What is syntax and punctuation. Syntax and Punctuation Tutorial

Is it enough for a person to have an extensive vocabulary to communicate with others? Of course not. After all, words by themselves are not enough to fully express all feelings, thoughts, emotions, experiences of a person. To do this, they need to somehow order, build, organize. This is exactly what syntax does. In the lesson, you will review the basic information on this section of linguistics that you received in previous grades.

No between subject and predicate subordination, these are equal members of the proposal. They do not form a phrase .

Minor members of the proposal explain the main or other minor members of the sentence (Fig. 2).

Addition.

Definition.

Circumstance.

Rice. 2. Minor members of the sentence ()

Types of proposals for the presence of secondary members of the proposal:

Common(there are minor members).

Uncirculated(no minor members).

Types of sentences by the number of grammatical bases:

Simple(one grammatical base).

Complex (more than one grammatical basis) (Fig. 3).

Rice. 3. Simple and complex sentence ()

Types of complex communications proposals:

Allied.

Repetition of the rules for setting punctuation marks in direct speech (Fig. 6)

Rice. 6. Punctuation marks in direct speech ()

Additionally

Types of connection of words in a phrase:

Harmonization(the dependent word is likened to the main one in gender, number and case).

For example: red leaves (plural) - red house (singular, male) - red dress (singular Wed).

Control(the dependent word is in the case of the main one).

For example: going to school (V. p.).

Contiguity(the dependent word is connected with the main one only in meaning and is expressed by unchangeable parts of speech: infinitive, gerunds, adverbs).

For example: came (why?) To talk (inf.).

Bibliography

1. Razumovskaya M.M., Lvova S.I. and other Russian language. 7th grade. Textbook. - 13th ed. - M .: Bustard, 2009.
2. Baranov M.T., Ladyzhenskaya T.A. and other Russian language. 7th grade. Textbook. - 34th ed. - M .: Education, 2012.
3. Russian language. Practice. 7th grade. Ed. S.N. Pimenova - 19th ed. - M .: Bustard, 2012.
4. Lvova S.I., Lvov V.V. Russian language. 7th grade. In 3 hours - 8th ed. - M .: Mnemosina, 2012.

1. Syntax and punctuation. Part 2 . Balashov, Dementyev ().
2. Syntax and punctuation. Exercises ().
3. Punctuation in tables and diagrams ().
4. Cartoon "Adventures of a comma and a period" ().

Homework

1. № 9, 10, 11. Baranova M.T., Ladyzhenskaya T.A. and other Russian language. 7th grade. Textbook. - M .: Education, 2012.
2. Exercise: make sentences from these words, write them down. Make parsing the resulting sentences.
   1. The middle was March. Spring, friendly, in, this year, stood out. Occasionally, short, rains fell.
   2. Birch, swollen buds. Lamb, turned yellow, on, willows. The bees, hives, flew out, for, a bribe, first.
   3. In the spring, looking for food, its own, starling, on the ground. Destroys, in, gardens, and. he, vegetable gardens, insects, harmful.

§ 1 What is syntax?

V this lesson Let's try to figure out what concepts such as syntax and punctuation mean in Russian.

Let's start with a few words:

Was, white, covered, soft, yard, snow, wide.

True, it is difficult to immediately grasp what is at stake?

Maybe these are not connected words in any way, or maybe an encrypted message?

But as soon as we compose a sentence from these words, then everything becomes clear at once:

The wide courtyard was covered with soft white snow.

Therefore, in order to understand each other, in speech we use coherent sentences, which, in turn, consist of phrases and words.

Words in phrases and sentences are connected by meaning and grammar, according to certain rules.

This connection is expressed in endings and prepositions.

For example, one cannot say:

Words must be consistent with each other, i.e. stand in the correct case, as well as gender and number:

Ripe apples.

Walk along the alley.

Consider the following example.

In which case we get more accurate description subject, the most complete information about it:

Old book.

There is a very old book on the top shelf of the cabinet.

The word book only names the subject.

The phrase Old book gives us a more accurate idea of ​​the subject: the book is not new, just acquired, but the old one.

But from the proposal, we learn that the book is in the closet, and not on the table or in a bag. Yes, and in the closet it is on the top shelf, apparently, the owners value it very much.

Thus, we can conclude that a phrase, like a word, names an object or action, as well as their signs. With the help of a proposal, we express our thoughts and feelings, we can make a request or a question. In the science of language, linguistics, there is a whole section that studies phrases and sentences, the rules for their construction. This is the syntax.

§ 2 What is punctuation?

Now let's read the lines of poetry written by Wanda Khotomskaya. Think about what they are talking about.

The poet had a writing desk.

There were almost a hundred boxes in it.

The boxes contained boxes;

In one there were commas, in the other there were brackets,

In the third - a dash, in the rest - ellipses,

Dashes, periods, quotes and more.

He kept his writing desk neat,

He composed poetry very carefully.

He takes a handful of signs out of the box,

He will put another word in brackets,

As often and so and so

He uses an exclamation mark.

If you suddenly come across a dubious image,

A question mark is immediately put.

In vain efforts, so as not to rub my forehead,

The poet puts a dash instead of thoughts,

Sometimes quotation marks, sometimes a colon.

And spared no end for the ellipsis.

Let's repeat them one more time.

These are period and comma, colon and dash, quotes and brackets, ellipsis, question and exclamation marks, semicolon. The study of punctuation marks and the rules for their setting is dealt with by a special section of linguistics - punctuation.

Whether punctuation marks are so important, helps to determine a simple exercise shown in the famous cartoon "In the country unlearned lessons". Remember?

Execution cannot be pardoned.

Now try to put the comma correctly in another similar sentence, which is attributed to the Russian Emperor Peter I.

Building cannot be demolished.

Will its meaning change if the comma is rearranged?

Here's another example:

We will most likely go this way.

If we leave the sentence without a comma, then it becomes clear that the speaker is in front of the shortest path. And along with the comma, doubt appears in the statement:

We will most likely take this road.

That is, maybe we will get there, but the speaker is not sure.

By the way, and you know that punctuation marks appeared much later than letters. Man first came up with symbols to indicate the sounds of speech and only after a long time - signs to indicate the end of a sentence, question or pause. A truly punctuation system was formed only after the widespread use of typography.

And already Mikhail Vasilyevich Lomonosov in "Russian grammar" singles out a whole section devoted to "lowercase characters", i.e. punctuation marks. It is interesting that since the time of Cyril and Methodius, no new letters have appeared, some have even disappeared on the contrary, but punctuation marks with development written speech appeared gradually. All new and new. Who knows, perhaps you and I will be able to witness the introduction of a new punctuation mark.

So, again, what are syntax and punctuation?

Syntax is a section of the science of a language that studies a phrase and a sentence, the rules for their construction.

Punctuation is a section of the science of language that studies punctuation marks and the rules for their setting.

