Why would you need a proposal outline? There are several options. For example, you need to draw up a sentence scheme when parsing it.

You can also schematically depict the parts of the sentence for yourself in order to more clearly present its structure and trace the logic of joining the parts of the sentence to each other (relevant for complex sentences).

If we are already talking about complex sentences, using diagrams it is convenient to analyze sentences with different types of connections. And in simple ones, the scheme helps to visualize the syntactic structure.

In general, whatever one may say, sentence schemes in Russian are far from useless. Now we will summarize this topic. So that you can use this article as a reference material. By the way, in order to correctly draw up diagrams, it does not hurt to repeat some topics on syntax. Now we will analyze examples of circuits and repeat at the same time. So you will benefit from the article twice - at the same time you will get a summary of the types of sentences, punctuation marks in direct speech, homogeneous members, etc. will.

Proposal Mapping Plan

1. Read the sentence carefully, pay attention to what it is according to the purpose of the statement: narrative, interrogative, or incentive. And take note of the emotional coloring: exclamatory or non-exclamatory.
2. Define grammatical foundations. What parts of speech are they?
3. After that, it will be easy to say whether the sentence in front of you is simple or complex.
4. In a complex sentence, determine the boundaries of the simple ones included in it and use a simple pencil to mark them with vertical lines. By the way, also separate the participial and participle turnover and other types of complications with such features.
5. Underline the additional members of the sentence (with a broken line - the addition, a wavy line - the definition and the whole participial turnover, “dot-dash-dot” - circumstance and adverbial turnover). What parts of speech are they?
6. If you have a complex sentence with an allied connection between its parts, pay attention to the unions: they are coordinating or subordinating.
7. The previous paragraph will help you correctly identify the predicative parts of a complex sentence. So, the parts of a compound and non-union complex sentence are equal, mark them with square brackets. The subordinate clause in the complex sentence is marked with parentheses. Do not forget that the union / union word must also be included in them.
8. In a complex sentence in the main part, find the word from which you can ask a question to the subordinate clause, mark it with a cross. From the word, draw an arrow with a pencil to the subordinate clause and write down the question. It also happens that the question to the subordinate clause is posed from the entire main sentence.
9. And now the next step is the scheme of a simple / complex sentence - depending on what you have there. Draw a linear graphical diagram, on which you transfer all the main symbols with which you have previously drawn the proposal. In particular, sentence boundaries, grammatical foundations, complications if the sentence is complicated, the connection between sentences and the arrow with a question, conjunctions and allied words.
10. Complex sentences with multiple clauses will require a vertical diagram to correctly display sequential, parallel, or homogeneous subordination. We will consider these below with specific examples.
11. The numbers above the parts of a complex sentence can indicate the levels of the subordinate clauses, which will reflect their position in the composition of the complex sentence. The main sentence is not marked in any way.

Sometimes teachers may have specific requirements. For example, it will indicate on the diagram, in addition to the main ones, additional members. In addition, there are also reverse tasks when you need to make a sentence according to the scheme. An example of such a task can be found below.

Schemes of simple sentences

So let's start right away and start with a task, no kidding, at the level of grade 2: we need a simple sentence scheme of the form “subject - predicate - subject”. Simple example:

At the same time, you keep in mind that a simple sentence, based on the presence of main members, can be one- and two-part. By the presence of secondary members - common and non-common (in the example above, which one?). And also, according to the presence of a complete or truncated set of necessary members, the proposals are divided into complete and incomplete.

Transferring the main members of the sentence to the diagram, do not let the predicate confuse you. They are:

Now let's move on to the 5th grade and take up sentence schemes with appeal and other types of complications of simple sentences.

