A complex non-union sentence is a sentence, the parts of which are connected without the use of allied words and conjunctions, but solely with the help of intonation and the ratio of tense forms and the type of verbs.

For example: The stars were slowly hiding, the pink stripe of light in the east was getting wider, the white foam of the sea waves was connecting with the distant horizon. This sentence tells about the beauty of the early morning, all parts in it are connected by enumerative information. The verb forms in the sentence are homogeneous.

The concept and meanings of complex non-union proposals

In the Russian language, complex non-union sentences are especially widespread in fiction and in colloquial speech, in particular in dialogue, in which intonation, facial expressions and gestures express semantic meaning and do not require the help of unions or allied words for this.

Example: The wagon started, the bell rang, the horses flew into the distance. This proposal consists of three simple sentences. The phenomena described in it follow each other without violating the principle of logical sequence. Therefore, we see that the use of unions is not mandatory here.

Punctuation marks: comma, semicolon

In most cases, parts of a complex non-union sentence are separated in writing by commas or semicolons. A comma is placed if the sentences are short and related in meaning. For example: The road became more bumpy, the wheels kept hitting the rocks.

A semicolon should be used if the parts of the sentence are more common, but still related in meaning. Example: Maples, lindens, oaks grew from the outskirts; then they began to meet us much less frequently; thick spruce groves advanced sharply like a solid wall.

Colon and dash in complex non-union sentences

A colon is placed between such parts of complex non-union sentences that clarify or provide additional information about the first simple sentence. Philology distinguishes three main cases in which a dash should be put:

1. Group of sentences or second sentence indicates a causal relationship first offer. For example: Read books: they will help you become wiser.

2. Group of sentences or second sentence reveals the content first offer. For example: The glade was cheerfully full of flowers: calendula was brightly yellow, forget-me-nots were modestly blue, chamomile was white.

3. Group of sentences or second sentence complements the first, often carries the connotation of a warning. For example: Suddenly I feel: someone is touching my shoulder and pushing hard.

If the sentences in the non-union complex sentence are logically not interconnected with each other, a dash is put, in particular:

1. If the offer describes sudden change of action. For example: I woke up - six stations ran back.

2. When opposing one sentence to another. For example: I have been working for seventeen years - this has never happened to me.

Please help, I really need it!!! Continue this example to get the following types of sentences:

parts of which you need to put commas, a simple sentence with homogeneous members (without unions), an union-free complex sentence, between the parts of which you need to put a semicolon (;). Here is a suggestion: The house was built from an old kondo tree.

Please help, I really need it!!! Continue each given example to make sentences of the following types:

parts of which you need to put commas, a simple sentence with homogeneous members (without unions), an union-free complex sentence, between the parts of which you need to put a semicolon (;). Here are the suggestions: 1) Behind the village rises the Urals. 2) The house is built from an old kondo tree. 3) The little house peeps good-naturedly from under its rusty boarded roof through narrow windows with white shutters. 4) Fields spread around the village.

Associative compound sentences are widely used in works of fiction, especially in the dialogues and monologues of heroes, when the writer

seeks to reflect the features of the syntax of oral speech. Find non-union complex sentences in the 1st act of D. Fonvizin's comedy "Undergrowth". Write down 5 sentences.

Please help, I really need it!!! Continue each given example to make sentences of the following types:

between the parts of which you need to put commas, a simple sentence with homogeneous members (without unions), an union-free complex sentence, between the parts of which you need to put a semicolon (;). Here are the suggestions: The house is built from an old kondo tree. The little house peeps good-naturedly from under its rusty boarded roof through narrow windows with white shutters.

