Complex simple sentence
2. Sentences with homogeneous members
3. Stylistic functions of homogeneous members of a sentence
4. Proposals with isolated members
5. Stylistic functions of isolated members
6. Sentences with introductory and plug-in constructions and their stylistic functions
7. Sentences with appeals and their stylistic functions
1. The concept of complicated simple sentence
A complicated simple sentence includes:
a) homogeneous members of the sentence;
b) isolated members of the sentence;
c) introductory and insert elements;
d) appeals.
All of these cases are also called special phenomena in the syntax of a simple sentence. These constructions are distinguished by great variety and variegation, but they are united by the fact that they give the simple sentence they include additional predicativity, or semi-predicativity.
Semi-predicativeness is an additional message to the main one about the relevance of the statement to reality. Thus, a complicated simple sentence occupies an intermediate position between a simple sentence (with one predication) and a complex one (two or more predicative parts).
2. Sentences with homogeneous members
Homogeneous members are usually called word forms and their complexes that are connected within a sentence by a coordinative connection and perform one syntactic function in the sentence. Any members of a sentence can be homogeneous, both main and secondary - subject, predicate, definition, application, addition, circumstance. Note that the following constructions cannot be considered homogeneous:
1) words repeated for the purpose of reinforcement: I'm going, I'm going in an open field;
2) parts of phraseological combinations: Let's stand upneither light nor dawn; We talkedabout this and that;
3) combinations of verbs acting as a single predicate (simple verb complicated): I'll go have a look what children do; I'll take it and tell you All. Such simple verbal compound predicates are used in colloquial speech;
4) coordinating combinations like: reader and book, Chekhov and the Russian language .
Homogeneous main members of the sentence
Subject. Several subjects connected by coordinating conjunctions or a non-union connection are homogeneous. They can be morphologically of the same type or heterogeneous:
Flattery Andcowardice - the worst vices(expressed by nouns); Somehow in the summerbrothers Andtwo guys from a neighboring yard carelessly went deeper into the forest and soon realized that they were lost(expressed by a noun and a combination of a numeral with a noun).
Nouns in the I.p. form are not homogeneous: Silence , darkness , loneliness and this one is strange noise .
Predicate. The issue of homogeneity of predicates is resolved in a more complex and controversial manner.
Homogeneous predicates are combinations of either simple verbs, or compound predicates, or predicates of a mixed type.
Homogeneous predicates can be single and with dependent words, morphologically similar and heterogeneous, united by a conjunction or non-conjunction:
Linden tablewas recentlyscraped out Andwashed ;
Forestwas old , clean , without undergrowth ;
He will certainlywanted to become a hero and for thiswas ready to do anything , the worst thing is, no matter what they offer him.
Homogeneous minor members of the sentence
The secondary members of a sentence, forming a composed series of word forms, necessarily turn out to be subordinate, i.e. subordinates together. They depend on the same member of the sentence - main or secondary - or the entire sentence as a whole, if they occupy the position of a determinant. Homogeneous additions, circumstances, definitions and applications are distinguished.
Homogeneous additions have the form of one case: Hidefrom the rain Andwind there was nowhere; homogeneous objects are expressed by an objective infinitive: It was orderedappear on time for the exam andreport in front of the group.
Homogeneous circumstances are usually united by the same meaning: time, place, reason, purpose, etc.: His speech flowedhard , Butfree .
It is sometimes possible to combine opposite circumstances, provided that the meaning of the combined words is generalized: Somewhere , once upon a time I heard these words;For what AndWhy I need to be there?
Homogeneous circumstances can be morphologized or designed differently: The lady was explaining herselfin a quiet voice Andwithout looking up .
Homogeneous definitions. Definitions can be homogeneous or heterogeneous. Their distinction is one of the most difficult questions syntax. Homogeneous definitions depend on the same word and can be either consistent or inconsistent:
The newcomer threw back his hood, revealing a completelywet , with hair stuck to forehead head.
Homogeneous definitions can be distinguished based on several criteria: semantics, morphological properties, syntactic characteristics.
In terms of semantics, homogeneous definitions characterize one subject according to different signs or different objects on the same basis:
At the bottomin blue , yellow , lilac the reflection of the city swayed rhythmically in the spots;
He handed it to mered , swollen , dirty hand.
Heterogeneous definitions always characterize one object, but with different sides: Mom looked unusually beautiful in a light olive dress.
The semantic feature, as we have already noted, is not the only one, and to determine homogeneous definitions, the morphological criterion should also be taken into account. Homogeneous definitions include either only qualitative or only relative: They made noise above usbeautiful , slim trees; but: above us there was a mysterious oak forest.
When establishing homogeneous definitions, the syntactic criterion is considered essential, which is identified in three cases:
1. If each of the definitions is directly related to the word being defined, and the definitions themselves are connected by a coordinating connection that allows insertion connecting union And : He handed it to mered , dirty , swollen hand. In this case, the definitions are considered homogeneous.
Definitions are considered heterogeneous if one of them is directly related to the word being defined and forms a phrase with it, and the other definition refers to the entire phrase as a complex name.
2. The homogeneity and heterogeneity of definitions depends on their quantity. The more definitions, the brighter the intonation of the enumeration.
goodspreading , white-trunked , light green, cheerful birch.
3. In the postposition, definitions act as homogeneous. Compare:
Now we are building large stone houses; But: Now we are building housesbig , stone .
There is a lot of subjectivity in the distinction between homogeneous and heterogeneous definitions, which is especially clearly manifested in artistic speech.
