>>Russian language: Semantic relations between the parts of a compound sentence. Punctuation marks between parts of a compound sentence. Generalization and systematization of the studied about the compound sentence
Semantic relationships between parts of a compound sentence. Punctuation marks between parts of a compound sentence. Generalization and systematization of the studied about the compound sentence Certain semantic relationships are established between the parts of a complex sentence. In compound sentences - simultaneity or sequence of events, mutual exclusion, opposition. In complex sentences, the subordinate clause may indicate the cause, conditions, purpose of those events that are mentioned in the main sentence.
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2. Compound sentences, semantic relationships between predicative parts. SSP is a complex sentence, the predicative parts of which are connected into one semantic and structural whole by coordinating conjunctions.
In the system of allied constructions, SSPs are opposed to SPPs.
The differential features of the SSP are: 1) the relative syntactic independence of the predicative parts in grammatical and semantic terms; 2) the presence of coordinating unions, which act as the main means of communication of predicative parts and are characterized in comparison with subordinating unions more independence and intonation, similar to that which is characteristic of simple sentences with homogeneous members (intonation of enumeration, comparison, attachment). The structural-semantic classification of the SSP is based primarily on the nature of the coordinative conjunctions that connect the predicative parts and have an extremely generalized meaning. Connecting unions ( and, yes (=and), neither ... nor, also, also) indicate a connection relationship. This grammatical meaning is very wide, it includes connective-enumerative, connective-distributive, connective-identifying, connective-resultative, connective conditional-investigative, connective-gradational, etc.: The song on the seashore had already ceased, and now only the noise echoed the old woman. sea waves(M.G.); Neither cranes screamed, nor goose calls were heard (K.); The sky shone immensely, and in it, like a flock of light dreams, pink spots of evening clouds glided (F.); More and more more people took up arms, and each fight gave birth to new participants (Ostr.); Not only was the boss picky, but Repnin himself puzzled everyone a lot (D.); The boys were crying, screaming, the mother was crying too (R.). All meanings are differentiated with the help of unions that are different in their semantic and stylistic qualities, with the help of a different ratio of species-temporal and modal forms predicate and other means. Opposing alliances ( but, but, yes (= but), but, but, however, otherwise, not that ... not that) are associated with the value of comparing the situation or the value of inconsistency - opposition to a certain norm as a starting point. SSPs with adversarial conjunctions express adversarial relationships. According to the features of the structure and the main grammatical meanings all SSPs with opposing conjunctions are divided into two groups: 1) comparative and 2) adversative. In comparative SSPs (with unions ah, well) phenomena that are different in some respect are compared, and these phenomena, for all their dissimilarity, do not cancel each other, but seem to coexist: The mother settled down with the children in the carriage, and the father - in the wagon (T.); The comrades treated him hostilely, while the soldiers truly loved (Kupr.).
The union in comparative sentences also has the meaning of an intensifying particle, is part of the second part, stands directly behind the word that names one of the compared phenomena, and highlights it.
In adversarial SSPs (with unions but, yes (=but), however, but, but etc.) reports on phenomena that are opposed, contradict each other: Before, our longing sang songs, but now our joy sings (L.-K.); Samnev's tank in this offensive did a hundred or more kilometers, but not a single fighter fell behind (G.) .; Yes, look, don’t talk, otherwise I’ll beat you (P.); The elbow is close, but you won’t bite (last). In sentences with a common adversative meaning, sentences with an adversative-restrictive meaning are distinguished: Everything is fine, but you just need to leave soon (P.); with the opposite-concessive: I had my own room in the house, but I lived in the yard in a hut (Ch.); with the adversative-compensatory: Cannons rust in arsenals, but shakos sparkle (Sim.). Separating unions ( or (il), either, then ... then, not that ... not that, either ... or) express separating relations - relations of mutual exclusion or alternation. They indicate that each of the described events is possible. BSCs with divisive conjunctions express mutually exclusive relations: the content of the first predicative part of these sentences excludes the possibility of the content of the second and subsequent parts, and vice versa: Either the rustle of an ear, the trembling of the breeze, or a warm hand strokes the hair (Surk.); I don’t want to think about anything, or thoughts and memories wander, muddy and obscure, like a dream (Ser.); Only occasionally will a shy deer run through the desert, or the herd of horses will anger the playful silence of the house (L.). SSP alternation (with repeating union then ... then) - the events referred to in the predicative parts exist in different time plans and replace each other: Either tears in three streams are in abundance of happiness, or the soul is in the power of sleep and oblivion (B.P.). The so-called joining relations can be expressed in the BSC, the peculiarity of which lies in the fact that the attached sentence contains not a message, but a remark to the message contained in the first part. Connecting SSPs are characterized by the use of connecting unions yes and, yes, and, and that and etc.; joining intonation; the use of metonymic words and particles in the second part besides, because, behold, because etc. For example, I was walking in some kind of intoxication, and there was a reason (Garsh.); It smells like hay, dried grass, but the smell is thick, sweet and pleasant (Ch.); Answer me, otherwise I will worry (P.). It is necessary to distinguish explanatory relations from connecting relations, which can also take place in the BSC and be expressed by explanatory unions that is, namely: But I understand you, that is, I try to understand (K.); Pyotr Petrovich was so kind, namely, he undertook to deliver everything to the orphanage (D.). Among the SSPs, there are proposals of an open and closed structure. SSP open structure: a row consisting of two parts can be continued up to 3 or more; semantic and grammatical equality of parts is characteristic; the use of connecting unions as the main means of communication ( and, yes (=and), and ... and), separation unions ( that... that, or... or); the same design of each predicative part; enumerative intonation. For example, Everyone left, and the darkness of the night hid the conversations (St.); But life is not in vain called a struggle, and it is too early for us to blow the lights out (D.).
Connecting SSPs are characterized by an open structure when expressed between the predicative parts of connecting relations that are not complicated by other types of syntactic relations. Separating SSPs are characterized by an open structure.
In closed structure BSC, the number of predicative parts cannot be increased. For the BSC of a closed structure, the inequality of predicative parts in a semantic sense is characteristic; wider range of allied means of communication ( not only ... but also, and sometimes, and sometimes, yes, and and etc.); different design of predicative parts; use of different intonation types. Comparative, connecting relations are characterized by a closed structure. Connecting sentences are characterized by a closed structure when expressing connecting relations complicated by other types of syntactic relations: Tell her two words, and she is saved (P.); A war began, that is, an event contrary to human reason and all human nature took place (T.); He is not handsome, but his appearance is pleasant (P.).
By the number of predicative parts, two-term and polynomial BSCs are distinguished: The frost was getting stronger, and I wanted to hide my face, ears and hands (S.); Now it was not March, it was gloomy, and the November snow was chalk (Sol.).
3. Complex sentences (CSP), types of subordinate clauses.NGN is a complex sentence, the predicative parts of which are connected into one semantic and structural whole by subordinating conjunctions.
Referring one of the parts of the SPP to individual words or combinations thereof in another part, subordinating conjunctions and allied words thus showing that the first is used primarily to explain the individual components of the second. That part of a complex sentence, which acts as an explanatory one, is called the subordinate clause, and the part being explained is called the main one. The subordinate part can be in postposition, preposition and interposition in relation to the main part: Karas was not so prudent as to turn the matter into a joke (Rem.); That it is not easy, I agree (G.); These large villages that you have to pass to Altai played huge role in history civil war(F.).
The differential features of NGN are: 1) the dependence of one predicative part (subordinate) on the other (the main clause); 2) the presence in them of a subordinate clause or an allied word (relative pronoun or pronominal adverb) that introduces the subordinate clause: I want my inspired work to ever see the light (L.); The era in which we were born is dying (N.). The subordinating union or allied word is located as part of the subordinate clause and indicates its dependence on the main clause and the method of registration subordination; 3) stepping (multi-tiered) of the communicative structure. The means of communication between the main clause and the subordinate part in NGN differ significantly from the means of communication in the SSP: they form structural mechanism, which determines precisely the dependence of the subordinate clause on the main clause. Communication means of the main and subordinate clauses in complex structures are: 1) subordinating unions; 2) allied words; 3) intonation; 4) pronominal-correlative words (correlates); 5) the order of the predicative parts, etc. According to the nature of the relationship of the subordinate part with the main part, the SPP of an undivided and dissected structure is distinguished. ; 2) the subordinate clause is attached to the main part through allied words and unions what, to, as, as if; 3) correlates - demonstrative pronouns and pronominal adverbs are either obligatory or optional; they do not merge with unions that are simple in structure, being located only as part of the main part: I know that he will come; That he will come, I know. In the SPP of a dissected structure: 1) the subordinate part is combined with the entire main part, as if adjoining it and does not have a key word in its composition; 2) the union serves to characterize a certain type of relationship: I returned to native city so that I can see the places dear from childhood again(investigative relations); I returned to my hometown because they were waiting for me(causal relationship) - therefore, the subordinate part joins the main part mainly with unions yet, though, because, for, so and etc.; 3) correlates are either absent or mobile and can move into the subordinate part, while merging, as a rule, with simple unions, forming allied means of complex structure in order to, in order to; thanks to and etc.: During the day it is warm if there is no strong wind.
