What is a coordinating and non-conjunctive connection? How to find a complex sentence with a non-conjunctive and allied subordinating connection
Complex sentences with different types communications- This complex sentences , which consist of at least from three simple sentences , interconnected by coordinating, subordinating and non-union connections.
To understand the meaning of such complex structures It is important to understand how the simple sentences included in them are grouped together.
Often complex sentences with different types of connections are divided into two or several parts (blocks), connected using coordinating conjunctions or without unions; and each part in structure represents either complex sentence, or simple.
For example:
1) [Sad I]: [there is no friend with me], (with whom I would drink the long separation), (whom I could shake hands from the heart and wish many happy years)(A. Pushkin).
This difficult sentence with different types of connections: non-union and subordinate, consists of two parts (blocks) connected non-union; the second part reveals the reason for what is said in the first; Part I is a simple sentence in structure; Part II is a complex sentence with two attributive clauses, with homogeneous subordination.
2) [Lane was all in the gardens], and [grew at the fences linden trees, now casting, under the moon, a wide shadow], (so fences And gates on one side they were completely buried in darkness)(A. Chekhov).
This is a complex sentence with different types of connections: coordinating and subordinating, consists of two parts connected by a coordinating conjunction and, the relations between the parts are enumerative; Part I is a simple sentence in structure; Part II - a complex sentence with a subordinate clause; the subordinate clause depends on the main thing and is joined to it by the conjunction so.
A complex sentence can contain sentences with different types of conjunction and non-conjunction connections.
These include:
1) composition and submission.
For example: The sun set and night followed day without interval, as is usually the case in the south.(Lermontov).
(And is a coordinating conjunction, as is a subordinating conjunction.)
The outline of this proposal:
2) composition and non-union communication.
For example: The sun had long since set, but the forest had not yet died down: the turtle doves were murmuring nearby, the cuckoo was crowing in the distance.(Bunin).
(But - coordinating conjunction.)
The outline of this proposal:
3) subordination and non-union connection.
For example: When he woke up, the sun was already rising; the mound obscured him(Chekhov).
(When - subordinating conjunction.)
The outline of this proposal:
4) composition, subordination and non-union connection.
For example: The garden was spacious and there were only oak trees; they began to bloom only recently, so that now through the young foliage the entire garden with its stage, tables and swings was visible.
(And is a coordinating conjunction, so is a subordinating conjunction.)
The outline of this proposal:
In complex sentences with coordinating and subordinating conjunctions, coordinating and subordinating conjunctions may appear side by side.
For example: The weather was beautiful all day, but as we approached Odessa, it began to rain heavily.
(But - a coordinating conjunction, when - a subordinating conjunction.)
The outline of this proposal:
Punctuation marks in sentences with different types of communication
In order to correctly place punctuation marks in complex sentences with different types of connections, it is necessary to select simple sentences, determine the type of connection between them and select the appropriate punctuation mark.
As a rule, a comma is placed between simple sentences in complex sentences with different types of connections.
For example: [In the morning, in the sun, the trees were covered with luxurious frost] , and [it went on like this two hours], [then the frost disappeared] , [the sun has closed] , and [the day passed quietly, thoughtfully , with a drop in the middle of the day and anomalous lunar twilight in the evening].
Sometimes two, three or more simple offers most closely related to each other in meaning and can be separated from other parts of a complex sentence semicolon . Most often, a semicolon occurs in place of a non-union connection.
For example: (When he woke up), [the sun had already risen] ; [the mound obscured it].(The sentence is complex, with different types of connections: with non-union and union connections.)
At the site of the non-union connection between simple sentences within a complex possible Also comma , dash And colon , which are placed according to the rules for placing punctuation marks in a non-union complex sentence.
For example: [The sun has long since set] , But[the forest has not yet died down] : [doves gurgled nearby] , [the cuckoo crowed in the distance]. (The sentence is complex, with different types of connections: with non-union and union connections.)
[Leo Tolstoy saw a broken burdock] – and [lightning flashes] : [the idea of an amazing story about Hadji Murad appeared](Paust.). (The sentence is complex, with different types of connections: coordinating and non-conjunctive.)
