Let's say he liked the scheme of the proposal. Syntactic analysis of the sentence. Direct speech at the end of a sentence

Make sure you understand what is being discussed in the list of skills provided. If not all terms are clear, follow the links to study the theoretical material.

Now let's look at a specific task.

Text for analysis.

…I read Yuri Zurkevich’s personal card in the mine’s archives like a novel. (1) From the impressive stack of documents filed with it, one can already guess that Yuri Stanislavovich worked for a long time and not without adventures. (2) The contents of these papers are clear evidence that a person who has his own opinion, who wants to work well and get a good salary for it, had a hard time under the Soviet regime, as well as in the first post-perestroika years. (3) Judging by the documents, Zurkevich was almost always characterized positively as an employee, but had a lot of problems. (4) But what is reading protocols and certificates compared to living stories about this person. (5) At the mine where Zurkevich worked, when the first strikes began and the miners were sent to Moscow to bang their helmets, I was greeted warmly (6). Almost everyone wanted to talk about Zurkevich. (7) He is a legend among them. (8) We gathered with the director, he even canceled the meeting for the sake of the arrival of a capital journalist. (9) I guessed how he knew about my arrival, and this worried me a little. (10) I sat down where the director usually sat. (11) The first to start the story was the foreman who once worked with Yuri Stanislavovich. (12)

Questions

Among sentences 2 - 11, find a complex sentence with a homogeneous subordination of subordinate clauses. Write the number of this offer.

Among sentences 2 - 11, find complex sentence(s) with a subordinate clause of place. Write the number(s) of this (these) sentence(s).

How to complete the task

1. Pay attention to the parentheses in the wording of the assignment. It is important to understand whether you are looking for one offer or several.

2. Be sure to put delimiters in the text in pencil. Otherwise, you will get excited during the exam and accidentally take away extra sentences.

3. You only need complex sentences. Underline all the basics and cross out simple sentences so as not to interfere.

4. If you are looking for a complex sentence, circle the subordinating conjunctions and words similar to them. You have already crossed out simple sentences. Now cross out the complex sentences that do not have subordinate clauses. There is no subordinating conjunction - there is no subordinate conjunction.

5. If you are looking for a sentence with sequential, parallel subordination, then there are at least 2 subordinate clauses in this sentence. The type of subordination is not established in sentences with one subordinate clause. Cross out sentences with two stems.

6. If there are 2 or more sentences left, draw their diagrams and choose the one you need. Often at this stage there is only one sentence left, but it is better to still draw a diagram of it to make sure that the choice is correct.

7. If you need to find a subordinate clause of a certain type, first underline all the subordinate clauses that are in the text.

8. The type of subordinate clause is determined by the question going to it. Imagine that all the underlined sentences are answers. Try to find questions for them. Further knowledge of the types of subordinate clauses is indispensable.

Goals:

developing the ability to distinguish between types of adverbial clauses by meaning;
developing the ability to pose questions from the main clause to the subordinate clause, to determine the means of connection between the main and subordinate clauses;
develop the ability to work in a group;
develop the ability to plan, exercise self-control, classify the phenomena under study, and formulate conclusions.

DURING THE CLASSES

1. Organizational moment

The class is divided into 4 groups. The work is carried out in groups.

2. Checking homework

Teacher. Name the complex sentences that you wrote out from the home exercise, determine the types of subordinate clauses.

3. Syntactic five minutes. Schematic dictation

The teacher reads the sentences, 1 representative from each group takes turns drawing up diagrams on the board and determining the types of subordinate clauses.

We didn't notice how winter came.
In a secluded corner by the pond, which was completely overgrown with duckweed, a thin boy was sitting and fishing.
Once again I visited that corner of the earth where I had spent two unnoticed years as an exile.
Volodya was proud that he had learned to ride a horse.

4. Teacher's word

– What types of subordinate clauses do we know? Let's add them to the summary table. (Each student has tables; students write down all information in the table)

We worked with attributive and explanatory clauses. But there is another type of subordinate clauses - adverbial clauses. Now each group will have to conduct research and conclude what types of adverbial clauses exist. To do this, you have to remember what types of circumstances exist.

5. Work in groups using cards

Group 1 (Annex 1 . Slides No. 2-3)

Card 1

Group 2 (Annex 1 . Slides No. 4-7)

Card 1

Dense grass grew only along the shores of the lake, because there was enough moisture here.
Since Kashtanka squealed and fell under his feet, he could not help but pay attention to her.
Never give up on small things in your work, because from small things great things are built.

