How does evidence reasoning differ from explanatory reasoning? Types of speech: narration, description, reasoning. Observations on a narrative text

31.12.2020

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10.1 Plan-Reasoning».

Goals:

1. Deepen the concept of types of monologue speech.

2. Continue working on punctuation, syntactic, spelling and other errors in presentation (on the most typical ones collectively, on the rest - individually.

3. To make students aware of the close relationship between language and society, the main functions of language in society, which will contribute to the correct stylistic use of the studied constructions in speech.

Reasoning is a type of speech whose purpose is to clarify a concept, proof or a refutation of some thought. From a logical point of view, reasoning is a chain of conclusions on any topic, presented in a sequential form.

In this case, judgments follow one after another in such a way that the second necessarily follows from the first judgment, and as a result we receive an answer to the question posed.

Reasoning as a type of speech is widely found in the scientific style.

In fiction, the writer (often through the mouth of his characters) speaks about those eternal truths: love, hate, life, death.

Exercise 1. Read and retell the text. Determine its type.

By what good efforts can human nature be corrected? What should be done so that humanity learns to live in peace? These questions have troubled the minds and consciences of the best people for centuries.

Many scientists have tried to change people's lives for the better. They have written many books and put forward a variety of ideas and thoughts. Some of them argued that a person can become purer and more perfect by dedicating himself to serving God. Others suggested that harmony in human society could be achieved by abolishing government. Others advocated for universal freedom, so that everyone could live according to their own understanding and desire. While some saw the salvation of humanity in universal enlightenment, others tried to equalize the rights of the rich and the poor, and still others believed that a person could be changed by education. There were also those who argued: since life on earth itself is a continuous, merciless struggle for existence, people must live following these laws.

I am convinced that none of these ideas can bring changes to human nature.

In my opinion, the basis for a person’s good life should be honest work, a conscientious mind, and a sincere heart. These are the three qualities that should rule over everything. Without them, you cannot find peace and harmony in life.

It is necessary to teach people to work, it is necessary to give them an education, but all this is not enough to eliminate moral ugliness in a person. In the process of educating a person, it is necessary to introduce the science of conscience. Scientists should take care of this. They must develop this theory as a discipline obligatory for everyone. From a young age, it is necessary to cultivate in people a sense of high decency and self-respect, which would help to overcome animal instincts in oneself and eradicate harmful lusts. Only then can one have hope for the correction of man and humanity.

(Shakarim Kudaiberdiev).

Exercise 2. Rewrite. Determine the type of speech.

What does blood do?

Why is blood so important for our body? After all, there are organs that are more important than blood, for example, the heart or liver. However, blood is also an important element of the human body. Firstly, blood carries the oxygen we breathe throughout the body. Secondly, the blood fights germs that enter our body. It envelops them and then destroys them. Thirdly, the blood can be viscous and clot, which happens with cuts.

Task 3. Choose the correct options for the meanings (definitions) of neologisms.

1. Bachelor	1. Disturb, deprive stability
	2. Close to fascism
3. Mayhem	3. Correlation of data, numbers
4. Destabilize	4. Very active
5. Dividend	5. Mindset, character of thinking
6. Dissidence	6. Observation, assessment, prognosis
7. Interactive	7. Treat lover
	8. Hostile to authorities
	9. Connection of dissimilar elements
10. Consolidation	10. Pressure
11. Brown	11. Promoting fascism
12. Mentality	12. A believer traveling to holy places
13. Monitoring	13. Academic degree
14. Unreliable	14. Conversational
15. Pilgrim	15. Sanitate the oral cavity
16. Pressing	16. Disagreement with the dominant ideology
17. Pro-fascist	17. Part of the profit
18. Summit	18. Meeting of heads of state
19. Authorize	19. Unification, cohesion
20. Certificate	20. Permissible norm
	21. Absence of any norms, rules, laws
	22. Recognize as legal
	23. Non-fascist
	24. Monitor related
	25. Certificate

Glossary

Assignment for SRSP: 1) Exercise 1.

Assignment for SRS: Task 2, 3. Write down the interpretation of the words in the glossary.

Literature

10.2 Plan-summary of a Russian language lesson on the topic: “Ffunctional-semantic types of monologue speech.Types of pjudgments».

