SSP with dividing relations (= using dividing unions). Compound sentences in Russian: examples and rules Compound sentences with separating unions examples
Kyzylorda region Shieli district
communal state institution "Kazakh secondary school No. 152"
in grade 9
Lesson topic:
2015-2016 academic year
"Approved" ___________
Subject Russian speech
Class 9
date 22.10 .2015
Theme
Compound sentences with separating unions
Learning objectives
to teach to recognize SSP with separating unions or, either, then, or not among other SSPs;develop the skills of independent study of the material;continue the development of speech, thinking, memory, creative abilities of students;foster diligence, the ability to work in a team, benevolence, cooperation, mutual assistance,
interest in the subject.
Expected results
Pupils will learn how to correctly use the MTP in oral and written speech, will be able to work individually, in a group, learn to analyze, express their opinions, evaluate themselves and others.
At e we and methods
Critical Thinking Strategies "», cluster.
Group, individual, group work.
Resources, equipment
Textbook, chalk, whiteboard, interactive whiteboard, slides, clusters, stickers, envelope, score sheet
Stage
Time
Teacher activity
Student activities
Evaluation
Org. moment
3 min
1. Creating an emotional mood for the lesson.
The teacher greets the students, wishes everyone good luck.Reception "Compliments".
2. Division into groups. The teacher invites students to be divided into 3 groups.
NSgreet the teachers,smile, compliment each other.
They are divided into 3 groups, according to the notes on the stickers "connecting", "opposing", "separating".
Smile to each other, joy from communication
Call
min
Statement of the educational problem.
Repetition of the passed material on reception« True and False Statements»
1. A complex sentence consistsof two or more simple sentences.
2. Parts of the MTPnot equal in meaning and related subordinate unions.
3. Connecting unions arebut, but, nevertheless, the same.
4 . In the SSPadversary conjunctions are always preceded by a comma.
5. SSP with connecting unions denote phenomenathat occur simultaneously or follow one another.
6. In compound sentences with separating unionsone phenomenon is opposed to another.
Pupils answer questions, exchange notebooks, check each other by the answer key (Answer key on the slide).
No error - 3 points
1 mistake - 2 points
2 and more - 1 point
The group leader puts the marks on the score sheet.
Key:
1 Yes, 2 No, 3 No, 4 Yes, 5 Yes, 6 No
Mutual appreciation
(grading sheet)
2. Comprehension
12 minutes
Moving to a new topic. The teacher uses exploratory conversation with students and leads them to the next topic, then writes down the number and topic of the lesson.
Lesson topic: "Compound sentences with dividing unions."
Gives the task to the groups: to create a cluster "Writing Unions". Reception "Carousel".
Students write down the number and topic of the lesson, then familiarize themselves with the theoretical material.
They form a cluster, after the expiration of time, they supplement the clusters of another group.
Formative assessment "Two stars and one wish"
17 minutes
Strategy "Who will be the first to compose?"
The teacher gives assignments to the groups.
1st group. Exercise 52, p. 39. Rewrite the sentences, inserting, instead of dots, the conjunctions that are necessary in their meaning; determine in which sentences the alternation of the phenomenon, in which - mutual exclusion.
2nd group. Control. 54, page 40. Rewrite the text by inserting the letters you want and placing punctuation marks.
3rd group. 61, p. 43. Rewrite with punctuation marks.
Individual task "Check yourself!"
Arrange punctuation marks
The sun was shining, then it was raining. (1 point)
On the mountain, a forest of malachite hue was spread, then grassy glades glittered in the sun. (2 points)
The conversation then fell silent, then resumed with renewed vigor and, as if listening to the news, the river wave lazily fingered the coastal pebbles. (3 points).
Pupils do the exercises in their group, together, working together, helping each other. Group speakers explain the material to all students.
Make up the assessment criteria
Students check the correctness of the answer on the slide.
Mutual evaluation by criteria
pass notebooks in a circle, check each other
Self-test
self-assessment
Reflection
min
The teacher receives feedback. The "Envelope question" strategy.
On this topic, each group is given one question, but each student gives his answer, writes it down on a sticker and puts it in an envelope.
The teacher praises the students for their work and suggests raising one of the three colors, according to their perception of the topic of the lesson.
Pupils think and answer the question, write on a sticker, put it in an envelope. The teacher collects the envelopes, takes out any sticker from there, reads out the answer. Pupils give their consent and assessment for the correctness of each other's answer.
Pupils raise one of three colors for the Traffic Light technique.
Mutual appreciation
min
Now let's look at the grading sheet and see who got what grade.
All agree?
Take the assignment home, write it down in your diary.
The group leader announces and summarizes the grades.
Write down the task:pick up examples with dividing unions from works of art, learn the rule.
Summative assessment
The main groups of complex sentences.
According to the conjunctions that connect parts of a complex sentence, complex sentences are divided into three main groups:
1) compound sentences with combined and unions (and, yes, no, no, also, also, 2) compound sentences with division and unions (or,or, then - that, not that - not that); 3) compound sentences with pro and t and t and unions ( but, but, yes, but, however, but then, not that ).
Different unions express different relationships between simple sentences that are part of a compound, for example: 1) union and can express the simultaneity of phenomena: The transparent forest alone turns black, and the spruce turns green through the frost, and the river glistens under the ice (P.); 2) union but expresses "opposition: I called you, but you didn't look back. (Block.)
Various semantic relationships between sentences when they are composed are expressed not only by unions, but often by the ratio of verb forms, as well as by lexical means, in particular by pronouns included in the second sentence.
1) The sun has just village, and scarlet thin light lay on green vines, on tall stamens, on dry ground. (T.) Union and expresses a sequence of phenomena. Predictable in the first sentence (village) expressed by a perfective verb, and in the second sentence by an imperfective verb (lay). These verb forms make it possible to indicate that after a short-lived action a lasting action arose.
