Which are necessary for connecting components in a complex sentence, homogeneous members in a sentence, as well as individual sentences in one text.

In the Russian language, the class of allied words and conjunctions includes those words that are responsible for syntactic connections in a sentence or word form. Unlike prepositions, which perform a service function in unity with case noun forms, this part of speech is not only in no way connected with the grammatical form of the words being connected, but is generally indifferent to their belonging to any part of speech. The same thing can be combined as nouns (for example, “ I have a dad and a mom") and verbs (" boy sings and dances"), adjectives (" the girl is beautiful and smart"), adverbs and even those words that belong to different parts of speech. The only condition is the coincidence of their syntactic functions - for example: “ write beautifully and without mistakes".

Many conjunctions and allied words should not so much establish a connection as identify and specify it. This is another distinctive ability of theirs that prepositions do not have. The latter with case inflection not only reveal the connection, but also form it.

Not only are conjunctions not considered members of the sentence, they do not change. Based on their origin, they are divided into derivatives - for example, so that, as if, in which one can trace the methodological connection with those significant words from which these conjunctions were formed. Another variety is non-derivative conjunctions, which are not related in origin in today's Russian language to other parts of speech. These are unions or, yes, and.

And according to the method of use, the following forms are distinguished:

• non-repeating or single - however, but;
• paired or double, for example, both... so and, if... then;
• repeating is and...and, neither...nor.

Based on their structure, conjunctions are divided into simple ones, which are written without spaces - ah, because, and into components- while, since.

Depending on the nature of the syntactic relationships expressed with their help, there are coordinating and subordinating conjunctions.

Coordinating types connect equal components - such as parts

According to their meaning, coordinating allied words are:

• connectives that express the enumeration relation - yes, and, too, and...and, also;
• adversatives expressing the relation of opposition - however, but, and, same;
• dividing, expressing the relationship of mutual exclusion - or...or, or, then...that;
• explanatory, which express the attitude of explanation - like that, exactly;
• connecting, expressing the relation of accession - and also, yes and.

Another variety of them - subordinating conjunctions - is designed to show the dependence of one component on another, connecting together, mainly, the links of a complex sentence. Sometimes they are used in simple sentences for heterogeneous and homogeneous members.

For example, subordinating conjunctions although, as, as if, as if, than.

The day in winter is shorter than the night. The lake is like a mirror. As you can see, subordinating conjunctions connect any members of a sentence. They can be either homogeneous or heterogeneous.

Separate complex conjunctions are used in cases where there is a main thing and several. These are, for example, the following words: who, where, which, which, whose, where, how much, from where, why, why, how much.

According to the value parameter, subordinating conjunctions are of the following categories:

• causal - because, since, for;
• temporary - when, only, while, barely;
• target - in order to, in order to;
• conditional - if, if, if;
• explanatory - how, what, to;
• concessionary - although; Although;
• comparative - as if, exactly, as if, than;
• consequences - So.

G.G. GRANIK, G.V. VLADIMIRSKAYA, N.A. BORISENKO

Continuation. Starts at No. 39, 39, 40, 42/2004; 5/2005

Union

Chapter from the new textbook for the course “Russian Philology”

III. Subordinating conjunctions and their categories by meaning

Subordinating conjunctions are divided into several categories according to their meaning. The name of the category suggests what meaning this or that conjunction expresses.

Get to know these categories in the table.

