1. UNION-FREE COMPOUND PROPOSITION
General information
A non-union complex sentence is a complex sentence, the predicative parts of which are interconnected in meaning and structure, and are also connected without the help of conjunctions or relative words by rhythmic melodic means, the order of the parts. Differ:
1) non-union complex sentences of homogeneous composition (with parts of the same type). According to the meanings they express (simultaneity or sequence of events, comparison or opposition of actions, etc.) and according to some structural features (enumerative intonation or intonation of opposition, the same type of aspect-temporal forms of verbs-predicates, the possibility of inserting coordinating conjunctions), sentences of this type can be correlated with compound sentences; compare:
The forest lawn is all saturated with cold dew, insects are sleeping. many flowers have not yet opened their corollas (Prishv.). - Not wounds, not a sick lung tormented him - the consciousness of uselessness irritated him (Pavl.);
2) non-union complex sentences of heterogeneous composition (with different types of parts). According to the meanings they express (relations of conditionality, causal, explanatory, etc.) and according to some structural features (intonation, the order of the predicative parts of a single whole, the lexical composition of the first part, etc.), sentences of this type can be correlated with complex sentences; cf .: I am sad: there is no friend with me (P.). - Suddenly I feel: someone takes my hand and pushes me (T.).
Types of non-union complex sentences
Depending on the meanings of the parts of non-union complex sentences and the type of intonation as the most important formal side of their construction, different kinds non-union complex sentences:
1) non-union complex sentences with the meaning of "enumeration: The snowstorm did not subside, the sky did not clear up (P.); Doors and windows are wide open, a leaf does not stir in the garden (Gonch.);
2) non-union complex sentences with the meaning of comparison or opposition: Measure seven times - cut one (Poel.); It was not only grief - it was a complete change of life, of the whole future (Sim.);
3) non-union complex sentences with the meaning of conditionality: And if you kill, you will get nothing (L. T.); If you like to ride - love to carry sleds (Eat.). (About non-union sentences like And if it weren’t for me, you would smoke in
Tver, in which conditional-investigative relations are expressed by the presence in the first part of the predicate in the form of an imperative mood;
4) non-union complex sentences with the meaning of explanatory relations: With anxiety, I jumped out of the wagon and see: mother meets me on the porch with a look of deep chagrin (P.); I will definitely tell you: you have a talent (Fad.); Fedor understood: it was about communication (Furm.); Alexey decided: enough to pull (B. Paul.). In these examples, the second part denotes an object related to the predicate in the first part, expressed by the verb of speech, thought, perception, etc. The second part can also perform the function of the subject in relation to the first part: So decided: I will not show fear ... ( P.); It occurred to me: why is my mother sleeping so soundly?
(Dost.). This type of non-union complex sentences can also include those in which, in the first part, the verbs are torn to look out, look around, listen, etc. or an expression like raise your eyes, raise your head, etc., warning of further presentation; in these cases, between the parts of the unionless southern sentence, you can insert the words and saw that; and heard that; and felt that: I turn around: Grushnitsky (L.); Oblomov looked around, in front of him in reality, not in a hallucination, stood the real, real Stolz (Gonch.); He thought, sniffed: it smells of honey (Ch.);
5) non-union complex sentences with the meaning of definitive relations: Like all Moscow ones, your father is like this: he would like a son-in-law with stars and ranks ... (Gr.); Through a dream, a relentless thought began to disturb: they would rob the shop, drive the horses (Bun.);
6) non-union complex sentences with the meaning of causal relationships: I could not go out: a boy with white eyes was spinning in front of me in the darkness (L.); Sometimes the horses fell through the belly: the soil was very viscous (Fad.); The rich man cannot sleep: the rich thief is afraid (Last);
7) non-union complex sentences with the meaning of temporary relations:
We will win, you will build a stone house (A. N. T.); I was driving here, the rye began to turn yellow.
Now I'm leaving back - people eat this rye (Prishv.); They plow arable land - they don’t wave their hands (Last);
8) non-union complex sentences with the meaning of comparison: The word-nightingale sings (L.); ... Look, give a ruble (N.);
9) non-union complex sentences with the meaning of a consequence, a result, a quick change of events: ... The cheese fell out - there was such a cheat with it (Kr.); I
I'm dying - I have nothing to lie (T.); Suddenly, men with axes appeared - the forest rang, groaned, crackled (N.), The snowstorm was already very close to the fire - suddenly horse rye was heard in the darkness (Fad.);
10) non-union complex sentences with the meaning of an explanation; From early youth, Tatyana was kept in a black body: she worked for two, but she never saw any kindness (T.); Everyone regarded Nagulnov's behavior differently: some encouraged, others condemned, some reservedly kept quiet
(Shol.);
11) non-union complex sentences with the meaning of attachment: I already know all this by heart - that's what's boring (L.); She was sitting nearby on a bench under a rickety wooden mushroom, such as they do in camps for sentries (Paust.); He always liked to chat - I knew that very well.
(Kav.);
12) non-union proposals of complex composition. In these sentences, the second part consists of not one, but several simple sentences:
He noticed some special dilapidation on all the village buildings: the log on the huts was dark and old; many roofs blew through like a sieve; on others, only a ridge was left at the top and poles on the sides in the form of ribs (G.);
It is pleasant, after a long walk and a deep sleep, to lie motionless on the hay: the body basks and languishes, the face glows with a slight heat, sweet laziness closes its eyes.
(T.).
