Lecture 75 Types of subordination of subordinate clauses

This lecture discusses the main types of complex sentences with several subordinate clauses.

Types of subordination of subordinate clauses

This lecture discusses the main types of complex sentences with several subordinate clauses.

Lecture plan

75.1. Consistent subordination of subordinate clauses.

75.2. Homogeneous subordination of subordinate clauses.

75.3. Parallel subordination of subordinate clauses.

75.1. Sequential subordination of subordinate clauses

In Lectures 73 and 74 we talked about the complex sentence, about various types of subordinate clauses, but basically paid attention only to sentences with one subordinate clause. Much more often in the texts there are sentences of three or more parts in which several subordinate clauses are used.

Depending on how these subordinate clauses are attached to the main one, complex sentences (CSS) are divided into:

1) NGN with sequential subordination of subordinate clauses;

2) NGN with homogeneous subordination of subordinate clauses;

3) NGN with parallel subordination of subordinate clauses;

4) NGN with various types of subordinate clauses.

Let's analyze the proposal:

The arrows show where exactly we ask the question to the subordinate clause (from the end of the previous part, from the beginning or from the middle). In this sentence, we ask a question to both subordinate clauses from the end of the previous part.

Consider a few more sentences with sequential subordination of subordinate clauses.

It can be seen from this diagram that the second part breaks the first one, since the question is asked from the middle of the main sentence.

I want to draw attention to another type of complex sentence with sequential subordination of subordinate clauses. This case is quite complicated, so pay special attention to it.

[I thought] 1 , (that later it will be difficult for me to free myself from his guardianship) 2 , (if I don’t argue with the old man at this decisive moment) 3 .

Now try to draw diagrams of several sentences on your own. To do this, you need to drag and drop various elements from the bottom field into the table.

1) She wrote to him that she had decided to hasten her departure from Dresden, because her aunt's health had completely improved.

2) Mechik could not believe that Levinson was really the way Chizh portrayed him.

3) She looked at him as one looks at a person in whom they saw what they had long expected.

75.2. Homogeneous subordination of subordinate clauses

About homogeneous subordination of subordinate clauses, we say if in a complex sentence all subordinate clauses

• refer to the same word of the main part,
• are of the same type
• connected with each other by a non-union or coordinative connection.

Let's look at a few examples.

In other cases, the homogeneous nature of the clauses may not be so obvious:

[She went with him, pleased] 1, (that she pleased him) 2 and (now she can stay on the shore and take a break from nursing the bored Pavlik) 2 .

Between homogeneous clauses there is a connecting union, but in the second clause the allied means (the union WHAT) is omitted, but it can easily be restored:

[For the medieval reader, it is predominantly important], (what the work is dedicated to) and (by whom it was created).

And now try to assemble complex clauses with homogeneous subordination from scattered simple sentences. Pay attention to the meaning of the sentence.

75.3. Parallel subordination of subordinate clauses

Parallel (non-uniform) subordination of subordinate clauses occurs in two cases:

• if subordinate clauses are attached to one word of the main part, but are different in semantics;
• subordinate clauses are the same in meaning, but refer to different words of the main part.

Let's look at both cases with examples.

(Because we never kept birds) 1 , [then I understood] 2 , (that this cage belongs to the new tenant) 3 .

In this sentence, the second part is the main one, both subordinate clauses depend on the same word, but at the same time they are different in meaning: part 1 is the subordinate clause of the cause, and part 3 is the explanatory clause. Let us now represent this proposal schematically.

Please note that the scheme is very similar to the scheme of a complex sentence with homogeneous subordinate clauses, but the questions are asked differently.

Now consider a sentence with subordinate clauses that have the same meaning, but refer to different words of the main part.

Both subordinate clauses in this sentence are explanatory, connected by the same conjunctions, but at the same time they depend on different words.

Specify the numbers of complex sentences with parallel subordination of subordinate clauses. In case of an incorrect answer, be sure to read the pop-up comment.

Date: 2010-05-22 10:47:52

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Only in the third quarter, ninth-graders get acquainted with the topic “Types of subordination of subordinate parts in a complex sentence”, but they are preparing for the exam from the beginning of the school year.

Let's try to deal with task 13 in the test part of the OGE. For observation, let us turn to the story of A.P. Chekhov "Dear Lessons"

Recall the wording of this task: “Among the sentences ___ find a complex sentence cuniform submission. Write the number of this proposal. Instead of words in bold style, there may be such words: " with heterogeneous (parallel) subordination" or " with sequential submission».

