Instructions
If the author's words are located before, then after them put a colon, open, and write direct speech with a capital letter. When direct speech ends with a question or exclamation mark, quotation marks are placed after it, and in declarative speech, quotation marks are closed and a period is placed.
Examples: Andrey said: “I will play now.”
Example. He muttered: “I’m very sleepy,” and immediately fell asleep.
The placement of punctuation marks in the text where direct speech is present depends on how the author’s words are located in the text. If a sentence begins with the words of the author, a colon is placed after them, and the direct speech itself is highlighted in quotation marks. In the case when the author's comment comes after it, direct speech is also enclosed in quotation marks and ends with a dash. In this case, the period and comma at the end of direct speech are placed outside the quotation marks, and the ellipsis, exclamation and question marks are inside them.
A more complex situation is when the author’s words divide direct speech into two parts. If it is expressed in one sentence, then the placement of punctuation marks can be expressed by the scheme “P, - a, - p./?/!”, where “a” are the words of the author, and “P” is direct speech. When someone else's speech is conveyed using two sentences, like this: “P, /?/! - A. - P./?/!".
Helpful advice
Dialogue is one of the types of direct speech. It can be presented without the author’s commentary words and is highlighted in a different way in the letter.
Direct speech constructions are used to accurately convey someone’s words. In this case, when reproducing a statement, the author’s words are used, containing verbs of speech or thought, as well as phrases with nouns close in meaning to such verbs. For punctuation of direct speech, quotation marks are used; it always begins with a capital letter.
You will need
Instructions
To isolate direct speech, first find the words of the author that introduce it into the syntactic structure. To name a fact of speech the following are usually used:
- speech or thought (speak, ask, think, etc.);
- verbs indicating the nature of speech and its connection with the previous statement (start, continue, add, etc.);
- verbs expressing the purpose of speech (to ask, to explain, to agree, etc.);
- phrases with names
Direct speech, including internal speech, is highlighted with quotation marks.
The author's words can come before direct speech, after it, or break direct speech.
1. If the author’s words come before direct speech, then they are followed by a colon and opening quotation marks. Depending on the type of sentence, according to the purpose of the statement and the emotional coloring, at the end of direct speech there is a period (before it - closing quotation marks), a question or exclamation mark, and in case of interruption or understatement, an ellipsis (after them - closing quotation marks).
Example:
They heard a woodpecker hammering and said: “How much harm a woodpecker does to a tree!” And here we had our own learned man, a doctor, a good man, who found that tree and asked: “Why is this tree drying out?” They answer: “The worm is sharpening.” (M. Prishvin)
Question marks, exclamation marks and ellipses are placed before quotation marks, and a period is placed after quotation marks.
Schemes: A: “P!” A: “P?” A: “P...” A: “P.”
2. If direct speech begins with a paragraph, then, as a rule, a dash is placed instead of quotation marks.
Example:
I walked up to him and said slowly and clearly:
- I am very sorry that I came up after you had already given your word of honor in confirmation of the most disgusting slander (M. Lermontov)
3. If the author’s words come after direct speech enclosed in quotation marks, then a dash is placed before the author’s words, the author’s words begin with a lowercase letter. At the end of direct speech, question marks, exclamation marks or ellipses are placed before quotation marks, depending on the nature of the sentence; If the sentence is a declarative non-exclamatory sentence, then a comma is placed after the quotation marks.
Example:
“We must live according to the law of nature and truth,” said Mrs. Dergacheva (F. Dostoevsky) from behind the door;
“How old might you be?” - Balunsky asked, looking at the river. (A. Kuprin)
Schemes: "P", - a. "P?" - A.
a) if there should be no punctuation mark at the break in direct speech or there should be a comma, semicolon, colon, dash, then the author’s words on both sides are highlighted with commas and a dash, and the second part of direct speech is written with a lowercase letter.
Example:
“However,” I say, “there are only three or four big gentlemen left in the district.” (I. Bunin)
Scheme: “P, - a, - p.”
b) if there should be a dot at the break in direct speech, then a comma and a dash are placed before the author’s words, and a dot and a dash after the author’s words; the second part of direct speech begins with a capital letter.
