Syntactic analysis of a complex sentence with different types of connection. Complex sentences with different types of connection

The text, if considered in the system of generalized functional categories, qualifies as the highest communicative unit. This is an integral unit, consisting of communicative-functional elements, organized into a system for the implementation of the communicative intention of the author of the text, according to the speech situation.

The text implements a structured activity, and the structure of the activity involves the subject and object, the process itself, the goal, the means and the result. These components of the structure of activity are reflected in different indicators of the text - content-structural, functional, communicative.

The text units are: utterance (realized sentence), inter-phrase unity (a number of utterances combined semantically and syntactically into a single fragment). Interphrasal units, in turn, are combined into larger fragments-blocks that provide the text with integrity due to the implementation of distant and contact semantic and grammatical connections. At the compositional level, units of a qualitatively different plan are distinguished - paragraphs, paragraphs, sections, chapters, subchapters, etc.

The construction of the text is determined by the topic, the information expressed, the conditions of communication, the task of a particular message and the chosen style of presentation.

The text as a speech work consists of successively combined verbal means (utterances, interphrasal units). However, the meanings contained in the text are not always transmitted only by verbal means. There are also non-verbal means for this; within the framework of an utterance and interphrasal unity, this can be word order, juxtaposition of parts, punctuation marks; to emphasize meanings - means of highlighting (italics, discharge, etc.) For example, when combining the statements “The son went to school. Daughter - to kindergarten ”the opposite meaning did not find verbal expression for itself; in addition, the predicate "went" is replaced by a dash. Within the framework of more complex text components, such non-verbalized meanings can be much larger. For example, the use of question and exclamation marks that replace entire lines of dialogue.

Look how pretty he is! - Natasha brings me closer to the cage and puts her hand inside, which the baby immediately grabs and seems to shake. - Such beautiful cubs in orangutans are very rare. Have you noticed how he looks like his mother?

But how! Monkeys have everything, like people (Mosk. Koms. - 1986. - 29 N.).

In this sense, the following example is interesting:

And on a shaved, crimson face lost:

Completely crazy! (A. Bely. Petersburg).

The image of pauses, hitches in speech, a sharp intonational change is carried out with the help of punctuation marks. The timbre, intensity, paralinguistic accompaniment of speech is usually depicted descriptively (shouted, waving his arms; looked, screwing up his eyes). However, such a verbal representation of facial expressions and gestures is not necessary. For example, a question, surprise, can be conveyed by signs: So did you see him? - "???"

Various default figures, also related to non-verbalized means, also serve to convey meanings in the text.

On the other hand, verbalization of "silent" languages (sign languages, facial expressions) can be carried out in the text. This, in particular, is served by a variety of remarks in dramatic works or the author's descriptions of the corresponding gestures and facial expressions in prose works.

The so-called "silent" languages are a full-fledged means of communication in real life. However, they are widely presented in verbalized form and in the text - artistic, journalistic. When perceiving a textual description of gestures, it is necessary to take into account their significance within the framework of a given linguistic community. In addition, the reader and the creator of the text can be separated in time, which can also provoke inadequacy of perception. For example, a commentary is required on the description of the gesture in the text of A. Chekhov's work "Thick and Thin": Tolstoy, wanting to part amicably, extended his hand, and Thin shook two fingers and giggled.

Misunderstandings can arise when reading a text by a foreign reader, since the "dumb" languages of different peoples can vary significantly. For example, a nod in agreement in the Arab world is perceived as a sign of bad manners if it refers to a stranger or an older person.

One can also name such a way of conveying meanings in a text as an intrusion into a uniformly organized space of elements of other texts, “texts in a text” (Yu.M. Lotman). These can be direct inclusions - epigraphs, quotes, links. There may be retellings-inserts of other plots, appeals to legends, “foreign” stories, etc.

1. Articulation text. The text consists of several sentences. One, even a very common sentence, is not a text.

2. Semantic wholeness text. It manifests itself, firstly, in the fact that any text is a statement on a specific topic (it is often named in the title); secondly, in the fact that, reporting something about the subject of speech, the author realizes his intention, conveying his attitude to what he reports, his assessment of the depicted (the main idea of the text). In addition, the text has a relative completeness(autonomy), it has a beginning and an end.

3. Connectivity text. It manifests itself in the fact that each subsequent sentence is built on the basis of the previous one, absorbing one or another part of it. What is repeated in the next sentence from the previous one is called “given”, and what is additionally reported is “new”. "New" is usually logically stressed and placed at the end of a sentence. For example: A well was dug in the yard. A frog (new) settled near the well (given). She (given) sat (new) all day long in the shade of a well log house.