Appeal: denoted by O, the sign is separated from the rest of the sentence in the diagram using two vertical lines - │ │. The appeal is not a member of the sentence and only its location and punctuation marks are important:

On the diagram with homogeneous members the latter sentences are indicated by a circle - ○, in which their syntactic role in the sentence can be noted (homogeneous objects, or circumstances, or subjects - any of the possible options). Also, the unions and punctuation marks that stand with them are transferred to the diagram. Generalizing words are also indicated, for example, by a circle, only with a dot in the middle. And in this article we use a square - it’s more convenient for us:

Offers from introductory words: we can designate them as BB and also enclose them in two vertical lines - introductory words are not a member of the sentence. Otherwise, the same aspects are important for the scheme with an introductory word as for the scheme with an appeal:

In the scheme with participle turnover, except for punctuation marks, denote the word being defined. In the scheme with participle turnover and constructions with the meaning of addition and refinement- the most important thing is to indicate their place in the sentence:

You also probably remember that a simple sentence can be complicated. isolated members(some of which are already reflected in the examples above):

• separate definitions (coordinated and inconsistent, single and common, this category also includes participle turnovers);
• separate additions;
• isolated circumstances (germs, participles, nouns and adverbs in the role of circumstances).

Direct speech sentences

The scheme of a sentence with direct speech is not at all difficult: only the boundaries of the sentence, the words of the author and the actual direct speech, as well as the punctuation marks attached to them, are indicated on it. Here are some examples:

Schemes of complex sentences

And now we finally got to the high school program. And now we will consider the schemes of complex and complex sentences with examples. And we will also definitely analyze proposals with an allied, as well as various types of communication.

Let's start with compound sentence: its parts are equal, so we denote them in the diagram with the same square brackets.

AT complex sentence the main and subordinate parts are clearly distinguished, therefore we denote the main part with square brackets, and the subordinate part with round brackets. The subordinate clause can take different positions in relation to the main clause: stand in front of or behind it, break the main clause.

Parts non-union complex sentence are equivalent, therefore, the same square brackets are used here to designate them in the diagram.

Charting offers with different types of communication, easy to get confused. Carefully study the proposed example so as not to make mistakes in the future:

A special case - compound sentence with multiple clauses. When drawing diagrams of subordinate clauses, they are placed not horizontally, but vertically. Sequential submission:

Parallel subordination:

Homogeneous submission:

Make sentences according to the given schemes

Now, after we have analyzed the whole theory in such detail, it will, of course, not be difficult for you to write proposals for ready-made schemes yourself. This is a good training and a good task to test how well the material is learned. So don't neglect them.

1. Proposal with appeal: [ │О?│… ]?
2. A sentence with homogeneous members: [and ○, and ○, and ○ - □].
3. Sentence with participial turnover and introductory word: [X, |PCH|, ... |BB| …].
4. A sentence with direct speech: "[P, - a: - P]".
5. A complex sentence with several types of connection: [ ... ], but [ ... ], (which ...): [ ... ].

Write us your options in the comments - at the same time you can check whether you have learned everything well and figured out the schemes. See for yourself that there is nothing archaic here!

Conclusion

You have worked on a large and voluminous topic. It includes knowledge from different sections of syntax: types of sentences, types of predicates, punctuation marks with homogeneous members of a sentence, direct speech, etc. If you carefully studied all the material, you could not only remember how to designate the members of the sentence in the diagram, but also repeat very important and useful rules.

And if you are not too lazy to write down proposals according to the schemes, then you can say with full confidence: you will meet the control and exams fully armed.

Do you think that this article will be useful to someone else from your classmates? So click on the buttons below and "share" it on social networks. And write, write in the comments - let's chat!

site, with full or partial copying of the material, a link to the source is required.

Since you are here, you are probably a schoolboy who needs to draw up a proposal scheme. This is standard homework. The scheme is usually done as part of the syntactic analysis of the sentence, but it can also be done separately.

I propose to take a test - answer five questions according to the sentence scheme.

Well, what did you get? And now the explanations.