Let's define the conventions that will help us in the analysis of the structure of a complex sentence (abbreviated CSP). To highlight the main part, we use square brackets, for the subordinate clause - round brackets (). We will draw up both linear and vertical supply schemes.

First, let's practice drawing up NGN diagrams with one subordinate part. Please note that the position of the subordinate clause can be different: preposition, interposition and postposition. Prefixes in the word "position" already contain an indication of the place of the subordinate clause in the sentence.

Consider examples.

1. Preposition adverbial adverbial goal: (To breathe easier) 1, [he always works in a nightgown] 2.

2. Interposition of adverbial adverbial time: [The next day in the evening, (when the clock showed five minutes to seven) 2, Alisa Osipovna came] 1.

3. Postposition of the adverbial adverbial tense: [Vorotov felt this strongly] 1, (when, having left the university with a candidate's degree, he took up a small scientific work) 2.

In the first example, we found the clause at the beginning of the sentence, in the second - in the middle, in the third - at the end of the SPP.

Let us clarify that complex sentences in the text can have various complications, and if you do not recognize them, you can get confused, so we will explain these complications in each example. So, in the third sentence, the subordinate part is complicated by a separate circumstance, expressed by a participial turnover (abbreviated as DO).

Determine if there are any types of complications in the following three examples. What is the position of the adjective in them?

2) Her facial expression was cold, businesslike, like that of a person who came to talk about money.

3) If this strange proposal had been made by a minor, then, probably, she would have been angry and shouted.

You should have noticed that in the first two sentences the clause is in postposition, but in the last example it is in preposition.

So, let's check our observation.

2. [The expression on her face was cold business, like a person] 1 , (who came to talk about money) 2 .

3. (If this strange proposal was made by a minor) 1, [then, probably, she would be angry and shouted] 2 .

Line diagrams are very convenient.

Now let's find out what types of complications we encountered here. The first sentence has a separate application, expressed by a proper name, and homogeneous predicates. In the second, a separate circumstance expressed by a comparative turnover, and homogeneous definitions are in the main part. And, finally, in the third sentence there is an introductory word and homogeneous predicates in the main part.

We will not introduce all these complications into the schemes, since only homogeneous predicates play the main role in the structure of the NGN, and yet we will keep them in mind.

Now let's get acquainted with the types of subordination in NGN, which have several subordinate parts.

It is difficult to say exactly which type is more common, most likely, various combinations and mixed cases are possible, when several types of submission can be in one NGN. But you will not find such examples on the exam.

Let's analyze the proposal:

And he also asked her if she wanted tea or coffee, if the weather was good outside.

In this sentence, from the main part to two explanatory clauses, we ask the same question "about what?"

[And he also asked her] 1 , (does she want to tea or coffee) 2 , (is the weather good outside) 3 .

To compare the two types of schemes, we offer both: linear and vertical.

NGN SCHEMES with homogeneous subordination:

This way of submission is called homogeneous. If there were more than two subordinate parts with a similar structure, then one of the unions LI would be omitted to avoid repetition. But restoring it is very easy.

Consider another suggestion:

Now we find the main and subordinate parts, draw up diagrams.

[On one winter afternoon, (when Vorotov sat in my office and worked) 2 , the footman reported] 1 , (that some young lady asked him) 3 .

NGN SCHEMES with heterogeneous (parallel) subordination:

Here, from the main part, we ask two different questions: the lackey reported "when?" and "about what?". The subordinate parts are no longer homogeneous, they have different meanings: one of them is adverbial tense, the other is explanatory. This method is called parallel.

Now let's look at the last example.

Only once did a look of bewilderment flickered across her face when she learned that she had been invited to teach not children, but an adult, fat person.

We come to the conclusion that the adnexal parts also answer different questions: there was a flash of bewilderment "when?", she found out "about what?". We ask these questions not from the main part, but sequentially: from the first subordinate to the second subordinate part.

[Just once, a look of bewilderment flashed across her face] 1 , (when she found out) 2 , (that she was invited to teach not children, a adult, fat man) 3 .

NGN SCHEMES with serial subordination:

This way of subordination is called sequential.

For self-examination, we offer five suggestions. Please note that you may encounter a mixed type of submission if there are more than two subordinate parts.

Self test

1) Alisa Osipovna, with a cold, businesslike expression, answered him that she had completed her course at a private boarding school and had the rights of a home teacher, that her father had recently died of scarlet fever, her mother was alive and was making flowers ...

2) She apologized and said that she could only study for half an hour, as she would go straight to the ball from the lesson.