		Composite
1. Reasons	since, for	because, because, since, due to the fact that, due to the fact that, due to the fact that	Because of the clouds almost touched the tops of the birches, it was quiet and warm on the ground.(K. Paustovsky)
		in order to, in order to, in order to (obsolete)	Prince Andrey stood up and went to the window , to open it.(L. Tolstoy)
3. Terms	if, if (obsolete), if (colloquial), once (colloquial)	if	The light is not nice either , If no friend.(Proverb)
4. Time	when, while, barely, only	as soon as, as soon as, while, since, until	The sun was already starting to hide behind the snow ridge , When I entered the Koishauri Valley. (M. Lermontov)
5. Comparisons	how, as if, exactly, as if, what, than	as if, just like	How The darker the night, the brighter the stars.(V. Kataev)
6. Consequences			The snow became whiter and brighter , So it hurt my eyes.(M. Lermontov)
7. Concessions	although, even though, even though	although	The night was quiet and bright , Although there was no moon.(I. Turgenev)
8. Explanatory	what, to, how, whether (conjunction-particle)		I told the boys , What got lost and sat down with them.(I. Turgenev)

If it seems to you that it is difficult to remember this table, do not be upset: you do not need to know it all, you need to learn to recognize the main conjunctions by sight. So the purpose of this table is the same as a good cheat sheet.

Be careful: don’t miss the subordinating conjunction! A good knowledge of subordinating conjunctions helps to quickly and correctly place punctuation marks in complex sentences.

Subordinating conjunctions serve as guiding signs for us when writing, that is, as hint signs.

To the collection of words

because
because of
although
due to the fact that
due to the fact that

The placement of the comma depends on the intonation and meaning.

17.1. Work as a fortune teller. What can you say about sentences that begin with the following words? Decide: which of these words are conjunctions and which are allied words?

1) As soon as...
2) Despite the fact that...
3) Where...
4) Barely...
5) Who...

17.2. Come up with sentences that would confirm your guesses.

18.1. Copy using punctuation marks and inserting missing morphemes. Find subordinating conjunctions, determine which ones are simple and which are compound. What meaning does each conjunction bring to the sentence?

1. Many Russian words themselves emit poetry, just as precious(?) stones emit a mysterious(?) shine.

2. Obviously, a word seems poetic to us in the case when it conveys a concept filled(?) with poetic content for us.

3. I am sure that in order to fully master the Russian language in order to (not) lose the feeling of this language, you need (not) only constant (?) communication with ordinary Russian people, but communication with pastures and forests, waters, old willows, with the whistling of birds and with everyone a flower that nods its head (from) under a hazel bush.

4. The clearer the air, the brighter the sunny day. The more transparent the prose, the more perfect its beauty. (K. Paustovsky)

18.2. Give a general description of the second sentence.

To the collection of words

because of
from under

19.1. Complete the synonymous rows. What meaning do these conjunctions bring to the sentence? Which conjunctions are coordinating and which are subordinating?

In order to - in order to - in order to - in order to (subordinating conjunctions of purpose).

1) To – in order to – ...
2) Because - because - ...
3) However – but –...
4) Despite the fact that - ...
5) Also – and – ...
6) If - if - ...

19.2. Which of the conjunctions you wrote down are used only in colloquial speech, and which ones only in book speech? Which of the unions have the mark outdated.?

19.3. Come up with 3-4 sentences with compound subordinating conjunctions. Check whether you have used the correct punctuation marks in these sentences.

20. Test yourself to see if you know the categories of subordinating conjunctions well. To do this, run the test.

1. Indicate temporary unions:

a) because,
b) where,
c) barely,
d) only only.

2. Indicate the compound comparative unions:

a) as if
b) because,
c) if,
d) similar to.

3. Find the fourth “extra”:

Or maybe,
b) due to the fact that,
c) let
d) despite the fact that.

4. Specify the outdated goal conjunction:

a) in order to
b) so that
c) if
d) because.

5. Find explanatory conjunctions:

a) so that
b) what,
c) what,
d) in order to.

6. Which of the conjunctions are multi-valued, that is, they can be included not in one, but in several categories depending on the meaning:

a) because,
b) so that
c) how,
d) if?

7. Indicate a series in which all conjunctions are conditional:

a) while, when, while, barely;
b) so that, what, how, whether;
c) if, if, in case, once.