2) and that's why I didn’t wait for dinner and went to bed. (Ars.) In this example, the second sentence is meaningfully a consequence of the first; this meaning is supported by the pronominal adverb because.(Wed: I was a little unwell that day and I didn't wait for dinner and went to bed.)
3) Marianne not she was a child, but in her directness and simplicity of feeling she was like a child. (T.) The contrast value is maintained in this example by a negative particle not with the predicate of the first sentence.
Compound sentences with connecting unions.
1. Union and ambiguous: it can indicate the simultaneity of actions (sat and was silent), on their sequence (jumped up and ran) on the conditionality of one action by another (He cried out in his sleep and woke up, that is, he woke up from a scream), etc. Therefore, in a complex sentence, he can combine parts in which it is said about the simultaneity of events, or about their succession, or about the conditionality of one event by another. Let's consider examples: 1) Harvest ear bends, and wheat rises like a wall, and Girlfriends silver voice sings our sonorous song. (OK.)(This compound sentence consists of three parts; in a complex sentence, the simultaneity of phenomena is established; simultaneity is expressed by enumerative intonation, union and the uniformity of verb forms: in all three parts, verbs of the imperfect form of the present tense are predicates.) 2) The coachman whistled, and the horses galloped. (NS.)(This complex sentence conveys a sequence of phenomena; sequence is expressed by the conjunction and, lexical meanings of verb forms; predicates are expressed by perfect past tense verbs.) 3) Lightning flashed and after that a sharp thunderclap was heard.(This sentence conveys a sequence of phenomena; sequence is expressed primarily by the combination thereafter, a also the union and.) 4) Meanwhile, the darkness thickened more and more, and objects lost their contours. (Ch.)(The second part of the sentence has the meaning of the corollary.) 5) I don't know you, Daria Mikhailovna, and because you can’t dislike me. (T.)(In this example, the presence of a pronominal adverb because in the second part emphasizes the significance of the consequence.) In scientific prose, the temporal sequence is very often combined with the meaning of the effect, for example: The Earth gradually cooled down, giving up its heat to the cold interplanetary space. Finally, her temperature approached 100 °, and then the water vapor of the atmosphere began to thicken into drops and in the form of rain rushed onto the hot desert surface of the earth.(Oparin.) In the second compound sentence, a simple sentence attached by a union and , which is combined with the word then, includes subsequent events that are a consequence. In scientific and business speech, there are also compound sentences with conditional-consequential meaning, for example: Change the type of metabolism of a living body, and you will change heredity. (The first part with the predicate in the form of the imperative mood has the meaning of the condition, and the second, with the predicate in the form of the future tense, has the meaning of the effect.)
2. The connecting union is used much less often in the literary language. Yes. It is found mainly in artistic speech, for example: A hungry wolf in the wilderness moaned shrilly, Yes the wind beat and roared, playing on the river. (N.) It has an additional colloquial and everyday or folklore flavor.
3. Unions too and also close to union by value and, but they do not stand between the parts of the sentence, but inside the second part, with them there may be an additional union and .
EXAMPLE 1) Tears dried up in my eyes, sister too stopped crying. (A.) 2) The strange old man spoke in a very drawn-out, the sound of his voice also amazed me. (T.)
4. Union nor -nor (in modern literary language, only repeating) combines two meanings: a connecting union and and amplifying particle nor, which is used in negative sentences, therefore the union no no used to link negative sentences.
Example. No I can't see the sun, nor there is no space for my roots. (Cr.)(Wed: And I can't see the sun, and there is no space for my roots.)
Compound sentences with dividing unions.
1. Union or indicates the presence or possibility of one of two or from a series of phenomena, as well as the alternation of the phenomena referred to in the sentences. . 1) Only occasionally a fearful deer will run through the desert, or the playful herd of horses will revolt the valley with the silence. (L.) 2) Ile the plague will pick me up il frost will ossify, il A non-agile invalid will hit the barrier in my forehead. (NS.)
2. Union then - then (repeating only) indicates an alternation of phenomena.
EXAMPLE That the door creaks, then the gate will open quietly, then a hunched figure weaves from house to house through the gardens.
(Cor.)
3. Union not that - not that(repeating only) indicates the difficulty of isolating one from two or from a series of phenomena due to the ambiguity of the impression from each
Example. Not that to whom the horses were given, not that who's new has arrived.(Danilevsky.)
Alliances or, then - then stylistically neutral, sentences
they can be used in any style of speech. Unions are il, not that - not that have a shade of colloquiality, designs with them are more typical for everyday life
Compound sentences with adversarial conjunctions.
1. Union a indicates that the second phenomenon is opposed to the first or is somewhat different from it.
EXAMPLE 1) They woke up- a we're going to sleep. (T.) 2) I met a man and a woman in a swamp. He walked with a scythe a she - with a rake. (NS.)
2. Unions but, yes, but, however indicate that the second phenomenon is contrasted with the first. Union Yes, like a connecting union Yes, has an additional colloquial and everyday or folklore connotation.
EXAMPLE 1) The sun went down but it's still light in the forest. (T.)
2) I lay as if in oblivion, but sleep did not close my eyes. (Ven.) 3) A hot face was looking for the wind Yes there was no wind. (T.) 4) Not one stripe is visible on the sides of your sunken whip, but you ate plenty of oats in the courtyards of the inns. (N.)
3. Union the same combines two meanings: an adversarial union and an amplifying particle; therefore, it does not stand between parts of sentences, but after the first word in the second part of sentences (emphasizing this word); it is used, as a rule, to connect sentences, and not separate words.
EXAMPLE The student himself laughed the happier and loudest of all, he most of all, he stopped. (M. G.)
4. Unions otherwise match words otherwise, otherwise; sentences with them are usually used in colloquial everyday speech.
EXAMPLE 1) You, Tisha, come soon, otherwise mamma will scold again. (Sharp). 2) tell the truth, not that you will get it.