Among the SPP of an undivided structure, sentences with explanatory, with attributive clauses stand out.
In NGN with an explanatory clause, the contact words are verbs with the meaning of message, speech-thought, perception, feeling: report, speak, think, see, hear, rejoice, fear, fear and etc.; nouns correlative in semantics with the verbs of these groups: message, news, thought, hearing, feeling, fear, fear and etc.; adjectives, words of the category of state and phraseological units, also correlative in meaning with the verbs and nouns of the named groups: convinced, satisfied, angry, agree, guilty, sure, glad; annoying, scary, visible; give a word, give a sign, keep in mind and etc. The subordinate part can be connected to the main part with the help of unions what, to, as if, as if, as if or allied words who, what, where, where, from where, which, whose, which, why, how much, why and etc.: Vladimir saw with horror that he drove into an unfamiliar forest (P.); Vanya remembered that tomorrow is Sunday (Poppy); I heard that there is such a flower (Bazh.); It's good that this green-eyed strength does not feel its own (Bazh.); The policeman was pleased that he was finishing his business trip (Mak.); I heard how they rushed to catch my horse (L.); Levinson ordered, so that in the evening a village gathering would gather(Fad.); He sat and waited where the conversation will turn (F.). In NGN with a definitive clause, contact nouns are explained by clauses with allied words which, which, whose, where, where, where, when. Definitive relations are established between the parts of such sentences. : Unfortunate that man which the stone flower will see (Bazh.); And shiny droplets crawled down his cheeks, such as are on the windows during the name of rain (Ch.); We drove up to the fortress which included our artillery (N.-P.); The day turned out to be very successful for the celebration - one of those bright, transparent days early autumn, when the sky seems so thick, blue and deep (Cupr.); While working, he whistled a song about the postman, whose horn sings in the misty valleys (Paust.).
Among the SPP of a dissected structure, there are sentences with subordinate parts of the investigation, conditional, concessive, connecting, causes, goals, comparative, place, time.
In NGN with a subordinate corollary using a union so it is shown that the subordinate part reports on the realities that are a consequence of what is said in the main part: Suddenly, however, he will have fun, go to dance, so that sawdust is pouring from the attic (F.); The room was cold and dark, so during the day you had to turn on the light bulb (Grand.); Loading guns too slow so three minutes elapse between shots (N.-P.). The subordinate clause here is always postpositive. NGN with a conditional clause. Conditional clause with conjunctions if, when shows the condition under which what is said in the main part of the NGN is possible. Colloquial colloquial unions and obsolete ones are also used. if, if, if, if, how and etc.: If death does not happen, I will live another hundred years (Tv.); Since no one cares about me, I will stay and live as I lived (Fad.); Oh, red summer! I would love you if it weren’t for the heat, and dust, and mosquitoes, and flies (P.); Well, why hurry, if the bride has everything ready a long time ago (Bazh.). NGN with a concessive clause. Adverbial clause with unions although, despite the fact that, despite the fact that, for nothing, let, let shows that the facts reflected in it are in a certain discrepancy or even contradiction with what is reported in the main part of the SPP, appear contrary to it. The same relationship is established in the presence of allied words how much, how combined with particle nor: Zyryansky saw everything, although as if he did not try to see anything (Mac.); Despite the fact that he was an orphan, he did not sleep on the street (Mac.); I knew a lot about stones, for nothing that I’m not very smart (Bazh.); Let, like him, I am a stranger to the world, but a stranger to heaven! (L.); No matter how much you beat your tongue on flint, you will not get fire (Fed.); But no matter how quickly he left the scene, he managed to hear the muffled sounds of sobs (Mac.); The dogs Boyka and Kuchum, although they got used to the cold, this time could not stand it (Fed.). In NGN with an adjoining clause using a clause with allied words what, why, why, why various kinds of additional messages are expressed regarding the content of the main part: rubbing parts at some guns are painted over, what entails the difficulty of the mechanisms (N.-P.); He whispered something in his brother's ear, which neither mother nor father could understand (F.); The plane flew low over the ridge, which made the rumble of the engines seem to be stronger (Fed.). Some sentences with a subordinate clause attached by a union word are close to these NGN how(especially in combination with the pronoun it): There is a mess on the table, as often happens after a dinner party (Fed.); Ilka sat down near the table in last time, as all decent people do when they are separated(act.). NGN with a clause of reason. Adverbial clause with unions because, because, for, because, because, in view of the fact that, due to the fact that, due to the fact that, due to the fact that, especially since reveals the reason or justification, motivation for what is reported in the main part of the NGN: Since a person has now been released, things will go faster (Ast.); Trifon's surname was at the same time his nickname, because it is impossible to come up with anything more precise (Ast.); They leaned for last days because they ate reluctantly and badly (Ast.). NGN with a clause of purpose. Adverbial clause with unions so that, in order to, so that, so that, so that(obsolete) shows the purpose or purpose of what is reported in the main part of the NGN: Strong power over oneself was needed so that the boiling would not break out (Kav.); The driver, just for that, so that people would subside, he stopped the car in front of the gate (Fed.); He preferred a walk in the line so as not to be separated from his dear neighbor (P.); The sun seems to shine only so that in front of her eyes, without disappearing, a window with a motionless black silhouette shines (F.); The thought leads the word, so that it expresses it and conveys it to people (Fed.). Unions in order to, then to may be dismembered. NGN with a comparative clause. Adverbial clause with unions as, as if, as if, as if, exactly, as if et al. explains the main part of the NGN by comparison: I indeed, Sancho was visible, how it is possible to see through a clear April day (Mak.); Reaches to the ear strange sound as if someone had shaken off moisture (Fed.); He looked at Igor, as if looking for an answer in his expression (Mak.); His back stooped abruptly, as if a pillow had been thrust into the collar (F.); Does not lie on his back, as if sleeping on a harrow (Tv.). Union as emphasizes the real similarity of phenomena, others - unreal, imaginary, hypothetical. The unreality of comparison is especially emphasized by the union as if: They worked throughout the days of the war as if it were one day (Fad.) and some colloquial variants of comparative conjunctions: And she screams at him - it seems like she is an admiral (N.-P.); Danilushka will start to play and forget everything, exactly and there are no cows (Bazh.). NGN with adnexal place. Adverbial clause with allied words where, where, from where explains the contact words presented in the main part of the NGN by adverbs of place, including those that act as correlative words: there, there, from there, everywhere, everywhere, everywhere, nowhere, left, forward, ahead, back etc.: The road leads a long to where the Ant should be ... (Tv.); And only where ditches bring their precious moisture, stripes of bright greenery could be seen (Fed.); These two returned from where rarely anyone managed to come alive (K.S.); Suddenly, on the left, where the topographers crowded, an accordion began to sing (Fed.). In NGN with a clause of time, the time plan of the main part is determined in relation to the time plan of the clause with unions when, while, how, after, since, while, before, as soon as and etc.: And I hurt so much yesterday when we looked at the sunset (Fad.); While people in dressing gowns were sorting through some folders, boxes, cards, a thick resentment accumulated in his soul (Mak.); Then money and things, as they found, were tied to poles and placed on the roads (L.T.); After Ilka treated his stepmother ... the name "varnak" and "tramp" stuck to him firmly (Ast.); Since the chairman began to speak, Maslova ... looked at him (L.T.); As soon as the verification was over, many people ran along the corridor with soap dishes in their hands (Mak.). The main varieties of temporal relations in NGN of this type are the relations of simultaneity and diversity. Relations of simultaneity are usually expressed by the ratio of verbs-predicates not perfect look when their forms of time coincide: At night when everyone sleeping, I'm sitting in the kitchen and writing something (N.-P.) or if there is an imperfect verb-predicate in one part of the sentence, and a perfect form in the other: Then about it we will talk about how you will fulfill your promise (Bazh.). Relationships of different time are usually established when there are verbs-predicates of the perfect form in the parts of the sentence: When high the sun rose, dace and minnows piled up (Ast.). The temporary meanings of complex sentences with simple conjunctions can be complicated by causal and conditional meanings. For example, when a sentence is used with a generalized temporal meaning, it also acquires a conditional meaning: When adopting wisely, then it’s not a miracle and you can find benefits from it (Cr.). 