Every day the school curriculum gradually leaves our minds and many simple things can be misleading. The rules of the Russian language cause such difficulties most often. And even such a thing as a complex sentence can lead an adult into a dead end. This article will help you study or update your mind on this topic.

Compound sentence

A complex sentence (CCS) is one in which the parts are connected coordinating connection , which is expressed by coordinating conjunctions. In this case, all elements are equal and independent.

Division by meaning of conjunctions of a complex sentence

1. Connective: and, yes (=and: bread and salt), yes and, and..and.., not only..but also, like..so and;
2. Dividing: either, or..or, either, then..that, either..either, not that..not that;
3. Adverse: a, but, yes (=but: handsome, but stupid), but, however.

When children at school are just introduced to the types of sentences, only the three groups of coordinating conjunctions described above are distinguished. However, in high school Students identify three more groups:

1. Gradational: not only, not so much..as much, not so much..ah, not so much..but also;
2. Explanatory: namely, that is;
3. Connective: moreover, moreover, yes and, too, also.

Thus, a complex sentence is distinguished with connecting conjunctions, disjunctive and adversative, as well as additionally with gradational conjunctions, explanatory and connecting.

Compound sentences: examples and diagrams

After the weekend he felt better and made a complete recovery.

Scheme: (), and (). Compound sentence with conjunction And shows the sequence of actions.

Every day he had to do homework or help his mother with housework.

Scheme: () or (). Dividing Andwhether mutually exclusive events.

Now you shoot something, and I’ll make a fire.

Scheme: (), and (). Union A– adversative, which means there is opposition in the sentence.

Not only her relatives admired her intelligence, but also complete strangers.

Scheme: not only (), but also (). This compound sentence structure divides events by significance and importance.

His leg was broken, meaning he could no longer continue on his own.

Scheme: (), that is (). There is an explanatory conjunction that is.

We have to do this, and we have very little time.

Scheme: (), moreover (). Union besidesprovides additional facts and information.

Punctuation in complex sentences

In BSC, elements are separated by commas, semicolons, or dashes.

The most common punctuation mark is comma. It is placed before both single and repeated coordinating conjunctions:

Let it be as God pleases, but the law must be fulfilled.

Scheme: (), and ().

Either I'll come tomorrow, or you come.

Scheme: or (), or ().

Semicolon used when BSC elements are very common and commas are already used:

The boy was happy about the new kite, ran after it and was the most happy man; and the elements were already preparing to pour rain, disperse the wind and break tree branches.

Scheme: (); A ().

A semicolon can also be used when a sentence has more than one part:

I have this opinion, and you – other; and each of us is right in our own way.

Scheme: (), a (); And ().

Dash is put when parts of a complex sentence have a sharp opposition or a sharp change of events:

The hall froze for a second – and immediately there was wild applause.

Scheme: () – and ().

When punctuation marks are not used

The parts of the BSC are:

1. Interrogative: When will you be in town again and dare I ask for a meeting?
2. Incentive: Do everything well and may you cope with everything.
3. Exclamation: You are so great and I like everything so much!
4. Named: Cold and wind. Stuffiness and heat.
5. Impersonal offers: It's cold and windy. Stuffy and sultry.

Syntactic analysis of a simple sentence has become firmly established in the practice of elementary and high school. This is the most difficult and voluminous type grammar parsing. It includes the characteristics and outline of the sentence, analysis by members indicating parts of speech.

The structure and meaning of a simple sentence is studied starting from the 5th grade. The full set of features of a simple sentence is indicated in the 8th grade, and in the 9th grade the focus is on complex sentences.

In this type of analysis, the levels of morphology and syntax are correlated: the student must be able to identify parts of speech, recognize their forms, find conjunctions, understand how words are connected in a phrase, know the signs of the main and minor members of a sentence.

Let's start with the simplest thing: we will help the children prepare for parsing in 5th grade. In elementary school, the student remembers the sequence of parsing and performs it at an elementary level, indicating the grammatical basis, syntactic connections between words, the type of sentence according to the composition and purpose of the statement, learns to draw diagrams and find homogeneous members.