The connecting meaning of the compositional unions.
Some compositional conjunctions (and, yes, or, a, but, but) are used in the connecting meaning. In this case, they add additional thoughts, which are: a) a consequence, a conclusion; b) a passing remark; c) something unexpected that suddenly came to mind. Some unions, for example yes and, have only connecting value. Before unions with a connecting meaning, the voice is lowered and a pause is made.
EXAMPLE 1) Climbed one more mountain, the last one, and immediately in front of them a large, cheerful city lit up with a bunch of lights.(Union and adds the corollary.) 2) This continues until everyone laughs together, and finally himself. (Hound.)(Union and combined with the word finally appends the conclusion in a time sequence.) 3) A snub-nosed schoolboy Vyacheslav Semashko came to the owner, Yes sometimes the young lady Ptitsyna came in. (M. G.)(Union Yes adds thought in a sequential statement, but arising, as it were, after the first.) 4) Poor Nadenka has nowhere else to hear those words Yes and there is no one to pronounce them. (Ch.)(Special accession union Yes and attaches an additional note from the narrator who pity and sympathizes with Nadya.) 5) A hungry hut stood before my eyes, and in the hut a hungry mother lies.(Neverov.) (Union a , logical value approaching union and , adds an additional thought evoked in the creation of a picture of the hut that has risen before the eyes.) 6) V my grandfather lived at the house on Polevaya Street for no more than a year , but also during this time, the house acquired a resounding fame. (M. G,)(Union but combined with union and adds the opposite of what follows from the content of the first sentence.)
Very often, conjunctions with adjoining meaning do not attach a part of a complex sentence, but a new sentence, for example: 1) There are lanterns at all corners and burn with full glow. AND the windows are lit. (K. S.)(Union and adds a new offer; the connecting link allows you to highlight something very surprised and very important at the moment for the narrator, who has not seen lighted windows for a long time. Wed: There are lanterns at all corners, they burn with full heat, the windows are lit.) 2) It's time, my child, get up! .. Are you, beauty, ready? (NS.)(Union Yes starts a new interrogative sentence caused by something unexpected; here Yes approaches in value to interrogative particles really, really.)
Explanatory sentences.
A special group, close to sentences joined by creative unions, is made up of simple sentences with unions that is, namely. In these sentences, the speaker explains, concretizes the thought expressed in the first part, for example:
1) Our garden is dying, strangers are already in charge of it, that is the very thing that poor father feared is happening. (Ch.) 2) The thunderstorm has a beneficial effect on nature, namely: it cleans and cools the air.
Punctuation marks in a complex sentence with conjunctive conjunctions.
A mark is placed between the parts of the sentence connected by creative unions.
EXAMPLE 1) The sea murmured deeply, and the waves beat furiously and angrily against the shore. (M. G.) 2) Nezhdanov was asleep, and Marianna was sitting under the window and gazing into the garden. (T.) 3) You work a lot, but there is no benefit in it. (Cr.) 4) The sun went down behind the mountains, but it was still light. (L.) 5) There was a strong explosion, but the guys were not taken aback. If the word but is in the middle of a sentence, then it is separated by commas as an introductory word, for example: There was a strong explosion, the guys, however, were not taken aback.
If the parts to be connected are significantly widespread, already have commas inside them, then a dot with a fifth is put between them; a semicolon is also placed before such a sentence, which, although not very common, but has an additional character, is less related to the previous one in meaning. In these cases, the voice drops between sentences and there is a pause.
EXAMPLE 1) Almost every evening they went out of town, to Oreanda or to a waterfall; and the walk was a success, the impressions were invariably beautiful and majestic every time. (Ch.) 2) I only had blue paint; but, despite this, I started to draw a hunt. (L. T.) 3) Irina was looking straight into his face again; but this time she smiled. (T.)
EXAMPLE 1) The arrow comes out of the quiver, soared, and the Cossack falls. (NS.) 2) I I went to the second hut - and there was not a soul in the second hut. (T.) 3) I I hurry there - and there is already all
town. (NS.)
Note. A comma is not placed before connecting and separating unions if the sentences they connect have a common secondary term or a common subordinate clause, which determines the close semantic unity of these sentences, for example:
1) Down the streets heavy trucks were moving and cars were racing. 2) The stars had already begun to fade and the sky was turning gray when the carriage drove up to the porch of the house in Vasilievsky.(T.)
Exercise 115. Write down by inserting the missing letters. Indicate the conjunctions connecting parts of a complex sentence, and the relationship between these parts; Explain the placement of punctuation marks.
1. The air breathes ... t with spring ar ... mat, and the whole nature is revived ... Xia. (L.) 2) A year passed ... t, and Theodore returned to his side. (NS.) 3) And the batteries were silent, and the drums were pounding. (L.) 4) Here the drums were jammed - and the bassurmans retreated. (L.) 5) Only here and there m ... cried, stretched out ... and immediately and ... scrabbled on the running streams of the trembling reflections of the stars, and sometimes a playful wave jumped to the shore and ran towards us. (Cor.) 6) The nightingale finished his last songs, and the other songbirds all stopped singing. (A.) 7) For a second he was silent, his mother looked at him also silently. (M. G.) 8) It was dark, but I still kind of ... l both trees, and water, and people. (Ch.) 9) The chaise was going straight, and the mill for some reason began to go to the left .... (Ch.) 10) He was joking, and I was spiteful. (NS.) 11) Pugachev gave a sign, and they immediately released me and left me. (NS.) 12) My father ... wished me a good journey, and my daughter accompanied me to the cart. (NS.) 13) His friends advised him to complain ... Xia; but the inspector thought, waved his hand and decided to retreat ... Xia. (NS.) 14) The hall ... the dog is a brownie, or the breeze blows ... flattering in the leaves of the darkening oak tree, or the bird will timidly fly by. (Language) 15) Either breathe the truth ... t everything in it, then everything in it is feigned and false. To understand n ... it is possible for her, but n ... to love n ... is possible. (L.) 16) She was raised ... but in the old-fashioned way, that is, surrounded by mothers, nannies, girlfriends and hay girls, she sewed with gold and ... she knew letters. (NS.) 17) Fog rises from the meadows faster and faster and shines silver in the sunbeam, and behind it bushes rise from the ground. (M. G.) 18) Everyone (Lizaveta Ivanovna) knew her, and n ... who n ... noticed. (NS.)