4. Allied complex sentences(BSP), semantic relations between predicative parts. BSP is a complex sentence, the predicative parts of which are connected into one semantic and structural whole with the help of intonation, without unions and allied words. BSPs are mostly synonymous with one or another type of SSP or SPP. BSP can be with the value of enumeration, with a spreading-connective meaning, with the meanings of cause and effect, with the meaning of an explanation, with an explanatory-objective meaning. in the form of BSP intonation means the semantic relations inherent in the content of predicative constructions without conjunctions and allied words are activated: Take an umbrella, it's starting to rain. Open BSPs: a) with enumerative relations: Already the sky breathed in autumn, The sun shone less often, The day became shorter. b) comparative: A small man is small even on a mountain, but a giant is great even in a pit. BSP closed structure: He called - the number did not answer. Now I understand: the problem is not solved correctly. The sun has risen and the day has begun. Types of BSP. 1) BSP with explanatory relations. In the sentences of this group, you can enter the union that: I warn you in advance: (that) it will be difficult. A verb that is not in the BSP can be added using a coordinating conjunction: I looked around: (and saw that) she was still waving her kerchief at me. 2) BSP with causal relationships. BSP with causal relationships is characterized by negation: I don't think he's a traitor. He sang: it was joyful in his soul. 3) BSP with sign relations (One event or phenomenon can serve as a sign of another). Distinctive feature of this construction is that in the second predicative part there are or may be the words: this means; it is a sign that; this; then: The stalks pulled white and eaten by ducks turned white: it means that they flew here. Cries for me: it means he loves. 4) BSP with adversarial relations: I looked for him - he did not respond. 5) BSP with explanatory relations, the explanatory construction always takes the second place, concretizes the phrase from the first. This construction can always be introduced with the words: that is, exactly: It was an easy matter: (namely) to bring firewood and that's it. 6) BSP with explanatory relations. More often in the role of correlative words so and so: The whole city is like this: a swindler sits on a swindler. He studies like this: he gets only fives. 7) BSP with conditional-temporal relations: You will be glad - we will come. When you see a friend, warn him. If it doesn't rain, they will come. 8) BSP with cause-and-effect relationships: I'm dying - I have nothing to lie. He repeated everything - he will pass successfully. 9) BSP with adversative-concessive relations: I could have gone to the theater yesterday, but I didn't. 5. Polynomial complex sentences. Various types of subordination.
Polynomial joint ventures - sentences with sequential subordination of subordinate parts, with subordinate clauses related directly to the main part of homogeneous and heterogeneous subordination, with a mixed connection: homogeneous, heterogeneous and sequential subordination.
Complex sentence analysis scheme
1. Type of complex sentence.
2. The number of predicative parts included in it. 3. Means of communication. 4. Semantic relations. 5. Scheme of the proposal.
Practical work No. 1
COMPOUND PROPOSITION.
BSC OPEN AND CLOSED STRUCTURE.
PUNCUNCATION IN SSP
GOAL: consolidate, deepen, expand, systematize knowledge about a compound sentence; develop skills in punctuation marks in a compound sentence.Task number 1
Graphic dictation with partial parsing. And glass painted with cold rainbow fire gleams, and brocade walls gleam, and golden tassels gleam... (Ler.) Sample: SSP with a connecting meaning of simultaneity, open structure. 1) The lindens were still green, but the tall poplars had completely fallen off, and the paths were strewn with bronze leaves. (A.T.). 2) An alarming cry of an unsleeping bird is heard, or an indefinite sound is heard. 3) On one of the April nights, the ice on the river sighed, and in the morning a rapid ice drift began. 4) I would go out every path, but my side is great. 5) There were no oaks and hazels here, but the viburnum blushed profusely. 6) I’m walking along a meadow path, and only blue is over my head. 7) Either the boat was floating on the river, or a large log was moving. (Itm.). 8) It will snow, then the sun will come out. 9) They were stopped on the way, or they stopped themselves. 10) If I look into the distance, if I look at you, and some kind of light will light up in my heart (Fed.). 11) We said goodbye again, and the horses galloped. (P.) 12) Her eyes sparkled and her cheeks burned. (Ch.) 13) The time was the most favorable, that is, it was dark. 14) Not only sparrows fly to my feeder, but tits often drop in there. 15) In the morning it was unthinkably light in the garden and the glass melted from the rays. (Vansh.) 16) Somewhere in the depths a draft whistled dully and water dripped with a transparent sound.Task number 2
Specify compound sentences. Analyze the semantic relationships in the BSC. 1) From sunrise to sunset, the oars splash and creak of the rope. (Sayan.) 2) Only the trains follow the trains and beeps call someone. (Fat.) 3) Not Kursk, but local nightingales sing here. (Fat) 4) The steppe blooms with forests, and the fields bloom in the forests. (Fat.) 5) Everything is sleeping all around, and maybe not sleeping, but only pretending skillfully. (Vansh.) 6) Indicate compound sentences. 7) Again they updated their outfit in the green shoots of the forest, and at dawn we were awakened by happy starling voices. (Matus.) 8) We have been looking for a dry shelter for the night for a long time and finally stumbled upon a fire. (Nak.) 9) It is cold and for the whole of May the bird cherry did not have time to bloom. (Prishv.) 10) The flood began and the bridges were closed. (Paust.) 11) There is still hope and we must hurry. (Yak.)
Task number 3
Determine in which compound sentences a long pause is needed before the second sentences and therefore a dash can be put. 1) Large owls silently, unexpectedly soared from the fence and the horse snorted and shied away. (Boon.) 2) Another hundred steps and piles of logs appeared. (Kvtl.) 3) The rain stopped from time to time and then a lot of various birds fluttered on the bushes. (Beagle) 4) Just blow on a dandelion and it will all scatter. (March.) 5) The autumn afternoon is bright and the clouds are leaving to the north. (Boon.)Task number 4
a) Indicate compound sentences in which commas are not needed before the union in, since there is a common minor member. b) Highlight the sentences of open and closed structure. Note the cases when there are relations between the parts: 1) simultaneity; 2) time sequence; 3) causal; 4) modal-temporal relations. 1) The windows to the garden are raised and a cheerful autumn coolness blows from there. (Boon.) 2) It was very warm in the sun and smelled of earth. (A.N.T.) 3) The walnut earrings began to dust, and under each bird fluttering in the hazel, a haze flies up. (Prishv.) 4) By the end of the day, the rain stopped and began to noticeably subside. (Ch.) 5) The moon was just rising and it was difficult to make out in the darkness. (Guide.).Practical work №2
COMPLEX SENTENCE.
PUNICATION IN NGN
GOAL: consolidate, deepen, expand, systematize knowledge about a complex sentence; practice skills in punctuation in a complex sentence.Task number 1
Prove that these sentences are complex. Describe the means of expressing the semantic relationships between the predicative constructions that make them up. Determine what the subordinate predicative construction refers to: the main predicative construction as a whole, a certain word or phrase in it.
1. The brighter the fate of Prince Andrei seemed to him, the gloomier his own seemed (L.T.). 2. If I had known before that you were so angry, I would not have rebuked you at all (G.). 3. As the soldiers passed by the convoy, impatient exclamations poured out of the ranks ... (Kupr.). 4. If imagination disappears, then a person will cease to be a person (Paust.). 5. Something happened that Gregory did not expect (Shol.). 6. My whole business was to keep the horse straight (E. Green). 7. Of course, she will love her mother in the old way, like no one else in the world (Fed.). 8. The humblest deeds become feats if they are sanctified by genuine passion (Grand). 9. Since Kolka didn’t have any money, he didn’t think about them (you.). 10. And I walked, did not worry at all and thought about what to write to me next to the word “Freedom” (Sort.). 11. He also asked how they boiled potatoes for dinner (Sol.).Task number 2
Determine the meaning of the subordinate predicative construction and the method of its connection with the main one, indicate the main and non-main means of communication. Replace non-basic unions and allied words with the main ones and vice versa, note the semantic differences that arise in this case. In what sentences is such a substitution unacceptable? Why? Find out the role of correlative words. As a result, make a conclusion about what type these complex sentences belong to.