In complex syntactic constructions that break up into large logical-syntactic blocks, which themselves are complex sentences or in which one of the blocks turns out to be a complex sentence, punctuation marks are placed at the junction of the blocks, indicating the relationship of the blocks, while maintaining the internal signs placed on their own syntactic basis.
For example: [The bushes, trees, even stumps are so familiar to me here] (that wild felling has become like a garden to me) : [I caressed every bush, every pine tree, every Christmas tree], and [they all became mine], and [it’s the same as if I planted them], [this is my own garden](Priv.) – there is a colon at the junction of blocks; [Yesterday a woodcock stuck his nose into this foliage] (to get a worm from under it) ; [at this time we approached], and [he was forced to take off without throwing off the layer of old aspen foliage from his beak](Priv.) – there is a semicolon at the junction of blocks.
Particular difficulties arise placement of punctuation marks at the junction of the composing And subordinating conjunctions (or coordinating conjunction and allied word). Their punctuation is subject to the laws of the design of sentences with coordinating, subordinating and non-conjunctive connections. However, there are also special attention require sentences in which several conjunctions appear nearby.
In such cases, a comma is placed between conjunctions if the second part of the double conjunction does not follow. then, yes, but(in this case subordinate clause may be omitted). In other cases, a comma is not placed between two conjunctions.
For example: Winter was coming and , When the first frosts hit, living in the forest became difficult. - Winter was approaching, and when the first frosts hit, it became difficult to live in the forest.
You can call me, but , If you don't call today, we'll leave tomorrow. – You can call me, but if you don’t call today, then we’ll leave tomorrow.
I think that , if you try, you will succeed. – I think that if you try, you will succeed.
Syntactic analysis of a complex sentence with different types of connection
Scheme for parsing a complex sentence with different types of connection
1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).
2. Indicate the type of sentence based on emotional coloring (exclamatory or non-exclamatory).
3. Determine (based on grammatical basics) the number of simple sentences and find their boundaries.
4. Determine the semantic parts (blocks) and the type of connection between them (non-union or coordinating).
5. Give a description of each part (block) by structure (simple or complex sentence).
6. Create a proposal outline.
SAMPLE EXAMPLE OF A COMPLEX SENTENCE WITH DIFFERENT TYPES OF CONNECTION
[Suddenly a thick fog], [as if separated by a wall He me from the rest of the world], and, (so as not to get lost), [ I decided
Complex sentences (CSS) are syntactic constructions containing two or more simple sentences, connected by a subordinating relationship and connected by appropriate conjunctions. The subordinating relationship in a complex sentence is of several types, depending on the semantic relationships between its structural elements.
In order to identify sentences with a subordinate connection, you need to check them for compliance with the following parameters:
- two or more simple sentences that represent unequal parts: one is the main one, the second is the subordinate clause;
- there is a subordinating conjunction or allied word;
- in writing, its parts are separated by a comma.
In the IPP, from the main part to the subordinate part, you can pose a question. The type of connection depends on it. Examples: “We were unable to receive instructions on time (why?) because we were very tired and went home early”, “When I need help, I will contact the right sources(When?)".
Connection in a phrase
Useful video: what are complex sentences
Means of subordinating communication
Parts of a sentence are connected using subordinating conjunctions: while, as, if, so that, since, as if and many others. Each union expresses a certain type of relationship that differs in meaning.
Sometimes, to connect the main and dependent parts, other linguistic means are used - allied words, which include:
- relative: who, what, which, etc.;
- relative pronominal adverbs: why, how, when, etc.
Conjunctive words and conjunctions that express different semantic relationships are presented in the table:
| Communication type | Meaningful relations | Examples |
| Explanatory | formulates an explanation | I told my mom not to worry about me |
| Temporary | Indicate the time of action, specify the time | Marina ordered flowers when she heard that it was Masha’s birthday |
| Causal | expresses the reason for an action | I never thought about this before because I didn't know it could happen. |
| Conditional | Formulate conditional relationships | Dmitry would have placed an order immediately if he knew that the product would become more expensive. |
| Target | Formulate target relationships | Oksana sang to earn money |
| Concessive | Formulate concessional relations | Even though it was raining outside, there were a lot of people on the beach. |
A conjunction and a connecting word are elements that connect parts of a complex sentence. In the schematic representation, the conjunction belongs to the subordinate clause, it is not a member of the sentence.