Scheme for parsing a complex sentence with different types of communication

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 (by grammatical foundations) the number of simple sentences, find their boundaries.

4. Determine the semantic parts (blocks) and the type of connection between them (union-free or coordinative).

5. Give a description of each part (block) by structure (simple or complex sentence).

6. Draw up a proposal.

An example of parsing a complex sentence with different types of communication

[Suddenly a thick fog rolled in], [as if it separated me from the rest of the world with a wall], and (in order not to get lost), [I decided to return to the path] (which, in my opinion, should have been on the left and behind).

■> and > ((conjunction to), [n.], (vill. which)}.

goals will be determined.

The sentence is narrative, non-exclamatory, complex, with different types of connection: non-union, coordinating and subordinating, consists of three parts, connected non-unionly (parts I and II) and a coordinating connecting union and (II and III parts); Part I is a simple sentence, Part II is a simple sentence, Part III is a complex sentence with two subordinate clauses (goal and attributive) with parallel subordination. The clause of purpose depends on the whole main clause, answers the question for what purpose?, joins union to . The relative attributive depends on the noun path, answers the question what?, joins with an allied word which.

Place all punctuation marks: indicate the number(s) that should be replaced by a comma(s) in the sentence.

Suddenly a thick fog (1) and (2) in order not to get lost (3), I decided to return to the path (4), which should have been on the left.

Explanation (see also Rule below).

(Suddenly thick fog rolled in), and (, (in order not to get lost), [I decided to return to the path], (which should have been on the left)).

Commas under numbers 2 and 3 highlight the subordinate clause "so as not to get lost." The comma at number 1 separates the parts of the compound sentence: “Suddenly thick fog rolled in” and “I decided to return to the path.” A comma at number 4 separates the subordinate clause "which should have been on the left" from the main "I decided to return to the path."

Two blocks, the first is a simple sentence, the second is an NGN. Between the blocks there is a coordinative connection, zpt 1.

Word all of a sudden cannot be a common member. In this task, such cases, firstly, do not happen, and secondly, did the hero suddenly decide to return? No, he decided to do it so as not to get lost.

Commas should be in places 1, 2, 3 and 4.

Answer: 1234

Rule: Punctuation marks in a sentence with different types of connection. 20 USE

TASK 20 USE. PUNCUNCATION IN A SENTENCE WITH DIFFERENT CONNECTIONS

In task 20, students should be able to punctuate a complex sentence consisting of 3-5 simple ones.

This most difficult task tests the graduate's ability to put into practice the following knowledge:

1) at the level of a simple sentence:

Understanding that there is no proposal without a basis;

Knowledge of the features of the basis of one-part sentences (impersonal, etc.)

Understanding that in a simple sentence there can be homogeneous predicates and subjects, punctuation marks between which are placed according to the rules of homogeneous members.

2) at the level of a complex sentence:

The ability to determine the main and subordinate clauses in the composition of the NGN on the issue;

The ability to see unions (allied words) in a subordinate clause;

The ability to see index words in the main

The ability to see homogeneous subordinate clauses, in which punctuation marks are placed in the same way as in homogeneous members.

3) at the level of a compound sentence:

The ability to see parts of the SSP and separate them with a comma. There is no common secondary term in this assignment.

4) at the level of the entire proposal as a whole:

The ability to see those places in a sentence in which two unions met: there may be two subordinating or coordinating and subordinating.

Let's collect all the basic punctuation rules that are important when completing a task and number them for convenience.

BP 6

If in a complex sentence there are coordinating and subordinating conjunctions (AND AND ALTHOUGH, AND AND HOW, AND AND IF, BUT AND WHEN, AND AND TO, etc.), then you need to find out if there are correlative words THEN, SO or one more coordinating union (A, BUT, HOWEVER, etc.). A comma is placed only when these words are absent after the subordinate clause. For example:

[Curtain rose], and, (as soon as the audience saw their favorite), [the theater trembled with applause and enthusiastic shouts]

Compare:

[Curtain rose], and (as soon as the audience saw their favorite), So the theater trembled with applause and enthusiastic cries].

and (although her words were familiar to Saburov), [they suddenly made her heart ache].

[The woman kept talking and talking about her misfortunes], and (although her words were familiar to Saburov), but[Suddenly my heart sank.]

As you can see, rules 5 and 6 are very similar: we choose either to write TO (BUT ...), or to put a comma.