3) And Vorotov, looking at her embarrassment, realized how dear the ruble was for her and how hard it would be for her to lose this income.

4) She, apparently, did not want her gentlemen to know that she had students and that she gave lessons out of need.

Clue!

Here, unions are highlighted in color, and all complications are in italics:

1. [Alisa Osipovna with cold business answered him with an expression] 1, (that she finished the course in a private boarding school) 2 and (has the rights of a home teacher) 3, (that her father had recently died of scarlet fever) 4, (mother is alive ) 5 and (makes flowers) 6...

2. [She apologized and said] 1 , (which can only be done for half an hour) 2 , (since the lesson will go straight to the ball) 3 .

3. [And Vorotov, looking at her embarrassment, understood] 1, (how dear the ruble was for her) 2 and (how hard it would be for her to lose this income) 3 .

4. [Hey, apparently, didn’t want] 1, (for her gentlemen to know) 2, (that she has students) 3 and (that she gives lessons out of need) 4 .

Now let's read the whole story in full.

A.P. Chekhov

Dear Lessons

For an educated person, ignorance of languages ​​is a great inconvenience. Vorotov felt this strongly when, having left the university with a Ph.D., he took up a small scientific work.

This is terrible! - he said breathlessly (despite his twenty-six years, he is plump, heavy and suffers from shortness of breath). - This is terrible! Without tongues I am like a bird without wings. Just quit your job.

And he decided at all costs to overcome his innate laziness and learn French and German, and began to look for teachers.

One winter afternoon, when Vorotov was sitting in his office and working, the footman reported that some young lady was asking him.

Ask, - said Vorotov.

And a young, in the latest fashion, elegantly dressed young lady entered the office. She introduced herself as a French teacher, Alisa Osipovna Anket, and said that one of his friends sent her to Vorotov.

Very nice! Sit down! - said Vorotov, panting and covering the collar of his nightgown with his palm. (To breathe easier, he always works in a nightgown.) - Pyotr Sergeyevich sent you to me? Yes, yes... I asked him... Very happy!

Negotiating with m-lle Annette, he looked at her shyly and with curiosity. She was a real, very elegant Frenchwoman, still very young. By her face, pale and languid, by her short curly hair and unnaturally thin waist, she could have been no more than 18 years old; glancing at her broad, well-developed shoulders, beautiful back and stern eyes, Vorotov thought that she must be at least 23 years old, perhaps even all 25; but then again it began to seem that she was only 18. Her expression was cold, business-like, like that of a person who came to talk about money. She never smiled, did not frown, and only once did a flash of bewilderment flash across her face when she learned that she had been invited to teach not children, but an adult, fat person.

So, Alisa Osipovna, - Vorotov told her, - we will study daily from seven to eight in the evening. As for your desire to receive a ruble per lesson, I have nothing to object to. For the ruble - so for the ruble ...

And he also asked her if she wanted tea or coffee, if the weather was good outside, and, smiling good-naturedly, stroking the cloth on the table with his palm, he amiably inquired who she was, where she finished her course and how she lives.

Alisa Osipovna, with a cold, business-like expression, answered him that she had completed her course at a private boarding school and had the rights of a home teacher, that her father had recently died of scarlet fever, that her mother was alive and making flowers, that she, m lle Anket, was engaged in a private school until lunchtime. boarding school, and after dinner, until the evening, he goes to good houses and gives lessons.

She left, leaving behind a light, very delicate smell of a woman's dress. Vorotov did not work for a long time afterwards, but sitting at the table, stroking the green cloth with his palms and meditating.

"It's very nice to see girls earning a piece of bread for themselves," he thought. - On the other hand, it is very unpleasant to see that need does not spare even such graceful and pretty girls as this Alisa Osipovna, and she also has to fight for existence. Trouble!.. "

He, who had never seen virtuous French women, also thought that this elegantly dressed Alisa Osipovna, with well-developed shoulders and an exaggeratedly thin waist, in all likelihood, was doing something else besides lessons.

The next day in the evening, when the clock showed five minutes to seven, Alisa Osipovna came in, pink from the cold; she opened the Margot she had brought with her and began without preamble:

French grammar has twenty-six letters. The first letter is A, the second B...

Guilty, ”Vorotov interrupted her, smiling. “I must warn you, mademoiselle, that for me personally you will have to change your method somewhat. The fact is that I know Russian, Latin and Greek well... I studied comparative linguistics, and it seems to me that we can, bypassing Margot, directly start reading some author.

And he explained to the Frenchwoman how adults learn languages.