Group 3 (Annex 1 . Slides No. 8-11)

Card 1

Group 4 (Annex 1 . Slides No. 12-15)

Card 1

1. Read the sentences. Analyze their structure, complete tasks and answer questions.

1) Select the main and subordinate parts.
2) Determine the location of the subordinate clause in relation to the main one.
3) Put the question from main to subordinate.
4) Determine how the subordinate clause is attached to the main one.
5) Determine the type of subordinate clause

To protect the salt from moisture, you need to put a few grains of rice in the salt shaker.
I invited you, gentlemen, in order to tell you some very unpleasant news.
So as not to interfere with the person’s work, I sat on the sidelines.

3. Among the sentences from card No. 2, select examples of IPPs with the same types of subordinate clauses

Card 2(all groups receive)

(After completing the research work, representatives of each group fill out an electronic version of the summary table)

6. Speech by representatives of working groups

A story about the research conducted.
During the presentation of representatives of working groups, everyone fills out the tables “Types of subordinate clauses”

7. Training exercises

Teacher. Using the table compiled, determine the type of subordinate clauses.

(Sentences are projected on the screen) ( Annex 1 . Slides No. 17-22)

To do something great, you need to direct all the strength of your soul to one point.
The evening dawn begins when the sun has already set beyond the edge of the earth.
Since autumn, when the ponds began to be covered with a film, we impatiently watched them freeze.
Where there is no love for art, there is no criticism.
How wonderful life is also because a person can travel.

Teacher. Copy 5 sentences from card No. 3, make diagrams, determine the type of subordinate clauses. (Number of offers may change depending on remaining time)

Card 3

I noticed that Peter lacked a sense of fear.
We went to where the golden fields of wheat rustled.
The room into which a long corridor led was locked.
Bats are more adapted to life in the air, since on the ground they are almost completely helpless.
To prevent the paper from turning yellow, it does not need to be left in the sun.
Throughout the plain, wherever you looked, the rays of the rising sun played.
When she carefully opened the door and looked out into the corridor, the silence immediately reassured her.
Gerasim was in a hurry as if his old mother was waiting for him at home.

Proposals are reviewed collectively.

8. Group work on card 4.

Teacher. Reinforcing the ability to place punctuation marks in IPP, you will complete the task on the card. Try to avoid mistakes, control the actions of other students in the group.

Place punctuation marks, write down the numbers where you put commas.

The maples wake up from sleep (1) so that (2) the leaves flutter like butterflies (3).
The waves (1) maddened (2) with rage (3) beat very close to the shores with such force (4) that (5) they shook.
The doctor telegraphed his wife (1) that (2) he would be passing through Leningrad (3) and asked (4) to come to the station.
It takes (1) centuries (2) and blood (3) and struggle (4) to create a person from a slave.
I said (1) that I was joking (2) and (3) having found my bed (4) I ducked with my head under the blanket.

At the end of the work, the groups exchange cards and check the correctness of the work, using the sentences and correct answers projected on the board.
(Annex 1 . Slides No. 23-27)

9. Generalization

– What task did we face today?
– Look at the table and conclude what types of adverbial clauses exist?
– There are still blank columns in the table. Why do you think?

– Not all types of subordinate adverbial clauses have been considered by us today. We will continue the conversation about other types of adverbial clauses in the next lessons.

10. Homework: Shklyarova's workbook ex. 42, 49, 58, make diagrams for the sentences.

Task B7 tests the ability to analyze the structure of a text and determine lexical and grammatical connections between sentences in it. The inability to find means of connecting sentences in the text leads to the inability to construct one’s own statement on a given topic, which is what task Part C is devoted to.Let us remember that the main property of a text is the inextricable unity of form and content. Violation of form, that is, lack of coherence of sentences, can lead to meaningless text.

The connection of sentences in the text is carried out the following means:

· substitute words: pronouns (girl - she) adverbs (in the forest - there), synonyms (quickly, swiftly) antonyms;

· proper name - common noun (officer - Sobolevsky);

· lexical repetitions: ...grandfather stood nearby. Grandfather was very old.;

· repetition of a grammatical form linking two sentences: Pashka drank from the tank. I re-read the schedule again.(V. Belov) Predicates drank And reread expressed by the same forms of the verb (past tense, ow. aspect, singular) and therefore could be homogeneous predicates of one sentence;

· syntactic parallelism: ...what you know as a child, you know for the rest of your life...what you don’t know as a child— You don't know for the rest of your life.(M. Tsvetaeva);

· opposition: I wanted to move on. But he couldn't;

· interrogative sentences (Are there really such forces in the world?);

unions; allied words, particles, introductory words;

· word order in sentences (direct, reverse);

· words that organize logical connections: that's why, it follows from this;

· introductory words organizing the order of utterance: So, finally, to conclude the conversation.

We remind you that a sentence in the text may be related not only with the preceding or subsequent sentence, but also with several standing at some distance.

Let's analyze the tasks

Q7-1 Which sentence is connected to the previous one using a conjunction and an adverb?