1. Indicate a non-union complex sentence.

A) the wheels rattled, a green fire flashed at the crossing, the booth emerged from the darkness and disappeared again.
B) in the sleepy, frozen air there was a monotonous noise, without which the steppe summer night cannot do ...
C) the spring wind climbs out of the skin, the gate clicks, the bushes twist, the damp fence pushes to the side.
EXPECT AN UNION-FREE COMPOUND SENTENCE EXAMPLE

2. Indicate the correct explanation of the statement in the sentence WILL READ BOOKS, WILL KNOW EVERYTHING.
A) The content of the first part is opposed to the content of the second
B) the first part indicates the time or condition of what is said in the second part
C) the second part contains a conclusion, a consequence of what is said in the first part
GIVE AN EXAMPLE OF A UNION-FREE COMPLEX SENTENCE IN WHICH THE CONTENT OF THE FIRST PART IS CONTRASTED TO THE SECOND

3. indicate the non-union complex sentence, between the parts of which a dash is placed (some punctuation marks are omitted)
A) Clear blue sky is warmer and brighter the sun has become
B) I raised my head forward with fire on an overturned boat, a miller was sitting and talking with my hunter
C) How long has the blizzard been dusting again apples in bloom
GIVE AN EXAMPLE OF A UNION-FREE COMPLEX SENTENCE BETWEEN THE PARTS OF WHICH IS A DASH

4. Indicate the correct explanation of the colon in the sentence "ONLY SEE: THE PALE HORSEMAN DOWN ON THE GRASS"
A) The second part explains the first, i.e. reveals its content
B) The second part indicates the reason for what is said in the first
C) the second part complements the meaning of the first, spreading one of its members
SUGGEST AN EXAMPLE OF AN UNION-FREE COMPOUND SENTENCE IN WHICH THE SECOND PART POINTS TO THE REASON OF WHAT THE FIRST SAYS ABOUT.

5. indicate a non-union complex sentence, BETWEEN THE PARTS OF WHICH A COLON IS PLACED (punctuation marks are omitted)
a) It was a beautiful morning and it rained at night.
B) we walked around the estate where there was no passage.
C) The windows from the inside were tightly curtained with shutters closed.
SUGGEST AN EXAMPLE OF A NON-UNIONAL COMPLEX SENTENCE, BETWEEN THE PARTS OF WHICH A COLON IS PLACED.

6. indicate the non-union complex sentence, BETWEEN THE PARTS OF WHICH A COMMA IS PUT (punctuation marks are omitted)
A) Popularity is like youth, it passes and never returns.
B) day after day a hard wind blew, the fields turned pale white ...
C) The smoky sun rises will be a burning day.
EXPECT AN UNION-FREE COMPOUND SENTENCE WITH A COMMA BETWEEN THE PARTS

At the final lesson on this topic, I suggest that students find out the role of the BSP in artistic speech using the example of I. Bunin's story "Clean Monday".

The variety of semantic relations between the parts of the BSP allows the artists of the word to use these constructions of expressive paintings in an interesting, original, sometimes unexpected way.

BSP is one of the amazing, vivid syntactic means of expressive speech.

The purpose of our lesson is to consider these sentences from the point of view of the visual and expressive possibilities inherent in them and to consolidate the skill of punctuation in sentences of this type. In the lesson, during the syntactic analysis of the text, a linguistic experiment, we must find out the stylistic possibilities of the BSP and prove their advantages over allied ones in the implementation of the author's intention in the story "Clean Monday".

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SUBJECT. The role of non-union complex sentences in artistic speech.

(On the example of I.A. Bunin's story "Clean Monday").

(SLIDE #1)

Lesson goals.

1 .Summarize students' knowledge on the topic "Union-free complex sentences"

2. Find out the properties of the BSP in a literary text.(SLIDE #2)

Lesson type: summarizing the topic.

Receptions and methods: linguistic analysis of the text at the level of syntax; stylistic experiment; text construction; stylistic improvement of the text by selecting synonymous constructions; graphic dictation; punctuation - syntactic analysis of sentences.

During the classes

I. The word of the teacher. (SLIDE #3)

Today we are finishing studying the BSP and we must find out the role of these constructions in artistic speech.

The variety of semantic relations between the parts of the BSP allows the artists of the word to use these constructions of expressive paintings in an interesting, original, sometimes unexpected way.

BSP is one of the amazing, vivid syntactic means of expressive speech.

The purpose of our lesson is to consider these sentences from the point of view of the visual and expressive possibilities inherent in them and to consolidate the skill of punctuation in sentences of this type.