Definitions connected by explanatory relationships should be distinguished from homogeneous ones. See example: Completely different city sounds were heard outside; He translated our words into his own, incomprehensible language. Between such definitions you can insert a conjunction And, A that is or exactly. In such relationships, the second word explains the first, reveals its content, names the same concept, but more specifically. Thus, relations of explanation are not identical to relations of homogeneity. In these cases, only the first definition applies to the word being defined, and the second explains it.
Generalizing words with homogeneous members. Homogeneous members can be preceded or followed by words and phrases with such a nominative meaning, which seems to cover the entire range of phenomena, objects, features designated by homogeneous members.
Similar words and phrases that perform in a sentence, as a rule, the same syntactic functions as homogeneous members, are usually called generalizing. The role of generalizing words most often are pronouns, pronominal adverbs with a broad generalizing meaning: everything, everything, no one, everywhere, everywhere, etc.
Phrases and whole sentences can also be used as generalizing units:
On the table there was a bouquet of wildflowers: chamomile, lungwort, wild mountain ash.
Everything that surrounded me seemed extraordinary: the moon, the clouds, and the light.
In relation to homogeneous members, generalizing words can be in preposition and postposition. However, their function turns out to be fundamentally different. The generalizing word is used in postposition: In the steppe, across the river, along the roads - everywhere it was empty. If a word is in preposition, then it is itself explained, clarified by homogeneous members:
Everywhere: in the steppe, across the river, along the roads - it was empty.
Generalizing words are general designations of a final nature, closing a series of homogeneous members. These can be pronouns, pronominal adverbs. In relation to homogeneous members, generalizing words are postpositive.
The words being specified do not generalize, but are themselves specified, explained, and revealed by homogeneous members of the sentence. They are varied in morphological nature: pronouns, pronominal adverbs, nouns, adjectives, numerals, combinations of words: There was game in the basket: two black grouse and a duck. The words being specified are always in preposition in relation to homogeneous members of the sentence.
Stylistic functions of homogeneous members of a sentence. Homogeneous members sentences perform various stylistic functions. Let's indicate them:
1. With the help of homogeneous members of a sentence, a comic effect can be created if distant or incompatible concepts are compared:
At another table a man with a good name, but in thin boots (Gilyarovsky) sits with a scribe.
A comic effect can be created by stringing homogeneous members of a sentence: And above all this, majestically and ponderously leaning its elephant elbows on the frame, it rises... no, it doesn’t rise... it widens... no, it doesn’t widen... it is immeasurably present, it reigns , dominates, suppresses and terrifies the Polish general (Kataev) with his monstrous equipment.
2. Homogeneous members of a sentence give the narrative special expressiveness and tension if each subsequent homogeneous member enhances the meaning of the previous one, i.e., a semantic gradation arises:
Fascism robbed, corroded, and undermined Europe (Ehrenburg).
The meaning of gradation is maintained not only at the level of the meaning of homogeneous members, but of morphemes, for example prefixes: Much has been changed, revised, and revalued during the war years.
3. In artistic speech, homogeneous terms are used in descriptions of objects and surroundings; and also when creating portraits, to characterize a person or an object:
In poetry: Everything, like then, that summer is evil: the harsh rustle of dusty grasses, and the wind breathing ash, and the roar of bombs at the crossings, and the faded brushwood of camouflage, and the hot, greedy progress of cars, and a wounded man on foot on the edge, and he's probably not alone...
In prose: His appearance was very noticeable: tall, lean, somewhat stooped; long flat hair thrown back, almost to the shoulders, a small light mustache above a shaved chin (Teleshov).
4. In official business and scientific styles, homogeneous members of a sentence are used for classifications, detailed descriptions of phenomena and objects:
So, by the beginning of the 30s, only 4 took part in the atomic show actors: electron, proton, neutron and photon.
The use of homogeneous sentence parts in speech, especially common ones, gives speech expressiveness, intonation smoothness or sharpness. Such sentences have a certain rhythmic and melodic pattern. So, for example, sentences with a generalizing word are divided into two parts: in the first part there is a gradual rise in voice, in the second there is a sharp decrease at the beginning of the sentence, then a pause.
Proposal with separate members
The concept of isolation.
General and specific conditions of separation
Types of isolated members of a sentence
Sentences with separate definitions
Offers with special circumstances
Proposals with clarification, explanation, addition
Constructions with the meaning of inclusion, exclusion, substitution
Stylistic functions of isolated sentence members
1. The concept of separation was introduced in scientific circulation prof. A.M. Peshkovsky. Comparing offers: I'm surprised you and your wife don't feel this way. And I'm surprised that you, with your kindness, don't feel it, Peshkovsky drew attention to the fact that in the first case the sentence is intoned differently than in the second, although they are identical in structure. But in the second sentence, the combination with your kindness is likened to the sentence:
although you are so kind
you who are so kind
you being so kind.
What is separation? Separation is the semantic and intonation highlighting of minor members of a sentence to give them greater independence compared to other members of the sentence.
Like homogeneous members of the sentence, separate members contain an additional, additional message. Hence, in sentences with isolated members, additional predicativity, or semi-predicativity, arises. However, unlike homogeneous members of a sentence, which can be either secondary or main members of a sentence, isolated members can only be secondary.
2. The main general condition for isolation is the desire of the speaker or writer
Strengthen, actualize the meaning of any part of the statement;
Explain or clarify any part of the statement.