2. Ways of transmitting someone else's speech.
DIRECT AND INDIRECT SPEECH
General information
The author's narrative may include the speech of another person or the statements and thoughts of the author himself, expressed in a certain situation and transmitted verbatim or by content. The statement of other persons (less often, the author himself), included in the author's narration, forms someone else's speech. Whichever. how such a statement is transmitted, direct speech and indirect speech.
The main criterion for distinguishing between direct and indirect speech is, first of all, that the first, as a rule, literally conveys someone else's statement, preserving its lexical and phraseological composition, grammatical structure and stylistic features, while the second usually reproduces only the content of the statement, and the original words and expressions speaker, the nature of the construction of his speech change under the influence of the author's context.
From the syntactic point of view, direct speech retains considerable independence, being connected with the author's words only in meaning and intonation, and indirect speech acts as a subordinate clause in a complex sentence in which the author's words play the role of the main sentence. These are the most important differences between the two ways of transmitting someone else's speech. However, their clear distinction in a number of cases gives way to their rapprochement, close interaction and crossing.
So, direct speech may not literally convey someone else's statement.
We sometimes find an indication of this in the author's own words: He said something like this ...; He answered approximately the following ... etc. It is clear that in such cases, someone else's speech is reproduced with a greater or lesser approximation to accuracy, but not verbatim.
Naturally, we find not a literal transmission, but an exact translation in cases where the speaker speaks in foreign language, and his direct speech is transmitted in Russian: - What? What are you talking about?
- said Napoleon. - Yes, tell me to give me a horse (L.T.).
On the other hand, indirect speech can literally convey other people's words, for example, in an indirect question corresponding to an interrogative sentence of direct speech; cf .: He asked when the meeting will begin. - He asked: “When will the meeting begin?”
Sometimes indirect speech differs lexically from direct speech only in the presence of a function word - a union that subordinates the subordinate clause to the main one; cf.; He said that the manuscript has already been edited. - He said: "The manuscript has already been edited"; He asked if everyone was ready to leave. He asked, "Are you all ready to leave?"
The convergence of direct and indirect speech is possible not only from the side of their lexical composition, but also from the side of the syntactic structure, the construction of speech, which in common speech reaches the mixing of both forms of transmitting someone else's statement (the so-called semi-direct speech); Of course, the postmaster and the chairman, and even the police chief himself, as usual, joked with our hero that he was not in love and that we know, they say, that Pavel
Ivanovich's heart is limping, we know who shot him ... (G.).
The same mixed construction is formed in cases where there is no subordinating conjunction, with which indirect speech as a subordinate clause should have been attached to the author's] words:
They objected to him, justifying himself, but he persistently repeated his own: no one is to blame for anything before him, and everyone is to blame for himself (M. G.)
The absence of a union brings such sentences closer to direct speech, and pronouns indicate indirect speech.
Direct speech
Direct speech is a transmission of someone else's statement, accompanied by the author's words. The latter, first of all, establish the very fact of someone else's speech, explain to whom it belongs, at the same time they can indicate under what conditions it was said, to whom it was addressed, evaluate it, etc.:
"Hush, children, hush!" - Levin even shouted angrily at the children, standing in front of his wife to protect her, when a crowd of children scattered towards them with a squeal of joy (L.T.).
In the absence of author's words, one can talk about someone else's speech, but not about direct speech: Everyone took their places. “I open the meeting, comrade!” Silence settled in the hall. In such a narrative, the author's text characterizes the situation, but does not introduce direct speech.
In relation to the author's words, direct speech acts as an independent sentence, in meaning and intonationally connected with the author's context, together with which it forms one whole, resembling an unassociated complex sentence. In some cases, the connection between direct speech and the author's words is closer and direct speech resembles a member of the sentence formed by the author's words: We heard: "Help!"
(author's words do not have semantic completeness, and an addition is expected with a transitive verb; cf .: We heard a call for help); In the silence came:
"Follow me! Attack!" (the author's words are perceived as an incomplete sentence, in which the subject is necessary; cf .: In the silence there was a call to attack); He asked: "Give this book to the library" (cf.: He asked to give this book to the library - an inconsistent definition with an object meaning). However, it should be borne in mind that direct speech is a sentence, therefore, drawing an analogy between it and a sentence member, one cannot talk about the identity of these constructions.
In other cases, the analogy with subordinate clauses is closer. These are the constructions in which direct speech is connected with verbs of speech: he said ..., he asked ..., he answered ..., he objected ... etc. When direct speech is replaced with indirect speech, a subordinate clause is formed, not a member of the sentence.
From this, however, it does not follow that the combination of author's words with direct speech forms a complex sentence: this is a special construction consisting of two independent sentences. As for such cases as the remark of Osip, who is transmitting Khlestakov’s speech of the innkeeper: “You are de with the master, he says, scammers, and your master is a rogue” (G.) - then there is no merging into one sentence of direct speech and author’s words, so how the word speaks in such cases acts as an introductory one, indicating the source of the message.
Direct speech can convey:
1) the statement of another person, i.e. literally someone else's words:
“Iran, you are crying again,” Litvinov (T.) began with concern;
2) the words of the speaker himself, uttered by him earlier: “Why aren’t you going?” - I asked the driver impatiently (P.);
3) unexpressed thoughts: “How good,“ I hid the revolver in the crow’s nest, ”thought Pavel (N. Ostr.).
1) precede direct speech: Overjoyed, the mother confidently answered:
"I'll find something to say!" (M. G.);
2) follow direct speech: “I will, I will fly!” - rang and went in Alexey's head, driving away sleep (B. Paul);
3) be included in direct speech: “We will have to spend the night here,” said
Maksim Maksimych, - you won’t move through the mountains in such a snowstorm ”(L.);
4) include direct speech: To my question: “Is the old caretaker alive?” - no one could give me a satisfactory answer (P.).