II. Repetition of what has been learned. We recall what we learned about the BSP.

Task number 1. Which statement is false.(SLIDE #4)

1. In BSP, simple sentences are connected in oral speech by intonation.

2. The semantic relations in the BSP depend on the content of the simple sentences included in them.

3. Punctuation marks in the BSP do not depend on the nature of the semantic relationships between its parts.

1. In the BSP, the semantic relationships between sentences are expressed less clearly than in allied ones.

2. Non-union slows down the movement of thought in the text, and multi-union gives the impression of swiftness, a quick change of events.

3. BSPs have the greatest potential for creating expressiveness, especially if there are clear logical relationships between the parts.

Task number 2. Continue assertion. (SLIDE #5)

1. If the 2nd part of the BSP describes a sudden change or an unexpected outcome of events in 1st part, then between the parts is put ...

2. Between the remote and widespread parts of the BSP is placed ....

3. If the BSP can be replaced by the SPP with unions - if, when, then between the parts of the BSP is placed ...

1. If the 2nd part of the BSP is represented by a direct question, then between the parts is put ...

2. Parts of the BSP, closely related in meaning and having enumerative relations, are separated ...

3. The explanatory and explanatory function in the BSP is performed by ...

Task number 3. Complete this linguistic term.

Until the 50s of the 20th century, the opinion prevailed in the linguistic literature, according to which BSPs were considered as complex sentences with omitted conjunctions. Therefore, depending on the nature of the semantic relations between the parts, they were included either in a group or in a group ...

Task number 4. linguistic experiment.

Place punctuation marks in the BSP. Replace these sentences with synonymous allied constructions. Draw up diagrams of the BSP, determine the semantic relationships between the parts. (At the blackboard)

1. Left alone, we spent a little more time in the dining room, I decided to play solitaire.

2. And I believe ardently believe somewhere there he is waiting for me.

3. If you didn’t give it back on time, blame yourself.

4. The ocean rumbled behind the wall with black mountains, the blizzard whistled hard in heavy gear.

5. He wrote almost every week there was no answer. He threatened, pleaded, she was silent.

6. You look closely at the clouds, the moon is floating. And again my absent-mindedness was replaced by surprise and even anxiety - what is it with her?

7. The night seems endless and the sweet warmth of the bed is the warmth of the old house.

Conclusion.

What is the difference between the BSP and the allied ones?

What plays an important role in expressing the semantic relationship between the parts of the BSP?

Why in modern linguistics BSP stand out as an independent syntactic unit?

Conclusion.

BSPs differ from allied ones in the absence of unions, the use of, ; : -. There are such BSPs that cannot be replaced by allied ones; the BSP has greater stylistic possibilities than the allied ones. By separating them into an independent group, we emphasize the richness of the Russian language.

III. Working with the story of I.A. Bunin "Clean Monday"» .

Teacher's word.

1. What do you know about Bunin?
2. What works by the author have you read?

Today we are in Bunin's workshop, in the "mercilessly beautiful", irreproachable workshop of the writer's language.

“Take Bunin out of Russian literature, and it will fade, lose its vibrant rainbow brilliance and starry radiance of his lonely, wandering soul” (M. Gorky).

“Bunin was excellent, with complete perfection, in the Russian language. He knew him as only a person who infinitely loves his homeland can know.

Bunin's language is simple, even at times stingy, very precise, but at the same time picturesque and rich in sound terms - from ringing copper enthusiasm to the transparency of flowing spring water, from measured chasing to intonations of amazing softness, from light melody to slow peals of thunder. (K. Paustovsky). (SLIDE #6)

The story "Clean Monday", written in 1944, during the period of the victorious offensive of the Red Army and during the period of an unusual upsurge of creative forces, was included in the cycle "Dark Alleys". According to the testimony of the writer's wife, on one of his sleepless nights, Bunin left the following confession on a piece of paper:“I thank God that he gave me the opportunity to write Clean Monday.

First of all, the thought of the Motherland, so distant and beloved.

In one diary he wrote:“How can we forget the Motherland? She is in the shower. I am veryRussian person. It doesn't disappear over the years."

Task number 5. Before you is an excerpt from Bunin's story "Clean

Monday". Read. Find the BSP and determine the semantic relationships between the parts.

