How to parse with direct speech. Basics of spelling sentences with direct speech

1. Characterize the sentence according to the purpose of the statement: narrative, interrogative or motivating.
2. By emotional coloring: exclamatory or non-exclamatory.
3. Based on the presence of grammatical basics: simple or complex.
4. Then, depending on whether the sentence is simple or complex:

If simple: 5. Characterize the sentence by the presence of the main members of the sentence: two-part or one-part, indicate which is the main member of the sentence if it is one-part (subject or predicate). 6. Characterize by the presence of minor members of the sentence: widespread or non-common. 7. Indicate whether the sentence is complicated in any way (homogeneous members, address, introductory words) or not complicated. 8. Underline all parts of the sentence, indicate parts of speech. 9. Draw up a sentence outline, indicating the grammatical basis and complication, if any.

If it's complicated: 5. Indicate what kind of connection is in the sentence: union or non-union. 6. Indicate what is the means of communication in a sentence: intonation, coordinating conjunctions or subordinating conjunctions. 7. Conclude what kind of sentence it is: non-union (BSP), complex (SSP), complex (SPP). 8. Parse each part of a complex sentence as a simple one, starting with point No. 5 of the adjacent column. 9. Underline all parts of the sentence, indicate parts of speech. 10. Draw up a sentence outline, indicating the grammatical basis and complication, if any.

Example of parsing a simple sentence

Oral analysis:

Declarative sentence, non-exclamatory, simple, two-part, grammatical basis: pupils and female students studying, common, complicated homogeneous subjects.

Writing:

Declarative, non-exclamative, simple, two-part, grammatical basis pupils and female students studying, common, complicated by homogeneous subjects.

An example of parsing a complex sentence

Oral analysis:

Declarative sentence, non-exclamatory, complex, conjunction, means of communication subordinating conjunction because, complex sentence. The first simple sentence: one-part, with the main member - the predicate didn't ask common, not complicated. Second simple sentence: two-part, grammatical basis my class and I went common, not complicated.

Writing:

Declarative, non-exclamative, complex, conjunction, means of communication subordinating conjunction because, SPP.

1st PP: one-part, with the main member – predicate didn't ask common, not complicated.

2nd PP: two-part, grammatical basis - my class and I went widespread, not complicated.

Example of a diagram (sentence followed by a diagram)

Another parsing option

Parsing. Order in parsing.

In phrases:

1. Select the required phrase from the sentence.
2. We look at the structure - highlight the main word and the dependent word. We indicate which part of speech is the main and dependent word. Next, we indicate in what syntactic way this phrase is connected.
3. And finally, we indicate what its grammatical meaning is.

In a simple sentence:

1. We determine what the sentence is based on the purpose of the statement - narrative, incentive or interrogative.
2. We find the basis of the sentence, establish that the sentence is simple.
3. Next, you need to talk about how this proposal is constructed.
   • Is it two-part or one-part. If it is one-part, then determine the type: personal, impersonal, nominal or indefinitely personal.
   • Common or not common
   • Incomplete or complete. If the sentence is incomplete, then it is necessary to indicate which member of the sentence is missing.
4. If this sentence is complicated in any way, be it homogeneous members or separate members of the proposal, this must be noted.
5. Next you need to analyze the sentence by members, indicating what parts of speech they are. It is important to follow the parsing order. First, the predicate and subject are determined, then the secondary ones, which are included first in the subject, then in the predicate.
6. We explain why punctuation marks are placed in the sentence one way or another.

Predicate

1. We note whether the predicate is a simple verb or a compound (nominal or verbal).
2. Indicate how the predicate is expressed:
   • simple - what form of the verb;
   • compound verb - what it consists of;
   • compound nominal - what copula is used, how the nominal part is expressed.

In a sentence that has homogeneous members.

If we have a simple sentence before us, then when analyzing it we need to note what kind of homogeneous members of the sentence they are and how they are related to each other. Either through intonation, or through intonation with conjunctions.