1. Again I visited that corner of the earth where I spent two imperceptible years as an exile (P.). 2. My Yezersky descended from those leaders, whose daring sail in ancient times enslaved the shores of the seas (P.). 3. Two were already driving forward to the place where they were supposed to let them in (L.T.). 4. It was that abyss where he was afraid to look (L.T.). 5. I wrote the words that I didn’t dare to say for a long time (Ahm.). 6. I can't take my eyes off the horizon, where the blizzards are pln-shut chardash (Ahm.). 7. It was a gloomy coldish day, which are issued in the middle of summer (Paust.). 8. The morning when this story begins is cloudy but warm (Paust.). 9. He allowed to open his briefcase, from where, with the joyful cries of the audience, the ill-fated candles and soap were taken out (Zoshch.). 10. Almost all the peoples of Europe, for example, in the most famous European countries there are very few personal names that are purely French in origin, purely German, purely English, and so on (Gorbach.).Task number 3
Set up punctuation marks. Replace subordinate predicative constructions with participial constructions, and sentences with participial constructions with all possible types of complex sentences. Indicate in which cases such a replacement is impossible or undesirable. Why? Pay attention to the stylistic differences between the original and converted syntactic constructions.
1. Morality divorced from life is just as immoral as life that has lost all moral content (G. Plekhanov). 2. The greatness and dignity of science lies solely in the benefit that it brings to people by increasing the productivity of their labor and strengthening natural forces their mind (D. Pisarev). 3. Rostov was driving in the direction that was indicated to him and along which the tower and the church could be seen in the distance (L.T.). 4. Nikolushka's letter was read hundreds of times and those who were considered worthy to listen to him had to come to the countess who did not let go of him (L.T.). 5. Born to crawl cannot fly (M. G.). 6. Taught by bitter experience, I realized that this path is a beast, and fearing that it would lead me to the side, I threw it (Are.). 7. Students who passed the exams left for practice.Task number 4
Set up punctuation marks. Determine the type of syntactic constructions. Make proposals.
1. From strange lyrics where every step is a secret where there are abysses to the left and to the right, where under the foot like a faded leaf there is apparently no salvation for me (Ahm.). 2. Helen smiled with a look that said that she did not allow the possibility that someone could see her and not be admired (L.T.). 3. The fog became so strong that, despite the fact that it was dawn, it was not visible ten steps in front of you (L.T.). 4. It even seemed to him that if it weren’t for this mosquito atmosphere surrounding him on all sides, this mosquito dough that was smeared at hand on his sweaty face and this restless itching all over his body, then the local forest would lose its character and charm for him (L. T.). 5. At home, I found a guest of an old friend who, having greeted me, began to complain to me that while he was driving to me, he got lost in the forest and a good expensive dog lagged behind him (T.). 6. When the soul carries great sadness in itself, when a person has not mastered himself enough to come to terms with injustice, he needs distance and mountains, the sea and warm gentle air so that sadness does not turn into bitterness into despair so that he does not become callous (Hertz.). 7. There are many words that you pronounce out of habit without thinking about what is hidden behind them (M. G.). 8. The more Akimov spoke, the more obvious it became to the peasants that this technician's first concern on his mind was not the route of communication along the rivers of Siberia, but the tsar with his murderers, ministers, senators, gendarme generals (G. Markov). 9. Meanwhile, the forest still merged with the blackness of the night so that it was impossible to see it and began to vaguely appear because it turned yellow and lit up behind it (Sol.).Task number 5
Make complex sentences that match these patterns.
(When), .
, (which the).
[ , (what), ].
, (because).
[ because).
Practical work No. 3
UNION-FREE COMPLEX OFFER.
PUNICATION IN BSP
GOAL: to consolidate, deepen, expand, systematize knowledge about the union-free complex sentence; practice skills in punctuation in a non-union complex sentence.Task number 1
Highlight non-union complex sentences of open and closed structure. Indicate the varieties of semantic relations in sentences of open structure and the means of their expression. What allied complex sentences do they correlate with?
1. A strange thought flashed through my mind: I imagined it in the hands of robbers (P.). 2. Tatyana - into the forest, the bear - behind her (P.). 3. Snowy, cold, haze and fog (N.). 4. The ignorant judge exactly like this: what they don’t understand is everything is a trifle for them (Kr.). 5. I am satisfied with the economy, family life very, extremely by his work (L.T.). 6. Praise from others is what is evil, and blasphemy is praise from you (Ahm.). 7. I will wake up my daughter now, I will look into her gray eyes (Ahm.). 8. Even at night, black clouds pulled, they merged into a curtain and settled, it began to drizzle (Fed.). 9. The ice was thin, crackled, began to bend (A. N. T.). 10. But the river itself was not visible: it was hiding behind a grove (Alex.). 11. Known: deputy gem - not at home (Last). 12. It was raining - the expedition was forced to stop working.Task number 2
Show that these examples represent possible types of non-union closed structure compound sentences with differentiated relations. Compare each example with the correlative variant of the allied complex sentence and explain, where possible, why the author used the non-union construction. 1. The weather was terrible: the wind howled, wet snow fell in flakes (P.). 2. Be calm: I will advise your father alone, without noise (P.). 3. Friendship is not a service, they do not thank for it (Hold). 4. Since then we are like strangers! I will come to her - she does not look! (Bug..). 5. Therefore, my custom: with wolves otherwise do not make peace, as having removed the skin from them down (Kr.). 6. Flies, like black thoughts, do not give me peace all day. They sting, buzz and circle over my poor head! ... Black thoughts, like flies, do not give me peace all night: they sting, sting and circle over my poor head! (An.). 7. I looked around - my heart burned in me: it’s not fun to enter a peasant’s hut at night (T.). 8. Old Taras thought about the old: his youth passed before him (G.). 9. It happens like this: some kind of languor; in the ears the clock does not stop; in the distance, the rumble of subsiding thunder (Ahm.). 10. Before spring, there are days like this: a meadow rests under dense snow, merrily dry trees rustle, and warm wind gentle and elastic (Ahm.). 11. I woke up and remembered: dear, today is your holiday (Ahm.). 12. Because of the hillock, it pulled fresh milk: a herd grazed there (Paust.). 13. Ignorance should never boast: ignorance is impotence (Chern..). 14. You keep roaring, threshold Padun, but the roar is so disturbing: to know that the wind of your days blew from unforeseen edges (Those). 15. They entered the hut and sat down there. Yakov - on a thick stump of a tree, Malva - on a bunch of sacks (M. G.). 16. To live with people - you have to be a person (Disp.). 17. Rye bread began to bake in Russia over a thousand years ago. It is a pity that the name of the first Russian baker (M. Ivin) has not been preserved. 18. For the rich - rakes and barges, for the poor - fist and sticks (Last). 19. The weather here is as follows: it rains every day. 20. Above the forest from the earth to the sky there are pillars illuminated by the sun: it is raining there.
Task number 3
Analyze these complex non-union sentences, identify the feature that unites them in the nature of the semantic relationships between predicative constructions. Specify their type.
