3 complex sentences with different types of connection. Complex sentences with different types of connection
Comments of the teacher on the studied material
Possible difficulties | good advice |
It can be difficult to distinguish between a simple sentence complicated by homogeneous predicates and a complex sentence, especially if one of the parts of the complex sentence is incomplete sentence. For example: I was late because I forgot my watch at home. | It should be remembered that homogeneous members of a sentence can only be connected by coordinating unions. Do not confuse a coordinating union, linking parts of a complex sentence, and a coordinating union, linking homogeneous members of a sentence: I was tired and lay down to rest. - the union connects homogeneous predicates; I was tired, and I wanted to rest. - the union connects parts of a compound sentence. If there is a subordinating union in a dubious sentence, then before you complex sentence, the second part of which is an incomplete sentence: I was late because I left my watch at home. I was in a hurry, but I was still late. |
Can be confused with part of a complex sentence isolated member sentence, clarifying member of the sentence, introductory construction, comparative turnover. For example: Having rounded a high cape, the steamer entered the bay. Many gases, such as hydrogen, are lighter than air. I think his name is Ivan. | Make sure that you have a part of a complex sentence with an independent grammatical basis, and not any of the above constructions. It should be especially noted that the target turnover with the union to is adnexa a complex sentence, the grammatical basis of which consists of a predicate expressed by an infinitive: To memorize the poem, she read it aloud six times. |
If the subordinate clause is inside the main one, you can make a mistake in counting the number of parts of a complex sentence (in the answer options for a task of this kind, the number of parts of a complex sentence is sometimes indicated). | Find the grammatical foundations of the sentences that make up the complex. There are exactly as many parts in a sentence as there are grammatical bases. For example: He quickly learned what was then known in the field of mathematics, and even took up his own research. The basis of the first part: he studied and engaged. The basis of the second part: what was known. Therefore, there are two parts in a complex sentence. |
It can be difficult to determine the types of connection between parts of a complex sentence with different types of connection. For example: It was impossible to stop: as soon as I stopped moving, my legs were sucked in, and the traces were filled with water. | The type of connection is determined by the union. Find conjunctions with which parts of a complex sentence are connected. If there is no union between some parts, then the connection between them is unionless, if the union is coordinating or subordinating, then the connection is respectively coordinating or subordinating. In the example above, the sentence consists of four parts. The first (it was impossible to stop) and the third (legs sucked) are tied demon allied connection, the second (as soon as I stopped moving) and the third (the legs sucked in) are connected by a subordinating connection with the help of a subordinating union as soon as the third and fourth (traces were filled with water) - by a coordinating connection with the help of coordinating union a. |
Difficult sentence. Types complex sentences
Except simple sentences, complex sentences are often used in speech, with the help of which we express thoughts in more detail, linking them together.
Compound sentences are sentences that consist of two or more simple sentences. Simple sentences as part of a complex one do not have intonational completeness, do not have their own purpose of expression and are combined in meaning and in pronunciation into one whole.
The storm has died down, the wind has eased.
As it comes around, so it will respond.
The frost was terrible, but the apple trees survived.
Simple sentences are combined into complex ones in two main ways. In allied complex sentences, parts are combined using intonation and conjunctions (or allied words - relative pronouns and adverbs). In non-union complex sentences, parts are combined only with the help of intonation (without unions and allied words).
The sun is shining over the lake, and the eyes are blinding from the glare(union).
Sentences with unions and allied words are divided into two groups: compound sentences, compound sentences.
Compound sentences are sentences in which simple sentences can be equal in meaning and are connected by coordinating conjunctions.
June turned out to be hot, and the windows in the houses at night were opened wide.
The moth broke the fur coat, but the mittens were like new.
Complex sentences are sentences in which one of the sentences is subordinate to the other in meaning and is connected with it by a subordinating union or allied word. An independent sentence as part of a complex subordinate is called the main one, and a dependent one, subordinate to the main one in meaning and grammatically, is called a subordinate clause.
If you are in Myshkino(adjective), go to Efimkin(main).
I want to find a stone(main), which you don't have(adjective).
complex sentences with various types allied and non-union ties
If a complex sentence consists of three or more parts, then some of them can be connected with the help of coordinating unions, others - with the help of subordinating unions, and others - without unions. Such a sentence is called a complex sentence with different types of allied and allied connection.
I did not have any one too strong vice that would stick out more clearly than all my other vices, there was no picture virtue in me that could give me some kind of picture appearance, but instead of that, a collection of all possible nasty things, a little bit of each, and, moreover, in such a multitude, in which I have not yet met in a single person. (N.V. Gogol).
(This is a complex sentence, consisting of six simple ones, the parts of which are connected by a subordinating, coordinating and non-associative connection.)
In written speech, complex sentences with different types of connection are quite often presented: with composition and subordination, composition and non-union; unionlessness and submission, etc. However, as a rule, one of the types of communication (composition, non-union) is the leading one, the main one.
Therefore, when analyzing and arranging punctuation marks, it is recommended to use the following sequence:
- Highlight the grammatical foundations of sentences, and on this basis - all simple sentences as part of a complex one.
- Establish means of communication between simple sentences as part of a complex one.
- Break the complex sentence into pairs of simple ones that are directly related to each other.
- Build a vertical diagram of a complex sentence, reflecting the system of dependencies of simple sentences as part of a complex one.
- Based on the vertical scheme, establish a central connection in a complex sentence (composition, non-conjunction).
- Indicate which simple sentences are directly connected by a central link and which blocks each of these simple sentences forms.
- Set relationships within each block.
- Build a horizontal diagram of a complex sentence.
- Arrange punctuation marks based on the vertical and horizontal schemes of the complex sentence.
Sample parsing
Clairville especially liked the young lady with whom he was imprisoned; she was what a girl from the progressive Petersburg intelligentsia should have been(Aldanov).
There are 4 grammatical bases in this sentence: 1) the young lady liked; 2) planted she was like that; 4) young woman should have been what . Therefore, this complex sentence consists of four simple sentences:
1) ;
2) with which he was placed;
3) she was like that;
4) what should have been a girl from the Petersburg progressive intelligentsia.
Clairville especially liked that young lady / 1 with which he was placed / 2 she was like that / 3 what should have been / 4 .