Direct speech is most often associated with verbs of utterance or thought that are part of the author's words (speak, say, ask, answer, exclaim, say, object, think, decide, etc.), less often with verbs indicating the nature of speech, on its connection with the previous statement (continue, add, conclude, finish, complete, interrupt, interrupt, etc.), with verbs expressing the purpose of the speech (ask, order, explain, confirm, complain, agree, etc.), as well as with phrases with nouns that are close in meaning or formation to verbs of speech (he asked a question, an answer was heard, exclamations were heard, words were heard, a whisper was heard, a cry was heard, a voice was heard, etc.), or with nouns indicating the emergence of a thought
(a thought was born, flashed in the mind, appeared in the mind, etc.). Author's words may contain verbs that indicate the action that accompanies the statement; verbs denoting movements, gestures, facial expressions
(run, jump up, shake your head, shrug your shoulders, shrug, make a grimace, etc.), expressing the feelings, sensations, internal state of the speaker (rejoice, upset, offended, indignant, surprised, laugh, smile, sigh, etc.). P.).
The word order in direct speech does not depend on its place in relation to the author's words, and the word order in the author's remark is related to the place it occupies in relation to direct speech. namely:
1) if the author's words precede direct speech, then they usually have a direct order of the main members of the sentence (the subject precedes the predicate); Zhukhrai flocked to the platform of the training machine gun and, raising his hand, said: “Comrades, we have gathered you for a serious and responsible business” (N. Ostr.);
2) if the author's words come after direct speech or are included in it, then the order of the main members of the sentence in them is reversed (the predicate precedes the subject): “Fire! Fire / "- there was a desperate cry from below
(Ch.); “Collect, brothers, material for the fire,” I said, picking up some block of wood from the road. “We’ll have to spend the night in the steppe” (M. G.).
Indirect speech
Indirect speech is the transmission of someone else's speech in the form of a subordinate clause: Gurov told. that he is a Muscovite, a philologist by training, but works in a bank; once prepared to sing in a private opera, but gave up, has in
Moscow has two houses (Ch.).
A subordinate clause containing indirect speech follows the main one and joins the predicate of the latter with the help of conjunctions and relative words characteristic of explanatory clauses: what, to, as if, as if, who, what, which, which. whose how. where, where, from where, why, why, etc.
Union which indicates the transmission of a real fact and is used when replacing a declarative sentence of direct speech: They said that the Kuban was preparing an uprising against the Volunteer Army ... (Shol.)
Unions seem and seem to give indirect speech a shade of uncertainty, doubts about the truth of the transmitted content: ... Some said that he was the unfortunate son of wealthy parents ... (L.T.).
The union to is used when replacing an incentive sentence in direct speech: ... Tell the groom not to give oats to his horses (G.). Also in some cases, with a negative predicate of the main sentence: No one could say that he had ever seen him at some evening (G.).
Relative words who, what, what, food, where, etc. are used when replacing interrogative sentence direct speech, i.e., interrogative pronominal words remain in the role of interrogative-relative ones: Korchagin repeatedly asked me when he could be discharged (N. Ostr.). Such a subordinate clause is called an indirect question. An indirect question is expressed with the help of a particle-union whether, if the question in direct speech was expressed without pronominal words: Mother asked a worker who worked in the field, how far was it to the tar plant (M. G.).
In indirect speech, personal and possessive pronouns and the faces of the verb are used from the point of view of the author (i.e., the person transmitting indirect speech), and not the person who owns the direct speech. Appeals, interjections, emotional particles that are present in direct speech are omitted in indirect speech; the meanings they express and the expressive coloring of speech are transmitted only approximately by other lexical means.
Introduction to indirect speech modal particles they say, de, they say, etc. allows you to save some shades of direct speech in it: The servant ... reported to his master that, they say, Andrei Gavrilovich did not obey and did not want to return (P).
Sometimes verbatim expressions of someone else's speech are preserved in indirect speech (in a letter this is shown with the help of quotation marks): From Petrushka they heard only the smell of residential peace, and from Selifan that "he performed the state service, but he had previously served at customs", and nothing more (G. ).
Improper direct speech
Someone else's speech can also be expressed by a special technique of the so-called improperly direct speech. Its essence lies in the fact that it preserves to one degree or another the lexical and syntactic features of someone else's statement, the manner of speech of the speaking person, the emotional coloring characteristic of direct speech, but it is transmitted not on behalf of the character, but on behalf of the author, narrator. The author in this case expresses the thoughts and feelings of his hero, merges his speech with his speech. As a result, a two-dimensional statement is created: the “inner” speech of the character, his thoughts, moods are conveyed (and in this sense he “speaks”), but the author speaks for him.
With indirect speech, the indirect speech is brought together by the fact that the faces of the verb and pronouns are also replaced in it, it can take the form of a subordinate clause.
The difference between direct, indirect and improperly direct speech is shown by the following comparison:
2) indirect speech: Everyone recalled this evening, repeating that they had a good time, I had fun;
3) improperly direct speech: Everyone remembered that evening How good and fun it was for them!
From the point of view of syntactic, improperly spicy speech acts:
1) as part of a complex sentence: The fact that Lyubka remained in the city was especially pleasant. Seryozha Lyubka was a desperate girl, her own on the board
(Fed.),
2) as an independent, independent proposal:
When the grandmother died, they put her in a long, narrow coffin and covered her eyes with two nickels, which did not want to close. Before her death, she was alive and wore soft bagels sprinkled with poppy seeds from the market, but now she sleeps, sleeps ... (Ch).
