for example, like this: I love and admire my father.
Example 2: The hero of the story believed (in what? what?) and strived (for what?) for his dream. Each of the verbs requires its own form of addition, it is impossible to find a common word, so we change the sentence again so that each predicate has a separate addition, appropriate in case, for example, like this: The hero of the story believed in his dream and strived for it.
Note for teachers: This type of error refers to control errors. In written work, such an error is usually made by students due to inattention: the first predicate is simply overlooked, and the error (when pointed out) is easily corrected. A much more serious problem arises where the student does not realize that a particular case question cannot be raised from a given verb in principle.
7.6.2 Homogeneous members are connected by double unions not only..., but also...; if not... then... and others
.Rule 1. In such proposals, you need to pay attention to the fact that that parts of a double union must connect homogeneous members of the same series, For example: We were inspired not so much colorful places in this quiet city, How many the sincerity of its inhabitants. Let's make a proposal diagram: not so much ABOUT , How many ABOUT . First part of the double conjunction: not so much, is located before the first och, subject to “places” (we do not take the word “colorful” into account), the second part How many stands before the second subject “soulfulness”.
Now let’s “break” the sentence. Us not so much inspired by the colorful places of this quiet city, How many the sincerity of its inhabitants. The first part of the conjunction now refers to the predicate, and the second to the subject. This is where this type of error lies.
Let's look at some more examples:
Example 1: It can be argued that the mood was the main thing Not only for the creator of the poem, but also for his readers. That's right: each part comes before the OP, in this example before the additions. Compare with an incorrectly constructed sentence: It can be argued that the mood was Not only most important for the creator of the poem, but also for his readers. The parts of a conjunction are connected not by homogeneous members, but by a predicate and an object.
Rule 2. It is also necessary to remember that the parts of the double conjunction are permanent and cannot be replaced with other words. So, the proposal would be wrong Merchants Stroganovs Not only cooked salt and , since the union not only...but also No. The conjunction “not only” has a second part “but also”, not “also”. The correct version of this sentence would be: Merchants Stroganovs Not only cooked salt but also mined iron and copper in their lands
This is how you can do it: (options for the second part are given in brackets).
1) not only... but also (and and; but even; and also; and besides); not only not... but (but rather, rather; on the contrary, on the contrary); not only; 2) not that... but (a; just; even, not even); not even... not that; not even... not even that; not even... much less;
3) not only that... also; not only that... also; little of; moreover, more than that; worse than that; or even...
7.6.3 In sentences with homogeneous members there is a generalizing word.
It must be taken into account that everything homogeneous members must be in the same case as the generalizing word.
The following sentence is grammatically correct: I forgot about everyone: about worries and sorrows, about sleepless nights, about sadness and melancholy. . The word [about] “everything” is generalizing and is in the prepositional case. All och are in the same case.
Failure to comply with this rule is a gross violation of the syntactic norm: gifts:crossbows, sables and decorations.
In this sentence, the generalizing word “gifts” is in the genitive case, and all homogeneous members (“crossbows, sable and decorations”) are in the nominative case. Therefore, this sentence is constructed incorrectly. Correct option: Soon the nobleman began inspecting the brought gifts: crossbows, sables and jewelry.
7.6.5 Using various syntactic elements of a sentence as homogeneous members
.There is a strict grammatical rule that prescribes which elements can and cannot be combined into homogeneous members.
Let us list the cases in which this rule is violated.
If in a sentence they are combined into homogeneous
- form of noun and infinitive form of verb: I love chess and swimming, I like embroidery and needlework, I’m afraid of the dark and being alone and similar;
- different forms of the nominal part of the predicate: my sister was sad and worried, she was younger and kinder and similar;
- participial phrase and subordinate clause: The main characters of the story are people who are not afraid of difficulties and who are always true to their word; I don’t like people who change their attitude and don’t hide it. and similar;
Participial and participial phrase: Loving their work and striving to do it well, the builders achieved excellent results and similar;
that is - grammar mistake. Note that such violations occur very often in written work, therefore, like the entire task 7, this part is of great practical importance.
The following types of errors were encountered in assignments before 2015.
7.6.4 With homogeneous members, different prepositions can be used.
In one row of OPs, when listing, it is possible to use prepositions, for example: V theater, and on exhibition VDNKh, and onRed Square. As you can see, this sentence uses prepositions V And on, and that's true. It would be a mistake to use the same preposition for all words in this series: During my three stays in Moscow I visited and V theater, and the VDNKh exhibition, and Red Square. You cannot be “in VDNKh” and “in Red Square.” So the rule goes like this: You cannot use a general preposition to all members of a series if the meaning of this preposition does not fit at least one of the OPs.
Example with error: Crowds of people were everywhere: on the streets, squares, squares. Before the word “squares” it is necessary to add the preposition “in,” since this word is not used with the preposition “on.” Correct option: Crowds of people were everywhere: in the streets, squares, and parks.
7.6.6 Combination of species and generic concepts in one row
For example, in the sentence: The bag contained oranges, juice, bananas, fruits a logical error has been made. “Oranges” and “bananas” are specific concepts in relation to the word “fruit” (that is, general), therefore, they cannot stand with it in the same row of homogeneous members. Correct option: The bag contained juice and fruit: bananas, oranges.
Another example with an error: Adults, children, and schoolchildren came to meet the famous artist. The words “children” and “schoolchildren” cannot be made homogeneous.
7.6.7 Use of logically incompatible concepts in the same series of homogeneous terms
For example, in the sentence Mourners walked with bags and sad faces a mistake is felt: “faces” and “bags” cannot be homogeneous.
Such a deliberate violation can act as a stylistic device: Only Masha, heating and winter did not sleep(K. G. Paustovsky). When the frost and mother allowed him to stick his nose out of the house, Nikita went to wander around the yard alone(A.N. Tolstoy). Only if this is acceptable for a work of art of the level of Tolstoy or Chekhov (they are not on an exam, they can joke, play with words!), then such humor will not be appreciated either in written work or in task 7.
B) the violation of the connection between the subject and the predicate in sentence 6 is that when the subject is CTO, the predicate must be put in the singular
Let's give the correct spelling: Everyone who studied in the math class passed the test with flying colors.
Rule 7.3.1
7.3. Agreement of the predicate with the subject
INTRODUCTION
The subject is the main member of the sentence, which agrees with its predicate according to the laws of grammar.
The subject and predicate usually have the same grammatical forms of number, gender, person, for example: The clouds are rushing, the clouds are swirling; The invisible moon illuminates the flying snow; The sky is cloudy, the night is cloudy.
In such cases, we can talk about agreement of the predicate with the subject. However, the correspondence of the grammatical forms of the main members of the sentence is not necessary; incomplete correspondence of the grammatical forms of the main members is possible: My whole life has been a guarantee of a faithful date with you- correspondence of number forms, but different gender forms; Your destiny is endless troubles- mismatch of number forms.
The grammatical connection of the main members of a sentence is considered coordination. This grammatical connection is broader and freer than agreement. It can contain different words; their morphological properties do not necessarily have to correspond to each other.
When coordinating the main members of a sentence, the problem of choosing the number forms of the predicate arises when the gender/number of the subject is difficult to determine. This “Help” section is devoted to consideration of these issues.
7.3.1. In a complex sentence, pronouns act as subjects
If a sentence (and not necessarily a sentence!) uses a pronoun as the subject, then you need to know a number of rules that prescribe how to correctly coordinate the predicate with it.
A) If the subject is expressed by the pronouns WHO, WHAT, NO ONE, NOTHING, SOMEONE, SOMEONE, WHOEVER, then the predicate is put in the singular form: For example: [Those ( who neglect the opinions of others) risk being left alone].
EXAMPLE 1 (Whoever comes), [everyone will know].
EXAMPLE 2 [Nobody knew (that the class was postponed).]
EXAMPLE 1 (Whoever comes, [everyone will know].
EXAMPLE 2 [Nobody knew (that the class was postponed).]
B) If the subject is expressed by a plural pronoun TE, ALL, the predicate is put in the plural form. If the subject is expressed by singular pronouns TOT, TA, TO, the predicate is put in singular form. For example: [ THOSE (who graduated from school with honors) have a greater chance of entering a university on a free basis].
This proposal is built on the following model:
[Those (who+ predicate), ...predicate...]. And this is the most common model in which it is proposed to find an error. Let's analyze the structure of a complex sentence: in the main sentence the pronoun “those” is the subject, plural. h; “have” - predicate, plural This corresponds to rule B.
Now pay attention to the subordinate clause: “who” is the subject, “finished” is the predicate in the singular. This corresponds to rule A.