“How good. And now only in some northern monasteries this Russia remains. Yes, even in church hymns. Recently I went to the Zachatievsky Monastery - you cannot imagine how wonderfully the stichera are sung there! And Chudovoe is even better. I Last year, everyone went there on Strastnaya. Ah, how good it was! Puddles everywhere.

the air is already soft, the soul is somehow tender, sad, and all the time this feeling of the homeland, its antiquity ... All the doors in the cathedral are open, the common people come in and out all day, the whole day of the service ... Oh, I'll go somewhere to a monastery, to some most deaf place,Vologda, Vyatka!”(SLIDE #7)

Questions. (SLIDE #8)

What type of speech is this passage?

What is the theme of the passage?

By what syntactic means is it achieved?

What is the inner state of the heroine, what are the features of her speech?

Conclusion (SLIDE No. 9)

Type of speech - description. The theme of the passage is the feeling of the motherland, its antiquity. The author is convinced that real Russia is in monasteries, cathedrals, among ordinary people. To convey the fullness of the heroine's feelings from delight -! - to tender sadness -... - the author uses laconic in form, but capacious in content, BSP and simple one-part sentences. BSPs are distinguished by lightness, conciseness, simplicity, grace, they serve to convey the harmony of the external - a description of nature - and internal - the state of the heroine after visiting the monastery.

Task number 6. In the following passages, punctuate. Compare the syntax of these passages

1. “I carefully dressed, timidly kissed her hair, and tiptoed out onto the stairs, already brightening with a pale light. I was walking on the young sticky snow, the blizzard was gone, everything was calm and you could already see the smell of snow along the streets. I reached Iverskaya, whose insides were burning hot and shining with whole bonfires of candles, and standing in a crowd of old women and beggars on the trampled snow, took off my hat on my knees... tears:

• Oh, don't kill yourself, don't kill yourself like that! Sin, sin!

1. “The letter I received two weeks later was a brief affectionate but firm request not to wait for her no longer try to look to see. “I won’t return to Moscow, I’ll go to obedience for now, then maybe

I will decide to be tonsured... May God give me the strength not to answer me, it is useless to prolong and increase our torment...”

Questions and tasks.

1.Find the BSP. Explain punctuation marks. What are the semantic relationships between the parts. Make diagrams.

2. Compare the schemes in part 1 and in part 2. What is common, what is different?

Conclusion.

The dash is used as an indicator of surprise, opposition, as well as an explanatory sign. The dash is used by the author as a psychological sign to create pauses, to describe the state of mind of the characters at a tragic moment, at the moment of making an important decision.

Task number 7. Linguistic experiment. Restore the author's text, i.e.replace SPP - BSP. Write down your choice. Make BSP diagrams.Determine the semantic relationships between the parts.

“At ten o’clock in the evening, the next day, having risen in the elevator to her door, I opened the door with my key and did not immediately enter from the dark hallway, behind which it was unusually light. Everything was lit: chandeliers, candelabra on the sides of the mirror. When I slammed the door of the hallway, the sounds stopped, and the rustle of a dress was heard. When I entered, she stood straight and somewhat theatrical near the piano in a black velvet dress.

Questions. (SLIDE #10)

Is it expedient to replace the allied proposals of the BSP? What were you guided by?

Questions.

What is the stylistic function of the BSP in the author's version?

Conclusion.

The dash indicates the temporal relationship between the parts. BSP allow the author to briefly convey the whole dynamism of the picture: he came - they were waiting for him, but in their meeting one feels some kind of tension, something artificial. She is hiding something.

Task number 8. "Collect" the author's BSP from several sentences. Write it down. Make a diagram. Explain how punctuation marks work. Explain the author's choice of BSP.

“And for some reason we went to Ordynka. We drove for a long time along some alleys in the gardens. Were in Griboedovsky lane. Who could tell us in which house Griboyedov lived? There were no passers-by. Which of them could need Griboyedov?” (SLIDE No. 11)

Questions. (SLIDE #12)

1. How many intonation parts can the whole sentence be divided into? Why?

1. What is the role of punctuation marks?
2. What is the role of rhetorical questions? What is behind them, what is the author's idea?
3. What is hidden behind the external monotony of the action expressed by the verbs - let's go, went, were?
4. Why was the writer forgotten? What is behind this? What if there were passers-by?

Conclusion.