116 . Read and headline the text, indicate compound sentences with unions and the meaning of these sentences; write off, placing the missing punctuation marks.
The weather was nice and quiet at first. Blackbirds screamed and in the swamp nearby in the swamp something alive hummed plaintively as if it were blowing into an empty bottle. He held out one woodcock and a shot at it sounded rolling and merrily in the spring air. But when it got dark in the forest, inopportunely a cold piercing wind blew from the east, everything fell silent. Ice needles stretched across the puddles and it became uncomfortably deaf and unsociable in the forest. It smelled like winter.
(A.P. Chekhov.)
117. Indicate complex sentences and their meaning; write off with missing punctuation marks. Then explain the spelling of the particles not and neither.
I. 1) I was playful, lazy and quick-tempered, but sensitive and ambitious and you could achieve anything from me with affection. Unfortunately, everyone interfered with my upbringing and no one knew how to tackle me. (NS.) 2) A sleeping pond is covered with a green net of grasses, and beyond the pond the village is smoking and fogs rise above the fields in the distance. I enter the dark alley through the bushes, the evening ray looks and the yellow leaves rustle under timid steps. (L.) 3) Ostap has already taken up his own business and has long gone to the kurens, Andriy himself, not knowing why, felt some stuffiness in his heart. (D.) 4) The table and the bed were in the same places, but there were no more flowers on the windows and everything around showed dilapidation and neglect. (NS.) 5) The days of late autumn are usually scolded, but she is dear to me, dear reader. (NS.) 6) The air of birds is emptying, it is not audible more but far away even before the first winter storms and clear and light azure is pouring onto the resting field. (Tyutsch.) 7) Sometimes again I will revel in harmony over fiction, I will shed tears and maybe sad love will flash on my sunset with a farewell smile. (NS.) 8) A rumor about me will spread throughout all of Russia, and every language that exists in it will call me. (NS.)
II. 1) It was spring. The sun warmed more strongly. On the southern slopes of the hillocks, the snow melted and the earth, red from last year's grass, at noon was already covered with a transparent lilac haze of vapor. On the drifts on the mounds, from under the native stones that had grown into the loam, the first bright green sharp shoots of copperhead grass appeared. The chill was laid bare. From the abandoned winter roads, the rooks migrated to the threshing floor on the winter flooded with melt water. In the logs and gullies, the snow lay blue, saturated with moisture; from there it still blew harshly with cold, but already subtly and melodiously ringing in the holes under the snow, invisible to the eye spring streams and in a completely spring-like, slightly noticeable and tenderly green in the copse trees poplar trunks. (Shol.) 2) Soon a huge wagon train stretched from the farm to the mountain. The women who went out for the run waved for a long time at the leaving handkerchiefs, and then drifting snow arose in the steppe and behind the boiling snow haze it was not possible to see the carts slowly climbing the mountain or the Cossacks walking next to them. (Shol.)
118. Read, indicate compound sentences and their meaning; then specify the detached members of the proposal. Write it off with missing punctuation marks. Then explain the spelling of adjective and participle suffixes.
1) Under the clouds, filling the air with silver sounds, the larks trembled, and over the greening arable land, rooks rushed solidly and dignifiedly, flapping their wings. (Ch.) 2) The foliage did not move in the trees, cicadas were screaming and the monotonous dull sound of the sea coming from below spoke of peace. (Ch.) 3) The distance was visible as during the day, but already its delicate lilac color, shaded by the evening haze, disappeared and the whole steppe was hiding in the haze. (Ch.) 4) From behind a ridge of sandy hillocks to the left of them, the moon appeared, pouring a silver shine on the sea. Big meek, she slowly floated up the deep vault of the sky, the bright brilliance of the stars paled and melted in her even dreamy light. (M. G.) 5) The oars fell together into the waves and the longboat rushed forward into a wide plain of illuminated water. (M. G.) 6) At night, the soft noise of his sleepy breathing smoothly rushes over the sea, this immense sound infuses calmness into the soul of a person and gently taming its evil impulses will give birth to powerful dreams in it. (M. G.)
119. Read and headline the text; indicate where the conjunctive conjunctions connect homogeneous members, where are simple sentences and where are syllable; then indicate the meaning of compound sentences; write off, placing the missing commas. Insert the missing letters and explain their spelling.
The black cloud had completely moved and the lightning ... that illuminated the entire courtyard and the crumbling house with broken off porches were no longer visible, and the thunder was heard overhead. All the birds ... were quiet, but then the leaves were flattering ... and the wind ran to the porch on which Nekhlyudov was stirring his hair with ... deeds. One drop flew, the other drummed on the burdocks of the iron of the roof and all the air flashed brightly; everything was quiet and before Nekhlyudov had time to count three, something cracked terribly above his head and began to roll across the sky.
(L.N. Tolsto y.)
120. Write off by expanding parentheses. Emphasize creative conjunctions.
1) He [Saburov] had the most people, for (then) he had to go straight across the whole square. (K. S.) 2) By dusk we (before) walked (before) watershed. People are very hungry, horses, then (same) needed a rest. (Ars.) 3) Ahead, on a dusty field, then (same) carts were moving, and those (same) yellow sheaves were visible, and so (same) the sounds of carts, voices and songs came from afar. (L. T.) 4) Not (then) they were flashes of distant explosions, not (then) lightning flashed. 5) That slammed where (then), then there was a sudden howl, then as if someone (then) walked down the corridor. (S.-Sch.) 6) After a few minutes everything fell asleep in the village, only one month like this (same) brilliantly and wonderfully swam in the immense deserts of the luxurious Ukrainian sky. So (same) solemnly breathed in the sky ... (G.)