Sentences 2 and 4 contain subordinating means of communication - allied words with which, what. Sentences 1 and 3 have no coordinating or subordinating means of communication.
a) 1→2: Clairville especially liked that young lady / 1 , with which he was jailed/ 2 is a complex sentence, where sentence 1 is the main one, and sentence 2 is a subordinate clause;
b) 3→4: She was such is / 3 , what should have been a girl from the progressive intelligentsia of St. Petersburg/ 4 is a complex sentence, where sentence 3 is the main one, and sentence 4 is a subordinate clause;
c) 1:3: Clairville especially liked that young lady / 1: she was like that/ 3 - this is an unionless sentence, the relationship is causal, a union can be inserted between the parts because.
[n. + UK. next] 1: [loc.-verb.] 3
def. ↓ ↓skaz.
(with which- union. next) 2 ( which- union. next) 4
Therefore, this is a complex sentence with non-union and submission. On the top line of the vertical diagram are sentences 1 and 3, connected by an allied connection. This means that the central connection is unionless. In other words, this is an allied proposal with submission.
The central connection directly connects sentences 1 and 3. Each of these sentences has subordinate clauses with it. Thus, within a complex sentence with a central non-union connection, two blocks are distinguished: block I consists of sentences 1 and 2; II block - proposals 3 and 4.
Block I (sentences 1 and 2) is a complex sentence, where the first is the main one, the second is a subordinate clause that refers to the subject young woman, expressed by a noun; means of communication - an allied word with which and a demonstrative word that; the subordinate clause comes after the main clause.
Block II (sentences 3 and 4) is a complex sentence, where the third is the main one, the fourth is the subordinate predicate, which refers to the pronoun-predicate such is; means of communication - union word what; the subordinate clause comes after the main clause.
[n. + UK. next] 1 , ( with which- union. sl.) 2: [loc.-narr.] 3, ( which- union. next) 4 .
Clairville especially liked the young lady with whom they put him: she was what a girl from the progressive Petersburg intelligentsia should have been.(Aldanov).
The boy was kind, but only the kalachnik was always told that caution was required with Selivan because he had a red mark on his face, and this is not for nothing(Leskov).
There are 5 grammatical bases in this sentence: 1) the boy was kind; 2) spoke(single-part indefinite personal sentence); 3) caution required; 4) mark was; 5) it is not set.
Therefore, this complex sentence consists of five simple sentences:
1) the boy was kind;
2) ;
3) that with Selivan caution is required;
4) because he had a red mark on his face;
5) this is not a gift.
Therefore, a complex sentence is broken down into simple ones as follows:
The boy was kind / 1 / 2 that with Selivan caution is required / 3 because he had a red mark on his face / 4 and this is not a gift / 5 .
Sentences 3 and 4 contain subordinating means of communication - unions that, because. Sentences 2 and 5 are preceded by coordinating conjunctions but, a. Sentence 1 has no coordinating and subordinating means of communication.
A complex sentence can be divided into the following pairs of simple ones:
a) 1-2: The boy was kind / 1 , but only the kalachnik was always told/ 2 - this is a compound sentence, the means of communication is an adversative union but;
b) 2→3: only the kalachnik was always told / 2 , that caution is required with Selivan / 3- this is a complex sentence, where sentence 2 is the main one, and sentence 3 is a subordinate clause;
c) 3→4: Selivan needs to be careful / 3 , because he had a red mark on his face / 4- this is a complex sentence, where sentence 3 is the main one, and sentence 4 is subordinate;
d) 4-5: he had a red mark on his face / 4 , and this is not a gift/ 5 - this is a compound sentence, the means of communication is the opposite conjunction a;
e) 3→5. Since sentence 4 is subordinate (it includes the union because), then sentence 5 is a subordinate clause with the union omitted, but this union can be restored. Sentence 5 is related to the same principal as sentence 4 ( Selivan needs to be careful / 3 , because it's not for free / 5).
Vertical scheme of a complex sentence:
1 , but[ch.] 2
add. ↓
(what- union) 3
incl. ↓
(because- union. sl.) 4 , a (-) 5
Therefore, this is a complex sentence with composition and submission. On the top line of the vertical diagram are sentences 1 and 2, connected by a coordinating adversative union but. Hence, the central connection is coordinative. In other words, this is a compound sentence with subordination.
The central connection directly connects sentences 1 and 2. Sentence 2 has subordinate clauses with it. Thus, within a complex sentence with a central coordinative connection, two blocks are distinguished: Block I is represented by one simple sentence (sentence 1). Block II (sentences 2, 3, 4, 5) are complex sentences with several subordinate clauses.
Block II (sentences 2, 3, 4 and 5) is a complex sentence, where the second is the main one, the rest are subordinate clauses. The clauses are related to the main one sequentially (sentences 3 and 4; 3 and 5) and uniformly (sentences 4 and 5).
I subordinate (sentence 3) - additional, refers to the predicate they said, expressed by the verb, in the main sentence (sentence 2); means of communication - union what; the subordinate clause comes after the main clause.
II subordinate clause (sentence 4) - reasons; refers to everything important (sentence 3); means of communication - union because; the subordinate clause comes after the main
III subordinate clause (sentence 5) - reasons; refers to everything important (sentence 3); means of communication - union because it is omitted; the subordinate clause comes after the main clause.
II and III subordinate clauses are homogeneous, interconnected by an opposing union a.
Horizontal offer scheme:
1 , but[ch.] 2 , ( what- union) 3 , ( because- union) 4, a (-) 5 .
So, punctuation marks in a sentence should be arranged as follows:
The boy was kind, but only the kalachnik was always told that caution was required with Selivan, because he had a red mark on his face, and this is not for nothing(Leskov).
Note!
As in complex sentences with several subordinate clauses, in complex sentences with different types of connection, two conjunctions (coordinating and subordinating) or a coordinating union and an allied word belonging to different sentences may be nearby. Note that a coordinating conjunction may not be in front of the simple sentence to which it refers!
According to the general rules, two unions (union and allied word) belonging to different simple sentences must be separated by a comma (in this case, the sentence with the second union or allied word can be removed without changing overall structure complex sentence).
The sun beat on the window / 1 and , / when he raised his head / 2 to him had to close my eyes / 3 .
Horizontal layout: 1 , and, (when- union) 2, 3.
Vertical layout: 1 , and 3 .
time ↓
(when- union) 2
Wed: The sun beat on the window / 1 and , / when he raised his head / 2 to him had to close my eyes / 3 . - The sun was beating through the window, and he had to close his eyes.
In the case when a sentence with a second union or allied word cannot be removed from the sentence without changing the general structure of the complex sentence, a comma is not placed between the unions or the union and the allied word. In this case, the second part of the double union should follow - then, so, but.
Wed: The sun was beating through the window, and when he raised his head, he had to close his eyes. - The sun beat in the window, and ... then he had to close his eyes.