1. You smile - my joy; you turn away - melancholy; for a day of torment - your pale hand is my reward (P.). 2. You are the King: live alone (P.). 3. Three times a loud cry was called out - not a single fighter moved (L.). 4. Now I'm taking you, I'll go and bring you (Sim.). 5. You can fly for many hours - you can't see the end of the taiga (S.-M.). 6. You don't know Taras? He's a second class thunderstorm. He goes - the whole class is trembling. This is what this Taras (A. B.) is like. 7. If you chase two hares, you won’t catch a single one (Last). 8. Quarrel - cry, reconcile - cry (German).Task number 4
Using speech material right and left columns, form non-union complex sentences of various types. To adequately reflect the semantic relationships between predicative constructions, select the appropriate punctuation mark (, : - ;). the lecture ended, the audience left the audiencethere was silence the engine stoppedI'll come home and rest
Multi-level control work on the section
"DIFFICULT SENTENCE"
High level- Completion of all tasks. Average level- fulfillment of tasks No. 1-3. Low level- fulfillment of task No. 1.Option 1
Task number 1
The blind man knew that in this big 3 room looks 2 Sun 1 and what if he lasts 3 hand 3 dew will fall from the bushes through the window 4 .Task number 2
Expand the semantic relationships in the SSP.Task number 3
Since that memorable night, when Voropaev managed to raise people up, for the first time since his arrival from the front, he felt that excitement, contentment, confidence that make a person happy.Task number 4
Compare two types of SP. Set up punctuation marks. 1) Soon everyone calmed down, the birds became quiet, the air froze, the fire went out. 2) The smoky sun rises will be a hot day.Option 2
Task number 1
Perform linguistic analysis by filling in the missing punctuation marks. Summer 1 turned out 2 raw 3 and cold trees today 3 everyone was wet everything in the garden looked 3 very unfriendly sad. (Ch.)Task number 2
List the types of communication in NGN. Give examples.Task number 3
Place punctuation marks in the sentence. Give its general description. Draw up a proposal chart. I loved the March twilight when it started to freeze when the gas was lit. (Ext.)Task number 4
Compose binomial joint ventures different types, reveal the semantic relationships between the predicative parts of these sentences.Option 3
Task number 1
Perform linguistic analysis by filling in the missing punctuation marks. That slammed somewhere it was heard 3 suddenly terrible 3 howl then flew by 2 around the room 1 some breath and even touched the face 4 . 1.2. Fill in the missing punctuation marks.Task number 2
Open the question of the means of expressing the relationship between the parts of the joint venture. Give examples.Task number 3
Analyze the structural features of the following sentences. Set up punctuation marks. 1) I will tell you only one thing you can not sit idly by. 2) The lighthouse did not burn in winter, it was not needed. (T.) 3) But everyone was convinced that the city would not be surrendered. (Chekhov.) 4) I carefully looked around, all the faces expressed expectation. (Chekhov.)Task number 4
Compare SP. What differences in shades of meaning can be noted? 1) It is impossible to live only today, because it is most often unfinished yesterday. (I. Paul.) 2) Today's most often unfinished yesterday's, and therefore it is impossible to live only by it. 3) If imagination disappears, then a person will cease to be a person. (Paust.) 4) Imagination will disappear, and a person will cease to be a person.1. Babaitseva V.V. Russian language: Syntax and punctuation. - M., 1979. 2. Babaitseva V.V., Maksimov L.Yu. Modern Russian language: At 3 hours - M., 1974. - Part 3: Syntax. Punctuation. 3. Beloshapkova V.A. Modern Russian language: Syntax. - M., 1971. 4. Valgina N.S. Syntax of the modern Russian language. - M., 1978. 5. Dudnikov A.V., Arbuzova A.I., Vorozhbitskaya I.I. Russian language. - M., 2001 6. Zemsky A.M., Kryuchkov S.E., Svetlaev M.V. Russian language. - M., 2002. - Part 2. 7. Rozental D.E., Valgina N.S., Fomina M.I., Tsapukevich V.V. Modern Russian language. – M., 1971. 8. Rosenthal D.E., Golub I.B., Telenkova M.A. Modern Russian language. - M., 1997. 9. Modern Russian literary language/ Under. ed. P.A. Lekanta. - M., 2001.
ADDITIONAL LITERATURE
1. Arutyunova N.D. The sentence and its meaning. – M.: high school, 1978.
2. Vinogradov V.V. Basic questions of syntax and sentences. Selected works. - M., 1975.
3. Grammar of the Russian language / Ed. V.V. Vinogradov. - M., 1954. - V.2, part 1.2: Syntax.
4. Zolotova G.A. Communicative aspects of Russian syntax. - M. 1978.
5. Zolotova G.A. Essay on the functional syntax of the Russian language. - M., 1982.
6. Kostromina N.V., Nikolaeva K.A. and others. Russian language: in 2 parts - M., 1989. - Part 2.
7. Peshkovsky A.M. Russian syntax in scientific coverage. - M., 1956.
8. Rosenthal D.E. Difficult cases of punctuation. - M., 1961.
9. Rudnev A.G. Syntax of the modern Russian language. - M., 1963.
10. Russian grammar / Ed. N.Yu. Shvedova - M., 1970.
11. Russian grammar / Ed. N.Yu. Shvedova. - M., 1980. - V.2: Syntax.
12. Modern Russian language / Ed. E.I. Dibrova. - M .: Education, 1995. - Part 3.
13. Shapiro A.B. Modern Russian: Punctuation. - M., 1974.
14. Shvedova N.Yu. Active processes in modern Russian syntax. - M., 1966.
State educational standard of secondary vocational education state requirements (11)
educational standardSTATE EDUCATIONAL STANDARD FOR SECONDARY PROFESSIONAL EDUCATION. State requirements for the minimum content and level of training of graduates in the specialty 0312 Teaching in primary school(increased level
The main objectives of the lesson:
expand students' knowledge of a compound sentence, deepening and improving punctuation skills; to teach to determine semantic relations in a complex sentence and to put punctuation marks in it; consider compound sentences with different structural elements.
"Grade 9 Lesson No. 14"
Grade 9
| Lesson number 14. | Semantic relations between the parts of the BSC. |
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| Goals: | expand students' knowledge of a compound sentence, deepening and improving punctuation skills; to teach to determine semantic relations in a complex sentence and to put punctuation marks in it; consider complex sentences with different structural elements. improve teaching and language skills; stimulate and develop thought processes, cognitive activity; contribute to the education of a person capable of independent activity. |
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| Predicted results: | students know coordinating conjunctions, are able to determine the type of semantic relationships between the parts of the BSC, can explain the type of semantic relationships between the parts of the BSC, depending on the means of communication |
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| Equipment: | ||||||||||||
| During the classes. | Teacher activity | Student activities |
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| Organizing time. | Greeting students. Creating an emotional state. | Welcome teachers. |
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| Linguistic workout. | 1. Vocabulary dictation (mutual check according to the sample). Artillery, vinaigrette, burner, front garden, curtsy, celery, overture, reader, intelligentsia, charm, sense of smell, periphery, phenomenon, phraseology, chrysanthemum, leisure, quarter, meatballs. 2. Grammar task. Arrange the stress in the words, comment. | write down dictionary words under dictation, carry out mutual verification according to the model, place stresses in words. |
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2. Job. Task for "3". Restore the schema. ... unionless Complicated.... …. …. ……. Task for "4". By options. Worksheet 1
Worksheet 2 Form SSP from simple sentences. Determine the type of SSP Write down the SSP by solving spelling and punctuation problems. Build sentence schemes Worksheet 3
Write down the SSP by solving spelling and punctuation problems. Build sentence schemes Worksheet 4
Write down the SSP by solving spelling and punctuation problems. Build sentence schemes Task for "5". The wind howled... Or should I have gone south Yes | Set matches. Perform tasks differently. Conduct group review |
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| Work on the topic of the lesson. | Updating of basic knowledge. Unions too And also too like a fairy tale (M. Gorky). also amazed me (I. Turgenev); 2) adding additional information: Many guests from other cities came to our city for the holiday, there were guests also also equal in value Besides. Union too, also- in the bookstore. The task. 1st group. (F. Sologub.) (Simultaneity of action.) (M. Yu. Lermontov.) (Alternation of phenomena.) (M. Gorky.) (V. K. Arseniev.) (Comparison relations.) 2nd group. (I. Sokolov-Mikitov.) (Relations of opposition.) (L. N. Tolstoy.) (Relations of comparison.) (M. Prishvin.) (Relations of mutual exclusion) (M. Yu. Lermontov.) (Causal significance.) 3rd group. (A. S. Pushkin.) (Alternation of phenomena.) (M. Prishvin.) (Sequencing.) (Proverb.) (Relations of opposition.) (K. Paustovsky.) (The causal significance is emphasized by the circumstance of the causebecause .) | Recall the theoretical material of the last lesson. Read additional theoretical material, reveal new information. Perform practical exercise in groups. Check - reception "Carousel". Mutual evaluation according to the criteria: "5" - 0 errors; "4" - 1 error; "3" - 2 errors; "2" - more than 2 errors |
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| Reflection "Everything is in your hands." | Draw a left hand on a piece of paper. Each finger is some kind of position on which you need to express your opinion. Big - I remembered ... Index - repeated ... Intermediate - Studied... Nameless - learned |
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| Homework. | Advanced level. Describe the painting Golden autumn» Levitan, using compound sentences with various types writing unions. Define semantic relationships. Enough level. Exercise number 120. Define semantic relationships. | Write down homework. |
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"Updating the studied material"
Actualization of the studied material.