21.1. You already know many ancient myths. Read the myth of Cupid and Psyche, composed by the Roman poet Apuleius in the 2nd century AD. While reading the text, mentally insert conjunctions (conjunctive words) into the gaps.

With the help of Zephyr, the western wind, Cupid received the royal daughter Psyche as his wife. ...her husband remained (in)visible and set the condition: everything will be fine...she (will not) try to see him. Psyche (didn’t) object... soon curious sisters came to visit her. They convinced her to light a lamp, place it in a vessel and close the lid... at night... her husband will fall asleep, illuminate the room and look behind... she (after all) got married. And Psyche saw the sleeping god of love, thereby breaking the ban (n?) When (not) to see the face of her mysterious husband. Moreover, she was pricked by one of his arrows and fell in love with him. Her hand holding the lamp trembled and a drop of hot oil fell on Cupid’s delicate skin. ...the god of love woke up from pain, he understood... what happened and flew away. And Psyche found herself on the ground. ...to see Cupid again she had to(?)go through many tests. Having overcome them and even descended into Hades for dead water, Psyche, after painful suffering, was sent down upon her by the anger (?) of Venus... finds the happiness of love, but also receives immortality from the gods.
Much later, psychologists began to study the myth of Psyche. They came to the conclusion... this myth is not just a love story. It has a deep meaning. Psyche's name comes from the Greek word psyche- "soul". The soul (Psyche), first ascended(?) to heaven, is then doomed to wander the earth while enduring (dis)hardships and hardships. But... she is sincere and faithful, she will be able to do everything and eventually return to heaven where she will be reunited with her love. (From the encyclopedia “Myths of the Peoples of the World”)

21.2. Rewrite the text, inserting conjunctions (conjunctive words) into the gaps and adding punctuation marks. Indicate the categories of coordinating and subordinating conjunctions.

21.3. What words are formed in Russian from the Greek word psyche- "soul"? Write them down and make sentences with them.

To the collection of words

overcome
endure
overcome

TURN

In the eighth chapter of Pushkin’s novel in verse “Eugene Onegin” there are the following lines:

In those days when in the gardens of the Lyceum
I blossomed serenely
I read Apuleius willingly,
But I haven’t read Cicero,
In those days in the mysterious valleys,
In the spring, when the swan calls,
Near the waters shining in silence,
The muse began to appear to me...

There are several riddles in this stanza, without solving which it is impossible to understand why Pushkin “readily read Apuleius, but did not read Cicero.”

The lines require a comment.

It turns out that Apuleius, whom we met while reading a retelling of the myth of Cupid and Psyche, is the author of the entertaining novel “The Golden Ass,” which tells the fantastic adventures of a hero turned into a donkey. And Cicero, as you probably know, is a Roman statesman, orator and philosopher of the 1st century. BC. His speeches were usually studied for exercises in Latin. Of course, the light and witty pen of Apuleius was much closer to Pushkin the lyceum student than the ponderous speeches of Cicero.

22. Make a written prediction of sentence segments. Place punctuation marks in them.

Like this: When schoolchildren quit... . A sentence begins with a subordinating conjunction When, the conjunction signals that this is a subordinate part of a complex sentence. It is complicated by a separate circumstance, expressed by the participle phrase, therefore, before the participle throwing I put a comma and wait for the turn to end so I can put the second comma. Then I wait for the subordinate clause to end, after which I also put a comma.

1) If it's hot...
2) When tired...
3) We watched as we moved...

23.1. Read an excerpt from the story by L.N. Tolstoy's "Childhood". Rewrite the text, emphasizing the basics and adding punctuation as you write. Enclose the unions in an oval. Indicate the categories of subordinating conjunctions.