In sentences with isolated members:

If we have a simple sentence before us, then when analyzing it, we need to note what the turnover will be. Next, we analyze the words that are included in this circulation according to the members of the sentence.

In sentences with isolated parts of speech:

First, we note that in this sentence there is direct speech. We indicate the direct speech and text of the author. We analyze and explain why punctuation marks are placed in the sentence this way and not otherwise. We draw a proposal diagram.

In a compound sentence:

First, we indicate which sentence according to the purpose of the statement is interrogative, declarative or motivating. We find simple sentences in the sentence and highlight the grammatical basis in them.

We find conjunctions that connect simple sentences into complex ones. We note what kind of conjunctions they are - adversative, connecting or disjunctive. We determine the meaning of this entire complex sentence - opposition, alternation or enumeration. We explain why the punctuation marks are placed in this way in the sentence. Then each simple sentence that makes up a complex sentence must be parsed in the same way as a simple sentence is parsed.

In a complex sentence with a subordinate clause (one)

First, we indicate what the sentence is according to the purpose of the statement. We highlight the grammatical basis of all simple sentences that make up a complex sentence. Let's read them out.

We name which sentence is the main one and which is the subordinate one. We explain what kind of complex sentence it is, pay attention to how it is constructed, how the subordinate clause is connected to the main sentence and what it refers to.

We explain why punctuation marks are placed in this way in this sentence. Then, the subordinate and main clauses must be parsed in the same way as simple sentences are parsed.

In a complex sentence with subordinate clauses (several)

We call what a sentence is according to the purpose of the statement. We highlight the grammatical basis of all simple sentences that make up a complex sentence and read them out. We indicate which sentence is the main one and which is the subordinate clause. It is necessary to indicate what the subordination in the sentence is - either it is parallel subordination, or sequential, or homogeneous. If there is a combination of several types of subordination, this must be noted. We explain why punctuation marks are placed in this way in the sentence. And, at the end, we analyze the subordinate and main clauses as simple sentences.

In a complex non-union sentence:

We call what a sentence is according to the purpose of the statement. We find the grammatical basis of all the simple sentences that make up this complex sentence. We read them out and name the number of simple sentences that make up a complex sentence. We determine the meaning of the relationships between simple sentences. It can be sequence, cause and effect, opposition, simultaneity, explanation or addition.

We note what the structural features of this sentence are, what kind of complex sentence it is. How are the primes connected in this sentence and what do they refer to.

We explain why the punctuation marks are placed in this way in the sentence.

In a complex sentence in which there are different types of connections.

We call what purpose the sentence is in terms of the purpose of the statement. We find and highlight the grammatical basis of all simple sentences that make up a complex sentence, and read them out. We establish that this proposal will be a proposal in which there are different types communications. Why? We determine what connections are present in this sentence - conjunctional coordinating, subordinating or any others.

By meaning, we establish how simple ones are formed in a complex sentence. We explain why punctuation marks are placed in the sentence in this way. We parse all the simple sentences from which a complex sentence is composed in the same way as a simple sentence.

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Most often, when conveying someone's words verbatim, people do not even think that they are using sentences with direct speech in their statements. If you transfer them to paper, they will require correct schematic writing with special punctuation marks - quotation marks.

Any statement, whether mental or spoken, can be written down in the form of a sentence with direct speech or a narrative. In modern Russian, there are constructions with direct speech, improperly direct speech, indirect speech and dialogue.

What is direct speech?

In Russian, sentences with direct speech are used to literally convey other people's words. At the same time, it is also important to indicate who said them, therefore such a sentence contains the words of the author and his statement. The author’s words always contain a verb that shows exactly how the speech is conveyed or with what emotional connotation. For example, he said, thought, pronounced, approved, suggested and others:

• “It’s getting colder, maybe there was a hailstorm nearby,” thought Peter.
• I order you: “Leave your brother alone, let him deal with his own life.”
• “Why is there no one here,” Alenka was surprised, “did I come earlier or was I late?”
• “It’s always like this,” the grandmother sighed heavily.