The most characteristic type of improperly direct speech is the form of interrogative and exclamatory sentences that stand out emotionally and intonation against the background of the author's narrative:
She could not but confess that he liked her very much; probably, and he, with his mind and experience, could already notice that she distinguished him: how did she still not see him at her feet and still not hear his confession? What kept him? Timidity .. pride or coquetry of cunning red tape? It was a mystery to her (P.); Nikolai Rostov turned away and, as if looking for something, began to look at the distance, at the water.
Danube, to the sky, to the sun. How beautiful the sky looked, how blue, calm and deep! How gently and glossy the water shone in the distant Danube! (T)
The interaction of separate ways of transmitting someone else's speech allows, for stylistic purposes, to combine them in one text: He [the provincial] is angrily silent in such comparisons, and sometimes he dares to say. that such-and-such a cloth or such-and-such a wine can be obtained from them both better and cheaper, and what about overseas rarities. these big crayfish and shells, and red fish, they won’t even look there, and that it’s free, they say, for you to buy various fabrics and trinkets from foreigners. they rip you off and you are happy to be boobies
(hound)
Literature
1. Rosenthal D.E., Golub I.B., Telenkova M.A. Modern Russian language: Textbook. — M.: International relationships, 1995. - 560 p.
Punctuation marks between parts of a non-union sentence
Complex sentences in Russian are of two types: allied and non-union. In allied complex sentences, parts are interconnected by intonation and conjunctions or allied words. In non-union complex sentences, parts are connected only by intonation.
Compare three examples:
And
The squirrel jumped from branch to branch, that's why snow fell in flakes on our heads;
The squirrel jumped from branch to branch - snow flakes fell on our heads.
Let's try to determine the semantic relationship between the parts of the sentence in each example. In the first sentence, the two parts are connected, in addition to intonation, by the coordinating union AND, the main meaning of which is to indicate the sequence of events. In the second sentence, the two parts are connected, in addition to intonation, by the union (more precisely, the union analogue) THEREFORE, the main purpose of which is to indicate the consequence of those events that are described in the main part of the complex sentence. And in the third example, the union is absent, we cannot accurately determine the essence of the relationship between the parts of the sentence. We can say that there are both causal relationships and an indication of the sequence of events at the same time.
So, complex non-union sentences differ from complex allied sentences in that the semantic relationships between the parts are less clearly expressed in them. In order to make the semantic relationship between the parts of a complex non-union sentence clearer, different punctuation marks are used in the letter: comma, semicolon, colon and dash.
The use of each punctuation mark is determined by a special rule.
Let's start with those cases when between the parts of the non-union proposal is placed comma or semicolon.
1. A comma is placed between the parts of an allied compound sentence if it simply lists some facts. In this case, you can easily insert the union AND after the comma. For example:
It was just getting dark, I ordered the Cossack to heat the kettle in a camping(According to Lermontov).
2. A semicolon can be placed between the parts of an union-free complex sentence, in which some facts are listed, if the parts of the sentence are very common (contain homogeneous members, participial or participle turnovers, clarifications, etc.). For example:
His head ached; he got to his feet, turned around in his closet and fell back on the sofa(Dostoevsky).
3. A semicolon can also be placed in such a non-union sentence, where the parts are completely independent of each other. Such a complex sentence can, without destroying the meaning, be divided into several simple ones. For example:
He was wearing a Life Campanian uniform; his head was heavily soiled with mud and beaten in several places(Saltykov-Shchedrin).
Now let's turn to the rules for setting colons and dashes. The choice of these two punctuation marks depends on the meaning of the parts of the sentence.
There are three cases when between the parts of a complex non-union sentence you need to put colon:
1) if the second part indicates the reason for what is described in the first part, for example: In developed countries, the middle class decides the outcome of elections: it makes up the majority of the population. In this sentence, you can insert the union BECAUSE;
2) if the first part is followed by an explanation of what the first part is about, for example: Write a work plan: what needs to be purchased and prepared, where to start, in what time frame the project can be completed. or Like all Moscow, your father is like this: he would like a son-in-law with stars and ranks(Griboyedov). In these sentences between parts, you can insert the union AIM;
3) if the second part has the meaning of the addition, and before it you can insert the union WHAT, for example: Yes, I wanted to report yesterday: the harrows need to be repaired(Tolstoy). In some cases, in addition to this union, the missing predicate AND SAW or AND HEARD can be added to the sentence, for example: He looked into the room: a man was sitting at the table and was writing something quickly.
Dash between parts of a complex non-union sentence is placed under one of four conditions:
1) if the complex sentence has the meaning of opposition and the union A or BUT can be inserted between the parts, for example: I looked around a few times and there was no one.(Tolstoy);
2) if the first sentence has a time or condition value and you can insert a union WHEN or IF before it, for example: The authorities want - we must obey(Gogol);
3) if the second part of the sentence indicates a consequence of what is described in the first part and before it you can insert the union SO THAT, for example: Gruzdev called himself get in the body(Proverb);
4) in rare cases, a dash is also used to indicate a quick change of events, for example: Cheese fell out - with him there was such a cheat(Krylov).
The exercise
I looked at my watch and realized that the train had already left.
We can leave these things - they will not be useful to us.
Snow fell_ traffic jams began in the city center.
Ivlev looked around - the weather got dull - molting clouds stretched on all sides (Bunin).
The rank followed him_ he suddenly left the service (Griboedov).
The swallows have arrived - it will be a good summer.