Reasoning is a type of speech whose purpose is to clarify a concept, prove or refute a thought. From a logical point of view, reasoning is a chain of conclusions on any topic, presented in a sequential form.

Reasoning is a series of judgments related to any issue. In this case, judgments follow one after another in such a way that the second necessarily follows from the first judgment, and as a result we receive an answer to the question posed. One of the judgments contains a general rule (major premise), the other contains a special case (minor premise).

So, the reasoning is based on a conclusion, for example:

“All citizens of Kazakhstan have the right to education”

“Akhmetov is a citizen of Kazakhstan. Therefore, Akhmetov has the right to education.”

However, inference is rarely found in its pure form in speech. More often they appear in the form of reasoning.

Reasoning is typical primarily for scientific and journalistic texts, task which - compare, summarize, generalize, justify, prove, refute this or that information, give a definition or explanation of a fact, phenomenon, event.

For example: “A term is a word or phrase that is the name of a specific concept of some special field of science, technology, or art. The term has only one meaning."

In fiction, reasoning is used in author’s digressions that explain the psychology and behavior of characters, when expressing the author’s moral position, his assessment of what is depicted, philosophical understanding of reality, etc.

For example: “Does a person have anything more valuable than his heart? But among us Kazakhs, among all the qualities of the heart, only militancy or valor is recognized. We do not distinguish other properties of this noble organ. Meanwhile, compassion, kindness, and cordiality towards people, even strangers and strangers, and justice towards them, when you do not wish for them anything that you do not wish for yourself, all this is under the control of the heart. When the tongue obeys the heart, lies are trampled underfoot” (Abai Kunanbaev).

Purpose of reasoning: explore an object or phenomenon, reveal its internal characteristics, consider the cause-and-effect relationships of events or phenomena, convey the author’s thoughts about them, evaluate them, justify, prove or refute this or that idea or position.

Feature of the reasoning: It is not the plot principle (as in narration) that is used, but the logical principle of construction.

Text-reasoning model: thesis, proof(a series of arguments that use facts, inferences, references to authorities, obviously true provisions, etc.) and conclusion.

Types of reasoning:

There are three types of reasoning: reasoning-explanation, reasoning-proof, reasoning-reflection.

Reasoning-proof is built according to the following scheme: exposition (summarizing the question) – question – answer to the question (thesis) – proof of the thesis – conclusions.

Proving the truth of the thesis becomes the main part of the test - reasoning.

Reasoning-explanation assumes that the main statement of the text is true, so there is no need to prove the truth or falsity of the thesis. The main task of the text is to reveal the content of the thesis.

An example of a reasoning-explanation (what is it):

A video card is a board with microcircuits that is used to generate images on the screen. Everything you see on your monitor screen is created by the processor using the video card. The video card contains memory chips in which the created image is stored.

When constructing reasoning texts, you should rely on the following rules:

The proof and explanation are built according to the same scheme: exposition – question – answer – answer to the question (thesis) – proof of the thesis – conclusions.

After the thesis in the proof, the natural question is Why?, After the thesis in the explanation, the question is why? Seems artificial and out of place.

After the thesis, the explanation usually uses words and expressions like: it turned out..., the fact is... that, that's why, for example, this is evidenced by such facts as, as it turned out...

The scheme of reasoning-proof and reasoning-explanation in practice is quite often implemented in an abbreviated form: sometimes the question is omitted, often there are no conclusions, often there is no exposition. In all cases, the omission is explained by the fact that the reasoning is understandable without the missing components of the “ideal” reasoning, since all these missing components are easily conjectured or implied. Thus, the obligatory parts of the argument are the thesis and its proof.

Exposition, problematic issue, conclusions can either be present in the text or absent. Reasoning-reflection

is one of the types of reasoning texts and is constructed, as a rule, in question-and-answer form. In such reasoning, questions may or may not be reflected in the test.

Reasoning-reflection includes explanation and proof, in which it is necessary to give examples, compare or contrast, indicate cause-and-effect relationships, limit, expand or generalize, etc.