Along with the general conditions of isolation, there are also specific ones:
word order.
*As a rule, sentence members with the meaning of explanation, clarification are separated if they come after the word being specified:
On right , at the foot of the hills, there was a field
*Separated participial phrases, standing after the word being defined:
Flowers , watered in the morning, emitted a delicate aroma
*Members of the sentence that have a distant location in relation to the word being defined:
Sunlit, the wheat fields glittered across the riverfields.
degree of prevalence of sentence members. This applies primarily to the isolation of circumstances and applications:
She entered the hall without knocking.
She entered the hall without even knocking.
3) the nature of the word being explained. Thus, definitions or applications for personal pronouns are always isolated:
AHe , rebellious, looking for storms
Rebellious,He looking for storms.
3. We indicate the types of isolated members of the sentence
All sentences with isolated members can be divided into 4 groups:
*sentences with separate definitions;
* offers with isolated circumstances;
* proposals with clarification, explanation, addition;
* sentences with isolated phrases with the meaning of inclusion, exclusion and substitution.
Let us consider the indicated isolated members of the sentence.
4. Sentences with separate definitions
Sentences with separate definitions include agreed and inconsistent definitions. The agreed definitions are participial phrases, adjectival clauses, singular participles and adjectives. Let us indicate the main cases of isolation of agreed definitions:
1. If they come after the word being defined:
Flowers, covered with dew, emitted a spicy aroma
Hissoul , I’ve been tired for a long time, I don’t want to believe it either
2. Agreed definitions placed before the word being defined are isolated if they have a circumstantial meaning (reasons, conditions, concessions, goals):
Growing up in poverty and hunger,boy was hostile to those who were, in his understanding, rich.
Wounded by shrapnel in the shoulder,captain did not leave the formation.
3. Definitions relating to personal pronouns are separated, regardless of the degree of prevalence and location of the definition, for example:
Fromhim , jealous, locked in a room, youme , lazy, kind words remember.
4. Agreed definitions are isolated if they are torn off from the word being defined (have a distant location):
Covered by the first thaw , cherry smells goodgardens .
5. Two or more postpositive single definitions are distinguished, explaining the noun:
In the air , hot and dusty , talk of a thousand voices.
Inconsistent definitions are substantivized phrases - these are inconsistent definitions and applications. Inconsistent definitions expressed by indirect cases of nouns are separated inconsistently. The main role here is played by semantic load.
1. If the author needs to emphasize the significance of inconsistent definitions, then he highlights them, for example: This person,with his appearance and manners of a native Volzhanian , immediately reminded Katya of the Vetluga raftsmen. IN in this case an important feature for the author is highlighted.
2. Inconsistent definitions are separated if they relate to a personal pronoun or proper name, for example: She , in a fur coat draped over her shoulders, she sat in the darkness, all alone in the entire carriage.
5. Offers with special circumstances
From a morphological point of view, isolated circumstances are divided into circumstances expressed by gerunds and participial phrases, and circumstances expressed by substantive phrases.
Let us note cases of isolated circumstances:
1. Single circumstances are isolated if they retain the meaning of verbosity:
Month,going golden , descended into the steppe.
The Cossacks dispersedwithout agreeing.
2. Two single gerunds, acting as homogeneous members, are separated:
Shouting and squealing , barefoot boys were jumping.
3. Sentences with participial phrases, as a rule, are isolated regardless of their place in the sentence:
Walking next to him , she silently looked at him with curiosity and surprise.
Let us note cases when adverbial phrases are not isolated:
* if the phrase is closely related in meaning to the predicate and forms with it the semantic center of the statement:
She sat with her head slightly thrown back.
* if the phrase is an idiomatic expression:
Day and night across the snowy desert I rush to youheadlong
* if the turnover acts as a homogeneous member paired with a non-isolated circumstance:
Alyoshalong Andsomehow narrowing his eyes looked at Rakitin.
Single gerunds that have turned into adverbs are not isolated: standing, lying, sitting, slowly, etc.
Sentences with adverbial substantive phrases
Circumstances expressed by substantive phrases with the meaning of cause, condition, time, concession, purpose, consequence can be isolated. They are introduced into a sentence using the following prepositions and prepositional combinations:
with the meaning of the reason – b thanks to, in view of, for reason, for lack of, according to (what?);
with the condition value – in case of (what?);
with the meaning of concession – in spite of (what?), despite (what?), despite (what?);
with the meaning of the goal - to avoid (what?) and etc.
The isolation of such substantivized phrases is optional, i.e. depends on the intention of the speaker. Among the indicated turnovers, as a rule, only the turnover with prepositional combination despite ; in other cases, isolation is not obligatory and depends on the degree of distribution of the phrase, its semantic proximity to the main part of the sentence, the place it occupies in relation to the predicate, the presence of additional adverbial meanings, stylistic tasks, etc. Examples:
Bulba,on the occasion of the arrival of sons , ordered to call all the centurions and the entire regimental rank;Thanks to the excellent weather and especially the holiday , the street of the village of Maryinsky became lively again; We only went during the dayto avoid any road accidents ; My Cossack,contrary to predictions , slept soundly.
6. Proposals with clarification, explanation, addition
We examined the isolated members of the sentence in the proper sense of the word. But along with such isolation, there is an intonational and semantic separation of words and phrases, which can be not only secondary, but also main. They are called clarification, clarification and annexation.
Clarification, or clarifying members of a sentence, narrows the concept and limits its scope. Most often, the circumstances of place and time are specified (although the clarifying members may have other meanings).