Let's look at sentences with grammatical errors:
EXAMPLE 1 [Everyone (who purchased tickets at the box office) must independently check in for the flight].
EXAMPLE 2. [Those (who have seen the northern lights at least once) will no longer be able to forget this extraordinary phenomenon].
EXAMPLE 3. [Those (who are planning a vacation for the summer) buy tickets in the spring].
Here are the corrected options:
EXAMPLE 1 [Everyone (who purchased tickets at the box office) must independently check in for the flight].
EXAMPLE 2. [Those (who have seen the northern lights at least once) will no longer be able to forget this extraordinary phenomenon].
In examples 1 and 2 the error is easy to see: it is enough to throw out the subordinate clause. In the following example, the error often goes undetected.
EXAMPLE 3. [Those ( who is planning a vacation for the summer), buy tickets in the spring].
C) If the subject is expressed by the phrase ONE OF..., EACH OF..., NONE OF... then the predicate is put in singular form. If the subject is expressed by the phrase MANY OF..., SOME OF..., ALL OF... then the predicate is put in the plural form. For example: [None of those (who took the prize) wanted to go to the republican competition].
Let's look at sentences with grammatical errors:
EXAMPLE 4 [Many of those (who visited Mikhailovsky Park) were amazed at the size of the ancient estate trees].
EXAMPLE 5 [Each of us (who has been in a similar situation) certainly thought about ways out of it].
EXAMPLE 6 [Each of the parties (who presented their project) defended its advantages over other projects].
Here are the corrected options:
EXAMPLE 4 [Many of those (who visited Mikhailovsky Park) were amazed at the size of the ancient estate trees].
EXAMPLE 5 [Each of us (who has been in a similar situation) certainly thought about ways out of it].
EXAMPLE 6 [Each side, (who presented her project), defended its advantages over other projects].
D) If the sentence contains the phrase WHO, HOW NOT..., the predicate is put in the singular masculine form. For example: Who, if not parents, SHOULD teach children the ability to communicate?
This phrase can be considered as clarifying, see other examples in paragraph 7.3.3, part B.
Let's look at sentences with grammatical errors:
EXAMPLE 7 Who, if not us, should worry about the cleanliness of our cities?
EXAMPLE 8 Who, if not your mother, taught you an example of endurance and love of life?
Here are the corrected options:
EXAMPLE 7 Who, if not us, should worry about the cleanliness of our cities?
EXAMPLE 8 Who, if not your mother, taught you an example of endurance and love of life?
7.3.2 Coordination of predicate with subject, expressed word or combination of words with the meaning of quantity
When coordinating the main members of a sentence, the problem of choosing the forms of the number of the predicate arises when the subject indicates many objects, but appears in the singular.
A) The subject is a collective noun and words close to them in meaning.
Collective nouns denote a collection of homogeneous objects or living beings as an indivisible whole: FOLIAGE, OAK, ASPEN, CHILDREN, STUDENTS, TEACHING, PROFESSORY, PEASANTRY. They have only the singular form, are not combined with cardinal numbers and with words denoting units of measure, but can be combined with the words a lot/little or how much: A LITTLE RELATIVES, A LITTLE LEAVES, A LOT OF MOVIES.
Close to them in terms of the meaning of collectiveness are the words PEOPLE, PACK, ARMY, GROUP, CROWD; THOUSAND, MILLION, HUNDRED; THREE, PAIR; DARKNESS, ABYSS, MANY AND OTHERS
The subject expressed by a collective noun requires the predicate to be placed only in the singular form:
For example: The children frolicked in the courtyard of the house; young people often take the initiative.
The subject expressed by a noun like GROUP, CROWD also requires putting the predicate only in the singular form:
For example: A group of festival participants shared their impressions; three horses rushed under the windows
Let's look at sentences with grammatical errors:
EXAMPLE 1. Over the past three years, the management of the Central and regional markets have repeatedly filed complaints with higher organizations.
EXAMPLE 3. A couple of lovers were sitting on a bench.
Here are the corrected options:
EXAMPLE 1. Over the past three years, the management of the Central and regional markets has repeatedly filed complaints with higher organizations.
EXAMPLE 3. A couple of lovers were sitting on a bench.
B) The subject is a collective noun with a quantitative meaning
The nouns MOST, MINORITY, PLURAL, SERIES, PART, despite the grammatical form of the singular, denote not one object, but many, and therefore the predicate can take not only the singular form, but also the plural. For example: On this pond... countless ducks were bred and kept; Many hands are knocking on all the windows from the street, and someone is breaking on the door. Which form should you prefer?
A subject containing the collective nouns MOST, MINORITY, PLURAL, SERIES, PART requires putting the predicate only in the singular form if:
A) there are no dependent words from a collective noun
Some went on vacation, and some stayed; many fled Axis, a minority remained
b) a collective noun has a singular dependent word
With a subject containing the words MAJORITY, MINORITY, PLURAL, SERIES, PART, you can put the predicate in both the plural and plural form, if the noun has a dependent word in the plural:
Most students passed the test; a number of participants demonstrated excellent knowledge.
Some of the books were purchased for the library; a number of objects were delivered ahead of schedule
The plural of the predicate in such constructions usually indicates the activity of the characters.
Let's consider cases in which the use of a plural predicate is permitted and permissible.
| The predicate is put | |
| in the singular, if | in the plural, if |
| The activity of animate persons is not emphasized: Some of the conference participants didn't accept participation in discussion | Activity is emphasized. The subject is animate. Most writers decidedly rejected editor fixes. Most students are good answered at the lesson. |
| Activity is not emphasized; the passive participle indicates that the object itself does not perform the action. A number of employeesattracted to responsibility. | Activity is emphasized in the presence of a participial or adverbial phrase. |
| The activity is not emphasized, the subject is inanimate Most items lay in disarray A number of workshops manufactures parts for our workshop. | Activity is also indicated by a number of homogeneous members: Majority editors, proofreaders, authors, reviewers studied these documents. Most editors got order, got acquainted with its content and done necessary conclusions. A series of homogeneous predicates. |
Nevertheless, it must be taken into account that the singular form of the predicate is more consistent with the tradition of book and written styles and the use of the plural form of the predicate must be clearly justified. An error in the Unified State Examination tasks would be the unreasonable placement of the predicate in the plural.
Let's look at sentences with grammatical errors:
EXAMPLE 4 Most of the tasks were not completed correctly enough.
EXAMPLE 5 A number of events will be held in Yelets, Voronezh, and Orel.
EXAMPLE 6 Many poems by this author have been published in the “Children’s Library” series
Here are the corrected options:
EXAMPLE 4 Most of the tasks were not completed correctly. The predicate in the form of the passive participle indicates the passivity of the actor.
EXAMPLE 5 A number of events will take place in Yelets, Voronezh, and Orel. Events cannot act on their own, so the predicate must be used in the singular.
EXAMPLE 6 Many poems by this author were published in the “Children’s Library” series. The predicate in the form of the passive participle indicates the passivity of the actor.
C) The subject is a combination of a numeral and a noun
With a subject expressed by a quantitative-nominal combination, the same problem arises: in what number is it better to use the predicate. In Chekhov we find: Some three soldiers stood nearby at the very descent and were silent; He had two sons. L. Tolstoy preferred the following forms: Three men and a woman were sitting in the sleigh; Two feelings fought in his soul - good and evil.
Note: Such cases do not occur in Unified State Examination tasks, since there is a high possibility of misclassification of the type of error - such cases can be attributed to an error in the use of a numeral. Therefore, we will limit ourselves to general comments and note the most serious mistakes made in written works.
When a subject contains a numeral or a word with the meaning of quantity, you can put the predicate in both the plural and singular form:
Five years have passed; ten graduates chose our institute
The use of different forms depends on the meaning that the predicate brings to the sentence, activity and generality of action are emphasized many times. number.
The predicate is usually put in the singular if
The subject is a numeral ending in “one”:
Twenty-one students of our institute are members of the city volleyball team, But Twenty-two (three, four, five...) students of our institute are members of the city's national volleyball team
If the message records a particular fact, result, or when the message is given an impersonal character:
Twenty-two suits sold; About three or four students will be transferred to another class.
The predicate is expressed by a verb with the meaning of being, presence, existence, position in space:
Three kingdoms stood before her. The room had two windows with wide window sills. Three windows of the room faced north
Wrong: Three kingdoms stood. The room had two windows with wide window sills. Three windows of the room faced north
A single number, creating an idea of a single whole, is used to designate a measure of weight, space, time:
To paint the roof you will need thirty-four kilograms of drying oil. Twenty-five kilometers remained until the end of the journey. A hundred years have passed. However, it seems that eleven o'clock has already struck. Five months have elapsed since then
Wrong: Thirty-four kilograms of drying oil will be required to paint the roof; Twenty-five kilometers remained until the end of the journey. A hundred years have passed. However, it seems that eleven o'clock has already struck. Five months have passed since then.
