Compose 8 complex sentences. NGN with multiple subordinate clauses: examples

Sections:    Russian language

• to improve students' knowledge of the types of complex sentences and the ability to determine the types of subordinate clauses;

1) motivational: to direct students' practical activities to solving the problem: creating a lesson project for the 8th grade;
  2) educational: to form general educational abilities and skills to find complex sentences, determine its types, make syntax analysis, put punctuation marks in a complex sentence.
  3) developing: to develop intellectual skills: to analyze, classify and systematize material according to the syntax of a complex sentence; improve information and educational skills through the use of computer technology; develop creativity.
  4) educational: foster a positive attitude towards knowledge; cultivate a love of art, the ability to work in a team.

Type of lesson: lesson of consolidation of knowledge, skills.

Lesson form: lesson-presentation of mini-projects.

Equipment: computer, photo-paintings.

- Hello guys, sit down.

“Take a handful of precious crystals of wisdom, but do not forget the most important - wise thoughts need not only to be read and written out, but also put into practice with practical deeds.” Aphorism.

- Do you agree with these words?

- I propose the knowledge gained in the lessons, to apply in practice to draft the Russian language lesson “Types of complex sentences” for your younger comrades.

- The children from the eighth grade have yet to get acquainted with this topic next year, and we should arouse their interest today so that in the future they too will present their projects to their classmates and be my main assistants.

- Guys, we have a lot of guests today, but don’t worry, believe in your strength, because you have reliable support.

(Speech by eighth graders)

The metaphor for the formation of a sense of confidence “Everything is in your hands” is a well-known parable.

This story happened a long time ago in an ancient city in which the great sage lived. The fame of his wisdom spread far around his hometown. But there was a man in the city who was envious of his glory. And so he decided to come up with such a question so that the sage could not answer him. And he went into the meadow, caught a butterfly, planted it between his clasped hands and thought: “I'll ask the wise man: tell me, wise one, which butterfly in my hands is living or dead? If he says - alive, I will close my palms and the butterfly will die, and if he says - dead, I will open my palms and the butterfly will fly away. Then everyone will understand which of us is smarter. ”

And so it happened. The envious person caught the butterfly, planted it between his palms and went to the sage. And he asked him: “What kind of butterfly is in my hands, oh wise one, dead or alive?” And then the sage, who really was an intelligent man, said: “Everything is in your hands ...”

- Friends, everything is in your hands!

- We’ll check if we are ready for work.

1. What sentences are called simple? (8th grade)
2. What sentences are called complex? (8th grade)
3. What proposals are called unionless? (8th grade)
4. What proposals are called allied? (9th grade)
5. What groups are allied proposals divided into?
6. What sentences are called compound?
7. What sentences are called complex?
8. What are the unions that are used to link simple sentences in NGN?
9. What are allied words that are used to relate simple sentences in the structure of NGN.
10. What words are used both as unions and as allied words?
11. How to distinguish between subordinate unions and allied words?
12. What is used in the main sentence to highlight the content of the subordinate clause?
13. What groups of complex sentences do you know?

“I am glad for your answers, friends.”

- At your desks are blank pages of the reference notebook, keep records as you work. The last page is practical, try to listen carefully to complete upcoming tasks.

- The children of the 9th grade were given the task of creating mini-projects in order to present material to you in an accessible form.

- The floor is given to the children of the 9th grade, who will tell us more about the types of NGN.

- I propose to take a seat at the blackboard and provide your projects.

(Students prepared a presentation message on the topic).

- Inquisitive girls and boys! Want to understand NGN? We will help you!

- Attention! 1 page– NGN with relative clause!

- Adverbial identifiers relate to a noun, giving it a characteristic or revealing a sign. Answer the questions: which one? which the? whose?

- “The air was full of freshness, which happens after a thunderstorm.” Proposal analysis.

- Join in allied words which, which, whose, where, when, who, what, etc.

- “We love the house where they love us.” Proposal analysis.

- A definable noun in the main part may have indicative words such one.

- “Petya galloped to the place where the shots were heard. (L.N. Tolstoy). ” Proposal analysis.

- Adverbial determinants are always located after the word being defined.

- “From the forest ravine, at the bottom of which a small fontanel ran, the cooing of wild pigeons swept. (S.T. Aksakov) ”

- SPP with relative determinants make our speech more expressive, richer, more precisely.

- Such sentences must be used in texts - descriptions.

- Before you are photo-pictures, we will describe them using SPP with relative clauses.

- “The pictures depict winter landscapes, which cause us feelings of lightness, spirituality and the feeling of a little frost.”

“The trees that hid under a thick layer of snow are depicted.”

- We suggest that you compile an SPP with clauses that are decisive for these pictures and write them down.

(Experts with a teacher come up and help, the best options are read)

Teacher: - Thank you guys, with your project you managed to give the concept of NGN with relative clauses.

- Attention! 2 page - NGN with an additional explanatory

(The song is performed on the verses of M. Tsvetaeva “I like that you are not sick with me” )

“I like that you are not sick with me,
   I like that I'm not sick with you
   What ever is a heavy globe
   Will not float under our feet.
   I like that you can be funny -
   Dissolved - and not play with words
   And don't blush with a suffocating wave
   Lightly touching the sleeves.