A reflection text is constructed according to a scheme common to all types of reasoning, but unlike proof and explanation, it contains not one question and answer, but a system of questions and answers that consistently complement each other:

exposition (leading to a problematic issue);

Assignment for SRS: system of problematic questions and answers to them;

Compose a text-argument on the following topics:

“Is Internet censorship necessary?”

"Pros and cons of e-business"

“Human Security in the Internet Space”

Literature

“Internet and culture (the problem of personality degradation)

1 Akhmedyarov K.K. Russian language: Textbook for students of Kazakh departments of the university (undergraduate). – Almaty: KazNU named after. al-Farabi, 2008. – 226 p.

2 Zhanalina L.K., Musataeva M.Sh. Practical course of the Russian language: Textbook. – Almaty: Print-S, 2005. – 529 p.

In all schools, as part of the program on Russian literature and language, students are asked to write an essay-argument. Examples that show what this work represents are numerous. Well, it's worth exploring this topic and talking about what principles you really should follow to write good

So, each essay has a three-part form. Everyone knows about this from early childhood. Introduction, main part, conclusion. In addition, each essay must have arguments, conclusions and statements.

And the first thing we should say is about the introduction, which should begin an essay-reasoning. Examples exist, there are many of them. But first, it’s worth giving a general description. The purpose of the introduction is to prepare the reader for the perception of further text. The first step is to note the relevance of this topic and ask a few questions. It might look like this: “Is the problem of fathers and children relevant now? You can definitely answer in the affirmative. Time passes, one generation replaces another. And that's the whole point. After all, the problem of fathers and children is a conflict of generations.” In principle, this introduction has everything - a question that sets the reader up for his own thoughts and search for an answer, an identified topic, and even a phrase similar to a quote. By the way, bright expressions can be used as a starting point. This is called an epigraph. By inserting a quote relevant to the topic at the beginning of the text, you can make your essay more interesting and original.

Types of reasoning

So, above it was shown how an essay-reasoning should begin. Examples could also be seen. And now - about what types of reasoning there are. The first is proof. And the purpose of an essay written in this spirit is to prove that the thesis expressed is the truth. It is important to use (thus, so, therefore, etc.), conjunctions (if, since, so that) and figures of speech (let's say, we can judge, suppose). By using the listed means you will be able to maintain the appropriate style.

Reasoning-explanation - here the task is to explain to the reader the essence and content of the text. There is no need to prove it. All you need to use in the writing process are organizing words and phrases that summarize the statement. “Therefore”, “thus”, “it turns out that”, “this is a consequence of the fact that...” - and in that spirit. In general, those words and expressions with the help of which conclusions are usually formed.

And finally, reasoning-reflection. It is built according to the scheme: explanation-proof. It provides various kinds of examples and indicates cause-and-effect relationships. You can write both in the first person and in a journalistic style - impersonally. The first option: “I think, I believe, in my opinion, I believe...”, etc. The second: “We can say with confidence, we should look into it, it is quite probable...”, etc.

Scheme

What should be said further about the features of such work as an essay-reasoning? Examples of their different types were given above, but now - about the scheme for constructing sayings. Any reasoning is built on the following principle: a summary of the question - a statement (thesis) - its proof - a conclusion.

In reality, everything looks simpler. Leading to the question is the same introduction, topic. Thesis is a statement that the author makes throughout the text. He subsequently proves it. And the conclusion is at the end. Although it often appears in the text. Depends on how the author writes.

Example

So, it was said above that the conclusion can be not only at the end of the text. What is meant? In order to understand this, you can give examples of essays-reasonings of the State Academic Academy 2014. So, here’s what it looks like: “Modern technologies are developing. This means our life becomes easier. All people now use technology and master various “new products”. But if adults are adapted to an ordinary life, not equipped with various new modern things, then children and adolescents are not. Why? They were born in the 21st century. Since childhood, they have been on the Internet, in phones, laptops, multicookers and microwaves. If the Internet suddenly turns off, and they need to do homework and look for definitions and solutions, then few people will think of looking for an old explanatory dictionary in the house. And anyway, why do homework when any solution can be found on the Internet? In general, it would seem that modern technologies have simplified life, but in reality this is not always beneficial.”

Here, in principle, is a clear example of how several evidence and conclusions can be found in a text.