List of used literature:

1. Ladyzhenskaya T.A., Baranov M.T., Trostentsova L.A. Russian language. Grade 5. - M .: Education, 2008-2012.
2. Stronskaya I.M. A guide to the Russian language for students in grades 5-9. - SPB .: Publishing House "Literatura", 2012
3. Razumovskaya M.M., Lvova S.I., Kapinos V.I. etc. Russian language: Textbooks for 5, 6, 7, 8, 9 grades. educational institutions/ Ed. MM. Razumovskaya, P.A. Lecant, - M .: Bustard.
4. E.A. Nefedova, O.V. Uzorova Russian language rules and exercises. Grade 5-8. - "Aquarium" GIPPV, 1997
5. Goldin Z.D., Svetlysheva V.N. Russian language in tables. Grades 5-11: A Reference Guide. - M .: Bustard, 2000
6. Arsiriy A.T. Entertaining materials in Russian: Book. for students / Ed. L.P. Krysina - M .: Education, 1995
7. Lesson development in the Russian language, grade 5. Egorova N.V. - M .: Vako, 2013.
8. Russian language lessons. A manual for teachers to the textbook by S.I. Lvova. Vasiliev I.P. - M .: Mnemosina, 2010.
9. Materials of the Unified Collection of Digital Educational Resources http://school-collection.edu.ru

Collocation

Collocation- these are two or more words related to each other in meaning and grammatical.

The semantic connection is determined by the question, the grammatical - by the end of the dependent word and the preposition.

Ways of linking words in phrases:

Coordination (the dependent agrees with the main thing in the form of number, case and gender): my books, autumn forest.

Adjacency (the dependent word is associated with the main one only by meaning): very quickly, began to speak, become more beautiful.

Among the subordinate phrases are:

• nominal (the main word is a noun, adjective, numeral): our land, second from the edge;
• verbal (the main word is a verb, participle, participle): I saw everything, illuminated by the sun, looking around;
• pronouns: something important;
• adverbial: especially harsh.

Remember: a combination of subject and predicate is not a phrase.

Exercise number 1

Determine the connection method and the type of phrase by the main word.

Sample: song about a friend (management, nominal).

Belief in success, truthful by nature, desire not to lag behind, not catching the train, childishly naive, alone with his brother, walked blindly, excessive pomp, slight amazement, picky about trifles, low over the head, striving for success, something extraordinary, not strong enough, free from work, each of ten, any of us, someone else, an oak leaf, whispering with her, swaying on the branches, more recently, crying with happiness, studying diligently.

Exercise number 2

Write down the phrases, indicate the method of communication.

1) Above the indignant Neva stands an idol on a bronze horse with an outstretched hand. 2) Stretch your hand to the height, a brass rider rushes behind him on a sonorous galloping horse. 3) And happiness was so possible, so close! .. 4) I renounced them and devoted myself to music alone. 5) Someday a hardworking monk will find my work ...

(According to A.S. Pushkin).

Exercise number 3

From these sentences, write out phrases that correspond to the schemes "adj. + noun "," adv. + ch. "," places. + ch. "," ch. + deerprich. "," cr. and + pr. + n. "," ch. - adv. "

1) He walks boldly and straight to the shore with long strides. 2) The wind whispers with her, caressing green branches. 3) He is buried without honors, abused by enemies in loose sand. 4) In the sandy steppes of the Arabian land, three proud palms grew high. 5) In the distance, golden sand was already spinning like a blue column. (According to M.Yu. Lermontov)

Offer. The grammatical basis of the sentence. Subject and predicate as main members of a sentence

Offer- a syntactic unit, which consists of a predicatively formed word or a combination of words.

Predicativity Is a statement or denial of something transmitted grammatical forms main members and intonation of completeness.

The main sign of a sentence is the presence of a grammatical basis (subject and predicate or one of the main members): By morning, the flowers had blossomed. Morning It got colder.

Subject – main member a sentence that answers the questions of who? what? Everyone came on time.

Predicate - the main member of the proposal, which answers the questions of what to do? what to do?

Exercise number 1

Indicate the grammatical foundations of sentences and how they are expressed.

1) Warm night clothed the islands. (A. Blok) 2) You and I have fought a lot over the past five years. (MA Sholokhov) 3) He left home late, it was more useful for his music to make the world quieter and darker, (A. Platonov) 4) I had to go to the middle of the lake on an old boat. 5) Everything that surrounded us seemed extraordinary: the late moon shining over the black lakes, and high clouds, and even the usual sea noise of tall pines. (K.G. Paustovsky) 6) Unusual autumn silence. 7) You get up before dawn and wander through the forest for a long time. (IS Turgenev) 8) To the right of the front door - shelves with books. 9) Living life is not a field to cross. (Proverb) 10) When we walked here, there were no tracks on the path. (V. Arseniev)

Exercise 2

Write down the predicates and determine their type.

1) This silence was somehow special, mysterious, terrible. 2) There was no doubt that a terrible predator had just been standing here. (V. Arseniev) 3) That is why the sight of an unnamed Russian meadow is so pleasant to the heart, 4) And, of course, beauty is not the last thing on a human holiday in the fall. (V. Peskov) 5) You return home tired, dirty from head to toe, but cheerful and cheerful, with a monstrous appetite. 6) What a pleasure it is to sit at the gate, listen and watch how rural life gradually subsides! 7) The nights became warmer, and in their thick and damp darkness one could feel the invisible hurried work. (AI Kuprin) 8) I called Aksakov my grandfather. 9) And in the morning everything crunched around. (KG Paustovsky) 10) It was in the summer. Soon after the war. (A.P. Chekhov)

Dash between subject and predicate

There can be only one punctuation mark between the subject and the predicate - a dash.

Remember: a dash is placed in front of the words this, this is, that means, connecting the predicate to the subject: A person's speech culture is a mirror of his spiritual life (Sukhomlinsky); To love means to live the life of the one you love (Paustovsky).

It should be borne in mind that a dash can also appear in an incomplete sentence instead of an absent one verbal predicate: Lakes attract us with their smoothness, seas - with spaciousness, rivers - with movement (Zalygin).

Exercise number 3

Write off. Explain the presence or absence of a dash in the following sentences. Underline the subject and predicate.

I. 1. Communication with a book is the highest and irreplaceable form of human intellectual development (Tvardovsky). 2. Work out literary language- this is a long business, but I would never say that this is an unpleasant business (Koltsov). 3. The average distance from the Earth to the Moon is three hundred eighty four thousand four hundred kilometers. 4. To sit with a young person - to rejuvenate yourself. 5. “Having a legible handwriting is the first rule of politeness,” historian V.O. Klyuchevsky liked to repeat. 6. Reading is not just about learning facts. To read means to develop taste, comprehending the beautiful (Fedin). 7. Respect for the past - this is the trait that distinguishes education from savagery (Pushkin).

II. 1. The sea is wonderful, blue and gentle (Chekhov). 2. The equestrian is not a friend on foot. 3. Early dawn is fresh in April (Bunin). 4. Friends are direct that brothers are relatives. 5. Trying is not torture, and demand is not a problem. 6. To live without business is only to smoke the sky. 7. Learning will always come in handy. 8. “I am the son of my unfortunate fatherland,” said the officer (Paustovsky).

Exercise number 4

Rewrite the sentences with dashes where appropriate. Explain the presence or absence of this punctuation mark in each case.

1. Nature is the homeland of all talents, from ... the sun and ending with talents passing into the history of culture (Prishvin). 2. Russian is one of the richest languages in the world. 3. Mountains like lush folds on the rich clothing of the earth (Gorky). 4. A fairy tale embodied in a poetic form, a man's dream of beauty (Paustovsky). 5. Sharp tongue talent, long tongue punishment. 6. Peter Petrovich, at least according to my characteristics, is a very respectable man (Dostoevsky). 7. The Kremlin is a treasure of Russian architecture, the creation of great masters, a living chronicle of centuries-old history.

