What are complex sentences with several subordinate clauses? SPP with several subordinate clauses: examples

Complex sentences with two or more subordinate clauses come in several types.

1. Complex sentences with consistent submission. These are sentences in which subordinate clauses form a chain; the first subordinate clause refers to the main clause (clause of the first degree), the second - to the first subordinate clause (clause of the second degree), etc.

For example:

It was quiet all around, so it seemed(adverbial clause of the 1st degree), like my ears are ringing(subordinate clause of the second degree) (V. Arsenyev).

The outline of this proposal:

, (so...), (as if...).

2. Complex sentences with parallel (non-uniform) submission. These are sentences in which subordinate clauses relate to the same main thing, but are different in meaning.

For example:

To finish the portrait(clause of purpose), I I will say that he had an upturned nose, dazzling white teeth and brown eyes(explanatory clause) (M. Lermontov).

The outline of this proposal:

(so...), , (what...).

3. Complex sentences with homogeneous subordination (subordination). These are sentences in which the subordinate clauses belong to the same main clause and are identical in meaning and homogeneous.

For example:

1. It was obvious that Savelich was right in front of me and that I needlessly insulted him with reproach and suspicion.(A.S. Pushkin) [both subordinate clauses are explanatory: these are homogeneous (subordinate) clauses].

2. In early spring, when the snow melts and the grass that has fallen during the winter dries out, spring fires begin in the steppe(M. Sholokhov) (both clauses – clauses of time; these are homogeneous subordinate clauses, the conjunction is omitted before the second of them When).

4. There may be complex sentences that are more complex in structure, in which the above types of sentences are combined.

For example:

When Vronsky looked at the clock on the Karenins' balcony, he was so worried and preoccupied with his thoughts that he saw the hands on the dial, but could not understand what time it was(L. Tolstoy). This is a complex sentence with parallel and sequential subordination.

His diagram:

(When...),, (what...), (which...)

1. When sequentially subordinating sentences, subordinating conjunctions or allied words may appear nearby (what if, what when, what where, which if and etc.). In this case, between them is placed comma, if the second part of the union does not go further - That or So.

For example:

I've noticed that no matter where you go, you'll find something wonderful.(I. Goncharov). (But: I've noticed that wherever you go, you'll find something wonderful.)

Tell me my address and tell me that if the sisters attack, I will say a big and good thank you(V. Korolenko). (But: Tell me my address and say that if the sisters write, then (so) I will say a big and good thank you.)

2. If homogeneous subordinate clauses are connected by non-repeating connecting or disjunctive conjunctions, then comma is not placed between them.

For example:

You could hear the janitor walking in the garden and his car creaking.(A.P. Chekhov)

Yakov got up in the morning, when the sun was not yet burning so strongly and a cheerful freshness was wafting from the sea(M. Gorky) (in the second subordinate clause the conjunction is omitted When).

3. If homogeneous subordinate clauses are common and there are already commas inside them, then they can be separated from each other semicolon.

For example:

It was that hour before night when outlines, lines, colors, distances are erased; when the daylight is still afraid, inextricably linked with the night(M. Sholokhov).

Complex sentences with several subordinate clauses can be divided into three main groups: with homogeneous, heterogeneous (parallel) and sequential subordination.

1. Complex sentences with homogeneous subordination:

all subordinate clauses refer to the same main sentence or to the same word in the main sentence (if the subordinate clauses do not extend the entire main sentence, but one of its words);

subordinate clauses answer the same question, that is, they are subordinate clauses of the same type;

subordinate clauses are connected with each other using coordinating conjunctions or without conjunctions (with the meaning of enumeration), just as they are connected with each other homogeneous members.

The boys, quiet, looked after the truck, / 1 until he drove past the intersection, / 2 until the dust he raised cleared away, / 3 until he himself became a cloud of dust/ 4 (Zhukhovitsky).

1 , (Bye- conjunction) 2, ( Bye- conjunction) 3 , ( Bye- union 4.

Complex sentence; consists of four simple sentences; the first is the main thing, the rest are subordinate clauses. Subordinate clauses refer to the same main clause and answer the same question - until when? Each subordinate clause is associated with the main conjunction while. These are homogeneous subordinate clauses.

The vertical scheme (a scheme that reflects not the arrangement of simple sentences within a complex one, but their dependence) will be as follows:

1
↓
(Bye- conjunction) 2, ( Bye- conjunction) 3 , ( Bye- union) 4

My father told me / 1 that he had never seen such bread / 2 And / that this year's harvest is excellent/ 3 (Aksakov).

[ch.] 1, ( What- conjunction) 2 and ( What- conjunction) 3 .

Complex sentence; consists of three simple sentences; the first is the main thing, the rest are additional clauses. Subordinate clauses refer to one word (predicate said, expressed by a verb) in the main sentence, answer the same question - what? Each subordinate clause is connected with the main conjunction that. Subordinate clauses are connected to each other by the connecting conjunction and. These are homogeneous subordinate clauses.

The vertical diagram of a complex sentence will be as follows:

1
↓
(What- union) 2 And (What- union) 3

Note!

1) If homogeneous subordinate clauses are attached to the main clause by the same conjunction, then this conjunction may be omitted in one or more subordinate clauses (but the conjunction is easy to restore).

Wed: Shatsky saw/ 1 /2 and / the sailors spent a long time, interfering with each other, pulling it up on hoists/ 3 (Paustovsky). - Shatsky saw/ 1 how the last boat returned to the ship/2 and / how the sailors for a long time, interfering with each other, pulled it up on hoists / 3 .