Example:
“You have to serve,” he answered with conviction. “And a double salary for our brother, a poor man, means a lot.” (L. Tolstoy)
Scheme: “P, - a. - P".
c) if in place of a break in direct speech there should be a question mark, exclamation mark or ellipsis, then these marks are preserved, after them a dash is placed, the author’s words begin with a lowercase letter, after them a dot and a dash are placed; the second part of direct speech begins with a capital letter.
Example:
“What do they call! - he said, rejoicing. - Just listen to what is happening! All over the Desna." (E. Nosov)
Scheme: “P! - A. - P".
5. If in the author’s words inside direct speech there are two verbs with the meaning of a statement and the first part of direct speech refers to one verb, and the second to another, then a colon and a dash are placed after the author’s words; the second part of direct speech begins with a capital letter.
Seventh-graders of pedagogical gymnasium No. 1505 in Moscow developed and compiled a collection of exercises for their younger fellow students (supervisor I.L. STARIKOVA). This is how they do project activities - one of the types of research work - at this school.
In the fall, children in grades 6–10 choose a project topic, and during the winter session they defend the project as an exam.
Direct speech - This is the transmission of someone else's speech, preserving its content and form. It accurately reproduces someone else’s statement and is accompanied by the author’s words.
"Guys let's be friends!" – Leopold the cat said with a smile.
Direct speech can include not one, but several sentences.
The pike began to beg Emelya: “Don’t destroy me, Emelya. Let it go into the river. Do you want me to make you rich for this?”
To highlight direct speech, quotation marks are used. The author's words can appear before, after, or inside direct speech.
Direct Speech Sentence Schemes
"P!" - A.
"Leopold, we surrender!" - shouted the mice, swimming in a glass of soda.
“P” – a.
“Frog, frog, give me my arrow,” Ivan Tsarevich begged.
"P?" - A.
“Do you know where you ended up?” – the robber Barmaley asked Doctor Aibolit.
A: "P".
The sly fox grinned and said: “Let me divide the cheese equally between you.”
A: “P?”
The wolf licked his lips and asked: “Where are you going, Little Red Riding Hood?”
A: “P!”
A fox rides on a wolf and slowly sings: “The beaten one carries the unbeaten, the beaten one carries the unbeaten!”
“P, – a, – p?”
“You say,” said the Needlewoman, “that you are kind, but why do you keep green grass under a snowy feather bed?”
"P! - A. - P!"
“Sivka-Burka, prophetic kaurka! - Ivanushka the Fool shouted. “Stand before me like a leaf before the grass!”
"P! - A. - P".
“Show me! - Danila the master shouted. “I can’t live without a flower.”
“P, – a. - P?"
“Hey, master,” Buratino said importantly. “Will you give us three crusts of bread?”
"P? - A. - P!"
“What kind of fool is he? - people whispered. “He’s cunning if he made the buckets move!”
Conventions.
- the easiest task
– moderate task
- the most difficult task
Exercise No. 1
* If you have any difficulties, see the diagrams at the beginning of the collection.
Autumn came, and the sun was no longer so hot. “It’s time for us to think about winter,” Naf-Naf once said. But the brothers decided that they would walk and jump in the meadow. “Winter is still far away,” said Nif-Nif and somersaulted over his head. Nuf-Nuf lay down in a puddle and said: “When necessary, I will build myself a house.” Every day it became colder and colder. “Today we’ll take another walk, and tomorrow morning we’ll get down to business,” said the piglets. When a large puddle near the road began to be covered with a thin crust of ice in the morning, the lazy brothers decided to get to work. And only the hardworking Naf-Naf, building a house, believed that his house should be a fortress.
(Seventh graders provided the keys to all connected texts. They are not in this publication. - Red.)
Exercise No. 1
Read the text and write out sentences with direct speech from it.
Ole Lukoie quietly opens the door, and the children’s eyelids begin to stick together.
“Do you want to visit foreign lands at night and return home by morning?” – Ole asked Hjalmar.
The stork flapped his wide wings and flew to warmer lands.
“Tomorrow they will make soup from these chickens,” said Hjalmar and woke up in his small bed.
Ole-Lukoje said: “This mouse has come to invite you to the wedding.”
“How can I get through the small hole in the floor?” - asked the boy.
“What a wonderful smell! The whole corridor smells like lard! What could be better? - the mouse squeaked.
“What will you tell today?” - asked Hjalmar.
He opened his beautiful umbrella over the boy and said: “There is no time today!”