One of my acquaintances, he said, wanting to learn new languages, put the French, German and Latin gospels in front of him, read them in parallel, and painstakingly analyzed each word, and so what? He achieved his goal in less than one year. We will do so too. Let's take some author and we will read.

The Frenchwoman looked at him in bewilderment. Apparently, Vorotov's proposal seemed to her very naive and absurd. If this strange proposal had been made by a minor, she would probably have been angry and shouted, but since there was a grown-up and very fat man here, at whom it was impossible to shout, she only shrugged her shoulders barely perceptibly and said:

As you wish.

Vorotov rummaged through his bookcase and pulled out a tattered French book.

Is it good? - he asked.

Does not matter.

In that case, let's get started. God bless. Let's start with the title... Memoires.

Memories, - m-lle Anket translated.

Memories... repeated Vorotov. Smiling good-naturedly and breathing heavily, he fiddled with the word memoires for a quarter of an hour and the same with the word de, and this tired Alisa Osipovna. She answered questions languidly, confused, and apparently did not understand her student well and did not try to understand. Vorotov offered her questions, while he himself looked at her blond head and thought: “Her hair is not naturally curly, it curls. Marvelous! He works from morning to night and still manages to curl.

Exactly at eight o'clock she got up and, saying a dry, cold "au revoir, monsieur" (goodbye, sir - fr.), went out of the office, and all that remained after her was that delicate, delicate, exciting smell. The student again did nothing for a long time, sat at the table and thought.

In the days that followed, he became convinced that his teacher, the young lady, was sweet, serious and tidy, but that she was very uneducated and did not know how to teach adults; and he decided not to waste time, to part with her and invite another teacher. When she came for the seventh time, he took out an envelope with seven rubles from his pocket and, holding it in his hands, became very embarrassed and began like this:

Excuse me, Alisa Osipovna, but I must tell you... I have been placed in a dire need...

Glancing at the envelope, the Frenchwoman guessed what was the matter, and for the first time in all the lessons her face trembled, and the cold, businesslike expression disappeared. She blushed slightly and, lowering her eyes, began to nervously finger her thin gold chain. And Vorotov, looking at her embarrassment, realized how dear the ruble was to her and how hard it would be for her to lose this income.

I have to tell you ... - he muttered, even more embarrassed, and something sank in his chest; he hurriedly thrust the envelope into his pocket and continued:

Excuse me, I... I'll leave you for ten minutes...

And pretending that he did not want to refuse her at all, but only asked permission to leave her for a while, he went into another room and sat there for ten minutes. And then came back even more confused; he realized that she could somehow explain this departure of his for a short time in her own way, and he was embarrassed.

The lessons started again.

Vorotov worked without any desire. Knowing that nothing would come of the lessons, he gave the Frenchwoman full rein, did not ask her about anything and did not interrupt. She translated as she wanted, ten pages in one lesson, but he did not listen, he breathed heavily, and, having nothing to do, looked at the curly head, then the neck, then the delicate white hands, inhaled the smell of her dress ...

He would catch himself thinking bad thoughts, and he would feel ashamed, or else he would be touched, and then he would feel chagrin and annoyance because she treated him so coldly, businesslike, as with a student, without smiling and as if afraid that he would touch her. to her by accident. He kept thinking: how to inspire confidence in her, get to know her better, then help her, let her know how badly she teaches, poor thing.

Alisa Osipovna once came to a lesson in a smart pink dress, with a small neckline, and such a fragrance came from her that it seemed as if she was shrouded in a cloud, as if one had only to blow on her, she would fly or dissipate like smoke. She apologized and said that she could only study for half an hour, as she would go straight from class to the ball.

He looked at her neck and at her back, bare near the neck, and seemed to understand why it was French women who enjoyed the reputation of frivolous and easily falling creatures; he was drowning in this cloud of aromas, beauty, nakedness, and she, not knowing his thoughts and probably not at all interested in them, quickly turned over the pages and translated at full speed:

- "He walked in the street and met the gentleman of his acquaintance and said:" Where are you rushing, seeing your face so pale, it hurts me.

The Memoires had long been finished, and now Alice was translating some other book. Once she came to the lesson an hour earlier, apologizing for the fact that at seven o'clock she had to go to the Maly Theater. After seeing her off after class, Vorotov got dressed and also went to the theatre. He went, as it seemed to him, only to rest, to have fun, and he had no thoughts about Alice. He could not allow a serious person, preparing for a scientific career, hard on his feet, to give up business and go to the theater only to meet there with an unfamiliar, not smart, little intelligent girl ...