Group work. Set matches
| Simple sentences - | ... these are complex sentences in which one part is subordinate to the other in meaning and is connected with it by a subordinating union or allied word. |
| Complex sentences - | ... these are such complex sentences that do without unions and allied words. |
| Compound suggestions - | ...these are sentences that have only one grammatical basis. |
| Complex suggestions - | … are sentences consisting of two or more simple sentences. |
| Unionless proposals - | ... these are complex sentences in which simple sentences are equal in meaning and are connected by a coordinative connection. |
Read the received texts. Do you agree?
Work on the topic of the lesson.
Updating of basic knowledge.
Remember what semantic relationships can express coordinating conjunctions in a compound sentence. Using these examples, determine the semantic relationships between the parts of a complex sentence.
1) The fire burned brightly, and faceless shadows trembled around it, watching in amazement fun game fire (M. Gorky).
2) Either the dawn lay on the spruces, or the bullfinches took off (L. Ozerov).
3) The view of the earth is still sad, but the air is already breathing in spring (F. Tyutchev).
Making sense of additional material.
Determine in this text new information. Comment on it.
The semantic connection of simple sentences combined into a complex one is different. They can combine:
various phenomena occurring simultaneously: And far in the south there was a battle, and in the north the earth trembled from bombing attacks, clearly approaching at night (G. Baklanov). In such sentences, changing the sequence of parts of the sentence does not change the meaning;
phenomena that occur in sequence: Dunya sat in a wagon next to the hussar, the servant jumped onto the box, the coachman whistled, and the horses galloped (A. Pushkin). In this case, the permutation of sentences is not possible.
Simple sentences in a compound compound can mean:
temporary relationship: The captain stopped the ship, and everyone began to ask for a walk (V. Bianchi). (cf .: When the captain stopped the steamer, everyone began to ask to take a walk);
cause-and-effect relationships: Several especially powerfully blocked dugouts remained completely intact, and people who were cold, exhausted by the battle, falling down from fatigue and the desire to sleep, rushed there with all their might to warm themselves (K. Simonov);
the result of what was said in the first sentence: Pugachev gave a sign, and they immediately released me and left me (A. Pushkin).
Unions too And also introduce the meaning of assimilation into the sentence: I again lived with my grandmother and every evening before going to bed she told me fairy tales and her life, too like a fairy tale (M. Gorky).
Unions, too, and also always stand inside the second sentence. The union also has two meanings: 1) assimilation, in which it is synonymous with the union too: The strange old man spoke very drawlingly, the sound of his voice also amazed me (I. Turgenev);
adding additional information: Many guests from other cities came to our city for the holiday, there were guests also and from other states. Here also equal in value Besides. Union too, usually used in colloquial speech, union also- in the bookstore.
Practical exercise. Group work.
The task. write sentences, punctuate, highlight conjunctions, build diagrams, determine semantic relationships.
1st group.
1. The lamps burned in winter, and the fireplace crackled softly ... (F. Sologub.)
2. Either everything breathes truth in it, or everything in it is feigned and false. (M. Yu. Lermontov.)
3. It was hard way, and the people, weary of him, lost heart. (M. Gorky.) (Causal significance.)
4. By evening, Dersu calmed down a little, but I could not find a place for myself. (V.K. Arseniev.)
2nd group.
1. Dense thickets of forest sweet raspberries often grow in alder forests, and blueberries ripen on moss hummocks. (I. Sokolov-Mikitov.)
2. The sun went behind the mountains, but it was still light. (L. N. Tolstoy.)
3. Not that it was getting light, not that it was getting dark. (M. Prishvin.)
4. It was getting hot and I hurried home. (M. Yu. Lermontov)
3rd group.
1. Will a chamois flash between the bushes, will a saiga jump in the mist. (A. S. Pushkin.)
2. The night passed under a large clear moon, and by morning the first frost fell. (M. Prishvin.)
3. I would say a word, but the wolf is not far away. (Proverb.)
4. Tolstoy was internally prepared for this topic, and only because of this the burdock gave him the necessary association. (K. Paustovsky.)
Summing up the lesson. Reflection.
Reflection "Everything is in your hands."
Each finger is some kind of position on which you need to express your opinion.
Big - I remembered ...
Index - repeated ...
Intermediate - Studied...
Nameless - learned
Little finger - experienced difficulties ...
View document content
"Individual differentiated work"
Individual differentiatedJob.
Task for "3".
Restore the schema.
... unionless
Complicated....
…. …. …….
Determine the type of compound sentence.
The sun smiled from behind the clouds, and a seven-color rainbow lit up in the sky above the river. 2) Everyone knows that nightingales sing differently. 3) Strong mushrooms sit in the grass along the edges, wet russula turn pink under a fallen leaf, fly agaric blush over bumps (I. Sokolov-Mikitov).
Worksheet 1
Form SSP from simple sentences. Determine the type of SSP
The steppe was covered with flowers and herbs. This lush bloom does not last long.
Write down the SSP by solving spelling and punctuation problems. Build sentence schemes
A lawsuit (s / ss) you can trans..live time..in decline, but it is eternal, like life itself. They .. lived a fire under a city.. to.. erased with strands.. Here, yellow and blue women circled over the clearing.
Worksheet 2
Form SSP from simple sentences. Determine the type of SSP
The wind picks up the snow, twists it into tight, biting spirals. The blizzard starts.
Individual differentiatedJob.
Task for "3".
Restore the schema.
... unionless
Complicated....
…. …. …….
Determine the type of compound sentence.
The sun smiled from behind the clouds, and a seven-color rainbow lit up in the sky above the river. 2) Everyone knows that nightingales sing differently. 3) Strong mushrooms sit in the grass along the edges, wet russula turn pink under a fallen leaf, fly agaric blush over bumps (I. Sokolov-Mikitov).
Task for "4". By options.
Worksheet 1
Form SSP from simple sentences. Determine the type of SSP
The steppe was covered with flowers and herbs. This lush bloom does not last long.
Write down the SSP by solving spelling and punctuation problems. Build sentence schemes
A lawsuit (s / ss) you can trans..live time..in decline, but it is eternal, like life itself. They .. lived a fire under a city.. to.. erased with strands.. Here, yellow and blue women circled over the clearing.
Worksheet 2
Form SSP from simple sentences. Determine the type of SSP
The wind picks up the snow, twists it into tight, biting spirals. The blizzard starts.
Write down the SSP by solving spelling and punctuation problems. Build sentence schemes
Either a bird (from) under the feet in .. flutters, then a red .. side l .. titsa dives into the bushes. D.. horn tornado.. sewn in.. hangs out with her girlfriends.. and Christmas trees. You will plunge into the water and everything will go!
Worksheet 3
Insert, instead of dots, unions that are suitable in meaning or-or, that, no-no. Determine what semantic shades they bring to a complex sentence
... a hazel grouse will jump out into the clearing, ... an elk will carefully come out of the thicket.
Write down the SSP by solving spelling and punctuation problems. Build sentence schemes
So..nce once again in..looked (is) under the forehead at p..la and sweated in the radiance..nulled all the crumpled (n / nn) th s..blah. Soon after the descent.. the gathering.. a cloud stinged and splashed a.. light rain. Quietly whispering b..cuts and vet..r in..clings hl..ba on the fields
Worksheet 4
Insert, instead of dots, unions that are suitable in meaning or-or, that, no-no. Determine what semantic shades they bring to a complex sentence.
... storm howling you, my friend, are tired, ... dozing under the buzz of your spindle.
Write down the SSP by solving spelling and punctuation problems. Build sentence schemes
In September, the forest is rarer and lighter, and the birds ... and the city are quieter. Life is done once and you want to.. pr .. live it cheerfully comprehend (n / nn) about kr..sivo. So..nce it was..it was..it was..and it started to rain again in the evening..l.
Task for "5".
a) come up with three sentences with connecting, adversative and divisive conjunctions;
b) make complex sentences with divisive conjunctions on the given beginning:
The wind howled...