In elementary schools, different Russian language programs are used, so the level of requirements and student preparation are different. In the fifth grade, I took in children who studied in elementary school according to programs educational system"School 2100", "School of Russia" and "Primary School of the 21st Century". There are big differences. Teachers primary school They do a tremendous amount of work to compensate for the shortcomings of their textbooks, and they themselves “create” continuity between primary and secondary schools.

In grade 5, the material on sentence analysis is generalized, expanded and built into a more complete form; in grades 6-7 it is improved taking into account newly studied morphological units (verb forms: participle and gerund; adverb and state category; function words: prepositions, conjunctions and particles ).

Let us show with examples the differences between the level of requirements in the parsing format.

In 4th grade	In 5th grade
IN simple sentence the grammatical basis is highlighted, familiar parts of speech are indicated above the words, homogeneous members are emphasized, phrases are written out, or syntactic connections between words are drawn. Scheme: [O -, O]. Declarative, non-exclamatory, simple, common, with homogeneous predicates. Noun (main word) + adj., Ch. (main word) + noun. Ch. (main word) + place. Adverb + verb (main word)	Syntactic connections are not drawn, phrases are not written out, the scheme and basic notations are the same, but the characteristics are different: narrative, non-exclamatory, simple, two-part, common, complicated by homogeneous predicates. Analysis is constantly practiced in lessons and participates in grammatical tasks in control dictations.
In a complex sentence, the grammatical basics are emphasized, the parts are numbered, familiar parts of speech are signed over the words, the type is indicated according to the purpose of the statement and emotional coloring, according to the composition and presence of minor members. Parsing scheme: [O and O] 1, 2, and 3. Narrative, non-exclamatory, complex, widespread.	The scheme remains the same, but the characteristics are different: narrative, non-exclamatory, complex, consists of 3 parts that are connected by a non-union and union connection, 1 part has homogeneous members, all parts are two-part and widespread. Analysis of a complex sentence in grade 5 is for educational purposes and is not a means of control.
Sentence patterns with direct speech: A: “P!” or "P," - a. The concept of quotation is introduced, which coincides in design with direct speech.	The diagrams are supplemented by a break in direct speech with the words of the author: “P, - a. - P.” and "P, - a, - p". The concept of dialogue and ways of its design are introduced. Schemes are drawn up, but sentences with direct speech are not characterized.

Plan for parsing a simple sentence

1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).

2. Find out the type of sentence by emotional coloring (non-exclamatory or exclamatory).

3. Find the grammatical basis of the sentence, underline it and indicate the methods of expression, indicate that the sentence is simple.

4. Determine the composition of the main members of the proposal (two-part or one-part).

5. Determine the presence of minor members (common or non-common).

6. Emphasize minor members sentences, indicate the ways of their expression (parts of speech): from the composition of the subject and the composition of the predicate.

7. Determine the presence of missing members of the sentence (complete or incomplete).

8. Determine the presence of a complication (complicated or not complicated).

9. Write down the characteristics of the proposal.

10. Create an outline of the proposal.

For analysis, we used sentences from Sergei Kozlov’s wonderful fairy tales about the Hedgehog and the Little Bear.

1) It was an extraordinary autumn day!

2) Everyone’s duty is to work.

3) Thirty mosquitoes ran out into the clearing and began to play their squeaky violins.

4) He has neither a father, nor a mother, nor a Hedgehog, nor a Bear.

5) And Belka took some nuts and a cup and hurried after.

6) And they put things in a basket: mushrooms, honey, a teapot, cups - and went to the river.

7) And pine needles, and fir cones, and even cobwebs - everyone straightened up, smiled and began to sing with all their might the last autumn song of the grass.

8) The Hedgehog lay, covered up to his nose with a blanket, and looked at the Little Bear with quiet eyes.

9) The hedgehog sat on a hill under a pine tree and looked at the moonlit valley, flooded with fog.

10) Across the river, the forest was dark, blazing with aspens.

11) So until the evening they ran, jumped, jumped off the cliff and screamed at the top of their lungs, setting off the stillness and silence of the autumn forest.

12) And he jumped like a real kangaroo.

13) Water, where are you running?

14) Maybe he's gone crazy?

15) It seems to me that he imagined himself... as the wind.

Examples of parsing simple sentences

Syntactic analysis of a complex sentence helps to understand its structure and, as a result, correctly place all punctuation marks. Our article is devoted to this most important skill.