Attention! The conjunction word not only connects two structural elements, but also plays a syntactic role in the subordinate clause.
For example: “There are no events that could be changed.” In this example, the word “which” is not a conjunction, but a conjunction word.
Types of subordination
A complex sentence may have more than one dependent part. They communicate with each other different ways. Depending on this, the following types of subordination are distinguished:
- homogeneous;
- parallel;
- sequential;
- combined.
Each type has its own characteristics and differs from the others in certain characteristics.
Types of subordinating connections
Homogeneous and parallel
A homogeneous connection is formed provided that all dependent parts belong to the main one or belong to the same type. For example: “It seemed to me that I saw daylight, that I heard strange sounds, that I felt cold.”
Three subordinate clauses in this example answer one question and relate to the main one according to one characteristic. They refer to the same word and belong to the same species. In this case, all dependent elements are of the same type and answer the same question.
Parallel subordination occurs in constructions in which one of the conditions of homogeneity is not met.
For example, subordinate clauses can refer to the same word, but answer different questions. For example: “When I finished reading the book, it was difficult to understand (when? what?) what exactly I felt for its characters”, “When a storm was raging outside the window, I read a book (when?, which one?), which talked about story that happened to the children when they were relaxing in the forest with their parents.”
Homogeneous connection
Sequential and combined
Sequential subordination is connections in a sentence in which the dependent parts are interconnected by a “chain”, i.e. that is, each subsequent element depends on the previous one. They are defined as subordinate clauses varying degrees. For example: “Maxim saw a film (which one?), where the actor (which one?) played, whom he loved (when?), when he was a child (which one?), who was in love with pictures about heroes.”
In this example, the second clause depends on the first, the third on the second, and the fourth on the third. Questions in such sentences are asked sequentially from one part to the next. They can be different and express different semantic relationships.
In combined subordination, all types of subordination are used: parallel, sequential, and homogeneous are mixed. This is typical for long structures with a large number of dependent ones. For example: “Yesterday I was so tired that I couldn’t understand whether my head hurt from the weather or from being overwhelmed at work.” In this example, two types of communication are used: sequential and homogeneous submission.
Note! In order to determine the type of connection, use diagrams and symbols for the main members, arrows for questions and brackets to indicate the beginning and end of dependent elements.
SPP with combined subordination
Punctuation marks
In SPP, the position of the subordinate clause can be different:
- is found after the main clause;
- “surrounded” by the main one on both sides;
- located in front of the main one.
Subordinate clauses are always separated by commas.
Useful video: punctuation marks in BSC and types of BSC
To use presentation previews, create a Google account and log in to it: https://accounts.google.com
Slide captions:
GIA. Section “Grammar. Syntax". Complex sentences with different types of communication Elena Ivanovna Tkachenko, teacher of Russian language and literature MBOU “Secondary School No. 58”, Arzamas
Types of connections in a complex sentence: conjunction, non-conjunction, coordinating, subordinating
A coordinative connection is found between the parts of a complex sentence. Coordinating conjunctions: However, but, nevertheless, a, but, yes (=a, =and), or, and, also, the same, the same, then... then, either... either, nor.. .neither. Subordinating relationships are found in complex sentences. Subordinating conjunctions are divided into simple and compound. Simple: What, so that, how, when, barely, if, while, although, once, whether, as if, as if, exactly, only, only, as if, as soon as, only, for, so that, if, for now, if only , if. Compounds: Because, because, so that, due to the fact that, in connection with the fact that; In order to, in order to; As, since; At that time, since when.