Algorithm for drafting a proposal schema

1. Read the offer carefully.
2. Find the subject and predicate - the grammatical basis of the sentence. There can be several grammatical bases, in which case the sentence is complex. Underline the subject with one line and the verb with two lines.
3. Decide if the sentence is simple or complex.
4. Draw sentence boundaries with vertical lines. Mark the boundaries of simple sentences.
5. For complex sentences, determine the allied connection: a compound or complex sentence. A coordinating or subordinating conjunction.
6. Highlight the adverbial and participial turnover, if any.
7. Find the secondary members of the sentence. Highlight them like this:
   • definition - wavy line
   • addition - dotted line;
   • circumstance - dot, dash, dot, dash;
   • adverbial turnover - dot, dash, dot, dash, stands out on both sides with vertical lines;
   • participial turnover - a wavy line, distinguished from both sides by vertical lines.

Graphic symbols

The main clause is indicated by square brackets, and the subordinate clause by round brackets.

Nastya said that she went home.

[-=],(what…).

Graphic symbols in the scheme

More examples with round and square brackets for the diagrams in the figure. All these are complex sentences:

Nastya walked and prayed that her mother would not scold her.

[-==],(to...).

When Nastya was getting ready to go home, it began to snow.

(When…),[=-].

In the city where Nastya's house is located, it snowed.

[…,(where),=-].

Simple sentence scheme

Now back to simple sentences. Let's start with the simplest:

Nastya was walking.

This is already a common proposal, since in addition to the main members, there is a minor member:

Nastya went home.

I will also give examples of one-part sentences. They have only one member - either the subject or the predicate. The first sentence is denominative, the main member is the subject:

Here is an impersonal one-part sentence, where the main member is the predicate:

It's evening.

Here is a definitely personal sentence in which the main member is the predicate.

I wish you well.

But all these details (impersonal, indefinitely personal) do not need to be memorized at school, the main thing is to indicate the subject with the predicate. What are one-part sentences actually pass in some class, but they are impersonal or indefinitely personal, in my opinion, no longer pass.

There are also simple and compound predicates. Simple:

Nastya was going to go home.

And a compound noun:

Nastya is glad to be helpful.

Schemes with appeals and introductory words

Nastya, go home already!

In the circulation scheme, they are denoted by O and separated by vertical lines. Appeals are not members of the sentence, and therefore are separated by dashes. They can be located anywhere in the offer. The punctuation marks attached to them are usually transferred to the scheme.

Please, Nastya, go home already!

Introductory words are also not members of the sentence and are separated by vertical lines. They are designated BB:

Looks like it's time for Nastya to go home.

Schemes with participial and adverbial phrases

“Leaving the house” - adverbial turnover TO:

Leaving the house, Nastya suddenly stopped.

“gradually thickened” - participle turnover ON:

The fog, gradually thickening, made Nastya's movement difficult.

The cross here indicates the main word “fog”. What fog? Gradually thickened. A question is asked from him, because this is the main word.

The participle can be placed anywhere:

Nastya, leaving the house, suddenly stopped.

[…|TO|,…].

Schemes with direct speech

In such schemes, boundaries, direct speech, the words of the author and punctuation marks are indicated. For example:

“Nastya, or home!” someone said loudly.

"[P!]" - [a].

Someone said: “Nastya, or go home!”.

Someone said: “Nastya, or go home!” – and Petya did not object.

[A]:"[P!]" - [a].

Complex sentence scheme

In a compound sentence, both parts are equal, none is subordinate to the other.

Here is a compound sentence with the conjunction “a”:

Nastya walked, and the fog covered her path.

And here is a compound sentence with the union “and”:

The snow was falling and the wind was picking up.

Compound non-union:

The snow was falling, it was getting dark.

In a complex sentence there is a main and a subordinate clause, so sometimes schemes are made up vertically if there are several levels of dependence. The main is in square brackets, the dependent is in round brackets:

Nastya was told that a test awaited her.

[-=],(what…).