In Crimea,in Miskhor, last summer I made an amazing discovery(circumstance of place);
Next day,early in the morning , we went fishing(circumstance of time);
It grew tall here,almost a meter long , grass(definition);
Both,mother and daughter , were wearing straw hats(application).
The explanatory members of the sentence represent the second names in relation to the first ones, i.e. This is a designation of the same concept in other words:
It was Mikhail Vasilievich,or , What was his name,Michelle.
Jaguar,or spotted tiger , we don’t have
Any members of the sentence (minor and main) can be explanatory:
These people were their ownSlobodskie (predicate);
Art,in particular - poetry , there is also knowledge(subject);
He wanted one thing with all the strength of his soul -always be good (addition).
Before the explanatory component, you can insert the words: namely, exactly, that is. Such words are often used as conjunctions and come before the explanatory parts of the sentence: Anna spent the whole day at home,that is, the Oblonskys , and did not accept anyone.
Joining is special way inclusion of sentence members in a statement, when the position of this sentence member outside the main content is emphasized. To add means to introduce something beyond what is complete in content and form. An attached member of a sentence can only be after that part of the statement that has its own rheme, i.e. new informative part. Here are some examples:
I quarreled with my fatherbecause of you ;
I'm sick tooand cruelly at that ;
The young man had a lot of everything -too much ;
She was known as a good housewifeand not without reason ;
Suddenly the wind blewand with such strength, that almost brought us down.
The connecting members of a sentence are connected to the main part of the sentence using various words and phrases: even, for example, in particular, especially, mainly, including, and, and moreover, and in general, etc.
Some syntaxists also include parcellation as joining - stylistic device dividing a statement into parts, imitating such a feature of colloquial speech as spontaneity, unpreparedness, as a result of which in colloquial speech there is an abundance of connecting constructions, as if “following” the main statement:
Grandfather Nechai began to cry again.Loud;
It must be taken!Without wasting time, alive .
We will distinguish between affiliation and parcellation by the degree of independence. Connective structures are introduced into the statement by non-finite signs - commas, dashes; parcellation is introduced by terminating characters - a period, an exclamation mark, a question mark.
7. Separate revolutions with the meaning of inclusion, exclusion, substitution
In school textbooks such phrases are classified as additions; in university textbooks they are separated into a special group based on their meaning – restrictive-exclusive. These phrases are introduced into the sentence using the following prepositions and prepositional combinations: except, apart from, except for, including, excluding, over, instead of. See examples:
I Think,except Russia , in September there are no such days anywhere;
Beyond all expectations , my grandmother gave me several books;
These phrases denote items included in a homogeneous series or, conversely, excluded from it, as well as items that replace others.
Note that the phrase with the preposition is not isolated instead of , if it means "in exchange" or "for": Instead of a sentry there was a collapsed booth.
8. Semantic and stylistic functions of isolated members of a sentence
What is a complicated simple sentence? A comprehensive answer to the question posed will be given in the presented article. In addition, we will tell you about how a simple sentence can be complicated, as well as which ones apply in a given case.
general information
A complicated simple sentence is a sentence that includes some syntactic structure. Moreover, it should not have a grammatical basis.
It should be noted that among the constructions that complicate a simple application, definitions, additions, circumstances, etc. stand out. Let's look at each of them in more detail.
Homogeneous members
What does a simple complex sentence look like? Examples are presented in this article.
If you need to complicate a sentence, then homogeneous members are ideal for this. Usually, this term used in relation to those lexical units that answer the same questions and are also associated with the same word. It should be noted that such sentence members are usually separated by commas (from each other). Let's give clear example: “He collected information for the article in Moscow, Orenburg, and Ufa.”
Definitions
What is the complexity of the (simple) sentence, which is presented below: “The road, paved with tiles, went into the forest.” It is difficult to define. This minor member, denoting a sign of an object and responding to next questions: "which one?", "which one?", "whose one?" In this case it is isolated definition. It should be noted that such expressions can be adjectives or pronouns with or without dependent words, as well as participles or participial phrases and (rarely) numerals.
Let's give a clear example:
- “By nature timid and modest, he was always annoyed with his character traits.” This is a separate definition that refers to a pronoun.
- “On the window, silver from the frost, the flowers bloomed overnight.” This is not a separate definition.
How is such a complicated simple sentence isolated? This can be seen from the examples above. Definitions that come after the definition should be separated by commas. lexical item or refer to a personal pronoun.
Applications
A simple complicated sentence (a test to test knowledge on this topic is very often given after the theoretical part) can include some kind of application, that is, a definition expressed by a noun. As a rule, it gives a completely different name, which uniquely characterizes the selected item. Here are some illustrative examples:
Punctuation of a simple complex sentence with an application:
- personal pronouns are separated;
- applications with the conjunction “how” are isolated;
- common applications that appear after the word being defined are isolated;
- the comma is replaced by a dash if the application is located at the very end of the sentence.
Add-ons
An addition is a minor member of a sentence that denotes an object and answers questions indirect cases. Such turnovers are distinguished if they include the following words: besides, apart from, over, including, except for, along with, excluding, instead of etc. For clarity, let's give an example:
- “She heard nothing but the sound of rain.”
- “I really liked the article, except for some details.”
Circumstances
A circumstance is a secondary member of a sentence that indicates time, place, manner of action and reason, and also answers the questions “when?”, “where?” "why?", "how?" Here's an example:
It should be noted that circumstances are always isolated if they are expressed by a gerund or “despite + noun”.