Test yourself using the keys at the end of the collection.
Exercise No. 1
Read the text and write out sentences with direct speech from it.
* If you have any difficulties, see the diagrams at the beginning of the collection.
There were a lot of people crowding the streets. Everyone around, pointing at the dwarf, shouted: “What a long nose this ugly dwarf has!”
Jacob really wanted to look at the dwarf, but he had to hurry to his mother. Sneaking up, he put his hand on her shoulder and said: “Mom, are you angry with me?”
“What do you want from me, scary dwarf?” – Hannah screamed in fear.
Jacob decided that his mother was unwell and said: “Mother, why are you driving me away?”
There were already a lot of people crowding around them.
Turning to those around her, Hannah said: “Look at the dwarf! He scares away all buyers with his scary appearance!”
Jacob wandered away from the market. He walked down the street and muttered to himself: “Why did my mother send me away?”
Test yourself using the keys at the end of the collection.
Exercise No. 2
* If you have any difficulties, see the diagrams at the beginning of the collection.
1. “What a glorious saber and backpack you have!” - said the witch.
2. Then the witch added: “Now you will receive as much money as your heart desires!”
3. “Climb up, climb into the hollow and go down,” the witch continued, pointing to the tree.
4. The soldier asked: “Why should I go there?”
5. “There will be chests of money there. Take as much money as you want. Just bring me some flint,” the witch answered.
6. The soldier ordered: “Then tie a rope around me!”
7. “Drag me, old witch, back,” the soldier ordered, having completed the task.
8. The witch asked impatiently: “Did you take the flint?”
9. “Oh, I almost forgot!” - exclaimed the soldier, returning for the flint.
10. “Answer quickly, or I’ll cut off your head!” - the soldier shouted.
Test yourself using the keys at the end of the collection.
Exercise No. 2
Explain the placement of punctuation marks in sentences with direct speech. Construct sentence diagrams.
* If you have any difficulties, see the diagrams at the beginning of the collection.
1. “It’s easy to find a scarlet flower, but how can I know that there is nothing more beautiful than it in this world?” - said the merchant, kissing his youngest daughter.
2. “You may die an untimely death!” - a wild voice screamed.
3. The shaggy monster roared: “How dare you pick my favorite flower in my garden?”
4. In the morning, the merchant called his eldest daughter, told her everything that had happened to him, and asked: “Do you want to save me from cruel death and go to live with the beast of the forest?”
5. “Let that daughter help out her father, for whom he got the scarlet flower,” said the eldest daughter and flatly refused to go.
Test yourself using the keys at the end of the collection.
Exercise No. 2
Explain the placement of punctuation marks in sentences with direct speech. Construct sentence diagrams.
* If you have any difficulties, see the diagrams at the beginning of the collection.
1. Mom told Ellie: “In the old days there were wizards, but then they disappeared.”
2. “Still, it’s boring without wizards. If I suddenly became queen, I would definitely order that there be a wizard in every city and every village,” Ellie answered.
3. “Oh, Totoshka, how funny you are!” - Ellie said.
4. The old woman turned to Ellie: “Tell me, how did you end up in the country of Munchkins, dear child?”
5. “I was brought here by a hurricane in this house,” Ellie answered timidly.
6. “I’ve never heard such a name,” said the sorceress, pursing her lips.
7. “It's true, madam. During hurricanes, we hide in the cellar, but I ran into the house to get my dog,” Ellie answered embarrassedly.
8. The sorceress Villina was upset: “My magic book could not have foreseen such a reckless act!”
Test yourself using the keys at the end of the collection.
Exercise No. 3
What verbs will we use in a sentence with direct speech if we need to convey:
1) strong excitement;
2) indignation, indignation;
3) calm mood;
4) joy;
5) request;
6) ask a question?
Sort the verbs into groups.
He asked, he said, he was indignant, he declared, he was horrified, he reported, he asked, he answered, he pleaded, he objected, he exclaimed, he shouted, he inquired, he grinned, he roared, he thought, he asked again, he ordered, he reproached, he got angry, he heard, he said, he calmed, he asked, he said.
Test yourself using the keys at the end of the collection.
Exercise No. 4
thought, commanded, asked, hissed, talked, answered, said, asked.
