Integrity of the Text as a Factor of the Information Message of Pupils

The purpose of the study, the results of which are presented in this article, was to prove the position that the integrity of the text is a factor in the speech message of schoolchildren. Achievement of this goal became possible through the solution of tasks, which are reduced to the definition of the text, its main features, to the conduct of a pedagogical experiment. The pedagogical experiment involved the collection, quantitative and qualitative processing of essays about a case from life. Such compositions have undergone quantitative and qualitative processing over time, over the course of five years. The temporal analytical approach made it possible to identify the changeable and transient, permanent signs of the speech message of schoolchildren. In the article, the integrity of the text is defined as a feature associated with the location of the nominative forms (sp). The author of the article divides these forms into nominative monosemantic grammatical forms (NMGF) and nominative polysemantic grammatical forms (NPGF). He describes the arrangement of these forms, noticed by him in the process of expressing thoughts by the same schoolchildren at the age of eleven or sixteen. The location of the forms, noticed by the researcher. are subject to grouping, since they are transitory, repetitive. This nature was the reason for the selection of their three groups of location. NMGF, NPGF can be located contact-distant, contact, distant, creating conditions for other textforming features. According to the author of the article, the adjacent text-forming potential of the differentiated dissemination of the integrity of the text affects the dissemination of information, its volume in interconnected predicative units, and the designation of the declared information.


Introduction
In modern conditions of human interaction, text is becoming increasingly important as a means of this interaction. The result of speech communication largely depends on how high-quality the text will be. Text as a means of verbal communication is an emerging product. To ensure the processes of its successful formation, conditions are created for special education, for example, in schools.
The process of formation of textual skills in schoolchildren is becoming educational guidelines for modern education. In addition, the issues of the formation of textual skills in schoolchildren are the subject of special training for future teachers [1,17].
For a long time, in linguo-methodological research on teaching the Russian language, the question of speech skills that schoolchildren had to master was developed. In this case, linguistic methodologists used psycholinguistic models of speech generation. In particular, the researchers took into account the speech generation models developed on the basis of the activity approach to understanding the speech of such scientists as L. S. Vygotsky. [4], Luria A. R. [12], Zhinkina N. I. [6], Leontyeva A. A. [10], Akhutina T. V. [3] and others. From the point of view of the activity approach, speech generation is a structured process consisting of a number of stages arranged in a certain sequence. This sequence, as a rule, begins with a speech concept, continues in building a communicative and cognitive program. Further stages are associated by psycholinguists with semantic, superficial syntax, later on there is a grammatical and semantic realization of thoughts.
On the basis of speech generation models, classifications of speech skills of Ladyzhenskaya T. A., Kapinos V. I., Soloveichik M. S., Lvov M. R. were compiled.
Ladyzhinskaya T. A. highlights seven speech skills. The first two are the ability to determine the scope of the content and the boundaries of the topic, to subordinate the presentation of the material to the main idea. The other two skills are to collect material for an essay, put it in order, organize it. The next two skills are to build essays of different types, as well as express thoughts accurately, correctly and as brightly as possible. The last, seventh speech skill is to improve what is written [9].
V. I. Kapinos proposes to provide for the ability to navigate in a situation of communication, to establish the motives of speech, its conditions and tasks [8].
Soloveichik M. S. suggests teaching speech in the form of two interrelated directions: 1) improving the actual speech activity (speaking, writing, listening, reading); 2) the formation of individual speech skills that create the basis for enriching speech activity. Improving speech activity involves honing the whole complex of speech skills as a whole, since for its implementation it is necessary to perform all speech actions. That is why the first direction of teaching speech relies on the second, continues and closes it. The second direction provides for the development of particular actions carried out at various stages of speech activity, i.e. the formation of individual speech skills.
Soloveichik M. S. divides speech skills into two groups. One of these groups is the skills needed to create a statement. In her opinion, a student should be able to navigate in a communication situation. He plans the content of the statement, realizing its topic, outlining the course of development of thought, possible micro themes. In addition, he implements the planned plan, formulates thoughts, observing language norms. If necessary, makes changes, corrects what is said or written [16].
Lvov M. R. the classification of speech skills extends to coherent speech. Here are the skills he offers to form: the ability to understand, comprehend the topic, subordinate the content to the topic and concept; ability to collect material; ability to plan work; prepare language tools; compose the entire text; the ability to improve what is written [12].
However, we believe that speech skills are not identical to text skills. Text skills are derived based on the differentiation of the concepts of "language", "speech", "text". Their classification takes into account the data obtained in the study of the text. In addition, we believe that the features of the text can be clarified in the process of studying the processes of giving the expression its features by various groups of people, including schoolchildren.