2) If homogeneous clauses are connected by a single connective or separation union(and, yes, in the meaning of “and”, or, or), then a comma is not placed between subordinate clauses.

my father said me that he has never seen such bread and that this year’s harvest is excellent(Aksakov); He emphatically stated that we must get out of his house immediately or he will call the police(Grigoriev) - the conjunction that before the second subordinate clause is omitted, but can be restored ( He emphatically stated that we must get out of his house immediately or that he would call the police).

3) For repeated coordinating conjunctions, a comma is placed between homogeneous subordinate clauses.

While in the hospital, he recalled how the Nazis suddenly attacked them, and how they found themselves surrounded, and as a squad managed to get through to their own.

4) The conjunctions whether... or are considered to be repeated (in this case or can be replaced by whether), and homogeneous clauses connected by these conjunctions are separated by a comma.

Wed: It was hard to understand whether there was a fire somewhere, or was about to rise moon(Chekhov). - It was hard to understand whether there was a fire somewhere, whether the moon was about to rise.

2. Complex sentences with heterogeneous (parallel) subordination:

all subordinate clauses refer to the same main clause;

subordinate clauses answer different questions, that is, they are different types of subordinate clauses.

Subordinate clauses that have the same meaning but refer to different words in the common main clause will also be heterogeneous (parallel).

/ 1 Yegorushka strained his vision, / 2 / 3 (Chekhov).

(When- conjunction) 1 , 2 , ( to- conjunction) 3 .

A complex sentence consists of three simple ones; The second sentence is main, the first and third are subordinate clauses. Subordinate clauses relate to the same main clause, but answer different questions (cf.: [When?] As he pulled into the backyard, / 1 / 2 ; Yegorushka strained his vision[why?], / 2 to get a better look at it/ 3). This different types subordinate clauses: when he pulled up to the backyard- subordinate tense; to get a better look at it- subordinate clause of purpose.

2
↓ ↓
(When- union) 1 ( to- union) 3

It is necessary to take into account Wednesday, / 1 wherein a poetic work develops, / 2 / 3 (Mayakovsky).

[noun] 1, ( wherein- union. next) 2 , ( to- conjunction) 3 .

A complex sentence consists of three simple ones; The first sentence is the main clause, the second and third are subordinate clauses. Subordinate clauses refer to one main clause, but the first subordinate clause (second simple clause) refers to one word - environment, expressed by a noun; the second subordinate clause (third simple clause) refers to the entire main clause. Subordinate clauses answer different questions (cf.: It is necessary to take into account Wednesday [which one?], / 1 wherein a poetic work develops, / 2; The environment must be taken into account[why?], / 1 so that a word alien to this environment does not appear by chance / 3). These are different types of clauses: wherein a poetic work develops- subordinate clause; so that a word alien to this environment does not appear accidentally- subordinate clause of purpose.

The vertical diagram of the proposal will be as follows:

[noun ] 1
↓ ↓
(wherein- union. next) 2 ( to- union) 3

I asked his, / 1 Why he has gone so far from fanzia, / 2 And said, / 1 that you were worried about him/ 3 (Arsenyev).

[ ch., ( Why- union. next) 2, ch.] 1, ( What- conjunction) 3 .

A complex sentence consists of three simple ones; The first sentence is the main clause, the second and third are subordinate clauses. Subordinate clauses relate to one main clause and answer questions of indirect cases (cf.: I asked his[about what?], / 1 Why he's gone so far from fanzia / 2 ; I asked him and said [what?], / 1 that you were worried about him/ 3). These are the same types of clauses - additional clauses. But these subordinate clauses refer to different words within the main sentence: the first subordinate clause (second simple sentence) refers to the predicate asked expressed by a verb; the second subordinate clause (third simple sentence) refers to the predicate said, also expressed by a verb. Therefore, these subordinate clauses are heterogeneous (parallel).

The vertical diagram of the proposal will be as follows:

[Ch. ch.] 1
↓ ↓
(Why- union. next) 2 ( What- union) 3

3. In complex sentences with sequential subordination the main clause is subordinated to one subordinate clause (subordinate clause of the 1st degree), and this subordinate clause another subordinate clause is subordinated (subordinate clause of the second degree), etc. Thus, the subordinate clause of the 1st degree is the main clause for the subordinate clause of the 2nd degree, etc.

I heard, / 1 how Gaidar cleaned the pot with sand and scolded his for that, / 2 that his pen fell off/ 3 (Paustovsky).

[ch.] 1, ( How- union ch. + uk. next) 2 , ( What- conjunction) 3 .

A complex sentence consists of three simple ones; The first sentence is the main clause, the second and third are subordinate clauses. The subordinate clause of the first degree (second simple sentence) refers to the first (main) sentence, namely to the predicate heard expressed by a verb; a subordinate clause of the second degree (third simple sentence) refers to a subordinate clause of the first degree (second simple sentence), namely, to the predicate scolded expressed by a verb.

The vertical diagram of the proposal will be as follows:

[ch.] 1
↓
(How- union ch. + uk. next) 2
↓
(What- union) 3

Note!

With sequential subordination, one subordinate clause may appear inside another subordinate clause. Moreover, at the junction of these subordinate clauses there may be two next to each other subordinating conjunction or a subordinating conjunction and a conjunctive word.

The maid was an orphan,/ 1 which , / 2 to feed, / 3 should have entered the service / 2 (L. Tolstoy).

[noun ] 1, (which is a conjunction, 2 (so that is a conjunction...), 3...) 2.