Suddenly Ivan Ivanovich screamed and was stunned - a dead man appeared to him (According to Gogol).
Eyewitnesses give conflicting testimonies_ it is difficult to make the right decision.
I know_ in your heart there is both pride and direct honor (Pushkin).
Decisions were not made easily, for a long time_ it was necessary to take into account the interests of all parties.
Thunder will not break out - the peasant will not cross himself (Proverb).
And we march in this order_ Nikolai goes ahead with preparations or with atlases, I follow him, and behind me, modestly bowing his head, a draft horse walks ... (Chekhov).
But let's leave these arguments - they do not go here (Gogol).
But this is precisely the purpose of education_ to make pleasure out of everything (Tolstoy).
At the present time, denial is most useful - we deny (Turgenev).
It is necessary to introduce him_ he is timid, still a beginner ... (Goncharov).
Yes, let them swallow each other alive_ why should I? (Dostoevsky).
You are still in danger_ the wound may open (Pushkin).
From childhood he was distinguished by remarkable beauty; besides, he was self-confident, a little mocking and somehow amusingly bilious - he could not help but like (Turgenev).
A minute later, again squealing and laughter - I had to drive under a huge overhanging stone (Chekhov).
Everything is quiet, calm, and only dumb statistics are protesting - so much has gone crazy, so many buckets have been drunk, so many children have died of malnutrition ... (Chekhov).
"Nothing to do! said Bazarov at last. - He took up the tug - do not say that it is not a heft! We came to see the landowners_ let's see them! (Turgenev).
Look at this life - the arrogance and idleness of the strong, the ignorance and bestiality of the weak, all around impossible poverty, overcrowding, degeneration, drunkenness, hypocrisy, lies... (Chekhov).
We carry him to the emergency room, the blood is pouring - a terrible thing, but he keeps asking for his leg to be found, and everyone is worried_ twenty rubles in a boot on a cut off leg, no matter how lost (Chekhov).
Getting sued because of Laevsky, wasting time_ is not worth the candle game (Chekhov).
The characteristic features of a draft horse, which distinguish him from talent, are that his horizons are narrow and sharply limited by his specialty; outside his specialty, he is naive, like a child (Chekhov).
Questions of science are not alien to him either - he is terribly angry with himself for having forgotten to take seeds from a tree from the Flying Island, the juice resembling Russian vodka (Chekhov).
After all, there was a time when not a single man spoke to her the way Kirilin did, and she herself tore this time like a thread, and ruined it irrevocably_ who is to blame for this? (Chekhov)
For a year now, we have been in a strained relationship_ he answers me disgustingly at exams, and I give him units (Chekhov).
In my opinion, if a play is good, then in order for it to make the proper impression, there is no need to bother the actors_ one can confine oneself to reading alone (Chekhov).
Often I forget ordinary words, and I always have to spend a lot of energy in order to avoid superfluous phrases and unnecessary introductory sentences in writing - both clearly indicate a decline in mental activity (Chekhov).
But, imagine, I glanced ahead - in the first row, some general with a ribbon and a bishop (Chekhov) are sitting side by side.
It’s not the wind that rages over the forest, it’s not the streams that run from the mountains_ Frost-voivode patrols his possessions (Nekrasov).
All this news is similar to one another and boils down to this type - one Frenchman made a discovery, another - a German - caught him, proving that this discovery was made back in 1870 by some American, and the third - also a German - outwitted both, proving to them that both of them made a fool of themselves, mistaking air balls for a dark pigment under a microscope (Chekhov).
Don't come, don't come, you're out of the cold! (Goncharov).
I open the window, and it seems to me that I see a dream_ under the window, clinging to the wall, there is a woman in a black dress, brightly lit by the moon, and looking at me with big eyes (Chekhov).
Beauty is leaving - you do not have time to explain to beauty how you love it, beauty cannot be kept, and this is the only sadness of the world (Nabokov).
Sections: Russian language
Lesson type: the study of new material and its primary consolidation.
Lesson Objectives:
- educational: familiarization of students with the main features of non-union complex sentences and punctuation marks in them; formation of the ability to place punctuation marks in the BSP.
- Educational: development of cognitive skills and thinking skills, oral and written speech of students, spelling and punctuation vigilance through practical activities.
- Educational: fostering love for mother tongue on the example of literary texts by N. Rubtsov, A.S. Pushkin and other classics of Russian literature; education of love for the native city, native land.
Tasks:
- the formation of the ability to determine the semantic relationships between the parts of an all-union complex sentence;
- the formation of the skill of converting BSP into compound and complex sentences based on the commonality of meaning;
- creation of conditions conducive to the development of communicative competence of students through work in pairs;
- development of the ability to analyze language material, conduct self-control and self-assessment, formulate their own conclusions.
By the end of the lesson, students should
- know: signs of non-union complex sentences;
- be able to: find BSP in the text, distinguish BSP from other types of complex sentences; to establish semantic relationships between parts of the BSP, to place punctuation marks.
Repetition: signs of a compound and complex sentence, types of subordinating connection in NGN with several subordinate clauses.
Equipment: computer, handout for students, reference table "Punctuation marks in the BSP"
Used CORs: slides, tests.
Forms of student activity: individual, pair.
DURING THE CLASSES
Stage 1. Organizing time. Motivation for learning activities
Guys, A.P. Chekhov once said: “Knowledge is only knowledge when it is acquired by the efforts of his thought, and not by memory» ( Presentation, slide number 1).
- How do you understand the words of the famous writer?
- We will check the correctness of the words of A.P. Chekhov today in the lesson: we will think together, analyze, explore, compare.
Task for children: open the notebook, sign the number.