Minor members of the proposal

In a common two-part sentence, all members except the main ones are secondary. Among them stand out:

• additions - minor members of the sentence, answering questions of indirect cases (all cases, except for the nominative):
• direct (form V.p. without a preposition or R.p. with a verb with negation): sing a song, did not know the truth;
• indirect: in the service of the people.

Definitions- minor members of the proposal, which answer the questions of what? whose? which the?

• consistent (combined with the main word in gender, number and case): attic window;
• inconsistent (controlled by the subordinate word or adjacent to it): a window to the attic, a soft-boiled egg.

Applications Are definitions expressed by nouns. They can denote a profession, nationality, kinship, the names of books, newspapers and magazines: Moskva River, the movie "Girls".

Circumstances- minor members of the proposal that answer the questions where? where? where? when? how? Among them, the circumstances of place, time, method and mode of action, degree, reason, condition, purpose, concessions stand out: speak loudly, go forward.

Exercise number 1

Indicate the minor members of the proposal, name their types:

Sample: The stitch of the road led out into the swamp. (Stitch (what?) Of the road - inconsistent definition; brought (where?) into the swamp - the circumstance of the place.

The dew in the tall fragrant grass, from which the spikelets had already been selected, wetted the legs and the blouse above the waist. In the transparent silence of the morning, the slightest sounds were heard. The bees flew out from behind the bee's fence and hid over the hemp towards the swamp.

(According to Leo Tolstoy)

Exercise number 2

Arrange missing letters and punctuation marks, graphically mark isolated definitions.

1) Frightened by the despair of m .. his father, mother did not cry in front of him. (A.S. Pushkin) 2) Levin straightened and looked around with a sigh. 3) The dog stopped, looking mockingly at the horses and looking inquiringly at the hunter. (LN Tolstoy) 4) The depths penetrated by the rays darkened and crushed in its endless change. (Yu.V. Bondarev) 5) Mikhail almost cried out with joy when an old hut appeared on the avenue among the tall crying b .. rez. (F. Abramov) 6) T. field stands on a hill open to all winds. (Ch. Aitmatov) 7) In the doorway stood a mustachioed German (soldier) on duty in the doorway. (A. Fadeev) 8) Despite the fatigue, the guys were not going to leave.

Exercise number 3

Arrange missing punctuation marks. Write down the isolated circumstances from the sentences along with the words to which they refer.

1) The rest of the horses were frightened and, plopping on the water and making a sound like a clapping, jumped out of the swamp with their hooves. (LN Tolstoy) 2) A light steam hovered over the black fields, filling the air with the smell of thawed earth. (AI Kuprin) 3) After reading them several times, I gave the owner a small volume. 4) So, thanks to Pushkin, my friend appeared before me in a completely different light. (M. Gorky).

Two-part and one-part sentences

Two-piece - these are sentences in which both main members are present - subject and predicate: Forests have become prettier.

One-piece- these are sentences in which there is only one main term (subject or predicate): It's getting colder. I'm in a hurry home. Silence.

Types of one-part sentences:

• with the main member of the subject - names: White silence;
• with the leading member predicate:

Definitely personal (verb in the form of the 1st and 2nd person): ... We will devote our souls to our homeland with wonderful impulses. (A.S. Pushkin)

Vaguely personal (3rd person verb plural present and future tense or the plural of the past tense): There is a knock on the door. They started talking about it unexpectedly.

Generalized personal (definitely and indefinitely personal sentences that have generalized meaning - proverbs): What you sow is what you reap. Do not count your chickens before they are hatched.

Impersonal (there is and cannot be a subject): I felt sad.

Exercise number 1

Arrange missing punctuation marks. Highlight the grammatical foundations of sentences and indicate the types of one-part sentences.

1) The lorry walked and walked through the forest and did not meet anyone. (K.M.Simonov) 2) Tears cannot help grief. (Proverb) 3) We make noise, brother, we make noise. 4) They'll talk about me later. 5) Well, here's some fun. (AS Griboyedov) 6) To love music, you must first of all listen to it. (D. Shostakovich) 7) You should leave before you are unambiguously forced to do so. (S. Dovlatov) 8) The nanny cannot sleep. 9) There is no truth on earth, but there is no truth above. (A.S. Pushkin) 10) Whoever got into the rank of a fox in the rank will be a wolf. (V. Zhukovsky) 11) Crossing the crossing! Bank left bank right. Snow is rough edge of ice ... (A. Tvardovsky)

Exercise number 2

Indicate the type of one-part sentences and classify them into groups. (No punctuation marks are placed.)

1) Silence. A streak of light. (A. Tvardovsky) 2) Petya was already allowed to walk around the house. (V. Kataev) 3) Treat native language think about it carefully and lovingly study it love it. (V. Lugovskoy) 4) Wealthy family. Large estate near Moscow. Mansion in Moscow. (V. Veresaev) 5) Sintsov was uncomfortable breaking this silence. (K. Simonov) 6) You walk like me ... (M. Tsvetaeva) 7) My eyes were blinded by wet snow. 8) I accuse you of the very full assembly sins. (Yu. Vizbor) 9) Oh, if I could express myself without a word! (A. Fet) 10) We believe in the morning of the date. (P. Vyazemsky)

Common and uncommon sentences

Uncommon - these are proposals that consist only of the main members of the proposal: It's getting cold. It started to rain.

Common - these are proposals that, in addition to the main members, also have minor ones: It got colder in the forest. It started to rain heavily.

Note: are not uncommon one-piece sentences that have minor clause members.

Exercise number 1

Arrange missing punctuation marks. Indicate the types of minor members in common sentences.

1) The wind is walking. Snow flutters. Twelve people are walking. (A. Blok) 2) The days of late autumn are usually scolded. 3) The Mazurka was distributed. 4) Onegin went to the window and read it to himself. (A.S. Pushkin) 5) Here, on the window, a clumsy prickly thick-skinned cactus is modestly huddled in a corner. (I. Shmelev) 6) The last plane fell silent. (O. Berggolts) 7) My white linden has faded, the nightingale dawn has rung. 8) It was not in vain that the winds blew, it was not in vain that there was a thunderstorm. (S. Yesenin) 9) Motionless reed... The sedge does not tremble. Deep silence. (K. Balmont) 10) From the door of the barn that stood at the end of the courtyard, a hunched-over old woman bent over by the lived and lived came out. (M. Sholokhov)

Complete and incomplete sentences

By the presence or absence of major and minor members of the proposal simple sentences are divided into complete and incomplete.

Complete offers - these are those in which all members of the proposal are present: We went for a walk in the square. Suddenly it got dark.

Incomplete- sentences in which the main or minor term of the sentence is missing, which is restored by meaning: They decided to go a short way, I - a long way.

In an incomplete sentence, a dash is put in place of the pass of a member of the sentence: the world is illuminated by the sun, and a person is illuminated by reason. (Proverb)

Exercise number 1

Arrange missing punctuation marks. Please indicate incomplete sentences.