Arguments

This is something that no essay-reasoning can do without. Examples of GIA can be good proof of this. And this is understandable - after all, in any essay you need to make statements and statements. But the word is not an empty phrase, and it must be proven. With what? With arguments! Arguments, explanations, justifications - all this must be indicated as support for the text. In order for the argument to “fit” well into the text, it is recommended that each phrase in which it is planned to insert an explanation should begin like this: “The proof of this is.” Or you can use another phrase: “This proves that...”. In general, nothing complicated.

Conclusion

Above we talked about what an essay-reasoning is. How to write - there is also an example. Now the last thing remains. Talk about how to write an ending.

Many people have problems with this. In fact, the final part is what puts an end to all of the above. Accordingly, you need to complete your essay-reasoning as concisely and logically as possible. Examples of the Unified State Exam are a clear recommendation. For example, an essay about one’s home can be completed like this: “A parent’s home is a place that will always greet us with special comfort and warmth. Everything here is familiar, everything here is native. It is in this place that each of us spends our carefree childhood years. And all the people who get back to their parents’ house have pleasant memories. At such moments, everyone can feel like a child again.”

Here, in principle, is how you can complete an argumentative essay. There is an example of how to write, but to come up with something on a different topic, you can simply be guided by the structure and pay attention to the style. It should be remembered: if there is no feeling of incompleteness of the text, then the conclusion is written correctly.

There are three types of reasoning: reasoning-explanation, reasoning-proof, reasoning-reflection.
Reasoning-proof is built according to the following scheme: exposition (summarizing the question) – question – answer to the question (thesis) – proof of the thesis – conclusions.
The proof of the truth of the thesis becomes the main part of the text-reasoning.
Explanatory reasoning assumes that the main statement of the text is true, so there is no need to prove the truth or falsity of the thesis. The main task of the text is to reveal the content of the thesis.
When constructing reasoning texts, one should rely on
the following rules:
1. Proof and explanation are built according to the same scheme: exposition - question - answer to the question (thesis) - evidence - thesis - conclusions.
2. After the thesis in the proof, the natural question is why?, after the thesis in the explanation, the question is why? Seems artificial and out of place.
3. After the thesis, the explanation usually uses words and expressions like: it turned out..., the thing is..., that..., here..., why.., here..., for example..., This is evidenced by such facts as it turned out...
4. The scheme of reasoning-proof and reasoning-explanation in practice is quite often implemented in an abbreviated form: sometimes the question is omitted, often there are no conclusions, often there is no exposition. In all cases, the omission is explained by the fact that the reasoning is understandable without the missing components of the “ideal” reasoning, since all these missing components are easily conjectured or implied. Thus, the obligatory parts of the argument are the thesis and its
proof. Exposition, problematic issue, conclusions can either
be present in the text or absent.
Here is an example of a text-reasoning (reasoning-proof):
“A complex syntactic whole is a speech unit, a segment of speech consisting of several sentences united in meaning. This series of sentences also has another name - “super-phrasal unity”. Why superphrasal? Because this unity goes beyond one sentence. Most often it coincides with a paragraph. The paragraph is characterized by the unity of the topic. The transition to a new topic should be indicated in writing by a new paragraph. But it doesn’t happen that way...”

More on the topic Types of reasoning:

Chapter 14. Reasoning used in the humanities
§ 24. The grammatical struggle for recognition of the category of aspect and against the old theory of times in the first third of the 19th century.

Reflection is one of the types of reasoning texts and is constructed, as a rule, in question-and-answer form. In such reasoning, questions can be reflected in the text. Or they may not receive it.

Reasoning-reflection includes explanation and proof, in which it is necessary to give examples, compare or contrast, indicate cause-and-effect relationships, limit, expand or generalize, etc.

3) conclusions.