Navigation
« »2. SSP with dividing relations (= using dividing unions).
The unions of this group include OR and EITHER (single and repetitive), THEN ... THAT, NOT THAT ... NOT THAT and THAT ... THEN (repetitive).
The main meaning of such proposals is mutual exclusion and alternation. Both of these values can be expressed using the conjunctions OR and OR. For example, the meaning of alternation is expressed in the sentence Duremar either caught leeches in a swamp, or he was drawn to collect worms on the paths. And the meaning of mutual exclusion is expressed in the sentence "Either I'm out of my mind, or this doll has come to life," thought Carlo's dad. Note that the single use of the conjunctions under consideration also expresses these meanings.
Only the meaning of alternation expresses the union of THAT ... THAT: Either Pinocchio believed the words of the fox and the cat, then he considered them to be swindlers. The remaining two unions are NOT THAT ... NOT THAT and THAT ... THAT DOES express the meaning of mutual exclusion: Either Karabas did not like children at all, or he did not know how to deal with them.
For SPP of the first two types, such a structural point is also important: sentences with connecting and with adversary alliances are open-type sentences, their composition can include an almost unlimited number of parts that are connected using the same creative union. For other types of BSC, this is impossible, sentences can only consist of two predicative units (you can continue the sentences we have composed yourself).
3. SSP with adversarial relationships (= using adversarial alliances).
The unions of this group include BUT, YES (= but), BUT, HOWEVER, SAME, A, AT THE TIME AS, THEN AS, BETWEEN AS, IF ... THEN.
Sentences of this type may indicate opposition or juxtaposition of two phenomena.
The opposition is expressed by the unions BUT, YES, BUT, HOWEVER and SAME: Buratino did not want to sell the alphabet, but he could not cope with the desire to go to the theater. Duremar could not find out the secret of the golden key, but he managed to catch many thick and expensive leeches (the ZATO union has an additional shade of compensation, compensation). Pinocchio wanted to slip out of the tavern without paying, but the owner of the Three Minnows kept a close eye on the visitors (in this sentence, HOWEVER, it is similar to BUT, but it should be borne in mind that HOWEVER is also an introductory word). Malvina really wanted to educate Buratino, he just wanted to mess around (the SAME union combines the meaning of an adversarial union and an amplifying particle, therefore it stands inside the second part, after the first word.
Union A more often expresses comparative relations, they are also expressed by the book analogs of union A - AT THE TIME AS, BETWEEN HOW, THEN AS and IF ... THEN. For example: Piero really wanted to find Malvina, and Pinocchio scoffed and did not want to name the addresses of his beautiful lover. If Pinocchio looked like Pope Carlo, then Piero was the poured out Giuseppe (the second part of the union is mandatory, if it is possible to remove THAT, the union is considered subordinate).
The listed book analogs of A very often cause confusion when parsing a sentence, many consider the sentence as complex. To a certain extent, this error is due to the fact that in the rules of punctuation these conjunctions are listed in the same row with the subordinate ones. We would recommend for practice to compose 10 sentences with these unions ourselves and think about the meaning.
4. SSP with connecting relations (= using connecting unions).
The unions of this group include YES AND, WHAT'S ALSO, ALSO.
The first two of the unions on the list indicate additional information: Pope Carlo decided to go in search of Buratino, and Giuseppe advised him to go travel.
Conjunctions ALSO and ALSO indicate that what is reported in both parts is correlated with each other. At the same time, these unions are inside the second part of the SSP, so they, like the SAME union, are often lost when analyzing the proposal and drawing up a diagram: Pierrot was happy to see Malvina, the doll with blue hair was also delighted with the boy in love with her.
5. SSP with explanatory relationships (= using explanatory conjunctions).
The unions of this group include only two unions - THAT IS and EXACTLY A.
Sentences using these conjunctions usually refer to the book style, they are quite rare in ordinary speech, but we will try to give an example: The old cricket predicted Buratino's life full of dangers, that is, he predicted in advance all the terrible adventures of Buratino himself and his friends.
6. SSP with gradation relations (= using gradation alliances).
The unions of this group include double unions NOT ONLY ... BUT ALSO NOT THAT ... BUT: Not that Duremar was an evil person, but he always acted for his own benefit. Not only was the nasty Bat in tune with Alice and Basilio, but the police dogs were on their side.
We have described all types of MTPs. Now, before giving the assignment, we would like to talk about the difficulties that schoolchildren and applicants have when answering the question about the SSP.
The main problem lies in wait when you give examples of different MTPs. Not everyone makes sure that the invented sentence has two predicative bases. An example often cited as an SSP turns out to be a simple sentence, because the compositional union, correctly used, connects two homogeneous terms - either two predicates, or two subjects. For example: * Not only Pinocchio, but also his friends wanted to unravel the secret of the golden key. * It was dark and cold and scary.
Therefore, our first task will be associated with this type of error.
Exercise 1.
Below is a text in which different conjunctive conjunctions are used. Arrange the punctuation marks and underline the MTP by describing the type of the MTP.
Both the Goat and her relatives and all the other animals in the forest were very afraid of the wolf. They were not only afraid to leave their children at home alone, but they themselves tried not to walk alone in the forest. But life demanded, if not constantly, then at least occasionally go to the forestry shops to buy food. That morning, either the kids ate cabbage leaves poorly, or the goat herself understood the need to diversify the children's diet, but after breakfast she gathered and told the children that they were alone while she, their mother, went to the supermarket on the opposite side of the forest.