1) The night was a cloudy black river. 2) There are only two life forms: rotting and burning. The cowardly and the greedy will choose the first courageous and generous second. (M. Gorky) 3) Mother sat in the living room and poured tea with one hand, she held the teapot with the other edge of the samovar. 4) Directly near the door there was a sofa by the window, a writing table. 5) She spoke loudly, slightly shrill, he was quietly barely audible. 6) The sun is bright, the sky is blue. (M.Yu. Lermontov) 7) One mushroom picker comes with small mushrooms, another with large ones. 8) Paintings and prints on the walls. 9) Above the blue snows that have covered thickets of fir trees, there is a huge blue and surprisingly gentle sky. (I. Bunin)

Exercise number 2

Arrange missing punctuation marks. Write out incomplete sentences.

1) Before me is a young birch forest washed by rain. (G. Skrebitsky). 2) I thought what to call you. From now on, the swan will be the Lotus and the swan will be Lily. (K. Khromov) 3) He looked at me and at him. 4) One tells the subscriber the hour of the day the other minute. (E. Manko) 5) Atlantic Ocean ranks second in terms of area Indian third and the Arctic fourth. (B. Bogorov) 6) Victory is ahead. (V. Zubkov) 7) For Turgenev, the Motherland began with a park in Spassky-Lutovinovo for Leo Tolstoy from Yasnaya Polyana, without which he could not imagine Russia. (M. Rostovtsev) 8) Sleepy and lazy two brothers. (Proverb) 9) The desert is yellow and blue. Blue sky yellow sands. (N. Sladkov)

Simple complicated sentence

Simple sentence Is a sentence that has one grammatical basis.

A simple sentence can be complicated:

1) homogeneous members;

2) introductory and plug-in structures;

3) references and interjections;

4) isolated members of the proposal.

Homogeneous Sentence Members

Homogeneous call the members of the sentence that answer the same question and refer to the same word: Her voice was melodious, melodious.

Homogeneous members of the sentence can be connected by intonation and compositional unions:

Note: are not homogeneous definitions, if the first of them defines all subsequent combination as a whole as one concept: The early harsh winter dawn stood out through a deathly haze. (K. Fedin)

Introductory words, phrases and sentences

Introductory words, phrases and sentences - these are such syntactic units that serve to express the speaker's attitude to the content of the utterance or indicate the source of the message, the order of thoughts.

Introductory constructions indicate:

• this or that degree of certainty (of course, no doubt, of course, no doubt, probably, it must be, it seems, probably, apparently): He must not come. (L. Karelin);
• expression of feelings, emotions (for joy, unfortunately, unfortunately, on the mountain, unfortunately): Fortunately, the weather was calm, and the pond seemed to fall asleep. (I.S. Turgenev);
• source of the message (according to ..., according to the message ..., they say, it is known, in my opinion, in your opinion, according to rumors ... from competent sources ...): According to him, I was detached from Pugachev in Orenburg by a spy ... (A.S. Pushkin);
• the order of thoughts and the way they are formed (firstly, finally, so, in a word, in short, for example, means): In a word, this person had a constant and irresistible desire to surround himself with a shell, to create a case for himself. (A.P. Chekhov);
• motivation of the interlocutor to more active perception of the statement (you see, know, imagine, believe): Imagine, our young people are already bored. (I.S.Turgenev)

Plug-in structures they name sentences that contain explanatory or additional information to the content: I had a quick lunch, not answering the caring questions of a kind German woman, who herself whimpered at the sight of my red, puffy eyes (German women, of course, are always happy to cry). (I.S.Turgenev)

Note: the following words and phrases are not introductory; maybe, ostensibly, nevertheless, literally, as if, in addition, to top it off, as if decisively, at the same time, suddenly, after all, after all, it is unlikely, precisely, exclusively, as if, just, approximately, moreover, and, I suppose, meanwhile, at the same time.

Appeal

The appeal can be:

• widespread (My dear, help me out!);
• uncirculated (You are my letter, dear, do not crumple, to the end of it, friend, read it. (A. Akhmatova))

Standalone members of the proposal

Standalone members of the proposal - these are those that stand out intonationally when pronouncing and commas in writing.

All secondary members of the proposal can be isolated: additions, definitions, circumstances, applications.

Separate definitions

Separate definitions can be expressed:

• participles with dependent words (participial phrases): The path winding between the trees took us to the sea;
• adjectives with dependent words: Red with embarrassment, she bashfully lowered her eyes;
• single adjectives and participles: A sound, distant, fading, reached us.

Types of stand-alone definitions:

• consistent (consistent with the word being defined: The sea, lazily fleeing, rubbed at our feet);
• inconsistent (associated with the control or contiguity defined by the word: the house, almost half the size, did not suit us).

Separate circumstances

Separate circumstances can be expressed:

• participles with dependent words (adverbs): Without thinking about anything, he picked up the phone. (V. Amlinsky);
• nouns with prepositions despite, in view of, due, for reason, for purposes, from outside, because of, if available, with consent, as opposed to, for purposes, thanks, if available, in absence: I went to the post office, and he, due to the heavy load, he could not follow me. (M.Yu. Lermontov);
• single participles: Talking, they walked slowly.

Standalone add-ons

Common additions stand out with prepositions other than, in addition, in excess, including, along, in the absence of, except, instead of: All of us, with the exception of the newcomers, knew this route well.

Standalone applications

Standalone applications can be expressed:

• single nouns: I don't like these flowers - chrysanthemums too much;
• nouns with dependent words: To complete the picture, there was no lack of a rooster - a harbinger of changeable weather. (N.V. Gogol)

Clarifying detached members of the proposal

Clarifying detached members sentences serve to clarify other members of the sentence, most often the circumstances of place and time: Ilya Ilyich woke up early, contrary to his custom, at eight o'clock. (I. Goncharov)

Difficult sentence

Types of complex sentences

Complicated sentences are called that have two or more grammatical bases: Flocks of wild birds fleeing from the fires swept over the village, and terrible sandstorms broke down at the sunsets. (K.G. Paustovsky)

Complex union sentences

In compound sentences, the parts are connected by intonation and compositional unions (connecting, adversative, separating - see the topic "Simple Complicated Sentence").

In complex sentences, parts are connected by intonation and complex unions and allied words.

Note: subordinate unions (what if, so that though) are not members of a sentence, union words ( relative pronouns or adverbs: which, whose, which, where, from where, why, why, why) are members of the sentence.

Complex sentences are divided into groups:

• with subordinate clauses: We bought a dress that we have been looking for for a long time;
• with explanatory clauses: It was obvious that he was right;
• with adverbial clauses (place, time, method and mode of action, reasons, goals, conditions, concessions, comparative): To catch the train, we had to catch a car.

Complex sentences can have several subordinate clauses:

• with homogeneous subordination: With this subordination, all subordinate clauses refer to one word in the main clause or to the entire main clause, answer the same question and belong to the same type of subordinate clauses.

For example: At the end of May, the young bear was drawn to her native place, where she was born and where the months of her childhood were so memorable (Chernov).

• with successive subordination: With this subordination, the first subordinate clause refers to the main clause, the second to the first subordinate clause, the third to the second subordinate clause, etc. Specificity accessory parts at the same time, each of them is a subordinate clause in relation to the previous one and the main one in relation to the next.

For example: Often in the fall, I closely watched the falling leaves in order to catch that imperceptible fraction of a second when the leaf separates from the branch and begins to fall to the ground (Paustovsky).

• with parallel subordination: With such subordination, the subordinate clauses include:

a) to different words of the main sentence or one part to the whole main, and the other to one of its words;

b) to one word or to the whole main sentence, but answer different questions and are different types subordinate clauses.