If you need to construct a statement like a reflection, you need to start understanding the topic and selecting material for its disclosure from a system of questions. Naturally, not all questions that arise at the pre-text stage are later reflected in the text - moreover, they can be omitted altogether, they have fulfilled their role. But they can remain in the text, serving as bonds between the individual parts of the text-reflection (left in the text, they seem to reveal and demonstrate the train of thought). When creating reasoning and reflection, attention should be paid to solving problematic questions and answering them. Such a text is characterized by the same linguistic means as reasoning as a type of speech: Compare:

“Mother is the earth, why don’t the mountains fall, why don’t the lakes overflow when people like Suvankul and Kasym die? Both of them - father and son - were great grain growers. The world has always been supported by such people, they feed it, give it water, and in war they protect it, they are the first to become warriors. If not for the war, how many more things Suvankul and Kasym would have done, how many people they would have given the fruits of their labor, how many more fields they would have sown, how much more grain they would have threshed. And having been rewarded a hundredfold by the labors of others, how many more joys of life would you see! Tell me, mother earth, tell me the truth: can people live without war? (Ch. Aitmatov).

Speech concepts:

Antithesis– a statement opposite to the thesis.

Argument- proof.

Argumentation– proof of the correctness of a certain thesis.

Reasoning- this is a type of speech whose purpose is to clarify a concept, prove or refute a thought.

Thesis– the main statement or several statements of the argumentative text.

Exposition– part of the text leading to the question (or introduction to the topic of discussion).

Test questions and assignments

Exercise 1.

Read the text. Determine the main idea of the text. Tell me whether the author proves it or explains it. Justify your answer. Name the linguistic means inherent in this type of reasoning.

Science is generally a very exciting activity. Who hasn’t dreamed or doesn’t dream of making some great discovery or inventing something that people need? So, science all consists of discoveries and inventions. Let these discoveries concern seemingly very insignificant things, for example, the history of one word or even one sound. Such discoveries will not necessarily make you famous, except for a small circle of scientists who study the same problems. But these are still discoveries. And how happy is a person who, one might say, makes discoveries every day throughout his life!

Task 2.

Read the text. Make a question plan for it. Mark the boundaries of the compositional parts of the text (exposition (summary to the question) – question – answer – explanation – conclusions). Describe the linguistic means inherent in reasoning. Find in the text cause-and-effect relationships between the phenomena in question.

During further investigation, it turned out that the investigator's reasoning was quite correct. He was able to correctly determine the course of the investigation only because he understood the essential features of each of the alleged facts. So:

1) loading such a large number of cigarettes would require at least three quarters of an hour. The warehouse is located on a crowded street. The crime was committed between 17:30 and 18:30. Therefore, there must be witnesses who at that time passed by the tobacco warehouse and should have noticed a car parked in front of the warehouse;

2) unknown criminals presented identification. Therefore, the certificate was issued to a specific person. It can be assumed that the criminal forged the identity card, or stole it, or someone lost it, and the criminal took advantage of it;

3) we are talking about a relatively large number of cigarettes. It is very difficult to kidnap him right away. It is difficult to sell such a large quantity of cigarettes. If the theft was carried out gradually, it means that the criminal concealed it in sophisticated ways. The audit authorities had not previously identified any shortages in the warehouse. Therefore, there must be traces of this criminal activity in the accounting records.

Having made certain conclusions, the investigator began checking his versions, and soon the crime was solved.

Task 3.

Read the poem. Highlight the structural parts in the text that are characteristic of the argument. Learn the poem by heart. Write an essay-reasoning “Why I love my native land.”

“No, you didn’t think, - it’s a young thing, -

Until he left for war,

What a dear happiness this is -

Have your own side.

To have, love and remember a dear corner,

Where are the trees that my father planted?

Where there are, perhaps, great-grandfathers' graves,

Even if you never went to see them.

Although I wouldn’t be there very often,

But I felt more pain later,

What a bitter misfortune this is -

Suddenly lose that very region and home.

Wherever you are - in the fire of the front lines,

In the North or somewhere in Crimea,

In the Smolensk region or here in Ukraine, -

You are going to your home today.

You walk with people in invincible formation,

Everyone has their own side.

Everyone has their own home, their own garden, their own beloved brother,

And everyone has one homeland!” (A.T. Tvardovsky)

Task 4.

Read the text, formulate its topic and give a title.

Find words in the text that are new to you and find out the meaning of these words in the dictionary.

Many scientists have tried to change people's lives for the better. They have written many books and put forward a variety of ideas and thoughts.