When we were given ice cream and fruit, despite the scorching rays of the sun, we got up and went to play.
“Let’s go to Robinson,” said Lyubochka, squinting in the sun and jumping along the grass.
– No, it’s always boring Robinson. If you really want it, let’s build a gazebo,” Volodya said, lazily throwing himself onto the grass.
Volodya's condescension gave us very little pleasure. Perhaps he already had too much common sense and too little imagination to fully enjoy playing Robinson. His lazy and boring appearance ruined the entire charm of the game.
When we sat down on the ground and, imagining that we were sailing for fishing, we began to row with all our might, Volodya sat with his hands folded in a pose that had nothing in common with the pose of a fisherman. I noticed this to him, but he replied that we would not win or lose anything because we waved our hands more or less. I involuntarily agreed with him. When, imagining that I was going hunting, with a stick on my shoulder, I went into the forest, Volodya lay down on his back, threw his hands under his head and told me that he, too, was walking.
I myself know that it is impossible not only to kill a bird with a stick, but also to shoot it. It's a game. But if you think like that, then you can’t ride on chairs. But there won’t be a game, then what remains?.. (According to L.N. Tolstoy)

23.2. How do you assess Volodya’s attitude towards the game? What about other children? How would you answer the last question in the text?

a piggy bank of words

certainly
pleasure

24.1. Rewrite the beginning of a famous legend. Fill in the missing punctuation marks. Underline subordinating conjunctions and allied words. Above the conjunctions, indicate the rank by meaning.

Archimedes, one of the (?) greatest scientists of Ancient Greece, a brilliant (?) mathematician and m(?) mechanician, lived in Syracuse in the 3rd century. BC. At that time, King Hiero ruled in Syracuse. Once Hieron, having received a golden crown from the masters of the order (?), doubted their honesty (?) It seemed to him(?) that they had hidden part of the gold issued(?) for production and replaced(?) it with silver.
Hiero called Archimedes and instructed him to determine whether there was an admixture of silver in the golden crown.
Nowadays, even a schoolchild studying physics can handle such a task. But 2200 years ago, Archimedes, coming out after the royal audience, did not know how to proceed to solve this problem.
But he was looking for ways to solve it. I searched constantly without stopping(?) thinking about her even when I was busy(?) doing other things. If he had not done this, the downright fabulous event that formed the basis of the legend could not have happened.
While thinking about this problem, Archimedes once went into the bathhouse(?).

(According to V.Z. Azernikov)

24.2. Continue this text.

If the legend is unknown to you, look at the answer, read the story about Archimedes, and then write a mini-exposition based on the text. Title the text.

24.3. Formulate the main idea of ​​this legend. Do you know of other cases when the solution to an important problem came to a person while resting or in a dream - in fact, in any relaxed state?

24.4. If you are interested in the legend of Archimedes and if you want to read stories about other great discoveries and outstanding scientists, find the book by V.Z. Azernikova “Non-random accidents”.

To the collection of words

audience

IV. Union at the service of the text

Read the passage.

The night was dark, the sky was covered with clouds, it was impossible to see anything two steps away, but Marya Kirilovna walked in the darkness along familiar paths and a minute later found herself at the gazebo; here she stopped to take a breath and appear before Desforges with an indifferent and unhurried appearance. But Desforges was already standing in front of her.

You, of course, recognized Pushkin’s story “Dubrovsky”. There are several conjunctions in this passage. Have you noticed anything unusual in their use?

The position of the conjunction is unusual in this text But in the last sentence. It connects not parts of a complex sentence and not homogeneous members, but entire sentences. This union expresses not just opposition, it abruptly interrupts the narrative, cuts off one topic and marks the transition to a new one.

So, alliances can bind not only homogeneous members or parts of a complex sentence, but also different sentences in the text. That's why they are called communication words.

In the land of memories

How are sentences connected in the text?

Remember:

1. What is text?
2. Name the main features of the text.
3. How are the sentences connected in the text?
4. Why are unions called “signalmen” words?

If you are not sure of the correctness of your answers, you can read about linking words in the Handbook.