Few people know that the first books were printed without punctuation marks, and the concept of “quotation marks” was first used in literature at the end of the 18th century. It is believed that N.M. Karamzin introduced this symbol into use for written speech. They most likely received their name from the dialect word “kavysh,” which meant “duckling.” Similar to the marks left by duck feet, quotation marks took root and became a punctuation mark when writing names and conveying other people's words.

Design of structures that convey someone else's speech

Sentences with direct speech are divided into two parts: the words of the author and the statement. To separate them, quotes, commas, dashes and colons are used. Only if the speaker is not indicated, quotation marks are not used, for example, these are proverbs and sayings (You can’t pull a fish out of a pond without difficulty), in which the author is a people, a collective person.

Punctuation marks in sentences with direct speech are placed depending on where exactly the author’s words are located.

• When the author's words are at the beginning of a sentence, a colon is placed after them, and the statement is written on both sides with quotation marks. For example, “The teacher reminded the class: “Tomorrow is a cleanup day at school.” At the end of a sentence with direct speech (examples below), a sign is placed, depending on the intonation. For example:
  1) Masha was surprised: “Where did you come from here?”
  2) Frightened by the darkness, the baby shouted: “Mom, I’m afraid!”

• Punctuation marks in sentences with direct speech without indicating the author, appearing on the same line, are separated from each other by a dash. For example:
  “Where are you going now?” - I asked my scowling friend. - “Why do you need to know?” - “What if we’re on the same path?” - “Hardly.”

Each sentence with direct speech can be depicted in the form of a diagram.

Sentence schemes

The scheme of a sentence with direct speech consists of symbols and punctuation marks. In it, the letter “p” or “P” denotes direct speech, and the letter “A” or “a” denotes the words of the author. Depending on the spelling of the letters, the words of the author or direct speech are written with a capital or small letter.

• "P", - a. “We should have turned left here,” the passenger told the driver.
• "P!" - A. “You weren’t standing here, young man!” - the grandmother shouted from the end of the line.
• "P?" - A. “Why did you follow me?” - I asked the old dog.
• A: "P". Mom turned to her son: “After school, go to the store for bread.”
• A: “P!” The grandmother pushed the plate back to her grandson: “Eat, otherwise you won’t go for a walk!”
• A: “P?” The teacher raised his eyes in surprise: “What are you going to do with such marks?”

These are examples of complete direct sentences

Schemes of a “broken” straight design

The sentence diagram with direct speech clearly shows how punctuation marks should be placed.

Application of direct speech

The Russian language has many ways of presenting a story. Sentences with direct speech are one of them. Most often they are used in literary texts and in newspaper articles where verbatim transmission of someone’s statements is required.

Without the transmission of human thoughts and words, fiction would be only descriptive and unlikely to be successful with readers. Most of all they are interested in other people's thoughts and feelings, which cause a positive or negative response in the mind. This is what “ties” the reader to the work and determines whether it is liked or not.

Another technique used in Russian literature and everyday life, - This indirect speech.

What is indirect speech?

It is easy to remember how sentences with direct speech differ from indirect speech. There is no literal transmission of other people's words and intonation. These are complex sentences with subordinate and main parts, combined using conjunctions, pronouns or the particle “li”.

Sentences with direct and indirect speech in Russian convey foreign words, but they sound differently. For example:

1. The doctor warned: “Today the procedures will begin an hour earlier.” This is direct speech with a literal translation of the doctor’s words.
2. The doctor warned that today the procedures will begin an hour earlier. This is indirect speech, since the doctor's words are conveyed by someone else. In sentences with indirect speech, the words of the author ( main part) always come before the statement itself (subordinate clause) and are separated from it by a comma.