1) I couldn’t sleep for a long time, and 2) there was the sound of axes outside the window, 3) because woodcutters had come to the village. (Parts 1 and 2 - conjunctive conjunction, coordinating conjunction a; Parts 2 and 3 - conjunctive conjunction, subordinating conjunction because) 1) He thought: 2) winter would soon end, but 3) his teeth were chattering from the cold. (parts 1 and 2 – non-union, 2 and 3 – union composing)
1) The snow was melting, 2) the birds were returning home, and 3) the cold was gradually leaving the heart. (1 and 2 - non-union connection, 2 and 3 - union coordinating connection) 1) So leave unnecessary disputes - 2) I have already proven everything to myself; 3) The only thing better than mountains are mountains, 4) which you have never been to before. (1 and 2 – non-union, 2 and 3 – non-union, 3 and 4 – union subordinate)
Among sentences 32–37, find a complex sentence with a conjunctional coordinating and subordinating connection between the parts. Write the number of this offer. (32) During the big break, the director and I, in an empty classroom, began to make our way to Golubkin’s conscience. (33) It was then, in the midst of our conversation, that Vanya Belov appeared and said: - (34) I came to bring myself into the hands of justice! (35) I didn’t believe that he pulled out the dictations, but the director agreed with Vanya’s version. (36) After lessons, six students whose work had disappeared rewrote the dictation. (37) Senya Golubkin received a C, because he had already discovered his mistakes during the break, and moved to the seventh grade. 35
In the sentences below from the text read, all commas are numbered. Write down the numbers indicating commas between the parts of a complex sentence connected coordinating connection. She (1) seemed (2) ready to thank him for another hour, (3) but he turned and ran away. And at the first break it turned out (4) that none of the boys in their class gave anything to the girls. No one. Only in front of Lena Popova lay tender branches of mimosa. -Where did you get the flowers? - asked the teacher. “Vitya gave this to me,” (5) Lena said calmly. Everyone immediately began to whisper, (6) looking at Vitya, (7) and Vitya lowered his head low. 3, 7
Among sentences 12–23, find a complex sentence with non-union and allied coordinating and subordinating connections between the parts. Write the number of this offer. (12) Sergeeva is a theater artist, young and beautiful woman. (13) And Alice asked the guy an “adult” question: - (14) Do you love her? “(15) No,” the guy smiled. – (16) I once saved her. (17) In our city, the theater was then on tour. (18) It was in the spring, at the end of March. (19) The guys were sledding by the river. (20) Sergeeva also wanted to go for a ride. (21) The guys gave her a sled. (22) She sat down and drove off, the sled accidentally drove onto the ice, which was thin and fragile, and a minute later Sergeeva found herself in icy water. (23) The guys screamed, but I was not far away and heard it. 22
Among sentences 26–32, find a complex sentence with a conjunctional coordinating and subordinating connection between the parts. Write the number of this offer. (26) Tears flowed down the cheeks of the sailors, who had more than once looked death in the face. (27) Having learned the price of courage, the sailors saw the strength of spirit of Leningrad schoolchildren. (28) The cruiser was preparing to go into battle, from which not everyone would return, and these guys had inspired hope itself. (29) Saying goodbye to the children, the team lined up. (30) The guys began to present gifts that they had brought with them. (31) Taking a cloth pouch from the girl’s hands, the foreman, who had two military orders on his chest, said: “I accept the third award of the Motherland.” (32) The sailors knew the value of courage. 28
In the sentence below from the text read, all commas are numbered. Write down a number indicating a comma between parts of a complex sentence connected by a coordinating connection. He kept sitting in the same place, (1) near the foot of the bed, (2) and, (3) when someone leaned over him, (4) he put his jagged claw forward with menacing impotence. 1
In the sentences below from the text read, all commas are numbered. Write down the numbers indicating commas between parts of a complex sentence connected by a coordinating connection. -I just wanted to know (1) why she howls. She feels bad, (2) right? -You're right, (3) she feels bad. Yanka is used to walking during the day, (4) and I’m at work. My wife will come (5) and everything will be all right. 3,4,5