Materials and Research Methods
The initial analytical material was, on the one hand, the works of linguistic methodologists, linguists on text theory, on the other hand, the texts of the works of the same schoolchildren aged eleven to sixteen years old.
The works of scientists on the theory of the text became the basis for determining its features, for isolating the main features from them. The results of the analysis of these works served as a guideline for the model created by the researcher and achieved by schoolchildren as they grow up. In addition, these works made it possible to single out the prevailing points of view on the features of the text and to accept the points of view indicated by the researcher as opposed to the point of view belonging to the researcher himself.
The texts of the same schoolchildren at the age of eleven to sixteen years old were obtained by the researcher as a result of conducting an essay lesson on the same topic during the growing up of schoolchildren, in the fifth or ninth grades. The results described below were the result of an artificial life situation, a situation created by the teacher in the lesson of writing an essay about a life incident. This lesson was preceded by a lesson in working on the presentation of educational text. For five years (from the fifth to the ninth grade) the same educational text "An Unusual History" (after V. Telpugov) was offered. To stimulate its perception, a question was formulated aimed at probabilistic prediction of content. The question was preceded by a short message from the teacher. After reading the educational text, the teacher conducted a conversation tracing the development of cause-and-effect relationships, focused the students' attention on comprehending micro themes, conducted grammar and spelling training, formulated the task: "Write a detailed presentation according to an independently drawn up plan. And so that each part you titled would be highlighted in a paragraph. " A similar sequence of work was preserved in the lesson of writing an essay. For five years (from the fifth to the ninth grade), a topic was proposed, the source of material for the disclosure of which was the recollections of students about a life incident. At the beginning of the lesson, the teacher strove to evoke the students' impression based on what they saw and heard once. He strove to help schoolchildren find a starting point for expanding their thoughts, He directed schoolchildren to isolate semantic parts into paragraphs, to establish a correspondence between the number of points in the plan and the number of semantic parts.
Thus, the task of the teacher became the product of the motive of the students' speech in the experimental lessons. And her motive was their desire to tell about a case from life. This desire was deliberate. Therefore, it appeared as the goal of the speech.
When working with research material, the following research methods were used: 1. Theoretical text modeling. A method of constructing a concept based on an analysis of various points of view on the definition of this concept, including also the author's understanding of it, which developed in the course of analytical work on understanding the processes of constructing a text by schoolchildren.
2. Accentologization of the essential features of the modeled concept. A method of abstraction, which involves taking into account individual essential features that are taken into account by the researcher in the description of the processes under study. For example, taking into account the imparting of the wholeness of the text to the statement in the process of its construction.
3. Modeling the process of constructing text. A way of describing the process of constructing a text through taking into account its main features, actions performed by schoolchildren in order to express thoughts grammatically.
4. Grammatical scaling. A way to digitally designate the order of sentences in a text space. Each sentence was numbered according to its order in the text of the student's composition.
5. Nominative spatial and linguistic analysis of the text of the composition of the maturing schoolchild. A method of text analysis, according to which, from each sentence of the text of a student's essay, the forms of the nominative case (sp) were written out as they were arranged in the order of expression of thoughts. In addition, the places of their use by schoolchildren in the text of the essay were indicated. Separate form of I. p. with its place of use by schoolchildren in the text of the essay was recorded on a separate card.
6. Semantic spatial grouping of nominative word forms. A method of combining grammatical forms, taking into account the commonality of their denotative meaning and places where schoolchildren use nominative forms in the text space. Such a combination led to the formation of nominative groups of words according to the generality of their meaning, indicating the place of these forms in the text. Thus, the nominative forms of the same meaning took on text positions.
7. Genetic method. A way of comparing subsequent research results with previous research results as the same student grows up. The changes occurring in the arrangement of nominative forms of the same meaning in the text space of the composition of schoolchildren were compared.