When the subject is expressed by a complex noun, the first part of which is the numeral gender, the predicate is usually placed in the singular, and in the past tense - in the neuter gender, For example: half an hour will pass, half a year has flown by, half the city has taken part in the demonstration.
Wrong: half the class took part in the competition, half an hour will pass
7.3.3 Coordination between subject and predicate separated from each other
Between the subject and the predicate there may be secondary isolated members of the sentence, clarifying members, and subordinate clauses. In these cases, the general rule must be strictly observed: the predicate and subject must be consistent.
Let's consider special cases.
A) Coordination of the subject and the compound nominal predicate in a sentence built according to the “noun” model. – this is a noun.”
Note to teacher: this type of error in the SPP is noted in his manual “How to get 100 Unified State Exam points” (2015) by I.P. Tsybulko, while in the “Handbook of Spelling and Literary Editing” by D. Rosenthal, such an error is called a shift in construction in a complex sentence.
The nominal part of the predicate in a sentence constructed according to the noun+noun model must be in the nominative case.
For example: [The first thing (what you should learn) is to highlight the stem of the sentence].
The grammatical basis of the main clause consists of a subject first and predicate allocation. Both words are in the nominative case.
And this is what it looks like misspelled sentence: [The first thing (what you should learn) is to highlight the basis of the sentence]. Under the influence of the subordinate clause, the predicate received the genitive case, which is an error.
Let's look at sentences with grammatical errors:
EXAMPLE 1 [The main thing (that needs to be paid attention to) is the ideological side of the work]
EXAMPLE 2 [The last thing (that should be addressed) is the composition of the book]
EXAMPLE 3 [The most important thing (to strive for) is to make your dreams come true]
Here are the corrected options:
EXAMPLE 1 The main thing (what needs to be paid attention to) is the ideological side of the work]
EXAMPLE 2 [The last thing (that should be addressed) is the composition of the book]
EXAMPLE 3 [The most important thing (to strive for) is the fulfillment of dreams]
B). Coordination of the predicate with the subject, in which there are clarifying members.
In order to clarify the subject, sometimes clarifying (explanatory phrases), connecting members of the sentence, and separate additions are used. Yes, in a sentence Competition jury, including representatives of a cosmetic company selected from the audience, could not determine the winner, the highlighted turnover is connecting(in other manuals it is called clarifying).
The presence in a sentence of any member that specifies the meaning of the subject does not affect the number of the predicate. Such phrases are attached with the words: EVEN, ESPECIALLY, INCLUDING, FOR EXAMPLE; EXCEPT, IN ADDITION, INCLUDING and the like. For example: Editorial board of the magazine, including editors of the Internet portal, advocates for reorganization.
Let's look at sentences with grammatical errors:
EXAMPLE 4. The entire team, including dancers and jugglers, supported participation in the competition.
EXAMPLE 5. The whole family, and especially the younger children, were looking forward to the arrival of their grandfather.
EXAMPLE 6. The school administration, including members of the parent committee, advocated holding an extended parent meeting.
Here are the corrected options:
The error is easy to see if you drop the subordinate clause.
EXAMPLE 4 The entire team, including dancers and jugglers, supported participation in the competition.
EXAMPLE 5 The whole family, and especially the younger children, was looking forward to the arrival of their grandfather.
EXAMPLE 6 The school administration, including members of the parent committee, advocated holding an extended parent meeting.
7.3.4 Coordination of the predicate with the subject, the gender or number of which is difficult to determine.
To correctly connect the subject with the predicate, it is very important to know the gender of the noun.
A) Certain categories or groups of nouns have difficulty determining gender or number.
The gender and number of indeclinable nouns, abbreviations, conventional words and a number of other words are determined by special rules. To correctly match such words with the predicate, you need to know their morphological characteristics.
Ignorance of these rules causes errors: Sochi became the capital of the Olympics; cocoa has cooled down; the shampoo is out; the university has announced enrollment of students, the Ministry of Foreign Affairs reported
Need to: Sochi became the capital of the Olympics; the cocoa has cooled down; The shampoo has run out, the university has announced enrollment of students, the Ministry of Foreign Affairs reported
Nouns whose gender/number is difficult to determine are discussed in the section. After studying the material provided, you will be able to successfully complete not only task 6, but also 7.
Consider sentences with errors
EXAMPLE 1. The parcel was sent at the beginning of the week.
In the sentence, the word “parcel” is the subject, feminine. The predicate “was sent” is in the masculine. This is mistake. Correcting: The parcel was sent at the beginning of the week
EXAMPLE 2. The tulle harmonized perfectly with the color of the upholstered furniture.
In the sentence, the word “tulle” is the subject, masculine. The predicate “approached” is in the feminine. This is mistake. Correcting: The tulle harmonized perfectly with the color of the upholstered furniture.
EXAMPLE 3. The UN has gathered for its next meeting.
In the sentence, the word “UN” is the feminine subject (organization). The predicate “gathered” is on average. This is mistake. Correcting: The UN has gathered for its next meeting.
EXAMPLE 4. The Ministry of Foreign Affairs announced participation in the meeting
In the sentence, the word “MFA” is the subject, it does not change. When decrypted we get “Ministry
Foreign Affairs". At the same time, we remember that this word refers to the masculine gender. The predicate “reported” is on average. This is mistake. Correcting: The Ministry of Foreign Affairs announced its participation in the meeting.
EXAMPLE 5. Moskovsky Komsomolets published a ranking of the best universities in the country.
In the sentence, the phrase “Moskovsky Komsomolets” is the subject; it is a conventional Russian name, a masculine word, like the word “Komsomolets”. The predicate “printed” is in the feminine. This is mistake. Correction: Moskovsky Komsomolets published a ranking of the best universities in the country.
EXAMPLE 6. Tbilisi attracts tourists .
In the sentence, the word “Tbilisi” is the subject; it is an unchangeable conditional name. It is a masculine word, like the word "city". The predicate “attract” is in the plural. This is mistake. Correcting: Tbilisi attracts tourists.
B) Coordination of the predicate with the subject with the meaning of profession
When a masculine noun denotes a profession, position, title, etc., the predicate is put in the masculine gender, regardless of the gender of the person in question. For example: the teacher made a report, the director called an employee to his office
WITH proposals would be a mistake, in which the teacher made a report, the director called an employee to her .
Note: in the presence of a person’s own name, especially a surname, in which the indicated words act as applications, the predicate is consistent with the proper name: Teacher Sergeeva gave a lecture. More details about this point below, 7.3.5
7.3.5 With the subject there is an application
Application is a definition expressed by a noun that agrees with the word being defined in case: city (which?) Sochi, bird (what?) hummingbird, website (which?) “I will solve the Unified State Examination”
As a general rule, the predicate agrees with the subject, and the presence of an application to the latter in the form of a different kind or number does not affect the agreement
For example: The plant, this grandiose colossus, seemed to also be a ship of unheard-of dimensions The proposal would be wrong The plant, this grandiose colossus, seemed to also be a ship of unheard of sizes .
If there is an application with the subject, then, first of all, it is necessary to find out which of the words is the subject and which is the application, and after that put the predicate in one gender or another.
Table 1. The application and subjects are written separately. When combining a generic name and a species name or a species name and an individual name, the subject is considered to be a word denoting a broader concept, and the predicate agrees with it. Here are some examples:
Application is a common noun:
the rose flower smelled amazing; the oak tree has grown; Kharcho soup is cooked
Application - proper noun
the Dnieper River overflowed; newspaper "Moscow's comsomolets" came out ; Barbos the dog barked
Exception: last names of people. In pairs, engineer Svetlova reported, Doctor of Sciences Zvantseva came out, head teacher Marina Sergeevna noted proper names are the subject.
Table 2. Subject is compound noun, forms terms, in which one part functions like an application. In these cases, the leading (defined) word is the word that expresses a broader concept or specifically designates an object.
The predicate agrees with the first word, both words change
the chair-bed stood in the corner; The laboratory plant fulfilled the order; the invoice was issued on time; the studio theater trained many actors; The table-poster attracted attention; the romance song became very popular
The predicate agrees with the second word, the first word does not change:
cafe-dining room is open(dining room is a broader concept); vending machine is open(in this combination the bearer of a specific meaning is the snack bar part); the raincoat lay(a tent in the form of a raincoat, not a raincoat in the form of a tent); "Roman-newspaper" was published in large circulation(newspaper is a broader name).