Introductory constructions and appeals
A complicated simple sentence is a sentence in which there is an address that names the person or thing to whom or what is addressed with a certain speech. Also, instead of addressing, introductory constructions can be used. These are words, combinations or whole sentences with which talking man expresses his subjective attitude to the content of a particular statement (for example, feelings, uncertainty, order of thoughts, source of the statement, ways of expressing thoughts, etc.).
It should be noted that references are always separated by commas. Concerning introductory structures, then they can be separated using a dash or parentheses. For clarity, here are a few examples:
- “One day - I don’t remember why - there was no concert.”
- “The winter looks like it will be cold.”
- “The essence of American films (if you have seen them) is somewhat monotonous.”
- "Oh Mary, how beautiful you are."
Clarifying members of the sentence
The members of a sentence that explain others are called clarifying ones. It should be noted that most often the circumstances of time and place are clarifying. In addition, definitions sometimes act as such members of a sentence.
Here are some examples:
- “The rain started in the evening, around eight o’clock.”
- “Ahead, at the very edge of the road, a large fire was burning.”
Qualifying terms are always separated by commas.
How to determine a simple complex sentence
If you come across a task in which you need to find a simple complicated sentence, then perhaps the following algorithm will help you:
- Eliminate all those sentences that lack punctuation.
- Highlight the stem and eliminate those sentences where punctuation marks separate the stem from each other.
- Regarding the remaining sentences, you should try to find out why they contain certain punctuation marks (introductory words, homogeneous members, adverbial or participial phrases, etc.).
Back forward
Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested this work, please download the full version.
Lesson objectives:
- repeat the basic conditions for complication of a simple sentence;
- develop and improve students’ ability to distinguish between competing syntactic structures when completing task B-5 of the unified state exam in the Russian language;
- work on developing the ability to consciously perform a certain sequence actions when analyzing the syntactic structure of a simple complex sentence.
Equipment:
- presentation for the lesson;
- Handout: flowchart “How a simple sentence can be complicated”; table - material for observations ( Annex 1 ); test tasks ( Appendix 2 )
When completing task B-5 of the unified state exam, students face serious difficulties. Their reason lies in the poorly developed ability of many of our students to distinguish competing syntactic constructions, i.e. those that externally are very similar to each other (for example, a subordinate clause and a separate definition, comparative turnover and a separate application, etc.). It is on this similarity Task B-5 is often constructed, during which our students continually fall into the so-called “traps” set for them by the authors of the exam tests. Therefore, the most important goal of this lesson is to teach children to see these “traps” and not fall into them.
When preparing for the lesson, students are given the task of considering the proposed diagram ( Annex 1 ), which is issued to each student. Children should read these pairs of examples and think about what they have in common and what they differ. No entries before the lesson there is no need to do this in the diagram.
For practical application knowledge gained, we perform test tasks ( Appendix 2 ).
Depending on the preparedness of the students, it is possible to organize work with the proposed material in one or two (preferably double) lessons.
DURING THE CLASSES
1. introduction teachers: justification of the relevance of the lesson topic (see above).
2. Repetition: How can a simple sentence be complicated? Working with the diagram (slide 2)
Students answer the question posed, offer their own options for filling out the empty windows in the diagram, as a result of which we come to the conclusion: a simple sentence can be complicated by homogeneous members of the sentence, isolated members of the sentence (definitions, applications, additions and circumstances), clarifying isolated members of the sentence, and also with words that are not members of the sentence - introductory constructions and appeals. During the discussion, the teacher displays information on the interactive whiteboard (filling in the blank windows in the flowchart), and each student makes notes in his diagram received before the lesson.
3. Observation of examples, formation of recommendations for working with competing designs; performance test tasks.
Further work in the lesson is carried out according to the following scheme:
1) Analysis of examples. Students must answer the questions: WHAT can be confused with WHAT? WHY can this be done? (What unites these designs, how are they similar).
Pairs of examples are recorded in tables - handouts, and students also see them on presentation slides. Each pair of examples is arranged according to the principle: WHAT can be confused / WHAT can be confused with. Competing syntactic structures are highlighted green in the presentation and italics in the table. The names of these structures are displayed on the board and recorded in tables only AFTER class discussion.
2) HOW to avoid mistakes? (What is the difference between the designs, what needs to be done to identify this difference). All information obtained during the discussion of examples and drawing up an algorithm of actions is displayed on the interactive board AFTER the discussion in class, and the children enter it into their tables.
3) Completing test tasks. Students first complete each task independently, and then discuss the result using the interactive whiteboard.
All observed examples are presented on the slides presentations for the lesson.
Graphic comments necessary for explanation (highlighting the word being defined, the basis of a sentence, the boundaries of parts of a sentence, etc.) can be made by the teacher on the interactive board using a stylus, and students can do it in the traditional way in their tables, using a simple pencil or colored paste .
So, slide 3.
A simple sentence with homogeneous members
/ difficult sentence.
General: listing phenomena, using coordinating conjunctions. Differences: sentence structure. Recommendations: find the basics in the sentence, highlight the boundaries of the parts; install, What exactly connect coordinating conjunctions in a sentence.
We carry out the TEST TASK ( Appendix 2 , test I).
Separate definitions/ homogeneous definitions.