Structure of indirect sentences

Like all complex sentences, indirect sentences consist of a main sentence and one or more subordinates:

• The doctor warned that today the procedures will begin an hour earlier, so we need to get up earlier.

Also, indirect speech can be conveyed in a simple sentence using minor members, for example:

• The doctor warned about the start of the procedures an hour earlier.

In this example, the words of the doctor are conveyed without constructing a complex sentence, but their meaning is conveyed correctly.

An important indicator when changing direct speech into indirect speech is that in a complex sentence from the main part to the secondary one you can always ask the question:

• The doctor warned (about what?) that today the procedures will begin an hour earlier.

To construct indirect speech, conjunctions and pronouns are used. This is the difference between a sentence with direct and indirect speech.

Unions and allied words for conveying other people's words

In the event that indirect speech is narrative in nature, use the conjunction “what”:

• Mom said it was better to take an umbrella.

When the sentence is of an incentive nature, use the conjunction “so that”:

• Grandma told me to wash the dishes.

When creating an interrogative indirect sentence, the same pronouns that have interrogative sentences with direct speech:

If there are no interrogative pronouns in direct speech, the particle “whether” is used in a sentence with indirect speech:

• I asked: “Are you going to finish the borscht?”
• I asked if he would finish the borscht.

When transmitting someone else's words in indirect speech, the speaker's intonation is not conveyed.

Improperly direct speech

Another type of indirect sentences is improperly direct speech. It simultaneously combines the author’s speech with the character’s.

To better understand the difference, you should analyze sentences with direct speech, indirect and improperly direct.

• Having arrived from Greece, my friends said: “We will definitely return there.” This is a sentence with direct speech, divided into the words of the author and the statement itself.
• Having arrived from Greece, my friends said that they would definitely return there. This is a sentence with indirect speech, in which from the main part you can put a question to the subordinate (they said about what?)
• My friends came from Greece. They will definitely return there! This is an improperly direct speech, the main function of which is to convey the main meaning of what was said, but not on behalf of the characters who visited Greece, but on behalf of the author of the story, their friend.

The main difference between improperly direct speech is the transmission of other people's emotions using one's own words.

Dialogue

Another type of transmission of someone else's speech in literature is dialogue. It is used to convey the words of several participants, while the remarks are written with new line and the dashes are highlighted:

The teacher asked:

Why weren't you in class?

“I went to the doctor,” the student answered.

Dialogue is used in fiction in works with a large number characters.

Syntactic analysis of a simple sentence has become firmly established in the practice of elementary and high school. This is the most difficult and voluminous type of grammatical analysis. It includes the characteristics and outline of the sentence, analysis by members indicating parts of speech.

The structure and meaning of a simple sentence is studied starting from the 5th grade. The full set of features of a simple sentence is indicated in the 8th grade, and in the 9th grade the focus is on complex sentences.

In this type of analysis, the levels of morphology and syntax are correlated: the student must be able to identify parts of speech, recognize their forms, find conjunctions, understand how words are connected in a phrase, know the signs of the main and minor members of a sentence.

Let's start with the simplest thing: we will help the children prepare for parsing in 5th grade. In elementary school, the student remembers the sequence of parsing and performs it at an elementary level, indicating the grammatical basis, syntactic connections between words, the type of sentence according to the composition and purpose of the statement, learns to draw up diagrams and find homogeneous members.

In elementary schools, different Russian language programs are used, so the level of requirements and student preparation are different. In the fifth grade, I took in children who studied in elementary school under the programs of the educational system "School 2100", "School of Russia" and "Primary School of the 21st Century". There are big differences. Teachers primary school They do a tremendous amount of work to compensate for the shortcomings of their textbooks, and they themselves “create” continuity between primary and secondary schools.

In grade 5, the material on sentence analysis is generalized, expanded and built into more full form, in grades 6-7 it is improved taking into account newly studied morphological units (verb forms: participle and gerund; adverb and state category; function words: prepositions, conjunctions and particles).

Let us show with examples the differences between the level of requirements in the parsing format.