Plan for parsing a complex sentence with different types of communication
- Name the type of sentence and the number of simple sentences in the complex.
- Indicate what types of connection simple sentences are connected as part of a complex one (composition, subordination, non-union).
- Name the central type of connection. Indicate which offers are directly linked by this link type. Parse this pair as a compound, compound, complex non-union sentence.
- Indicate the blocks within the complex sentence and give them a description.
- Parse pairs of directly related sentences (compound, complex, complex non-union sentences).
- With a complete analysis - give a complete description of simple sentences as part of a complex one.
Sample parsing
Everyone had to tell something fantastic from their lives, and since the ability to tell is not given to everyone, they did not find fault with the stories from the artistic side.(Leskov).
Each should have told something fantastic from your life, / 1 a / since the ability to tell is not given to everyone, / 2 then they didn’t find fault with stories from the artistic side / 3 .
The proposal is complex three simple, with different connections (composition and submission).
The central connection is coordinative, it directly connects sentences 1 and 3: each should have told something fantastic from your life, / 1 but ... then they didn’t find fault with the stories from the artistic side/ 3 . This is a compound sentence, the means of communication is the adversative conjunction a.
A coordinative link connects two blocks.
Block I is represented by sentence 1.
Block II (sentences 2 and 3) is a complex sentence; sentence 3 - main, sentence 2 - subordinate reason; the subordinate clause refers to everything main; means of communication - double union since ... then; the subordinate clause comes before the main clause.
The unions a and since refer to different simple sentences, but are not separated by a comma, since the second part of the double causal union follows, since ... then; the subordinate clause cannot be removed without changing the structure of the complex sentence as a whole.
Horizontal layout: 1 , a (because- p.) 2 , [ then ] 3 .
Vertical layout: 1 and 3 .
incl. ↓
(because... then- union) 2
State regional budgetary
professional educational institution
"Usman Industrial and Technological College"
Considered at a meeting of the cyclic methodological commission of social and humanitarian disciplinesMinutes No. ___ dated "__" _____ 20__ Chairman: ________ Voronina T.A.
Deputy Director
ON THE. Fitisova
lesson on academic discipline"Russian language"
on the topic: "Complex sentences with different types of connection"
Teacher of Russian language and literatureBelova Tatyana Alekseevna
Usman
2016
Content
Introduction
1. Main body
2. Conclusion.
3. List of used literature
4. Application
Introduction
Back in 1860. Academician I.I. Sreznevsky said: “Knowledge of the native language necessarily presupposes the application of the powers of the mind, attentiveness, quick wits, distinctness, and together with them that force called research, penetrating into the secrets of the laws of existence of the subject of knowledge in parts and in integrity. Otherwise, the child will reaffirm a lot, but only reaffirm, no more - and will soon forget.
Therefore, the Russian teacher faces a difficult task: how to interest students, how to get them to fire up the idea better, to study their native language, the desire to penetrate into the essence of his system, how to convince them that grammar is not a dry, boring science, but a living organism, adapted to perform the language of its most important function - the function of communication?
In the general language system, syntax takes special place is a phenomenon higher order, because for the expression of thought it is not enough just to select lexical material, it is also necessary to establish a correct and clear connection between words, groups of words.
The goal of each Russian lesson is to create situations that put both the teacher and the student in the position of creativity.
Most effective way organizing the work of students is group work, when students acquire the skills of teamwork, learn cooperation and mutual understanding, overcome the speech barrier when speaking, learn to speak freely and spontaneously. Therefore, it is very important for students to initially have a special atmosphere of trust. In this case, activities - interaction - communication - contact are carried out in unity.
The objectives of this methodological development: show how:
language competence is formed, i.e. practical mastery of the language;
positive motivation is created in teaching the native language.
The lessons of the Russian language, and in particular, the topic "Complex sentence with different types of connection" contribute to improving the general literacy and culture of a person, because they form the ability to analyze texts, work independently with educational material, show creative initiative, express their own point of view, and hear and accept someone else's.
In this regard, the combined lesson plays an important role, because. it makes it possible to update existing knowledge and arouses interest in learning the Russian language.
Combined lesson allows you to use various methods and forms of education: method critical thinking, reproductive and activity, repetition and updating of basic knowledge, independent work and with the educational material of the textbook; performance of differentiated practical tasks, performance test items, presentation.
It is in the presence of these components that the lessons of this type create conditions for the formation of information, communicative competence at various levels of the language system and, in particular, in the "Syntax" section.
Lesson topic: Complex sentences with different types of connection.
Goals:
educational: to improve the ability of students to distinguish between types of complex sentences, correctly place punctuation marks and draw up diagrams of complex sentences;
developing: expand and deepen the subject competence of students;
educational: educate the need for practical use of the language in various fields of activity,
Equipment: multimedia complex (projector, computer), presentation “Complex sentences with different types of communication. The use of allied (composing and subordinating) and non-union connection in complex sentences, Handout(cards for individual and group work).
Lesson type: combined lesson.
Predicted results: students distinguish between complex sentences of different types; know about the rules for punctuation in the studied syntactic constructions; apply the acquired theoretical knowledge in practice.
Methods used in the lesson : explanatory and illustrative (exercise,, analysis of the sentence, analysis of the scheme), reproductive (performance of tasks according to the model, analysis according to the algorithm), problem-generalizing (explaining the reasons for the difference in facts, explanation based on clarity, proof by comparing the similarities of sentences), partially search (conversation with subsequent conclusion, commenting on practical actions with a conclusion, choosing examples of confirmations based on clarity, transferring common features of the known to the new), research methods (self-analysis of the proposal and examples to find a common conclusion, practical actions followed by proving the pattern), self-control and self-examination, technology techniques RKMCHP (method of graphic systematization of material), a differentiated approach in the choice of tasks.
Forms of work : individual, group work, frontal work, independent work, testing, creative exercises, oral and written exercises, self-control, teacher control.
Literature
Philosophy
Russian language and culture of speech.
Lesson summary
I. Organizational stage.
II. Updating of basic knowledge
Checking homework.
Exercise 259.
Exercise. Pick (or make) in the form of complex non-union sentences: 1) two proverbs with a dash between their parts (the union is omitted in the first proverbif , in the second -when ); 2) two aphorisms with a colon between their parts (one missing the unionbecause , in the secondwhat ); 3) two examples with a colon between their parts (instead of wordsand saw that; and heard that )
Students read completed assignments.
1) A woman with a cart is easier for a mare. Without money in the city - his own enemy.