Guys, let's turn to one more of A.P. Chekhov's statements: "Many signs, but each has its own meaning and place"(slide number 2)
What are the signs in the sentence?
- Do you agree with this statement?
- And another great classic of Russian literature, A.S. Pushkin, spoke about punctuation marks like this: “They exist to highlight a thought, bring words into the correct ratio and give the phrase lightness and correct sound” ( slide number 3)
- We also have to prove the correctness of the judgments of A.S. Pushkin and A.P. Chekhov in the lesson.
2. Actualization of basic knowledge. Repetition of the material covered
Target: repetition of knowledge about the types of complex sentences: SSP and SPP.
Guys, what types of complex sentences have we already met?
So, as always, before starting to study a new topic, we need to review what we have learned so that we can successfully prepare for the final certification.
1. Theoretical warm-up "True - false"(slide number 4)
1) In NGN, parts are unequal (one is subordinate to the other)
2) In NGN, sentences are connected only with the help of unions.
3) In the BSC, both parts are equal.
4) In SSP, a comma is always placed before the union And.
5) Unions and allied words are not members of the sentence.
6) In NGN, the subordinate clause always comes after the main clause.
Answers: 1 - yes, 2 - no, 3 - yes, 4 - no, 5 - no, 6 - no. (Checking answers in pairs; the mark is placed on the score sheet) (slide No. 5)
Why are statements 2, 4, 5 and 6 wrong? (children's answers)
- Who got 6 points - raise your hands!
- Who completed the warm-up for 5 points - clap your hands!
- Well, the rest will have to work out extra!
- So, guys, what proposals are called compound?
- What offers are called complex?
- I am sure that now, when completing test tasks, you will be able to show your knowledge of SSP and SPP in practice.
2. Test task. Group task. (slide number 6)
1 option. Indicate the numbers of compound sentences;
Option 2. Indicate the numbers of complex sentences ( Attachment 1)
In addition, students must say which of the famous Russian poets own lines from the poems with which they will work.
Checking the work done is carried out in pairs (students change notebooks) (slide No. 7)
The scores are recorded by the students on the score sheet.
Who could find the SSP on "excellent", on "good"?
- Who did not make a mistake in indicating the SPP?
- Well done!
So, who is the author of those wonderful lines that you have worked with?
Of course, these lines belong to the famous Russian poet, our countryman, Nikolai Mikhailovich Rubtsov (slide No. 8). Nikolai Rubtsov, A. Yashin, O. Fokina, A. Romanov and many other poets and writers sang the beauty of our land in their poetic works, and our wonderful countrymen-artists, composers in paintings and music.
Stage 3. Checking homework
Do you guys love your native land? Read the sentences with different syntactic constructions (simple and complex) in which you spoke about your hometown, the Vologda region. (Student answers)
Let's get back to the test. Why did you not indicate the 1st and 3rd groups in the answers 3, 5, 8 and 11 sentences? (Sentence 5 is simple, the rest are complex with an allied connection).
- Why do you think that sentences 3, 8 and 11 are non-union complex sentences? On what basis did you determine this?
- So ,
the topic of today's lesson “Unionless compound sentences. Punctuation marks in a non-union complex sentence "(notebook entry)
4. Setting goals and objectives of the lesson. Motivation for learning activities
What goals and objectives will we set for ourselves today in the lesson? What should you have learned by the end of the lesson? (slide number 10)
- Goals have been set, we will strive to achieve them.
5. Learning new material. (slide number 12)
Observation of linguistic material (texts are laid out on each desk)
1) What offers do you have? Describe them. Determine the type subordinate clauses in SPP. Replace allied (SSP and SPP) sentences with non-union complex sentences (orally) Are the semantic relations expressed in the same way in allied and non-union sentences? Follow intonation. In preparing for your answer, use the textbook material on pages 94-95
a) When the morning comes, we will start our journey. (subordinate time)
B) Pechorin's words stuck in my memory, because for the first time I heard such things from a twenty-five-year-old man. (subordinate clause of cause)
C) We are convinced that victory will be ours. (subordinate explanatory)
D) Summer stores, and winter eats. (SSP with adversarial conjunction)
G) My eyes darkened, and my head began to spin. (SSP and connecting union)
So, we made a synonymous replacement: we replaced allied complex sentences with non-union sentences. What changed? What is the difference between BSS and SSP and SPP?
We draw a conclusion: an allied compound sentence is such a complex sentence, the parts of which are connected only with the help of intonation and in meaning without the help of unions or allied words (slide No. 13)
What were the proposals? (BSP is more dynamic, less cumbersome and heavier than SPP. They are distinguished by liveliness, lightness, simplicity, elegance, as well as capacity, the ability to color the statement with additional shades of meaning)
M.V. Lomonosov "A short guide to eloquence" declares that reducing the number of conjunctions makes speech "more important and more magnificent" (slide # 14)
“Unions are nothing but the means by which ideas are united; so, they are like nails or glue, with which the parts of what colossus are united or glued together. And how those colossus, in which less glue and nails are visible, are very best view have, than those in which there are many calms and gluings, so the word is more important and more magnificent, than there are fewer unions in it.
2) Are the semantic relations in allied and non-union sentences the same?
Semantic relations in allied and non-union complex sentences are expressed differently. Unions take part in allied sentences in their expression. Therefore, the semantic relations here are more definite and clear. In non-union sentences, semantic relations are expressed less clearly. They don't always differentiate. The semantic relations in the BSP depend on the content of the simple sentences included in them and are expressed in oral speech by intonation, and in writing they help to identify various punctuation marks.