DIRECTORY

Conjunctions and words - “signalmen”

As you already know, one of the main features of text construction is that sentences do not live in it by themselves. With the help of concatenations, they are combined into semantic groups in order to express some idea together.

Within semantic groups there are special “communicators” who firmly hold the text and do not allow it to fall apart into separate parts.

The main “signalmen”, or, in scientific words, means of interphrase communication in the text are:

1) repetitions of the same word (lexical repetition);
2) synonyms (synonymous replacement);
3) pronouns;
4) introductory words;
5) unions.

Conjunctions act as “connector” words when they connect not homogeneous members and not parts of a complex sentence, but parts of the text, that is, individual sentences within a paragraph or the paragraphs themselves.

25.1. Read the text. Mark the sentences in which conjunctions connect individual sentences, that is, they are “connectors” in the text.

In a large empty room where a map of the two hemispheres hung on the wall, Nikita sat down at the table, covered in ink stains and drawn faces. Arkady Ivanovich opened the problem book.
“Well,” he said cheerfully, “where did we stop?”
And with a sharpened pencil he underlined the task number.
“The merchant sold several arshins of blue cloth at 3 rubles 64 kopecks per arshin and black cloth...” Nikita read. And now, as always, this merchant from the problem book introduced himself to him. He was in a long dusty frock coat with a yellow, sad face, all dull and flat and dried out. His shop was as dark as a crack; on a dusty flat shelf lay two pieces of cloth; the merchant stretched out his skinny hands to them, took pieces from the shelf and looked at Nikita with dull, lifeless eyes.
- Well, what do you think Nikita? - asked Arkady Ivanovich...
But then we started to study algebra, a very dry subject.
While learning arithmetic, at least it was possible to think about various useless (?) but funny things about rusty (?)s, with dead mice, ba(?)ns into which three pipes flow, about the eternal “someone” mixed up (?) three types of coffee or who bought(?) so many spools of copper or all about the same unfortunate(?) merchant with two pieces of cloth. But in algebra (n?) what was there to catch (?) on, in it (n?) there was (not) something alive. Only its binding smelled of carpenter's glue and in the inkwell was reflected(?) the face of Arkady Ivanovich, round as a jug. (According to A.N. Tolstoy)

25.2. What can you say about Nikita? Does this boy look or don’t look like Volodya from the story by L.N. Tolstoy's "Childhood" (see 23.1)?

25.3. Copy the last paragraph, adding missing punctuation marks and inserting missing letters.

If you had no errors, then you can skip the next task.

If there were mistakes, continue training.

26.1. Read the beginning of the story “If I were a teacher...” by contemporary children's writer Natalya Solomko. It is written on behalf of a teenage boy.

That the Earth is round was explained to us (?) at school. But I knew this myself, even before school. Our village named Polunochnoye stands at the very top(?) of the Earth. When you leave the house in the morning, you immediately see: The earth is round, everything is in order - the streets marked with dotted lines of wooden (?) one-story houses run away from our gates and stretch down, down - to the meadows(?). There are horses in the meadows. And beyond the meadows there is a nearby forest, it is (light) green. And behind it - the blue and darkness of the taiga all the way to the g(?) horizon. Just beyond the g(?) horizon is Siberia.
I walk to school on the round Earth and think about the horses that are p(?) running around in the meadows and waiting for me. And I'm going to school... (N. Solomko)

26.2. Rewrite the text, adding missing punctuation marks and inserting missing letters. Determine what methods of interphrase communication there are in this text.

26.3. Write a miniature essay on one of the topics: “And I’m going to school...”, “If I were a teacher...”.

26.4. If you are interested in this text and want to know the continuation, read N. Solomko’s story “If I were a teacher...”.

27.1. Work as an editor. Enter conjunctions where necessary to connect sentences and parts of sentences: same, however, since, also, that. Also use introductory words, isolated applications and circumstances. Write down the text you created.

WHERE DID DIOGENES LIVE?