Thank you both with heart and hand
   For the fact that you - without knowing yourself! -
   So love: for my night's rest
   For the rarity of meetings with sunset hours,
   For our negligence under the moon
   For the sun is not above our heads, -
   Because, alas, you are not sick with me
   Because, alas, I am not sick with you. ”

- Why did Vika sing this song?

- It is true, it consists of SPP with additional explanatory clauses.

- Explanatory subordinate clauses relate to words with the meaning of speech, thought, feeling (verb, adverb, verb noun, short form of the adjective) in the main part, clarifying or explaining the meaning of these words, answer the questions of indirect cases that are posed from the explained word in the main parts.

“The children feel who loves them.” “I was sure that my unauthorized absence from Orenburg was to blame for everything. (A.S. Pushkin). ” Analysis of offers.

- Joined by unions: what to, as if, like,joined by allied words: who, what, where, when, where  and others and a union - particle whether.

“The General inquired if I was the son of Andrei Petrovich Grinev. (A.S. Pushkin) She did not know where to go. (A.I. Kuprin). ” Analysis of offers.

- In the main part may be an indicative word thenin different forms.

“He spoke of summer and that being a poet to a woman is absurd. (A.A. Akhmatova) ”

- Adjunctive explanatory clauses are located after the explained word, less often - in front of it.

- “That he is a bad man, I can’t say ... (A.P. Chekhov).” Proposal analysis.

- The subjunctive explanatory can serve to convey indirect speech.

- “K.G. Paustovsky wrote: "The words of Prishvin bloom, sparkle." “K.G. Paustovsky wrote that the words of Prishvin bloom, sparkle. "

- Assignment: Replace the sentences with direct speech with the sentences with indirect speech, using NGN with additional explanatory clauses.

- Attention, suggestion to group 1 (8th grade): Vika: “I like to sing and dance.”

- Attention, suggestion to group 2: Veta: “What a wonderful weather today!”

Attention, proposal to group 3: Nurken: “Do you love me?”

(The best offers are read.)

- Nurken: So love or not?

– Teacher:  I am pleased with your project, well done!

3 page - NGN with an adverbial circumstance.

- Attention, page 3 - NGN with an adverbial circumstance!

- SPP with incidental circumstances matter circumstances and are divided into groups: mode of action and degree, place, time, condition, reason, purpose, comparison, concession, investigation.

- It became interesting for us to find such offers in fiction.

- The teacher advised us to consider the novel “Hero of our time” M.Yu. Lermontov.

- Why: Why this particular novel?

- We recently studied it.

1) “And her face became so thoughtful, so sad that I promised myself that evening to certainly kiss her hand. He ran like he hadn’t run before. ”

- Suggestions matter course of action and degree.

- Why: What questions are answered?

- How? How? In what degree?

2) “He goes to where no one has been”

- Why-thing: It's easy! Guys, what does that mean? Which question is answered?

- You can ask questions to the accessory from the main part: Where? Where? Where from?

3) - Why-after: “When the smoke cleared, a wounded horse lay on the ground”

- Guys, guess for yourself. (NGN with additional time)

- That's right, questions when? since what time? how long?

4) “Grushnitsky stumbled and he would slide down on his back if his seconds did not support”

- The relative clause.

- Why-thing: give your example.

5) “Over the soldier’s overcoat, Grushnitsky hung a saber and a pair of pistols, because the ladies on the waters still believe the attacks of the Circassians in broad daylight”

- The relative clause.

6) “I gave her the word to get acquainted with the Ligovskys and drag the princess to distract attention from her”

- Why: I know, I know, but you guessed it?

7) “He studied all the living strings of the human heart, as they study the veins of a corpse”

- NGN with a relative clause, answers the question as?

8) “Faith is sick, very sick, although this is not recognized”

- NGN with subordinate concessions, answers the question contrary to what? Despite what?

9) “It was raining like a bucket, so it was impossible to go out onto the porch”

- Can I ask you a question? what follows from this?

- Assignment: we read out the sentences, you determine the type of adverbial circumstances verbally.

1. Wherever you look, hills are everywhere.
2. When we reached the top of the mountain, the sun had already risen.
3. The reader is mistaken if he imagines the taiga as a grove.
4. I decided to climb the mountain to see the surroundings from there.
5. Savelich gradually calmed down, although he still occasionally grumbled to himself.
6. The snow was getting whiter and brighter, so it broke my eyes.
7. In the evening, the guests left because there was nowhere to fit in the house.
8. He ran like he hadn’t run before.
9. The puppy whines so plaintively, as if the child is crying.

– Teacher:  Well done, guys, you were able to give a basic idea of \u200b\u200bthis type of NGN. Have a seat.

4 page - “Practical”.

– Teacher:  We will open the last practical page on which we will see the tasks. Check and consolidate our knowledge. Must perform correctly and quickly. We work in groups.