But for some reason, during the intermissions, his heart was beating, he, without noticing it, how the boy ran along the foyer and along the corridors, impatiently looking for someone; and he grew bored when the intermission was over; and when he saw the familiar pink dress and beautiful shoulders under the tulle, his heart sank, as if from a premonition of happiness, he smiled joyfully and for the first time in his life experienced a jealous feeling.

Alice was walking with some two ugly students and an officer. She laughed, spoke loudly, evidently flirted; Vorotov had never seen her like this. Obviously, she was happy, satisfied, sincere, warm. From what? Why? Because, perhaps, these people were close to her, from the same circle as she... And Vorotov felt a terrible gulf between himself and this circle. He bowed to his teacher, but she nodded coldly to him and quickly passed by; she, apparently, did not want her gentlemen to know that she had students and that she gave lessons out of need.

After the meeting at the theater, Vorotov realized that he was in love... During the next lessons, devouring his graceful teacher with his eyes, he no longer struggled with himself, but gave full play to his pure and impure thoughts. Alisa Osipovna's face did not cease to be cold, at exactly eight o'clock every evening she calmly said "au revoir, monsieur", and he felt that she was indifferent to him and would be indifferent and that his situation was hopeless.

Sometimes, in the middle of a lesson, he began to dream, hope, make plans, mentally compose a love explanation, recall that French women are frivolous and malleable, but all he had to do was look at the teacher’s face for his thoughts to instantly go out, like a candle goes out when it’s windy in the country house take it out to the terrace. Once he, drunk, forgetting, as if in delirium, could not stand it and, blocking her way, when she went out of the office into the hall after the lesson, gasping and stuttering, began to declare his love:

You are dear to me! I... I love you! Let me speak!

And Alice turned pale - probably from fear, realizing that after this explanation it would no longer be possible for her to come here and receive a ruble for a lesson; she made frightened eyes and whispered loudly:

Oh, it's impossible! Don't speak, please! It is forbidden!

And then Vorotov did not sleep all night, was tormented by shame, scolded himself, thought hard. It seemed to him that with his explanation he had offended the girl, that she would no longer come to him.

He decided to find out her address in the address table in the morning and write her an apology letter. But Alice came without a letter. For the first minute she felt awkward, but then she opened the book and began to translate quickly and glibly, as always:

"Oh, young master, don't tear those flowers in my garden that I want to give to my sick daughter..."

She walks until today. Four books have already been translated, but Vorotov knows nothing but the word "memoires", and when asked about his scientific work, he waves his hand and, without answering the question, starts talking about the weather.

Dictionary-reference book of linguistic terms. Ed. 2nd. - M.: Enlightenment. Rosenthal D. E., Telenkova M. A.. 1976 .

See what "sequential submission" is in other dictionaries:

sequential submission

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This article or section describes some linguistic phenomenon in relation to the Russian language only. You can help Wikipedia by adding information about this phenomenon in other languages ​​and typological coverage ... Wikipedia

Connecting sentences using subordinating conjunctions or allied (relative) words. Makar did not even notice before that it seemed to be getting light on the plain (Korolenko). A guide was needed who would know the forest paths well (B. Polevoy). wed…

Subordination, or subordinating connection, is the relation of syntactic inequality between words in a phrase and a sentence, as well as between the predicative parts of a complex sentence. In such a connection, one of the components (words or sentences) ... ... Wikipedia

Subordination, or subordinating connection, is the relation of syntactic inequality between words in a phrase and a sentence, as well as between the predicative parts of a complex sentence. In such a connection, one of the components (words or sentences) ... ... Wikipedia

Firm- (Firm) Definition of a firm, signs and classification of firms Definition of a firm, signs and classification of firms, concepts of a firm Contents Contents Firm Legal forms The concept of a firm and entrepreneurship. The main features and classifications of firms ... ... Encyclopedia of the investor

scheme for analyzing a polynomial complex sentence- 1) the type of sentence by the nature of the main syntactic connection and the number of predicative parts; 2) the type of subordination according to the method of connection of subordinate clauses: a) sequential subordination (indicate the degree of subordination); b) subordination: homogeneous subordination ... Dictionary of linguistic terms T.V. Foal

A complex sentence, which has more than two parts (see parallel subordination, sequential subordination) ... Dictionary of linguistic terms

The clause in NGN does not have to be one. There may be several of them. Then it is worth considering all the options for what kind of relationship develops between the subordinate clauses and the main one.