(1) Many years later, I realized for myself quite definitely that travel is not only romance, but also a difficult test of the spirit. (2) This is exhausting work, a craft if you like. (3) And also a whole science, which includes many components, including the art of survival.

(According to V. Sundakov)

B7-2. Which sentence is connected to the previous one using a conjunction?

(1) I walked straight through the foothills, far from roads and villages. (2) It was possible to take a bus in Krymsk and in two hours find yourself at the warm sea. (3) But I decided to walk off-road so that in a few days I could see the sea from the top of the mountain. (4) For the sake of this extraordinary moment, I tormented myself with ascents and descents, forded mountain streams.

B7-3. Among the sentences, find one that is related to the previous one using

conjunction and lexical repetition. Write the number of this offer.

(1) I am in the grip of a strange sensation. (2) Walking along a meadow path, along a forest path

forest edge, along every earthly road, at times I imagine myself as a stranger from a distant

(3) In each of these models I am ready to see a great miracle. (4) But I don’t believe in miracles, and

then I have only one thing left: to agree with the imaginary cosmonauts from the book by V.N. Komarov and assume that here, in these complex green structures, or rather, in green living beings, the mind really visited, and if according to science - nature, evolution, life.

Q7-4. Among the sentences, find one that is related to the previous one using

conjunction, demonstrative pronoun and cognate word. Write the number of this

offers.

(1) It’s precisely about the benefits of Pushkin that I would like to talk about. (2) In our time, when

The market with its precise calculation reigns supreme, many people think that

the spiritual sphere of man is insignificant, it can be neglected, it can be

ignore. (3) Indeed, life reigns in a way that is understandable to everyone.

“arithmetic”: you buy where it’s cheaper and better, and the manufacturer, if he doesn’t want to go down the drain, will make sure to please the consumer. (4) But such clarity and logic is actually illusory; those who believe in it are much more gullible and naive than those who believe in the moral powers of the human soul.

(5) “Take care of your honor from a young age,” Pushkin bequeathed in his “The Captain's Daughter.” (6) "A

For what?" - another modern “ideologist” of our market life will ask.

B7-5. Among the sentences, find one that connects with the previous one when

using a personal pronoun. Write the number of this offer.

(1) Recently an airplane flew over these places and sprayed the forest with chemical

liquid. (2) It was planned to expand the area of meadows. (3) They calculated that uprooting a living forest is more expensive than poisoning it from an airplane, and then uprooting it. (4) The matter is not new, it is attractive because it is cheap and therefore is considered progressive and profitable.

(5) Undoubtedly, there are significant advantages in this matter. (6) But there are also very large ones

black grouse, small birds that saved the surrounding fields and forest from pests. (9) Perish

insects, many of which are our friends.

B7-6. Which sentence is connected to the previous ones using a subordinating clause?

union? Write the number of this offer.

(1) The fact of the matter is that in the sixties and seventies, which are now

called the “era of stagnation”, all these powerful means are under strict

state control, were closed to real art. (2) And the people

with his characteristic ingenuity, he returned again to medieval forms

communication. (3) So the very fact of the appearance of the author’s song in these years testified to great disorder in the “Danish kingdom.” (4) And this was immediately understood by the jealous guardians of the ideological purity of our art. (5) Indeed, from the moment of its appearance, the original song was constantly banned and repeatedly anathematized from high stands and in the press.

(6) What is the main merit of Bulat Okudzhava in creating the second song

art? Why is he considered the founder of this trend, although the songs of Yuri Vizbor, Ada Yakusheva and other authors became known even before him?

B7-7. Among the sentences, find one that is related to the previous one using

possessive pronoun and cognate word. Write the number of this

offers.

(1) Scientists claim that Baikal owes its uniqueness to the fact that it

has an amazing self-cleaning system. (2) Its water is purified by a large group of living organisms. (3) This is a friendly family that has developed over the millions of years that the Baikal depression has existed. (4) In clear water there is an unprecedentedly thick layer

microscopic plants absorb sunlight and release more than ten

million tons of oxygen per year and creates about four million tons of new

PRACTICUM “TYPES AND WAYS OF CONNECTING SENTENCES IN THE TEXT”

Types of connection between sentences in the text:

Chain link: Consecutive connection of the second sentence with the first, third with the second, etc. (Chain connection diagram: 1 – 2 – 3 – 4...). The chain connection is due to the alternation of “given” and “new”; the author’s thought develops sequentially: what was “new” in the first sentence becomes “given” in the second, etc.

Parallel connection of sentences in the text: Subordination of the second, third, etc. proposals to the first. (Parallel communication diagram: 1: 2 – 3 – 4 – 5…). The first sentence contains the topic, gives the general outline of the picture, and all the rest are related to it in meaning and grammatically. They detail the overall picture and specify the topic of the text.