Linguo-Methodological Interpretation of the Text
In the scientific literature on the methodology of teaching the Russian language, when defining a text, its external side is taken into account, or its speech and linguistic affiliation is recognized, or the text is defined as a product of speech activity.
In the book by E. N. Nikitina "Russian speech" was given the following definition: "A text is a combination of sentences related in meaning and grammar" [15]. This definition, of course, is permissible, it fixes the fact: the text consists of sentences. But from the point of view of the person who creates it, sentences that are not grammatically connected with other sentences are possible, breaks in a group of sentences are possible, and repetitions of the same sentences are possible.
The recognition of the speech and language belonging to the text is contained in the book by N. A. Ippolitova "Text in the system of teaching the Russian language at school." It is a unit of speech because it is a specific speech work, which is manifested most often in writing, but also in oral form. It is a unit of language because in teaching we use different models of texts, reproduced partially or completely at various stages of analysis and interpretation [7].
This definition certainly reflects the speech and linguistic nature of the text. It contains an indication of the connection of two entities in it. However, from the point of view of the person who creates the text, the text appears as the resulting product. This product is obtained as a result of the implementation of speech acts through language.
Defining a text as a sequence of sentences, as a unit of language, speech, scientists strive to highlight the norms of its construction: the presence of a semantic, grammatical connection between sentences, the correspondence of the content of the text to its name (title), completeness in relation to the title (title), literary processing, purposefulness.
According to M. R. Lvov, "the text is a product of speech activity", "the space of utterance, the field of expression of thought. Within this space, a speech strategy is being developed, formed" [14].
Consequently, the text is created in one of the types of speech activity, in particular, in written speech. Therefore, the text is her work. Works of written speech include works of fiction, scientific, publicistic works, works of oral folk art, monuments of ancient chronicles, official business documents, legal laws, i.e., everything that can be recorded using a graphic code, including number, student expositions, essays.
The term "written speech" is broader than the term "text". The first term means the process of generating speech, its mechanisms, in some branches of science, for example, in literary criticism, its interpretation expands even more and affects the formation of the worldview of writers, poets, and their creativity in general. At the same time, it should be understood as the linguistic fabric of expressed thoughts that arises in the process of speech acts. The second term denotes the linguistic fabric of the work.
Thus, a text is a product of speech activity generated during the operation of speech mechanisms, in the process of manifestation of speech acts, obtained in the form of a speech product alienated from its author. This work, in the process of its creation, acquires its characteristic features. It consists of syntactic units that are more extensive than the sentence.

Integrity as the Main Feature of the Text
The features of the text represent the stages in the cognition of its ontological, epistemological, structural features. There is no generally accepted limited list of them in the scientific literature. Some authors have it more detailed, others less detailed. In the methodology of teaching the Russian language, along with other branches of science, preference is given to several features of the text.
So, for example, N. A. Ippolitova. ON THE. writes that integrity is manifested in the unity of the theme. Its development is carried out by changing predication. The means of expressing integrity are the repetition of key words, the identity of reference (the correlation of these words with the same object of reality), situational connections, person, time, mood of the verb [7].
The interpretation of N. A. Hippolytic integrity is supplemented by A. A. Leontyev. According to A. A. Leont'ev, its essence lies in the hierarchical organization of plans (programs) of speech utterance [11].
Undoubtedly, the illuminated feature of the text serves as a feature of its internal content, a feature that has external expression. However, the disclosure of the topic is associated with the development, first of all, of the subject and semantic content, with the grammatical manifestation of both. Following the views of I. R. Halperin, we believe that the subject content provides information about facts, events, processes, the semantic content expresses the author's attitude to these phenomena [5].
The dissemination of subject content in the text space is the essence of the feature called the integrity of the text.
According to N. D. Arutyunov, the position of the subject in the sentence is associated with the identification of objects of reality [2]. The subject is indicated mainly by the nominative case (ip).
Consequently, the subject content is expressed by these forms. Taking a certain position, forms etc. are one of the indicators of the integrity of the text.