How does a complex sentence differ from a simple one?

Unlike a simple sentence, a complex sentence has not one, but more grammatical bases. Each of them is the semantic and grammatical center of one of the parts of a complex sentence.

Sometimes parts of a complex sentence are called not parts, but sentences, since they are largely independent; but in both cases the same thing is meant.

Parts of a complex sentence can be connected using conjunctions. Then they are called conjunctions, and, depending on which conjunction (coordinating or subordinating), they are called complex or complex. If the parts of a complex are connected only in meaning and intonation, then the sentence is non-union.

Plan for parsing a complex sentence

When analyzing a sentence, you must first emphasize the grammatical basics and determine their composition.

Then you need to find the union, if there is one, and determine how the parts of the complex are related to each other. If you wish, you can immediately draw up a diagram, since all the information necessary for this is already available, but you can do this later.

Emphasize the minor parts of the sentence, not forgetting to pose questions orally or in writing. It is necessary to write a question if some word can be considered as different members of a sentence (For example, “jacket with a hood” – which one? (definition) or with what? (addition)).

Write at the top which part of speech this or that part of the sentence is expressed by; participial or participial phrases are signed like this: “ participle phrase” or “adverbial” - and do not define all parts of speech.

After this, you can characterize the proposal. In this case, you must indicate the following:

• the sentence is declarative, interrogative or motivating;
• exclamatory or non-exclamatory;
• union or non-union, and if union, then complex or compound;
• if the sentence is complex, then indicate the type of subordinate clause (explanatory, attributive, adverbial; if complex, then determine the category of the conjunction: connective, disjunctive or adversative;
• then the characteristics of each of the parts according to the plan are given: one-component or two-part, widespread or non-common; whether the proposal is complicated or not.

The final touch is the diagram.

This full analysis. Sometimes they do an abbreviated analysis of a complex sentence. Then it is enough to emphasize the parts of the sentence (sometimes only the grammatical basics) and leave the diagram. You can change the order of actions, but this will slow down the work and may lead to errors.

Example

Let us give examples of syntactic analysis of complex sentences.

verb noun verb noun verb noun

It was getting dark when Olga I left the house and headed towards the park.

Declarative, non-exclamative, complex with an adverbial clause (of time) with the conjunction “when”; main part single-component, impersonal, undistributed; the subordinate clause is two-part common, complicated by homogeneous predicates.

, (When).

What have we learned?

The analysis of a sentence must begin with a search for grammatical foundations; this will allow us to understand the structure of the sentence and determine what kind of sentence we have in front of us: a conjunction (compound or complex) or a non-conjunction. Then you need to emphasize the minor members and write the parts of speech. Thirdly, it is necessary to characterize the proposal. In addition, it is necessary to create an outline of a complex sentence; this can be done at the very end, or after determining the grammatical basics and type of complex sentence.

1. Type of sentence according to the purpose of the statement and emotional coloring.

2. Highlight the grammatical basics.

3. Select the main and subordinate parts. We determine the type of subordination (sequential, homogeneous, heterogeneous, combined).

5. Explain the placement of punctuation marks in a sentence.

Father interpreted to me, (about what ?) What all steppe bird hiding along low valleys,(which?) Where grass above And thicker .

1) Narrative, non-exclamatory.

2) First grammatical basis father()interpreted(Ch. past tense, indicative n., m.r., singular). Second grammatical basis bird(noun, name) hiding(ch. present time, express. n., zh.r., singular). Third grammatical basis grass(noun, name) higher and thicker(cr. adj.).

3) The sentence has 3 grammatical bases, therefore it is complex. The first part of the sentence is the main one. The 1st and 2nd parts are connected by a subordinating conjunction What. 2nd and 3rd are connected by a conjunction word Where. A subordinate clause of the 1st degree is indicative, and a clause of the 2nd degree is attributive. This is an SPP with sequential subordination.

, What (), (Where).

5) Subordinate clauses are separated by commas.

Non-union complex sentences

Non-union complex sentence- This is such a complex sentence, the parts of which are combined into one whole. The parts of the BSP are connected only by intonation and the relationship between tense forms and verb types. Such sentences lack conjunctions and allied words.