Joyful, noisy and fragrant spring in the forest. The birds are singing loudly. Spring streams ring under the trees. The swollen buds smell like resin.

Somewhere over the horizon was walking storm.

MEANS OF CONNECTING SENTENCES IN THE TEXT

Lexical means of communication:

Single-topic vocabulary

Descriptive phrases.

Grammatical means of communication

Unions

Aspectual correlation of verb forms (one tense and one aspect in neighboring sentences) - for example, all verbs are used in the past tense.

Incomplete sentences and ellipsis that refer to previous elements of the text

(All two-part sentences are incomplete)

Sentences can connect several linguistic means at once

( Demonstrative pronoun, synonym and particle)

1. There is a lamp on the table. Fire in the fireplace. There are shadows on the wall.

2. Imitation of the French tone of the times of Louis XV was in vogue. Love for the fatherland seemed pedantry. The wise men of that time praised Napoleon with fanatical servility and joked

3. Friends worked harmoniously. Two boys were chopping wood. Three people put them in a woodpile.

4. One day the reader picks up a book... A memory of the happiness or grief he experienced arises, and, amazed, he exclaims:

- How could this person express my feelings?!

Empathy, a feeling of oneness with the author - this is one of the aspects of comprehension books.

5. They built a highway. Noisy, swift river of life

6. The tourists came out into the clearing. Here they decided to stop for the night.

7. Love the book with all your heart. She is not only your best friend and assistant, but also a faithful companion to the end.

8. My friends are my support. Any of them will always lend me a helping hand.

9. Bison were brought from Belovezhskaya Pushcha to Volyn. The newcomers quickly settled in and stopped being afraid.

10. All the blessings and joys of life are created by labor. Without work you cannot live honestly.

15.

16. The wind was blowing in the field. There was silence in the forest.

17. Play sports! Firstly, it will give you health. Secondly, it will strengthen your spirit and, finally, bring a lot of pleasure.

(D. Likhachev)

19. Someone unfamiliar was standing at the crossroads. I saw this man yesterday.

…

Exercise 4. Restore the order of the sentences

1. And poor people often received no salt at all.

2. At the table, the salt shaker stood near the owner.

3. This is why the word has survived to this dayoversalt in the sense of overdoing it.

4. The owner tried especially hard in front of the rich guest.

5. Once upon a time in Rus', salt was very expensive.

6. He gave more to the one he respected.

7. From this came the expressionslurping unsalted , which means “to leave without getting what you expected.”

8. He himself sprinkled salt on the guests.

9. And often over-salted.

Ferret. He Peasant

2. Khor was a positive person.This They are made Khor an authoritative person.

3. Singing dream, blooming color,

Vanishing day, fading light.

Opening the window, I saw lilacs.

It was in the spring - on a flying day.

Flowers began to breathe - and onto the dark cornice

The shadows of jubilant robes moved.

The melancholy was suffocating, the soul was busy,

I opened the window, trembling and trembling.

And I don’t remember where I breathed on my face from,

Singing, burning, she went up onto the porch.(A. Blok)

forests, mighty, untouched.In forests

talentedtalents.

We saw in the forestmoose. Elk

The call for forest protection should be addressed primarily to young people.

To herto herand decorate it.

He unexpectedly returned to his native village.HisThe arrival delighted and frightened the mother.

A dark sky with bright, needle-like stars floated over the village.Suchstars appear only in autumn.

The corncrakes screamed with distant, sweet twitching sounds.Thesecorncrakes and sunsets are unforgettable; they were preserved forever by pure vision.

ANDjoy flew into the sky like lights. (A. Alekseev).

With the same chatter and laughter, the officers hastily began to get ready; again they put the samovar on dirty water.But

In a word

huge

If you go to the right, you will be rich. If you go to the left, you will be married. If you go straight, you will be killed.

They discussed the book they had read for a long time. That book contained what they had been waiting for. Their expectations were not in vain.

“Pushkin’s work was of particular importance for the further development of the literary Russian language. The great poet in his works managed to combine foreign language borrowings, high Old Church Slavonicisms, as well as elements of colloquial speech.

A friend is arguing. The enemy agrees.

Sea water contains a lot of salt. This is why it cannot be used to prepare various dishes.

TEST WORK “TEXT. MEANS OF CONNECTING SENTENCES IN THE TEXT"

One day the reader picks up a book... A memory of the happiness or grief he experienced arises, and, amazed, he exclaims:

How could this person express my feelings?! Once a person begins to comprehend himself through a book - he writes it or reads it - he goes through with it the most complex process of self-knowledge and self-expression.

Empathy, the feeling of being united with the author, who understood the reader and showed him a similar face and soul, is one side of comprehending a poetic book.

Another equally significant feeling: after realizing oneself - a thirst for an answer, an impulse to action. A person’s eyes are opened to the world - he checks his words and actions, he shapes himself within himself with the help of someone else’s word, someone else’s feeling, someone else’s thought...