- Two students independently parse sentences, the rest work on their pages together with the teacher.

1) Indicate the NGN number with the relative determinant. Write out the proposal, draw its diagram.

1. The air is so clean that every branch is visible.
2. I have long since left that region where meadows and thickets bloom.
3. When I first saw the sea, it excited and amazed me.

2) Indicate the NGN number with the relative circumstance. Write down the sentence in a notebook, draw its diagram.

1. The letter that you wrote to me made me happy.
2. There is no truth where there is no love.
3. No wonder it is said that the work of the master is afraid.

3) Indicate the NGN number with the explanatory clause. Write out the proposal, draw its outline.

1. Where previously there was a river mouth, the path climbs uphill.
2. You know that clouds are accurate weather predictors.
3. Wherever you look everywhere, thick rye.

(On the board at this time, the student parses the sentence, one in place.)

1) Parsing a sentence: Mercy warms the soul where mutual understanding is manifested.

2) Parsing a sentence: A person's face, which is distorted by malice, becomes ugly.

(Check parsing )

Reserve task: draw up according to the schemes of the proposal.

(We love to walk on the river, which amazes with its beauty).

[... noun ], (which ...).

(In the morning, when the storm was asleep, Alex heard distant sounds of battle).

[..., (when), ...].

(To be a musician, skill is needed).

So that (...),.

(Summer foggy days are good, although hunters do not like them).

Though (…).

Lesha, no matter how soundly asleep, immediately opened his eyes and sat down.

[..., (however), ...].

Presenting homework.

- Find and write out sentences for each type of SPP from the poem by N.V. Gogol “Dead Souls”.

- Well done today!

- I am pleased with the work! I think that they have learned this topic.

- And your opinion, guys? Use any form.

1. The main thing for me in the lesson was ...
2. Now I will know that ...
3. I was disappointed that ...
4. I am glad that…
5. I would like …

- Take a handful of precious crystals of wisdom and put them into practice with practical deeds.

“Did we follow this wise advice today?”

Considers the structure of phrases and sentences. Moreover, the construction and punctuation of different types of complex sentences, especially with three or more predicative parts, usually causes particular difficulty. Let us look at specific examples of the types of SPP with several subordinate clauses, ways of communicating the main and subordinate parts in them, the rules for setting punctuation marks in them.

Complicated sentence: definition

To clearly express a thought, we use a different sentence characterized by the fact that two or more predicative parts are distinguished in it. They can be equivalent in relation to each other or enter into relationships of dependence. SPP is such a proposal in which the subordinate part is subordinate to the main and joins it with the help of subordinate unions and / or For example, " [Stepka was very tired in the evening], (WHY?) (Since he walked at least ten kilometers in a day)". Hereinafter, the main part is designated, round - dependent. Accordingly, in NGN with several subordinate clauses, at least three predicative parts are distinguished, two of which will be dependent: “ [The area, (WHAT?) (Which was passing right now) was well known to Andrei Petrovich], (WHY?) (Since a good half of his childhood passed here)". In this case, it is important to correctly identify sentences where you need to put commas.

Multi-subordinate NGN

A table with examples will help determine what types of complex sentences are divided into three or more predicative parts.

We will figure out how to correctly determine the type of subordination in NGN with several subordinate clauses. The above examples will help in this.

Sequential submission

In a sentence " [The guys rushed into the river] 1, (the water in which had already warmed up enough) 2, (because the last days were incredibly hot) 3"First we distinguish three parts. Then, using questions, we establish semantic relations: [... X], (in which ... X), (because ...). We see that the second part has turned into the main one for the third.

We give one more example. " [There was a vase of wildflowers on the table], (which the guys gathered), (when they went to the forest on an excursion)". The scheme of this NGN is similar to the first: [... X], (which ... X), (when ...).

With uniform submission, each subsequent part depends on the previous one. Such SPP with several subordinate clauses - examples confirm this - resemble a chain where each subsequent link joins the one located in front.

Parallel (heterogeneous) submission

In this case, all the subordinate clauses belong to the main one (to the whole part or word in it), but they answer different questions and differ in meaning. " (When the speaker finished speaking) 1, [silence reigned in the hall] 2, (as the audience was shocked by what they heard) 3 ". Let us analyze this NGN with several subordinate clauses. Its scheme will look like this: (when ...), [... X], (since ...). We see that the first subordinate part (it stands in front of the main) indicates time, and the second - the reason. Consequently, they will answer different questions. Second example: “ [Vladimir certainly had to find out today] 1, (at what time the train arrives from Tyumen) 2, (in order to meet his comrade) 3". The first subclause is explanatory, the second is goals.

Uniform submission

This is the case when it is appropriate to draw an analogy with another well-known syntactic construction. For registration of PP with homogeneous members and such SPP with several subordinate clauses, the rules are the same. Indeed, in the sentence “ [Anton Pavlovich talked about] 1, (that reinforcements will arrive soon) 2 and (that you only need to be patient a little) 3"The subordinate parts - 2nd and 3rd - refer to the same word, answer the question" what? " and both are explanatory. In addition, they are interconnected through the union andbefore which a comma is not placed. Imagine this in the diagram: [... X], (what ...) and (what ...).