Some of them argued that a person can become purer and more perfect by knowing the nature of the Creator of the universe and devoting himself to serving God. Others suggested that harmony in human society could be achieved by abolishing government. Others advocated for universal freedom, so that everyone could live according to their own understanding and desire. While some saw the salvation of humanity in universal enlightenment, others tried to equalize the rights of the rich and the poor, and still others believed that a person could be changed by education. There were also those who argued: since life on earth itself is a continuous, merciless struggle for existence, people must live following these laws.

I am convinced that none of these ideas can bring changes to human nature.

(Shakarim Kudaiberdiev).

1) What structural parts of the argumentative text are there?

2) Think and answer the questions: 1. What does the text say? 2. Why does the text begin with questions? 3. Why do many people care about these problems? 4. What thoughts and ideas about improving the nature of people do the author mention? 5. Which point of view seems to the thinker the most reasonable? 3) What type of reasoning predominates in this text? 4) Make up questions of a problematic nature for the text. Answer them.

Task 6.

Write an essay-reasoning “My future profession.” Start working by understanding the topic and selecting material for the main (key) questions: What is my future specialty? What characteristic features should be present in a person who has such a profession? What time are we living in? Which of his contemporaries most clearly reflects the most characteristic features of a person of my profession? Draw appropriate conclusions. When creating text, adhere to the following scheme:

1) exposition (leading to a problematic issue);

2) a system of problematic questions and answers to them;

3) conclusions.

Use linguistic means characteristic of this type of speech (see table at the end of the paragraph).

Task 7.

Read the text. What type of monologue speech does it belong to? Title the text.

Happiness. How can I give them all happiness? How to make Helen happy? Is it really just the elements - who will be lucky in life? He meets some scoundrel - and his work is wasted, his hopes are dashed... No, it can’t be. We must teach her to be happy. You're kidding, brother. This cannot be taught. Can. You can’t completely save yourself from a scoundrel, but you can reduce the chances. And teach you how to persevere. What do you need?

Developing curiosity. Then he will be drawn to science and creativity. It is a great pleasure to search and suffer. Teach to work and achieve. Persistence. Then you won't miss your dream. There will be fatigue and joy of rest. More art. Books, theater, music... More communication. There are smart, good people. Be able to find. Conversations with them are a pleasure. Don't be greedy for things.

And in fact, it turns out that it can be taught. (According to N. Amosov).

Task 8.

Compose a discussion on the topic “Don’t put off until tomorrow what you can do today.”

1) what is the reason that many people like to put things off (lack of a sense of duty, frivolity, hope that they can do something “in one sitting,” thirst for pleasure, reluctance to work, lack of will)?

2) what follows, what follows from the reasons that we indicate below (whoever puts off work doubles the burden of work; much that is not done on time is already irretrievably lost; deferred work is always done hastily, somehow; the mood is spoiled; lost trust of teachers, fellow students, superiors: do they reveal your weakness)?

Reasoning has as its goal to clarify any concept, develop, prove or refute any idea. From a logical point of view, reasoning is a chain of conclusions on any topic, presented in a sequential form. Reasoning also refers to a series of judgments related to any issue, which follow one after another in such a way that others necessarily follow from previous judgments, and as a result we receive an answer to the question posed.

The classic type of inference consists of the following logical operations:

All gorillas are primates.
All primates are vertebrates.
_______________________________
All gorillas are vertebrates.

In rhetoric, speech-reasoning is called "hriya". The structure of the classical (strict) chria consists of eight consecutive parts:

An attack in which, as M.V. wrote. Lomonosov, “the one who said a speech or did a deed that connects with the theme of hria should be praised or described.”
Paraphrase, or exposition, that is, according to M.V. Lomonosov, “explaining the topic through dissemination.”
A reason sufficient to prove the thesis. Several reasons may be given.
Contrary, that is, an indication of counterarguments ( if that's not the case, then...).
A similarity that explains and confirms a theme.
Example.
Evidence that usually uses reference to authority.
A conclusion that provides a quote, an aphorism, or gives your own conclusion.

The hria scheme can be more free: the sequence of parts can be slightly changed, some of them can be omitted altogether.

An example of an almost strict chria (with the omission of example and evidence) is one of Cicero’s “Tusculan Discourses” on the topic: “You should not be afraid of death (Socrates).”