Among sentences 5–12, find a non-union complex sentence. Write the number of this offer. (5) Firstly, the nickname. (6) His name was Borozhai. (7) Find another dog on earth that has such a ridiculous name! (8) Secondly, my dog was indecently cowardly. (9) As soon as one of the guys growled menacingly, my Borozhai squealed like a woman, crouched low and, weaving, ran as fast as he could to mocking hooting. (10) And at that moment I was ready to fall through the ground. (11) Over there, Tolik Karbyshev’s dog is such a dog! (12) Thunder sounds, looks - it sends trembling right to your very heels. 12
Among sentences 18–25, find a complex sentence with a non-union and allied subordinating connection between the parts. Write the number of this offer. - (18) I told everyone there in the city how good it is here: now the housewives won’t fight off the guests, my hand is light. (19) Starting from Sunday, more and more summer residents began to come to the village. (20) The housewives were seized by a fever of profit, and prices tripled, and since people kept traveling, they began to grab without any conscience. (21) Once a neighbor came to see Polikarpovna. (22) During the conversation, I casually asked how much she rented out housing for, and when she heard the answer, she opened her eyes in surprise: - (23) Yes, you, grandma, are completely crazy! (24) I have one, it would tear your hands off for a hundred. (25) Now they take one and a half hundred, two hundred! 18
Among sentences 23–26, find complex sentences with non-union and allied coordinating connections between parts. Write the numbers of these sentences. (23) But one day something happened that is still talked about in our parts. (24) The neighbors' wooden barn caught fire. (25) They managed to bring out the cows, but the calf in the farthest cage was locked - you couldn’t get close. (26) The heat, the smoke, he, the poor fellow, no longer moans, but groans, everyone feels sorry for him, but you can’t climb into the fire. 25, 26
In the sentences below from the text read, all commas are numbered. Write down the numbers indicating commas between parts of a complex sentence connected by a subordinate connection. “Thank you,” (1) said Nazarov, (2) “but that’s not what I came for.” My father is sick. We arrived in Moscow, (3) but in Moscow I only know you, (4) and I wanted to ask, (5) can we stay with you for a week? “No, (6) no, (7),” Sergeeva said hastily. -This is inconvenient (8) because I have a very small apartment. 5, 8
Among sentences 12–16, find a complex sentence with non-union and allied coordinating and subordinating connections between the parts. Write the number of this offer. (12) The kingdom of toys reflected the real world in its own way, without humiliating anyone, but elevating me. (13) By the miniature nature of their toys, they emphasized that they were created, as it were, to subordinate me. (14) And being completely in charge, I realized even then, is very pleasant. (15) I controlled the routes of cars and trains, the habits and actions of animals that I was afraid of in life. (16) I dominated, commanded - they were wordless, silent, and I secretly thought that it would be good to continue to treat others in this way. 16
Among sentences 29–33, find a complex sentence with different types of connections (non-conjunctive and allied subordinating) between the parts. Write the number of this offer. - (29) That’s not what I mean, I’m on business... (30) In this “There are people all around!” there is so much faith and optimism that everyone somehow feels better, brighter... (31) To travel half of Russia without a ticket and without money, more than five thousand kilometers, and return in exactly the same way is incomprehensible to the mind. (32) But they believe her. (33) Her face, eyes and smile shine with friendliness, she is so sincere - all outward that you simply cannot help but believe her. 33
List of references Open bank of tasks GIA-9 // FIPI website http://www.fipi.ru/ Trosnetsova L.A., Ladyzhenskaya T.A. Russian language. 9th grade. M.: Education, 2013.
May consist of two or more parts. Sentences consisting of three or more parts can be connected using a conjunction (coordinating and subordinating) and non-conjunctive connection.
Let's analyze the examples:
The parts of this complex sentence are connected using the coordinating conjunction but: , (to), but .
2. Grushnitsky stumbled, the branch he clung to broke, and he would have rolled down on his back if his seconds had not supported him (M. Lermontov).- The proposal is complex,
consists of three parts:
Part 1 - Grushnitsky stumbled;
Part 2 - the branch he was clinging to broke- a complex sentence with a subordinate clause, which is located inside the main one;
3rd part - he would have rolled down on his back if his seconds had not supported him- a complex sentence with a subordinate clause.