In SPP with several subordinate clauses, with uniform subordination between the subordinate clauses, any compositional unions are sometimes used - the punctuation rules will be the same as when registering homogeneous members - and the subordinate union in the second part may be completely absent. For instance, " [He stood at the window for a long time and looked] 1, (as cars drove up to the house one after another) 2 and (workers unloaded building materials) 3».

NGN with multiple subordinate clauses with different types of subordination

Very often, four or more parts are distinguished in a complex sentence. In this case, they can communicate with each other in different ways. Refer to the example in the table: " [Nastenka re-read the letter for the second time, (which trembled in her hands) 2, and thought] 1, (that she will have to quit her studies now) 3, (that her hopes for a new life did not materialize) 4". This proposal is with parallel (heterogeneous) (P 1,2,3-4) and homogeneous (P 2,3,4) subordination: [... X, (which ...), ... X], (what ...), (what ... ) Or another option: " [Tatyana was silent all the way and only looked out the window] 1, (behind which small villages that were close to each other flickered) 2, (where people were bustling) 3 and (work was in full swing) 4) ". This is a complex proposal with a consistent (P 1,2,3 and P 1,2,4) and homogeneous (P 2,3,4) submission: [... X], (followed by ...), (where ...) and (... )

Punctuation marks at the junction of unions

To place in a complex sentence, it is usually enough to correctly determine the boundaries of the predicative parts. Difficulty, as a rule, is represented by punctuation of NGN with several subordinate clauses - examples of schemes: [... X], (when, (which ...), ...) or [... X], [... X], (how (with whom ...), then ...) - when two subordinate unions (union words) appear nearby. This is characteristic of consistent submission. In this case, you need to pay attention to the presence of the second part of the double union in the composition of the proposal. For instance, " [An open book remained on the couch] 1, (which, (if there was time) 3, Konstantin would certainly read to the end) 2 ".Second option: " [I swear] 1, (that (when I get back from the trip home) 3, I will definitely visit you and tell you everything in detail) 2   ". When working with such NGNs with several subordinate clauses, the following rules. If the second clause can be excluded from the sentence without prejudice to the meaning, a comma between the unions (and / or allied words) is put, if not, it is absent. Let us return to the first example:" [A book was lying on the sofa] 1, (which had to be read in time) 2 ". In the second case, with the exclusion of the second subordinate part, the grammatical structure of the sentence will be violated by the word "that."

Should be remembered

A good assistant in the development of NGN with several subordinate clauses - exercises, the implementation of which will help to consolidate the knowledge gained. In this case, it is better to act according to the algorithm.

1. Carefully read the sentence, identify the grammatical foundations in it and indicate the boundaries of the predicative parts (simple sentences).
2. Allocate all means of communication, not forgetting about the constituent or used allied unions.
3. To establish semantic connections between parts: for this, first find the main thing, then ask her question (s) to the subordinate clause (s).
4. Build a diagram, showing on it arrows the dependence of the parts on each other, place punctuation marks in it. Move commas to the recorded sentence.

Thus, attentiveness in the construction and analysis (including punctuation) of a complex sentence - NGN with several subordinate clauses specifically - and reliance on the above features of this syntactic construction will ensure the correct execution of the proposed tasks.

The concepts of the main and subordinate clauses were introduced into Russian syntactic science at the beginning of the 19th century by N. I. Grech. He subdivided subordinate clauses into noun sentences, adjective sentences, and sentence-circumstances (in the latter case, it would be more consistent to say “adverb sentences”).

For example, that his house burned down - an adverbial-noun, which you know - an adjective-adjective, when you returned from the city - an adverbial-circumstance (or, to be consistent, an adverb).

So, N.I. Grech’s classification is based on the idea of \u200b\u200bparallelism between subordinate sentences and parts of speech, although not quite sustained, but quite clear. Such parallelism does exist, and it must be kept in mind.

On a different basis is the classification of F. I. Buslaev, developed in the middle of the XIX century. It consistently carried out the idea of \u200b\u200bparallelism between subordinate clauses and members of a simple clause. F. I. Buslaev distinguishes subordinate subjects (Who is quick-tempered, he is not angry), additional (Say what is useful), definitive (It is interesting to talk with a person who has experienced a lot), circumstances (Go where you should). In turn, the circumstances are divided into subordinate places, time, mode of action, measure and account, reasons, conditional, concessive and comparative. F. I. Buslaev does not single out the subordinate predicate, because he exaggerates the organizing role of the predicate and believes that it cannot be expressed by the subordinate clause1. (This type was singled out at the beginning of the 20th century by D. N. Ovsyaniko-Kulikovsky. An example of a compound sentence with a predicate clause: I am the one nobody loves.)

Undoubtedly, the parallelism of the subordinate clauses with the sentence members is also a real fact.