One day, a person who is confident that he knows everything and understands everything, who has passed the literature exam with an “excellent” grade, suddenly, as if having seen the light, begins to feel, almost touch words that had not previously evoked strong emotions and associations in him:

The lonely sail is white

In the blue sea fog...

Just yesterday these lines were not even remembered. Today they appeared in my memory, and at the same time a boundless seascape appeared before my mind’s eye...

And the reader is filled with strength from what he read, the desire to fly into the unknown, the desire to push away from everyday life - the world seems to him to be an easily surmountable obstacle on the way to the sun.

One day, someone who has been accustomed to cinema and television since childhood, always rushing about business, will want to stop, look around, feel... A person will want fresh air, flight, inspiration.

One day... a person will want to comprehend the art of words... This is a happy person.

Determine the topic of the text.

Find keywords in the text.

What linguistic means are used to make connections between sentences and between paragraphs?

What is the role of the repeated word “one day” in the text? (The chapter from which the excerpt is taken is called “Once Upon a Time”).

Explain the meaning of the wordsassociation, emotion, empathy.

Find contextual synonyms, antonyms, words with a figurative meaning in the text.

Write down the last two paragraphs, sort out the sentences.

Write an essay “Why I want to re-read the book………….” or write a short essay - express your opinion about the proposed passage of text.

Answers:

Exercise 1. Determine the types of connections between sentences in the text:

Joyful, noisy and fragrant spring in the forest. The birds are singing loudly. Spring streams ring under the trees. The swollen buds smell like resin. ( Parallel communication )

Somewhere over the horizon was walking storm.She sent out decisive wide peals into the hot summer night. The thunder, already almost exhausted on the way, revived under the dry roof... Chain link

Finally we reached the sea. It was very calm and huge. This calmness, however, was deceptive. Chain link

Forests serve to make our planet healthier. Not only are they giant oxygen-producing laboratories. They also absorb poisonous gases and dust. They are therefore rightly considered “the lungs of our land. ( Parallel communication )

Exercise 2. Determine the way the sentences are connected in the text.

There is a lamp on the table. Fire in the fireplace. There are shadows on the wall. Incomplete sentences and ellipsis,

referring to previous text elements

2. Imitation of the French tone of the times of Louis XV was in fashion. Love for the Fatherland seemed extolled joked

over our failures. (A. Pushkin) Aspectual correlation of verb forms (one tense and one aspect in neighboring sentences)

3. Friends worked harmoniously. Two boys chopped wood. Three they put them in a woodpile. Numerals (quantitative, ordinal, collective)

4. One day the reader picks up a book... A memory of experienced happiness or grief arises, and, amazed, he exclaims: - How could this person express my experiences?! Empathy, a feeling of oneness with the author - this is one of the aspects of comprehension books.Single-topic vocabulary

5. They built a highway. connected the region with the capital. (F. Abramov) Descriptive phrases.

6. Tourists came out to the clearing . Here decided They stop for the night. Adverbs (pronouns-adverbs): here, here, there, everywhere, everywhere, once and others)

7. Love book with all my soul. She not only your best friend and assistant, but also your faithful companion to the end. Pronouns (personal, demonstrative, attributive and others)

8. Mine Friends - my support. Any of them will always lend me a helping hand. Pronouns (personal, demonstrative, attributive and others)

9. Brought from Belovezhskaya Pushcha to Volyn bison Beginners They quickly settled down and stopped being afraid. Synonyms (including contextual ones, descriptive phrases)

10. All blessings and joys life are being created labor. Easily can't be honest live. Lexical repetition, cognates

11. From an early age, learn to be true to your word. Loyalty to your word is your personal honor. (V. A. Sukhomlinsky) Lexical repetition, cognates

12. The sound of a woodpecker was heard overhead. The forest doctor examined the diseased tree. Synonyms (including contextual ones, descriptive phrases)

13. Nature has many friends. She has significantly fewer enemies. Antonyms (including contextual ones)

14. The enemy is terrible behind the mountains. He's much more dangerous behind his shoulders . Antonyms (including contextual ones)

15. The war brought our country a lot of grief, troubles and misfortunes. But our people won because they were

completely devoted to his homeland. Unions (mostly composing)

16. The wind was blowing in the field. In the forest same there was silence. Particles (and, after all, and, after all, others)

17. Play sports! Firstly , it will give you health. Secondly , will strengthen your spirit and, finally , will bring a lot of fun. Introductory words indicating the order of phenomena (thoughts) and the connection between them

18. Being able to speak is an art. Listening is a culture. (D. Likhachev)Syntactic parallelism is the identical construction of several adjacent sentences.