2) Science must be loved: people have no power more powerful and victorious than science. (M. Gorky) Admit it: betting on red and black, you still do not lose hope of winning on green! (Stanislav Jerzy Lec)
3) Oblomov woke up: in front of him in reality, not in hallucinations, stood the real real Stolz. (I. Goncharov). I listened; there was not a sound in the house.
Syntactic warm-up "Finish the statement."
The task of repeating theoretical material on the topic "Complex sentence" (slide)
Sentences in which one of the sentences is subordinate to the other in meaning and is connected with it by a subordinating union or allied word are called ... (complex ).
Sentences in which simple sentences can be equal in meaning and connected by coordinating conjunctions are called ... (compound ).
Compound sentences without conjunctions and allied words are called ...( unionless ).
This punctuation mark is present where it is narrated about the enumeration of objects, any facts, phenomena, events, and helps the reader to easily navigate in the text, suggesting where the boundaries between homogeneous members, parts of sentences.( Comma )
This punctuation mark is placed in a complex sentence when there are already commas inside the parts of the sentence (or in one of them).( Semicolon )
This punctuation mark warns the reader that after a meaningful pause in the statement, the necessary clarification of what was said before will follow.( Dash )
III. Motivation learning activities
Teacher's word.Even the great M. V. Lomonosov in his “Russian Grammar” pointed out that Russian punctuation has a “double basis”. To put this or that punctuation mark, it is necessary first to determine the semantic side of the sentence and then its structure, that is, to act according to the formula:meaning + structure = punctuation mark . The punctuation system of the Russian language is built on a syntactic basis, almost all punctuation rules are formulated depending on the structure of the sentence. Our focus is on complex sentences, without which almost no coherent text can do.
And for K.G. Paustovsky, this idea sounds like this:« Punctuation marks exist to highlight a thought, put words in the right ratio and give the phrase lightness and correct sound. .
1. Complete the assignment for compliance (cards - work in pairs)
Check: 1 - B, 2 - C 3 - D 4 - A 5 - E 6 - D 7 - FΙ V .Explanation of new material 1. Conversation
Why is there no title for the last sentence? (This proposal is complex, because in it we see not one but several types of connection: unionless, subordination and composition ). Correctly.
Write this sentence down in your notebook. Let's find grammatical bases. Let's build a diagram.
(When he awoke) the sun was already rising; the mound covered it with itself, and it, trying to sprinkle light on the world, intensely fired its rays in all directions and flooded the horizon with gold. (A. Chekhov)
I h. II h.
( when ), ; , a .
(A complex sentence with an allied and allied connection, consists of two parts connected by an allied connection; the first part is a complex sentence with a clause of time (with the union when ), the second part is a compound sentence with an adversative conjunction a.)
What are sentences that include different types of complex sentences called. (Complex sentences with different types of connection or complex sentences ). Correctly.
This is the topic of our lesson. Record the topic of the lesson in a notebook. Conclusion (students do).
2. Complex sentences with different types of communication (presentation)
1. - this iscomplex sentences , which consist of at leastof three simple sentences , interconnected by a coordinating, subordinating and non-union connection. (this definition formulated by students )
2. teacher's word. To understand the meaning of such complex structures it is important to understand how the simple sentences included in them are grouped together.
Oftencomplex sentences with different types of connection are divided into two or more parts (blocks), connected with the help of coordinating unions or union-free; and each part in structure is either a complex sentence or a simple one. (presentation)
For example:
1) [I'm sad]: [I don't have a friend], ( with whom I would drink a long parting), ( to whom I could shake hands from the heart and wish you many happy years) (A. Pushkin).
This is a complex sentence with different types of connection: non-union and subordinating, consists of two parts (blocks) connected asylum-free; the second part reveals the reason for what is said in the first; The first part of the structure is a simple sentence; Part II is a complex sentence with two subordinate clauses, with homogeneous subordination.
2) [The alley was full of gardens], and [linden trees grew near the fences, casting now, in the moonlight, a wide shadow], ( so fences and gates on one side were completely buried in darkness) (A. Chekhov).
This is a complex sentence with different types of communication: coordinating and subordinating, consists of two parts connected by a coordinating connecting unionand , the relationship between the parts is enumerative; The first part of the structure is a simple sentence; Part II - a complex sentence with a subordinate clause; the subordinate clause depends on everything main, joins it with a unionso .
In a complex sentence, there may be sentences with various types of allied and allied connection.
These include:
1) composition and submission.
For example: The sun has set and night followed day without interval, how it usually happens in the south (M. Lermontov).
( And - creative unionhow - subordinating union.)
Schematic of this offer:
2) composition and non-union connection.
For example: The sun has long since set but the forest had not yet had time to subside: the doves murmured near, the cuckoo cuckooed in the distance (I. Bunin).
( But - a coordinating conjunction.)
Schematic of this offer:
3) subordination and non-union communication.
For example:When he woke up, the sun was already rising; the barrow obscured him (Chekhov).
( When – subordinating conjunction.)
Schematic of this offer:
4) composition, subordination and non-union connection.
For example: The garden was spacious. and only oak trees grew; they have only recently begun to bloom, so now, through the young foliage, the whole garden was visible with its stage, tables and swings.
( And - creative unionso – subordinating conjunction.)
Schematic of this offer:
In complex sentences with a coordinating and subordinating connection, coordinating and subordinating unions may be nearby.
For example: The weather was beautiful all day but , when we sailed to Odessa, it began to rain heavily.
( But - creative unionwhen - subordinating union.)
Schematic of this offer:
In order to correctly punctuate complex sentences with different types of connection, it is necessary to single out simple sentences, determine the type of connection between them and select the appropriate punctuation mark.
As a rule, a comma is placed between simple sentences as part of a complex one with different types of connection.
For example:[In the morning, in the sun, the trees were covered with luxurious hoarfrost] , and [this went on for two hours] , [then the frost disappears] , [sun closed] , and [the day passed quietly, thoughtfully , with a drop in the middle of the day and anomalous lunar twilight in the evening].
Sometimes two, three or more simplesuggestions most closely related to each other in meaning andcan be separated from other parts of a complex sentencesemicolon . Most often, a semicolon occurs in place of an allied connection.
For example:(When he woke up) [the sun was already rising] ; [the barrow obscured him]. (The proposal is complex, with different types of connection: with allied and allied connection.)
In the place of an allied bond between simple sentences in complexpossible alsocomma , dash andcolon , which are placed according to the rules for punctuation in a non-union complex sentence.
For example:[The sun has long since set] , but [the forest hasn't died down yet] : [doves murmured near] , [cuckoo calls in the distance] . (The proposal is complex, with different types of connection: with allied and allied connection.)