Grammarians of the next generations had to overcome the partial omissions of these two approaches and link them, as the theory of parts of speech and the theory of terms of sentences were linked. However, the development of the theory of a complex subject proposal went a different way, confused and full of various kinds of inconsistencies. Both theories began to be criticized, often unfounded. So, both approaches were evaluated as reducing the classification of complex sentences to the classification of subordinate clauses. And if this was true with respect to N. I. Grech’s approach, then F. I. Buslaev was blamed for this in vain: after all, he classified in essence not the adverbial clauses themselves, but the positions they occupied, the question of the presence of a particular position of one or another member proposals are resolved only within the framework of the proposal as a whole, and not its subordinate link. Rather, F. I. Buslaev exaggerated precisely the role of the main sentence, the presence in it of “free space” for one or another member, replaced by an accessory. But there is still a basis for approaching a complex proposal as an integral phenomenon in the Buslaev’s concept.

More justified is the reproach of this theory that not all types of subordinate clauses fit into the accepted scheme. And if circumstances circumstances or concessions that did not stand out in the old syntactic works were subsequently highlighted, then the so-called relative subordinates, which relate to the main thing as a whole, clearly violate the defining principle of this classification.

Examples of such proposals: A defective car went on a flight, which was the cause of the disaster. As mentioned earlier, not all fly agarics are poisonous. Of the twenty participants in the concert, only seven arrived on time, which made the start of the performance very delayed. But this drawback of the classification in question, as we will see later, turns out to be imaginary.

Nevertheless, throughout the XX century, attempts have been made in Russian syntax to construct a classification of complex sentences on some other grounds.

In the so-called formal grammar that prevailed in our country in the 1920s and 1930s, an attempt was made to group subordinate clauses by those unions and allied words, with the help of which they joined the main sentences. In fact, this was a return to the idea of \u200b\u200bHL I. Grech, but the return was unconscious and complicated by an eclectic mix with a “logical-grammatical” (Busley) approach. For example, clauses with the union that were highlighted, but instead of trying to find some general grammatical semantics in these sentences, they were divided into explanatory sentences (representing a combination of subject and additional), modes of action, comparative, and then these types found in the subordinate clauses with other unions or allied words, etc.

However, the most confusing and inconsistent was the so-called structural-semantic classification of complex sentences, which appeared in the second half of the 50s and by the end of the 60s was introduced into most syntax textbooks, including school ones.

A positive feature of this classification is the desire to approach a complex proposal as a holistic structure. But this desire is realized extremely unsuccessfully. Complicated sentences are divided into monomials and binomials, or, in later terminology, into sentences of an undifferentiated and dissected structure. Not to mention the failure of the terms (the expression “undivided structure” sounds strange in relation to a complex sentence), the very essence of these concepts turned out to be very unsteady and did not reach the purpose for which they were introduced. The proposals of the dissected structure were declared to be complex subordinates with adverbial clauses without correlative words in the main part. Without any argument, it was announced that they did not apply to the verb, but to the whole main part as a whole. True, some facts contradict this so clearly that the authors of the new scheme are forced to make reservations. For example, V. A. Beloshapkova admits that in the sentence I want, if I have free time, to read this book today, the relative clause refers to the verb to read. 2 Wed another such construction: To play as we play now, I did not know how then, just as my brother did not know how. There are two subordinate modes of action, and if we accept that both belong to the main part as a whole, then they should be recognized as homogeneous. It is clear, however, that there is no homogeneity, since the first refers to the verb to play, and the second to the verb was not able to. Apparently, under the pressure of such facts, the academic “Russian Grammar” even states that “the demarcation of two groups of sentences on the basis of familiarity or unappropriateness of the subordinate part or, what’s the same, on the basis of undifferentiated or dissected their structure is not absolute: under certain conditions this distinction can be weakened; in general, it loses its significance ”1®. For all that and in this book it is put at the forefront.

Meanwhile, attaching such a meaning to “ingenuity”, that is, to the presence of a correlative word, the authors of the new scheme repeated the mistake of F. I. Buslaev — they exaggerated the role of the structure of the main sentence. Of course, it is necessary to distinguish between cases where the subordinate part takes the position of one or another member of the main one, and the cases when it reveals the content of a semantically inferior word occupying such a position, but it is hardly possible to attribute the related clauses to different types for example, constructions like I am going where I was sent and I am going where I was sent. (Moreover, the authors of the structural-semantic scheme criticize the “logical-grammatical” classification for the fact that it includes the subordinate clause in different types, for example, that it was difficult to breathe with different main parts; It was so hot that ... - circumstance, There was such heat, that .. - definitive, Heat was such that ... - predicate).