19. Someone unfamiliar stood at the crossroads. This person I have seen And yesterday. (Demonstrative pronoun, synonym and particle)

Exercise 3. Linguistic task

On the third day, when the mirror was shining, the sun appeared from the case of the east,...

On the fifth day, when the cover of night was torn from the head of the stars,...

On the sixth day, when the flame of the sun appeared in the east,...

On the seventh day, when the crystal sun appeared from the cupboard of the sky,...

…The king's slave with a flaming heart came into the courtroom and began to cry out for justice.

…The king's slave, with a face that shone like a mirror, came to the courtroom and began to cry out for justice.

…The king's slave came unveiled into the courtroom and began to cry out for justice.

…the slave took a bottle of oil, appeared in the courtroom and said: “If I do not achieve my rights today, I will burn myself with this oil.”

((To solve this problem, it is necessary to pay attention to such means of connecting sentences in the text as conceptslexical repetition and words of one thematic group:

1 – B Mirror – sun = with a face shining like mirror .

2 – C Ripped off cover nights - without cover

3 – A Flame sun - from blazing with my heart

4 – D From crockery sky closet - bottle oil))

Exercise 4. Restore the order of the sentences ( KEY: 5 2 8 6 4 9 3 1 7)

1.5. Once upon a time in Rus', salt was very expensive.

2.2. At the table the salt shaker stood near the owner.

3.8. He himself sprinkled salt on the guests.

4.6. I gave more to the one I respected.

5.4. The owner tried especially hard in front of the rich guest.

6.9. And he often over-salted it.

7.3. That is why the word has survived to this dayoversalt in the sense of overdoing it.

8.1. And poor people often received no salt at all.

9.7. From this came the expressionslurping unsalted , which means “to leave without receiving

expected."

Exercise 5. Determine the type of connection and means of connection of sentences in the text.

1. On the threshold of the hut, an old man met me: bald, short, broad-shouldered and stocky - himselfFerret. He looked like Socrates: the same high knobby forehead, the same small eyes, the same snub nose.Peasant he felt his dignity, spoke and moved slowly, and occasionally chuckled from under his long mustache.1 text – parallel connection, - grammatical (personal pronoun, unity of tense forms of verbs), - lexical (words of the same thematic group)

Khor was a positive person.This manifested itself in his restraint and attitude towards people.They are they valued other qualities of a man.Economics, ability to manage time correctly, organize everyday life made Khor an authoritative person.( 2 text – chain connection, - grammatical (pronouns: demonstrative and personal, unity of tense forms of verbs)

Exercise 6. Determine the means of communication of sentences in the text.

Lexical repetition - repetition of the same word.Around the city there are low hills forests , mighty, untouched. In forests There were large meadows and remote lakes with huge old pine trees along the banks.

Similar words. Of course, such a master knew his worth, felt the difference between himself and not so talented , but he knew perfectly well another difference - the difference between himself and a more gifted person. Respect for the more capable and experienced is the first sign talents . (V. Belov)

Synonyms. We saw in the forest moose . Elk I walked along the edge of the forest and was not afraid of anyone.

Antonyms. Nature has a lot friends . Foes she has significantly less.

Descriptive phrases. Built highway . Noisy, swift river of life connected the region with the capital. (F. Abramov)

Personal pronouns. 1) And now I’m listening to the voice of an ancient stream. He coos like a wild dove. 2) The call for forest protection should be addressed primarily to young people. To her live and farm on this land, to her and decorate it. (L. Leonov) 3) He unexpectedly returned to his native village. His the arrival delighted and frightened the mother. (A. Chekhov)

Demonstrative pronouns (such, that, this)1) A dark sky with bright, needle-like stars floated over the village. Such stars appear only in autumn. (V. Astafiev) 2) The corncrakes screamed with a distant, sweet twitch. These corncrakes and sunsets are unforgettable; they were preserved forever by pure vision. (B. Zaitsev) – in the second text the means of communication are lexical repetition and the demonstrative pronoun “these”.

Pronominal adverbs (there, so, then, etc.)He [Nikolai Rostov] knew that this story contributed to the glorification of our weapons, and therefore it was necessary to pretend that you did not doubt it. So he did (L.N. Tolstoy “War and Peace”).

Unions (mostly composing)It was May 1945. Spring thundered. The people and the land rejoiced. Moscow saluted the heroes. AND joy flew into the sky like lights. (A. Alekseev). With the same chatter and laughter, the officers hastily began to get ready; again they put the samovar on dirty water. But Rostov, without waiting for tea, went to the squadron” (L.N. Tolstoy)

Introductory words and constructions (in one word, so, firstly, etc.)The young people spoke about everything Russian with contempt or indifference and, jokingly, predicted for Russia the fate of the Confederation of the Rhine. In a word , society was pretty disgusting. (A. Pushkin).