In 4th grade	In 5th grade
IN simple sentence the grammatical basis is highlighted, familiar parts of speech are indicated above the words, homogeneous members are emphasized, phrases are written out, or syntactic connections between words are drawn. Scheme: [O -, O]. Declarative, non-exclamatory, simple, common, with homogeneous predicates. Noun (main word) + adj., Ch. (main word) + noun. Ch. (main word) + place. Adverb + verb (main word)	Syntactic connections are not drawn, phrases are not written out, the scheme and basic notations are the same, but the characteristics are different: narrative, non-exclamatory, simple, two-part, common, complicated by homogeneous predicates. Analysis is constantly practiced in lessons and participates in grammatical tasks in control dictations.
In a complex sentence, the grammatical basics are emphasized, the parts are numbered, familiar parts of speech are signed over the words, the type is indicated according to the purpose of the statement and emotional coloring, according to the composition and presence of minor members. Parsing scheme: [O and O] 1, 2, and 3. Narrative, non-exclamatory, complex, widespread.	The scheme remains the same, but the characteristics are different: narrative, non-exclamatory, complex, consists of 3 parts that are connected by a non-union and union connection, 1 part has homogeneous members, all parts are two-part and widespread. Analysis of a complex sentence in grade 5 is for educational purposes and is not a means of control.
Sentence patterns with direct speech: A: “P!” or "P," - a. The concept of quotation is introduced, which coincides in design with direct speech.	The diagrams are supplemented by a break in direct speech with the words of the author: “P, - a. - P.” and "P, - a, - p". The concept of dialogue and ways of its design are introduced. Schemes are drawn up, but sentences with direct speech are not characterized.

Plan for parsing a simple sentence

1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).

2. Find out the type of sentence by emotional coloring (non-exclamatory or exclamatory).

3. Find the grammatical basis of the sentence, underline it and indicate the methods of expression, indicate that the sentence is simple.

4. Determine the composition of the main members of the proposal (two-part or one-part).

5. Determine the presence of minor members (common or non-common).

6. Emphasize minor members sentences, indicate the ways of their expression (parts of speech): from the composition of the subject and the composition of the predicate.

7. Determine the presence of missing members of the sentence (complete or incomplete).

8. Determine the presence of a complication (complicated or not complicated).

9. Write down the characteristics of the proposal.

10. Create an outline of the proposal.

For analysis, we used sentences from Sergei Kozlov’s wonderful fairy tales about the Hedgehog and the Little Bear.

1) It was an extraordinary autumn day!

2) Everyone’s duty is to work.

3) Thirty mosquitoes ran out into the clearing and began to play their squeaky violins.

4) He has neither a father, nor a mother, nor a Hedgehog, nor a Bear.

5) And Belka took some nuts and a cup and hurried after.

6) And they put things in a basket: mushrooms, honey, a teapot, cups - and went to the river.

7) Pine needles, fir cones, and even cobwebs - they all straightened up, smiled and began to sing with all their might the last autumn song of the grass.

8) The Hedgehog lay, covered up to his nose with a blanket, and looked at the Little Bear with quiet eyes.

9) The hedgehog sat on a hill under a pine tree and looked at the moonlit valley, flooded with fog.

10) Across the river, the forest was dark, blazing with aspens.

11) So until the evening they ran, jumped, jumped off the cliff and screamed at the top of their lungs, setting off the stillness and silence of the autumn forest.

12) And he jumped like a real kangaroo.

13) Water, where are you running?

14) Maybe he's gone crazy?

15) It seems to me that he imagined himself... as the wind.

Examples of parsing simple sentences

Parsing a sentence with someone else's speech

Let's remember!

• What is the order of syntactic parsing of a sentence?
• What do you think will change when parsing a sentence with someone else’s speech and why?
• What points will be added to the syntactic analysis?

The order of parsing the proposal with someone else's speech.