However, the structure of the main part is not maintained as the basis of the classification in question. So, adjunctive clauses included in the category of averted words qualify as subjunctive regardless of the presence of a relative noun with a noun. I am worried about young people who have not found themselves in new conditions and ... about young people who have not found themselves in new conditions - here and there the subordinate adverbial. Meanwhile, in the second case, the subordinate clause refers to the relative word, which can be seen from such, for example, perestroika: I am worried about those of the youth who ... and not who (not to mention the possibility of constructions of the kind of those that ... , i.e., without any substantive). In addition, only a sentence with a relative relationship is recognized as definitive. Structures of the type I have not been included in this category: I have chosen such a width of the door leaf that (so that) the door fits two of the four openings. With an obvious stretch, they are included in the subordinate clauses. Thus, in this case, the structure of the subordinate part is already at the forefront. But that is not all. In the constructions, Grandfather went into the room, which he was given for housing and Grandfather went into the room, which he no longer left the subordinate clans, also qualify as different, despite the identity of the structure of both parts, the main and the secondary clause: in the second case, the so-called narrative-distribution sentence - based on the semantics of the subordinate part.

Thus, in different cases, in the considered

the classification is based on either the structure of the main part, or the structure of the subordinate part, or the semantics (meaning lexical semantics) of one or the other. Only in conditions of the desire for the lack of alternative textbooks, such an unsuccessful and inconsistent scheme could so widely spread in the educational literature.

Returning to the "logical-grammatical" classification,

let’s take a closer look at the type of subordinate clause that does not fit in parallel with the members of a simple sentence — relative clause. Here are some examples: The coachman decided to ride the river, which was supposed to shorten our path by three miles (A. Pushkin); This barge had to be run up along a narrow, shaky and long board, which I was mortally afraid of (K. Chukovsky); This incident, as I understood later, testified to the extraordinary creative rest of the artist (R Cherkasov). Why in all these cases in the main part is it really impossible to find the word to which the subordinate link refers? Why does the subordinate clause really apply to the main thing as a whole? Because if in other constructions the subordinate clauses either replace or explain the member of the main part, then here, on the contrary, the main ones explain the clause of the subordinate part: in the 1st example - the subject of which, in the 2nd - addition of which, in the 3rd circumstance as . Already from these three examples it can be seen that in fact we are faced not with the same type, but with very diverse subordinate clauses, however united by the fact that the main part here is, as it were, included in the subordinate clause.

Among complex sentences, sentences of a minimal structure are also distinguished, which are a combination of two simple ones - the main and subordinate clauses, and sentences of a complicated structure, which are various combinations of complex sentences of a minimal structure.

Errors in constructing complex sentences of minimal structure are varied. Some of them are not connected (or are associated to a small extent) with certain types of subordinate clauses, that is, they are common for different types of complex sentences, while others are characteristic of a specific type of clause.

1. Combining composition and submission

It is known that in complex and complex sentences, despite their significant formal difference, the same or extremely close grammatical meanings can be expressed. This allows us to speak in a number of cases about their synonymy. So, the value of the temporary sequence can be expressed as a complex or complex sentence. Sr .: I’m doing, and they immediately opened to me and When I knocked, I immediately opened. Synonymous complex sentences and complex sentences can be used to express values \u200b\u200bof comparison, consequence, conditionality, and some others. There are errors in schoolchildren’s speech that could be described as cases of “structural failure”: a sentence started as a compound one ends up with a complex subject (while maintaining the same general grammatical meaning) and, conversely, a sentence started as a complex one ends up as a complex one. Structures that are grammatical synonyms are always united. Failure occurs at the boundary between predicative units. Examples of the first type (with the transition from submission to composition): “When Murka was tired of messing around with kittens and she went off to sleep somewhere” (op., 4) (cf .: “When Murka was tired of messing with kittens, she went away to get some sleep ”and“ Murka was tired of messing around, and she went off to sleep somewhere ”); “As soon as Troekurov ordered to call Shabashkin, and a minute later the assessor stood before the master” (op., 5); “When you come to the boulevard, and you watch how quietly the leaves are spinning, and the soul becomes joyful and warm” (op. 5). Examples of the second type (with the transition from composition to submission): “Mom and I are very friends, that even our dad takes offense, why Mom spends more time with me than with him” (op., 6) (cf .: “We are Mom is very friendly, and dad is offended ... "and" Mom and I are so friendly that dad is offended ... "). There are extremely many proposals of this kind, which express the significance of the investigation, combined with the value of the degree, in the children's speech: “Murznk growled and barked that Vaska rushed to run” (ex., 5). They are found even among high school students: “Volodya gets the most, that even Vera Matveevna says that she does not know how he survived” (Op. 9).

2. Inappropriate use of the infinitive

subordinate clause

In a number of complex sentences (with subordinate goals, conditions, time, and some others) * infinitive sentences may be used as subordinate clauses. Ego is possible only in cases where the main and subordinate sentences refer to the same character: “Before taking up the ax, he rolled up his shirt sleeves”; "He went on an expedition to get to know life better." In the students ’speech there are errors related to the violation of this pattern:“ Before starting to write the essay, the teacher told us about the plan ”(op., 7); “His parents sent him on an expedition in order to know life better” (op., 8); “He filed a petition to General R. to give him a company of soldiers for the liberation of the Belogorsk fortress” (Op. 7).