For example: From the world called the nursery, the door leads to the space where they dine and drink tea (Chekhov).

There are also WBS with a combined type of subordination of subordinate clauses.

For example: When the chaise left the yard, he (Chichikov) looked back and saw that Sobakevich was still standing on the porch and, it seemed, was looking closely, wanting to know where the guest was going (Gogol).

Complex non-union sentences

In non-union complex sentences, parts are connected only by intonation, without conjunctions and indicative words.

Parts of non-union complex sentences are related by meaning. They have the following semantic relationships:

• enumeration (simultaneity and sequence of actions): Dunya sat down in the wagon next to the hussar, the servant jumped on the beam, the coachman whistled, the horses galloped. (A.S. Pushkin);
• explanatory: One thing was certain: the concert would take place. (Yu. Bondarev);
• additions: Suddenly Varya felt: someone's tears dripped onto her hand. (L. Uvarova);
• causal: All the way to the farm they were silent: shaking driving interfered with speaking. (M. Sholokhov);
• opposition: Chin followed him - he suddenly left the service. (A.S. Griboyedov);
• comparison: Looks - he will give a ruble. (N.A. Nekrasov);
• conditional: I like to draw - draw for health. (V. Panova);
• Consequences: If you love to ride, love to carry sledges. (Proverb);
• temporary: Summer will come - let's go to the dacha.

Punctuation

Punctuation marks in sentences with separated members

Separate definitions

The common definitions, expressed by a participle or an adjective with words dependent on them and standing after the noun being defined, are distinguished: Sciences, alien to music, were hateful to me.

Participles or adjectives with dependent words after an indefinite pronoun are not isolated, since they form one whole with the pronoun: I saw something that looked like a mushroom.

Definitive, demonstrative and possessive pronouns are not separated by a comma from the following. participial turnover: My sister who left the other day.

The common definitions that stand in front of the noun being defined (if they do not have additional shades of meaning) are not isolated: Daria Alexandrovna stood among the things scattered around the room.

Common definitions after the noun being defined are not isolated, if the latter in itself in this sentence does not express the necessary concept and needs a definition: A young officer came to me with a dark complexion and superbly ugly.

Common definitions do not stand apart if in their meaning they are associated not only with the subject, but also with the predicate, being part of the latter: Taiga stood silent and full of secrets.

Two or more single definitions stand out after the noun being defined: Then came spring, bright, sunny.

A single definition after the noun being defined is separated if it has an additional adverbial meaning: People, amazed, became like stones.

Common or single definitions immediately before the noun being defined are isolated if they have additional adverbial meaning (temporary, causal, conditional, concessive): Frightened by my father's despair, mother did not dare to cry in front of him.

A widespread or single definition is isolated if it is cut off from the noun being defined by other members of the sentence, regardless of whether the definition is in front of or after the word being defined: Wheat fields flooded by the sun across the river.

The definition related to the personal pronoun is isolated, regardless of the degree of prevalence and location of the definition: I returned to Zurin, sad and silent.

Exercise number 13

1. The cloud hanging over the high tops of the poplars was already pouring rain. 2. It was a warm deep haze full of crickets and stars. 3. Attracted by the light, butterflies flew in and circled around the lanterns. 4. Yesterday, tired of walking through the swamp, I wandered into the barn and fell asleep deeply. 5. They rushed after him, enchanted. 6. All those who returned from vacation had a good rest. 7. And the theater was besieged by a violent and energetic human sea. 8. How poor I should not grieve! 9. And five minutes later it was pouring heavy rain. 10. Another older companion is a little behind. 11. In the silence that followed the thunderstorm, the thud of drops falling from the branches of the trees was heard. 12. We were met by a young guy of about twenty, tall and handsome.

Separate circumstances

Separate:

1) adverbial turns regardless of the place occupied in relation to the predicate verb, for example: Meeting the morning, pheasants echoed from all sides.

2) two single gerunds acting as homogeneous circumstances, for example: The key of youth, the key is fast and rebellious, runs, boils, sparkling and murmuring.

3) single gerunds, if they retain the meaning of the verb, indicating the time of the action, its reason, condition, etc., for example: the Cossacks left without agreeing.

4) adverbial phrases (adverbs), standing after a compositional or subordinate conjunction (such adverbial adverb (adverbial participle) can be torn off from the conjunction and rearranged in another place of the sentence), for example: Life is arranged so devilishly that, not knowing how to hate, it is impossible to sincerely love.

Do not stand apart:

1) single gerunds, directly adjacent to the predicate and close in function to adverbs (such gerunds indicate the course of action), for example: What, sir, are you crying? Live laughing.

2) adverbial turns, which are idiomatic expressions, for example: Work with your sleeves up.

3) adverbial turns, closely related in content to the predicate and forming the semantic center of the statement, for example: This exercise is done while standing on toes.

Exception: frozen expressions (adverbial expressions), acting as introductory words and expressions: Apparently, this is so.

4) adverbial phrases used as homogeneous members with non-isolated circumstances (in artistic speech), for example: The child stood with his mouth open in surprise and did not take his eyes off the dog.

Exercise number 14

Insert the missing punctuation marks.

1. Muromsky, tempted by the good weather, ordered to saddle his scanty mare. 2. Ivan Kuzmich respecting his wife would never have revealed to her the secrets entrusted to him in the service. 3. In the sky, the hawks stood motionless, spreading their wings and fixing their eyes on the grass. 4. Wouldn't you spend it if you had money? 5. Dubov, sitting astride a bench, was dismantling a revolver. 6. Zakarkav flew off a gang of black crows. 7. Near the porch, smoking crowded about ten Cossacks. 8. Lazy sitting sleeps lying down works. 9. Sergei pushed Vera aside, nodded to her and left whistling. 10. Calculations are based on average rates.

Check yourself:

What is the reason for the separation of the minor member in the sentence?

A young Cossack, slender and handsome, came up to me.

1) A stand-alone application refers to a proper name and comes after the word being defined.

2) A separate definition introduces an additional adverbial meaning, it comes before the word being defined.

3) A separate definition comes after the word being defined, which is preceded by another definition.

4) A separate definition is separated from the defined word by other members of the sentence.

Behind the page (1), trembling (2) and covering the whistle of a blizzard (3), a deafening whistle hummed.

1) 1; 2)2,3; 3)1,2,3; 4)1,3

1) The guests talked in whispers about this unexpected visit and, fearing to be immodest, soon departed one after another.

2) After clearing the borehole and installing new rods, the crew began drilling.

3) The horses were snorting across a wide river.

4) I can't say anything in advance, make a decision based on the situation.

5) From the shore, the rustle of the drying grass flew in, then subsided, then intensified.

6) Stunned, she obediently sat down.

7) The unfamiliar young man, long, awkward, was clearly shy.

8) Grass not mown in summer rustled underfoot.

9) A young forest in green smoke, dressed for warm thunderstorms, is impatiently waiting.