1. A sentence with someone else’s speech, the form of its transmission - … (direct speech / indirect speech / quote / using an introductory word)

2. The commentary part is... (before someone else's speech / after someone else's speech)

3. Someone else's speech is worth... (before the comment part / after the comment part)

CIOV of someone else's speech!

4. SCHEME!

Example of parsing a sentence with someone else's speech

The captain thought for a moment and then said : « As they say , morning is wiser than evening ».

( - sentence with someone else's speech,

she is dedicated in form direct speech ;

- comment part stands up to someone else's speech,

narrative, non-exclamatory, simple, two-part, common, complicated by homogeneous predicates;

- Someone else's speech comes after the commentary part,

narrative, non-exclamatory, simple, two-part, common, complicated by an introductory word. )

Enter.sl.

A: "P".

Write the sentences using punctuation marks. Parse the sentences.

• Shut up sternly said Krasilshchikov
• She (n..) how much (n..) embarrassedly asked me to.. have lunch with her tomorrow in “Prague”
• According to the doctor... this disease was (in)curable
• Chekhov noted that briefly... there is a sister t.. Lanta
• Sonya I called the nanny of dreams... rising from the pillow from ra (s, ss) tell me another fairy tale
• Why are you talking to him on a first-name basis?” the young man remarked breathlessly.

Homework

• Prepare for a dictation on the topic “Sentence with someone else’s speech”
• Ex. 431(execute morphological analysis 2 proposals)
• Option 1: 1 and 3
• Option 2: 2 and 4

Abstract
Lesson 50. Syntactic and punctuation analysis sentences with someone else's speech. Presentation.

In what situations do you need knowledge of how to formulate sentences using someone else’s speech?

When arranging quotations in essays and presentations, we are faced with punctuation difficulties. We often ask questions: how is a quotation formatted? How do sentences with direct speech differ from sentences with indirect speech? In which speech - scientific or artistic - are quotations used more often, and in which - dialogue?

Quote- an exact excerpt from the statements or writings of someone, given to reinforce and explain the speech.

Quotes are highlighted with quotation marks. But there is an exception to this rule - when quoting poetry in compliance with the poetic line, quotation marks are not used.

The first way of quoting is a sentence with direct speech, which is formatted according to the punctuation rules of direct speech:

“Someone else’s bread is bitter,” says Dante, “and the steps of someone else’s porch are heavy.”(A. Pushkin).

The second way to quote is a sentence with an introductory word or introductory sentence. A quotation is a sentence without an introductory word:

As the poet’s biographer writes, she was a woman “smart and tactful, full of spiritual gentleness and kindness.”(V. Afanasyev).

The quotation can be in the form complex sentence(the quotation is part of the subordinate clause):

In one place A. I. Herzen says that Moscow always “comes into line with the circumstances when a thunderstorm thunders over Russia”.

In this lesson:
we will establish the procedure for oral and written analysis of sentences with someone else’s speech;
we will learn to conduct orally and in writing syntactic and punctuation analysis of sentences with someone else’s speech;
We will be able to use our skills when constructing a text.

Main content of the lesson
Sentences with direct speech include both direct speech, which is an independent sentence, and the words of the author. The author's words can come before or after direct speech or break it.
Direct speech can always be replaced with indirect speech.

Indirect speech is called someone else's speech, transmitted while maintaining its content, but with a change in form.

In form, a sentence with indirect speech is complex, in which the author’s words are presented in the main part, and the subordinate explanatory clause is someone else’s speech:

Leskov said that any thing should be written along, and then across(Yu. Nagibin)

Let's practice grammatical analysis of a sentence using someone else's speech:

“Language,” wrote linguist T. P. Lomtev, “is an entity whose mode of existence and manifestation is speech.”.