It is also worth clarifying that the scheme of a complex sentence can be not only linear ( horizontal) as in the examples above. In order to visually demonstrate the dependent relationships between the main clause and several subordinate clauses, flowcharts are better suited ( vertical).

So, for several subordinate clauses, the following cases are possible:

Homogeneous submission. All subordinate clauses refer to the main (or to some word in its composition). In addition, they answer one question. And among themselves the subordinate clauses are connected according to the same principle as the homogeneous members of the sentence.

The children stamped their feet with impatience and could not wait until it was time to set off, when they would finally see the sea, when everyone would be able to run along the shore to their heart's content.

parallel submission. All subordinate clauses belong to the main clause. But they answer different questions.

When it was her turn to choose, Olya took the box that first came to her hand.

Consistent submission. One subordinate clause is attached to the main one (it is called the first degree clause). Another subordinate clause, of the second degree, joins the subordinate clause of the first degree. By the way, with this type of subordination, one subordinate clause can be included in another.

The guys decided that all together they would cope with the difficult task that Misha courageously decided to take on his shoulders.

Scheme for parsing a complex sentence

A reasonable question may arise why all these NGN schemes are needed. They have at least one applied purpose - an obligatory part of the syntactic analysis of a complex sentence is the compilation of its scheme.

In addition, just the scheme of a complex sentence will help to correctly analyze it for analysis.

SPP parsing scheme includes the following tasks:

Determine what the sentence is according to the purpose of the statement: declarative, interrogative or incentive.

What - according to emotional coloring: exclamatory or non-exclamatory.

To prove that a sentence is complex, it is necessary to define and designate grammatical foundations.

Indicate what type of connection of parts of a complex sentence is present: allied connection, intonation.

Indicate the type of complex sentence: complex sentence.

Indicate how many simple sentences are included in the complex one, by what means the subordinate clauses are attached to the main one.

Designate the main and subordinate parts. In the case of a complex sentence with several subordinate clauses, they should be indicated by numbers (degrees of subordination).

Indicate with which word in the main clause (or with the whole sentence) the subordinate clause is associated.

Mark the way of connecting the predicative parts of a complex sentence: union or allied word.

If there are any, mark indicative words in the main part.

Indicate the type of subordinate clause: explanatory, attributive, adjunctive, adverbial.

And finally, draw up a diagram of a complex sentence.

Complex sentences may have not one, but several subordinate clauses.

Complex sentences with two or more subordinate clauses are of two main types:

1) all subordinate clauses are attached directly to the main clause;

2) the first clause is attached to the main clause, the second - to the first clause, etc.

I. Clauses that are attached directly to the main clause can be homogeneous and heterogeneous.

1. Complex sentences with homogeneous subordination of subordinate clauses.

With this subordination, all subordinate clauses refer to one word in the main clause or to the entire main clause, answer the same question, and belong to the same type of subordinate clauses. Between themselves, homogeneous subordinate clauses can be connected by coordinating unions or union-free (only with the help of intonation). The connections of homogeneous clauses with the main clause and between themselves resemble the connections of homogeneous members of the sentence.

For example:

[I came to you with greetings, to tell], (that the sun has risen), (that it trembled with hot light on the sheets). (A. Fet.)

[That, (who lives the real life), (who has been accustomed to poetry since childhood),forever believes in the life-giving, full of reason Russian language]. (N. Zabolotsky.)

[At the end of May, the young bear was drawn to her native places], (where she was born) and ( where the months of childhood were so memorable).

In a complex sentence with homogeneous subordination, the second subordinate clause may not have a subordinating conjunction.

For example: ( If there is water) and ( there won't be any fish in it), [I don't trust water]. (M. Prishvin.) [ Let's shudder], (if suddenly a bird flies) or ( elk trumpets in the distance). (Yu. Drunina.)

2. Complex sentences with heterogeneous subordination of subordinate clauses (or with parallel subordination). With such subordination, the subordinate clauses include:

a) to different words of the main sentence, or one part to the whole main, and the other to one of its words;

b) to one word or to the entire main clause, but they answer different questions and are different types of subordinate clauses.

For example: ( When I have a new book in my hands), [I feel], (that something living, speaking, wonderful came into my life). (M. Gorky.)

(If we turn to the best examples of prose), [then we will make sure], (that they are full of genuine poetry). (K. Paustovsky.)

[From the world (which is called children's), door leading to space], (where they dine and drink tea) (Chekhov).