Punctuation marks for words that are not grammatically related to members of a sentence

Introductory words and phrases

Introductory words and phrases are distinguished by commas, among which the following main groups are distinguished:

1) introductory words expressing the speaker's feelings (joy, regret, surprise, etc.) in connection with the message: fortunately, unfortunately, unfortunately, surprise, joy, annoyance, horror, etc. ;

2) introductory words expressing the speaker's assessment of the degree of reality of the communicated (confidence, assumption, possibility, uncertainty, etc.): of course, undoubtedly, without any doubt, possibly, probably, etc .;

3) introductory words indicating the source of what is being reported: they say, report, transmit, etc .;

4) introductory words indicating the connection of thoughts, the sequence of presentation: so, therefore, it means, first, then, finally, first of all, on the contrary, on the contrary, etc .;

5) introductory words indicating the design of the thoughts expressed: in a word, in a word, in short, as they say, so to speak, etc .;

6) introductory words, which are a call to the interlocutor or to the reader in order to draw his attention to the reported, to instill a certain attitude to the facts presented: see (do), see (do), understand, let's say;

7) introductory words can indicate an assessment of the measure of what is reported: at most, at least, at least, etc., and also have other meanings that express the speaker's attitude to the thought expressed by him.

Introductory words are separated by commas. If a word is missing in the introductory phrase, then instead of one comma, a dash is usually put: Such travels, on the one hand, are interesting, but very tiring on the other.

Exercise number 15

Insert necessary signs punctuation.

1. Luckily no one noticed me. 2. Vronsky, to his horror, felt that he had made a nasty unforgivable move. 3. To my surprise, the man greets the carrier Tyulin in the most complacent way. 4. Of course, I treated the old man very carefully. 5. With his eyes it seems like he would like to eat everyone. 6. The steward must have been playing in Perov. 7. You are said to sing a great master. 8. As you can see, here too Gavrik was his own man. 9. So the two respectable men, the honor and decoration of Mirgorod, quarreled among themselves. 10. Grandfather Shchukar became a coachman and a groom at the same time. 11. You see, he could not know it.

Check yourself:

1) His defiant tone by the way surprised us too.

2) The happiness seemed so great.

3) In the evenings, he is usually at home.

4) How deliberately the rains and cold continued throughout May.

Comparative turnover

Comparative turnovers with the union AS are separated by commas:

1) if they, denoting assimilation, do not contain any other shades in the meaning: They drank grandmother's liqueurs, yellow as gold, dark as tar, and green;

2) if they begin with HOW AND and if they are preceded by the words SO, SO, etc., for example: Children, like adults, love movies.

The comma is placed before HOW in the turnover, NOT SOMEONE OTHER, LIKE and NOT SOMETHING OTHER, LIKE, for example: For a moment it even seemed to him that it was none other than a brother who decided to play a trick on him.

Turns with LIKE are not separated by commas:

1) if circumstantial meaning comes to the fore in the turnover (usually the way of action that answers the question HOW?): How the smoke dissipated dreams;

2) if the main meaning of the turnover is equating or identifying: Try to look at me as at a patient possessed by a disease that you still do not know;

3) if the turnover forms the nominal part of a compound predicate or is closely related in meaning to the predicate: One is like an emerald, others are like a coral;

4) if the turnover has the character of a stable expression: everything went like clockwork;

5) if the comparative turnover is preceded by a negative particle NOT: did not act as a friend.

Comparative phrases that begin with the words LIKE, BUDTO, HOW TO BE, etc. are highlighted with commas.

Exercise number 16

Insert punctuation marks where necessary.

RULE: If the revolutions are (NOT) MORE THAN, (NOT) LESS THAN, (NOT) BEFORE, etc. do not express comparisons, then they are considered as integral expressions and a comma before the union WHAT is not put, for example: It will take at least three hours to work.

The words SUITABLE and POPALO in combination with interrogative-negative pronouns and adverbs form integral expressions and are not separated by commas.

Exercise number 17

Put punctuation marks.

1. The work turned out to be much more than we expected. 2. Compared to the usual norm of precipitation, this month has fallen more than twice. 3. The departure of the expedition will take place no later than it was planned. 4. You will receive a response to your request no later than tomorrow. 5. On the way we ate whatever we could. 6. Towards the end of the hunt, the ducks, as if saying goodbye, began to rise in flocks. 7. The wind blew towards me as if trying to stop the young criminal. 8. Our hermit is tired sooner than Mishenka. 9. From a height I saw Moscow as an anthill.

Punctuation marks in a complex sentence

A comma is placed between parts of a complex sentence connected by unions:

1) connecting: I, YES (meaning "I"), NO ... NO;

2) adversary: ​​A, BUT, YES (in the meaning of "BUT"), BUT, BUT, BUT THAT, NOT THAT;

3) dividing: EITHER, EITHER, LEE ... LEE, THAT ... THAT, NOT THAT ... NOT THAT;

4) connecting: YES, YES AND, ALSO, ALSO;

5) explanatory: THAT IS, AND EXACTLY.

If parts of a compound sentence are widespread or have commas inside, then a semicolon is placed between them: I only had blue paint; but despite this, I started to draw a hunt.

If the second part of a complex sentence contains an unexpected addition or a sharp opposition in relation to the first part, then a dash is placed between them instead of a comma: I hurry there, and there is already the whole city.

Exercise number 18

1. There was a slight whistle and Dubrovsky fell silent. 2. Dadon fell from the chariot once and died. 3. More pressure and the enemy flees. 4. One more minute of explanation and the long-standing feud was about to go out. 5. Vavila threw something into the fire and stamped it on, and immediately it became very dark. 6. A moment and everything again sank into darkness. 7. One jump and the lion is already on the back of the buffalo. 8. The crackle of a torn shirt and Gavrila lay on the sand with his eyes wide open. 9. Tin was laid out on the roof and the house is ready and there is a roof. 10. You have to look practically at life, otherwise you will always be a fool.

RULE: A comma before the conjunctions AND, YES (meaning "AND"), OR, OR in a compound sentence is not put:

1) if the parts of the compound sentence have a common secondary term: In such a storm, the wolf does not prowl and the bear does not crawl out of the den;

2) if parts of a compound sentence have a common subordinate clause: When a thunderstorm began, the game stopped and the children rushed to run home;

3) between two nominative sentences: Walking in the woods and boating;

4) between two interrogative sentences: What time is it now and how much time is left before the train leaves?

A comma is not placed between two impersonal sentences that have synonymous words in the predicate: You need to rewrite the work and you need to explain the mistakes made in it.

A comma is placed between parts of a compound sentence that have a common secondary term or a common subordinate clause, if these parts are connected by a repeating union: Heavy trucks were moving along the streets, and cars were racing, and pedestrians were hurrying.

Exercise number 19

Put punctuation marks where needed. Indicate a common minor term or a common subordinate clause in parts of compound sentences.

1. Soon after sunrise a cloud came up and a short rain poured down. 2. Katya's lips did not smile and her dark eyes expressed bewilderment. 3. The entryway smelled of fresh apples and hung wolf and fox skins. 4. In the harbor, lantern lights clustered in a multicolored group and the trunks of the masts were visible. 5. It was already quite dawn and people began to rise when I returned to my room. 6. Ominous shine and variegation of trees. 7. Who are they and what do they need? 8. There was no fever in the village and there was muddy mud. 9. When Anya was escorted home, it was already daylight and the cooks went to the market. 10. The stars were already beginning to fade and the sky was turning gray when the carriage drove up to the porch of the house in Vasilievsky.

Check yourself:

Note the numbers of the sentences in which a comma is put in place of the blanks.

1) Thunder struck in the mountains __ and streams of rain gushed out.

2) The sun slid from its zenith, the shadows lengthened __ and the heat became softer.