[Leo Tolstoy saw a broken burdock] – and [lightning flashes] : [there was an idea for an amazing story about Hadji Murad] (Paust.). (The sentence is complex, with different types of connection: coordinative and non-union.)
3. An example of parsing a complex sentence with different types of connection. Collaboration between teacher and student.
[Suddenly a thick fog ], [as if separated by a wall he me from the rest of the world], and , ( to don't get lost), I decided to return to the path], ( which , in my opinion, should have been on the left and behind) (V. Arseniev).
The sentence is narrative, non-exclamatory, complex, with different types of connection: non-union, coordinating and subordinating, consists of three parts, connected non-unionly (parts I and II) and a coordinating connecting unionand (II and III parts); Part I is a simple sentence, Part II is a simple sentence, Part III is a complex sentence with two subordinate clauses (goal and attributive) with parallel subordination. The clause of purpose depends on the whole main clause, answers the questionfor what purpose? , joins unionto . The relative attributive depends on the nounpath , answers the questionwhat? , joins with an allied wordwhich .
V . Fixing the material.
1. Creative work.
Task 1. Design proposals according to the appropriate schemes.
1.
French Association for the Protection of Animals established. The presence of a dog in the house reduces the risk of a heart attack in its owner by almost a third and normalizes blood pressure. A man just strokes his dog every day. The therapeutic effect of a dog on a person was also confirmed during a survey of six thousand residents of the United States. American scientists have come to a conclusion. Daily communication with the dog causes positive emotions and relieves stress. It is very important. People experience significant stress at work and at school.
[ - = ].
[ - = ], (what ...), and [ = shorthand], (who ...)
2. Health is an invaluable asset of every person, of the whole society. When meeting, parting with close and dear people, we wish them good and good health. This is the main condition and guarantee of a full and happy life. You need to lead a healthy lifestyle. We are fulfilling our plans, successfully solving the main life tasks, overcoming difficulties and significant overloads. Good health ensures us a long and active life. It is necessary to reasonably preserve and strengthen the health of the person himself.
[ - = ].
[ - = ], (because…).
3. There is an opinion. Teenagers who smoke are excitable children. Children use tobacco. Calm down. Research shows. Regular smoking may have the opposite effect and increase their risk of developing anxiety disorders in their youth. Smoking can cause emotional harm to teenagers much earlier. There are also physical effects, such as lung cancer and heart disease. Breathing problems and lack of oxygen can trigger panic attacks.
[ - = ], (what ...).
[ - = ], (than ...), and [ - = ].
Answers:
(1. The French Association for the Protection of Animals has found that the presence of a dog in the house reduces the risk of a heart attack in its owner by almost a third and normalizes blood pressure if a person simply strokes his dog every day. The therapeutic effect of a dog on a person was also confirmed during a survey of six thousand residents of the United States. American scientists have come to the conclusion that daily communication with a dog causes positive emotions and relieves stress, and this is very important for those who experience significant nervous stress at work and at school.
2. Health is an invaluable asset not only for each person, but for the whole society. When meeting, parting with close and dear people, we wish them good and good health, as this is the main condition and guarantee of a full and happy life. By leading a healthy lifestyle, we fulfill our plans, successfully solve the main life tasks, overcome difficulties and significant overloads, and good health provides us with a long and active life, if we reasonably preserve and strengthen it.
3. There is an opinion: teenagers who smoke are excitable children who use tobacco to calm down. Studies show that regular smoking can have the opposite effect and increase their risk of developing anxiety disorders in their youth. Smoking can cause emotional harm to teens long before physical effects such as lung cancer and heart disease appear, and breathing problems and lack of oxygen can trigger panic attacks.)
2. Work in permanent groups : task is differentiated. Write off a sentence, put punctuation marks, produce parsing, draw a diagram. Protecting your schemes at the blackboard.
Parse the following sentences syntactically, and as an additional task, you are invited to arrange the necessary punctuation marks yourself.
Being an enthusiast has become her social position, and sometimes, when she didn't even want to, she, to not deceive the expectations of people who knew her, became an enthusiast.
narrative; non-exclamatory; complex - a complex structure with an allied coordinating and subordinating connection.
I and the 2nd parts are equal prepositions, connected by a coordinating connecting union and.
I part is the main one, has two subordinate clauses connected by parallel subordination.
I part - adverbial clause, refers to the circumstancesometimes in the 2nd part, is joined by a union word - a relative pronoun-adverbwhen.
i part - circumstantial clause of purpose, refers to the predicatebecame an enthusiast in the 2nd part, joins the unionto.
, and
when? why?
(when ) (to )
Characteristics of the parts.
I part - a two-part sentence, SIS, common, complete, not complicated in any way.
I am a part - a one-part sentence, impersonal, ASG, complete, not complicated by anything.
4th part - one-part preposition, impersonal, ASG, complete, complicated by a separate definition, expressed by participial turnover,
General characteristics of the proposal.
In the apartment at that time, the parquet broke out under the feet of those who came, and on fire, in the place where a cat was lying with a feigned wound, the corpse of the former Baron Meigel, with his chin upturned, with glassy eyes, seemed to be getting thicker and thicker.
narrative; non-exclamatory; complex - a complex structure with a coordinating and subordinating connection.
I and the 2nd parts are equal sentences, connected by a coordinating conjunctionand.
I part - the main preposition, has one subordinate clause.
3rd part - attributive clause, refers to the circumstance of placein that place , attached by a union word - pronoun-adverbwhere.
, and
what?
(where )
Characteristics of the parts.
I part - a two-part sentence, ASG, common, complete, complicated, firstly, by a clarifying circumstance of a place related to the circumstanceon fire secondly, a separate circumstance, expressed by a participial turnover and related to the predicate; third, homogeneous definitions relating to the subject.
I part - a two-part sentence, ASG, common, complete, not complicated in any way.
General characteristics of the proposal.
There is also a kind sorceress, who sometimes appears with us in the form of a pike, which he will choose for himself some favorite, quiet, harmless, in other words, some lazy person, whom everyone offends, and showers him with all sorts of good things for no reason, and he knows he eats for himself and dresses up in a ready-made dress, a then he marries some unheard-of beauty, Militrisa Kirbityevna.
narrative; non-exclamatory; complex - a complex structure with a coordinating and subordinating connection; subordination of subordinate clauses is consistent.