The whole sentence can be divided into 2 semantic parts; combination; , and - allows the author to show a complex and fruitless picture of the search for Griboedov's house. An important part of the sentence is a rhetorical question, in which there is the author's pain, anxiety for human memory.

Task number 9. Designing the BSP. Make a BSP by pairing these sentences. Explain the choice of punctuation marks. Make diagrams.(At the blackboard) (SLIDE No. 13)

1 part

I gave him a ruble...

I followed her, looked with tenderness at her little footprint...

The fluff on her upper lip was frosted. Amber cheeks slightly rosy...

part 2

He sighed ruefully and let it pass.

She suddenly turned around, sensing it.

I couldn't take my eyes off her face.

Question . (SLIDE #14)

What are the functions of dashes in sentences?

Conclusion

1. The dash is a nervous sign.

2. Emotional-psychological sign.

3. Expresses a deep pause.

4. Intonation mark. Sometimes used in an unconventional situation for him.

5. Semantic sign - indicates time, condition, abrupt change of events, opposition, conclusion, consequence, comparison.

III Conclusion of the lesson.

So, today, in the course of syntactic analysis of the text, a linguistic experiment, we found out the stylistic possibilities of the BSP and proved their advantages over allied ones in the implementation of the author's intention in the story "Clean Monday".

We list the functional and stylistic possibilities of the BSP.(SLIDE No. 15, No. 16)

1. BSPs differ from allied ones in less definite semantic relations.

2. Intonation-semantic relations dictate the punctuation marks.

3. BSP is most often found in colloquial and artistic styles.

4. BSP has more opportunities for creating expressiveness than allied sentences.

5. BSPs are plastic, they leave room for the reader's imagination.

6. In a short form, they convey the entire depth, completeness of the picture.

7. BSPs are distinguished by liveliness, lightness, simplicity, elegance, capacity, and the ability to color the statement with additional shades of meaning.

8. Expressiveness, emotionality of the BSP are used in the artistic style. They are able to convey subtle semantic shades.

9. There is great flexibility in the punctuation system in the BSP; along with the mandatory rules, various punctuation variants are allowed.

And returning to the story "Clean Monday" ...

A story about happiness, about the ways to happiness. Bunin thought a lot about happiness, waited for it, searched for it. I would like to end our lesson with a poem by Bunin:(SLIDE #17)

We always remember happiness

And happiness is everywhere

Maybe - it

This spring garden behind the barn,

And clean air pouring through the window.

In the bottomless sky with a light white edge

Rise, the cloud shines.

I've been following him for a long time.

We see little

And happiness is given only to those who know.

IV. Homework.

Repetition of the material covered about the BSP

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Slides captions:

Lesson topic: "The role of non-union complex sentences in artistic speech." (On the example of I.A. Bunin's story "Clean Monday") Teacher of the Russian language and literature, GBOU PU No. 7 Enaldieva Alla Konstantinovna

6. In a short form, they convey the entire depth, completeness of the picture. 7. BSPs are distinguished by their liveliness, lightness, simplicity, elegance, capacity, and the ability to color statements with additional shades of meaning. 8. Expressiveness, emotionality of the BSP are used in the artistic style. They are able to convey subtle semantic shades. 9. There is great flexibility in the punctuation system in the BSP; along with the mandatory rules, various punctuation options are allowedSlide 2

Lesson objectives: to summarize students' knowledge on the topic "Union-free complex sentences"; find out the properties of the BSP in a literary text; develop skills in determining the semantic relationships between simple sentences in the BSP Type of lesson: generalizing repetition on the topic Techniques and methods: linguistic analysis of the text at the level of syntax; stylistic experiment; text construction; punctuation - parsing text

BSP is one of the amazing, vivid syntactic means of expressive speech. The purpose of our lesson is to consider these sentences from the point of view of the visual and expressive possibilities inherent in them and to consolidate the skill of punctuation in sentences of this type.

Recall what we learned about the BSP. Task number 1. What statements are incorrect? 1. In BSP, simple sentences are connected in oral speech by intonation. 2. The semantic relations in the BSP depend on the content of the simple sentences included in them. 3. Punctuation marks in the BSP do not depend on the nature of the semantic relationships between its parts. 4. In the BSP, the semantic relationships between sentences are expressed less clearly than in union ones. 5. Non-union slows down the movement of thought in the text, and multi-union gives the impression of swiftness, a quick change of events. 6. If BSP can be replaced by NGN with unions - IF, SOMEONE a colon is put between the parts of the BSP.