The Concept of the Positional Arrangement of Forms, etc.
Just as the minor members of a sentence can be located at a distance in relation to the main members of a sentence, the forms of etc. are located in predicative units, following one after another in a certain order. Thus, they have a position. The position for such forms will be considered their place in the order of the predicative units. In this case, the number of positions in one composition coincides with the number of predicative units. And each next position falls on the ordinal number of each next predicative unit.
To illustrate the place of use of the forms I. p. let's use an example. For this we take the essay of Natasha V. for the seventh grade. We indicate below the positions of the forms of interest to us. These are the forms, their position numbers:

Contact-Distant Locations of the I. p. Forms
Contact-distant positions of the NMHF are their locations in interrelated predicative units, following each other and at a distance from each other. In such positions, their arrangement is continuous-discrete.
Let's show the digital expression of the changes in these positions: Grade 5 -11.3; Grade 6 -7.2; Grade 7 -15.3; Grade 8 -13; Grade 9 -21.4. The dynamics of development has a spasmodic behavior. In the sixth and eighth grades, we see recessions. In the fifth, seventh, ninth grades, the analyzed volume increases.
In percentage terms, the share of this species is as follows: In pre-, inter-, post-position, the central subject of speech is most often formed grammatically.

Contact Locations of Forms, etc.
Contact positions of the NMHF are their locations in predicative units, following each other. Their difference from contact-distant positions is the absence of a position located at a distance from the position or from the positions of any NMHF.
Quantitative changes in these positions are as follows: Grade 5 -4.7; Grade 6 -5.3; Grade 7 -7.3; Grade 8 -11.5; Grade 9 -10.7. There is one recession here. He is in the ninth grade. Therefore, the number of positions increases progressively, but at the end of secondary school, it regresses.
In percentage terms, the dynamics of changes in the number of positions takes the following form: In the group of predicative units, predominantly accompanying objects of speech are formed.
To nominative forms located in contact, we also include forms that have different meanings, but affect the unity of thoughts of predicative units located nearby. We will call such forms nominative polysemantic (NPGF).
NPGFs are located in the predicative unit of a complex sentence or in a simple sentence.
The location of the NPGF in the predicative unit of a complex sentence.
...Now the weekend has come, and we went to rest. Among the options for the contact location of nominative grammatical forms, the number of NPGF positions in the composition of complex, complex sentences increases. However, the proportion of these locations fluctuates. Starting from the seventh grade, the proportion of positions in a simple sentence, associated with other predicative units using lexical and grammatical means, prevails.
In the predicative unit of a complex sentence or in a simple sentence, single objects of speech are formed.