Or should I have gone south
c) make sentences with conjunction Yes- connecting and union yes - adversative.
Write down the SSP by solving spelling and punctuation problems. Build sentence schemes
Either a bird (from) under the feet in .. flutters, then a red .. side l .. titsa dives into the bushes. D.. horn tornado.. sewn in.. hangs out with her girlfriends.. and Christmas trees. You will plunge into the water and everything will go!
Worksheet 3
Insert, instead of dots, unions that are suitable in meaning or-or, that, no-no. Determine what semantic shades they bring to a complex sentence
... a hazel grouse will jump out into the clearing, ... an elk will carefully come out of the thicket.
Write down the SSP by solving spelling and punctuation problems. Build sentence schemes
So..nce once again in..looked (is) under the forehead at p..la and sweated in the radiance..nulled all the crumpled (n / nn) th s..blah. Soon after the descent.. the gathering.. a cloud stinged and splashed a.. light rain. Quietly whispering b..cuts and vet..r in..clings hl..ba on the fields
Worksheet 4
Insert, instead of dots, unions that are suitable in meaning or-or, that, no-no. Determine what semantic shades they bring to a complex sentence.
... storm howling you, my friend, are tired, ... dozing under the buzz of your spindle.
Write down the SSP by solving spelling and punctuation problems. Build sentence schemes
In September, the forest is rarer and lighter, and the birds ... and the city are quieter. Life is done once and you want to.. pr .. live it cheerfully comprehend (n / nn) about kr..sivo. So..nce it was..it was..it was..and it started to rain again in the evening..l.
Task for "5".
a) come up with three sentences with connecting, adversative and divisive conjunctions;
b) make complex sentences with divisive conjunctions on the given beginning:
The wind howled...
Or should I have gone south
c) make sentences with conjunction Yes- connecting and union yes - adversative.
With the concept of "text" each of us encounters regularly. However, not everyone can give a clear definition of this seemingly simple concept.
In the Russian language lessons, we have heard more than once that a text is a few sentences held together by a semantic and grammatical connection.
In this article we will find the answer to the question "What are the types in the text?". Let's refresh the theoretical knowledge and consider illustrative examples.
What are the sentences in the text?
Let us turn to the grammatical rules of the Russian language. In modern science, there are the following types of connection of sentences in the text: chain, parallel.
The most common way to connect phrases is the first one. Chain (its other names: sequential, linear) connection is widely used in texts of any type of speech. This is explained by the fact that the linear type does not conflict with the usual way of thinking of a person. With the help of a chain connection, the speaker has the opportunity to express himself consistently, gradually developing his thought.
Features of the chain type connection
For a chain type of connection are characteristic:
- replacement of adjectives, nouns, numerals used in the first sentence with pronouns in the next one;
- use of synonymous words and phrases;
- lexical and syntactic repetitions;
- pronominal adverbs;
- conjunctions and allied words.
In order to easily determine the types of connection of sentences in the text, it is necessary to analyze several examples:
- Once I got seriously ill. The fever plagued me for several days. Completely exhausted by the disease, I called the doctor. He arrived in the evening, examined me and prescribed treatment.
- In a kingdom far, far away, there lived a beautiful princess. Her hair was golden as the sun. And the face is as white as fresh milk. The girl was more beautiful than the first spring flower.
Both texts are a prime example linear connection. Each sentence is connected to the next one with the help of synonyms, pronouns, lexical repetitions.
Parallel communication
As we know, there are two common ways to connect sentences in a text. Let's move on to the second one.
With a parallel (centralized) method of communication, sentences in the text do not depend on each other. Each phrase is considered independent in its content. But it can also be part of an enumeration, comparison, or opposition.
Parallel connection is most often used in descriptive and narrative texts. This is due to the fact that the centralized type is perfect for a one-time story about several phenomena, objects, events.
For proposals using a parallel type of connection, the following are typical:
- the same construction structure (the same word order);
- the use of verbs of the same form in each phrase.
Let's consider several examples of sentences with a parallel type of connection. This practice will help you cope with tasks from the category: "Identify the types of sentence connections in the text."
- It was a beautiful summer day. The sun illuminated the dusty road with warm rays. Bright glare merrily ran through the green foliage. Somewhere in the distance, birds sang softly.
- Varvara rode in an old bus to work. The weather was gloomy. It has been raining non-stop for several hours now. And the girl already began to feel like it would never end. But suddenly the clouds parted, and a modest ray of sunshine appeared.
The examples presented refer to two and narration. The offers in both are independent. They are not a direct extension of each other.
The phrases are similar in their construction model: first comes the subject, then the predicate. In addition to the characteristic parallel structure, in each example verbs were used in the form of a singular or plural past tense.
Are there other types of sentence connections in the text?
In some Internet sources, a third type of combination of independent phrases in the text is distinguished - attachment. With this type of connection, part of the statement becomes independent, concretizing and supplementing the basic information.
This type can be recognized by the use of its characteristic coordinating and connecting conjunctions: even, mainly, moreover, first of all, in particular, for example, first of all.
Let's consider a few suggestions:
- Every item in the room, especially clothes and books, was sloppily scattered.
- Everyone in the house was extremely embarrassed, especially my uncle.
On the example of these phrases, it can be seen that the part of the statement responsible for detailing the main idea becomes isolated, independent. However, it does not turn into an independent proposal.
From the works of famous Russian linguists L.V. Shcherba, V.V. Vinogradov, one can learn that the addition works only within a phrase and does not apply to the types of connection between sentences in the text.
Combination of types of communication
It should be remembered that parallel and chain types of connections can occur not only one by one. Quite often come across voluminous texts with various types of communication.
Depending on what the author wants to say, he uses a certain type of sentence connection in the text. For example, to describe nature, he will choose a parallel way. And for a story about how the day went - chain.
Means of communication. What are they like?
We learned what types of connection sentences exist in the text. Identified their characteristic features and learned to recognize. Now let's move on to the second part of our plan.
They are divided into three large groups: lexical, morphological, syntactic. We will get acquainted with each of them and consider examples for better assimilation of the topic.
Lexical means of communication
This group in modern Russian includes:
- Lexical repetitions of words or phrases. This technique is used quite often, as it gives the text a special expressiveness. Example: “A boy took a book from the library for home reading. The book was very interesting."
- in neighboring sentences. For example: “Spring day was so beautiful! No wonder spring is called the most beautiful time of the year.
- Synonyms. Often found in art and journalistic texts. Make speech more expressive, colorful. For example: “His novel was well received by critics. Loyal readers also appreciated the work.
- Antonyms (including contextual). Here is an example: “He had many friends. Enemies are an order of magnitude smaller.
- Descriptive turns replacing one of the words of the previous sentence: “He looked at the sky. The blue dome struck the young man with its immensity.
Morphological means of communication
Consider what morphological means of connecting sentences in the text we can meet:
- Third person personal pronouns: "I was waiting for my best friend an hour. She was late as always.
- Demonstrative pronouns. For example: “I really like the red dress. It seems that in such an outfit it is impossible to go unnoticed.
- Pronouns. Let's give an example: “Alexander just needed to pretend that he was in a great mood. That's how he behaved."
- Particles, unions. Consider an example: “Everyone really liked Mom’s soup. Only my brother, as always, refused to eat the first course.
- Compliance with the unity of the form and tense of verbs. For example: “We decided to have a romantic dinner. Prepared a delicious dessert. They set the table. They lit the candles."
- Comparative adjectives and adverbs: “It was a wonderful day. It seemed like it couldn't get any better."
- Adverbs with the meaning of time, place. Example: “Today he looked wonderful. Not at all like five years ago.”
Syntactic means of communication
To the group syntactic means include:
- Introductory words and constructions. For example: “First of all, he was too young. Second, too stupid.
- Incomplete offers. For example: “The weather was terrible today. Because of the pouring rain."
- (using the same construction to build adjacent sentences). Example: “You have to be wise. You have to be responsible."
- Parceling (dividing a sentence into several parts for greater expressiveness). Consider an example: “To be successful, one must become responsible, purposeful. We need to change our approach."
- A combination of forward and reverse word order: “I will be waiting for you to return. You will return and we will live happily.”
- Use of staple sentences starting with "let's move on to the next part", "this has already been discussed above", "as noted earlier".