EXAMPLE 1 Ice cream cake cut into equal parts .
The compound noun “ice cream cake” is based on the main, more general word “cake”, masculine, therefore: Ice cream cake cut into equal parts
EXAMPLE 2 The story “Children of the Dungeon” was written by V.G. Korolenko. .
The conventional name is an application, so the predicate must be coordinated with the word “story”: The story “Children of the Dungeon” was written by V.G. Korolenko.
EXAMPLE 3 A tiny dog, just a puppy, suddenly barked loudly. .
The subject is the word “dog”, it is feminine, therefore: A tiny dog, just a puppy, suddenly barked loudly.
EXAMPLE 4 Yesterday the young teacher Petrova gave his first lecture. .
The subject is the surname “Petrova”, it is feminine, therefore: Yesterday the young teacher Petrova gave her first lecture.
A) The sentence has homogeneous subjects and one predicate
If the predicate refers to several subjects not connected by conjunctions or connected through a connecting conjunction, then the following forms of coordination are applied:
The predicate, which comes after homogeneous subjects, is usually placed in the plural:
Industry and agriculture in Russia are steadily developing.
The predicate preceding homogeneous subjects usually agrees with the nearest of them:
There was stomping and screaming in the village
If there are disjunctive or adversative conjunctions between subjects, then the predicate is put in the singular.
The fear or momentary fright experienced after just a minute seems funny, strange, and incomprehensible. Not you, but fate is to blame.
Let's look at sentences with errors:
EXAMPLE 1 Passion for sports and a strict daily routine did their job. .
There are two subjects, the predicate comes after a number of homogeneous members, and therefore must be in the plural: Passion for sports and a strict daily routine did the trick.
EXAMPLE 2 It was not reason, but fear that suddenly took possession of me. .
Two subjects, with the conjunction a, the predicate must therefore be singular: It was not reason, but fear that suddenly took possession of me.
EXAMPLE 3 The usual noise and loud voices were heard in the distance. .
There are two subjects, the predicate stands before a number of homogeneous members, therefore it must be in the singular: In the distance the usual noise and loud voices were heard.
B) The combination in the subject of a noun in the nominative case with a noun in the instrumental case (with the preposition c) like “brother and sister”
Placing the predicate in the plural or singular depends on what meaning is given to the phrase: joint action or separate.
When the subject combines a noun in the nominative case with a noun in the instrumental case (with the preposition c) like “brother and sister,” the predicate is put:
in plural, if both named objects (persons) act as equal action producers(both are subjects);
Pasha and Petya waited a long time for their mother to return and were very worried.
singular, if the second object (person) accompanies the main producer of the action ( is a complement):
The mother and child went to the outpatient clinic. Nikolai and his younger sister arrived later than everyone else.
Only in the singular in the presence of the words TOGETHER, TOGETHER:
The father and mother went out of town.
Only in the singular with a subject expressed by the pronoun I, YOU
I'll come with a friend; you and your mom had a fight
Let's look at sentences with errors:
EXAMPLE 1 My brother and his friends went to the beach. .
With the word “together” the predicate cannot be in the plural: My brother and his friends went to the beach.
EXAMPLE 2 Ruslan and I will come to class today. .
With the subject I (+someone else), the predicate cannot be in the plural: Ruslan and I will come to class today. Or: Ruslan and I will come to class today.
EXAMPLE 3 You and your sister will live in this room. .
With the subject you (+ someone else), the predicate cannot be in the plural: You and your sister will live in this room.Or: You and your sister will live in this room.
C) the incorrect construction of the sentence with indirect speech in sentence 7 is that when trying to convey indirect speech, the pronouns and associated verbs remained unchanged.
Let's give the correct spelling: Tonya solemnly promised that she would not give me away to anyone.
Rule 7.9.2
7.9 IMPROPER CONSTRUCTION OF SENTENCES WITH ANOTHER SPEECH
This task tests students' ability to correctly construct sentences with quotations and indirect speech: out of 9 sentences on the right, you need to find one that contains an error.
The rules set out below will deal with quoting and indirect speech, these are very close, but not identical units.
In everyday life, especially often in oral speech, we often use the transmission of someone’s words on our own behalf, the so-called indirect speech.
Sentences with indirect speech are complex sentences consisting of two parts (the words of the author and indirect speech), which are connected by conjunctions what, as if to, or pronouns and adverbs who, what, which, how, where, when, why etc., or a particle whether.
For example: They told me it was my brother. She demanded that I look into her eyes and asked if I remembered minnows, our little quarrels, picnics. We talked about how the birds I caught lived.
Sentences with indirect speech serve to convey someone else's speech on behalf of the speaker, and not the one who actually said it. Unlike sentences with direct speech, they convey only the content of someone else's speech, but cannot convey all the features of its form and intonation.
Let's try to restore the sentences: from indirect speech we will translate into sentences with direct speech:
They told me it was my brother. - They told me: “It was your brother.”
She demanded that I look into her eyes and asked if I remembered minnows, our little quarrels, picnics. - She said: “Look me in the eyes!” And then she demanded: “Do you remember the minnows, our meetings, our quarrels, picnics? Do you remember?
A friend asked: “How do the birds you caught live?”
As can be seen from the examples, the sentences coincide only in meaning, but the verbs, pronouns, and conjunctions change. Let us consider in detail the rules for translating direct speech into indirect speech: this is very important both for writing an essay and for completing task 7.
7.9.1 Basic rule:
When replacing sentences with direct speech with sentences with indirect speech, special attention should be paid to the correct use of personal and possessive pronouns, as well as verbs associated with them, since in indirect speech we convey other people’s words on our own behalf.
| Sentence with direct speech | Correctly formed indirect speech | Incorrectly formed indirect speech |
| The father said: " I I'll be back late." | Father said that He true yeah It's late. | My father said that I would be back late. |
| We asked: “A You where did you come from? | We asked where He I arrived. | We asked “where did you come from?” |
| I admitted: " Yours Mikhail took the books.” | I admitted that their Mikhail took the books. | I admitted that “Mikhail took your books.” |
| The children shouted: " We not guilty!" | The children shouted that They not guilty. | The children shouted that “it’s not our fault.” |
| Please note that that quotation marks can help to detect an error, but you cannot rely solely on them, since quotation marks appear both in the application and in sentences with quotes without errors, and not in all tasks. | ||
7.9.2 There are a number of additional rules,
related to the peculiarity of translating direct speech into indirect speech, their compliance is also checked in task 7.a) If direct speech is a declarative sentence,
What. Example: The secretary replied: “I complied with the request.” – The secretary replied that he complied with the request. The pronoun has been changed!
b) If direct speech is an interrogative sentence,
then when replacing it with a subordinate clause, the role of subordinating conjunctions is played by interrogative pronouns, adverbs, particles, which stood in direct question. There is no question mark after an indirect question. Example: “What did you manage to accomplish?” - the teacher asked the students. – The teacher asked the students what they had accomplished so far. The pronoun has been changed!
c) When in direct speech - an interrogative sentence there are no interrogative pronouns, adverbs, particles,
when replacing it with an indirect one, the particle is used for communication whether. Example: “Are you correcting the text?” - the secretary asked impatiently. – The secretary asked impatiently if we were correcting the text. The pronoun has been changed!
d) If direct speech is an exclamatory sentence with a call to action,
then it is replaced by an explanatory subordinate clause with the conjunction to. Example: The father shouted to his son: “Come back!” - The father shouted to his son to come back. Pronoun added!e) Particles and words that are not grammatically related to the members of the sentence
(addresses, interjections, introductory words, complex sentences) and contained in direct speech are omitted when replacing it with indirect speech. Example: “Ivan Petrovich, draw up an estimate for the next quarter,” the director asked the chief accountant. – The director asked the chief accountant to draw up an estimate for the next quarter.
7.9.3. Special rules for citing.
When writing essays, there is often a need to quote either the desired fragment of the source text, or to quote a statement from memory, organically including the quotation in a sentence. There are three ways to introduce a quote into your speech:
1) using direct speech, observing all punctuation marks, for example: Pushkin said: “All ages are submissive to love” or “All ages are submissive to love,” said Pushkin. This is the easiest way, but it is not always convenient. Such sentences will be found as true!
2) using subordinate clause, that is, using conjunctions, for example: Pushkin said that “all ages are submissive to love”. Please note the changed punctuation. This method no different from the transmission of indirect speech.
3) a quote can be included in your text using introductory words, for example: As Pushkin said, “all ages are submissive to love”.
Note that in nothing can be changed from the quote: what is enclosed in quotation marks is conveyed absolutely accurately, without any distortion. If you need to include only part of a quotation in your text, special characters are used (ellipses, various types of brackets), but this is not relevant to this task, since there are no punctuation errors in task 7.