Discussions
In the process of imparting integrity to the text of an essay about an incident in life, a progressive increase in the volume of the forms of i. p. occurs. This expands the positional text field in general. All their diversity can be summarized in two groups: the group of nominative monosemantic grammatical forms (NMGF) and the group of nominative polysemantic grammatical forms (NPGF).
NMHF occupy contact-distant, contact, distant positions. The contact-distant positions of the NMHF are increasing. But the increase is abrupt. It is in decline.
Contact, distant positions of NMHF increase to the ninth grade. In the ninth grade, their quantitative decline occurs.
As schoolchildren grow older, the number of speech objects that are formed grammatically, in contact-distant, in distant positions of the NMHF, increases to three objects of speech, in contact positions -up to eleven objects of speech.
Contact-distant design of objects of speech is predominant. It is carried out in separate parts of the composition and throughout the text. Its extent depends on the vastness of the positional field of the SP form.
Contact registration is carried out to a lesser extent. It takes place in separate parts of the composition.
Distant decoration is even less common. It is found mainly in two places in the composition. In addition, it is present throughout a certain piece of text or frames it.
Consequently, the hierarchy of objects of speech, logical subjects, is subjected to grammatical design. Its highest level is occupied by the logical subjects of the contact-distant design of the NMHF, the intermediate -the logical subjects of the contact design of the NMHF, the lower -the logical subjects of the distant design of the NMHF.
The subjects of speech are formed contact-distantly in preposition, in postposition, in the interposition of one NMGF in relation to other similar forms. In addition, combinations of these arrangements are possible.
The subjects of speech are formalized in a contact manner in predicative units following each other, in the predicative unit of a complex sentence, in a sentence related to other sentences by meaning. In the first case, the nominative grammatical forms are monosemantic, in the other two, they are polysemantic.
The subjects of speech are formed distantly in predicative units located at a distance of one or several positions.
Among the options for the contact-distant location of the NMHF, there is a progressive increase in the number of positions, the proportion of their pre-, interpositional location. The increase in positions with recessions refers to the pre-, inter-, post-positional arrangement of such forms. The latter location is dominant in the ninth grade.
Among the options for contact location, the number of NPGF positions in the composition of complex, complex proposals is increasing. However, the proportion of these locations fluctuates. It increases and decreases. Starting from the seventh grade, positions prevail in a simple sentence associated with other predicative units using lexical and grammatical means.
Among A group of predicative units or a predicative unit is limited to punctuation marks of semantic completion -left and right, -left, -on right.
Or not limited to that. By the presence / absence of punctuation marks for the semantic completion of the form etc. are located contact in -predicative units that coincide with the boundaries of a complex sentence: This is a story that happened to me, and it will be remembered for my whole life; -in a few simple sentences: Now the mother could hug her child. She pressed his face to her chest; Here in front of the thickets of hazel. These thickets are quieter and cooler; -simple and complex sentences: Our dog has never seen hedgehogs, and therefore barked loudly. The poor frightened hedgehog, curled up in a ball, snorted incessantly; -a simple sentence and in the predicative unit of a complex sentence: And we went. When we came to visit,..; Once my friend and I went for a walk. Then we see...; The next day my grandfather called me to the maritime museum. I couldn't even imagine...;...that Kutka killed two chickens. The rest of the way he walked proud;..., my grandmother and I went to the village. My grandmother's sister lived there;...how he put Uncle Gena on track number two. There was a sand embankment on this route. People, passing along it, trod the path,...; -in predicative units of complex sentences:...because my mother tried her best here too. Mom called the teachers and said...
By the presence / absence of punctuation marks for the semantic completion of the form etc. located distantly in -a simple sentence: This story happened to me at the age of five; We went with mom and dad to visit; First, the children did a warm-up; -the predicative unit of a complex sentence: She saw,...; I left because...;...and Uncle Seryozha and dad began to pump up the boat;...that the lifeguard fell and crashed because of her;..., she opened my diary and said,...;...we see...

Conclusions
The integrity of the text can be expressed through the arrangement of the nominative (sp) forms in predicative units, following one after another. This expression is provided by nominative monosemantic grammatical forms (NMGF) and nominative polysemantic grammatical forms (NPGF). Depending on the text position, these two groups of forms, etc. have different locations. They can be located contact -distant, contact, distant.
As schoolchildren grow up, the number of objects of speech, drawn up contact-distantly, contact, distantly increases with recessions in their growth. The dynamics of development is spasmodic. Nevertheless, this dynamics repeats the pattern of the distribution of SP shapes. in the text space.
The growth of NPGFs with a contact location indicates the expansion of informational information. This fact becomes an indicator of the formation of groups of sentences that reveal a single thought. The expansion of the contact location of NPGF gives reason to talk about the complication of the process of expressing thoughts by schoolchildren, about an increase in the number of complex sentences, about the appearance of an increasing number of groups of sentences that are interconnected in meaning.
In order to impart greater stability to the integrity of the text, it is necessary to highlight the corresponding textual skill, which will be formed in schoolchildren in the process of teaching speech generation. In order for this pedagogical work to proceed successfully, it is necessary to keep in mind the following fact: the location of some forms of SP. gives integrity to the text (NMGF, NPGF), the arrangement of others -makes the text less complete. To the second location, we include a separate distant location of the NMHF, interrupting the development of a common meaning and creating prerequisites for the appearance of logical errors. In addition, it is necessary to take into account the fact that the distant location can extend to the NMHF, which is not found in the group of predicative units, but is located in single places at a distance from each other. This location will be potential, based on it, the NMGF may appear, occurring in predicative units following each other.
The work of the teacher in teaching schoolchildren the location of the forms, etc. includes tasks for observing the use of these forms in groups of sentences, for highlighting their general meaning, for preventing logical errors, for developing the content of sentences as separate independent sentences.