General: answer the same question, separated by commas (or separated, but commas can appear both before and after the definition - for homogeneous definitions). Differences: position in relation to the word being defined, different nature of commas in the sentence (emphasis and separating marks). Recommendations: find out the position of the definitions in relation to the word being defined, establish the nature of the commas.
Separate definitions/ subordinate attributive clauses.
General: answer the same question, appear after the word being defined. Differences: absence / presence grammatical basis. Recommendations: find the basics in the sentence, highlight the boundaries of the parts.
We carry out the TEST TASK ( Appendix 2 , test II).
Isolated circumstances expressed by nouns with derived prepositions, / subordinate clauses joined by compound conjunctions.
General: join similar words, answer the same question. Differences: absence / presence of a grammatical basis. Recommendations: find the basics in the sentence, highlight the boundaries of the parts. Pay attention to the morphological affiliation of connecting words (prepositions - conjunctions).
We carry out the TEST TASK ( Appendix 2 , test III).
Comparative turnover/ subordinate comparative clauses.
General: they are added with similar words, answer the same question, the sentence contains a comparison of phenomena. Differences: absence / presence of a grammatical basis. Recommendations: find the basics in the sentence, highlight the boundaries of the parts.
Offer with comparative turnover, affiliated union How/ sentence with a separate application, attached by a union How
General: constructions are appended with the word HOW, separated by commas. Difference: presence/absence of a comparison of phenomena in a sentence. Recommendations: pay attention to the mentioned factor.
We carry out the TEST TASK ( Appendix 2 , test IV).
Clarifying members of the sentence/ subordinate clauses of place or time.
General: answer the same question, separated by commas. Differences: absence / presence of a grammatical basis. Recommendations: find the basics in the sentence, highlight the boundaries of the parts.
We carry out the TEST TASK ( Appendix 2 , test V).
Offer with introductory words/ sentence with a separate circumstance expressed by an adverbial phrase.
General: the construction is a gerund with a dependent word (dependent words). Difference: is not / is a member of the sentence. Recommendations: establish the connection / lack of connection of the structure with other members of the sentence, for this you need to remember that participial turnover– this is an additional predicate (in meaning); remember that you can ask a question from the predicate to the participial phrase, but the question is not asked to the introductory words, because they are not members of the sentence.
Offer with introductory construction/ sentence with an explanatory, comparative, manner of action or time clause.
General: the presence of a sentence stem, can be joined by similar words (Conjunction / allied word How), are separated by commas. Difference: absence / presence grammatical connection with the second part of the sentence. Recommendations: remember meaning introductory constructions (feelings of the speaker, degree of confidence, etc.); remember that to subordinate clause can be set question from the main one, and no question is asked for the introductory sentence.
We carry out the TEST TASK ( Appendix 2 , test VI).
Offer with appeal/ one-part noun sentence.
General: the address and subject in a nominative sentence are usually expressed by a noun in nominative case(or a noun with dependent words); both constructions can be highlighted with an exclamation mark. Difference: presence/absence vocative intonation, which can only be determined in context. Recommendations: pay attention to the context; remember, What called appeal(a word or combination of words that calls the one to whom make a speech)
We carry out the TEST TASK ( Appendix 2 , test VII).
4. Summing up the lesson
In today's lesson, we were once again convinced that analyzing the structure of a sentence requires a careful, thoughtful attitude. We saw how important it is to be able to correctly find the grammatical basis and establish the boundaries of the parts of a sentence. You see, I hope that without systematic exercise it is impossible to achieve success. This, of course, applies to any task, especially to such a difficult one as completing task B-5.
Literature:
- Bagge M.B., Gvozdinskaya L.G., Ivleva V.N. etc. United State exam: Russian language: tests measuring materials. M., "Enlightenment", 2008.
- Blinov G.I. Texts and tasks on punctuation. M., "Enlightenment", 1982.
- Bogdanova G.A. Russian language lessons in 9th grade. M., "Enlightenment", 2002.
- Egoraeva G.T. Russian language. Unified State Exam: collection of tasks and methodological recommendations. M., “Exam”, 2009.
- Lvova S.I., Tsybulko I.P. Unified State Exam: Russian language. Collection of tasks. M., “Enlightenment”, “Eksmo”, 2006.
- Ostrovsky S.L. How to make a presentation for a lesson? M., “First of September”, 2010.
- Tsybulko I.P., Kapinos V.I., Puchkova L.I. and others. Unified State Examination 2010. Russian language. Federal Bank exam materials. M., "Eksmo", 2010.
- Tsybulko I.P., Lvova S.I. Unified State Examination - 2006: Russian language. Tutor. M., “Enlightenment”, “Eksmo”, 2006.
Simple sentences can be complicated by homogeneous and isolated members, introductory words and sentences, addresses, and interjections.
HOMOGENEOUS TERMS OF THE SENTENCE
Homogeneous are those members of a sentence that are the same member of the sentence, relate to the same member of the sentence and are connected to each other by a coordinating connection: A person always has the right to study, rest and work (V. Lebedev-Kumach).
Homogeneous members are usually expressed in words of one part of speech, but can also be expressed in words different parts speeches, for example: The work was done quickly, with amazing dexterity.
Homogeneous members can be common, that is, have dependent words, and non-common, for example: And he came up, spread his wings, sighed with all his chest, flashed his eyes and rolled down (M. Gorky); The frost grew stronger and pinched my ears, face and hands (A. Serafimovich).