The task: Two simple sentences are given: The forest is cut down. The chips are flying. Make up all kinds of sentences of different syntactic constructions based on these simple sentences.
Options:
A) They cut the forest - the chips fly.
b) When a forest is cut down, chips fly.
C) If the forest is cut, then the chips fly.
D) They cut the forest, and the chips fly.
D) During logging, chips fly.
So, having analyzed the resulting sentences, we see that the same content can be conveyed by different syntactic constructions, which, despite the semantic proximity, differ from each other. In the BSC, the simple ones that are part of the complex are equal; union And emphasize the sequence of ongoing events;
In NGN there is a main and a subordinate clause, to which we ask a semantic question from the main sentence.
In the BSP, simple sentences are connected to each other by an invisible connection, using intonation: lowering the voice in sentences with a dash, raising the voice in sentences with a colon, and enumerating intonation in sentences with a semicolon and a semicolon.
Once again, we conclude that the BSP differ from the allied ones in lightness, liveliness, and simplicity.
- What punctuation marks are put in a non-union complex sentence? And what determines the choice of punctuation mark in the BSP? (slide number 15) To help you, I printed out the table "Punctuation marks in the BSP." Use it today in class.
We conclude: The choice of punctuation mark depends on the semantic relationships that the intonation expresses, and you can check it by substituting conjunctions and replacing them with synonymous constructions of SPP and SSP. (slides #16-17)
- Where do you think BSPs are most often used? (Mostly in oral colloquial speech, but they are also widely used in the language of artistic speech).
The student was asked to conduct a study: what punctuation marks A.S. Pushkin most often used in his works, and also to tell about the history of punctuation marks.
Message: After reading a number of works by the poet, I came to the conclusion that A.S. Pushkin most often used a comma, a semicolon, less often a colon and very rarely a dash. In ancient Russian texts, for example, in "The Tale of Igor's Campaign", many punctuation marks are missing. The dot became the ancestor of Russian punctuation. It is already found in the monuments of ancient Russian writing of the 11th century. In the 15th century, a comma and a semicolon appeared, in the 16th century - a colon and a question mark, in the 18th century. - exclamatory, called amazing, and ellipsis. The dash was one of the first in Russian literature to be used by N.M. Karamzin .. The beginning of the scientific study of punctuation was laid by M.V. Lomonosov in "Russian Grammar". Today we use the Rules of Spelling and Punctuation, adopted in 1953.
6. The stage of primary consolidation of knowledge. Control of knowledge and skills
And now it's time to put the theoretical knowledge into practice. Slide #18
1 option. Try to place the necessary punctuation marks in those non-union complex sentences that we have already worked with when we replaced SPP and SSP with non-union ones (slide number) and justify your choice.
Option 2. Place punctuation marks in non-union complex sentences, justify your choice. Can you tell me who these lines belong to?
3 option. Work with text.
The task: Open the brackets, insert the missing letters and punctuation marks. Define the text type and style. What types of tropes are used in the text and what is their role?
Type of text - narrative with a description element, style - artistic. Tropes - an epithet, comparison, metaphors. BSP - 1) - fast change of events; 4) - condition; 5) - explanation.
Check (slides #19-21)
As a reinforcement, complete test tasks on a new topic (on slides)
Answers: 1-3, 2-3, 3-2, 4-2, 5-2, 6-2 (slides #24-29)
Homework
1) Ex. 214 or 215 (optional) slide number 22
2) Creative task. Write out 10 non-union complex sentences from A.S. Pushkin's novel "Eugene Onegin" or from N.V. Gogol's poem "Dead Souls"
Summarizing. Reflection(slide number 23)
So, it's time to sum up the lesson. Were we able to achieve the objectives of the lesson? What have you learned by the end of the lesson?
- What role do complex non-union sentences play in our speech? (they make it possible to convey various semantic relationships more concisely; help to avoid overloading the text with unions)
I think that in the next lessons on the study of non-union complex sentences, we will apply and deepen the knowledge that you received today in the lesson. Calculate the number of points. Thank you for the lesson!
An associative compound sentence is a compound sentence, the parts of which are connected with the help of intonation. In writing, sentences in BSPs can be separated by a comma, semicolon, dash, or colon. The placement of punctuation marks in a non-union complex sentence usually depends on the meaning and ratio of its parts.
table Punctuation marks in a non-union complex sentence
| punctuation mark | In what case is it set | What unions or allied words can be checked | Sentence examples |
| Comma | Parts of the BSP are connected by the enumeration relation (simultaneity or sequence) | And | There was a big booth in the yard, next to it the owner's dog was dozing. |
| Semicolon | Parts of the BSP are common or distant in meaning | And | Yellow leaves fell from the trees; the wind hurriedly picked them up on the fly and, dropping some on the path, carried them to the river. |
| Colon | The second sentence has the meaning of the reason | because | Anya had to be distracted from work: the doorbell rang. |
| The second sentence explains the first (+ if in the first part the words so, such, such, one) |
that is, namely | He noticed an interesting thing: all the pictures showed the same house. | |
| The second sentence complements the first | what | Masha decided: tomorrow she will definitely not be late | |
| Dash | Parts of the BSP are opposed in meaning | ah, but | Spring plants, autumn gathers. |
| The first sentence indicates a time or condition | when, if | Complete the task faster - you can leave earlier. | |
| BSP has a comparison | as if, as if | Shout - thunder in the sky will break. | |
| The second sentence points to the corollary | so, as a result, therefore | Vitya forgot the way - the guys had to navigate by the sun. | |
| The second sentence has a conjunctive meaning | such, so, such, this(usually used in the second part) | It is always necessary to check what is written - this is how we were taught at school. | |
| The second sentence indicates an unexpected change of events. | and suddenly, and unexpectedly, and immediately, and suddenly | Katya opened the window - a disheveled sparrow flew into the room. | |
| Comma with dash | If an introductory word is used in the BSP with a dash before the second part | – | The stars shine brightly, usually for good weather. |
Distinguish between punctuation in BSP with the meaning of enumeration and in BSP with the meaning of an unexpected change of events. If in speech the sentence is pronounced with the intonation of enumeration, it is written with a comma. If intonationally there is a pause between parts of the BSP, it is written with a dash. Examples: Lightning struck an old oak, (and) the tree caught fire. Lightning struck an old oak tree - (and suddenly) the tree caught fire.