I part - the main sentence, has two subordinate clauses, in addition, it is connected by a coordinative connection with the 4th part.
i part - attributive clause, refers to the subjectenchantress in the 1st part, attached by a union word - a relative pronounwhich.
i part - attributive clause, refers to the complementlazy in the 2nd part, attached by a union word - a relative pronounwhom.
I part - equal with the 1st sentence, connected with it by an adversarial uniona.
, a
which?
(which ) 1st degree
what?
(whom ) 2nd degree
Characteristics of the parts.
I part - a two-part preposition, ASG, common, complete, complicated by a separate definition, expressed by participial turnover.
I part is a two-part preposition, PGS and PGS, common, complete, complicated, firstly, by homogeneous predicates; secondly, two homogeneous separate definitions, expressed single adjectives; thirdly, homogeneous additions depending on the 1st predicate; fourthly, an introductory phrase.
I part - a two-part sentence, ASG, common, complete, not complicated in any way.
The 4th part is a two-part sentence, PGS, PGS and PGS, common, complete, complicated by homogeneous predicates and a separate application, expressed by a proper name.
3. Checking the work done
Students present the work of their group.
4. Decide for yourself USE assignments. Punctuation marks in a complex sentence with allied and non-union connection.
1) 1, 2, 3, 4, 5,
2) 1, 4, 5,
3) 1, 2, 4, 5
4) 1, 3, 4, 5
2.
1) 1, 2, 3
2) 1, 3
3) 1, 4
4) 2, 3
1) 1, 2, 5
2) 1, 3, 4, 5
3) 1, 3, 4
4) 1, 5
1) 1, 2, 3, 4, 5, 6
2) 2, 3, 4, 6
3) 1, 2, 4, 5, 6
4) 1, 2, 4, 6
1) 1, 3, 4
2) 2, 3, 4
3) 1, 2, 3
4) 1, 2, 4
1) 1,3, 4, 5
2) 2,3
3) 1, 2
4) 1,2,3
1) 1, 2, 3
2) 2, 4, 5
3) 1, 3, 4
4) 1, 2, 3, 4, 5
1) 2, 3, 4
2) 1, 2, 4, 5
3) 1, 2, 3, 4, 5
4) 2, 3, 4, 5
Answer Keys
ass1
2
3
4
5
6
7
8
Answer
2
2
3
3
1
1
1
3
V I. Reflection
What have you learned? …
V II. Homework:
Bibliography
Russian language: a guide for preparing for the exam: textbook. allowance avg. prof. education. - M., 2014.
Antonova E.S., Voiteleva T.M.Russian language: textbook for medium institutions. prof. education. - M., 2014.
Babaitseva V.V. Russian language. 10-11 cells. - M., 2006.
Valgina N.S.Syntax of the modern Russian language. - M., 2009.
Vlasenkov A.I., Rybchenkova L.M. Russian language: Grammar. Text. Speech styles. Textbook for 10-11 cells. educational institutions. - M., 2011.
Goltsova N.G., Shamshin I.V., Mishcherina M.A. Russian language and literature. Russian language ( a basic level of). Grades 10-11: at 2 o'clock - M., 2014.
Grekov V.F., Kryuchkov S.E., Cheshko L.A. Russian language. Grades 10-11: textbook. for generalities. institutions. – M.: Enlightenment, 2009.
Dmitrieva I.A. Russian language. All types of parsing: phonetic, morphemic and derivational, morphological, syntactic. - St. Petersburg: Publishing House "Litera", 2009.
Control and measuring materials. Russian language. Grade 11/comp. N.V. Egorova. - 2nd ed., revised. – M.: VAKO, 2015.
Simakova E.S. Russian language: New complete reference to prepare for the exam / E.S. Simakov. - Moscow: AST: Astrel, 2016.
Internet resources
www. methodology. ru (Methods).
www. posobie. ru (Benefits).
www. it-n. en/communities. aspx?cat_no=2168&tmpl=com (Net creative teachers. Information technology in the lessons of the Russian language and literature).
www. reference. grammar. ru (Russian language reference service).
Application
Technological map of the lesson
Organizational stageChecking the readiness of students for the lesson, absent:
2 minutes
II
Updating of basic knowledge
1. Checking homework exercise 259. (frontal survey)
2. Syntactic warm-up "Finish the statement"
13 min
III
Motivation for learning activities
1. Introduction
2. Complete the assignment for compliance (cards - work in pairs)
3. Checking progress
4. Analysis of 7 sentences in order to identify its type (work at the blackboard)
5. Conclusion. Communication of the topic and objectives of the lesson
20 minutes
IV
Explanation of new material (Presentation)
Plan:
1. Complex sentences with different types of connection
2. Proposals with various types of allied and allied relations.
3. Punctuation marks in sentences with different types of connection
4. An example of parsing a complex sentence with different types of connection. (joint work of the teacher and the student at the blackboard)
20 minutes
V
Consolidation of the studied material
1. Task: construct proposals according to the appropriate schemes. (work in groups with RM).
2. Checking the completed task
3. Write off a sentence, punctuate it, parse it, draw a diagram. Protecting your schemes at the blackboard.(group work with RM)
4. Independent work(RM)
28 min
VI
Reflection
Summing up the lesson: what did you learn? …
What have you learned? …
Where can we find this kind of offer?
4 min
VII
Homework:
1. Find and write out from the proposed works (one to choose from): “War and Peace” by L. Tolstoy, “Crime and Punishment” by F. Dostoevsky, “Olesya” by A. Kuprin three complex syntactic constructions, identify grammatical foundations in them and explain punctuation marks.
3 min
Teacher: Belova T.A.
Exercise 1 .
Determine the correspondence of these offers with the offer type. (Working with a table)
Task 2. Design proposals according to the appropriate schemes
1. The French Association for the Protection of Animals has found that the presence of a dog in the house reduces the risk of a heart attack in its owner by almost a third and normalizes blood pressure. A man just strokes his dog every day. The therapeutic effect of a dog on a person was also confirmed during a survey of six thousand residents of the United States. American scientists came to the conclusion: daily communication with a dog causes positive emotions and relieves stress. It is very important. People experience significant stress at work and at school.
[ - = ] : [ - = and = ], (if).
[ - = ].
[ - = ], (what ...), and [ = uk. sl.], (who ...).
2. Health is an invaluable asset for every person, for the whole society. When meeting, parting with close and dear people, we wish them good and good health. This is the main condition and guarantee of a full and happy life. You need to lead a healthy lifestyle. We fulfill our plans, successfully solve the main life tasks, overcome difficulties and significant overloads. Good health ensures us a long and active life. It is necessary to reasonably preserve and strengthen the health of the person himself.
[ - = ].