A sentence may contain not one row of homogeneous members, but two or more, for example: There are multi-colored lights in front of the house
flared up, spun, rose up like ears of corn, palm trees, fountains, sprinkled with rain, stars, faded away and flared up again (A. Pushkin) - here homogeneous predicates: flared up, spun, rose, fell, faded, flared up; group homogeneous additions refers to the predicate rose (up), and the second refers to the predicate fell down.
Note. In some sentences, words may be repeated: Nature waited, waited for winter (A. Pushkin); White fragrant daisies run back and forth under his feet (A. Kuprin). I waited and waited for the words; back, back are not homogeneous members. They are used in a sentence in order to emphasize the multitude of objects, the duration of an action, its repetition, etc., as well as for greater expressiveness of the message. Such combinations of words are considered as one member of a sentence.
Homogeneous members are connected using coordinating conjunctions and enumerative intonation or only with the help of such intonation.
Homogeneous definitions happen when each of them refers to a defined word, that is, when they are connected by a coordinating connection (allowing the insertion of a conjunction and) and are pronounced with enumerative intonation, for example: In the meadow grew red, yellow, blue flowers.
Heterogeneous definitions happen when they characterize an object from different sides. In this case, there is no between definitions coordinating connection and they are pronounced without enumerative intonation, for example: All around the clearing there were thick, tall spruce trees (M. Prishvin).
Homogeneous members of a sentence can be connected by coordinating conjunctions:
- connective: You need to know a person, and
Yes, the river is narrow, and there is a blue forest. Yes, yellow fields, you are the sweetest of all, dearest of all, Russian, loamy, hard land! (A. Surkov); Siberia has many features both in nature and in human customs (I. Goncharov);
- dividing: Either you, my friend, are tired of the howling storm, or you are dozing under the buzz of your spindle (A. Pushkin); It will either rain or snow, it will either happen or it won’t (proverb); All night the fire of the fire flares up and then goes out (K. Paustovsky); Behind the plain stretches black arable land, over which there are a variety of rooks and jackdaws (A. Chekhov);
- adversative: In the mornings I practiced translations, and sometimes composing poetry (A. Pushkin); You may not be a poet, but you must be a citizen (N. Nekrasov); The forest is not a school, but it teaches everyone (proverb); Our shelter is small, but calm (M. Lermontov).
Notes. 1. After generalizing words, before homogeneous members there may be words like this, namely, for example, indicating the following enumeration: Game includes not only birds, but also animals, such as: bears, deer, wild boars, wild goats and hares (S. Aksakov); The entire Tchertopkhanov estate consisted of four dilapidated log buildings different sizes, namely: from an outbuilding, stables, barn and bathhouse (I. Turgenev).
- After homogeneous members, before the generalizing word there may be words that have the meaning of a total (in a word, in one word), for example: Among the birds, insects, in the dry grass - in a word, everywhere, even in the air, the approach of autumn was felt (V. Arsenyev).
Complex simple sentence
Chapter 1.1. General issues theory of complicated sentences. 2
§ 1.1.1. The concept of a complex sentence. The complication is semantic and syntactic. 2
§ 1.1.2. The difference between a complicated sentence and an uncomplicated one. Signs of a complicated sentence. 3
§ 1.1.3. Types of complications. The complication is constructive and non-constructive. Additional predicativeness and intra-row relations. 4
Chapter 1.2. Additional predicativeness. Its varieties. 5
§ 1.2.1. The concept of additional predicativity. Main varieties 5
§ 1.2.2. Semi-predicativeness. 6
§ 1.2.3. Additional verbal predication. 7
§ 1.2.4. Additional predicativeness and sentence members. 7
Chapter 1.3. Intra-row relationships. Their main manifestations. 8
§ 1.3.1. Row as a syntactic construction. The concept of intrarow relations. 8
§ 1.3.2. Types of rows. Homogeneous members of the sentence. Rows with heterogeneous members. 8
§ 1.3.3. Explanation and its varieties: actual explanation, inclusion, clarification. 9
§ 1.3.4. Analogues of series created by derived prepositions with comparative-excretive relations. 10
Chapter 1.4. Conjunctive constructions that complicate a simple sentence. eleven
§ 1.4.1. Constructions with parallel members (three-term union design) and constructions without parallel members. eleven
§ 1.4.2. Construction with the conjunction “as” in the meaning “in quality”. 12
§ 1.4.3. Designs with comparative unions. 12
§ 1.4.4. Construction without parallel members. Secondary allied connection 13
Chapter 1.5. Communication complication. 14
§ 1.5.1. Insertion structures. Their attitude to the complication.. 14
§ 1.5.2. Appeal. 15
Literature . 16
Chapter 1.1. General questions of the theory of complicated sentences
§ 1.1.1. The concept of a complex sentence. Semantic and syntactic complication
The term “complicated sentence” can be considered traditional. Traditional syntax usually describes different kinds complications, but not determined general concept complicated sentence. And this is completely natural: a complicated sentence could not be defined in general terms, since complication meant very different syntactic phenomena. Complex sentences included those sentences in which there are relatively independent syntactic structures and phrases: isolated members of the sentence, clarifying members of the sentence, homogeneous members, comparative phrases, introductory words and other introductory components, insertions, addresses and some others. Punctuation played an important role in what was taken into account when classifying a sentence as complicated: if a simple sentence has punctuation marks, then it is complicated.
Numerous works of Prof. played an important role in the development of the theory of complicated sentences. A.F. Priyatkina, on which we will rely in explaining this phenomenon. Full description complicated sentence is contained in textbook A.F. Priyatkina “Syntax of a complicated sentence.” – M., 1990.