Let's look at some features of citation.
a) How to avoid a mistake if there is a quote with a pronoun?
On the one hand, quotes cannot be changed, on the other hand, the pronoun cannot be left. If you just paste a quote, there will be errors: Napoleon once remarked that " I I can lose this battle, but I can’t lose a minute.”. Or like this: In his memoirs, Korolenko wrote that he always “ I I saw undoubted intelligence in Chekhov’s face.”
In both sentences you need:
firstly, replace the pronoun “I” with “HE” and exclude the pronoun from the quote:
secondly, change the verbs by associating them with new pronouns and also exclude them from the quote, so we know that nothing can be changed.
With such changes, the quotes will certainly “suffer”, and if we can keep the second sentence in this form: Korolenko wrote that He always “saw undoubted intelligence in Chekhov’s face”, then Napoleon’s statement cannot be preserved. Therefore, we safely remove the quotation marks and replace the quote with indirect speech: Napoleon once remarked that he can lose this battle, but not Maybe lose a minute.
b) Particularly noteworthy are cases of erroneous combination of two ways of introducing a quotation in a sentence,
which causes a grammatical error. As we already know, a quotation can be introduced either as a subordinate clause or using introductory words. This is what happens when two methods are combined:
Wrong: According to Maupassant, What“love is strong as death, but fragile as glass”.
Right: According to Maupassant, “love is strong as death, but fragile as glass.”
Wrong: As P.I. Tchaikovsky stated, What“inspiration is born only from work and during work”.
Right: As P.I. Tchaikovsky argued, “inspiration is born only from work and during work.”
Thus, we formulate the rule: When using introductory words, the conjunction is not used.
c) In students’ works there are also cases when a quotation is introduced using introductory words,
but direct speech is framed as a separate sentence. This is not only a violation of punctuation, it is a violation of the rules for constructing a sentence with a quotation.Wrong: According to Antoine de Saint-Exupéry: “Only the heart is vigilant: you cannot see the most important things with your eyes.”
Right: According to Antoine de Saint-Exupéry, “only the heart is vigilant: you cannot see the most important things with your eyes.”
Wrong: According to L. N. Tolstoy: “Art is the highest manifestation of power in man”.
Right: According to L.N. Tolstoy, “art is the highest manifestation of power in man.”
D) the violation in the construction of a sentence with a participial phrase in sentence 3 is caused by the fact that the participle “convinced” does not agree with its main word. And the whole sentence needs to be restructured to make it more clear.
Let's give the correct spelling: Bryusov, (what?) Convinced that the future belongs to art, expressing the experiences of a bright and independent personality, is carried away by decadence.
Rule clause 7.1.1-7.1.2
7.1. USE OF PARTICIPAL SPEECHES
INTRODUCTION
A participial phrase is a participle with dependent words. For example, in the sentence Graduates who successfully pass the exam become applicants
word Graduates- the main word,
those who passed - participle,
those who passed (how?) successfully and passed (what?) the exam are participle-dependent words.
Thus, the participle phrase in this sentence is successfully passed the exam. If you change the word order and write the same sentence differently, placing the turn before main word ( Successfully passed the exam Graduates become applicants), only the punctuation will change, but the phrase remains unchanged.
Very important: before starting work with task 7 to find errors in a sentence with a participle, we advise you to solve and study task 16, which tests the ability to put commas with correctly constructed participial and participial phrases.
The goal of the task is to find one such sentence in which grammatical norms are violated when using a participial phrase. Of course, the search must begin with finding the sacrament. Remember that the participle you are looking for must be in its full form: the short form never forms a participial phrase, but is a predicate.
To successfully complete this task you need to know:
- rules for agreeing the participle and the main (or qualified) word;
- rules for the location of the participial phrase in relation to the main word;
- time and type of participles (present, past; perfect, imperfect);
- participle voice (active or passive)
Please note that that in a sentence with a participial phrase, not one, but two or even three errors can be made.
Note for teachers: keep in mind that the authors of various manuals have different points of view on classification, as well as on the types of errors that can be classified as a certain type. The classification adopted at RESHU is based on the classification of I.P. Tsybulko.
We classify all types of possible grammatical errors when using participial phrases.
7.1.1 Violation of agreement between the participle and the word being defined
The rule according to which single participles (as well as those included in the participle phrase) are consistent with the main (= defined) word, requires the participle to be placed in the same gender, number and case as the main word:
About children (which ones?) returning from a trip; for an exhibition (WHAT?) being prepared at the museum.
Therefore, we simply find a sentence in which there is a full participle, and its ending does not correspond to (or) gender, (or) case, (or) number of the main word.
Type 1, the lightest
I had the opportunity to communicate with guests, those present at the opening of the exhibition.
What is the reason for the error? The participle is not consistent with the word to which it must obey, that is, the ending must be different. We pose a question from a noun and change the ending of the participle, that is, we agree on the words.
I had a chance to chat with guests(what MIMI?), present at the opening of the exhibition.
In these examples, the noun and its participle are next to each other, the error is easy to see. But this doesn't always happen.
Type 2, more difficult
Consider sentences with grammatical errors.
I want to find the words to the song heard recently.
These sentences contain two nouns: author, book; lyrics. Which of them has a participle phrase attached to it? We think about the meaning. What was published, the author or his book? What do you want to find, words or a song?
Here is the corrected version:
I want to find the words of the song (Which one?), HEARD recently.
Type 3, even more difficult
The endings of participles sometimes fulfill a very important meaning-distinguishing mission.. Let's think about the meaning!
Let's compare two sentences:
The sound of the sea (what kind?), which woke me up, was very strong. What woke you up? It turns out that the sea. The sea cannot wake you up.
The noise (what?) of the sea that woke me up was very strong. What woke you up? It turns out that noise. And the noise can wake you up. This is the right option.
I heard the heavy steps (what?) of a bear, chasing me. Footsteps cannot pursue.
I heard the heavy steps of a bear (WHAT?), chasing me. The bear may chase. This is the right option.
Children of employees (which ones?), having any diseases, receive discounted vouchers to the sanatorium. The participle “having” refers to the word “employees.” It turns out that employees will be sick, and the children of sick employees will receive vouchers. This is the wrong option.
Children (what?) of employees, having any diseases, receive discounted vouchers to the sanatorium. The participle “having” refers to the word “children,” and we understand that it is the children who have illnesses and they need vouchers.
Type 4, variant
Often there are sentences in which there are phrases of two words, the first of which is part of the whole indicated by the second, for example: each of their participants, one of all, any of those named, some of them, some of the gifts.. A participial phrase can be attached to each of the nouns, depending on the meaning: in such phrases, the participle (participial phrase) can be agreed with any word. It would be an error if the participle “freezes” and has no connection with any of the words.
Consider sentences with grammatical errors.
Each participant who received the maximum number of points was given the right to perform one more number.
The participle can be agreed with both the word “to each” and the word “participants”.
Each (which one?) of the participants, who received the maximum number of points, was given the right to perform one more number
Each of the participants (which ones?), who received the maximum number of points, was given the right to perform one more number.
Please note that an error would be a discrepancy between NEITHER the first word and NOR the second:
Incorrect: Each of the participants who received... or Each of the participants who received... This is not possible.
In explanations of RESHU, the variant of agreement with the ending IM is more often used.
Similarly true: Part of the books (which ones?), received as a gift, will go as a gift.
Or Part (what) of books, received as a gift, will go as a gift.
Incorrect: Some of the books received as a gift will be given as a gift.
NOTE: This type of error when checking essays is considered a coordination error.
7.1.2 Participial phrase and place of the main word
In correctly constructed sentences with participial phrases the main (or qualifying word) cannot stand inside a participial phrase. His place is either before or after him. Remember that this depends on the placement of punctuation marks!!!
Consider sentences with grammatical errors.
It is necessary to carefully check the sent documentation for examination.
We walked along the strewn alley fallen leaves.
Presenter Street the city was free.
Created novel by a young author caused lively debate.
note: With this construction of the sentence, it is completely unclear whether to put a comma.
Here is the corrected version:
Must be checked carefully documentation, sent for examination. Or: Need to check carefully sent for examination documentation.
We walked along alley, strewn with fallen leaves. Or: We walked along strewn with fallen leaves alley.
Street, leading to the city, was free. Or: Leading into the city Street was free.
7.1.3. Participle phrases including irregular forms of participles
In accordance with the norms for the formation of participles, the modern Russian literary language does not use forms of participles in –shchy, formed from perfective verbs with the meaning of the future tense: there are no words pleasing, helping, reading, able. According to the editors of I DECIDE, such erroneous forms should be presented in task 6, but since in the manuals of I.P. Tsybulko there are similar examples, we consider it important to note this type too.