Let's conduct an oral syntactic analysis. This sentence is declarative, non-exclamatory, and consists of two parts: language is an entity whose mode of existence and manifestation is speech And wrote linguist T. P. Lomtev. Part wrote linguist T. P. Lomtev commenting. Pronounced with a convincing, affirming intonation. In part Language is an entity whose mode of existence and manifestation is speech. Literally, someone else's speech is accurately reproduced. Pronounced calmly. The commentary part breaks up someone else’s speech, which allows you to pronounce the first word in a sentence with special intonation emphasis, pause - language.

Let's practice grammatical analysis of sentences using someone else's speech. We reason like this: at the end of the sentence there is a completion sign - a period. Someone else's speech is highlighted in quotation marks and written with capital letters. The commentary part stands in the middle of someone else's speech. Therefore, combining symbols are used - a comma and a dash.

Competent design of quotations is evidence of a high culture of written speech.

Let's analyze the text.
Let's prepare to complete subsequent tasks and write a summary.

Read the text. Determine its main idea. Set quotes. For what purpose are they included in the text? Based on this text, complete the tasks from the training module.

(1) Life is movement. (2) It was this image that was primarily reflected in phraseology: go through life with someone, someone's life has passed, walk along the road of life, go out on wide road ... (3) Phraseologisms show that life is represented in Russian phraseology in the image of a road, path, track - get out of a rut, get back into your rut etc. (4) As evidenced set expressions, for everyone in life their own path is determined: go your own way, go your own way, go astray. (5) A person must not cross the road, it is not good. (6) Hence the superstitious prohibition: a person walking cannot cross the road, otherwise there will be no way for him:
“Nikolai Matveevich was distinguished by his superstition. He usually went out hunting or fishing early in the morning. This was done so that – God forbid – some woman would not cross the road.”(D. Mamin-Sibiryak).
(7) Various phraseological units correlate with such a prohibition, which are combined general meaning– “to create an obstacle in someone’s life”, “to stand on life path someone to interfere with achieving a goal":
- I don’t blame you, I just ask you not to constantly get in my way.(A. Pisemsky. A thousand souls).
“I know that Kutov has become something on your path.”(K. Trenev. Lyubov Yarovaya).
(8) And one more image human life, also presented in Russian phraseology. (9) It is not difficult to see it in the expressions “life is cut short”, “life drags on”, “time drags on”, “thread of life”. (10) The image of a thread is also used in a number of phraseological units:
“The thread of friendship that connected them since childhood burst, broke.”(V. Lipatov. Strezhen).
(11) Here it has the meaning of a connector between people. (12) As the basis of life, the image of a thread has been played out more than once in literary texts of writers. (According to Yu. Gvozdarev)

Keywords:
direct speech, indirect speech, words of the author, quote.

Basic concept:

Someone else's speech– statements of other persons – can be expressed in writing in four ways:
– sentences with direct speech that convey someone else’s speech, preserving its content and form;
– sentences with indirect speech, which convey someone else’s speech without preserving the features of the speaker’s speech;
– sentences with introductory words or sentences indicating that the content of the sentence is someone else’s speech;
– sentences with additions naming the topic of someone else’s speech.

Analysis of a typical training task

Which sentences use quotation?

Algorithm for completing the task:
1) return to the content of the analyzed text;
2) establish which elements of the text contain exact excerpts from works of art, given to reinforce and explain a linguistic fact;
3) set the citing method;
4) write down the numbers of sentences from the text with quotes.

Answer: 6, 7, 10.

Analysis of a typical control task
Find the sentence with a punctuation error:
1) E. Hemingway wrote in one of his articles: “Books have immortality. It is the most durable product of human labor.”
2) According to Aristotle, “the oldest is most honorable.”
3) An intellectual does not have a biography, but a list of books he has read,” believed O. E. Mandelstam.
4) D. S. Likhachev believed that “For culture, photography was the most significant image of the 19th century.”

Algorithm for completing the task:
1) read the sentences;
2) determine grammatical basics;
3) establish the presence of a quotation;
4) determine the correct placement of punctuation marks;
5) indicate the number of the sentence with incorrect punctuation when quoting.