[noun ] 1
↓
(which- union. next) 2
↓
(to- union) 3

Nearby are the conjunction word which and the conjunction so. They refer to different subordinate clauses: subordinate clause of the 1st degree - who was supposed to enter service; subordinate clause of the 2nd degree - to feed. A subordinate clause of the 2nd degree is located inside a subordinate clause of the 1st degree, and a subordinate clause of the 2nd degree can be removed from a complex sentence without damage or placed after a subordinate clause of the 1st degree, cf.: The maid was an orphan who had to enter service; The maid was an orphan who had to enter service in order to feed. There is a comma between the conjunction word which and the conjunction so, which belong to different subordinate clauses.

Thus, when two subordinating conjunctions (or a subordinating conjunction and a conjunctive word) meet, comma between them is put, if the removal of the second subordinate clause does not require the restructuring of the entire complex sentence (in this case, the second part of the double conjunction does not follow - then, so, but).

Comma at the junction of two subordinating conjunctions (or a conjunction and a conjunctive word) not placed in the event that the second subordinate clause cannot be removed without changing the entire complex sentence (in this case, what follows is the second part of the double conjunction - then, so, but).

I'm holding bet, / 1 what / 2 / 3 That/ 2 (Leskov).

[noun ] 1 , ( What- union 2 ( If- union...), 3 then...) 2 .

[noun ] 1
↓
(What- union) 2
↓
(if... then- union) 3

The main clause in this sentence is: I bet/ 1, as well as two successively connected subordinate clauses: subordinate clause of the 1st degree: something... he'll stay here for three more days/ 2, inside which there is a subordinate clause of the second degree: if you give this to the Duke/ 3 (cf.: I bet that... then he will stay here for three more days; he will stay here for three more days if you give this to the Duke). At the junction of subordinate clauses of the 1st degree and the 2nd degree there are two subordinating conjunctions what and if. However, a comma is not placed between them, since it is impossible to remove a subordinate clause of the second degree without changing the subordinate clause of the first degree, cf.: I bet, / 1 that he will stay here for three more days/ 2 . This is prevented by the second part of the double conditional conjunction if...then, which is in the main clause for the conditional clause - the subordinate clause of the first degree: he will stay here for three more days. If this second part (then) is removed, then at the junction of the conjunctions what and if it will be necessary to put a comma, cf.: I bet/ 1 what , / 2 if you give this to the Duke, / 3 he will stay here for three more days / 2 .

In complex sentences with several subordinate clauses it is possible combinations of connections: there can be both homogeneous and consistent subordination; parallel and serial, etc. Therefore, when analyzing and arranging punctuation marks, one should not strive to immediately draw up a general scheme or immediately place punctuation marks.

The following analysis algorithm seems to be the most optimal:

1. Establish the total number of simple sentences in a complex sentence, highlighting all grammatical bases.
2. Highlight all subordinating means of communication (subordinating conjunctions and allied words); Based on this, establish the main clause and subordinate clauses.
3. For each subordinate clause, establish the main clause, that is, break the complex sentence into pairs: main - subordinate clause.
4. Construct a vertical diagram of a complex sentence, and on this basis determine the nature of the subordination of subordinate clauses (uniform, parallel, sequential subordination).
5. Build a horizontal diagram and place punctuation marks on this basis.

The bet is that if your master stays here for three days, then without any excuses you must carry out what I tell you, and if he does not stay, then I will carry out any order you give me.(Leskov).

This complex sentence contains 7 simple sentences:

Bet is that / 1 what / 2 if your lord stays here for three days / 3 then you have no excuses must fulfill That / 2 What I will tell you/ 4 a / if he doesn't stay / 5 then I will fulfill any order / 6 which will you give it to me/ 7 (Leskov).

1) bet is that;
2) something... you without any excuses must fulfill That ;
3) if your master stays here for three days;
4) What I will tell you ;
5) if he doesn't stay;
6) then I will fulfill any order;
7) which you will give it to me.

First sentence ( the bet is) is the main thing, the rest are subordinate clauses. The question is raised only by the sixth simple sentence ( then I will fulfill any order ).

This complex sentence can be divided into the following pairs of complex sentences:

1→2: bet is that, something... you without any excuses must fulfill That ;
2→3: you without any excuses must fulfill That if your lord stays here for three days;
2→4: you without any excuses must fulfill That what will I tell you;
6→5: I will fulfill any order if he doesn't stay;
6→7: I will fulfill any order, which you will give it to me.

It is still difficult to determine what type of sentence the sixth sentence belongs to. In this case, you should pay attention to the coordinating conjunction a. A coordinating conjunction, unlike a subordinating conjunction, in a complex sentence consisting of three or more simple sentences may not appear before the sentence to which it refers. Therefore, it is necessary to find out which simple sentences are connected by this adversative conjunction. To do this, you need to remove all simple sentences, leaving only those that contain opposition. These are sentences 2 and 6, cf.: you without any excuses must fulfill then, and I will carry out any order. But sentence 2 is a subordinate clause. Therefore, sentence 6, connected to sentence 2 by a coordinating conjunction, must also be a subordinate clause. This can be checked by inserting the same conjunction that sentence 2 has, and connecting sentence 6 with the same main one on which sentence 2 depends, cf.: bet thing is I will carry out any order. This means that sentences 2 and 6 are homogeneous subordinate clauses, only the conjunction that in sentence 6 is omitted (1→6).