Consider sentences with grammatical errors.
Until I found person, who can help me.
A valuable prize awaits participant, who finds the answer to this question.
These sentences need to be corrected because future participles are not formed from perfect verbs. There is no future tense for participles..
Here is the corrected version:
We replace the non-existent participle with a verb in the conditional mood.
Until I found a person who can help me.
A valuable prize awaits the person who finds the answer to this question.
7.1.4. Participle phrases including irregular forms of voice of participles
This type of error was present in the Unified State Exam assignments of previous years (before 2015). In the books of I.P. Tsybulko 2015-2017 there are no such tasks. This type is the most difficult to recognize, and the error is due to the fact that the participle is used in the wrong voice, in other words, the active is used instead of the passive.
Consider sentences with grammatical errors.
Documentation, heading for examination,
Contest, organized by the organizers
Foam, pouring into the bath, has a pleasant aroma.
Here is the corrected version:
Documentation, sent for examination, needs to be checked carefully.
Contest, conducted by the organizers, the participants really liked it.
The foam that we pour into the bath has a pleasant aroma.
D) the violation in the construction of the sentence with the participial phrase in sentence 2 is that the gerund participle “going” was mistakenly assigned to the predicate “refreshed”. It turned out that the air was refreshing, walking. And this is pointless.
Let's give the correct spelling: As we walked along the coast, the sea air pleasantly refreshed our faces.
Rule 7.8.1 TYPE 1
7.8. USE OF PARICIPLES. ERRORS DURING USAGE
INTRODUCTION
A participial phrase is a participle with dependent words.
A gerund always denotes an additional action that occurs in parallel with the main one, for example: the man walked (main action), waving his arms(additional, what while doing); the cat fell asleep (main action), tucking its paws (additional action, what did you do?)
Participles answer the question: What are you doing? (imperfect form) and what did you do? (perfect view). Along with this question, you can also ask questions How? how? for what purpose? and the like. A participle always denotes a sign of an action, that is, it describes how the main action occurs.
We classify all types of possible grammatical errors when using participles.
7.8.1 Participial phrase in a sentence with a subject
The general rule for using participial phrases is as follows: The gerund and the predicate must denote the actions of the same person, that is, the subject. This person performs two actions: one main, the second additional. The gerund should be easily replaced by the second verb: sat down, laid out the textbooks - sat down and laid them out; looked, smiling - looked and smiled.
TYPE 1. Participle and verbal predicate, expressed by a verb without a postfix -sya
Consider sentences with grammatical errors.
Slipping on the ice, the guy who happened to be nearby picked me up.
Passing under the house, an icicle almost fell on me.
In each of the sentences there were two characters: in the first, someone slipped and someone caught him; in the second: someone was passing and someone almost fell. But due to an error in the construction, it turns out that the guy caught it after slipping; The icicle almost fell off as it passed.
With this construction, the participle is mistakenly attributed to one character, and the predicate to another, which violates the basic rule. To avoid mistakes, you need to ensure that the gerund and predicate refer to the same person.
When I slipped on the ice, the guy next to me caught me.
When I walked under the house, an icicle almost fell on me.
TYPE 2. The gerund refers to the predicate in the form of a short passive participle
Having written the poem “Death of a Poet”, Lermontov's fate was determined.
Analyzing the poetic text, I was absolutely correct in determining its size.
As in type 1, the gerund and predicate refer to different persons. Due to an error in construction, it turns out that fate was determined by writing; size is determined having analyzed. The predicate is a short passive participle.
If the predicate is expressed by a short participle, it means that the subject itself does not perform the action, something is done to it. With this form of the predicate gerund there cannot be.
Here are the options for the corrected proposals:
When Lermontov wrote the poem “The Death of a Poet,” his fate was determined.
When I analyzed poetic text, I determined its size absolutely correctly.
TYPE 3. The participial phrase is attached to the predicate-reflexive verb in the passive meaning, which has a postfix Xia
Let's look at sentences with grammatical errors.
Usually, creating your own work, it expresses Xia the author's attitude to life and people.
Having received an education, students guide Xia senior master for practice.
As in type 2, the subject in such a sentence does not actually perform the action itself: attitude expresses Xia(by someone); displays Xia(by someone); guide Xia(by someone). But ah if there is no action, then there cannot be an additional, additional, expressed by a gerund. We replace the participial phrase with a subordinate clause.
Here are the options for the corrected proposals:
Usually, when a work is created, it expresses the author’s attitude towards life and people. Or: Creating a work, the author always expresses his attitude towards life and people.
When students complete their education, they are sent to practice by a senior master.
7.8.2. Participial phrase in a sentence without a subject
It often happens that the subject performing both actions may not be formally expressed, that is, there is no subject in the sentence. In this case we are talking about one-part sentences. It is these types that cause the greatest difficulty in finding errors.
TYPE 4. Participial phrase in an impersonal sentence (except type 7)
Consider sentences with grammatical errors.
Sending a rather important telegram, I didn't have enough money.
He was sad.
There is no subject, the actor is expressed by a pronoun to me(this is the dative case). The use of participles in impersonal sentences is unacceptable. You can: either make a subordinate clause from an adverbial clause, or make an ordinary one from an impersonal one, with a subject.
The exception is sentences with an infinitive verb, see type 7.
Here are the options for the corrected proposals:
When I sent a rather important telegram, I did not have enough money.
Refusing to conduct an experiment, he felt sad.
TYPE 5. Participial turnover in an indefinite-personal sentence
Let's look at sentences with grammatical errors.
Having received a good education, Griboyedov was sent as secretary of the diplomatic mission to Persia.
Without finishing the report, the head of the department was asked to go on a business trip.
There cannot be an adverbial phrase with a subject if it is not defined. This situation occurs in vaguely personal sentences with a verb in the past tense plural form.
Who directed? who received it? who suggested? who didn't finish the report? Unclear. We replace the phrase with a subordinate clause or rearrange it so that it is clear who received the education and who completed the report.
Here are the options for the corrected proposals:
When Griboyedov received a good education, he was sent as secretary of the diplomatic mission to Persia.
Without finishing the report, the head of the department received an offer to go on a business trip.
7.8.3. Participial phrase in a sentence without a subject. Permitted techniques.
Due to the fact that the tasks may also contain correct sentences with participles, we consider it important to place a table with examples and rules that are not found in the erroneous ones. Everything in this table is allowed.
TYPE 6. The participial phrase refers to the verb in the imperative mood
When crossing the street, pay close attention to traffic.
Having received a task for an adverbial phrase, check whether it contains a request, order or advice.
There is no subject in sentences. But It is allowed to use participial phrases in sentences where a verb is used in the imperative mood: follow, go, write, search, and so on. It turns out that both the phrase and the predicate refer to the same person, to whom we advise to do something. It's easy to substitute a pronoun You: you follow, moving; you check after receiving.
TYPE 7. Participial phrase refers to the infinitive
Consider proposals without errors.
Walking through the autumn forest, it’s pleasant to inhale the intoxicating aroma of fallen leaves.
When submitting your work, you should check it carefully.
Despite the fact that there is no subject (impersonal sentence) It is permissible to use an adverbial phrase if it refers to the infinitive: while walking, inhale; reading, sitting; dreaming, dozing; dozing, dreaming.
Not all manuals allow this rule: in some of them, the infinitive is necessarily required, it is possible, it is necessary, it follows, and others (the so-called modal words). In any case, sentences like: when rewriting, you should mark; having started, one must finish; having received, it is necessary to do, will be ERROR FREE.
TYPE 8. Participial turnover in a definite-personal or generalized-personal sentence
Let's look at the sentences without errors.
Gathering at the family table in my parents' house, we always remember grandma’s pies and tea with viburnum and mint.
Planning your upcoming vacation, carefully calculate the family budget.
There is no subject, but a sentence definitely personal, easy to substitute a pronoun We. You can turn it around! It refers to the implied person: we remember as we gather; we calculate by planning.