The kids weren't upset. All children, both in ordinary families and in animals, love to stay at home alone. What kind of life is with your parents? Neither run nor play hide and seek, nor watch a movie. They saw off their mother and immediately they all began to play about together. More precisely, the older brothers indulged in while the younger sister tried to calm them down. The noise in the house was incredible and no one paid attention to the quiet steps outside. Either the wolf was attracted by an unusual noise in the next house, or he saw a goat leaving on business, but the wolf was standing at the door and knocking. The kids at first did not hear the knock, but the sister drew their attention to incomprehensible sounds.
The kids asked the usual question in such a situation, and they tried to speak very strictly. The wolf introduced himself as a mother goat, but the children did not believe it. They found a forgery, that is, the speaker's voice was too thick. Therefore, the elder kid told the intruder to leave, the brothers also joined in the request. At the same time, they all not only were not scared, but did not even realize who the guest was.
The wolf went to the forest blacksmith and he forged a new voice for him. If the voice began to look like a goat, then the predator itself did not resemble a goat in any way, however, the stupid kids nevertheless identified themselves and opened the door to the wolf and were immediately eaten by a terrible beast. The younger goat, however, hid. As her mother punished her, so the little girl did.
The goat came back and saw the door wide open and immediately understood everything. She became ill and burst into tears. Either by some accident, or by the will of the storyteller, hunters were walking through the forest. It was they who helped to solve the problem and freed the kids from the wolf's belly, and then the tale ended.
The second problem arises when placing punctuation marks in the MTP. The usual rule says that a comma is placed between parts of the MTP. Exceptions are possible when using the union I.
The comma is not used if:
· Both parts have a common secondary member: Malvina had large gray eyes and blue curls fell to the waist. In the girl's garden, birds sang and colorful butterflies fluttered.
· Combined two impersonal sentences, which have synonymous members in their composition. "It is necessary to measure his temperature and we must try to give him castor oil," both doctors agreed.
· The subordinate clause is common for the two parts connected by the creative union And the two parts: While Buratino was washing, breakfast appeared on the table and smelled of freshly brewed coffee and buns.
· Parts of the MTP have a common introductory word. Most often this is a word indicating the same source of the message for both parts: According to the inhabitants of the Country of Fools, police dogs constantly growl at them and they are afraid to go out on the streets alone. There may be a general introductory word indicating the degree of reliability of both statements (it will turn out to be the same for them): Fortunately, Buratino managed to hide in a jug and he was able to eavesdrop on the conversation between Karabas and Duremar.
· Two joined by a union AND parts of a complex structure may have a common third part uniting them. It includes the meaning of both parts and is connected with them by a non-union connection: It was like a miracle: a magical land turned out to be outside the door and a new puppet theater stood in the center of the fabulous city.
· If two indefinitely personal sentences turn out to be parts of the SSP, then a comma is not put between them, if the same producer of two actions is thought of: The puppets in this theater are tortured and do not give them the opportunity to rest between performances.
· More rare cases, when a comma between the parts of the MTP is not put, are the combination of two interrogative sentences, motivating, exclamatory or naming: "Who are you and what do you need?" Karabas asked angrily. "Let winter end and warm days come!" - dreamed of the dolls locked in cramped rooms.
So, in order to correctly place the signs in front of the "and" connecting the parts of the SSP, you must:
1. Determine that you have a complex sentence in front of you, see both of its foundations.
2. Consecutively check whether your example does not fit the above cases of omitting the comma.
3. If the sentence does not include anything that would allow you to abandon the comma, put it.
Task 2.
Place punctuation marks between homogeneous members of the sentence and the MTP. Underline the MTP.
Grandfather planted a turnip and a big, big turnip grew. The huge vegetable was almost waist-high to his grandfather, and its threatening appearance from the ground terrified his grandfather. "How to pull it out of the ground and where am I going to put it?" - the grandfather thought waking up at night and pushing the grandmother tried to discuss the problem with her. But the grandmother turned over on the other side, not understanding her husband's problems and confident that everything would somehow manage to fall asleep.
By the end of the summer, the turnip had filled almost the entire garden and thus ruined almost the rest of the crop. While the grandmother sawed her husband and demanded to dig up the vegetable, which turned out to be the only food for the family, for the next winter the first frosts came and the turnip froze tightly to the garden bed. Then the grandfather put on warm gloves donated by his wife for the last New Year and went to retrieve a giant product from the earth. Only after an hour of work the turnip did not give in and the exhausted grandfather was forced to call his wife. The grandmother, who, like all women, was convinced that it was not a woman's work to pull a turnip, grumbled and groaned for a long time and scolded her grandfather for his male failure. But then she looked out the window and looking at her exhausted husband took pity on him and went to help. The grandfather took up the turnip, the grandmother for the grandfather, and it became clear that the two of them could not cope.
Fortunately, the summer holidays are not over yet and the granddaughter who was staying with the old people has not yet left for the city. It was necessary to call her for help and it was necessary to convince the spoiled girl that her help was really needed. Having grumbled, the granddaughter nevertheless came to the garden and, seeing a giant plant, was delighted. "What a beauty and how great she will look in the photo!" - exclaimed the granddaughter for the first time in three months of rest when she saw a turnip and ran into the house for a camera. Seeing the hostess's activity, her dog, a huge St. Bernard named Zhuchka, ran after her and, growling menacingly, tried to help in pulling the turnip out of the garden. You should have seen this: the out of breath grandfather clings to the turnip and the sweating grandmother is trying to hold on to her husband and the granddaughter in fashionable sandals grabbed the grandmother and even the Beetle pulls the granddaughter by the hem with the risk of tearing off a piece of expensive chiffon. But all efforts are in vain and the turnip remains in the garden.