If you still clarify what kind of test awaits her, you get three levels:

Nastya was told that a test awaits her, which will determine her life.

[-=],(what…),(which…).

Here, both pairs of parentheses look the same, while in fact “what a test” is the second level of nesting. First, “what awaits” - “test”. Then “what” - “which will determine”:

[-=],
(what…),
(which...).

But not always several subordinate clauses mean that they are all at different levels. Two subordinate clauses can be secondary to the main one, but absolutely equal to each other:

When Petya approached, Nastya narrowed her eyes to get a better look at him.

(when…),[-=],(to…).

Nastya squinted when? When Petya came up.

Nastya squinted why? To get a better look at it.

Both subordinate clauses refer to “Nastya squinted” - they specify why and when she did it. And not one subordinate clause specifies another subordinate clause. Both are equal, since each clarifies the main thing:

[-=],
(when…), (to…).

§ 1 Drafting proposals and proposals according to schemes

In this lesson, we will remember how to find the grammatical basis and homogeneous members in a simple and complex sentence, learn how to draw up a sentence scheme and a sentence according to an already given scheme.

Usually, a diagram is understood as an image of something using conventional graphic symbols in basic, main, general terms, without details. It helps to understand the essence of the subject. For example, a correctly and clearly drawn up scheme allows you to easily and quickly solve any problem in mathematics lessons. In the same way, a correctly composed sentence scheme helps to see parts of a complex sentence, distinguish a complex sentence from a simple one with homogeneous members, and correctly place commas.

First, let's look at how a simple sentence is structured. Sentence boundaries are indicated by square brackets. Closing the brackets, we put a punctuation mark corresponding to the end of this sentence:. ? ! or ellipsis. Inside the brackets, we depict only the main members of the sentence - the subject with one line and the predicate with two lines in the order in which they follow in the sentence.

The sentence "I love falling leaves." corresponds to the first scheme.

The sentence "Late autumn has come." corresponds to the second pattern.

In a simple sentence, there may be homogeneous members. We also indicate them in the diagram. Secondary homogeneous members are depicted by a circle. If the main terms are homogeneous, then inside the circle we draw the corresponding lines. Don't forget to put commas between homogeneous terms. Consider examples.

The grammatical basis of the sentence is dew covers. Homogeneous secondary members - covers (what?) Ground, grass, bushes.

The grammatical basis of the sentence - The hunter did not go, but turned. Here the predicates are homogeneous.

A complex sentence has several parts. In the diagram, we enclose each part in separate brackets, a comma is placed between them, as well as a union, if it is present in the sentence. At the end of the scheme, the punctuation mark that corresponds to the end of this sentence is put.

The north wind brought clouds, and snowflakes appeared in the air. [-=], and [=-].

This is a complex sentence, it has two parts connected by the union I. Having drawn up a diagram, we can easily see that we need to put a comma.

In the lessons, there is a task not only to draw a diagram for a sentence, but also vice versa - to draw up a sentence according to a given scheme. To do this, you need to carefully consider the scheme, determine which proposal you need to make: simple, with homogeneous members or complex. Next, you need to see the order of the members of the sentence indicated in the diagram, and also pay attention to punctuation marks.

It’s easier to first verbally compose a sentence with only the main members, then distribute it (that is, add minor members) and write it down in a notebook.

We have a complex sentence. It has two parts connected by the union A. In both parts, the subject comes first, and then the predicate. What offer can be made? The cat fell asleep, and the mouse ran out. Let's spread it: The red cat fell asleep, and the cunning mouse ran out of the mink.

The scheme is a visualization that allows you to highlight and understand the main thing. If you learn how to quickly and correctly draw diagrams, you will clearly see the structure of the sentence. The diagram will tell you how to place commas correctly. This will help you avoid punctuation errors in your letter.