Answers in order according to letters:
| A | B | IN | G | D |
| 9 | 6 | 7 | 3 | 2 |
Answer: 96732
History of the study of hyperventilation syndrome (HVS). The first clinical description of HVS belongs to Da Costa (1842), who summarized his observations of soldiers participating in the civil war. He observed breathing disorders and various associated unpleasant sensations in the heart area, calling them “soldier’s heart”, “irritable heart”. The connection between pathological symptoms and physical activity was emphasized, hence another term - “effort syndrome”. In 1918, Lewis proposed another name, “neurocirculatory dystonia,” which is still widely used by therapists. Manifestations of HVS such as paresthesia, dizziness, and muscle spasms have been described; a connection between increased breathing (hyperventilation) and muscular-tonic and tetanic disorders has been noted. Already in 1930, it was shown that pain in the heart area with Da Costa syndrome is not only associated with physical activity, but also with hyperventilation as a result of emotional disturbances. These observations were confirmed during the Second World War. Hyperventilation manifestations were noted in both soldiers and civilians, which indicated the importance of psychological factors in the genesis of HVS.
Etiology and pathogenesis. In the 80-90s of the twentieth century, it was shown that hot water supply is part of the structure of the psychovegetative syndrome. The main etiological factor is anxiety, anxiety-depressive (less often, hysterical) disorders. It is mental disorders that disrupt normal breathing and lead to hyperventilation. The respiratory system, on the one hand, has a high degree of autonomy, on the other, a high degree of learning ability and a close connection with the emotional state, especially anxiety. These features underlie the fact that HVS is in most cases of psychogenic origin; extremely rarely it is caused by organic neurological and somatic diseases - cardiovascular, pulmonary and endocrine.
Complex biochemical changes play an important role in the pathogenesis of HVS, especially in the calcium-magnesium homeostasis system. Mineral imbalance leads to an imbalance in the respiratory enzyme system and contributes to the development of hyperventilation.
The habit of breathing incorrectly is formed under the influence of cultural factors, past life experiences, as well as stressful situations suffered by the patient in childhood. The peculiarity of childhood psychogenies in patients with HVS is that they often involve impaired respiratory function: children witness dramatic manifestations of attacks of bronchial asthma, cardiovascular and other diseases. In the past, patients themselves often have an increased load on the respiratory system: running, swimming, playing wind instruments, etc. In 1991, I. V. Moldovanu showed that with HVS there is instability of breathing, a change in the ratio between the duration of inhalation and exhalation.
Thus, the pathogenesis of HVS appears to be multilevel and multidimensional. A psychogenic factor (most often anxiety) disrupts normal breathing, resulting in hyperventilation. An increase in pulmonary and alveolar ventilation leads to stable biochemical changes: excessive release of carbon dioxide (CO 2) from the body, the development of hypocapnia with a decrease in the partial pressure of CO 2 in the alveolar air and oxygen in the arterial blood, as well as respiratory alkolosis. These shifts contribute to the formation of pathological symptoms: impaired consciousness, autonomic, muscular-tonic, algic, sensory and other disorders. As a result, mental disorders increase and a pathological circle is formed.
Clinical manifestations of HVS. HVS can be paroxysmal in nature (hyperventilation crisis), but more often hyperventilation disorders are permanent. HVS is characterized by a classic triad of symptoms: respiratory disorders, emotional disturbances and muscular-tonic disorders (neurogenic tetany).
The first are represented by the following types:
- "empty breath";
- violation of breathing automaticity;
- labored breathing;
- hyperventilation equivalents (sighs, coughing, yawning, sniffling).
- Emotional disorders are manifested by feelings of anxiety, fear, and internal tension.
Muscular-tonic disorders (neurogenic tetany) include:
- sensory disturbances (numbness, tingling, burning);
- convulsive phenomena (muscle spasms, “obstetrician’s hand”, carpopedal spasms);
- Chvostek syndrome II-III degree;
- positive Trousseau test.
In the first type of respiratory disorder - “empty breath” - the main sensation is dissatisfaction with inhalation, a feeling of lack of air, which leads to deep breaths. Patients constantly lack air. They open the vents and windows and become “air maniacs.” Respiratory disorders intensify in agoraphobic situations (subway) or social phobia (exam, public speaking). Breathing in such patients is frequent and/or deep.
In the second type - a violation of the automaticity of breathing - patients have a feeling of stopping breathing, so they continuously monitor the act of breathing and are constantly involved in its regulation.
The third type - shortness of breath syndrome - differs from the first option in that breathing is felt by patients as difficult and performed with great effort. They complain of a “lump” in the throat, failure of air to pass into the lungs, and constriction of breathing. This variant is called "atypical asthma." Objectively, increased breathing and irregular rhythm are noted. The act of breathing uses the respiratory muscles. The patient looks tense and restless. Examination of the lungs does not reveal any pathology.
The fourth type - hyperventilation equivalents - is characterized by periodically observed sighs, coughing, yawning, and sniffling. These manifestations are sufficient to maintain prolonged hypocapnia and alkalosis in the blood.
Emotional disturbances in HVS are mainly of an anxious or phobic nature. The most common disorder is generalized anxiety disorder. It, as a rule, is not associated with any specific stressful situation - the patient experiences various mental (feelings of constant internal tension, inability to relax, anxiety over trifles) and somatic manifestations for a long time (more than 6 months). Among the latter, respiratory disorders (usually “empty breath” or hyperventilation equivalents - coughing, yawning) may form the core of the clinical picture - along with, for example, algic and cardiovascular manifestations.
Respiratory disturbances reach a significant degree during a panic attack, when a so-called hyperventilation crisis develops. Disorders of the second and third types are more common - loss of automatic breathing and difficulty breathing. The patient experiences a fear of suffocation and other symptoms characteristic of a panic attack. To diagnose a panic attack, four of the following 13 symptoms must be observed: palpitations, sweating, chills, shortness of breath, suffocation, pain and discomfort in the left side of the chest, nausea, dizziness, a feeling of derealization, fear of going crazy, fear of death, paresthesia, waves heat and cold. An effective method for relieving a hyperventilation crisis and other symptoms associated with respiratory failure is breathing into a paper or plastic bag. In this case, the patient breathes his own exhaled air with a high content of carbon dioxide, which leads to a decrease in respiratory alkalosis and the listed symptoms.
Agoraphobia is often the cause of HVS. This is fear that arises in situations that the patient regards as difficult to help him. For example, a similar condition can occur in the subway, store, etc. Such patients, as a rule, do not leave home unaccompanied and avoid these places.
A special place in the clinical picture of HVS is occupied by an increase in neuromuscular excitability, manifested by tetany. Tetanic symptoms include:
- sensory disorders in the form of paresthesia (numbness, tingling, crawling, buzzing, burning sensations, etc.);
- convulsive muscular-tonic phenomena - spasms, contractions, tonic convulsions in the hands, with the phenomenon of “obstetrician’s hand” or carpopedal spasms.
These manifestations often occur in the picture of a hyperventilation crisis. In addition, increased neuromuscular excitability is characterized by Chvostek's symptom, a positive Trousseau cuff test and its variant, the Trousseau-Bahnsdorff test. The characteristic electromyographic (EMG) signs of latent muscle tetany are essential in the diagnosis of tetany. An increase in neuromuscular excitability is caused by the presence in patients with HVS of a mineral imbalance of calcium, magnesium, chlorides, and potassium, caused by hypocapnic alkalosis. There is a clear connection between increased neuromuscular excitability and hyperventilation.
Along with the classic manifestations of HVS, paroxysmal and permanent, there are other disorders characteristic of the psychovegetative syndrome as a whole:
- cardiovascular disorders - pain in the heart, palpitations, discomfort, chest compression. Objectively, lability of pulse and blood pressure, extrasystole are noted, and on the ECG - fluctuation of the ST segment; acrocyanosis, distal hyperhidrosis, Raynaud's phenomenon;
- disorders of the gastrointestinal tract: increased intestinal motility, belching of air, bloating, nausea, abdominal pain;
- changes in consciousness, manifested by a feeling of unreality, lipothymia, dizziness, blurred vision, in the form of fog or a grid before the eyes;
- algic manifestations, represented by cephalgia or cardialgia.
So, to diagnose hot water supply, confirmation of the following criteria is necessary:
- The presence of polymorphic complaints: respiratory, emotional and muscular-tonic disorders, as well as additional symptoms.
- Absence of organic nervous and somatic diseases.
- Presence of psychogenic history.
- Positive hyperventilation test.
- Disappearance of symptoms of hyperventilation crisis when breathing into a bag or inhaling a mixture of gases (5% CO 2).
- Presence of tetany symptoms: Chvostek's sign, positive Trousseau test, positive EMG test for latent tetany.
- Change in blood pH towards alkalosis.
Treatment of hot water supply
Treatment of hot water supply is comprehensive and is aimed at correcting mental disorders, teaching proper breathing, and eliminating mineral imbalances.
Non-drug methods
- The essence of the disease is explained to the patient, they are convinced that it is curable (the origin of the symptoms of the disease, especially somatic ones, and their relationship with the mental state are explained; they are convinced that there is no organic disease).