“Move your paws!” – ______ duck, turning to the ducklings. “How big and awkward he is!” – ______ angry duck. Mother duck ______: “He is ugly, but he swims better than others.” “Too big,” ______ chickens. Wild ducks ______: “What kind of bird is this?” “I’m so disgusting that even a dog is disgusted to eat me,” ______ duckling. “Can you arch your back and purr?” - ______ cat. “The new swan is the best! He is so handsome and young!” - ______ children and adults.
Test yourself using the keys at the end of the collection.
Exercise No. 4
Insert these verbs of speech into the sentences:
said, thought, prayed, answered, shouted, inquired, asked, said.
The Donkey and ______ got scared: “Where will I go, where will I go? I have become old and weak." And then ______: “I’ll go to the city of Bremen and become a street musician there.” “Oh, Donkey, have pity on me!” - ______ dog. “Why are you so sad?” – ______ Donkey, noticing the Cat. “Come, Cockerel, with us to the city of Bremen,” ______ Donkey. Joyfully ______ Rooster: “The light is glowing!” Donkey looked out the window and ______: “The robbers are sitting at the table, eating and drinking.” “How can we get these robbers out of the house?” - ______ Rooster.
Test yourself using the keys at the end of the collection.
Exercise No. 4
Insert these verbs of speech into the sentences:
answered, said, squeaked, shouted, asked again, inquired, asked, barked.
The cat gave the king a respectful bow and ______: “My master ordered this modest gift to be presented to you.” “Thank your master,” ______ king. The cat rushed to the carriage and ______: “Help! The Marquis de Carabas is drowning! King ______, looking out of the window: “Whose meadow are you mowing?” “They assured me that you can transform into any animal,” ______ Cat. “I will immediately become a lion,” ______ giant. “Can you turn into the smallest animals?” - ______ Cat. “Do you think this is completely impossible?” - ______ giant.
Test yourself using the keys at the end of the collection.
Exercise No. 5
Place punctuation marks.
* If you have any difficulties, see the diagrams at the beginning of the collection.
What a beautiful wet weather today, the frog thought. The ducks were screaming, flapping their wings. It’s good in the south. The frog was delighted and asked how many mosquitoes and frogs there were. Whole clouds answered the duck. Take me with you, the frog asked. The surprised duck exclaimed, how can we take you? You don’t have wings. Let me think for five minutes the frog begged The ducks are carrying the frog the guys were screaming She couldn’t stand it and screamed I came up with it all I invented an unusual way of traveling on ducks the frog told the local frogs I’ll stay with you until spring the frog traveler said
Test yourself using the keys at the end of the collection.
Exercise No. 5
Place punctuation marks.
* If you have any difficulties, see the diagrams at the beginning of the collection.
Once upon a time there lived a king who loved to dress up. One day two deceivers arrived in the city, posing as weavers. We can make such wonderful fabric that becomes invisible to a stupid person, they assured. The king exclaimed, this will be a dress. He was glad that he could distinguish smart people from stupid ones. Proceed to the king said to work Everyone said the craftsmen work hard but they themselves have nothing on the machines Am I really that stupid because I don’t see the fabric thought the minister The weaver asked what is your opinion The minister answered wonderfully delightfully
Test yourself using the keys at the end of the collection.
Exercise No. 5
Place punctuation marks.
* If you have any difficulties, see the diagrams at the beginning of the collection.
The little mermaid saved the prince She wanted to know more about people The little mermaid asked her wise grandmother how people differ from mermaids They have a soul You too will find a soul if one of the people falls in love with you the grandmother answered I should be like people The little mermaid decided and asked for help to the sea witch I know why you came, she said. You will get rid of your tail, but in return you will give me your wonderful voice, the witch said, laughing. The Little Mermaid answered well. The witch put the cauldron on the fire to brew a potion.
Test yourself using the keys at the end of the collection.
Exercise No. 6
The fox, sitting under the window, sang: “Cockerel, cockerel, golden comb, look out the window, I’ll give you peas.” “Look, Petya, don’t look out the window, don’t listen to the fox,” said the cat, getting ready to hunt. The sly fox says: “What, Petya, have you become so proud?” “The fox carries me beyond the dark forests, beyond the high mountains. Brother cat, help me out!” - the cockerel screamed. Leaving the house, the cat strictly ordered: “Look, Petya, don’t look out the window, don’t listen to the fox.” - “No, fox, you won’t deceive me again! I won’t look out the window,” thought the cockerel. Approaching the window, the sly fox exclaimed: “Look, Petya, how many wonders I have!”