§ 2 Brief summary of the topic of the lesson

When drawing up a diagram of a simple sentence in square brackets, the main members are depicted by the corresponding lines, as well as a circle of homogeneous members. When drawing up a complex sentence scheme, each part is enclosed in separate square brackets, commas and conjunctions are placed between them. The diagram is followed by a punctuation mark corresponding to the end of the given sentence.

List of used literature:

1. Buneev R.N., Buneeva E.V. Russian language. Textbook for grade 3. – M.: Balass, 2012.
2. Buneeva E.V., Yakovleva M.A. Guidelines for the textbook "Russian language", grade 3. – M.: Balass, 2014. – 208s.
3. Razumovskaya M.M., Lvova S.I., Kapinos V.I. etc. “Russian language. Textbook for grade 5. – M.: Bustard, 2006. – 301 p.
4. Rosenthal D.E., Telenkova M.A. Dictionary-reference book of linguistic terms. - M.: Enlightenment, 1985. - 400s
5. Isaeva N.E. Russian language workbook for grade 3. – M.: Balass, 2012.-78s.

Why would you need a proposal outline? There are several options. For example, you need to draw up a sentence scheme when parsing it.

You can also schematically depict the parts of the sentence for yourself in order to more clearly present its structure and trace the logic of joining the parts of the sentence to each other (relevant for complex sentences).

If we are already talking about complex sentences, using diagrams it is convenient to analyze sentences with different types of connections. And in simple ones, the scheme helps to visualize the syntactic structure.

In general, whatever one may say, sentence schemes in Russian are far from useless. Now we will summarize this topic. So that you can use this article as a reference material. By the way, in order to correctly draw up diagrams, it does not hurt to repeat some topics on syntax. Now we will analyze examples of circuits and repeat at the same time. So you will benefit from the article twice - at the same time you will get a summary of the types of sentences, punctuation marks in direct speech, homogeneous members, etc. will.

Proposal Mapping Plan

1. Read the sentence carefully, pay attention to what it is according to the purpose of the statement: narrative, interrogative, or incentive. And take note of the emotional coloring: exclamatory or non-exclamatory.
2. Define grammatical foundations. What parts of speech are they?
3. After that, it will be easy to say whether the sentence in front of you is simple or complex.
4. In a complex sentence, determine the boundaries of the simple ones included in it and use a simple pencil to mark them with vertical lines. By the way, also separate the participial and participle turnover and other types of complications with such features.
5. Underline the additional members of the sentence (with a broken line - the addition, a wavy line - the definition and the whole participial turnover, “dot-dash-dot” - circumstance and adverbial turnover). What parts of speech are they?
6. If you have a complex sentence with an allied connection between its parts, pay attention to the unions: they are coordinating or subordinating.
7. The previous paragraph will help you correctly identify the predicative parts of a complex sentence. So, the parts of a compound and non-union complex sentence are equal, mark them with square brackets. The subordinate clause in the complex sentence is marked with parentheses. Do not forget that the union / union word must also be included in them.
8. In a complex sentence in the main part, find the word from which you can ask a question to the subordinate clause, mark it with a cross. From the word, draw an arrow with a pencil to the subordinate clause and write down the question. It also happens that the question to the subordinate clause is posed from the entire main sentence.
9. And now the next step is the scheme of a simple / complex sentence - depending on what you have there. Draw a linear graphical diagram, on which you transfer all the main symbols with which you have previously drawn the proposal. In particular, sentence boundaries, grammatical foundations, complications if the sentence is complicated, the connection between sentences and the arrow with a question, conjunctions and allied words.
10. Complex sentences with multiple clauses will require a vertical diagram to correctly display sequential, parallel, or homogeneous subordination. We will consider these below with specific examples.
11. The numbers above the parts of a complex sentence can indicate the levels of the subordinate clauses, which will reflect their position in the composition of the complex sentence. The main sentence is not marked in any way.

Sometimes teachers may have specific requirements. For example, it will indicate on the diagram, in addition to the main ones, additional members. In addition, there are also reverse tasks when you need to make a sentence according to the scheme. An example of such a task can be found below.