Punctuation marks in BSP

1. Comma put if between the parts of the BSP there are relations of listing events, actions occur simultaneously or one after another (comma = conjunctions AND, OR):

2. Semicolon is set if:

Between the parts of the sentence there are relations of enumeration or simultaneity;

Sentence parts are common and have commas inside.

3. Colon is set if:

a) the second part of the sentence indicates the reason for what is said in the first part (colon = conjunctions BECAUSE, SO AS):

b) the second part of the sentence reveals the content of the first part (colon = NAMELY, THAT IS):

c) the second part complements the content of the first (colon = AND SAW THAT...; AND FELT THAT...):

4. Dash is set if:

a) parts of the sentence reflect a rapid change of events or an unexpected result:

b) in the first part of the sentence the time or condition of what is said in the second part is indicated (dash = conjunctions WHEN, THEN...; IF, THEN...):

e) the second part of the sentence contains a consequence, a conclusion from the first part (dash = conjunction SO THAT):

BSP parsing

1. Type of sentence according to the purpose of the statement, according to emotional coloring.

2. We highlight the grammatical bases of the sentence.

3. Establish semantic relationships between parts of the sentence. We explain the placement of punctuation marks.

4. We build a graphical diagram of the proposal.

Lilies of the valley already ripe- between wide leaves hung solid orange berries.

1) Non-exclamatory, narrative.

2) In the first part of the sentence, the grammatical basis lilies of the valley are ripe. Subject lilies of the valley ripe

In the second part, the grammatical basis berries hung. Subject berries(noun, im.p.), simple verbal predicate hung(ch. indicative n., past tense, plural).

3) The sentence has 2 grammatical bases, so it is complex. The second part of the sentence reveals the consequence of what is said in the first: The lilies of the valley were ripe, so hard orange berries hung between the wide leaves. A dash is placed between the parts of the sentence, so the sentence is non-conjunctive.

4) Sentence outline: - .

Main members of the proposal

Concept

The main members of the proposal are these are the members of the sentence that make up grammatical basis of the sentence. The grammatical basis must have at least one main member, then the sentence is called one-part. These main members of the sentence include the subject and the predicate.

Target: repeat previously completed educational material according to SPP with different types of subordinate clauses.

Tasks:

1. improve spelling and punctuation skills; develop analytical skills in syntactic parsing of NGN;
2. develop and improve the skills of learning to compile SPP diagrams and syntactically parse data sentences;
3. to instill in students a sense of patriotism for the Motherland and respect for the people around them

Form of work: frontal, group (homework)

Equipment: textbook “Russian language” ( E. D. Suleimenova, Z.K. Sabitova, Almaty “Atamra”, 2009), cards, computer (presentation)

Lesson progress:

I. Organizational moment

Hello guys! Have a seat. (Bakhtiyar recites a poem)

Not a lot of unseen countries
Wonderful, rich, beautiful,
But only you are dear to my heart, Kazakhstan,
Who gave me life and strength!
After all, a special people live here -
Hidden by a generous soul
Days of abundance and times of adversity
We are together, we are next to you.
The air of the free steppes is dear to me,
As a symbol of intoxicating freedom!
You have become independent, my Kazakhstan,
Like an eagle soaring in the sky!
So let your rich and proud people
Doesn't know war or misfortune!
Let peace, harmony and friendship live
And let everyone be happy!!!

Thank you, Bakhtiyar, best wishes. Guys, I suggest you wish something to each other, because you are not only classmates, but also friends. (Wishes for learning to each other)

Thank you! Like this good wishes and in a good mood we will start the lesson.

II. 1) Students’ mood to work

I have chosen a motto under which we will work today:

Don't be afraid of mistakes
Deal with mistakes
Always be ready to find the right path.

Since when learning new material, as well as when repeating, we often make mistakes, we will try not to make them.

On each table there is a piece of paper on which the elements of our lesson are highlighted. Throughout our work, I will ask you to put minuses in front of those tasks where you will make mistakes or where you will have questions. Agreed?

The objectives of our lesson are that we will consolidate all the material we have covered related to NGN and will develop our skills in oral and written analysis of these sentences.