Test yourself using the keys at the end of the collection.
Exercise No. 6
Rearrange the sentences by swapping direct speech with the words of the author. Make a conclusion about the place of the verb of speech relative to direct speech.
"Good morning! “My,” sighed the cow across the river. The hedgehog said quietly: “So the star fell, and the grass tilted to the left, and only the top of the tree remained, and now it floats next to the horse.” “Where is the horse now?” - thought the hedgehog. He continued to reason: “Will a horse drown in the fog if it goes to sleep?” “I’m in a river of fog,” the hedgehog realized. He decided: “Let this river itself carry me.” “That’s the story,” thought the hedgehog. The hedgehog grumbled: “Who will believe this?”
Test yourself using the keys at the end of the collection.
Exercise No. 6
Rearrange the sentences by swapping direct speech with the words of the author. Make a conclusion about the place of the verb of speech relative to direct speech.
“What kind of book is this if there are no pictures in it?” - thought Alice. The rabbit muttered to himself: “I’m so late!” “Do cats eat bats?” - Alice said, falling asleep. The girl said sternly: “First I have to make sure that the word I" “I’m keeping the duchess waiting a long time,” the rabbit said rather quickly. Alice continued talking to herself: “How strange everything is today! But yesterday everything was normal.”
Test yourself using the keys at the end of the collection.
Exercise No. 7
Sample:
“It’s bad to get into such bad weather,” said the old poet. “I’m cold and wet,” the child cried.
“My name is Cupid,” the boy answered.
“I can shoot a bow,” said the cheerful boy. “My bow is not spoiled at all,” exclaimed the boy.
“Boys and girls! Beware of this Cupid,” said the poet. “This boy is a big rogue,” said the good old man.
“Children, don’t mess with the bad boy,” the old man warned.
“My onion was completely dry, but nothing happened to it,” said Cupid.
Test yourself using the keys at the end of the collection.
Exercise No. 7
Rearrange sentences with direct speech into sentences with indirect speech.
Sample:
The evil stepmother ordered her stepdaughter: “Go to the forest and pick snowdrops there.”
The evil stepmother ordered her stepdaughter to go into the forest and pick snowdrops there.
“They won’t be born before March,” said the surprised girl.
“Go to the forest and don’t come back without flowers,” the sister said to the tearful girl.
“It doesn’t matter where you freeze,” thought the poor thing, sitting on a fallen tree.
The girl showed the old man an empty basket and said: “I need to collect snowdrops in it.”
The poor thing began to cry and said: “It would be better for me to freeze in the forest than to return home without snowdrops.”
The old man grinned and said: “Hurry up and pick the flowers quickly.”
The stepmother shouts to her daughter: “Put on your mittens and button up your fur coat!”
Test yourself using the keys at the end of the collection.
Exercise No. 7
Rearrange sentences with direct speech into sentences with indirect speech.
Sample:
The evil stepmother ordered her stepdaughter: “Go to the forest and pick snowdrops there.”
The evil stepmother ordered her stepdaughter to go into the forest and pick snowdrops there.
“My flowers have completely withered,” said little Ida.
“There were flowers at the ball tonight,” said the student.
“The little daisies and lilies of the valley are dancing too,” he said.
“You are very sweet,” said the big nettle to the red carnation. “Get out of bed, Sophie,” little Ida said to the doll.
“I know where the ball will be at night,” the girl whispered to the tulips and hyacinths.
“These are stupid stories,” the wax doll of Sophie screamed loudly.
“Sophie, you are bad,” said little Ida.
Test yourself using the keys at the end of the collection.
Exercise No. 8
The girl entered, tripped on the rope and fell. The shoe flew off his right leg and rolled to the side. The cunning Bastinda grabbed it and put it on her leg. “Give me the shoe!” Shame on you!" – Ellie screamed. “Try to take it away!” - the old woman answered, grimacing. Ellie grabbed a bucket of water, ran up to the old woman and doused her with water from her head to her feet. The heat rose from her. The sorceress viz(?)said: “What have you done? Because I’m about to melt.” “I'm very sorry, ma'am. But why did you steal the shoe?” – Ellie answered. The sorceress's voice broke off, and she sank to the floor with a hiss. Ellie looked with horror at the death of Bastinda.