3. Imaginary logical errors in the construction of complex subordinates

suggestions

The lack of expression of an essential part of thought related to the perception of a phenomenon or its assessment often leads to speech errors that look logical, for example: “The mistress of this room is not very neat, because the girl’s school uniform is not very good” (Op. , 5). Is it possible on this proposal to conclude that the author of the essay considers the carelessly folded dress to be the cause of the carelessness of the mistress of the room? Of course no. With a logical deployment, the proposal would look like this: “We can conclude that the mistress of this room is not very neat, because the school uniform of the girl is not very good.” Similar examples: “The morning was cold because the earth was covered with hoarfrost” (ex., 5); “It is cold in the library because a shawl is put on a chair” (Op. 4). Cases of missing the “link of perception” are also known to the regulatory language, but there are such suggestions, reflecting typical situations.

they are not recognized as anomalies of any kind and constitute a special kind of complex sentences with an additional clause — sentences with the value of a logical justification1.

Skipping the “link of perception” is also possible in sentences of a different type: “He was so upset that even a chicken pecked his worms” (op. 4) -t. e. "so upset that he did not notice that ..."; “When I looked into the well, it was very deep” (op., 7), etc. 71.

4. Errors in the construction of complex sentences with relative clauses

a) Separation of the subordinate clause from the defined word. It is known that the basic rule for constructing complex sentences with definitive subordinate clauses is the following: the clause should be located immediately behind the significant main part, which is the word being defined. Meanwhile, this rule is violated very often in students ’speech. The separation of the subordinate clause from the definable word is connected with difficulties of a compositional nature: you must either put the definite word in the last place in the main sentence (which requires a sufficiently highly developed ability to “preempt”), or divide the main sentence by introducing the subordinate clause inside it (which associated with a sufficiently developed compositional skill). Therefore, suggestions of this type are often found: “A warm rain moistened the soil, which was so much needed in crops” (op., 4); “The guys looked out the window and saw the Nazis, which was glued crosswise” (Op. 5). Similar examples are common in senior students ’speech:“ Prince Andrei treats secular society with contempt, which he is forced to visit ”(Op. 9). If there is another noun in the main sentence that has the same form of gender and number as the word being defined, ambiguity may arise: “The dog walked with Aunt Valya, who was wearing a muzzle” (from the section “Hello from Mitrofan ”of the newspaper“ Lenin Sparks ”) 72.

b) Conjunctive words (relative pronouns) joining the subordinate clause may be erroneously matched in gender and number to the wrong noun of the main sentence, which is definable. This happens especially often in cases where the main sentence is a two-part sentence of identity: “A squirrel is a beast that lives on a tree” (profile, 3); “A razor is an object to be shaved” (profile, 5). Such errors can also be found in the speech of high school students: “The play“ At the Bottom ”is a work that accuses capitalism” (Op. 10). A certain pattern is observed - the union word is consistent with the essential, denoting not a generic (as required), but a specific concept.

c) In accordance with the norms of the modern language, the relative pronoun which should be placed first in the subordinate clause1. Meanwhile, this rule may be violated in the students ’speech:“ Mtsyri is a Georgian young man who was taken prisoner by a Russian general in childhood ”(Op. 7); “He sees a park of thin stunted trees, in the newspaper about which it was written that thanks to the care of the mayor, the city was decorated with a magnificent garden” (op., 8); “The boss, whose uncle decides to send to Siberia, comes to say goodbye” (Op. 9).

d) The omission of the correlative catch - the demonstrative pronoun - in the main sentence is found in a special variety of definitive subordinate pronouns. The role of the definable word concretized by the subordinate clause is not a noun, but a pronoun: “He broke what was on the table”, “Invite the one who saved the child”. In students ’speech, cases of missing a pronoun, which is a definite word, are common:“ He broke what was on the table ”(op., 4); “The officer ordered that they invite him to save the child” (ex., 4). The omission of indicative pronouns is widespread in spoken language and, apparently, does not constitute a violation of the norm, but with regard to written speech, such a omission should be considered as a significant defect.

5. Errors in the construction of complex sentences with subjunctive explanatory

a) As you know, in the role of supporting words in the main sentence, verbs, nouns, adjectives, adverbs that have the meaning of speech, thought, feeling, appreciation, being, discovery are used. However, not all words with these meanings can fulfill this function. In addition, some supporting words are selective in relation to the subordinate clause: some are combined only with the subordinate clause containing the question, others only with the subordinate clause that does not contain the question.

In the students ’speech, one can find various cases of violation of the laws dictated by the language norm:“ They responded about Khlestakov that he had a scientific head ”(Op. 7) - cf. they said, chpo ... \\ "The Sultan wrote a letter so that the Cossacks surrendered" (op., 6); “He tortured his sister and mother so that they would listen to the Solemn Promise for the tenth time” (ex., 4); “I was even scared what would happen to me from my mother” (op. 4) - at the word scary, only the subordinate clause is possible, which does not contain a question, for example: “I was scared that she would leave now.”

b) The demonstrative pronoun is not used in the main sentence if the subjunctive clause takes the position of accusative in transitive verbs (for example, such as to see, understand, etc.). The use of this kind of verb is a mistake: “He understood that it is good to have such a loyal friend” (ex., 4). Some other supporting words do not combine with that (necessary, necessary, required, etc.). Therefore, the sentences are erroneous: “It is necessary that you come to me” (oral, 5); “It is required that we all live together and not quarrel” (note 4).