Thus, the first and second parts are connected without a union, only with the help intonation, the third part is joined using a coordinating conjunction and:
, [, (for which...), ], and , (if).
There are four possible combinations of types of communication in complex sentences consisting of three or more parts.
1. Reinforcement of educational material
Make possible combinations of types of connection in complex sentences with different types of connection:
1) coordinating and subordinating;
2)
3)
4)
To correctly understand the meaning of sentences consisting of several parts and correctly place punctuation marks, reason in the following sequence:
1) by meaning and intonation, highlight the semantic parts in the sentence, determine their syntactic role;
2) determine how the parts of the sentence are connected, separate them with appropriate signs;
3) analyze how each part is complicated (isolated members of the sentence, introductory, homogeneous members of the proposal), check the punctuation marks for them.
2. Analysis of educational material
Write down these proposals. Analyze them in writing according to the sample given in the paragraph. Make diagrams of them.
1. Always ran up to the phone first dog, she barked joyfully and hastily, as if she was trying to tell him something in her dog language ( F. Iskander). 2. The dog kennel looked like a toy house, like those found in children's parks, and only the black circle of the entrance hole reminded of its true purpose ( F. Iskander). 3. Then the wind rushed into the room, so that the flames of the candles in the candelabra died down, the heavy curtain on the window moved aside, the window swung open, and in the distant heights it opened full moon (M. Bulgakov). 4. This garden looks very impressive: the area is covered with large light gray pebbles, and plants for better review planted at a considerable distance from each other. 5. He paused again; and suddenly the general realized that he was seeing a transformed man in front of him: a hundred colorless eyes shone with energy, and he looked so much like the professor ( I. Akimov).
3. Restoring offers
Restore the sentences by connecting individual sentences using non-union and allied connections (conjunctions are given in parentheses). Write them down, arranging them punctuation marks .
1. The birches rustled not far from the fire. It seems like someone big is walking on dry leaves ( And) (Yu. Kazakov). 2. They went out to the station square. The lanterns were burning. The city was noisy. The snow has already been removed. They both felt that they needed to say goodbye now ( a, and) (Yu. Kazakov). 3. Peace came over him because the day was over. Such peace sometimes comes over you when you have solved a problem that has been tormenting you for a long time ( A. de Saint-Exupéry). 4. The snow fell slowly and is very important. Its flakes were so large that it seemed like light white flowers were flying from the sky onto the city ( And) (V. Soloukhin). 5. Where they work, it’s dense. The lazy house is empty ( A) (Proverb)..6. Don't believe everything you hear. Don't wish for everything you see. Don't do everything you can ( Proverb ).
4. Mutual dictation
І. Work in pairs . In pairs, decide who will dictate which mini-text. Read your text to yourself and dictate the texts to each other. Exchange notebooks and check each other's dictations without a textbook, correcting other people's mistakes with green infusion.
II. Check your dictations using the textbook. If there are errors, make corrections in red ink and explain the errors.
1. Yashka looked around: the sun was shining brightly, and the leaves of the bushes and willows were shining, the cobwebs between the flowers were glowing rainbow-colored, and a wagtail was sitting above, on a log, shaking its tail and sparkling eye I looked at Yashka, and everything was the same as always, everything breathed peace and silence, and a quiet morning stood above the ground ( Yu. Kazakov).
2. He never laughs, but smiles like this: every single one of his teeth is showing, and the skin on his cheeks is almost motionless, as if it were overtightened, and he is afraid that it will burst. It’s the same when he’s angry: his eyes completely shrink, squint, his lips turn white, it’s clear that he’s dissatisfied with something, he’s furious, but if you look closely, your face is almost the same as it was five minutes ago when you smiled ( A. Volos).
When combining two subordinating conjunctions: what if, what when, so although, although if or when combining coordinating and subordinating conjunctions: and when, and if, and where, but when etc. a comma is not placed between them if the second part of the conjunction comes next: then, yes, but.