Exercise No. 8
Get ready to write a dictation.
1. Read the text expressively.
2. Explain punctuation.
3. Explain the spelling of the missing letters.
The stepmother began to cry and ran to tell her stepmother about her misfortune. The stepmother angrily said: “You dropped the spindle, you get it out!” “Don’t come back without a spindle!” – she angrily shouted to the girl. When she woke up, she saw that she was lying on a green lawn. The apple tree asked the girl: “Shake me!” My apples are long ripe!” The girl rubbed the apple tree (until) until there was not a single apple left. An old woman looked out the window of the hut and shouted to her: “If you work well, I will reward you.” And a minute later she added: “Do a great job! When feathers fly from my feather bed, it snows on the ground!” The girl had a good time at Metelitsa. She didn’t scold her, but always fed her nourishingly and tasty.
Exercise No. 8
Get ready to write a dictation.
1. Read the text expressively.
2. Explain punctuation.
3. Explain the spelling of the missing letters.
There was a little man sitting on the edge of the chest. “This is a real gnome!” – Nils guessed. Mother often talked about how gnomes live in the forest and everyone knows about the treasures that are buried in the ground. Nils slid onto the floor and (s, h) pulled the net from the nail. The dwarf begged: “Let me go, I’ll give you a gold coin for this.” It will be as big as the button on your shirt.” Nils thought and said: “This is very good.” After a few minutes, he decided that he had not tried enough. “I want you to learn my lessons for me!” – added Nils and looked at the gnome in the net. Suddenly the net fell out of his hands, and the boy fell head over heels into the corner. “Now I’m no bigger than a sparrow!” – he exclaimed when he saw himself in the mirror. Little Nils decided: “I definitely need to find the gnome.”
Exercise No. 9
Read the text. Give it a title. Explain the placement of punctuation marks in the text.
Exercise No. 9
Read the text. Give it a title. Explain the placement of punctuation marks in the text.
Think about the purpose for which direct speech is used in the fairy tale. Make an outline of the text and prepare for presentation.
There were gifts under the tree. “So many toys!” – Marie exclaimed. The girl asked embarrassedly: “Oh, dear daddy, who is this pretty little man for?” “It was bought for everyone and will carefully crunch hard nuts,” answered the father.
Marie put a nut in the Nutcracker's mouth. The nut shell cracked and fell, and Marie was left with a tasty kernel in her palm. She chose the smallest nuts so that the little man did not have to open his mouth too wide.
The brother also ran up to Marie and burst out laughing at the sight of the funny little man. “Look how big the nut is!” - the boy shouted. There was a crash and three teeth fell out of the Nutcracker's mouth. “Poor, dear Nutcracker!” – Marie screamed and took it away. “Why does he start gnawing nuts, but his teeth are no good! There’s no need to stand on ceremony with him!” - the boy exclaimed. Marie began to sob and wrapped the sick Nutcracker in a handkerchief.
The father approached the children and said: “I am placing the Nutcracker in the care of Marie. He needs her care." “The wounded are never left in the line,” he added. Marie tied up the Nutcracker's injured jaw with a beautiful white ribbon, which she broke off from her dress.
Exercise No. 9
Read the text. Give it a title. Explain the placement of punctuation marks in the text. Think about the purpose for which direct speech is used in the fairy tale.
Make an outline of the text and prepare for presentation.
The great artist and builder Daedalus had to flee from Athens. The Cretan king Minos gave him shelter. Daedalus knew that the king would never let him go.
One day, sitting by the sea, the master thought: “Birds cut the air with their wings and fly wherever they want. Is a man worse than a bird? He collected feathers from large birds, skillfully tied them and sealed them with wax. Daedalus made two wings for himself and his son Icarus. The wings were attached to the chest and arms.
Daedalus put the wings on his son and said: “Calmly wave your hands. Don’t go too low to the waves and don’t go too high.” Daedalus flew carefully. Icarus decided: “I will rise high, high, above the swallows, above the lark, to the very sun.”
The wax melted under the hot rays and the feathers fell apart. Icarus fell rapidly and disappeared into the sea. Daedalus, landing on the island, broke his wings and cursed the art that destroyed his son. People remembered this legend and remembered it, dreaming of conquering the air.