II. Complex sentences with sequential subordination of subordinate clauses.

This type of complex sentences with two or more subordinate clauses includes those in which the clauses form a chain: the first clause refers to the main clause (subordinate clause of the 1st degree), the second clause refers to the clause of the 1st degree (subordinate clause of the 2nd degree) etc.

For example: [ Young Cossacks rode vaguely and held back tears], (because they were afraid of their father), (who was also somewhat embarrassed), (though I tried not to show it). (N. Gogol)

The specificity of the subordinate parts in this case is that each of them is subordinate in relation to the previous one and main in relation to the next one.

For example: Often in autumn I would closely watch falling leaves to catch that imperceptible split second when a leaf separates from a branch and begins to fall to the ground.(Paustovsky).

With sequential subordination, one subordinate clause can be inside another; in this case, there may be two subordinating unions nearby: what and if, what and when, what and since, etc.

For example: [ The water crashed so scary], (what, (when the soldiers ran below), raging streams were already flying after them) (M. Bulgakov).

There are also complex sentences with a combined type of subordination of subordinate clauses.

For example: ( When the chaise left the yard), [he (Chichikov) looked back and saw], (that Sobakevich was still standing on the porch and, as it seemed, was peering, wanting to know), (where the guest will go). (Gogol)

This is a complex sentence with parallel and sequential subordination of subordinate clauses.

Punctuation marks in a compound sentence with several subordinate clauses

A comma is placed between homogeneous subordinate clauses not connected by coordinating unions.

For example: I realized that I was lying in bed , that I'm sick , that I was just delirious.(Cupr.)

I envy those who spent their lives in battle , who advocated a great idea.(Ec.)

We remember that great hour when the guns fell silent for the first time , when all the people met the victory both in the cities and in every village.(Isak.)

Comma not put between homogeneous subordinate clauses connected by a single connecting union (regardless of whether there is a subordinating union or a union word with both subordinate clauses or only with the first one).

For example: I believe that nothing goes unnoticed and that every slightest step we take matters for the present and future life.(Ch.)

The militia brought Prince Andrei to the forest, where the wagons stood and where there was a dressing station.(L. T.)

When it began to rain and everything around sparkled, we walked along the path ... out of the forest.(M.P.).

When repeating coordinating conjunctions, a comma is placed between subordinate subordinate clauses.

For example: Everyone learned that the lady had arrived, and that Kapitonich let her , and that she is now in the nursery ...(L. T.).

Unions whether... or when connecting the predicative parts of a complex sentence, they are considered as repeating, and homogeneous subordinate clauses are separated by a comma, which is placed before or.

For example: Whether weddings were started in the city, or whoever celebrated a name day cheerfully, Pyotr Mikhailovich always talked about it with pleasure.(Pis.).

In case of heterogeneous subordination, subordinate clauses are separated or set off by commas.

For example: As soon as the heat dropped, it began to get cold and dark in the forest so quickly that I did not want to stay in it.(T.)

Whoever has not experienced excitement from the barely audible breathing of a sleeping young woman will not understand what tenderness is. (Paust.).

With sequential and mixed subordination, a comma is placed between the subordinate parts according to the same rules as between the main and subordinate parts.

For example: Would our wanderers be under their native roof , if they could know , what happened to Grisha.(necr.)

Helen smiled like this , who spoke , that she did not allow , so that anyone can see her and not be rapt.(L. T.)

Any , who in life fought for the happiness of being himself , knows , that the strength and success of this struggle depends on the confidence , with which the seeker goes to the goal(M.P.)

A comma is placed between two adjacent subordinating unions or between an allied word and a subordinating union, as well as when a coordinating and subordinating unions meet, if the internal subordinate part is not followed by the second part of the double union this or that.

For example: The bear fell in love with Nikita so much that , when he went somewhere, the beast sniffed the air anxiously.(M. G.)

We were warned that , if if the weather is bad, the tour will not take place.

The night is over and , when the sun rose, all nature came to life.

The removal of the second (inner) part here does not require the restructuring of the first adnexal part.

If the subordinate clause is followed by the second part of the complex union then, so, then a comma is not put between the previous two unions.

For example: The blind man knew that the sun was looking into the room and that if he stretched out his hand through the window, dew would fall from the bushes.(Kor.)

I thought that if I didn’t argue with the old man at that decisive moment, then later it would be difficult for me to free myself from his guardianship.(P.).

The withdrawal or rearrangement of the adnexal part (if he stretches his hand out the window and if at this decisive moment I don’t argue with the old man) is impossible, since there will be parts of a double union nearby.