3) The captain puts his hand to the visor __ and his smart eyes smile

4) We are stunned by this heavy blow __ and still cannot recover from it.

5) The cat sat on the window, thinking carefully _ and pretended not to hear persistent barking.

Punctuation marks in complex sentences

The subordinate clause is separated from the main comma or separated by commas on both sides if it is inside the main one.

Sometimes, with intonation underlining, the explanatory subordinate clauses (also conditional with the LI union) standing in front of the main sentence are separated from it not by a comma, but by a dash: He who is cheerful - he laughs.

When a subordinate clause is connected to the main one using a complex subordinate union (BECAUSE, I SEE WHAT, WHAT, INSTEAD, SINCE HOW, etc.), then the comma is put once:

1) before the union, if the subordinate clause follows the main one: We sat on the corner of the bastion, so that we could see everything in both directions;

2) after the entire subordinate clause, if it precedes the main one: As I was telling, he came to his senses.

If a subordinate conjunction or a relative word is preceded by a negation of NOT or a recurring compositional conjunction AND, OR, OR, etc., then the subordinate clause is not separated from the main comma: What matters is not what he said, but how he said it.

They are not subordinate clauses and therefore are not separated by a comma indecomposable expressions IN WHAT DOES NOT HAPPEN, AS ANYTHING HAS NOT HAPPENED, etc.

The subordinate clause, consisting of only one relative word, is not separated by a comma: He was offended, but did not say why.

Exercise number 20

Use the punctuation marks you want.

1. The coachmen tied up the bells so that the ringing would not attract the attention of the watchmen. 2. If the little sister has not yet slept in her rocking chair in the next room, I went to her. 3. In the small room which Nekhlyudov occupied was an old leather sofa. 4. I'm spinning the wheel and I don't know where I'm going. 5. All the carts, because there were bales of wool on them, seemed very high and puffy. 6. I want to know not how it is done but why it is done. 7. He is irritable when he is sick and when he is healthy. 8. Work done well. 9. He left and did not say why. 10. I said that, but I don't remember when.

Punctuation marks in sentences with multiple subordinate clauses

1. A comma is placed between homogeneous subordinate clauses not connected by conjunctions, for example: I loved the March twilight, when it began to freeze, when the gas was lit (Ven.);
2. If homogeneous subordinate clauses are very common, especially when there are already commas inside them, then a semicolon is placed between them instead of a comma, for example: Davydov felt a little sad because a lot had changed there now; that now he will no longer be able to sit all night long at the drawings, that now they have apparently forgotten about him (Sh.).
3. If homogeneous subordinate clauses are connected by non-repeating connecting or dividing unions, then a comma is not put between them, for example: We received news that the Volga had become and that carts were pulled through it (Ax.);
4. But when repeating compositional conjunctions, a comma between the subordinate sentences is put, for example: He complained that his health was not right now, and that the work had lost its former interest, and that people treated him badly.

Comma at the junction of two unions

With two adjacent subordinate unions (or a subordinate union and a relative word), as well as when meeting creative union and a subordinate (or relative word) comma is placed between them, if the second part of a complex union does not follow further - THAT, SO, BUT, for example: You can do this work, from which, if you do it with your soul, you yourself will get great satisfaction - a conditional conditional with a union if you can omit or rearrange it to another place in the sentence, therefore a comma is placed between the relative word and the union.

If the subordinate clause is followed by the second part of the complex union, then the comma between the previous two unions is not put, for example: The captain understood that if he now showed indecision, then nothing could be done later.

Exercise number 21

Use the punctuation marks you want.

1. Father with fervor and in detail told me how many birds and fish are found, how many berries will be born, how many lakes, what wonderful forests grow. 2. Here we are sitting lonely and do not know where we will sail and what awaits us in the future. 3. The old man failed to answer what he would do with the treasure if he found it. 4. The bear fell in love with Nikita so much that when he went somewhere the beast anxiously sniffed the air. 5. She told him that if he is sick then he needs to be treated. 6. I had so much fun in the haymaking that I didn't even want to go home, although my father was already calling me. 7. Nekhludoff asked to bring back a gathering of peasants in order to agree on a price for the land given away. 8. Chelkash felt that he was a reveler thief, cut off from all his relatives, would never be so greedy low, not remembering himself. 9. Mechik did not understand why he was sent ahead, but he was told to go at a trot and he obeyed. 10. The old man's eyes were red and wet and he blinked them to open them.

Punctuation marks in non-union complex sentences

Between independent proposals combined into one complex non-union proposal, a comma is put if such sentences are closely related in meaning, for example: He was all in tears, his head drooped, his face was pale, his hands were folded on his chest, his lips were whispering (S.-Sch.);

If the parts of a non-union complex sentence are distant from each other in meaning or are significantly widespread and have commas inside, then a semicolon is placed between them, for example: It was already getting dark, the sun disappeared behind a small pine grove lying half a mile from here; the shadow from her endlessly stretched through the motionless fields (T.).

The colon in a non-union complex sentence is put:

1. if the second part (one or more sentences) explains, reveals the content of what is said in the first part (between both parts you can insert the words A EXACTLY), for example: The weather was terrible: the wind was howling, sleet was falling in flakes, the lanterns were dim, the streets were empty (P.);
2. if in the first sentence with the help of the verbs SEE, LOOK, HEAR, KNOW, FEEL, etc. a warning is given that a statement of some fact or some description will follow, for example: Paul feels: someone's fingers touch his hand above the hand (N.O.).
3. if the second part indicates the reason for what is said in the first part (a union can be inserted between the two parts because), for example: Paul did not like autumn and winter: they brought him a lot of physical suffering (N.O.).

A dash in a non-union complex sentence is put:

1. if the second part contains an unexpected connection, an indication of a quick change of events, for example: A week has passed, another - a carriage suddenly enters my yard (P.);
2. if the second part contains a sharp opposition in relation to the first part (you can add the union NO or I), for example: I tried to run - my legs did not move from fear (L.T.);
3. if the second part contains a consequence, a conclusion from what is said in the first part (you can add the word FOR THIS), for example: There was no way to leave unnoticed - he left openly, as if walking into the yard (Fad.);
4. if the first part indicates the time of the action, which is mentioned in the second part (you can add the conjunction WHEN), for example: I was driving here - the rye began to turn yellow. Now I am leaving back - people eat this rye (Prishv.);
5. if the first part denotes the condition for performing the action, which is discussed in the second part (you can add the IF union), for example: To fear death - not to live in the world (proverb);
6. if one part contains a comparison with what is said in the other (you can add conjunctions just AS WILL BE), for example: He says the word - the nightingale sings (L.).

A dash is also placed in cases where the second part of a non-union complex sentence is an incomplete sentence, for example: It seemed to me - a mouse.

Exercise number 22

Use the punctuation marks you want.

1. The horses started moving the bell rattled the wagon went flying. 2. Again, everything calmed down, only the wind stirred the branches of the trees, opening and closing the stars. 3. The rooks flew away the forest bared the fields were empty only one strip was not compressed ... 4. One thing was certain he would not return back. 5. My custom is so signed off my shoulders. 6. Suddenly I feel someone takes my shoulder and pushes me. 7. I wanted to paint the brushes fell out of my hands. 8. The cheese fell out with him was a cheat like this. 9. Chin followed him, he suddenly left the service. 10. Wolves are afraid not to go to the forest.