Then the granddaughter decides to take an extreme measure and brings a fat and lazy cat Vaska and demands help in harvesting. But even in such a company: grandfather and grandmother and granddaughter and Zhuchka and Vaska - they are unable to finally pull the turnip out of the ground. After half an hour of hard work, everyone was tired and the grandfather announced a smoke break. Everyone sat down right on the beds in spite of the mud and began to ponder their next steps. And only Vaska dozed off, clinging to the warm back of the Bugs and falling into a blissful state even rumbled. And then a mouse ran past Vaska and, feeling the food, the cat immediately woke up. True, he forgot about the St. Bernard's back, which was next to him, and clutching at it with sharp claws caused a desperate ... scream of the Bug. The unhappy woman screamed and jumped from the garden and jumped on her granddaughter, and she, falling, grabbed the end of the grandmother's handkerchief and pulling it towards herself, tied the knot around the grandmother's neck even tighter. The light dimmed in front of the grandmother's eyes and cursing the day when she married her grandfather, which led to the birth of her granddaughter and her arrival for the holidays and to the events described with the turnip, the grandmother, with her last strength, grabbed the hand of her husband sitting next to her. In surprise, the grandfather yelled and jumped to his feet grabbed something that was nearby and pulled it with all his strength. A minute later, the turnip, torn from the ground, lay upside down in the garden bed and the whole company danced around it, not believing the unexpected happiness.
The main culprit of the events was never found, and we think that another direct culprit of the incident, the cat Vaska, dined on it.
Task 3.
We would highly recommend that all schoolchildren try to compose a coherent text in which to combine sentences with homogeneous members, united by means of creative unions, and SSP. This will train you to answer the exam and will also help you review the punctuation rules.
§ 3. Compound sentence, its types.
A complex sentence (SPP) is a type of SP, in which parts are connected using subordinate unions and union words.
Before talking about the types of NGNs, it is necessary to define some important concepts for this type of complex sentence.
As a rule, there are two parts in the NGN, they are unequal, one part turns out to be the main one, the other is dependent, traditionally it is called a subordinate clause. From the main to the subordinate clause, you can ask a question, the type of the subordinate clause is determined on the question. Another way to determine the type of clause will be the nature of the union funds used. True, the second method of verification must nevertheless be corrected by posing the question, since in some types of clauses one union can be used. For example, Buratino's proposal was stupid and naive, so it was not difficult for the fox and the cat to deceive him. This can only be determined by using the union "so that", because nowhere else is this union used. For the proposal, Buratino loved, to be looked after, it is necessary to ask from the main part to the subordinate question (what did you like?). After all, the conjunction "to" can be not only in the explanatory, but also in other types of subordinate clauses - goals, measures.
Parts of the SPP can be connected using subordinate unions (lists can be found in various textbooks on the Russian language) and using union words. The role of union words is played by relative pronouns (who, what, which, who, whose, what, how much) and relative pronominal adverbs (where, where, when, where, why, why, why, how). Unions stand between parts, not entering any, although they are located in a subordinate clause. Union words not only connect parts, but are also members of the clause clause. The difficulty is that some conjunctions and allied words turn out to be homonymous (this is what, how, when, what). We will talk about the discrimination criteria when we talk about each type of SPP.
All NGNs could be divided into two groups. There are types of clauses that refer to the entire main part, and there are those that refer to one of the words in the main part (= adjectives). The adjectives include attributive clauses, explanatory clauses, some clauses, clauses, measures and degrees, modes of action and comparative comparatives. The rest are unconventional.
The main part of the SPP may contain the so-called correlative (or indicative) words, which are used in tandem with union words and even unions. In the role of correlative words, demonstrative pronouns are used, everything, so many demonstrative pronouns there, there, everywhere, nowhere, and so on. In some types of NGN, the use of correlative words is mandatory, it is basic for attaching the subordinate part. For example, this is necessary in pronominal-definitive clauses: Everyone who spoke with Buratino was surprised at his ignorance. In other types of subordinate clauses, correlative words are possible, but not necessary, they can be removed from the structure of the sentence, for example, in the explanatory subordinate: Buratino constantly dreamed of how he would get rich.
It must also be said that the subordinate clause can stand in different positions in relation to the main one. Maybe in the beginning (preposition): When Carlo's dad went to buy dinner for Buratino, the boy got off the table and stuck his long nose into the painted hearth. May be after the main part (post-position): Pinocchio pierced a hole in the hearth, because the hearth was only painted on canvas. And, finally, interposition is possible, when the subordinate part is located in the middle of the main part: In the house, which is comfortably located on the edge of the forest next to a charming pond, lived the most beautiful doll of Karabas - Malvina. For some types of clauses, no matter where the clause is located, the clause can be changed so that the position of the clause in relation to the main clause changes (this is possible, for example, for clauses with the conjunction "when"). There are types of subordinate clauses and certain groups of allied funds that fix a certain position of the subordinate clause in relation to the main one. For example, the use of a temporary union "suddenly" requires the postposition of the subordinate clause: Malvina was about to go outside and have breakfast, when suddenly she saw Buratino hanging upside down on a tree.
Now let's talk about each type of clause. When characterizing each type of subordinate clause, we will adhere to the following plan: the question to which the subordinate clause answers; is it verbal or not; the type of union means used in the subordinate clause; the place of the relative clause in relation to the main, as well as the obligatory or optional use of the correlative word in the main part. We would advise students and applicants to follow the same plan when answering the question on the oral exam.
With which the cadets of the senior classes listen to the diverging good-natured uncle. (Chekhov, Lights). Union words are not used in compound sentences. Chapter 2. Complex sentence with compositional and subordinate conjunctions in English. 2.1. Complex sentences with compositional conjunctions. The question of the differentiation of compositional and subordinate unions on the syntactic basis of Shiryaev ...
A classification of simple sentences, predicative units is constructed, in its most perfect version - the classification of structural schemes, presented in the "Russian grammar" 1980 (N.Yu. Shvedova). Complex sentences differ, are opposed on different grounds, hence the difficulties of their classification. Unlike a simple sentence, in a complex sentence there is no direct and obligatory connection ...