Task number 2. Place the missing punctuation marks in the proposed schemes. one . - the second part indicates the reason 2. - a sudden change or unexpected result 3. - the second part is represented by a direct question 4. - the second part complements, explains 5. - the first part indicates the time or condition for the action 6. - the second part contains a conclusion, consequence

Punctuation and stylistic analysis of the BSP in I.A. Bunin’s story “Clean Monday” “Take Bunin out of Russian literature, and it will fade, lose its vibrant rainbow shine and starry radiance of its lonely. Wandering soul "(M. Gorky)" Bunin's language is simple, very accurate, but at the same time picturesque and rich in sound, from ringing copper enthusiasm to the transparency of flowing spring water, from light melodiousness to slow peals of thunder "(K. Paustovsky )

Working with the text of the story Task No. 3. Find the BSP in this passage and determine the semantic relationships between the parts “How good! And now only in some northern monasteries this Russia remains. Yes, even in church hymns. Recently I went to the Zachatievsky Monastery - you can’t imagine how marvelously the stichera sing there! And in the Miracle Monastery it is even better! Last year I went there all the time on Strastnaya. Ah, how good it was! There are puddles everywhere, the air is already soft, the soul is somehow tender, sad, and all the time this feeling of the homeland, its antiquity. All the doors in the cathedral are open, the common people enter and leave all day, the whole day of the service ... "

Questions. What type of speech is this passage? What is the theme of the passage? What is the author's intention? By what syntactic means is it achieved? (Description, feeling of the motherland, its antiquity, real Russia - in monasteries, cathedrals, among ordinary people, with the help of the BSP)

Conclusion. Why does the author use BSP and simple uncomplicated sentences? What is the inner state of the heroine, what are the features of her speech? (In order to convey the fullness of the heroine's feelings from delight to tender sadness, the author uses BSPs that are concise in form, but capacious in content, BSPs and simple one-component sentences. BSPs are distinguished by lightness, conciseness, simplicity, serve to convey the harmony of the external - description of nature - and internal state of the heroine after visiting monastery).

Questions Is it expedient to replace the allied proposals of the BSP? What were you guided by? What is the stylistic function of the BSP in the author's version? What is the "favorite" sign of the author? Conclusion. (Yes. The author does not need extra words, conjunctions, allied words, large heavy constructions, because they prevent him from conveying the tension of the characters' feelings. - something tension. A dash is Bunin's "favorite" sign, often repeated not only in this passage, but throughout the entire text of the story)

Task No. 4 "Collect" the author's BSP from several sentences. Make a diagram. How do punctuation marks work? “And for some reason we stopped at Ordynka. We drove for a long time along some lanes. Were in Griboedovsky lane. Who could tell us in what house Griboyedov lived? There was not a soul of passers-by. Which of them could need Griboyedov? (And for some reason we went to Ordynka, drove for a long time along some lanes, were in Griboyedovsky lane; who could tell us, Griboedov lived in the house - there were not a soul of passers-by, And which of them needed Griboyedov?

Questions. 1. How many intonation parts can a sentence be divided into? Why? 2. What is the role of punctuation marks? 3. What is the role of rhetorical questions? What is behind them, what is the author's idea? (Into 2 semantic parts. The combination;,: allows the author to show a complex and inconclusive picture of the search for Griboyedov's house. An important part of the sentence is a rhetorical question, in which there is the author's pain, anxiety for human memory.)

Task number 5. BSP design. Make a BSP., Connecting these sentences in pairs. Explain the choice of punctuation mark. 1. She lived alone ... I slipped him a ruble ... I followed her, looked with tenderness at her little footprint ... The fluff on her upper lip was frosted. The amber of her cheeks turned slightly pink... 2. Her widowed father lived in Tver. He sighed ruefully and let it pass. She suddenly turned around, sensing it. I couldn't take my eyes off her face.