1) “The Three Little Pigs”;
2) “12 months”;
3) “Frog Traveler”;
4) “Scarlet Flower”;
5) “Bremen Town Musicians”;
6) “Cat, rooster and fox”;
7) “Daedalus and Icarus”;
8) “The Wizard of the Emerald City”;
9) “Hedgehog in the Fog”;
10) "Alice's Adventures in Wonderland";
11) “The Wolf and the Seven Little Goats”:
12) “The Ugly Duckling”;
13) “Thumbelina”;
14) “At the command of the pike”;
15) “The Adventures of Leopold the Cat”;
16) “Phone”;
17) “Cinderella”;
18) “Masha and the Bear”;
19) “The Adventures of Pinocchio”;
20) “The Frog Princess”;
21) “Doctor Aibolit”;
22) “Two Greedy Bears”;
23) “Little Red Riding Hood”;
24) “The Fox and the Wolf”;
25) “Moroz Ivanovich”; Kommersant
26) “Sivka-Burka”;
27) “Stone Flower”;
28) “Dunno and His Friends”;
29) “Magic Ring”;
30) “The Little Mermaid”;
31) “The King’s New Dress”;
32) “Ole-Lukoje”;
33) “Dwarf Nose”;
34) “Mistress Blizzard”;
35) “Bad boy”;
36) “Kolobok”;
37) “Flint”;
38) “The Nutcracker and the Mouse King”;
39) “Nils’s Wonderful Journey with the Wild Geese”;
40) “Little Ida’s Flowers.”
D.E. Rosenthal, E.V. Dzhandzhakova, N.P. Kabanova. Handbook of spelling, pronunciation, literary editing. M., 1998.
I.E. Savko. The entire school course of the Russian language. Minsk, Modern writer, 2002.
D.E. Rosenthal, I.B. Golub, M.A. Telenkova. Modern Russian language. M.: Iris-Press, 2004.
D.E. Rosenthal. Punctuation and management in Russian. M.: Book, 1988.
V.V. Babaytseva, L.D. Chesnokova. Russian language. Theory. 5th–9th grades. M.: Bustard, 2002.
In Russian, any “foreign” speech expressed verbatim and included in the author’s text is called direct. In conversation, she stands out with pauses and intonation. And in a letter it can be highlighted in two ways: in one line “in selection” or by writing each remark from a paragraph. Direct speech, to form it correctly, is a rather difficult topic for children. Therefore, when studying rules alone, it is not enough; there must be clear examples of writing such sentences.
Direct speech “dialogue”, punctuation marks and the formatting of conversations in writing is a rather complex topic that needs to be properly understood. Firstly, remarks belonging to different persons are most often recorded from a paragraph. For example:
- Look into that nest over there: is there anything there?
- There is nothing. Not a single egg!
- Are there any shells near the nest?
- There are no shells!
- What's happened!? It's not like some kind of animal is in the habit of stealing eggs - we need to trace it!
Two persons, designed using paragraph marking, in which each new paragraph with a remark from one of the interlocutors must always begin with a dash and a capital letter. Replies may consist of one or more exclamation or interrogative types.
Secondly, direct speech, after which punctuation marks are placed in a special order, can be written in one line. To format the dialogue in this way “in a selection” without indicating who exactly they belong to, each of them must be enclosed in quotation marks and highlighted with a dash. For example:
“Well, what are you doing?” - “I’m afraid, what if the ladder falls?” - “The ladder won’t fall, but you might drop the basket with eggs!”
If one of the statements is followed by author's notes, the dash before the next phrase is omitted. And a comma and a dash are placed before the author’s words.
“She’s sleeping,” Tanya said. “Show me where he sleeps!”
If, in writing a conversation between several people, the author’s preliminary words are included, then a colon is placed after them. Moreover, it is also mandatory in cases where there is no verb that determines the continuation of the conversation, but direct speech is clearly visible. For example:
Mother smiled:
- You are my smart girl!
This phrase can also be written in one line, only then you need to use quotes: For example:
The mother smiled: “My good girl!”
It is worth noting that unspoken thoughts or inner speech of the author are always highlighted in quotation marks, regardless of where in the sentence it is located. Echo sounds are also placed in quotation marks in writing. For example:
“Now I’d like some hot tea,” he thought.
I stand and think: “Why is this rain?”
"Hey, people?" - the echo repeated loudly.