At the same time, the index word is an obligatory element of the construction in those cases when the subordinate clause acts in a uniformity position with respect to the sentence member. Wed the sentence corresponding to the norm “I remembered the campaign and how we sang by the fire” and diverging from it “I remembered the campaign and how we sang by the fire” (op., b) 1.

Using a pronoun then expands the syntactic capabilities of many words, allowing them to be used as reference words. Wed the non-normative sentence “Volodya became interested in what Sasha wrote” (ex., 4) and quite correct “Volodya became interested in what Sasha wrote”. The omission of the demonstrative pronoun can also be seen in the sentences: “Mother thought about how badly he lives here” (Op., 3); “On the way, we told what happened to us over the summer” (Op. 4); “We admired that the sea is so beautiful” (note 5).

c) In speech practice, it is often necessary to translate direct speech into indirect. At the same time, direct speech undergoes transformations connected mainly with verbal forms and personal pronouns. Mistakes in the speech of students are widespread, namely that direct speech takes the position of a subjunctive explanatory sentence without undergoing any kind of perestroika: “The guys took the oath that we would not give the banner to the Nazis” (op. 5); “When Grinev recovered, he told Masha that I was sending a letter and I was waiting for a parental blessing” (op. 7); “Taras said that tomorrow we were going to Zaporozhye, which should be postponed” (op. 6).

d) In sentences with indirect speech, students sometimes use simultaneously two means of attaching subordinate clauses - an explanatory union of whether a relative pronoun or a particle: “The writer understood what kind of faithful friend he has” (ex., 4); “He thought that life was over at thirty-one years old” (Op. 9); “The counselor asked what was our waste paper” (note 5).

6. Errors in the construction of complex sentences

with additional time

The most common mistake in this area is the wrong choice of union. Very often, a union as a substitute for unions that are more relevant from the point of view of modern language norms when, when suddenly, etc.: “As we arrived home, my mother immediately began to cook her ear” (op., 4) - cf .: When we arrived .. Or as soon as we arrived ...; “Shorty already wanted to hide behind his brother, as he remembered that he no longer had a brother” (Op. 4). Some composite unions are incorrectly used, for example: “And this continued until the barrel was taken from the enraged beast” (ex., 5).

7. Errors in the construction of complex sentences

with secondary purpose

In the main part of complex sentences with a subordinate goal, an active voluntary action or the need for some action or condition is usually expressed. The most common speech error of schoolchildren is that the sentence is used as the main one, which expresses a passive state, attitude, etc.: “Grinev loved Masha from a pure soul, and Shvabrip - to torture” (op., 7); “The lights on the ice rink burn evenly to illuminate the ice rink” (op., 4); “Vanya admires Volodin’s desire for archeology so that a person believes in his strength and capabilities” (Op. 9).

8. Cases of attributing the subordinate adverbial sentence not to the whole main sentence as a whole,

and to one of its members

This phenomenon is also known to the regulatory language, but it is much less common in it. In schoolchildren’s speech, such sentences are widespread enough: “His portrait hangs on the wall when he was young” (Op. 5) - the subordinate sentence refers to the word portrait, ““ This is confirmed by the words of Tikhon,

91 when he sees the corpse of Katerina ”(op., 9) -“ words when ... ”; “One of the sins is the flogging of the non-commissioned officer, although corporal punishment was forbidden” (Op. 7) - “flogging, though ...”

9. Errors in the construction of complex sentences

complicated structure

a) The consistent subordination of definitive subordinate clauses with a place which. Although theoretically a number of single-functional sentences included in one another can be infinitely long (“The House Jack Built ...”), however, our aesthetic sense prohibits the repetition of homogeneous clauses. This speech flaw is extremely widespread both in children's speech and beyond: “My chin is rounded, after which there is a thin long neck, which a white shirt rubs every time” (op., 6); “Vorobyov, who carefully flies up, is especially surprised by the clock that stands on a table dug into the ground” (Izl., 4).

b) Subordination of explanatory clauses related mainly to different ways.

In accordance with the norms of the language, two explanatory clauses cannot join the same word of the main sentence, one of which is joined by a union, and the other by a relative pronoun. In a speech, however, this rule is violated: “Mtsyri learned about himself that he is not afraid of deprivation and hunger, how brave he is, which one has an unbreakable will” (Op. 7); “The writer realized that Bulka ran twenty miles and what a devoted friend he has” (Ex., 4).

Vocabulary and Phraseology

It seems possible to distinguish three main types of lexical irregularities: 1) abnormal meanings of words (semantic errors); 2) irregular compatibility of words; 3) tautological errors and repetitions73. A special group is phraseological errors.

A detailed description of lexical irregularities, based on the analysis of rich factual material, is presented in the article: Sulmenko N.E. On the criteria for the same type of speech defects. - In Sat: Assessment of knowledge, skills and skills of students in the Russian language. M .: Education, 1978.