Question. What is the function of a dash in a sentence? 1. Dash is a nervous sign. 2. Emotional-psychological sign. 3. Expresses a deep pause. 4. Intonation mark. Sometimes used in an unconventional situation for him. 5. Semantic sign - indicates time, condition, abrupt change of events, opposition, conclusion, consequence, comparison.

Findings. Generalizations. Let us list the functional and stylistic possibilities of the BSP. 1. BSPs differ from allied ones in less definite semantic relations. 2. Intonational-semantic relations dictate the placement of punctuation marks. 3 BSP are most often found in colloquial and artistic styles. 4. BSP has more opportunities for creating expressiveness than allied sentences. 5. BSPs are plastic, they leave room for the reader's imagination.

6. In a short form, they convey the entire depth, completeness of the picture. 7. BSPs are distinguished by their liveliness, lightness, simplicity, elegance, capacity, and the ability to color statements with additional shades of meaning. 8. Expressiveness, emotionality of the BSP are used in the artistic style. They are able to convey subtle semantic shades. 9. There is great flexibility in the punctuation system in the BSP; along with the mandatory rules, various punctuation options are allowed

I.A. Bunin. We always only remember about happiness, And happiness is everywhere. Maybe - it's This spring garden behind the barn, And clean air pouring through the window. In the bottomless sky, a light white edge Rises, a cloud shines. I've been following him for a long time. We see little, And happiness is given only to those who know.

1. What is the main means of communication between simple sentences in a non-union complex sentence?

Unlike compound and complex sentences, the parts of which are connected with the help of conjunctions and allied words, the parts (sentences) in the composition of a non-union complex sentence are connected with the help of intonation and meaning. Graphically, semantic and intonational relations are expressed with the help of punctuation marks.

2. Give examples of non-union complex sentences with enumerative, warning, explanatory and comparative intonation.

A strong wind was blowing, it was raining, ice crunched underfoot. - enumerative intonation.
We were very tired: the mountain turned out to be steep, and the road was broken. - warning voice.
I was upset: a friend went on vacation to the village. - explanatory intonation.
They plow the arable land - they don’t wave their hands. - comparative intonation.

3. What punctuation marks are placed between parts of non-union complex sentences? When is each of these signs placed? Give examples for each case.

A comma is placed in a non-union complex sentence with enumerative intonation. The sentence then has the meaning of simultaneity or succession.
The moon shone brightly, the lake was as if covered with silver.
A semicolon is placed in the same cases, but if there are already commas in parts of the complex.
The moon, round and sparkling like new money, shone brightly; the lake, striking in its smoothness and immobility, was as if draped with silver.

A colon is used in a non-union complex sentence in the following cases:

If the second part contains a reason (you can insert a union because): We are cold: it was already real frost on the street;
if the second part reveals the meaning of the first (you can insert words namely): He looked terrible: his nose was broken, there was a bruise under his eye;
if the second part explains the first (you can insert (and felt) that, etc.): I turn around: he is standing behind me.

A dash is placed in the following cases:

if there is a contrast (you can insert but): We come to the club today - the meeting was canceled for some unknown reason;
if the first part calls the condition: The claw is stuck - the whole bird is abyss;
if the first part names the reason: It got very cold - the water in the well froze;
if the first part calls the time: It became dark in the park - we went for a walk on the boulevard;
if the second part contains a comparison: Look - he will give a ruble.

4. Give examples of non-union complex sentences in which various semantic relationships are possible between simple sentences: enumerations or causal; enumeration or opposition. What punctuation marks should be used in each of the following sentences?

Sometimes the same sentence can have different meanings. It is revealed in the context, and it can also be understood by the punctuation mark.
For example, the sentence It became cold twilight began. can have the meaning of enumeration, if these events are not connected with each other, but simply happened one after the other, then you need to put a comma: It became cold, twilight began. If it gets colder because of twilight, then the intonation and relationships are causal and you need to put a colon: It became cold: twilight began.
In the proposal the room was cleanly cleaned in the very center they put a pillow. maybe the meaning of the enumeration, if the place of the pillow is in the center of the room, then you should put a comma: The room was cleanly cleaned, a pillow was placed in the very center. Or maybe the meaning of the opposition, if the pillow violates the cleanliness, then you need to put a dash: The room was cleanly cleaned - a pillow was placed in the very center.