Consider sentences from the RESHUEGE database and the algorithm for working on a sentence.

[argue](1) what? ( what Brazilian carnivals delight and fascinate)(2) and(3) (when(4) when? then did you see for yourself (5) what? ( how much eyewitnesses were right).

1. Highlight the basics.

1- Approve (one-part, predicate)

2- carnivals delight and fascinate

3 - we saw

4- make sure yourself

5- eyewitnesses are right

2. We highlight unions and correlative words. We draw attention to the fact that AND and WHEN stand nearby and that there is THAT.

3. We mark subordinate clauses: we take all sentences in which there are subordinate conjunctions in parentheses.

(what Brazilian carnivals delight and fascinate)

(when we first saw its unique bright beauty)

(how much eyewitnesses were right).

4. We establish which main clauses belong to. To do this, we put questions from the main to the alleged subordinate clauses.

[Affirm] what? ( what Brazilian carnivals delight and fascinate). 1 component found. Comma 1 is placed according to the rule 4 [ = ], (which is = and =).

There are two subordinate clauses and one without a subordinating union. We check whether it is possible to put questions from him.

[then themselves convinced] when? ( when we first saw its unique bright beauty)

[were convinced] of what? ( how much eyewitnesses were right). The second component is found. Commas 4 and 5 are placed according to rule 4.

(when - =), [then- =], (as far as - =) Two different subordinate clauses to one main, the subordinate tense very often comes BEFORE the main.

1 and 2 components are connected by a coordinating conjunction AND into one compound sentence. This is comma 2.

Scheme: |[ = ], (what- = and =)|, and |(when - =), [then- = ], (how much - =)|

It remains to find out if a comma is needed 3. Between AND and WHEN, according to rule 6, a comma is not needed, since after the subordinate clause there is TO.

Complexity parsing suggestions consists mainly in the fact that for its successful implementation it is necessary to have an “excellent” command of all the material on the topic. Parsing becomes more complicated if a complex sentence becomes its object, for example, with different types of connection, because detailed characteristics require not only the entire structure as a whole, but also each of its elements separately. Consider, using a specific example, the syntactic analysis of a complex sentence with different types of connection.

So we have a proposal:

Suddenly a thick fog rolled in, as if it separated me from the rest of the world by a wall, and in order not to get lost, I decided to return to the path, which, in my opinion, should have been on the left and behind.

1. Let's prove that we have complex sentence with different types of connection, and build its schema:

[Suddenly thick fog rolled in] 1, [as if he separated me from the rest of the world with a wall] 2, and, (in order not to get lost) 3, [I decided to return to the path] 4, (which, in my opinion, should have been on the left and behind) 5.

5 grammatical foundations (respectively, 5 parts) indicate that the sentence is complex. All parts can be combined into 2 blocks: 1 and 2 parts (BSP) + 3, 4 and 5 (SPP with two subordinate clauses). Both blocks are connected by a coordinating union. It follows from this that the connection between the parts is unionless, subordinating and coordinating (basic).

| 1, 2|, and, |(to...) 3, [n.] 4, (which) 5.

2. Let's characterize the proposal as a whole and each block separately. The sentence is declarative, non-exclamatory and, as we have already proved, complex, with different types of connection.

Block 1 (BSP) in the characteristic is quite simple, so let's pay attention to block 2 - SPP with two subordinate clauses.

In our NGN - parallel subordination (both subordinate clauses refer to different words in the main part, answer different questions, etc.). ... so as not to get lost - a subordinate goal (decided to return for what purpose?), It refers to the entire sentence and is introduced through the subordinating conjunction "to"; ... which, in my opinion, should have been located on the left and behind - the relative attributive (what path?), It refers to the noun "path" in the main part and is attached with the help of the allied word "which".

3. A significant number of textbooks offer a more detailed syntactic analysis, so we characterize each part of a complex sentence as a simple sentence.

Suddenly a thick fog rolled in...

…as if he separated me from the rest of the world with a wall... Narrative, non-exclamation, simple, two-part, widespread, complete, uncomplicated.

…not to get lost... Narrative, non-exclamation, simple, one-line. (impersonal), non-spread, incomplete, uncomplicated.

…I decided to return to the path ... Narrative, unexcused, simple, two-part, widespread, complete, uncomplicated.

…which, |for my reasons|, should have been on the left and behind... Narrative, non-exclamation, simple, two-part, common, complete, complicated by an introductory phrase.

We hope that the analysis of this proposal will help you when dealing with similar cases.

Good luck in learning Russian syntax!

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