Dash in a complex sentence

Between the subordinate part (group of subordinate clauses) and the subsequent main part of the sentence maybedash , if the subordinate part or a group of subordinate parts preceding the main clause is pronounced with a logical selection of an informatively important word and with a deep pause before the main part (usually, subordinate explanatory parts are distinguished in this way, less often - conditional, concessive, etc.).

For example: Where did Nelidova go?- Natasha did not know(Paust.); And if you look at them for a long time- the rocks began to move, crumble(Ast.); Did he call them, did they come by themselves- Nejdanov never found out...(T.).

A dash is put also between the subordinate and main parts in similarly constructed parallel complex sentences.

For example: Who is cheerful - he laughs, who wants - he will achieve, who is looking for - he will always find!(OK.).

A dash is put after the subordinate clause before the main one, if it contains the words this, here, and also if the clause is an incomplete sentence.

For example: That she is an honest nature is clear to me.(T.)

What he found in her is his business.

Where is he now, what is he doing - these are the questions that I could not answer.

I answered something that - I myself do not know(compare full - what i said).

A dash is put between subordinate clauses in the absence of an adversarial union or the second part of a comparative union between them.

For example: The artistry is so that every word is not only in place - so that it is necessary, inevitable and to have as few words as possible(Black).

A dash is placed with the clarifying nature of the subordinate part.

For example: Only once she revived - when Mika told her that ditties were sung at yesterday's wedding.(R. Zernova)

A dash is put to enhance the interrogative nature of the sentence while emphasizing the unusual location of the subordinate clause before the main clause or the intonational separation of the main clause from the subsequent clause.

For example: What is influence- you know?; Are you sure it's necessary?

A dash is also placed with an abundance of commas, against which the dash acts as a more expressive sign.

For example: But we have gained experience , but for experience , as the saying goes , No matter how much you pay, you won't overpay.

Comma and dash in a complex sentence

Comma and dash as a single punctuation mark are placed in a complex sentence before the main part, which is preceded by a number of homogeneous subordinate parts, if the division of the complex sentence into two parts with a long pause before the main part is emphasized.

For example: Wherever I am, whatever I try to have fun , - all my thoughts were occupied with the image of Olesya.(Cupr.)

Who is to blame, who is right , - It's not for us to judge.(Cr.)

The same sign is also placed before a word repeated in the same part of the sentence in order to connect with it a new sentence or the next part of the same sentence.

For example: I knew very well that it was my husband, not some new person unknown to me, but a good person. , - my husband, whom I knew as myself.(L. T.)

And the idea that he can be guided by this interest, that he will seek reconciliation with his wife in order to sell this forest , This thought offended him.(L. T.)

A dash is put after the comma that closes the subordinate part, including before the word this.

For example: The best thing he could do , - leave on time The only thing I like here , is an old shady park.

Syntactic analysis of a complex sentence with several subordinate clauses

Scheme for parsing a complex sentence with several subordinate clauses

1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).

2. Indicate the type of sentence by emotional coloring (exclamatory or non-exclamatory).

3. Determine the main and subordinate clauses, find their boundaries.

4. Draw up a sentence diagram: ask (if possible) questions from the main to the subordinate clauses, indicate in the main word on which the subordinate clause depends (if it is conditional), characterize the means of communication (unions or allied words), determine the types of clauses (definitive, explanatory and etc.).

5. Determine the type of subordination of the subordinate clauses (homogeneous, parallel, sequential).

An example of parsing a complex sentence with several subordinate clauses

1) [Look at the pale green star-studded sky(on which there is no cloud, no spot),and you will understand], (why summer warm air is motionless), (why nature alert) (A. Chekhov).

[… n., ( on which…), and vb.], ( why…), (why…).

(Descriptive, non-exclamatory, complex, complex with three subordinate clauses, with parallel and homogeneous subordination: 1st subordinate clause - attributive clause (subordinate clause depends on the noun sky, answers the question which on which); 2nd and 3rd subordinate clauses - subordinate explanatory clauses (depend on the verb understand, answer the question what?, are joined by the allied word why)).

2) [Any human knows], (what does he need to do, (what separates him from people), otherwise), (what connects him to them) (L. Tolstoy).

[…vb], ( what…., (what…), otherwise), (what…).

(Descriptive, non-exclamatory, complex, complex with three subordinate clauses, with serial and parallel subordination: 1st subordinate clause - subordinate explanatory clause (depends on the verb knows, answers the question what?, joins union what), 2nd and 3rd clauses - clauses of pronominal-determinative (each of them depends on the pronoun then, answers the question which (then)?, joins with a union word what).