5. Punctuation work
Write down the sentences. Determine in which cases, when combining conjunctions, it is necessary to put a comma between them, and in which - not. Place commas where necessary.
1. The boy was afraid of the old man and when he occasionally appeared in their house he tried to stay away from the important visitor ( A. Varlamov). 2. Venya did not interrupt Rodya, but when he finished the story he looked at him with annoyance ( Yu. Sotnik). 3. He didn’t notice how time passed, but when he looked at his watch he saw that it was already late ( V. Shefner). 4. In autumn the beach was deserted and when we were returning from school I walked home through the deserted beach ( V. Shefner). 5. The girl turned pale from the coolness of the night and when they left the garden, parting the wet bluish leaves, she shuddered ( F. Iskander).
6. Converting sentences
I. Write down the sentences using punctuation marks.
II. Rearrange the sentences by eliminating That in sentences where the word That is, and introducing it into those sentences where the word That missing and write it down. How will punctuation change when combining conjunctions?
1. The car was approaching a stop and when it was already very close, the driver turned into the nearest alley. 2. I got up from the bed and if I hadn’t grabbed the nurse’s hand, I would have fallen. 3. We were in no hurry, but when it started to rain, we quickened our pace. 4. I slept for four hours and when I woke up it was already dark.
When combining conjunctions and if, and when, and where, and while, and although, etc., a separating comma is not always placed before the conjunction. Check what connects the conjunction and - homogeneous members of a sentence or parts of a complex sentence. To do this, mentally eliminate the sentence joined by the subordinating conjunction and.
7. Selective distributor work
From exercises 5 and 6, write down sentences with a combination of conjunctions and if and when. First, write down sentences in which the conjunction And connects homogeneous members of a sentence, then sentences in which the conjunction And connects parts of a complex sentence.
8. Punctuation and spelling work
I. Read the sentences. Verbally analyze how many parts they contain. Describe each part. Indicate how each part is complicated.
II. Write down the sentences. Place punctuation marks. Explain the merged and separate writing words
1. I tried to plant the donkey, but he became stubborn and when I hit him, he just moved his ears in bewilderment ( F. Iskander). 2. All this began to bother me and when we moved on, I noticed in the facade of one of the houses a recess, something like a niche protected from the wind ( F. Iskander). 3. The beast loved Nikita so much that when the boy left the beast sniffed anxiously air (N. Leskov). 4. Fallen, wet leaves lay like a dark covering under the trees, and if you came close to them, it seemed to curl from them slight smell- whether the remainder of what was given during life or already the first decay ( A. Solzhenitsyn). 5. Dina was playing different games with Olya and Igor and it became noisy in the house because when there is one child in the house it’s one thing, but when there’s more than one then it’s already a lot of small things ( A. Rybakov).
III. Create proposal outlines.
9. Text recovery
I. Read the sentences. Restore the sequence of sentences in the text. Give it a title. Write down the sentences using punctuation marks and explain their placement.
II. Write a summary of the restored text.
1. I vaguely began to guess about the connection that exists between things and events.
2. But we had a real redhead and no one noticed Alik’s reddishness.
3. And I also thought that if the other day the sign with the designation had not been torn off from our doors class Maybe the doctor didn’t come to see us and nothing would have happened.
4. Looking at Alik, I thought that if we didn’t have a real redhead in our class, he would pass for him because his hair is blond and the freckles that he was hiding were revealed during the injection.
(F. Iskander)
10. Homework
Write down the text using punctuation marks. Indicate complex sentences consisting of several parts. Make diagrams of them.
Music... A great art that never fades. It surrounds man from ancient times to this day. There is especially a lot of music today in the age of players and karaoke, television and computers, when concerts are so accessible and almost everyone can learn to play any instrument.
Yes that sounds like a lot music music of all kinds - ancient and modern, so-called “classical” and “easy”, performed by professional artists and amateurs. How
figure out how to navigate this vast sea of sound? How can one learn to distinguish the genuine from the fake in the art of music, a meaningful piece of music from a fashionable but empty hit? How to feel the beauty of a serious work that at first may seem boring and uninteresting, but in fact is deeply figurative and truly beautiful?