Unity of tense forms of verbs - the use of identical forms of grammatical tense, which indicate simultaneity or sequence of situations.
Imitation of the French tone of the times of Louis XV was in fashion. Love for the Fatherland seemed pedantry. Smart guys back then extolled Napoleon with fanatical servility and joked over our failures. (A. Pushkin) - all verbs are used in the past tense.

Incomplete sentences and ellipsis , referring to previous text elements:Gorkin cuts the bread and distributes the slices. He puts me too: huge , you’ll cover your whole face (I. Shmelev)

Syntactic parallelism – identical construction of several adjacent sentences.To be able to speak is an art. Listening is a culture. (D. Likhachev)

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Winter can be long and harsh in these parts. Frosts sometimes reach 50 degrees. There is snow until June. Snowstorms occur even in April.(Words belonging to the same thematic group.)

They discussed the book they had read for a long time. That book contained what they had been waiting for. Their expectations were not in vain."(Lexical repetitions (that is, repetitions of phrases and words), including the use of cognates.)

Pushkin's work was of particular importance for the further development of the literary Russian language. The great poet in his works managed to combine foreign language borrowings, high Old Church Slavonicisms, as well as elements of colloquial speech.(Synonymous substitutions and synonyms (including contextual, descriptive and synonymous phrases, as well as generic designations).

A friend is arguing. The enemy agrees. (Antonyms (including contextual).

Sea water contains a lot of salt. This is why it cannot be used to prepare various dishes. (Phrases and words with the meaning of certain logical connections, as well as summative ones, such as: therefore, that’s why, in conclusion, let’s summarize, others follow from this.)

The rain is noisy outside the windows. But our house is cozy and warm. (Particles, allied words and conjunctions at the beginning of sentences.)

Sentence patterns in Russian are necessary to explain punctuation marks. They are also indispensable when analyzing a given syntactic unit, especially when it comes to a complex sentence. Direct speech causes difficulties for almost every student. If, at the stage of studying this topic, you learn to compose an appropriate graphical explanation, you will not have any problems with punctuation at all. Let's look at what a sentence pattern is, consider a simple example, all types of complex ones, as well as units with direct speech. This will help you delve deeper into the topic.

What does a proposal outline include?

First, let's figure out what a proposal scheme is and why it is needed. Many people consider this element of syntactic analysis to be just a whim of the teacher, without any meaning. This is wrong. A correctly composed graphic outline will help in further analysis of the syntactic unit.

What should be indicated when drawing up a diagram?

Predicative basis. The main members must be indicated in order to prove that we really have a sentence (after all, it is on this basis that it is distinguished from a phrase); correctly defined subject and predicate will help classify the syntactic unit as one-part or two-part.
If the sentence is complex, then the conjunctions connecting its parts are indicated. The same objects are marked if they are used with homogeneous terms.
Sentence patterns in Russian may contain complicating elements. In the next section we will look at which ones.

It is also worth saying that the graphic display of a sentence is usually enclosed in brackets. They contain every simple sentence. They actually contain simple sentences and they are also part of complex and non-union sentences. If we are talking about a complex syntactic construction, then its main part is enclosed in square brackets, and the subordinate part is in round brackets.

What makes the proposal difficult?

As mentioned above, the scheme of a simple sentence may include elements that complicate it. Let's list them and give examples.

Homogeneous members. They are enclosed in circles in the diagram. In addition, with homogeneous members there may be a generalizing word. It is denoted by the letter "o" enclosed in a circle.
Separate definitions (participial phrases): “Plants that require careful care must be distributed to students during the holidays.” In this sentence there is a participial phrase that comes after the word being defined: “plants”. Accordingly, it must be reflected in the diagram, as well as the member of the sentence to which it relates. [X, |P.O.|, =]. These can be not only participial phrases, but also inconsistent definitions, coordinated, single and widespread. And also applications.
(clarifying parts of the sentence, participial phrases, single gerunds): “Having done the housework, Masha sat down to read her favorite book.” In this sentence there is an adverbial phrase that must be included in the diagram. [|TO|, - =]. Let us give an example with a clarifying phrase. “In the village house, in a cool cellar, grandmother’s delicious pickles were kept.” The qualifying circumstance of place is highlighted with commas and indicated on the diagram. [Х,|УО|, = -].
These syntactic elements are separated by commas and must also be included in the diagram. Let's give examples. "Sergei, bring me a sip of water." We display the address “Sergey” as follows: [O, =]. Also with the introductory words: “They, of course, did not listen to their parents.” We reflect the introductory word “of course” like this: [-,ВВ.СЛ, =].

Simple sentence

The scheme for parsing a simple sentence will be clearer with an example. Let's compose it and give a complete description of the syntactic unit. “We limped up to a dilapidated house hidden among lush greenery.”