Schemes of simple sentences

So let's start right away and start with a task, no kidding, at the level of grade 2: we need a simple sentence scheme of the form “subject - predicate - subject”. Simple example:

At the same time, you keep in mind that a simple sentence, based on the presence of main members, can be one- and two-part. By the presence of secondary members - common and non-common (in the example above, which one?). And also, according to the presence of a complete or truncated set of necessary members, the proposals are divided into complete and incomplete.

Transferring the main members of the sentence to the diagram, do not let the predicate confuse you. They are:

Now let's move on to the 5th grade and take up sentence schemes with appeal and other types of complications of simple sentences.

Appeal: denoted by O, the sign is separated from the rest of the sentence in the diagram using two vertical lines - │ │. The appeal is not a member of the sentence and only its location and punctuation marks are important:

On the diagram with homogeneous members the latter sentences are indicated by a circle - ○, in which their syntactic role in the sentence can be noted (homogeneous objects, or circumstances, or subjects - any of the possible options). Also, the unions and punctuation marks that stand with them are transferred to the diagram. Generalizing words are also indicated, for example, by a circle, only with a dot in the middle. And in this article we use a square - it’s more convenient for us:

Offers from introductory words: we can designate them as BB and also enclose them in two vertical lines - introductory words are not a member of the sentence. Otherwise, the same aspects are important for the scheme with an introductory word as for the scheme with an appeal:

In the scheme with participle turnover, except for punctuation marks, denote the word being defined. In the scheme with participle turnover and constructions with the meaning of addition and refinement- the most important thing is to indicate their place in the sentence:

You also probably remember that a simple sentence can be complicated. isolated members(some of which are already reflected in the examples above):

• separate definitions (coordinated and inconsistent, single and common, this category also includes participle turnovers);
• separate additions;
• isolated circumstances (germs, participles, nouns and adverbs in the role of circumstances).

Direct speech sentences

The scheme of a sentence with direct speech is not at all difficult: only the boundaries of the sentence, the words of the author and the actual direct speech, as well as the punctuation marks attached to them, are indicated on it. Here are some examples:

Schemes of complex sentences

And now we finally got to the high school program. And now we will consider the schemes of complex and complex sentences with examples. And we will also definitely analyze proposals with an allied, as well as various types of communication.

Let's start with compound sentence: its parts are equal, so we denote them in the diagram with the same square brackets.

AT complex sentence the main and subordinate parts are clearly distinguished, therefore we denote the main part with square brackets, and the subordinate part with round brackets. The subordinate clause can take different positions in relation to the main clause: stand in front of or behind it, break the main clause.

Parts non-union complex sentence are equivalent, therefore, the same square brackets are used here to designate them in the diagram.

Charting offers with different types of communication, easy to get confused. Carefully study the proposed example so as not to make mistakes in the future:

A special case - compound sentence with multiple clauses. When drawing diagrams of subordinate clauses, they are placed not horizontally, but vertically. Sequential submission:

Parallel subordination:

Homogeneous submission:

Make sentences according to the given schemes

Now, after we have analyzed the whole theory in such detail, it will, of course, not be difficult for you to write proposals for ready-made schemes yourself. This is a good training and a good task to test how well the material is learned. So don't neglect them.

1. Proposal with appeal: [ │О?│… ]?
2. A sentence with homogeneous members: [and ○, and ○, and ○ - □].
3. Sentence with participial turnover and introductory word: [X, |PCH|, ... |BB| …].
4. A sentence with direct speech: "[P, - a: - P]".
5. A complex sentence with several types of connection: [ ... ], but [ ... ], (which ...): [ ... ].

Write us your options in the comments - at the same time you can check whether you have learned everything well and figured out the schemes. See for yourself that there is nothing archaic here!