Based on the data obtained, we can construct a vertical diagram of this complex sentence:

[Ch. + uk. next] 1
↓
(What- union ch. + uk. next) 2, and (- noun + adjective) 6
↓ ↓ ↓ ↓
(if... then- conjunction) 3 ( What- union. next) 4 ( if... then- union) 5 ( which- union. next) 7

Thus, this sentence is complex, in which the subordinate clauses are connected homogeneously (sentences 2 and 6), in parallel (sentences 3 and 4, sentences 5 and 7), and also sequentially (sentences 2 and 3; 2 and 4, 6 and 5, 6 and 7).

To place punctuation marks, it is necessary to mark the boundaries of simple sentences, paying special attention to the possible combination of several conjunctions at the border of sentences, and also to construct a horizontal sentence diagram.

[Ch. + uk. next] 1 , ( What- union ( If- conjunction) 3, That Ch. + uk. next) 2 , ( What- conjunction next) 4, A (If- conjunction) 5, ( That noun + uk. next) 6 , ( which- union. next) 7 .

In this sentence there is a combination of subordinating conjunctions at the junction of sentences 2 and 3 (what if). In addition, the coordinating conjunction a, which refers to sentence 6, comes before sentence 5, forming a combination of conjunctions with the subordinating conjunction if (and if). By general rules they must be separated by commas, but what follows is the second part of the double conjunction if...then. It is this second part of the conjunction that does not make it possible to remove conditional clauses without changing the structure of the sentences as a whole, cf.: The bet is that... you must do this without any excuses; otherwise... then I will carry out any order. That is why a comma is not placed at the junction of these conjunctions.

So, the punctuation marks in the sentence should be arranged as follows:

The bet is that if your master stays here for three days, then without any excuses you must do what I tell you, and if he does not stay, then I will carry out any order you give me (Leskov).

Plan for parsing a complex sentence with several subordinate clauses

1. Indicate the type of complex sentence (complex sentence).
2. Name the main clause and subordinate clauses (highlight grammatical bases).
3. Indicate how subordinate clauses are related to the main clause (sequential, parallel, homogeneous subordination).
4. Parse each subordinate clause according to plan.
5. Construct vertical and horizontal sentence diagrams.

Sample parsing

Participates in the adventures of Baron Munchausen runner, / 1 which, / 2 so as not to run too fast, / 3 ties pound weights to his feet/ 2 (Soloukhin).

The sentence is complex; consists of three parts; sentence 1 - main; sentences 2 and 3 are subordinate clauses. Subordinate clauses are connected to the main clause sequentially.

The subordinate clause of the first degree (sentence 2) refers to the main one (sentence 1). This is a subordinate clause; it refers to the subject runner expressed by a noun, a means of communication is a conjunctive word which; the subordinate clause comes after the main clause.

The second degree clause (sentence 3) refers to the first degree clause (sentence 2). This is a clause of purpose; it relates to everything important, the means of communication is the union to; the subordinate clause stands in the middle of the main clause.

[noun] 1
def. ↓
(which- union. next) 2
goals ↓
(to- union) 3

[noun] 1 , ( which- union. words, ( to- conjunction) 3 ,) 2 .
def. goals

Types of subordination. homogeneous sequential parallel main clause main clause main clause subordinate clause subordinate clause subordinate clause. I Art. subordinate clause II Art. subordinate clause subordinate clause

1. (If joy ends), [look] (where you went wrong). SPP with subordinate clauses, explanatory clauses, with parallel subordination. 2. [I will spare you from descriptions of mountains, from exclamations (which express nothing), from pictures (which depict nothing, especially for those) (who were not there), and from statistical remarks], (which absolutely no one will not read). NGN with attributive clauses, with parallel and sequential subordination. 3. [Russia has white birch trees, cedars that have forgotten (how old they are), mountains that have turned gray from the eternal winds, rivers] (which have no name). NGN with explanatory and attributive clauses, with parallel subordination. 4. (To repel, throw back the enemy rampart), [the city endured such trials], (which it has never known in its two hundred and forty years of existence). SPP with subordinate clauses of purpose, definitive, with parallel subordination. 5. [The city seemed to ask you], (where were you on winter days), (when the solemn buildings of the colonnade and arches were covered with frost). NGN with explanatory, attributive clauses, with sequential subordination. Determine subordinate clauses and type of subordination.

Homogeneous subordinate clauses (subordination). Commas are added. [I saw] (how the stars began to fade), (how coolness swept across the earth). , (how how…). If subordinate (explanatory) clauses are connected by the conjunction “and”, then a comma is not used. [It was obvious] (that Savelich was right) and (that I needlessly insulted him). , (what...) and (what...). If there are 3 explanatory clauses (subordinate), but in the 2nd sentence the conjunction is omitted and it is added using the conjunction “and”, then a comma is not placed before “and”. [I saw Egorushka], (how the sky darkened) and (the darkness fell), (how the stars lit up). , (as...) and (...), (as...). If the main clause has 2 subordinate clauses (time) and each is preceded by an “and,” then a comma is placed before the 2nd “and.” [I love forests] both (when they rustle the leaves merrily) and (when they stand calmly under the snow). and (when...), and (when...). PunctuationExamples

PunctuationExamples Heterogeneous clauses. Commas are added. a) Parallel subordination: (From the main clause, different questions are posed to the subordinate clauses.) (When the boat approached the shore), [we saw] (that people were running to the shore). (When that…). b) Consistent subordination: (From the main clause, the question is posed to the subordinate clause of the 1st degree, from the subordinate clause of the 1st degree - to the subordinate clause of the 2nd degree, from the subordinate clause of the 2nd degree - to the subordinate clause of the 3rd degree.) [Villages were molded in places], (which in color so merged with rocks), (that it was necessary to come closer), (to notice them). , (which...), (that...), (to...).

PunctuationExamples With sequential subordination, one subordinate clause can be inside another, i.e., there will be 2 subordinate clauses nearby. union. If the 2nd subordinate clause is easily removed from the sentence, then it has independence and a comma is placed between the conjunctions; if not, then a comma is not placed (usually before “then,” “but,” “so”). [The old man warned] (that (if the weather does not improve), there is nothing to think about hunting). [The old man warned] (that if the weather does not improve), (then there is nothing to think about hunting). SSP, which includes SPP. [The guys walked quickly], and, (when there were three kilometers left to the place where they spent the night), [a forest appeared on the right]. There are SPPs in which these types of offers are combined. A comma is placed between conjunctions (in this case “and” and “when”) if the sentence starting with the second conjunction can be easily removed; if not, then the comma is not placed.

1. Never before have children needed to be enriched with language as much as they need these days when life is changing comprehensively and when everything requires new forms. 2. From the very beginning, you must arrange things in such a way that the children themselves tell you about their affairs, so that they want to tell you, so that they are interested in your knowledge. 3. And I would like to think that this Russian man, a man of unbending will, will endure and grow up next to his father’s shoulder who, having matured, will be able to endure everything and overcome everything on his way if his Motherland calls him to this. 4. By the time I got home, I sat at home for another two hours, so when I went out it was already light. 5. Having said hello, dad said that he would beat us in the village, that we had stopped being little and that it was time for us to study seriously. Place punctuation marks in SPP with several subordinate clauses.,,,

1. Determine the type of sentence according to the purpose of the statement (narrative, question, incentive). 2. Specify the type of offer for emotional coloring(exc. ​​or non-exc.). 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 a verb), characterize the means of communication (conjunctions or allied words), determine the types of subordinate clauses (definitive, explanatory and etc.). 5. Determine the type of subordination of subordinate clauses (uniform, parallel, sequential). Scheme for parsing IPS with several subordinate clauses. [You will look at the pale green sky strewn with stars (on which there is not a cloud or spot), and you will understand] (why the warm summer air is motionless), (why nature is on the alert). (A. Chekhov). [noun, (on which), verb], (why), (why). (Narrative, non-vocal, complex, SPP with three subordinate clauses: 1) def., 2) and 3) – explanatory; with parallel and homogeneous subordination). Sample analysis of IPS with several subordinate clauses. which? What? ____

Let's analyze the sentence syntactically. My father told me that he had never seen such bread and that this year’s harvest was excellent. (Aksakov). [v.], (what) and (what). (Narrative, non-vocal, complex, SPP with two subordinate clauses: 1) expository, 2) expository, with homogeneous subordination of the subordinate clauses). ,)(() about what? about what? ___ _ ___

I heard Gaidar cleaning the pot with sand and scolding him because the handle had fallen off. (Paustovsky). (Narrative, non-vocal, complex, SPP with two subordinate clauses: 1) expository, 2) expository, with sequential subordination of the subordinate clauses). [v.], (how), (what). what? for what? When he drove up to the backyard, Yegorushka strained his vision to get a better look at him. (Chekhov). (Narrative, non-vocal, complex, SPP with two subordinate clauses: 1) circumstance. places, 2) obst. goals, with parallel subordination of subordinate clauses). (When), , (to). when? why? Place signs, do it yourself parsing offers. I option II option (,), () (),,() _ ____ ____ _ ____

Complex sentences With different types connections are complex sentences that consist of at least three simple sentences interconnected by coordinating, subordinating and non-conjunctive connections. To understand the meaning of such complex constructions, it is important to understand how the simple sentences included in them are grouped together. Often complex sentences with different types of connections are divided into two or several parts (blocks), connected using coordinating conjunctions or without conjunctions; and each part in structure is either a complex sentence or a simple one. For example: 1) (I am sad): [there is no friend with me], (with whom I would drink the long separation), (whom I could shake hands from the heart and wish many happy years) (A. Pushkin). This is a complex sentence with different types of connections: non-union and subordinating, consists of two parts (blocks) connected non-union; the second part reveals the reason for what is said in the first; Part I is a simple sentence in structure; Part II is a complex sentence with two attributive clauses, with homogeneous subordination. : [noun], (with whom), (to whom).

Scheme for parsing a complex sentence with different types of connection. 1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive). 2. Indicate the type of sentence based on emotional coloring (exclamatory or non-exclamatory). 3. Determine (based on grammatical basics) the number of simple sentences and find their boundaries. 4. Determine the semantic parts (blocks) and the type of connection between them (non-union or coordinating). 5. Give a description of each part (block) by structure (simple or complex sentence). 6. Create a proposal outline. The parsing sample is complex. sentence with different types of communication [Suddenly a thick fog fell], [as if a wall separated me from the rest of the world], 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) (V. Arsenyev). , , and, ((to), [noun], (which)). (Narrative, non-vocal, complex, with different types of connection: non-union, composing and subordinating, consists of 3 parts connected non-union (I and II parts) and composing. connecting. union and (II and III parts) ; Part I - simple sentence, Part II - simple sentence, Part III - SPP with two subordinate clauses (goals and definition) with parallel subordination.

Place punctuation marks. Parse the sentence syntactically. The alley was full of gardens and linden trees grew near the fences, now casting a wide shadow in the moonlight, so that the fences and gates on one side were completely buried in darkness. (A. Chekhov). ___ ___ [,], () [, and , (so). This is a complex sentence with different types of connections: coordinating and subordinating, consists of two parts connected by a coordinating conjunction and, the relations between the parts are enumerative; Part I is a simple sentence in structure; Part II is a complex sentence with a subordinate clause; the subordinate clause depends on the main thing and is joined to it by the conjunction so. ]

Who (not, not) ever (wasn’t) on the top of Ivan the Great, who (not, not) ever (didn’t) happen to take one look at our ancient capital from end to end, who (n_) once (not, not) admired this majesty (n, nn) ​​oh, almost (in)visible p_n_frame, - he (does not) have a clue about Moscow. (M. Yu. Lermontov) Such a sentence is called a period (from the Greek periodos - circle, detour, rotation). This is a relatively complete, semantically complete, complex sentence, clearly divided into two opposite parts. The first part consists of a number of homogeneous units and is pronounced in a rising tone, followed by a pause, the second part of the sentence is pronounced in a lower tone. The first part of the period is called an increase, the second - a decrease. Such an intonation pattern forms a circle, as it were, since the period opens and closes in the same way in an even pronunciation. The period is used in artistic and journalistic styles, in upbeat, emotionally expressive speech. A comma and a dash are placed between the first and second parts of the period. Period as special kind complex sentence.
A25.Which answer option correctly indicates all the numbers that should be replaced by commas? It’s never boring in the forest (1) and (2) if you get sad (3) take a closer look at the most ordinary birch tree (4) that you meet on your way. 1) 1,2,4 2) 2,3 3) 1,2,3, 4 4) 1,3 Answer: 3

A25. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence? There was an impression (1) that we had magically visited a wonderful country (2) where there are scarlet lilies and red rowan trees (3) where everything is clearer and more beautiful (4) than it has always been around. 1)1,2,4 2)2,3 3)1,2,3,4 4)1,3 Answer: 3

A25. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence? The timber was brought to the river at night (1) and (2) when a white fog shrouded the banks (3) all eight companies laid planks (4) on the wreckage of the bridges. 1) 1, 3, 4 2) 1, 4 3) 2, 3 4) 1, 2, 3 Answer: 4

A25. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence? A few hours later (1) Ivan became exhausted (2) and (3) when he realized (4) that he could not cope with the papers (5) he cried quietly and bitterly. 1) 1, 4, 5 2) 2, 3, 5 3) 3, 4, 5 4) 1, 4 Answer: 3

A25. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence? Mitya often simply admired his sister (1) and (2) even when he had to listen to her complaints that (3) she looked bad after night shifts in the hospital (4) Lyubasha seemed to him the most beautiful. 1) 1, 2, 4 2) 1, 2, 3, 4 3) 1, 3 4) 3, 4 Answer: 2

Goals:

• Educational: deepen knowledge about complex sentences - constructions with several types of subordinate clauses; to master the concept of heterogeneous, consistent, homogeneous subordination, combined subordination; learn to see structure and reproduce sentence patterns;
• Developmental: improving punctuation skills, practical skills in analyzing a complex sentence, developing skills in using a complex sentence in speech, the ability to construct a complex sentence;
• Educating: continue to form the habit of work and independent learning of the material; the ability to work in pairs, evaluate the work of a classmate; enrich students’ vocabulary with vocabulary on moral topics; challenge students to think about personality direction.

Lesson setup: organizing the educational process in order to ensure that all students achieve a basic level on a topic, creating conditions for mastering material at a higher level for a certain group of students.

Lesson preparation: poster “Studying complex sentences” (tasks and practical skills in studying the topic are defined); didactic material - cards for individual and group work.

During the classes

1. Organizing students for the lesson. Goals and objectives of the lesson; making notes in a workbook.

Teacher's word:

We continue to study the topic "Complex sentence". Lesson objectives: to deepen knowledge about complex sentences with several subordinate clauses. We worked practically on this large topic in previous lessons, at home you worked on theoretical material on the topic (209, Textbook by V.V. Babaytsev, L.D. Chesnokov “Russian language. Theory. Grades 5-9” - Education, M. 2005)

So, a complex sentence with several subordinate clauses, the nature of subordination, types of subordination; We develop practical skills and abilities to hear, see and graphically reproduce the structure of a sentence; Along the way, we will repeat the material on the analysis and syntactic characteristics of a complex sentence.

2. Implementation homework. Condensed poll:

a) 4 students work with individual task cards at the board (cards No. 1, 2, 3, 4 -<Annex 1 >)

b) The class works in pairs. Assignment: survey - reciting the studied theoretical material on the topic of the lesson (Paragraph 209 of the textbook), drawing and explaining graphic diagrams of complex sentences with different types of subordination.

Control is carried out by students, children give grades to each other, then hand over sheets of grades to the teacher. The teacher controls the survey, then draws the attention of the class students to the board - sentence diagrams of card No. 2.

Let's test ourselves to see if we can determine by ear the type of subordination, the structure of a sentence, the type of subordinate clause; examples of cards No. 1, 3, 4.

Findings from homework review and revision prepare students for the next activity.

3. Graphic dictation.

1. I saw how the stars began to fog and lose their radiance, and how coolness swept across the earth with a light sigh.

Homogeneous subordination with additional (expository) clauses.

2. When our boat headed from the frigate to the shore, we saw that women and children began to run from the village.

Heterogeneous subordination with adverbial (time) and additional clauses.

3. For a long time you could hear him walking towards where the light was shining.

Consecutive subordination with additional clauses (I st.), adverbial - places (II st.)

4. In the silence, one could clearly hear how the man groaned and how heavily the crust crunched under the feet of the bear, which was driven out of the forest by an unusual roar and crackling sound.

Combined submission with homogeneous and consistent submission.

Control of this type of work: on the back of the board, diagrams of dictated proposals are drawn in advance. Children exchange notebooks, checking each other's sentence patterns, checking them with the patterns written on the board, and mark each other for graphic dictation. Then the teacher asks to comment on the compiled diagrams, paying attention to the fourth scheme with a combined type of subordination and the absence of a comma before the conjunction AND with homogeneous subordination.

The work is summarized:

We worked with individual sentences, learned to analyze the structure of sentences by ear, and reproduce it graphically. The next type of work is with text. We work in two groups. Cards with the text and the task for it (Option “A” and “B”) are laid out in advance on the students’ tables.

4. Working with text(Option "A" and "B" -<Appendix 2 >).

• Tasks No. 1, 2, 3 are completed orally.
• Task No. 4 - in writing.

Control: upon completion of the work, we listen to the answers of the students of group “A”, then group “B”

Conclusions on work related to text analysis (comprehensive text analysis). We especially emphasize the conclusions regarding the material studied in the lesson - a complex sentence with several types of subordinate clauses.

5. Next type of work associated with the ability to use complex sentences in speech and the ability to construct them; At the same time, the skill is developed in the ability to put punctuation marks, highlight the semantic parts of sentences, and read them expressively.

So, speech development. We work in groups No. 1, 2, 3. Find task cards “Speech development”<Appendix 3>. After finishing working with the card, we listen to the answers of students from the groups. The teacher must draw children's attention to the semantic side of the text in any type of work on the topic.

Conclusions: complex sentences with several subordinate clauses enrich our speech, make it brighter, more imaginative, and more demonstrative. Let us pay attention to the fact that complex sentences are used in reasoning in texts of a journalistic nature.

6. Independent work with text in two versions (task cards for independent work and homework - options "A" and "B" -<Appendix 4 >)

It is proposed, while doing independent work on the text, to observe the use of complex sentences in an artistic style of speech.

Students who do not finish their work in class take it as homework and submit it to the next lesson.

7. Lesson summary. Students sum up the lesson, saying what new things they learned during the lesson and what they learned.

The teacher summarizes the conclusions, comments on the grades given for the lesson (all students received grades for theoretical material and practical work, for independent work - after checking it in the next lesson)

What is homogeneous, parallel, sequential subordination? How are the parts of a sentence related to each other? Why do we need sentences with different types of subordination? You will learn about all this in the lesson. Exercises, tests and simulators must be completed not only in order to master the topic, but also as a means of repeating the “Complex Sentence” section.

Topic: Complex sentences

Lesson:Main types of complex sentences with several subordinate clauses

Complex sentences with several subordinate clauses are of two types: the first case - all subordinate clauses are attached directly to the main one; the second - when the first subordinate clause is attached to the main one, and the second subordinate clause - to the first, etc.

Subordinate clauses that are added to the main clause are homogeneous and heterogeneous. Homogeneous clauses, like homogeneous clauses, have the same meaning, answer the same question, and depend on the same word in the main clause. Homogeneous subordinate clauses can be connected to each other by a coordinating or non-conjunctive connection (only with the help of intonation).

[But it’s sad to think] that (youth was given to us in vain), that (they cheated on her all the time), that (she deceived us).

Let's draw up a proposal outline. We ask a question from the main part: sad to think about what? that youth was given to us in vain. The 1st subordinate clause is explanatory. We ask a question about the second subordinate clause: sad to think about what? that they cheated on her all the time. The 2nd subordinate clause is explanatory. We ask a question to the third subordinate clause: sad to think about what? that she deceived us. We see three subordinate clauses of the same type, to which a question is asked from the same word in the main sentence - we have before us a sentence with homogeneous subordination ( or subordination - see the textbook by M. Razumovskaya).

Dersu said that these were not clouds, but fog, and that tomorrow the day would be sunny and even hot. Two subordinate clauses refer to one word in the main word and are connected to each other using a coordinating connection (conjunction And). Please note that the same question is asked again from the same word in the main.

With homogeneous subordination of subordinate clauses, it is possible to omit a conjunction and a conjunctive word: Where the cheerful sickle walked and the ear fell, now everything is empty. Let's ask a question from the main one: empty Where? where the cheerful sickle walked, empty Where? (Where) the ear fell. In the second subordinate clause Where omitted, and between themselves subordinate clauses connected by a coordinating conjunction And.

Subordination can be homogeneous and parallel (heterogeneous). Heterogeneous subordinate clauses have different meaning, answer different questions and/or depend on different words in the main clause, but refer to the same main clause.

If I had a hundred lives, they would not satisfy all the thirst for knowledge that burns me (V. Bryusov). Main offer: they would not satisfy all the thirst for knowledge. We ask the question: under what conditions? If I had a hundred lives - subordinate clause. Another question from the main one: thirst Which? which burns me - attributive clause . We asked different questions to different subordinate clauses from the main clause and from the word in the main clause. This connection is called parallel(heterogeneous) subordination.

The second type of complex sentences with two or more subordinate clauses includes sentences in which the subordinate clauses form a kind of chain. The question is asked from the main clause to the first subordinate clause, then from the first subordinate clause to the second, etc.

She was horrified when she learned that the letter was carried by her father (F. Dostoevsky). The main proposal is She was horrified We ask a question from him: I was horrified When ? when I found out - clause of time. The first clause is called a clause of the first degree . We ask a question to the second subordinate clause. I found out about what ? that the letter was carried by the father - subordinate explanatory clause. Such a subordinate clause (to which a question is asked from the first) is called a subordinate clause of the second degree. And the connection is called consistent submission.

Depending on how many subordinate clauses there are, there will be so many degrees. Sometimes, in sequential subordination, one clause is inside another clause. In this case, two subordinating conjunctions may appear next to each other: what/if, what/when, what/since etc. These subordinate clauses must be seen and distinguished. We will talk about signs in the next lesson.

The water fell so terribly that when the soldiers fled below, raging streams were already flying after them. Main offer : The water came down so terribly. We ask a question: so scary in what degree? that raging streams were already flying after them - subordinate clauses of measure and degree. We flew When? when the soldiers ran below - clause of tense . But we are already asking the question from the subordinate measure and degree. This is the case consistent submission. It is important to understand what follows from what.

In complex sentences with three or more subordinate clauses there may be more complex combinations: Whoever in his youth did not connect himself with strong ties to external and beautiful work, or at least to honest and useful work, can consider his youth lost without a trace, no matter how fun it was, no matter how many pleasant memories it left. Main offer: he may consider his youth lost without a trace. Asking questions : which one? who in his youth did not bind himself with strong ties to external and beautiful work, or at least to honest and useful work - subordinate pronominal attributive. Next question: may consider his youth lost without a trace no matter what? no matter how fun it was - clause of concession. The question is again asked from the main clause - the connection between the subordinate clauses is parallel (different questions from one main clause to different subordinate clauses). He may consider his youth lost without a trace no matter what? - no matter how many pleasant memories she left - subordinate clause of concession, the question is asked from the same main point and the same as to the previous sentence (homogeneous subordination). Thus, in this sentence we have both parallel and homogeneous subordination.

Pisarev wrote that human nature so rich, strong and elastic that it can retain its freshness and beauty in the midst of the most oppressive ugliness of its surroundings. Pisarev wrote about what? that human nature is so rich, strong and elastic - subordinate explanatory clause. Nature is so rich, strong and elastic in what degree? that can retain its freshness and beauty in the midst of the most oppressive ugliness of the environment - subordinate clauses of measure and degree. This sentence has sequential subordination.

A good person is not one who knows how to do good, but one who does not know how to do evil (V. Klyuchevsky). A kind person is not the same which one? who knows how to do good. A good person is not this one, but that one which one? who does not know how to do evil. We got one main thing, it contains a subordinate clause who knows how to do good, and after the main one there is one more subordinate clause. This is parallel submission.

A complex sentence with several subordinate clauses is used mainly in a scientific style; such sentences help convey complex connections between facts, which is the purpose of scientific literature.

Homework

Questions

1. What types are complex sentences with several subordinate clauses divided into?

2. How are subordinate clauses added to main clauses?

3. How can we explain that a complex sentence with several subordinate clauses is used mainly in a scientific style?

Exercise 1. Determine the type of connection of subordinate clauses in a complex sentence.

(1) But it’s sad to think that youth was given to us in vain, that they cheated on it all the time, that it deceived us (A. Pushkin). (2) Dersu said that these were not clouds, but fog, and that tomorrow the day would be sunny and even hot (V. Arsenyev). (3) If I had a hundred lives, they would not satisfy all the thirst for knowledge that burns me (V. Bryusov). (4) She was horrified when she found out that the letter was carried by her father (F. Dostoevsky). (5) The water fell so terribly that when the soldiers fled below, raging streams were already flying after them. (6) Whoever in his youth did not connect himself with strong ties to an external and beautiful cause, or at least to honest and useful work, he may consider his youth lost without a trace, no matter how fun it was, no matter how many pleasant memories it left.

Exercise 2. Ask a question from the main clause to the subordinate clause, determine the type of subordinate clause.

(1) Where the cheerful sickle walked and the ear fell, now everything is empty (F. Tyutchev). (2) Whoever in his youth did not connect himself with strong ties to external and beautiful work, or at least to honest and useful work, can consider his youth lost without a trace, no matter how fun it was, no matter how many pleasant memories it left .(3) Pisarev wrote that human nature is so rich, strong and elastic that it can retain its freshness and beauty in the midst of the most oppressive ugliness of the environment. (4) A good person is not one who knows how to do good, but one who does not know how to do evil (V. Klyuchevsky).

1. Efremova T.F. New dictionary Russian language. Explanatory and word-formative. - M.: Russian language, 2000 ().

2. Reference and information Internet portal “Russian language”. gramota.ru

Internet resources used

1. Tutor English language in St. Petersburg ().

2. Preparation for the Russian Language Olympiad ().

Literature

Russian language: Textbook for 9th grade. educational institutions/ S.G. Barkhudarov, S.E. Kryuchkov, L.Yu. Maksimov, L.A. Czech. - M.: Education, 2011.

Russian language. 9th grade: textbook. for educational institutions /M.M. Razumovskaya, S.I. Lvova, V.I. Kapinos, V.V. Lviv; edited by MM. Razumovskaya, P.A. Lekanta, - M.: Bustard, 2011.

Rosenthal D.E. Handbook of spelling and literary editing. - M., 2012.

Unified State Exam in the RUSSIAN LANGUAGE Demo version control measuring materials of a single state exam 2013 in the Russian language, prepared by the Federal State Budgetary Scientific Institution “FEDERAL INSTITUTE OF PEDAGOGICAL MEASUREMENTS”.

Demonstration version of control measuring materials for state (final) certification in 2009, 2011, 2012, 2013 (in new form) in the RUSSIAN LANGUAGE of students who have mastered the basic general education programs main general education, prepared by the Federal State Budgetary Scientific Institution “FEDERAL INSTITUTE OF PEDAGOGICAL MEASUREMENTS”.