First of all, it is necessary to determine the relationship of a complex sentence to syntactic units - to a simple or complex sentence. On the one hand, a complicated sentence can be very complex education, structurally rich and semantically no less complex than polypredicative formation. For example: He, the commissar, had to become on a par with Sarychev, if not in personal charm, not in past military achievements, not in military talent, but in everything else: integrity, firmness, knowledge of the matter, and finally courage in battle(K. Simonov). The sentence is complicated by homogeneous members with the union “if not, then,” non-union rows of homogeneous members and two explanations: “he, the commissar” and an explanatory construction with the generalizing phrase “everything else.” Another example:
On the other hand, despite the constructive and semantic complexity, a complicated sentence is a sentence with one predicative center (in our example, “he should have become level”), the complication occurs within a simple, monopredicative sentence. Consequently, the question of the relationship of this phenomenon to syntactic units is resolved unambiguously: this sentence is simple, not complex; grammatical polypredicativity, the main feature that distinguishes a complex sentence from a simple one, is not present in a complex sentence.
To define a complicated sentence as a special syntactic phenomenon, it is necessary to establish which syntactic aspect the concept of “complication” refers to, which syntactic aspect is meant. There is a semantic complication, i.e. semantic polypropositionality: a sentence is semantically complex if it contains more than one proposition. Let's compare two examples: 1) Her new dress was noticed by everyone. – 2) Her embarrassment was noticed by everyone. The first sentence contains one proposition, contained in a predicative construction and a nonverbal extender: “the dress was noticed by everyone” (“noticed” is a predicate, “by everyone” is a subjective actant, “dress” is an objective actant). The second sentence contains two propositions: in addition to the one that is common with the first sentence (concluded in the predicative construction), there is a second one, expressed by the predicate word “embarrassment” and the word form “her” that extends this word: “her embarrassment” - she was embarrassed. Thus, the second sentence is semantically complicated, but there is no formal syntactic complication here; in formal syntactic terms, it is no different from the first sentence. Let’s compare one more proposal with the above: Embarrassed, she fell silent. There are two propositions in this sentence (“she fell silent”, “embarrassed” - she became embarrassed), i.e. the sentence is semantically complicated, polypropositive, and in addition, there is a formal-syntactic complication here, which manifests itself in the syntactic relation of additional predication: the participial phrase is in a two-way relationship - it relates not only to the predicate (“silenced” - why? - embarrassed, because confused; the connection of the gerund with the predicate verb is adjacency), but also with the subject, and this relationship is formalized by intonation emphasis. Another example: There were flowers and gifts on the table. There is no semantic complication in this sentence; the sentence contains one proposition contained in the predicative core: the predicate “lay”, the subject actant “flowers” (“gifts”), the adverbial actant “on the table.” In formal syntactic terms, this sentence should be considered complicated: there are special syntactic relations– coordinated, expressed coordinating conjunction"And". Let's look at another example: I don't think you love her. The offer includes introductory word, intonationally highlighted. Traditionally, sentences with introductory words are considered complicated. Is this really true? What is the introductory word used for? It expresses modal meaning, which relates to the semantic aspect of the utterance, conveying the speaker’s attitude to the content of the utterance (in this case, authorization, representation speaking statements as “one of our own”, combined with persuasiveness, an expression of non-categoricalness). In the grammatical, formal syntactical aspect, the introductory word “in my opinion” does not play any role.
Thus, the complication of a simple sentence is a syntactic, grammatical phenomenon, and as such it has its own distinctive features.
§ 1.1.2. The difference between a complicated sentence and an uncomplicated one. Signs of a complicated sentence
A simple sentence may be quite common, but still show no signs of complication. For example: In the office, two large light bulbs under glass lampshades burned brightly. The predicative core of the sentence is “two light bulbs were burning”; all other word forms are conditional extenders (“ bright were burning", " big light bulbs, light bulbs under the lampshades », « glass lampshades”) and the determinant “in the office”, which relates to the entire predicative core.
A.F. Priyatkina identifies the following features that distinguish a complicated sentence from an uncomplicated one:
1. In an uncomplicated sentence there are only such syntactic positions that are expressed word forms: these are components of the predicative core, conditional extenders included in the sentence as components of a word combination (in the given example, such word forms are highlighted), as well as determinants that extend the sentence as a whole and express the connection with the sentence by word form (in in this example determinant "in the office").
In a complex sentence there are special syntactic positions: the extender is introduced into the sentence directly, and not through a phrase, or the position is duplicated, that is, the sentence contains two (or more) subjects, objects, etc. For example: In the office, crowded with books, two large light bulbs were burning brightly. A sentence has a component introduced directly into it, occupying a special syntactic position as a semi-predicative member. Hence, this proposal is complicated. Another example: In our city in winter, especially in January, very often there is icy conditions. The highlighted component creates a complicated sentence, since there is a duplication of the syntactic position of the adverbial (“in winter, especially in January”).
2. Uncomplicated and complicated sentences differ in syntactic relations. In an uncomplicated sentence, there are syntactic relations of two types: predicative (the relationship between the subject and the predicate) and subordinative (the relationship of the conditional extender to the main word, the determiner to the sentence).
A complex sentence necessarily contains syntactic relations of other types: coordinative, semi-predicative, explanatory, etc. In two recent examples There are such relationships: semi-predicative (“closely crowded…” in relation to the noun) and explanatory (“in winter, especially in January”).