The only advice is to try to know more about the art of music, its history, the features of the language, and the laws by which a piece of music is constructed (of course, constantly listening to a lot of good, serious music).
(M. Zilberquit)
Dictionary:
Hit- popular song.
A.N.Rudyakov, T.Ya. Frolova. Russian language 9th grade
Submitted by readers from Internet sites
Russian language online, free download tests, preparation for lessons and all this free download or prepare online, books, textbooks, notes to help the teacher and student, full list topics by subject and grade
How to find a complex sentence with a non-conjunctive and a conjunctive subordinating connection?
- BRAVO! THEY ARE SO SMART, THEY COPYED THE SAME THING IN A ROW
- oh fuck
-
For example:
For example:
- non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, He is sick and will not be - the predicate.
The first sentence is two-part ( grammatical basis represented by two main members), the second one-component (grammatical basis is represented by only one member - predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
Main sign sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is sick, there will be no lesson - non-union proposal. the question cannot be asked.
the teacher is ill and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick. - non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, He is sick and will not be - the predicate.
The first sentence is two-part (the grammatical basis is represented by two main members), the second is one-part (the grammatical basis is represented by only one predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
The main sign of sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is ill, there will be no lesson - a non-union proposal. the question cannot be asked.
the teacher is ill and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick. - non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, He is sick and will not be - the predicate.
The first sentence is two-part (the grammatical basis is represented by two main members), the second is one-part (the grammatical basis is represented by only one predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
The main sign of sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is ill, there will be no lesson - a non-union proposal. the question cannot be asked.
the teacher is ill and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick. - non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, He is sick and will not be - the predicate.
The first sentence is two-part (the grammatical basis is represented by two main members), the second is one-part (the grammatical basis is represented by only one predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
The main sign of sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is ill, there will be no lesson - a non-union proposal. the question cannot be asked.
the teacher is ill and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick. - why the same thing?
- non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, He is sick and will not be - the predicate.
The first sentence is two-part (the grammatical basis is represented by two main members), the second is one-part (the grammatical basis is represented by only one predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
The main sign of sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is ill, there will be no lesson - a non-union proposal. the question cannot be asked.
the teacher is ill and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick. - pi(d)rily
- non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, He is sick and will not be - the predicate.
The first sentence is two-part (the grammatical basis is represented by two main members), the second is one-part (the grammatical basis is represented by only one predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
The main sign of sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is ill, there will be no lesson - a non-union proposal. the question cannot be asked.
the teacher is ill and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick. - non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems.
- non-conjunctive sentences are not connected by a conjunction in the presence of several grammatical stems. For example:
The teacher is sick, there will be no lesson.
The teacher is the subject, He is sick and will not be - the predicate.
The first sentence is two-part (the grammatical basis is represented by two main members), the second is one-part (the grammatical basis is represented by only one predicate).
A complex sentence also consists of several simple ones, but they are interconnected by subordinating conjunctions (what, so that, when, etc.)
The main sign of sl sub. sentence:
- from one sentence You can ask a question to someone else. therefore, the one from which the question is asked will be the main one (as in a phrase, one word is the main word), and the other is dependent or subordinate (as in a phrase, the second word is dependent)
For example:
The teacher is sick, so there will be no lesson.
in contrast to complex sentence in complex compositions both parts are equal. It is difficult to ask a question from one sentence to another. just like in the non-union. only in a unionless one there are no unions between simple sentences. and in complex sentences. those included in the complex are connected by coordinating conjunctions.
For example:
The teacher is sick and there will be no lesson.
Now compare all three options.
the teacher is ill, there will be no lesson - a non-union proposal. the question cannot be asked.
the teacher is ill and there will be no lesson - compound. the question cannot be asked.
the teacher is ill, so there will be no lesson - complex. Can I ask you a question. For what reason will there be no lesson? - the teacher is sick. - plus 2 points
- Finally, we went nuts!
- And aren't you ashamed? the person really doesn’t understand, but you...