Check yourself:

What numbers should be replaced by commas in a sentence?

Note the numbers of the blanks where the comma is placed.

1) Frosts fell__1 and the wind seemed warm__2 although it was still only February__3 that did not promise warmth__4 and spring.

2) The cloud__1 about which I spoke__2 grew__3 while we walked in gardens__4 and covered the entire top with a dense layer__5 and impenetrable.

3) The wind flowed in a wide, even wave, but sometimes it__1 seemed to jump over something invisible__2 and__3 giving birth to a strong gust__4 waving the hair of women into fantastic manes__5 billowing around their heads.

4) When Karl Ivanovich__1, touched by my story__2, began to console__3 and __4 calm me down, it seemed__6 to me__6 that I definitely had this terrible dream.

5) For more than half an hour I walked in bewilderment in front of the fence__1 so that I attracted the attention of the old__2 yard dog__3 which__4 however__5 did not bark at me.

Direct speech is enclosed in quotation marks. Between the words of the author and direct speech, a colon is placed when direct speech is after the words of the author, and a dash when it is in front of the words of the author or is broken by the words of the author. For example: Grigory, perked up, blinked at Natalya: "Petro will cut the Cossack at once, look." "Is everyone really gone?" - thought Irina. “I will go with the Cossacks,” Listnitsky warned the platoon officer. - Tell me to be saddled with a black one ”(Sholokhov).

Each sentence in direct speech is written with a capital letter and at the end of it is put the sign that is needed for the purpose of the statement and the intonation of this sentence (period, question mark or exclamation mark).

Punctuation marks in direct speech

Direct speech is highlighted with quotes if it goes into a string. If it begins with a paragraph, then a dash is placed before it begins:

The little girl ran and shouted:

Have you seen your mom?

If direct speech comes after the author's words, then a colon is placed in front of it and the first word is written with a capital letter; question and exclamation marks, as well as ellipsis, are placed before closing quotation marks, and a period after them, for example: Victor understood everything and said: "Okay, I agree."

If direct speech is before the author's words, then a comma (question or exclamation mark, ellipsis) and a dash are placed after it; the author's words begin with lowercase letter, for example: "This is my father's horse," said Bela (L.);

• if there should be no sign at the break or there should be a comma, semicolon, colon or dash, then the author's words are highlighted on both sides with a comma and a dash, after which the first word is written with a lowercase letter, for example: “Come in, father, - the disabled person answered, “our houses” (P.);
• if there should be a full stop at the place of the gap, then a comma and a dash are put before the author's words, and a full stop and a dash after them; the second part of direct speech begins with a capital letter, for example: “Maybe we will never see each other,” he told me. - Before parting, I wanted to explain to you ”(L.);
• if there should be a question mark or exclamation mark or ellipsis at the place of the gap, then these marks are preserved before the author's words and a dash is placed after the corresponding mark; after the words of the author, a dot and a dash are put; the second part of direct speech begins with a capital letter (it is possible to write with a lowercase letter if the ellipsis at the end of the first part of direct speech would be in the middle of a sentence), for example: "Frost!" - Baklanov shouted after those who were leaving. - You still do not lose sight of each other ”(Fad.);
• if in the author's words there are two verbs with the meaning of the utterance, of which one refers to the first part of direct speech, and the other to the second, then a colon and a dash are placed after the author's words, and the first word of the second part of direct speech is written with a capital letter, for example: “ Come on, it's cold, - said Makarov and gloomily asked: - Why are you silent? (M.G.);

Indirect speech with a union to express the content of the motivating sentences of someone else's speech. For example: The captain ordered the boats to be launched.

Indirect speech with pronouns and adverbs what, who, what, how, where, where, when, why, etc., or whether it expresses the content of interrogative sentences of someone else's speech. For example: I asked what time it was; We asked the people we met where they were going; I asked my friend if he had solved this problem.

The question referred to indirect speech is called an indirect question. There is no question mark after an indirect question.

When replacing sentences with direct speech with sentences with indirect speech, special attention should be paid to the correct use of personal and possessive pronouns, since in indirect speech we transmit other people's words on our behalf. It is also important to understand that not all features of someone else's speech can be transmitted indirectly. For example, in indirect speech there can be no references, interjections, forms imperative mood and many other forms typical for oral speech... When translating direct speech into indirect speech, such words and forms are either omitted altogether, or replaced by others. For example: The teacher said: "Alyosha, go get the chalk." - The teacher told Alyosha to go get chalk.

Quotes and punctuation marks with them

Quotes are called verbatim (exact) excerpts from the statements and writings of someone, cited to confirm or explain their thoughts.

Quotations can stand at the words of the author and represent direct speech. In this case, punctuation marks are placed in quotations, as in sentences with direct speech. For example: VG Belinsky wrote: "Pushkin's verse is noble, elegantly simple, nationally faithful to the spirit of the language." But a quotation can be introduced into the author's speech and as part of a sentence. Then it is highlighted in quotes and written with a lowercase letter. For example: Leo Tolstoy's thought “time is the relation of the movement of his life to the movement of other beings”, expressed in his diary, has a deep philosophical content. According to F. I. Shalyapin, art can go through times of decline, but "it is eternal, like life itself."

Exercise number 1

1. And Balda condemned with reproach You would not be chasing a pop for cheapness. 2. Finally I told her. Would you like to go for a walk on the shaft? 3. Passing the front hall Chichikov twisted his nose and said to Petrushka You should at least open the windows! 4. Tell us your biography Artyom heard the voice of Sirotenko as a locksmith. 5. The wind should blow now ... says Sergey. 6. Why aren't you going? I asked the driver impatiently. 7. Fire! Fire! There was a desperate cry below. 8. What do I study? Makar asked again and closed the book English language... 9. Let's go coldly said Makarov and gloomily asked What are you silent? 10. Go said Saburov I'll come to you soon too.

Exercise number 2

Rewrite the text, replacing direct speech with indirect.

"Do you like our city?" The children asked. “I like it, especially flowers adorn it,” I said. “We already have fifty thousand rose bushes. We will fulfill the plan next year ”. - "And here is the plan" - I was surprised. “But how? How many residents are in the city - so many bushes should bloom! " - "Who invented this?" - "Ivan Ivanovich". "And who is he, this Ivan Ivanovich?" I asked. “He is one of the first builders of the city,” the girl announced proudly. "He plants the flowers himself."

Exercise number 3

Compose and write down the sentences with these quotes according to the rules of punctuation, accompanying them with the words of the author. Use different verbs introducing quotes.

1. Speaking strictly, language is never completely established: it constantly lives and moves, developing and improving ... (Belinsky). 2. Grammar does not prescribe laws for the language, but explains and approves its customs (Pushkin). 3. ... Our extraordinary language itself is still a mystery (Gogol). 4. In the linguistic sense, the people are all people who speak the same language (Chernyshevsky). 5. Brevity is the sister of talent (Chekhov).

Check yourself:

In what sentence is someone else's speech incorrectly framed?

a) Napoleon once remarked that "I can lose this battle, but I cannot lose a minute."

b) "Madam, do you want to wrap it up or will you fly like this?" The seller asked the woman who had been choosing a broom in the store for more than two hours.

c) According to Leo Tolstoy, "art is the highest manifestation of power in man."

d) Art, according to FM Dostoevsky, "is the same need for a person as to eat and drink."