We learned what are the means and types of communication between the sentences of the text. And they consolidated theoretical knowledge by examining examples.
Now, having stumbled upon the task "Determine what are found in and means of communication", you can easily cope with it.
The parts of a compound sentence are in different semantic relationships. So, with connecting unions, the meanings of the simultaneity of actions, phenomena, events are expressed: The dream did not go, and fragments of some distant, distant memories flashed in my head (Mark.); and sequences: Here the boats creaked their bottoms on the sand, the oars rattled, and from somewhere a long voice came from the fog (Mark.).
With opposing unions, the meanings of comparison are expressed: Ivan suggested returning back to his homeland. Fortunately, there were huts, and the fields and gardens had not yet had time to overgrow with weeds and thistles (Mark.); oppositions: No one was waiting, but she was still waiting (Cossack.); or inconsistencies: The sun has set, but it is still light in the forest (T.)
In compound sentences with disjunctive unions, the alternation of actions, phenomena, events or their incompatibility is indicated: Either he was going to enter the zoological garden to study as a lion tamer, then he was drawn to the fire business (Cover.).
Basic meanings (connective, adversative and dividing) can be complicated by additional shades. For example, an opposing union but - with a concessive connotation of meaning: She [Nadyusha] was a little scared, but more strong feeling- a keen interest in the people who once lived here, pushed her forward and forward! (Mark.); The opposing union is with an intensifying shade of meaning: From our battery, only Solyony will go on a barge, but we are with a combat unit (Ch.).
A connecting union and with a causal connotation of meaning: Then it became quiet, and people went on (Cossack.).
An opposing union, on the other hand, with an additional touch of compensation: Autumn was approaching. The days were getting shorter, but the nights were longer and cooler (Mark).
Besides, in individual cases some unions can be used with different meanings, for example, a connecting union and in the sense of an adversative: She disappeared through a dark door, and instead of her an old, hunched-over Armenian woman with a red face and green trousers appeared on the threshold (Ch.).
Exercise 623. Read the text expressively. Determine the semantic relationship of the parts of compound sentences with the union and rewrite the sentences in the following order:
a) sentences expressing the simultaneity of actions; b) sentences expressing the sequence of actions; c) sentences with causal meaning; d) sentences with the meaning of opposition (in this case, it is possible to replace the union with union a).
1. Soon the boiler gurgled, puffed, and the aroma of tar spread all over the shore (Mark.). 2. His work went well, and he went the farthest (Mark). 3. Alyoshka threw a sheepskin coat over his shoulders, turned his head to Yeremeich, and he pulled his hat down to his ears (Mark.). 4. Leaving, he illuminated a piece of forest with a flashlight, and Travkin, having risen, managed to choose a path among the trees, where there seemed to be fewer Germans (Cossack.). 5. The division, advancing, went deep into the endless forests, and they swallowed it (Cossack.). 6. Indeed, the gun opened fire, and Travkin phoned Gurevich (Cossack). 7. The whole group, silently hiding in the impenetrable darkness, disappeared, disappeared, and the rain washed away its traces (Cossack.). 8. Slowly dawn came, and the movement along the road stopped (Cossack.). 9. That morning it was raining, and Travkin decided to rest the scouts (Cossack.). 10. They knew about the upcoming task of Travkin, and he, not without annoyance, read in their eyes some kind of apologetic expression (Cossack.). I. The war has become a way of life for them, and this platoon is a family (Cossack.). 12. Oaks, covered with young foliage, hummed under the gusts of wind, and thousands of streams ran underfoot, like flocks of mice (Cossack.). 13. Newspapers were born nearby, almost under your hands, and from this they were especially expensive and significant (S. Bar.). 14. A hot cloud, as if from a locomotive pipe, shot up, and the steam enveloped the ship (B. Paul).
Exercise 624. Read the text expressively. Determine the semantic relationship of the parts of compound sentences with the union a (opposition, inconsistency). Rewrite, in brackets after each sentence, indicate these semantic relationships.
Sample. Mamochkin did not know her, but he knew all the women here without exception (Cossack.) (inconsistency).
- That was summer, and now the earth lay under the snow, bound by frost, and the sky shimmered with the glare of star paths (Mark.).
- Porfiry Ignatievich trampled on the sand, creaked to them, but still did not leave the place (Mark.). 3. While in the summer I swim along the taiga rivers - nothing, tolerable, but in winter even howl like a wolf (Mark.). 4. But a day passed and another day, and Porfiry Ignatievich did not return (Mark.). 5. He said goodbye to her and went towards his hut, and the girl remained standing under a tree (Cossack.). 6. Everyone takes the “language”, but I still don’t come across (Cossack.). 7. Brazhnikov was silent guiltily, and Mamochkin, having learned about this conversation, spread his hands (Cossack.). 8. The sky was torn and flashed, and the lighter hissed and sparkled (S. Bar.).
Sample. The light of the lantern was directed almost into Travkin's very face, but the sleepy German did not notice anything (Cossack.) - Although the light of the lantern was directed almost into Travkin's very face, the sleepy German did not notice anything.
1. Everything is visible through the darkness, but it is difficult to make out the color and outlines of objects (Ch.). 2. Winter did not give way, but one warm day finally overpowered, and streams flowed, birds sang (Ch.). 3. Alyoshka said this indistinctly, quietly, under his breath, but nevertheless he was heard not only by those sitting at the table, but also in the back desks (Mark.). 4. These exams in Lately she endured, but she did not have time to think much about school tests (N. Ant.). 5. She listened to him attentively, but thought of her own (Mark). 6. Probably, Nadyushka should have refused the invitation, but she was interested and happy with this person (Mark). 7. Nadyushka tried to assume carelessness, but her heart was beating anxiously (Mark.). 8. True, the troops were well camouflaged, but the very fact of increased Russian reconnaissance of these places caused concern (Cossack.).
- Travkin also decided to wait for the train, but the train still did not appear (Cossack.). 10. He could admire Mamochkin's exaggerated dashing as much as he liked, but the only model for him was this closed, young and slightly incomprehensible lieutenant (Cossack.). 11. Marchenko was supposed to return the night before last, but Travkin, struggling with heavy half-asleep, waited in vain for him in the trench (Cossack.).
Sample. After tea, grandfather went to bed, and I left the house and sat on the porch (Ch.). The conjunction a is used here in a comparative sense; possible replacement: "After tea, grandfather went to bed, but I went out of the house and sat on the porch."
1. Will I fall pierced by an arrow, or will it fly past (P.).
- He must leave, or I am dead (T.). 3. The sun burned in my head, and in my chest, and in my back, but I did not notice this (Ch.). 4. The station no longer blocked the west, the field was open, but the sun had already set, and the smoke was spreading in black clouds over the green velvet winter (Ch.).
- ... The wires on the poles howled strangely, and signs rumbled (A.N.T.). 6. Several people entered the barn, there were no notes (Cossack.). 7. It was necessary to say something, but there are no words (Hump.).
- The sun was setting behind the birches, and the birches were rising to white, spring clouds, taking the form of cumulus (Prishv.). 9. The steamboat was on the right bank, and the left, rocky, overgrown with rare bare fir trees on top, was visible with amazing clarity (B. Pol.). 10. He shouted several times, but either the voice of the siren drowned him out, or the cabin was empty, no one answered (B. Paul.). I. People were indistinguishable from a distance, but cars could be seen (B. Paul). 12. People in our country are the most important thing, the most important thing, but in his Green Town stoves smoke, blowing into the seams of tents (B. Paul.).
Sample. He sees the eye, but the tooth is numb (Kr.) - The eye sees, yes (but) the tooth is numb. Conversational coloring has the union yes.
- You will have a kalach, but look, don’t talk, otherwise I’ll beat you (P.). 2. Either the plague will pick me up, or the frost will ossify (P.).
- They even wanted to make me a collegiate assessor, yes, I think why (G.). 4. Good porridge, but a small bowl (ate). 5. The coachman on the goats was sleeping, the hungry wolf in the wilderness groaned piercingly, and the wind beat and roared, playing on the river, and the foreigner sang somewhere in a strange language (N.). 6. The bones have decayed, yes, they say, the soul good man imperishable (Mark). 7. The stars were falling, and the needles were ringing (Pinch). 8. Tanya got behind the wheel, but either the battery was weak, or Tanya was worried - the car would not start in any way (Cossack.).