Conclusion

You have worked on a large and voluminous topic. It includes knowledge from different sections of syntax: types of sentences, types of predicates, punctuation marks with homogeneous members of a sentence, direct speech, etc. If you carefully studied all the material, you could not only remember how to designate the members of the sentence in the diagram, but also repeat very important and useful rules.

And if you are not too lazy to write down proposals according to the schemes, then you can say with full confidence: you will meet the control and exams fully armed.

Do you think that this article will be useful to someone else from your classmates? So click on the buttons below and "share" it on social networks. And write, write in the comments - let's chat!

blog.site, with full or partial copying of the material, a link to the source is required.

You can learn how to quickly analyze the most complex sentences and draw up diagrams at trainings. Classes are held weekly from September to the end of May. In addition to webinars, you will receive rich material for self-study.

But perhaps this article is enough for you.

So. There are two main types of complex sentence schemes: vertical (it is also called deployed) and horizontal.

Horizontal offer layout

On the horizontal diagram, subordinate clauses are depicted with the help of round brackets, the main ones with the help of square brackets, construction breaks are shown, punctuation marks are put, arrows indicate the subordination (the arrows go from the main clause to the subordinate clause). On such a diagram, the boundaries of sentences are clearly visible, with its help it is easy to explain the placement of punctuation marks between sentences, to show which word the subordinate clause refers to in the main.

Example.

I keep remembering that day when you got a job in a flower shop to earn money, when you came home with a bunch of flowers, when you told about more valuable things than money, you were happy that evening and I gave you a flower vase , which still stands on the coffee table, depicting that everything remains the same.

Vertical offer layout

On the vertical diagram, all sentences are depicted by numbered rectangles (sometimes teachers require subordinate circles to be depicted, and main ones - rectangles), the figures are distributed according to the levels of subordination. Sentence links are indicated by straight lines. The main sentences, regardless of their location in the text, are depicted on the first level and connected with lines. Homogeneous sentences are circled in an oval. Such diagrams do not show breaks in structures, do not place punctuation marks. The vertical diagram clearly shows the relationship between simple sentences in a complex one.
Here is the vertical diagram of the complex sentence from the previous example.

Instructions for drawing up a complex sentence scheme

1. Circle in an oval or mark with a marker all subordinating conjunctions and allied words. These words will have to be learned. Otherwise, you will not be able to parse complex sentences.
2. Underline the stems of the sentences (subjects with one stroke, predicates with two strokes).
3. Number the sentences as shown in the pictures.
4. Build a horizontal diagram.
5. Build a vertical layout.
6. Count the number of sentences on the diagrams and in the sentences. It is important that it matches. Sometimes students get confused when numbering, at which point the error should show up.

Do not deviate from this procedure, otherwise you will get confused.

If the sentence is given without punctuation marks, then first draw the sentence diagrams, then place the signs on the diagrams, and only after that place the signs in the text.

How to show a construction gap in a complex sentence diagram

If the sentence is broken by another sentence, draw as in mathematics (brackets in brackets). Sometimes it is impossible to show the structure of a sentence only with brackets; in these cases, dots are put showing part of the structure. Look at the drawing. It shows a diagram of a complex sentence with a construction break.

How to show homogeneous sentences on the diagram

Homogeneous sentences on a vertical diagram circle in an oval. So it will be seen that they are exactly homogeneous, and not just subordinate, for example. On the horizontal diagram, we show homogeneous main clauses and homogeneous subordinate clauses with arrows with questions. If you do not have a subordinate connection, and the common word makes the sentences homogeneous, then you will not be able to show on the horizontal diagram that the sentences are homogeneous. In the proposed example, the main sentences are homogeneous.

How to show direct speech on a sentence diagram

Direct speech is not shown on the diagram of a complex sentence, since it is considered a complication of the structure of a simple sentence within a complex one. If direct speech itself is a complex structure, its scheme is drawn separately, next to the scheme of the main sentence. The same applies to insert structures. The figure shows as shown complex sentence scheme with direct speech.