[ - = ], (because…).
[ -.-.-.- , - =, =, = ], and [- = ], (if...).
3. There is an opinion. Teenagers who smoke are excitable children. Children use tobacco. Calm down. Research shows. Regular smoking may have the opposite effect and increase their risk of developing anxiety disorders in their youth. Smoking can cause emotional harm to teenagers much earlier. There are also physical effects, such as lung cancer and heart disease. Breathing problems and lack of oxygen can trigger panic attacks.
[ - = ] : [ - = ], (which ...), (to ...).
[ - = ], (what ...).
[ - = ], (than ...), and [ - = ].
Task 3. Write a sentence, punctuate, parse, draw a diagram .
Being an enthusiast became her social position, and sometimes when she didn’t even want to, she became an enthusiast in order not to deceive the expectations of people who knew her (L. Tolstoy).
In the apartment at that time, the parquet broke out under the feet of those who came, and in the fire at the place where the cat was lying with a feigned wound, the corpse of the former Baron Meigel, with his chin raised up with glassy eyes, appeared more and more thickly (Bulgakov).
There is also a kind sorceress, who sometimes appears with us in the form of a pike, who will choose for herself some quiet, harmless favorite, in other words, some lazy person whom everyone offends and showers him with all sorts of good things for no reason at all, and he knows that he eats himself and dresses up in finished dress and then marries some unheard-of beauty Militrisa Kirbityevna (Goncharov).
Task 4. Solve the tasks of the exam on your own.
1. Specify the correct variant of comma placement.
A wide river appeared ahead (1) and (2) when the riders drove up (3) and dismounted (4) they saw (5) that the bridge had been swept away by the flood.
1) 1, 2, 3, 4, 5,
2) 1, 4, 5,
3) 1, 2, 4, 5
4) 1, 3, 4, 5
2.
Which answer option shows the correct placement of commas in the sentence?
The French ambassador, who found himself in the home theater of the Sheremetevs, wrote (1) that (2) when he saw the ballet (3) he was shocked by the talent (4) of the serfs.
1) 1, 2, 3
2) 1, 3
3) 1, 4
4) 2, 3
3. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence?
Sometimes it seems (1) that (2) if you scatter from a high mountain (3) with your arms outstretched (4) then you can easily take off.
1) 1, 2
2) 1, 2, 3, 4
3) 1, 3, 4
4) 1, 3
4. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence?
I liked her eyes (1) blue and meek (2) and (3) although wrinkles were already visible near these eyes (4) but their look was so simple-hearted (5) so cheerful and kind (6) that somehow it was especially pleasant meet them.
1) 1, 2, 3, 4, 5, 6
2) 2, 3, 4, 6
3) 1, 2, 4, 5, 6
4) 1, 2, 4, 6
5. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence?
I think (1) that (2) when the prisoners see the stairs (3) leading to freedom (4) then many will want to run.
1) 1, 3, 4
2) 2, 3, 4
3) 1, 2, 3
4) 1, 2, 4
6. Which answer option shows the correct placement of commas in the sentence?
In the war, the soldiers knew (1) that (2) if another city was recaptured from the Nazis (3) then this (4) of course (5) would add strength to the home front workers.
1) 1,3, 4, 5
2) 2,3
3) 1, 2
4) 1,2,3
7. Which answer option shows the correct placement of commas in the sentence?
The amazing kindness of Ilya Petrovich can only be judged by the fact (1) that (2) when the earthquake happened in Spitak (3) he took up three crippled children (4) and literally returned all of them from the other world with his care (5) and love .
1) 1, 2, 3
2) 2, 4, 5
3) 1, 3, 4
4) 1, 2, 3, 4, 5
8. Which digits should be replaced by commas in this sentence?
The woman took out a photograph (1) in which (2) if you look closely (3) you could see her (4) young and beautiful (5) standing next to a tall military man.
1) 2, 3, 4
2) 1, 2, 4, 5
3) 1, 2, 3, 4, 5
4) 2, 3, 4, 5
The syntactic analysis of the sentence should begin with a thorough study of the theoretical material on this topic. This is the main component of a positive result. The most voluminous in terms of practical skills will be the analysis of a complex sentence, for example, with different types of communication.
First of all, it is necessary to characterize the entire syntactic model as a whole, and then each part individually. For clarity, we will analyze a compound sentence with various types of communication.
Anguish suddenly overwhelmed me, as if it wanted to finish me off completely, and in order not to succumb to despondency, I plunged into work, which, it seemed to me, was supposed to distract me.
- We build a scheme and bring that we are dealing with complex sentence with different types of connection:
[Melancholy suddenly piled up] 1, [as if she wanted to finish me off completely] 2, and, (in order not to succumb to despondency) 3, [I plunged into work] 4, (which, as it seemed to me, should have distracted me) 5.
We argue: 5 grammatical foundations, i.e. 5 simple ones make one complex one. We conditionally divide them into 2 segments: 1 and 2 simple sentences (BSP) + 3, 4 and 5 (SPP with two subordinate clauses), the connection between which is carried out by the conjunction and. Thus, we observe a non-union subordinating and coordinating (main) connection between the parts of a complex sentence.
│ 1, 2 │, and, │(to…) 3, [n.] 4, (which) 5.
- Let's give a description of the whole proposal. We are dealing with narrative, complex, with different types of connections. By emotional coloring- non-exclamatory.
The first block, consisting of two simple sentences (BSP), is not complex in characterization, so we will pay more attention to the second block - SPP with two subordinate clauses.
In this SPP, we see a clear example of parallel subordination, because both subordinate clauses refer to more than one word of the main part and answer different questions. in order not to succumb to despondency, the subordinate goal (dipped into the work for what purpose?), It refers to the whole sentence and is introduced by the subordinating conjunction “to”; ... which, it seemed to me, should have distracted me - the attributive clause (what kind of work?), Corresponds with the noun “work” in the main part of the sentence and joins with the help of the allied word “which”.
- And now we give a description of each simple, which is part of our complex.
Tosca suddenly hit...
... as if she wanted to finish me off completely ...
Narrative, non-exclamatory, simple, two-part, common, complete, uncomplicated.... to not give in to discouragement ...
Narrative, non-exclamatory, simple, one-part (impersonal), non-spread, incomplete, uncomplicated.… I plunged into work… Narrative, non-exclamatory, simple, two-part, common, complete, uncomplicated.
... which, as it seemed to me, should have distracted me ... Narrative, non-exclamatory, simple, two-part, common, complete, complicated by an introductory phrase.