At school, punctuation marks in a non-union sentence are studied from grade 9.
Associative compound sentence- this is such a complex sentence in which simple sentences are combined without conjunctions or allied words.
Means of communication of unionless complex sentences (BSP):
1) Semantic connection
2) Intonation connection
3) Arrangement order
4) Forms of tense, aspect and mood of verbs
semantic connection expressed in the fact that the parts of the sentence that are part of the non-union complex sentence form a single integral statement.
For example: Evening came, it was raining, the wind was blowing intermittently from the north.(M. G.). In this complex sentence, a general picture is drawn, the details of which are indicated by listing parts of sentences.
Intonation connection parts of a complex sentence has a different character:
It can be enumeration intonation.
For example: A mournful wind drives a flock of clouds to the edge of heaven, a bruised fir groans, a dark forest whispers muffledly.(N.)
Contrasting intonation.
For example: I would be glad to serve - it's sickening to serve.(Gr.);
Explanation intonation.
For example: A terrible thought flashed through my mind: I imagined it in the hands of robbers.(P.)
warning tone.
For example: Suddenly I feel: someone takes me by the shoulder and pushes me.(T.)
Conditional intonation.
For example: If you like to ride - love to carry sleds.(last) and others.
Arrangement order parts in the composition of a non-union complex sentence is a means of expressing the semantic relations between them.
Compare: It's getting cold: it's evening(the cause is indicated in the second part, the effect in the first; a causal union can be inserted between the parts because). - The evening came - it became cool(when rearranging, causal relationships with a temporal connotation are expressed differently: the cause is indicated in the first part of the sentence, the effect in the second; an adverb can be inserted between them therefore).
A means of linking parts of sentences as part of an asyndetic complex sentence, they also serve forms of tense, aspect and mood of the verb in them. So, to denote a temporal or spatial connection between phenomena, homogeneous verb forms are usually used.
For example: The rain pounded restlessly on the wood of the boat, its soft noise suggested sad thoughts.(M. G.); In a clean field, wavy and pockmarked snow is silvering, the moon is shining, the troika rushes along the road(P.); To the left a deep gorge blackened; behind him and in front of us, the dark blue peaks of the mountains, pitted with wrinkles, covered with layers of snow, were drawn in the pale sky, which still retains the last reflection of dawn.(L.).
Types of non-union complex sentences
Types of non-union complex sentences
There are two main types of non-union complex sentences: correlative with allied complex sentences And inconsistent with them.
Offers of the second type are relatively rare, much more common than offers of the first type, which in turn are divided into two groups:
but) non-union complex sentences of homogeneous composition (with identical parts)
b) non-union complex sentences of heterogeneous composition (with different parts).
The first group includes sentences that, in terms of the meanings they express and in some structural features, approach complex sentences: both in those and in others, temporal relations are expressed (simultaneity or sequence of phenomena, events), relations of comparison or opposition of actions, etc. ; both those and others are characterized by enumerative intonation, intonation of comparison, etc.; both for those and for others, the parts of the sentence that make up them usually have homogeneous forms of predicates, etc.
The first group of non-union complex sentences also includes those in which relations of comparison or opposition are expressed, for example: Legs are worn - hands are fed (last); Three times a loud cry was called out - not a single fighter moved ... (L.).
The second group of non-union complex sentences is formed by those that are semantically close to complex sentences: between the parts of these non-union sentences there are object, determinative, cause-and-effect, conditional-and-effect relations, etc.
Syntactic analysis of a non-union complex sentence
Scheme for parsing an union-free complex sentence
1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).
2. Indicate the type of sentence by emotional coloring (exclamatory or non-exclamatory).
3. Select grammatical foundations, determine the number of parts (simple sentences), find their boundaries.
4. Determine the semantic relationships between the parts (enumerative, causal, explanatory, explanatory-explanatory, comparative-adversative, conditional-temporal, consequences).
5. Parse each part as a simple sentence.
6. Draw up a proposal scheme.
SAMPLE ANALYSIS OF A UNION-FREE COMPLEX PROPOSITION
1) [All of his skin was trembling from the thirst for battle], [eyes became bloodshot], [nostrils fluttered], [light steam from breathing was blown away by the breeze].(Yu. Kazakov)
[ — = ],[ — = ],[ — = ],[ = ].
The sentence is narrative, non-exclamatory, complex, non-union, consists of four parts, the relations between the parts are enumerative (simultaneity). Each part is parsed as a simple sentence.
2) [Everything around him was empty]: [some died], [others left].
[ — = ]:[ — = ],[ — = ].
The sentence is narrative, non-exclamatory, complex non-union, consists of three parts; the second and third parts together reveal the reason for what is said in the first (causal relations); between the second and third parts of the relationship is comparative-adversative. Each part is parsed as a simple sentence.