2) Spelling warm-up

We need to warm up a little, so first we will do a little spelling warm-up with you. Let's write down the number, great job. Who wants to come to the board?

1) ignorant (ignorant, illiterate), unbelief (atheism, unbelief, denial), adversity (trouble), ignorant (rude, ill-mannered), illness (illness), klutz (clumsy, clumsy), negligence (carelessness), bad weather (bad weather , good weather), hatred (enmity, disgust), slob (carefree, dirty), dunno () - are not used without

2) misfortune (trouble, grief) - happiness; disorder (disorder) - order; ill health (illness) - health; impoliteness (rudeness) - politeness; distrust (suspicion) - trust; disapproval (censure) - approval; independence (freedom) - dependence; inattention (carelessness) - attentiveness; lack of education (stupidity) - education

Why did I divide these entities into 2 groups? ( different rules). Please comment.

Find noun synonyms for the second group.

What do we remember now? (spelling not with noun, as well as synonyms)

3) Checking homework

Now let's check your home task. You had to prepare a presentation for today's lesson (analysis of NGN with any type of subordinate clause), and you worked in pairs. So let's start, who wants to?

Teacher questions for the presentation:

1. Can the same conjunction be used in different types subordinate clauses? How will you determine the type of clause? Do you know how to ask questions?

2. How does an attributive clause differ from an explanatory clause?

4) Repetition of subordinate clauses (standard work)

So, guys, you said that you know how to ask questions to subordinate clauses, we’ll check that now. Work using cards: read out sentences, ask a question, determine the type of subordinate clause. We work quickly.

Still, it seems to me that you do not have the right to do this. (flaw.)

To come quickly New Year, we moved the clock hands forward. (goals)

She sang tunes that moved me to tears. (definition)

The prince has a rather stupid face, although many considered him an intelligent person. (concessions)

The boat had no oars, so we had to row it with a board. (consequences)

If I had known all the consequences, I would not have gotten into the water. (conditions)

Where the grass had not yet been removed, the breeze roughened the green grass silk. (places)

The herd froze when a freight train appeared, racing at full speed. (time)

Now let’s do a digital dictation (mutual check) during repetition.

1. This is an SPP with two clauses.
yes - 1 no - 0
2. , (because, (how much)). This scheme this proposal: It seemed that the road led to heaven, because no matter how much I looked, it kept rising.
3. In the morning the boy woke me up and told me that he himself had just seen a badger treating its burnt nose. This is an SPP with parallel subordination.
yes - 1 no - 0
4. If a poet lives in harmony with his native language, the poet’s strength increases tenfold. This is an IPS with a concession clause.
yes - 1 no - 0
5. This is an IBS with a subordinate clause.
yes - 1 no - 0
6.It was decided to go tomorrow if the rain stopped. The subordinate clause is located after the main clause.
yes - 1 no - 0
7. In the Russian language there are 3 types of subordination.
yes - 1 no - 0

Do you guys have any questions about your mistakes? What else do you need to repeat at home?

And now I will read the text to you and ask you to determine its main idea:

A nomad, meeting a wanderer dying of thirst in the desert, will never pass by on his camel. He will give the poor fellow a drink, feed him, and take him to the nearest well, where there are always people. And he will move on, most likely never to meet again. Thousands of similar cases fit into the steppe law: “If you meet a person, make him happy: maybe you see him in last time" This expression of selfless kindness is nobler than the moral of the fairy tales I encountered in childhood, where the hero helps a fish washed ashore, and when his boat is capsized by a storm, the fish he once saved miraculously helps him.
(Olzhas Suleimenov “Thoughts from different years”)

(The main idea of ​​the text: kindness, mercy, understanding without any selfish goals)

Thank you! Does everyone agree or does anyone have their own opinion?

Now formulate the main idea in in writing in the form of an IPP with any subordinate clause and determine its type.

5) Repeating the parsing of a complex sentence
And now we will remember the syntactic analysis of a complex sentence. Anyone interested in coming to the board:
The earth still looks sad, but the air already breathes spring. (Narrative, non-vocal, SSP with anti-union: 1. two-part, dist.; 2. two-part, dist.)
[ ===== _________], and [_________ ========].

Now who can tell me the procedure for parsing any proposal.