Thus, the analysis of the complex sentence is completed in full. According to this principle, analysis of the compound should also be performed. Once again, we draw your attention to the fact that you need to know the theoretical part thoroughly, since the analysis of the complex is closely intertwined with the characteristics of the simple.
We are convinced that the above analysis of the sentence will help in working on similar syntactic constructions.
Good luck in mastering the basics of Russian syntax.
Complex sentences with different types of connection- this is complex sentences , which consist of at least of three simple sentences , interconnected by a coordinating, subordinating and non-union connection.
To understand the meaning of such complex structures, it is important to understand how the simple sentences included in them are grouped together.
Often complex sentences with different types of connection are divided into two or more parts (blocks), connected with the help of coordinating unions or union-free; and each part in structure is either a complex sentence or a simple one.
For example:
1) [Sad I]: [No friend with me], (with whom I would wash down a long parting), (to whom I could shake hands from the heart and wish many merry years)(A. Pushkin).
This is a complex sentence with different types of connection: non-union and subordinating, consists of two parts (blocks) connected asylum-free; the second part reveals the reason for what is said in the first; The first part of the structure is a simple sentence; Part II is a complex sentence with two subordinate clauses, with homogeneous subordination.
2) [lane was all in the gardens], and [the fences grew lindens throwing now, by the moon, a wide shadow], (so that fences and gates on one side completely drowned in darkness)(A. Chekhov).
This is a complex sentence with different types of communication: coordinating and subordinating, consists of two parts connected by a coordinating connecting union and, the relations between the parts are enumerative; The first part of the structure is a simple sentence; Part II - a complex sentence with a subordinate clause; the subordinate clause depends on everything main, joins it with a union so.
In a complex sentence, there may be sentences with various types of allied and allied connection.
These include:
1) composition and submission.
For example: The sun set, and night followed day without interval, as is usually the case in the south.(Lermontov).
(And - a coordinating union, as - a subordinating union.)
Schematic of this offer:
2) composition and non-union connection.
For example: The sun had long since set, but the forest had not yet had time to subside: the doves murmured near, the cuckoo cuckooed in the distance.(Bunin).
(But - a coordinating conjunction.)
Schematic of this offer:
3) subordination and non-union communication.
For example: When he awoke, the sun was already rising; the barrow obscured him(Chekhov).
(When - subordinating union.)
Schematic of this offer:
4) composition, subordination and non-union connection.
For example: The garden was spacious and grew only oaks; they had only recently begun to blossom, so that now through the young leaves one could see the whole garden with its stage, tables and swings.
(And is a coordinating conjunction, so a subordinating conjunction.)
Schematic of this offer:
In complex sentences with a coordinating and subordinating connection, coordinating and subordinating unions may be nearby.
For example: The weather was fine all day, but when we sailed to Odessa, it began to rain heavily.
(But - a coordinating union, when - a subordinating union.)
Schematic of this offer:
Punctuation marks in sentences with different types of connection
In order to correctly punctuate complex sentences with different types of connection, it is necessary to single out simple sentences, determine the type of connection between them and select the appropriate punctuation mark.
As a rule, a comma is placed between simple sentences as part of a complex one with different types of connection.
For example: [In the morning, in the sun, the trees were covered with luxurious hoarfrost] , and [this went on for two hours] , [then the frost disappears] , [sun closed] , and [the day passed quietly, thoughtfully , with a drop in the middle of the day and anomalous lunar twilight in the evening].
Sometimes two, three or more simple suggestions most closely related to each other in meaning and can be separated from other parts of a complex sentence semicolon . Most often, a semicolon occurs in place of an allied connection.
For example: (When he woke up) [the sun was already rising] ; [the barrow obscured him].(The proposal is complex, with different types of connection: with allied and allied connection.)
In the place of an allied bond between simple sentences in complex possible also comma , dash and colon , which are placed according to the rules for punctuation in a non-union complex sentence.
For example: [The sun has long since set] , but[the forest hasn't died down yet] : [doves murmured near] , [Cuckoo calls in the distance]. (The proposal is complex, with different types of connection: with allied and allied connection.)
[Leo Tolstoy saw a broken burdock] – and [lightning flashes] : [there was an idea for an amazing story about Hadji Murad](Paust.). (The sentence is complex, with different types of connection: coordinative and non-union.)
In complex syntactic constructions that break up into large logical-syntactic blocks, which themselves are complex sentences or in which one of the blocks turns out to be a complex sentence, punctuation marks are placed at the junction of the blocks indicating the relationship of the blocks, while maintaining the internal signs placed on their own. own syntactic basis.
For example: [Bushes, trees, even stumps are so familiar to me here], (that wild clearing has become like a garden to me) : [every bush, every pine, fir-tree caressed], and [they all became mine], and [it's like I planted them], [this is my own garden](Prishv.) - at the junction of blocks there is a colon; [Yesterday a woodcock stuck its nose into this foliage] (to get a worm out from under it) ; [at this time we approached], and [he was forced to take off without throwing off the worn layer of old aspen leaves from his beak](Shv.) - at the junction of blocks there is a semicolon.
Particularly difficult is punctuation at the junction of the writing and subordinating unions (or a coordinating union and an allied word). Their punctuation is subject to the laws of the design of sentences with a coordinating, subordinating and non-union connection. However, at the same time, proposals in which several unions are nearby stand out and require special attention.
In such cases, a comma is placed between unions if the second part of the double union does not follow. then yes, but(in this case, the subordinate clause can be omitted). In other cases, a comma is not placed between the two unions.
For example: Winter was coming and , when the first frosts hit, it became hard to live in the forest. - Winter was approaching, and when the first frosts hit, it became hard to live in the forest.
You can call me but , If you don't call today, we'll leave tomorrow. You can call me, but if you don't call today, we'll leave tomorrow.
I think that , if you try hard, you will succeed. “I think that if you try hard, you will succeed.
Syntactic analysis of a complex sentence with different types of connection
Scheme for parsing a complex sentence with different types of communication
1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).
2. Indicate the type of sentence by emotional coloring (exclamatory or non-exclamatory).
3. Determine (by grammatical foundations) the number of simple sentences, find their boundaries.
4. Determine the semantic parts (blocks) and the type of connection between them (union-free or coordinative).
5. Give a description of each part (block) in terms of structure (simple or complex sentence).
6. Draw up a proposal scheme.
A SAMPLE OF ANALYZING A COMPLEX OFFER WITH DIFFERENT TYPES OF CONNECTION
[Suddenly a thick fog], [as if separated by a wall he me from the rest of the world], and, (so as not to get lost), [ I I decided