Once Socrates, accused of a capital crime, refused to have a lawyer, and did not please the judges, but maintained free stubbornness (generated by the loftiness of his soul, and not at all by pride!) ... Finally, almost with a deadly cup in his hand, he spoke like this , as if he was threatened not by the abyss of death, but by ascension into heaven .
He reasoned and spoke about it like this. There are two ways. There are two ways, two roads for souls leaving bodies .
Those who stain themselves with human vices, fall into blinding lusts and therefore either defile their home with vice or wickedness, or undertake irredeemable treachery and violence against their state, those have a crooked road that leads them away from the host of gods. And whoever kept himself pure and unsullied, was least involved in bodily affairs and was always detached from them, even in the human body led a life similar to the gods, and such people find a return path to where they came from .
At the same time, he remembers the swans, who are not without reason dedicated to Apollo, because, apparently, they received from him the gift of foresight: how they, sensing that there is good in death, die with pleasure and song - so it is fitting for all who are kind and learned to die .
There is no doubt about this - if only what often happens to us in our discussions about the soul does not happen when you look at the setting sun and completely lose your sight; so the sharpness of the mind, turned inward, sometimes becomes dull, and therefore we lose our vigilance of observation .
This is how our mind floats like a boat in an endless sea, among doubts, suspicions, many hesitations and fears. .

Reasoning (hriya)- one of the techniques of rhetoric. But this type of speech is found not only there. Reasoning texts can be found in all functional styles, and they are very diverse in specific manifestations. Thus, varieties of reasoning are all kinds of definitions, in which the concept being defined is correlated with the closest genus to which it belongs, and characteristic features are pointed out that distinguish this concept from others belonging to the same genus (species differences):

Figures of speech are special forms of syntactic constructions[family affiliation], with the help of which the expressiveness of speech is enhanced, its impact on the addressee is enhanced[species differences from other syntactic constructions].

The definition is revealed and developed in the explanation. And often the definition is accompanied by an explanation. Let's demonstrate this by looking at the explanation of the term "rhetorical question" that follows its definition:

A rhetorical question is a rhetorical figure highlighting the semantic centers of speech[definition]. A rhetorical question in the strict sense of the word must contain an affirmation or negation and not require an answer from the addressee, but, more precisely, imply an unambiguous answer, prompt it to the listener[explanation].

Of course, the main area of use of reasoning texts is the scientific style (for example, a theorem and its proof). And this is quite natural, since it is there that one most often has to prove, develop, affirm or refute any idea.

But reasoning is also very common in artistic speech, for example, in philosophical and psychological prose. Suffice it to recall the famous philosophical reflections of L.N. Tolstoy on the reasons for historical development in the epic “War and Peace”:

The totality of causes of phenomena is inaccessible to the human mind. But the need to find reasons is embedded in the human soul. And the human mind, without delving into the innumerability and complexity of the conditions of phenomena, of which each separately can be represented as a cause, grabs the first, most understandable convergence and says: this is the cause. In historical events (where the object of observation is the actions of people), the most primitive convergence seems to be the will of the gods, then the will of those people who stand in the most prominent historical place - historical heroes. But one has only to delve into the essence of each historical event, that is, into the activities of the entire mass of people who participated in the event, to be convinced that the will of the historical hero not only does not guide the actions of the masses, but is itself constantly guided. It would seem that it makes no difference to understand the significance of a historical event one way or another. But between the man who says that the peoples of the West went to the East because Napoleon wanted it, and the man who says that it happened because it had to happen, there is the same difference that existed between the people who argued that the earth stands firmly and the planets move around it, and those who said that they do not know what the earth rests on, but they know that there are laws governing the movement of it and other planets. There are no and cannot be reasons for a historical event, except for the only cause of all reasons. But there are laws that govern events, partly unknown, partly groped by us. The discovery of these laws is possible only when we completely renounce the search for causes in the will of one person, just as the discovery of the laws of planetary motion became possible only when people renounced the idea of \u200b\u200bthe affirmation of the earth.

The reasoning may be expanded- using a large number of arguments, rhetorical techniques of comparison, contrast, etc. (like the above excerpt from L.N. Tolstoy’s epic), or maybe brief, concise. But in any case, the text-reasoning must contain an explanation, proof or refutation of any idea using a certain system of evidence.