On page 161 of the textbook you have a procedure for parsing SPP, please read it and tell me what we should be able to determine from SPP?
- I’ll take a sentence from the text that I read to you, and we’ll parse it at the board:
He will give the poor fellow a drink, feed him, and take him to the nearest well, where there are always people. (Narrative, non-vocal, SPP with additional definition: 1. two-part., dist., final one-part. tale; 2. two-part., dist.)
[ _____ ======, ====, ======], (where ===== _________).

How does the BSC scheme differ from the SPP scheme?

Now let's analyze a sentence with a more complex structure:
And here she is in front of a man whom she knew nine months before his birth, whom she had never felt outside her heart. (Narrative, unspoken, SPP with adjective attribute, with homogeneous subordination: 1. single-piece, distribution; 2. single-piece, distribution; 3. two-state, dist.)
[ _____ ], (which =====), (whom ________ =====).

6) Consolidation

Testing

1. When parsing, the sentence is first analyzed:
A) by emotional coloring (by intonation)
B) according to the purpose of the statement

D) type of subordinate clause

2. With SPP we must be able to determine:
A) emotional coloring
B) the purpose of the statement
C) types of conjunctions (conjunctive, adversative, disjunctive)
G) type of subordinate clause, as well as type of subordination
D) by the presence of a grammatical basis (simple or complex)

3. List the types of subordination of subordinate clauses in the IPP:
A) declarative, exclamatory, interrogative
B) exclamation, non-exclamation
B) parallel, homogeneous, combined, sequential
D) explanatory, attributive, adverbial
D) divisive, adversative, connective

4. How many groups are all NGNs divided into:
A) 2 B) 4 C) 5 D) 6 E) 8

5. Indicate a sentence in which the subordinate clause refers to one word in the main one:
A) And he was already making plans to cross the pass, as if this could happen literally with the onset of a new day. (Aitm.)
B) After all, it is known that only a person arranges his death so solemnly. (Cupr.)
C) If a person depends on nature, then she also depends on him: she made him - he remakes her. (France)
D) The herd froze when a freight train appeared, racing at full speed. (Alimzh.)
D) One day, when I came to a hut on chicken legs, I was immediately struck by the dejected mood of its inhabitants. (Cupr.)

6. Determine the type of subordinate clause: Where the grass had not yet been removed, the breeze roughened the green grass silk. (Shol.)
A) explanatory
B) definitive
B) places
D) goals
D) comparative

7. Determine the type of subordinate clause: But the embankment in that place was so high that the elephant did not dare to go down. (Alimb.)
A) explanatory
B) reasons
B) goals
D) course of action
D) concessions

8. Indicate the IPP with a subordinate clause:
A) He said goodbye to her, firmly believing that they would not part for long.
B) We love the generosity of Russian winters, which with their magic transform colorless steam into crystal and gems. (Rylen.)
B) They went out to mow when there was almost half of the farmstead in the meadow. (Shol.)
D) If you knew what a wonderful man he was. (Cupr.)
D) She remembered that she had seen the same peaceful expression on the masks of the great sufferers - Pushkin and Napoleon. (Cupr.)

9. Indicate the method of subordinating subordinate clauses in IPP: And here she is in front of a man whom she knew nine months before his birth, whom she had never felt outside her heart. (M.G.)
A) parallel
B) sequential
B) homogeneous
D) heterogeneous
D) combined

10. Indicate the method of subordinating subordinate clauses in IPP: The elephant did not know and did not think about who picked these fruits and placed them on his way, did not know that the forest people were feeding him so that the leader would have enough strength to reach the depths of the green mist. (Alimzh.)
A) parallel
B) sequential
B) homogeneous
D) heterogeneous
D) combined

Peer review (answers on slide)

III. Lesson summary

Students write an essay on the topic “What did I repeat in class?”

For example: I really liked this lesson. I quickly learned a new topic because new topic was provided to us in an easy, accessible form. I came to the conclusion that the suffix, like kind person, can change the meaning of a word, give the word a diminutive connotation. We can call mom not just mom, but mommy, sun - sunshine, sister - sister, etc.

Look at your cards and tell me what you need to repeat at home?

D/Z make a syncwine with the word “Motherland”, exercise 362 (legal sentence)