- It is recommended to quit smoking and drink less coffee and alcohol.
- Breathing exercises are prescribed to regulate the depth and frequency of breathing. To carry it out correctly, several principles must be observed. First, switch to diaphragmatic abdominal breathing, during which the “inhibitory” Hering-Breuer reflex is activated, causing a decrease in the activity of the reticular formation of the brain stem and, as a result, muscle and mental relaxation. Secondly, maintain certain relationships between inhalation and exhalation: inhalation is 2 times shorter than exhalation. Thirdly, breathing should be rare. And finally, fourthly, breathing exercises should be carried out against the background of mental relaxation and positive emotions. At first, breathing exercises last for several minutes, then for quite a long time, forming a new psychophysiological breathing pattern.
- For severe hyperventilation disorders, breathing into a bag is recommended.
- Autogenic training and breathing-relaxation training are shown.
- Psychotherapeutic treatment is highly effective.
- Among the instrumental non-drug methods, biofeedback is used. The feedback mechanism with the objectification of a number of parameters in real time allows you to achieve more effective mental and muscle relaxation, as well as regulate your breathing pattern more successfully than with autogenic training and breathing-relaxation training. The biofeedback method has been successfully used for many years in the Clinic of Headache and Autonomic Disorders named after. acad. A. Veina for the treatment of hyperventilation disorders, panic attacks, anxiety and anxiety-phobic disorders, as well as tension headaches.
Medicinal methods
Hyperventilation syndrome refers to psychovegetative syndromes. Its main etiological factor is anxiety, anxiety-depressive and phobic disorders. Psychotropic therapy has priority in its treatment. In the treatment of anxiety disorders, antidepressants are more effective than anxiolytic drugs. Patients with anxiety disorders should be prescribed antidepressants with pronounced sedative or anxiolytic properties (amitriptyline, paroxetine, fluvoxamine, mirtazapine). The therapeutic dose of amitriptyline is 50-75 mg/day; to reduce side effects: lethargy, drowsiness, dry mouth, etc., the dose should be increased very slowly. Selective serotonin reuptake inhibitors have better tolerability and fewer unwanted side effects. The therapeutic dose of fluvoxamine is 50-100 mg/day, paroxetine is 20-40 mg/day. Their most common unwanted side effects include nausea. To prevent it or more successfully overcome it, it is also recommended to prescribe the drug at half the dosage at the beginning of therapy and take it with meals. Given the hypnotic effect of fluvoxamine, the drug should be prescribed in the evening; Paroxetine has less pronounced hypnogenic properties, so it is often recommended to take it with breakfast. The four-cyclic antidepressant mirtazapine has a pronounced anti-anxiety and hypnotic effect. It is usually prescribed at bedtime, starting with 7.5 or 15 mg, gradually increasing the dose to 30-60 mg/day. When prescribing balanced antidepressants (without pronounced sedative or activating effects): citalopram (20-40 mg/day), escitalopram (10-20 mg/day), sertraline (50-100 mg/day), etc., their combination is possible for a short period of 2-4 weeks with anxiolytics. The use of such a “benzodiazepine bridge” in some cases makes it possible to speed up the onset of action of psychotropic therapy (this is important, given the delayed effect of antidepressants by 2-3 weeks) and to overcome the increase in anxiety symptoms that temporarily arise in some patients at the beginning of therapy. If the patient has hyperventilation crises during an attack, along with breathing into the bag, anxiolytics should be taken as abortive therapy: alprazolam, clonazepam, diazepam. The duration of psychotropic therapy is 3-6 months, if necessary up to 1 year.
Psychotropic drugs, along with a positive therapeutic effect, also have a number of negative properties: unwanted side effects, allergization, development of addiction and dependence, especially to benzodiazepines. In this regard, it is advisable to use alternative means, in particular, means that correct mineral imbalance, which is the most important symptom-forming factor in hyperventilation disorders.
As agents that reduce neuromuscular excitability, drugs that regulate calcium and magnesium metabolism are prescribed. The most commonly used are ergocalciferol (vitamin D 2), Calcium-D 3, as well as other medications containing calcium for 1-2 months.
The generally accepted view is that magnesium is an ion with clear neurosedative and neuroprotective properties. Magnesium deficiency in some cases leads to increased neuro-reflex excitability, decreased attention, memory, convulsive attacks, impaired consciousness, heart rhythm, sleep disorders, tetany, paresthesia, and ataxia. Stress - both physical and mental - increases the need for magnesium in the body and causes intracellular magnesium deficiency. A state of stress leads to depletion of intracellular magnesium reserves and its loss in the urine, since an increased amount of adrenaline and norepinephrine promotes its release from cells. Magnesium sulfate has been used in neurological practice for a long time as an antihypertensive and anticonvulsant. There are studies on the effectiveness of magnesium in the treatment of the consequences of acute cerebrovascular accident and traumatic brain injury, as an additional remedy for epilepsy, and the treatment of autism in children.
Magne B 6 contains magnesium lactate and pyridoxine, which additionally potentiates the absorption of magnesium in the intestine and its transport into cells. The implementation of the sedative, analgesic and anticonvulsant effects of magnesium-containing drugs is based on the property of magnesium to inhibit excitation processes in the cerebral cortex. Prescribing Magne B 6 both as monotherapy, 2 tablets 3 times a day, and in complex therapy in combination with psychotropic drugs and non-drug treatment methods, leads to a decrease in the clinical manifestations of HVS.
For questions regarding literature, please contact the editor.
E. G. Filatova, Doctor of Medical Sciences, Professor
MMA im. I. M. Sechenova, Moscow
The banking sector, like no other, understands that it is necessary to control the activities of employees. Managers assess the risks of information leakage due to staff reductions, think about how new top managers will perform, promising that with their arrival client portfolios and revenue volumes will begin to grow, and line employees will stop surfing social networks through their mobile devices.
From May 1 of this year, the recommendations of the Bank of Russia on combating internal violators come into effect. According to the regulator, it is employees who, having legal access to information, have sufficient opportunities to cause damage to a financial organization. According to Artem Sychev, Deputy Head of the Main Directorate for Security and Information Protection of the Central Bank, the regulator plans to make these advisory measures a mandatory standard. The Central Bank recommends that banks monitor the transfer of information by email, copying to external media and the use of public cloud services. Banks must block Skype, ICQ, WhatsApp, Viber instant messengers on PCs where confidential information is processed.
How to prevent information leakage and delicately monitor the work of employees? How to find the optimal information system? Which software should you give preference to - Western or domestic? We asked experts in the field of information security to answer these questions.
“The system of secret control over employees (DLP) is one of the effective tools. These systems allow you to control the transfer of sensitive information beyond the protected perimeter of the information system. The use of this kind of tools makes it possible to carry out a number of additional tasks, for example, to control the sending of large amounts of data and the loading of information transmission channels. Often, DLP systems, in addition to information security, are also used in personnel services to assess the employment of personnel and monitor presence in the workplace. As for delicacy, a number of documents signed by an employee upon employment spell out all the legal aspects of using DLP systems,” explains Roman Semenov, head of the consulting and audit department of the integrator company ARinteg.
“If a bank needs to monitor employees behind the scenes, modern systems allow agents to be installed on users’ computers in such a way that they do not “slow down” the system and are not detected in processes. In order to offer the optimal solution to its customers, ARinteg first of all conducts an information security audit, and also studies in detail the tasks and goals that the client sets for itself. Next, we propose a system that matches the allocated budget and client requirements. Recently, preference has been given to more budget-friendly systems. But this does not mean at all that they are of poorer quality and do not meet recognized standards,” states Roman Semenov.
“There are many protection systems against internal threats on the market, some of them are so-called DLP, which monitor the movement of data within the corporate network. Such complexes have long proven their effectiveness in preventing information leaks. But if you look at classic DLP from a different angle, the association with a cage within which the user is confined comes to mind. Their main goal is to prevent any malicious activities within the company. The ideology of such systems and the highest point of return on investment is a violator caught red-handed, without which the systems work “idle.” There is a conflict of interests between business and a business tool,” says Viktor Gulevich, business development director of the Stakhanovets company.
“Stakhanovite” is a complex created on a fundamentally different ideology. Preventing information leaks is a powerful tool, but it is far from the only important one. A huge range of functionality is aimed at improving the quality of employee work: analysis of individual and group behavior, identification of “outsiders” and “leaders”, assistance in the implementation of successful work models, identification of atypical behavior. The software package is designed for use not only by the company’s security service, but is also oriented and ready to provide real assistance in the work of managers at all levels, the human resources department and the IT department. This is a solution that can qualitatively improve business without a conflict of interest,” -
emphasizes Victor Gulevich.