First, you need to determine the grammatical basis; both the characteristics and the scheme of the sentence depend on this. An example is a simple one with the stem “we have arrived.” We add the basis to the diagram.

Next, you need to see whether the syntactic unit is complicated. Judging by the presence of punctuation marks, we can safely say yes. Here there is a separate single gerundial participle “limping” and a participial phrase “hiding among the lush greenery.” These elements are reflected in the diagram.

[-,|D|, = X,|P.O.|]. Here is the outline of the sentence, an example of which we gave at the beginning of the section. However, it should be noted that it is compiled academically correctly, but some teachers may make their own requirements. For example, regardless of homogeneity, enter all minor members of the sentence. The scheme then grows and becomes cumbersome. Although, sometimes this is necessary at the initial stage of learning syntax.

Complex sentence

Now let's look at what complex sentences represent in graphical display. The only difficulty in drawing up their diagrams is to determine the boundaries of the simple parts. In addition, it is necessary to know well the difference between compound and complex sentences, because their patterns are radically different. First, let's look at the first type. Let us define the distinctive features of all schemes:

Let's look at what a sentence diagram is. An example is this: “The rain was already ending, and the sun was peeking out in the sky, shining with dim rays, giving hope for a good day.”

First, let's prove that we have a complex sentence. The first part has a predicative basis “the rain has stopped”; the second - “the sun was peeking out.” Between the parts there is a connecting conjunction “and”, coordinating. In this case, it conveys the meaning of a sequence of events. The first part, although common, is not complicated in any way. The second is complicated by adverbial and participle phrases. They will definitely be included in the scheme. [- =], and […,|D.O.|,= -,|P.O.|]. Let us make an explanation: it was necessary to put an ellipsis at the beginning of the second part, since the participial phrase is located in the middle (in front of it is the adverbial place “in the sky”).

Complex sentence

It has a completely different scheme, its differences are as follows:

There is a division into the main part and subordinate parts, and the latter can be located anywhere and even break the main part.
The conjunction is part of a simple sentence (entered in brackets).
The connection between the parts can be different, so in addition to the horizontal diagram, a vertical diagram is sometimes drawn up.

Let's look at specific examples: "Within a few minutes, all the houses disappeared, which until recently seemed like fairy-tale huts standing on a green meadow."

The main part is distinguished from a subordinate clause by two aspects: firstly, it asks a question to the subordinate clauses, and secondly, it does not contain a conjunction. Accordingly, the first one is exactly like this. We enclose it in square brackets. The second sentence is a subordinate clause: it contains a conjunction (in this case, a conjunction word). Also, it is to him that we ask the question from the word of the main part: “huts (what?) that recently seemed...”. The subordinate clause is complicated by the participial phrase. The scheme will be like this: [= -], (which = X,|P.O.|).

Another example: “The dacha where we vacationed in the summer was located in a picturesque place, surrounded by rich forest.”

The difficulty in this sentence is that the subordinate clause “breaks” the main thing. There is a complication in the subordinate clause - a participial phrase. The scheme will be like this: [-, (where - =), = X,|P.O.|].

Direct speech at the end of a sentence

What is a direct speech sentence pattern? As is known, such a syntactic unit consists of someone else’s speech itself and the words of the author. Depending on how these parts are located in relation to each other, the diagram will look like. There are square brackets for each component unit - they are equal.

In the sentence: He said: “Let’s go talk face to face,” the author’s words come first, and then direct speech. The diagram will look like this: [A]: “[P.R]”, since this construction conveys the direct speech of a person, at the end of the sentence there are often question marks and exclamation marks, which must be reflected in the diagram.

Examples: The girl turned and asked: “What time is it?” Please note that the author’s words in this case are complicated by a single isolated gerund. [-,|D|,=]: “[P.R.?].”

Yuri shouted loudly: “Get down!” [A]: “[P.R.]!”

Direct speech in the middle of a sentence

The scheme of a sentence with direct speech in the middle will be like this:

She stood up and said loudly: “I don’t want to participate in this chaos!” - After that, she left the living room.

[A: [“P.R.!”] - a].

Please note that after direct speech, the author’s words must be written in small letters.

Also, if a question or exclamation mark is not required, a comma is placed after direct speech.

Example: Masha read: “Wipe your feet,” and entered the hallway. [A: “[P.R.]”, - a].

Direct speech at the beginning of a sentence

Direct speech can begin a sentence. In this case, the scheme is like this:

“Listen to quiet music,” said the composer and began to play a leisurely melody.

"[P.R.]", - [a].

If direct speech is an exclamatory or imperative sentence, a comma is not needed:

“Can I come in?” - was heard behind the door. “[P.R.?]” - [a].

“We will try again and again!” - the coach encouraged me. “[P.R.!]” - [a].

You are now familiar with the basic types of sentences and their structures.