Before writing words of direct speech, always put a colon after the author’s words and open quotation marks. The remark always begins with a capital letter, an exclamation point is placed before the closing quotation marks, or a period is placed only after the quotation marks.
There are some cases where after the words of the author there is direct speech, the punctuation marks in which are slightly different from those described above. Namely, if in the absence of a verb denoting the subsequent remark, it is impossible to put the words “and said”, “and thought”, “and exclaimed”, “and asked” and the like, in such cases a colon is not placed after the author’s notes. For example:
Nobody wanted to leave.
- Tell us another story!
My words confused everyone.
- So you don't trust us?
Quotations given in the text are distinguished using approximately the same rules. If it is not given in full, then an ellipsis is placed where the words are missing. As a rule, quotations are always separated by commas, even if they are similar to Before a quotation with the first words omitted, they begin to be written with an ellipsis and, if it is located in the middle of a sentence, then with a lowercase one. Here, as in the case of direct speech, colons and dashes are used, which are placed according to already known rules regarding the location of the quotation.
In the case where the author’s words need to be inserted into direct speech in the text, the statements are enclosed in quotation marks along with the author’s notes. For example:
“I’ll go to my grandmother,” the kid said, “and that’s all!”
There are cases when quotation marks are not used at all, commas are used instead:
If, when breaking statements, direct speech should not have ended with any sign, or a comma, dash, colon or semicolon was provided, then a comma and a dash are placed before the author’s words, and a period and a dash are placed at the end. Then the rest of the replica is written in capital letters. For example:
“I’ll be gone for a few minutes,” said Helen. “I’ll be there soon.”
In cases where in the first part of direct speech there should have been a question or exclamation mark before the break, it is placed before the dash and the author's words, after which they put a period and then direct speech continues after the dash. The ellipsis with colon is also preserved.
Direct speech, which is not so difficult to learn, is found very often in literary works. Therefore, books can be a good visual aid for studying this topic. After all, visual perception, together with knowledge of the rules, can well consolidate knowledge on the topic “Direct Speech” in memory.
Punctuation marks, sentence patterns with the location of direct speech and quotations in the text are studied at school for many years, which is understandable, because this section of the Russian language is quite voluminous and has many subtleties. However, the basic rules that are most often used in writing are not that difficult to remember.
Signs for direct speech
§ 195. To highlight direct speech, dashes or quotation marks are used, namely:
1. If direct speech begins with a paragraph, then a dash is placed before the beginning, for example:
M. Gorky
2. If direct speech is in a line, without a paragraph, then quotation marks are placed before the beginning and at the end, for example:
Note. Quotations inserted in the middle of a sentence are also marked with quotation marks, but they are not preceded by a colon, for example:
Belinsky
§ 196. A sentence that stands in direct speech and indicates to whom it belongs (“the words of the author”) can:
a) precede direct speech; in this case, a colon is placed after it, and after direct speech - a punctuation mark in accordance with the nature of direct speech, for example:
Lermontov
Lermontov
Lermontov
b) follow direct speech; in this case, after direct speech there is a question mark, or an exclamation mark, or an ellipsis, or a comma (the latter instead of a period), and after this sign there is a dash, for example:
Lermontov
- What about Kazbich? – I asked the staff captain impatiently.
“How boring it is!” – I exclaimed involuntarily.
Lermontov
- How boring it is! – I exclaimed involuntarily.
“She died...” Aksinya echoed.
Sholokhov
“She died...” Aksinya echoed.
“There’s the district chieftain,” whispered Panteley Prokofievich, pushing Grigory from behind.
Sholokhov
c) break direct speech into two parts; in this case put:
after the author’s words - a period if the first part of direct speech is a complete sentence, and a comma if it is unfinished, followed by a dash; if direct speech is highlighted with quotation marks, then they are placed only before the beginning of direct speech and at the very end of it, for example:
Lermontov
Lermontov
Chekhov
Turgenev
Turgenev
M. Gorky
Note 2. The rules set out in this paragraph also apply to sentences containing quotes with indications of who they belong to.
Note 3. Internal monologue (“mental speech”), which has the form of direct speech, is also enclosed in quotation marks.
§ 197. If several replicas appear on a line without indicating who they belong to, then each of them is highlighted with quotation marks and, in addition, separated from the adjacent one by a dash, for example:
