Sentences with sequential connection of subordinate clauses. See what “sequential submission” is in other dictionaries

42. The concept of a non-union complex sentence.

Typology of non-union proposals Non-union complex sentence [ - this is a complex sentence in which simple sentences are combined into one whole in meaning and intonation, without the help of conjunctions or allied words: Habitfrom above to us ]: [ given replacementhappiness she]

(A. Pushkin). The semantic relations between simple sentences in conjunctions and are expressed in different ways. In allied sentences, conjunctions take part in their expression, so the semantic relationships here are more definite and clear. For example, union So expresses the consequence because - the reason, If - condition, however

- opposition, etc. The semantic relationships between simple sentences are expressed less clearly than in a conjunction. In terms of semantic relationships, and often in intonation, some are closer to complex ones, others - to complex ones. However, it is often the same non-union complex sentence in meaning it can be similar to both a compound and a complex sentence. Wed, for example:- The spotlights came on

it became light all around; The spotlights came on and it became light all around; When the spotlights came on, it became light all around. Meaningful relations in non-union complex sentences depend on the content of the simple sentences included in them and are expressed in oral speech by intonation, and in writing by various punctuation marks (see section “Punctuation marks in»).

non-union complex sentence Meaningful relations in IN

The following types of semantic relations between simple sentences (parts) are possible: I. Enumerative

(some facts, events, phenomena are listed):[I_ did not seeyou for a whole week], [I haven't heard, .

you for a long time] (A. Chekhov) - Such non-union complex sentences approach complex sentences with a connecting conjunction

And. Such Like the compound sentences synonymous with them, can express the value 1) simultaneity listed events and 2) their

1) \ sequences. Bemep howledplaintively and quietly], [in the darkness the horses neighed], [from the camp swamtender and passionate song-,.

thought] (M. Gorky) -, ], [ stirred fluttered uphalf asleep bird- ,.

] (V. Garshin) Non-union complex sentences

with enumerative relations may consist of two sentences, or may include three or more simple sentences. Causal(the second sentence reveals the reason for what is said in the first):

[I unhappy ]: [every dayguests ] (A. Chekhov). you for a long time] (A. Chekhov) - Such synonymous with complex subordinates with subordinate clauses.

III. Explanatory(the second sentence explains the first):

1) [ Items were lost your form]: [everything merged first into a gray, then into a dark mass] (I. Goncharov)-

2) [Like all Moscow residents, yoursFather is like that ]: [ I would like he is a son-in-law with stars and ranks] (A. Griboyedov)-

Such non-union sentences are synonymous with sentences with an explanatory conjunction namely.

IV. Explanatory(the second sentence explains the word in the first part that has the meaning of speech, thought, feeling or perception, or a word that indicates these processes: listened, looked, looked back and so on.; in the second case we can talk about skipping words like see, hear and so on.):

1) [ Nastya during the storyI remembered ]: [from yesterdayremained whole untouchedcast iron boiled potatoes] (M. Prishvin)- :.

2) [ I came to my senses, Tatyana looks ]: [bearNo ]... (A. Pushkin)- :.

Such non-conjunctive sentences are synonymous with complex sentences with explanatory clauses (I remembered that...; looks (and sees that)...).

V. Comparative and adversative relations (the content of the second sentence is compared with the content of the first or contrasted with it):

1) [Allhappy family looks like and each other], [eachunhappy family but in my own way] (L. Tolstoy)- ,.

2) [Rankfollowed to him]- [he suddenlyleft ] (A. Griboyedov)- - .

you for a long time] (A. Chekhov) - Such synonymous with complex sentences with adversative conjunctions a, but.

VI. Conditional-temporary(the first sentence indicates the time or condition for the implementation of what is said in the second):

1) [ Do you like to ride ] - [ love and sleighcarry ] (proverb)- - .

2) [ See you with Gorky]- [ talk with him] (A. Chekhov)--.

Such sentences are synonymous with complex sentences with subordinate clauses of condition or time.

VII. Consequences(the second sentence states the consequence of what is said in the first):

[Smallthe rain is falling since morning]- [ it's impossible to get out ] (I. Turgenev)- ^TT

44. Contaminated types of complex syntactic structures

The identification of two levels of division of complex syntactic constructions leads to the conclusion about the structural contamination of such constructions. Contaminated are complex constructions in which entire complex sentences act as constituent components.

Since a subordinating relationship is the closest connection (compared to a coordinating one, for example), it is natural that a complex sentence usually acts as a single component of a complex syntactic construction, although a non-union combination of parts within a component is also possible if these parts are interdependent.

A complex sentence can be a component of a complex sentence, a non-union sentence, and, finally, even a complex sentence.

1. A complex sentence as a component of a complex structure with a coordinating connection: Each child must experience his own, deeply individual life in the world of words, and the richer and fuller it is, the happier the days and years that we passed in a field of joys and sorrows, happiness and grief (Sukhoml.).

The peculiarity of the structure of this sentence is that the coordinating conjunction and (at the junction of two components of a complex structure) stands immediately before the first part of the comparative conjunction than, but attaches the entire comparative sentence as a whole, which, in turn, is complicated by a attributive clause.

In addition to the conjunction and, other coordinating conjunctions are often found in similar syntactic conditions: Our matchmaking with the countess’s house has been destroyed and cannot be restored; but even if it could, it would never exist again (Ven.); What happened is past, no one cares about it, and if Laevsky finds out, he won’t believe it (Ch.).

The following complex constructions with a coordinating connection at the first level of division are similar in structure, although they have different degrees of internal complexity:

2. A complex sentence as a component of a complex structure with a non-union connection: For a long time it was done like this: if a Cossack was riding on the road to Millerovo alone, without comrades, then if he met the Ukrainians... did not give way, the Ukrainians beat him (Shol. ).

A peculiarity of the structure of this sentence is the presence in the first part of the synsemantic word so, the content of which is specified by a complex sentence, in turn, complicated by the lexically non-free part cost...

3. A complex sentence as a component of another complex sentence [The absence of different types of syntactic connections in such constructions could serve as a basis for considering them in polynomial complex sentences (see § 124). However, the special structural organization of such proposals and its similarity with the constructions described in this section make it possible to place them here in order to preserve the system in presentation.].

1) Let the father not think that if a person is nicknamed Quick Momun, it means he is bad (Aitm.).

2) Everyone knows that if a fisherman is unlucky, sooner or later such good luck will happen to him that they will talk about it throughout the village for at least ten years (Paust.).

In the above examples, there are different degrees of internal complexity, but they are united by one common structural indicator: they are built according to the “main part + subordinate clause” scheme (usually explanatory, but causal, concessive and consequential are also possible), which is a whole complex sentence (with relations conditions, reasons, time, comparison, less often - concessions and goals). This feature of contaminated complex sentences does not allow us to see here the usual sequential subordination in a complex sentence with several subordinate clauses.

Such a description does not reflect the actual structure of the syntactic construction.

As can be seen from the examples given, the most common type of contaminated complex sentence is a sentence with the conjunction that (at the first level of division). However, other conjunctions are also possible, although they are much less common, for example: because, since, so, although.

A complex sentence can be a component of a complex polynomial sentence with several main ones: When they were driving to the logging site, it suddenly became very warm and the sun was shining so brightly that it hurt their eyes (gas).

4. A complex sentence as a component of a complex sentence: I didn’t want to think that not only the guys were not interested in this magnificent picture, but many adults were at least indifferent.

A compound sentence with the conjunction not only...but also is used here as an explanatory clause.

Such sentences are possible only with gradational conjunctions, for example: not only...but also; not really...but; not so much...as much.

5. A non-union complex sentence as a component of a complex sentence: The density of the grasses in other places on Prorva is such that it is impossible to land on the shore from a boat - the grasses stand like an impenetrable elastic wall (Paust.).

48.Basics of Russian punctuation. Functional features of Russian punctuation

Russian punctuation, currently a very complex and developed system, has a fairly solid foundation - formal and grammatical.

Punctuation marks are primarily indicators of the syntactic, structural division of written speech. It is this principle that gives modern punctuation stability.

For example: But I decided to re-read several of Shchedrin’s works.

It was three or four years ago, when I was working on a book where real material was intertwined with lines of satire and fairy-tale fiction. I then took Shchedrin to avoid accidental similarities, but, having started reading, having read deeply, immersing myself in the amazing and newly discovered world of Shchedrin’s reading, I realized that the similarities would not be accidental, but obligatory and inevitable (Cass.). All signs here are structurally significant; they are placed without regard to the specific meaning of parts of sentences: highlighting subordinate clauses, fixing syntactic homogeneity, marking the boundaries of parts of a complex sentence, highlighting homogeneous adverbial phrases.

The structural principle contributes to the development of solid, commonly used rules for the placement of punctuation marks. Signs placed on this basis cannot be optional or copyrighted. This is the foundation on which modern Russian punctuation is built. This is, finally, the necessary minimum, without which unhindered communication between the writer and the reader is unthinkable.

Such signs are currently quite regulated, their use is stable. Dividing the text into grammatically significant parts helps to establish the relationship of some parts of the text to others, indicates the end of the presentation of one thought and the beginning of another.

In cases where different combinations of words are possible, only a comma helps to establish their semantic and grammatical dependence. For example: Inner lightness has appeared. Walks freely on the streets, to work (Levi). A sentence without a comma has a completely different meaning: walks the streets to work (denoting one action). In the original version, there is a designation for two different actions: walking along the streets, i.e.

walks and goes to work.

Such punctuation marks help establish semantic and grammatical relationships between words in a sentence and clarify the structure of the sentence.

The ellipsis also serves a semantic function, helping to put logically and emotionally incompatible concepts at a distance. For example: Engineer... in reserve, or the misadventures of a young specialist on the way to recognition;

Goalkeeper and goal... in the air; History of peoples... in dolls; Skiing... picking berries.

Often, with the help of punctuation marks, specific meanings of words are clarified, i.e. the meaning contained in them in this particular context. Thus, a comma between two adjective definitions (or participles) brings these words closer together semantically, i.e. makes it possible to highlight general shades of meaning that emerge as a result of various associations, both objective and sometimes subjective.

Syntactically, such definitions become homogeneous, since, being similar in meaning, they alternately refer directly to the word being defined. For example: The darkness of spruce needles is written in thick, heavy oil (Sol.);

The intonation principle does not operate in most cases in its “ideal”, pure form, i.e. Some intonation stroke (for example, a pause), although fixed by a punctuation mark, ultimately this intonation itself is a consequence of the given semantic and grammatical division of the sentence. Wed: Brother is my teacher. - My brother is a teacher.

The dash here fixes a pause, but the place of the pause is predetermined by the structure of the sentence and its meaning.

So, the current punctuation does not reflect any single, consistently followed principle. However, the formal grammatical principle is now the leading one, while the principles of semantic and intonation act as additional ones, although in certain specific manifestations they can be brought to the fore. As for the history of punctuation, it is known that the initial basis for dividing written speech was precisely pauses (intonation).

Modern punctuation represents a new stage in its historical development, and a stage that characterizes a higher level. Modern punctuation reflects structure, meaning, and intonation.

Written speech is organized quite clearly, definitely and at the same time expressively. The greatest achievement of modern punctuation is the fact that all three principles operate in it not separately, but in unity. As a rule, the intonation principle is reduced to the semantic, the semantic to the structural, or, conversely, the structure of a sentence is determined by its meaning. It is possible to single out individual principles only conditionally.

In most cases, they act inseparably, although in compliance with a certain hierarchy. For example, a period also marks the end of a sentence, the boundary between two sentences (structure);

and lowering of voice, long pause (intonation); and completeness of the message (meaning).

It is the combination of principles that is an indicator of the development of modern Russian punctuation, its flexibility, which allows it to reflect the subtlest shades of meaning and structural diversity.

Grechishnikova Marina Anatolyevna,

teacher of Russian language and literature MBOU "Secondary School No. 2" urban settlement Urengoy

Complex sentences with several subordinate clauses. Types of subordination.

Preparation for the State Examination. Task B8.

• Target
• introduce the work of Yuri Afanasyev.

Developmental

• develop syntactic skills;
• develop skills in working with text;
• develop skills in working with tests (tasks A1 – B9).

Educational

• cultivate love for the native land, respect for the culture of the peoples of the North inhabiting Yamal;
• to educate a thinking reader on the works of Yamal writers.

Lesson equipment:

• computer;
• interactive board;
• textbook;
• notebooks;
• handouts (tests, texts).

During the classes

1. Language warm-up

1. Read the text - an excerpt from Yuri Afanasyev’s story “Two Spruce Trees” (print the texts for each student or project them onto the board).

1. Due to the storm, the tug was standing in a creek. 2. Time was rushing. 3. For almost a week, Eduk and Oksana traveled along the canals to the village on Kaldanka. 4. Almost a week - this is the time. 5. And in life for Eduk there was one moment. 6. During these days, he learned so much about the world that the most ancient old man could not have learned. 7. The world, it turns out, is very big and hectic. 8. Like animals in the taiga, all sorts of people inhabit it. 9. Everyone has a lot of worries. 10. But the most incredible thing for Eduk was to hear that there are lands where people walk almost without clothes all year round. 11. Just think, imagine yourself in the Arctic without clothes, even not in winter, even in summer (?!). 12. However, he could not help but believe Oksana. 13. Their relationship was so close, her eyes understood him so deeply that he was afraid of his bad thoughts. 14. “What? - thought Eduk. “Why not become related, be your own person in a warm, nourishing village?”

15. And then the village suddenly appeared from behind the melted cape. 16. The houses scattered along the ridge on the slope huddled together like chickens. 17. Among them, a church rose like a wood grouse, glowing reddishly with larch logs.18. And further beyond the village, spiky spruce trees stuck out like a comb. 19. The faint smell of warm bread made my head spin. 20. Eduk could distinguish this smell from a great distance. 21. You can’t confuse him with anything...

1. Find dialect words in the text and replace them with stylistically neutral synonyms.

Kaldanka (in project 3) – boat

Uval (in Project 16) – hill, slope

1. In paragraph 2, find comparisons. Write down the numbers of sentences with comparisons.

16 – like chickens

17 – capercaillie (instrumental case form)

18 – comb (instrumental case form)

1. Write down the number of the sentence with the introductory word.

1. Write down the grammatical basics from sentences 7, 12, 20

7 – the world is big, hectic

12 – he couldn’t help but believe

20 – Eduk could tell the difference

1. Determine the type of subordinating connection in the phrase “animals in the taiga” (sentence 8). Replace this phrase with a synonym for the subordinating connection, agreement.

Communication - management; taiga animals

1. Determine the type of subordinating connection in the phrase “restless world” (sentence 7). Replace this phrase with one synonymous with the subordinating connection, management.

Coordination; peace without peace

1. Write down the numbers of complex sentences.

6, 10, 13

1. Updating knowledge

Write sentence 10 from the text.

But the most incredible thing for Eduk was to hear that there are lands where people walk almost without clothes all year round.

Construct a diagram of this sentence: [ === ], (which === ____), (where ____ ===).

Determine the type of subordination (sequential).

What types of subordination in a complex sentence do you know? (Memo, Appendix 1).

Give examples.

1. Consolidation

1. Determine the type of subordination. Fill out the table (Appendix 2). Comment your answer orally. Print out worksheets with example sentences for each student. Graduates fill out only column 2.

1. Compress the text. From sentences 6-8 (excerpt from the story “Two Spruce Trees”), make up 1 complex sentence with homogeneous subordination of subordinate clauses.

What is this method of text compression called? (Simplification is merging several sentences into one).

1. Among the sentences below, find the IPP with sequential subordination of subordinate clauses:

1. Without making out the road, he fled into the forest-tundra, ran towards the Urals. 2. Ran until exhausted. 3. He was afraid to stop. 4. He felt that if he stopped, he would be torn apart from the inside. 5. My heart can't stand it. 6. And he ran, ran off-road, throwing out bitterness and resentment.

Answer: 4

1. Using the text of the short story “Two Spruce Trees” by Yu. Afanasyev, continue the sentences so that you get SPP with different types of subordination:

Sequential: I can’t say how old these spruce trees are..... (which grow on the banks of the Ob).

Homogeneous : What brought us closer together was loneliness or the anticipation of the morning, when the village would wake up with fishing sweat, the mooing of cows, the breath of fresh wind,…. (when the snipe sandpiper announces the beginning of the day with a wooden shamanistic trill.

Parallel (non-uniform): When the headman smiles, it seems... (that he is ready to swallow you like a small fish).

1. Testing. Part B8. Presentation (it is better to conduct a lesson with a mobile computer class so that each graduate can work on the tests independently. If this is not possible, the assignments can be printed for each student).

1. Among sentences 1-6, find a complex sentence with homogeneous subordination of subordinate clauses. Write the number of this offer.

(1) Many did not go to explore the North and live in Yamal, but to earn money. (2) Isn’t that where it came from: I worked for 15 years, gave “all my strength” to the wild North - put me back in my place, give me everything. (3) They gave and kissed goodbye, and the “silent” ones were increasingly thrown into the darkness, as if they had been sentenced in advance: the locals could not be trained into cadres. (4) In the second and third generations, children of the dispossessed were not issued passports.

(5) “Yamal received the third blow with the beginning of oil and gas development. (6) Now the organizers themselves do not know why they built the cities, or what to do with the population.”

2. Among sentences 1-6, find a complex sentence with parallel (heterogeneous) subordination. Write the number of this offer.

(1) With the closure of navigation, it is practically prohibited to set nets on the Ob. (2) But nets are installed every year, and it is impossible for a fish inspector with a pick to remove them all. (3) How many holes do you need to cut?! (4) To streamline recreational fishing, it is appropriate in some cases to apply licensed fishing based on the experience of Guryev residents. (5) This experience is justified in case of insignificant bycatch of valuable fish species, which does not in any way negatively affect the reproduction of fish stocks, and in the fall on smooth sands, when fishermen leave the latter, migrating to their winter quarters.

(6) It should be taken into account that northern fishing in the fall, in the wind, in icy water is not an easy pleasure.

3. Among sentences 1-5, find a complex sentence with homogeneous subordination of subordinate clauses. Write the number of this offer.

(1) The profitability of licensed fishing is not only in the collection of funds, part of which should go to the development of fishing, but most importantly in the education of the person himself. (2) If you want to fish, work on cleaning up the living creatures, plant a few bushes to strengthen the banks of spawning rivers, and do your part to save the young fish. (3) Anyone who took the fish but did not give it back, who violated the rules of fishing, may be expelled from society or temporarily suspended from fishing. (4) It seems that amateur fishermen in their place of residence will more jealously monitor their area and will also provide assistance in the fight against malicious poaching. (5) The discovery of cases of the latter is still insignificant.

4. Among sentences 1-7, find a complex sentence with homogeneous subordination of subordinate clauses. Write the number of this offer.

(1) Poachers. (2) Who are they? (3) Of course, people. (4) But these are people who deliberately go about causing damage to nature. (5) What about the rest who love their Ob, who for one reason or another end up as violators? (6) Doesn’t the very word “poacher” offend his ears? (7) So far, such a difference is not visible and only because not everything has been used in the organization of recreational fishing.

5. Among sentences 1-5, find a complex sentence with sequential subordination of subordinate clauses. Write the number of this offer.

(1) In the last days of the passing leap year, the stocky log houses in the village were pressed even more tightly to the ground due to the weight of the snow on the roofs. (2) The old office building, unable to withstand such a load, leans against the neighboring fence, but proudly and cockily a flag flutters on a spruce pole, all faded and planted there unknown when and by whom. (3) The flag glorified the still indestructible and mighty Union, when for the second year the political weather was completely different. (4) But the people of Yamalsk have not changed in any way morally and in their actions. (5) On the pediment of the office there still hung a peeling slogan, which called on the fishermen and fisherwomen to work hard and give one more percent above the plan, because the fate of the Motherland depended on this percentage.

6. Among sentences 1-6, find a complex sentence with parallel subordination of subordinate clauses. Write the number of this offer.

(1) “Now there will be a buzz!” - Styopka explained to his mentor, who perceived the children’s noise with migraine pain and was impatiently waiting for her duty to end. (2) Styopka didn’t know where she came from. (3) But how could he be interested in the fact that some go to the Far North to build, others to earn northern seniority for retirement, for a coefficient. (4) But the boarding school teacher was noticeable in the village for her unsociability, did not trust the cleanliness of the frogs and malitsa, and was wary of visiting the families of tundra dwellers. (5) It is not easy to gather reindeer herders and fishermen to the boarding school for a parent meeting, but coming to your home - chum - is revered. (6) And if the teacher began to speak in their native language, then he became no less than a ruma - a friend to whom, on occasion, one should give a gift.

7. Among sentences 1-6, find a complex sentence with homogeneous subordinate clauses. Write the number of this offer.

(1) The blizzard howled louder and angrier, but the voices in the tent, illuminated from the outside by several electric bulbs, were heard far away. (2) Before Chuprov had time to throw back the curtain, a man in a mask splashed a full ladle of ice water down his collar. (3) “What a joke,” Styopka gasped. (4) The owner liked the joke, and this trick added noise and fun to all the guests.

(5) How did he not foresee all the consequences? (6) After all, he should have known that he was being invited and taken as a hostage to One-Eyed, that if necessary and to please the owner, the procurer was taken to the village.

8. Among sentences 1-6, find a complex sentence with sequential subordination of subordinate clauses. Write the number of this offer.

(1) He had known the brood of wolves since last year, and now four one-year-old puppies also went through practice in a blizzard. (2) As they cut up all the weakened deer with a knife, their corpses turned black in the snow. (3) Here and there the wolverine tried: jumping from tree to tree, she gnawed at the throat, drank the blood, and threw the animal...

(4) Hunzi no longer thought about Zyryanov’s promises - if the deer were 100% safe, he would transfer thirty percent to him. (5) This whole market is not for him. (6) The only thing he thought about now was that no one could take away the snow, the sky, the air, the tundra where he walked.

9. Among sentences 1-6, find a complex sentence with sequential subordination of subordinate clauses. Write the number of this offer.

(1) Hunzi went at the wolf unarmed, only with this shovel stick. (2) He had neither fear nor anger against the wolf. (3) What he dreamed disappeared. (4) Hunzi, peering at the trail, saw that he was trying to jump over the ravine, but was careful of a large snow drift, that he sat, turned around and again moved directly.

(5) Finally, Hunzi saw a wolf on the opposite bank of the Yugan River. (6) The floodplain was snow-covered two to three meters deep - you couldn’t cross that easily...

10. Among sentences 1-5, find a complex sentence with sequential subordination of subordinate clauses. Write the number of this offer.

(1) The deer carries the shepherd further and further. (2) It’s not scary to travel with such a deer even unarmed. (3) How can a shepherd not rejoice at the deer, how can he not sing a song about them! (4) Narasyukh, tell us about the blue wind of kaslanya and about the deer-miniruv, the holy deer, which in its entire life does not know what a team is. (5) Tell me how the minyruv hung the sun on its horns and how on a quiet night the stars rang like bells in their ears on a quiet night...

Answers

1. Reflection. Summing up the lesson.

• What new did you learn in the lesson?
• How to find complex sentences with different types of subordination?
• What is the difference between homogeneous subordination and parallel subordination?
• What problems does Yu.N raise? Afanasyev in his works?
• What lexical features can be noted in the texts used in the lesson? (Dialect words, abundance of means of expression, especially comparisons).
• Have you noticed the syntactic features of the works of Yamal writers? (Simple sentences, introductory words, inversion).

1. Differentiated homework assignment (optional).

1. Prepare a presentation of 20 slides on the topic “Preparation for the State Examination. B8" (Performance in groups is possible).
2. Develop a reminder for memorizing theoretical material on the topic.
3. Make a table to systematize knowledge on the topic and memorize theoretical material.
4. Solve several variants of tasks B8 from the collection for preparing for the State Examination.

Bibliography

1. Gosteva Yu.N., Vasiliev I.P., Egoraeva G.T. GIA 2014. Russian language. 9th grade. 30 options for standard test tasks and preparation for completing part 3 (C) / Yu.N. Gosteva, I.P. Vasiliev, G.T. Egoraeva. – M.: Publishing house “Exam”, 2014.
2. Lvova S.I. GIA 2014. Russian language: training tasks: 9th grade / S.I. Lvova, T.I. Zamuraeva. – M.: Eksmo, 2013.
3. Nazarova T.N. GIA. Workshop on the Russian language: preparation for completing tasks of part B/ T.N. Nazarova, E.N. Violin. – M.: Publishing house “Exam”, 2014.
4. Russian language. 9th grade. Preparation for the State Examination 2013: educational and methodological manual / Ed. ON THE. Senina. – Rostov n/a: Legion, 2012.
5. Khaustova D.A. Russian language. Preparation for the State Examination (writing a concise summary). Universal materials with methodological recommendations, solutions and answers / D.A. Khaustova. – 3rd ed., revised. and additional – M.: Publishing house “Exam”, 2012.

Internet resources

1. Gubkin centralized library system.http://www.gublibrary.ru
2. Afanasyev Yu.N. Rhythms of the tundra. Once stepping on a rake. Two ate. Corporate information and library portal of the Yamal-Nenets Autonomous Okrug.http://libraries-yanao.ru

Annex 1.

REMINDER

TYPES OF SUBMISSION

A complex sentence can have two or more subordinate clauses. The relationships of such subordinate clauses with each other determine the type of subordination.

1. Parallel subordination

With parallel subordination, one main element includes different types of subordinate clauses that answer different questions:

Reason, (despite what?) even if it is oppressed and neglected, ultimately always prevails (why?), because it is impossible to live without it (A. France).

2. Homogeneous submission

With homogeneous subordination, subordinate clauses are of the same type, answer the same question and refer to the same member of the main sentence or to the entire main sentence as a whole. Homogeneous subordinate clauses are connected with each other by a coordinating or non-conjunctive connection:

Yegorushka saw (what?), how little by little the sky darkened and darkness fell to the ground (what?), how the stars lit up one after another (A. Chekhov).

3. Consistent submission

With sequential subordination, the main clause is subject to a subordinate clause (clause of the first degree), which, in turn, is subject to the next subordinate clause (clause of the second degree), etc. (the parts form a chain). With this connection, each subordinate part becomes the main part in relation to the next one, but only one original main part remains: which considered the ancestor people, which is why the largest number of legends are dedicated to him.

Historical experience proves that all attempts “jumping” over some stages of culture does not lead to anything good don't lead that only scrupulous Job to restore historical memory, “childhood and youth” of the people let him go out on the main road of world culture and come to a feeling of spiritual fullness of being.

If you contact to foreign literature, then with confidence we can say that the fairy-tale hero of R. Rugin has long been known already in the vastness of Europe from France to Russia.

To become masters of your own destiny , Khanty and other small peoples of Siberiawill have to overcomemany obstacles, which modernity has prepared for them.

Task maintaining traditions complicated by the fact that many Russian speaking young Khanty who don’t see the point learn your native language, prefer study English instead.

It is significant that the deer is playing less significant in Khanty mythology role than in the Nenets legends, although also appears in legends.

Roman Rugin is also a wrestler for the rights of the people, which appeals to the mind of his reader and states the facts, and the poet who calls to people's hearts and their emotions.

The writer often resorts to reception"turning to the past" to force Khanty readers look at their past, to move forward, build the future.

Only in the third quarter do ninth-graders become familiar with the topic “Types of subordination of subordinate clauses in complex sentences,” but they prepare for the exam from the beginning of the school year.

Let's try to figure out task 13 in the test part of the OGE. To observe, let us turn to the story of A.P. Chekhov's "Dear Lessons".

Let us recall the wording of this task: “Among the sentences___, find a complex sentence chomogeneous subordination. Write the number of this offer." Instead of words highlighted in bold style, there may be the following words: “ with heterogeneous (parallel) subordination" or " with sequential subordination».

Let’s define the conventions that will help us in analyzing the structure of a complex sentence (abbreviated SPP). To highlight the main part we use square brackets, for the subordinate part - round brackets (). We will begin to draw up both linear and vertical proposal diagrams.

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

Let's look at examples.

1. Preposition of the adverbial clause of the goal: (To make it easier to breathe) 1, [he always works in a nightgown] 2.

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

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

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

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

Determine whether there are any types of complications in the following three examples. What position does the subordinate clause occupy 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 to a minor, she would probably have gotten angry and shouted.

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

So, let's test our powers of observation.

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

3. (If this strange proposal had been made to a minor) 1, [then, probably, she I'd be angry And shouted] 2 .

Linear 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 noun, and homogeneous predicates. In the second - a separate circumstance, expressed by a comparative phrase, and homogeneous definitions are in the main part. And finally, the third sentence has an introductory word and homogeneous predicates in the main part.

We will not introduce all of these complications into the diagrams, since only homogeneous predicates play the main role in the structure of the IPP, but we will still 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 subordination can be in one SPP. But you won’t see 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 subordinate clauses we ask the same question “about what?”, these subordinate clauses can easily be swapped with each other, they are very similar to homogeneous members of the sentence and are connected to the main part using the conjunction LI.

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

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

SPP SCHEME with homogeneous subordination:

This method of subordination is usually called homogeneous. If there were more than two subordinate clauses with a similar structure, then one of the LI conjunctions would be omitted to avoid repetition. But it is very easy to restore it.

Let's consider another proposal:

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

[One winter afternoon, (when Vorotov sat in my office and have worked) 2, the footman reported] 1, (that some young lady was asking him) 3.

SPP SCHEME with heterogeneous (parallel) subordination:

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

Now let's look at the last example.

Only once did bewilderment flash across her face when she learned that she had been invited to teach not children, but an adult, fat man.

We come to the conclusion that subordinate clauses 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 clause to the second subordinate clause.

[Only once did bewilderment flash across her face] 1, (when she found out) 2, (that she was invited to teach not children, A adult, fat man) 3 .

NGN SCHEME with sequential subordination:

This method of submission is called sequential.

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

Self-test

1) Alisa Osipovna, with a cold, businesslike expression, answered him that she had completed a 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 making flowers...

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

3) 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.

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

Clue!

Here the conjunctions are highlighted in color, and all complications are in italics:

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

2. [She apologized And said] 1, (that he can only study for half an hour) 2, (since he will go straight from class to the ball) 3.

3. [And Vorotov, looking at her embarrassment, understood] 1, (how dear the ruble was to 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 necessity) 4.

Now let's re-read the entire story.

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 candidate’s degree, he began doing small scientific work.

It's horrible! - he said breathlessly (despite his twenty-six years, he is plump, heavy and suffers from shortness of breath). - It's horrible! 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 study 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 lady, exquisitely dressed in the latest fashion, entered the office. She introduced herself as a French teacher, Alisa Osipovna Anket, and said that she was sent to Vorotov by one of his friends.

Very nice! Sit down! - said Vorotov, gasping and covering the collar of his nightgown with his palm. (To make it easier to breathe, he always works in a nightgown.) - Pyotr Sergeich sent you to me? Yes, yes... I asked him... I'm very glad!

While negotiating with mlle Anket, he looked at her shyly and curiously. She was a real, very graceful Frenchwoman, still very young. Judging by her pale and languid face, short curly hair and unnaturally thin waist, she could be given no more than 18 years old; looking at her broad, well-developed shoulders, beautiful back and stern eyes, Vorotov thought that she was probably at least 23 years old, perhaps even 25; but then again it began to seem that she was only 18. The expression on her face was cold, businesslike, like that of a person who had come to talk about money. She never smiled, did not frown, and only once did bewilderment flash across her face, when she learned that she had been invited to teach not children, but an adult, fat man.

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

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

Alisa Osipovna, with a cold, businesslike expression, answered him that she had completed a course in 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 making flowers, that she, Mlle Anket, was studying in a private school until lunchtime. boarding house, 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 sat at the table, stroking the green cloth with his palms and thinking.

“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 poverty 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 her lessons.

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

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

“I’m sorry,” Vorotov interrupted her, smiling. - I must warn you, mademoiselle, that for me personally you will have to slightly change your method. 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 French woman 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 parsed every word, and so what? He achieved his goal in less than one year. We will do the same. Let's take some author and read.

The Frenchwoman looked at him in bewilderment. Apparently, Vorotov’s proposal seemed very naive and absurd to her. If this strange proposal had been made to a minor, she would probably have gotten angry and shouted, but since there was an adult and very fat man here, who could not be shouted at, she just shrugged her shoulders barely noticeably and said:

As you wish.

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

Is this any good? - he asked.

Doesn't matter.

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

Memories,” mlle Anket translated.

Memories... - Vorotov repeated. Smiling good-naturedly and breathing heavily, he fiddled with the word memoires for a quarter of an hour and the same amount with the word de, and this tired Alisa Osipovna. She answered the questions sluggishly, was confused and, apparently, did not understand her student well and did not try to understand. Vorotov asked her questions, and meanwhile he 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 his hair.”

Exactly at eight o'clock she got up and, saying the dry, cold “au revoir, monsieur” (goodbye, sir - French), left the office, and that gentle, subtle, exciting smell was left behind. 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 was a sweet, serious and neat young lady, but that she was very uneducated and did not know how to teach adults; and he decided not to waste time, part with her and invite another teacher. When she came for the seventh time, he took an envelope with seven rubles from his pocket and, holding it in his hands, became very embarrassed and began like this:

Sorry, Alisa Osipovna, but I have to tell you... I’ve been put in a difficult situation...

Looking at the envelope, the Frenchwoman guessed what was the matter, and for the first time during all the lessons, her face trembled, and the cold, businesslike expression disappeared. She blushed slightly and, lowering her eyes, began nervously fingering 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, becoming even more embarrassed, and something sank in his chest; he hastily put the envelope in his pocket and continued:

Sorry, 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 he returned even more embarrassed; he realized that she could explain this departure of his for a short time somehow in her own way, and he felt awkward.

Lessons started again.

Vorotov worked without any desire. Knowing that no good would come of the lessons, he gave the Frenchwoman complete freedom, without asking her anything or interrupting her. She translated, as she wanted, ten pages into one lesson, but he did not listen, breathed heavily, and with nothing to do, looked at her curly head, then at her neck, then at her delicate white hands, inhaling the smell of her dress...

He caught himself thinking bad thoughts, and he felt ashamed, or he was touched and then felt sadness and annoyance because she behaved with him so coldly, matter-of-factly, as with a student, without smiling and as if afraid that he might touch to her by accident. He kept thinking: how could he instill confidence in her, get to know her briefly, then help her, let her understand how badly she teaches, poor thing.

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

He looked at her neck and at her back, bare near the neck, and it seemed to him that he understood why French women have a reputation for being frivolous and easily falling creatures; he was drowning in this cloud of aromas, beauty, nudity, 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 was walking on the street and met a gentleman of his acquaintance and said: “Where are you rushing, seeing your face so pale, it hurts me.”

Memoires had long been finished, and now Alice was translating some other book. Once she came to class an hour earlier, excusing herself by saying that she had to go to the Maly Theater at seven o’clock. After seeing her off after class, Vorotov got dressed and also went to the theater. He went, as it seemed to him, only to relax and have fun, and he had no thoughts about Alice. He could not allow a serious person, preparing for an academic career, difficult to climb, to give up his job and go to the theater only to meet there with an unfamiliar, not smart, little intelligent girl...

But for some reason, during intermissions, his heart began to beat; without noticing it, the boy ran around the foyer and along the corridors, impatiently looking for someone; and he became bored when the intermission ended; 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, apparently flirted; Vorotov had never seen her like this. Obviously, she was happy, content, sincere, warm. From what? Why? Because, perhaps, these people were close to her, from the same circle as her... And Vorotov felt a terrible gap between himself and this circle. He bowed to his teacher, but she nodded coldly to him and quickly walked past; she, apparently, did not want her gentlemen to know that she had students and that she gave lessons out of necessity.

After 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 fought with himself, but gave full speed to his pure and impure thoughts. Alisa Osipovna’s face never ceased 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 remain indifferent and his situation was hopeless.

Sometimes in the middle of a lesson he began to dream, hope, make plans, mentally composed a love declaration, remembered that French women are frivolous and pliable, but it was enough for him to look at the teacher’s face for his thoughts to instantly go out, like a candle goes out when there is a wind in the countryside. you take it out to the terrace. Once he, drunk, lost in delirium, could not stand it and, blocking her path when she was leaving the office after class in the hallway, choking 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 she would no longer be able to come here and receive a ruble for a lesson; she made frightened eyes and whispered loudly:

Oh, this is impossible! Don't talk, please! It is forbidden!

And then Vorotov did not sleep all night, tormented by shame, scolding himself, thinking intensely. It seemed to him that with his explanation he had insulted 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 a letter of apology. But Alice came without a letter. At first she felt awkward, but then she opened the book and began to translate quickly and smartly, as always:

- “Oh, young master, don’t tear up these flowers in my garden that I want to give to my sick daughter...”

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

Among complex sentences with several subordinate clauses, complex sentences are distinguished by structure

• with consistent subordination,
• with uniform subordination
• with parallel subordination.

Subordination is when two or more subordinate clauses are subordinate to one main clause.

• With homogeneous subordination subordinate clauses not only explain the main part, but are also subordinate clauses of the same type.

With homogeneous subordination of subordinate clauses, commas are placed in the same way as with homogeneous members of the sentence. If homogeneous subordinate clauses are connected by repeating conjunctions, then a comma is placed between them, and not if the conjunctions are non-repeating.

• When in complex sentences different subordinate clauses belong to one member of the main part or in which the same subordinate clauses explain different words in the main part, they represent sentences with parallel subordination.

Example: When a person is overly tired, it seems that he will sleep for who knows how long.

• Consistent submission- this is a sequence of subordinate clauses in which each subsequent subordinate clause is connected to the previous clause, and only the first subordinate clause is connected to the main part.

With the sequential subordination of subordinate clauses, conjunctions may appear next to each other: what and if, what and when, etc. A comma is placed between the conjunctions, if there is no further part of the conjunction - then or so, for example: He warned that if the fire is not extinguished now, the flame will spread to roof. It is acceptable for there to be no subordinating conjunction before the second subordinate clause.

Combined submission- these are various combinations of subordinating connections in one complex sentence.

Types of subordinate clauses in complex sentences

• Definitive

Refers to a noun or to a noun phrase with demonstrative words that, such. Answers the question which?

• Pronominal attributive

Refers to the pronouns that, each, everyone; everything, such, such. Answers the questions; Who? Which? what?

• Explanatory

Refers to a verb of thought, speech, perception, or a noun combined with the demonstrative word that. Answers case questions.

• Connection

Applies to the entire main part.

• Concessive

Relates to the entire main part

Punctuation rules

If in an incomplete subordinate clause there is one conjunctive word, then a comma is not separated from the main one, for example: I want to help you, but I don't know how.

If the subordinate clause at the end of a complex sentence is an indirect question, a question mark is not put (unless, of course, the main thing is interrogative), for example: Indicate which of the definitions are separated.

A comma is not placed if homogeneous subordinate clauses are connected by connecting or dividing conjunctions, for example: Like someone sentenced to death and confident of the impossibility of pardon.

Parallel subordination of subordinate clauses is one of three types of subordination of secondary (or dependent) parts in each type. Each type has its own subtleties and tricks, knowing which you can easily determine this type.

Homogeneous, sequential and parallel subordination of subordinate clauses

All three types characterize the order in which the answer to the question posed from the main part of the sentence occurs. It is worth noting that there can be (and most often is) several subordinate parts and they can stand both in front of the main part and after it.

Homogeneous subordination of subordinate clauses is a subordination when all minor parts answer the same question. As a rule, such clauses have one common conjunction or For example: “Mom told me that everything would be fine and that she would buy me a doll.” In this case, you can see one common conjunction “what”. However, there are also cases when the conjunction is omitted, but it is implied. An example is the following sentence: “Nastya noticed that he was looking at her and there was a blush on his cheeks.” In this version, the conjunction is omitted, but the meaning remains the same. It is very important to see this omitted conjunction clearly, as such sentences often appear in the exam.

Consecutive subordination of subordinate clauses is such a subordination when the secondary members answer the question of their “predecessor”, that is, questions are asked from each part of the sentence to the subsequent member. For example: “I am confident that if I get an excellent score, I will get into a good educational institution.” The sequence is clearly expressed here: I am sure (of what?), that..., then (what will happen?).

Parallel subordination of subordinate clauses is a type of subordination when the secondary parts refer to one thing. They do not answer one question, but together they explain the meaning of the main statement. It is advisable to draw up diagrams of this kind so as not to make mistakes in determining the type. So, submissions: “When the cat jumped out of the window, Masha pretended that nothing bad had happened.” So, the main part is the middle of the sentence (and from it you can ask a question both to the first subordinate clause and to the second): Masha pretended (when?) and (what happened then?). It is worth noting that a simple complex sentence will not contain any of the types of subordination presented above. As a rule, they are built only between parts.

Thus, we can conclude that in a complex sentence the dependent parts have three types of attachment: homogeneous, sequential and parallel subordination of subordinate clauses. Each type determines the dependence on the main member and the connection with the same secondary parts. To correctly identify this type, you just need to ask the question correctly and draw diagrams of complex sentences, indicating these same questions with arrows. After a visual drawing, everything will immediately become clear.