Complex sentences in Indo-European languages "Chapter 2. Complex sentences with a compositional and subordinate connection. 2.1. Types of a compositional connection in a complex sentence. In the previous chapter, we examined two main types of syntactic connection in a complex sentence: compositional and subordinate. In this chapter, we will focus on the varieties of compositional and subordinate ...
Appositive sentences of the introductory type are one of the typological features of English syntax. CHAPTER 2. DEFINITIVE SUPPLEMENTARY SENTENCES AS A MEANS OF IMPLEMENTING THE THEMATIC PART OF THE SENTENCE, CLARIFICATION AND DESCRIPTION OF IMAGES IN O. WILDE'S NOVEL “PORTRAIT OF DORIAN GRAY” 2.1. Limited offer. These sentences are closely related to the word being defined and cannot ...
In compound sentences with dividing unions (or (il), or, then ... then, not that ... not that, or ... or) separating relations are expressed - relations of mutual exclusion or alternation. Compound sentences with separating unions can be either two-term or polynomial; most of them are homogeneous.
- Mutual exclusion relationships are expressed using unions or (il), or, not that ... not that, or ... or.
In sentences with a neutral repeating union, it’s not that ... not mb, the mutually exclusive relationship is complicated by an indication of the difficulty of distinguishing one from two or from a number of phenomena, due to the uncertainty of impressions from each of them. For example: Not who the horse was given, not who the new one arrived (Danilevsky).
The same relationship is expressed by a repeated union, either ... or with a tinge of colloquial style, for example: Either the rustle of an ear, the thrill of the breeze, or a warm hand is stroking the hair (Surkov).
- In alternation sentences (with a repeated conjunction then ... that) it is said that the events reported in the predicative parts exist in different time planes, that is, they alternate. Such sentences are used in all stylistic varieties of the literary language. For example: Either the sun glitters dimly, then a black cloud hangs (Nekrasov). Her chest then rose high, then, it seemed, she was holding her breath (Lermontov).
More on the topic § 88. Compound sentences with dividing unions:
- 328. Syntactic relations between parts of compound sentences
- § 87. Compound sentences with conjunctive unions
- Section 88. Compound sentences with dividing unions
- § 203. Semantic relations between parts of a compound sentence
- MEANS OF CONNECTING PARTS IN COMPLEXED Sentences
- The principles of classification of complex sentences. Structural and semantic characteristics of the types of complex sentences. Place of complex sentences with connecting and gradational unions in the complex sentence system. The question of complex sentences with explanatory conjunctions.
Complex sentences are sentences consisting of several simple ones.
The main means of communication between simple sentences in complex ones are intonation, conjunctions (compositional and subordinate) and union words (relative pronouns and pronouns).
Depending on the means of communication, complex sentences are divided into allied and non-union... Union proposals are subdivided into compound and complex.
Compound sentences (SSP) are complex sentences in which simple sentences are connected with each other by intonation and compositional conjunctions.
Types of compound sentences by the nature of the union and meaning
| SSP type | Alliances | Examples of |
|---|---|---|
| 1. connecting unions(connecting relationship). | AND; Yes(in meaning and); no no; yes and; too; also; not only but. |
They opened the door, and air from the courtyard rushed into the kitchen with steam(Paustovsky). |
| 2. Compound sentences with opposing alliances(adversarial relationship). | A; but; Yes(in meaning but); but(in meaning but); but; but; otherwise; not that; but not that; particle is(in the meaning of the union a); particle only(in the meaning of the union but). |
Ivan Petrovich left, but I stayed(Leskov). |
| 3. Compound sentences with dividing unions(separation relationship). | Or; or; not that ... not that; then ... then; either ... or. |
Either eat the fish, or run aground(proverb). |
Note!
1) Constructive conjunctions can connect not only parts of a compound sentence, but also homogeneous members. Their distinction is especially important for the placement of punctuation marks. Therefore, when parsing, be sure to highlight the grammatical bases in order to determine the type of sentence (simple with homogeneous members or complex sentence).
Wed: A man walked from a smoky hole and carried a large sturgeon(Peskov) - a simple sentence with homogeneous predicates; I'll give money for the road, and you can call a helicopter(Peskov) is a compound sentence.
2) Constructive conjunctions usually take place at the beginning of the second part (second simple sentence).
In some places the Danube serves as a border, but it serves also dear people to each other(Sands).
The exceptions are unions too, also, particles-unions are the same, only. They necessarily take or can take place in the middle of the second part (the second simple sentence).
My sister and I cried, my mother also cried(Aksakov); The comrades treated him with hostility, the soldiers truly loved(Kuprin).
Therefore, when parsing, such complex sentences are often confused with non-union complex sentences.
3) The double alliance not only ... but also expresses gradational relations and is referred to as connecting alliances in school textbooks. Very often, when parsing, only its second part is taken into account ( but also) and are mistakenly referred to as adversarial alliances. In order not to be mistaken, try to replace this double union with the union and.
Wed: Language should be not only understandable or common but also the language should be good (L. Tolstoy). - Language should be understandable or common, and language should be good.
4) Compound sentences are very diverse in meaning. Quite often, they are close in meaning to complex sentences.
Wed: If you leave, it will become dark(Shefner). - If you leave, it will be dark; I didn’t eat anything, but I didn’t feel hungry(Tendryakov). - Although I didn’t eat anything, I didn’t feel hungry.
However, when parsing, it is not this specific meaning that is taken into account, but the meaning due to the type of the compositional union (connecting, adversary, dividing).
Notes. In some textbooks and manuals, complex sentences with explanatory unions are referred to as complex sentences. that is, namely, for example: The board authorized him to speed up the work, that is, in other words, he authorized himself to do this(Kuprin); The flights of birds have developed as an adaptive instinctive act, namely: it gives the birds opportunity to avoid unfavorable winter conditions(Sands). Other researchers classify them as complex sentences or separate them into an independent type of complex sentences. Some researchers consider sentences with particles only, but refer to non-union sentences.
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