There is such a legend. The ancient Greek philosopher Diogenes lived in a barrel. Actually this is not true. It was simply unknown to the ancient Greeks. A clay vessel served as a refuge for the philosopher. It was called "pithos". These are the structures that were found during archaeological excavations.
Typically, pithos, 1.5–2 meters high, were completely buried in the ground and used to store grain. Diogenes placed his “house” in the central square of the city of Corinth. Diogenes was in it or next to it and, lying down, gave everyone passing advice on how to achieve spiritual freedom. For such importunity and a sharp tongue, he was nicknamed “cynic.” Translated from Greek it meant “dog”.
Diogenes' fame gradually grew. Many townspeople and visitors began to come to him to ask for advice. The legendary Alexander the Great was in Corinth and went to the sage to ask if he could do something for him. In response, the daring philosopher, without hesitation, asked the king not to block the morning sun for him. (From the magazine “Around the World”)

27.2. After you have edited the text yourself, compare it with the author's.

To the collection of words

shelter
philosopher
philosophical

To be continued*

* In the next issue: V. “Spelling of derivative conjunctions”; VI. "Morphological analysis of the union."

Subordinating conjunctions attach subordinate clauses to the main parts of a complex sentence. Some subordinating conjunctions are also used when constructing a simple sentence. Yes, union How can be placed before the nominal part of a compound predicate: The house is like a passage yard or enter into a circumstance of a course of action: Dreams disappeared like smoke(Lermontov), ​​union to can attach a goal adverbial expression expressed by an infinitive: We gathered to discuss a plan of action. Wed: We gathered to discuss the action plan.

Subordinating conjunctions are usually divided into semantic and asemantic. The latter include conjunctions that attach subordinate clauses: what, how, to, as if. They are usually compared with grammatical cases, since with the help of explanatory conjunctions such syntactic places are often replaced, in which there may be a grammatical case (You can hear the sound of the wind, You can hear it as if the wind is rustling; I dream about spring. I dream about spring; I remembered what happened. I remembered what happened). Like grammatical cases, explanatory conjunctions express syntactic relations predetermined (given) by the semantics of the word (or word form) to which the subordinate clause refers. An explanatory conjunction does not form the syntactic meaning of a complex sentence, but only expresses it.

However, it would be wrong to think that in terms of content, explanatory conjunctions are empty words. Explanatory conjunctions differ from each other in their modal components of meaning. Union to expresses the desired modality (tell him to come) as if - uncertainty (I see someone standing) that And How associated with real modality.

Semantic subordinating conjunctions have their own meanings. They define syntactic relationships in the structure of a complex sentence.

Semantic conjunctions are divided into groups according to meaning:

1) temporary unions when, before, after, barely... as, as soon as, barely,

2) causal because, because, since, in view of the fact that, especially since, due to the fact that, due to the fact that, due to the fact that, due to the fact that, as a result of that;

3) conditional if, if... then, in case if, in case if, provided that, if and etc.;

4) concessional despite the fact that, although, despite the fact that, despite the fact that, with all that, no matter what;

5) consequences so, as a result of which;

6) goals so that, in order to, for the sake of, in order to, then in order to;

7) comparative: as, as if, as if, as if, in the same way, likewise, as if, as if;

8) comparative conjunctions, coinciding with subordinating conjunctions on a formal basis, but in meaning not opposed to coordinating conjunctions if... then, while, meanwhile, whereas, as, as, than... by that. For example, The fathers did not visit each other, she had not yet seen Alexei, while(= a) the young neighbors only talked about him(Pushkin).

Conjunctive words

Conjunctive words (or relative pronouns) are pronominal words of various parts of speech used in the construction of a complex sentence as a subordinating conjunction. Subordination formalized by a conjunctive word is usually called relative.

The following lexemes are used as allied words: who, what, which, which, which, whose, where, where, where, when, how, why, why, why, how much.

Unlike conjunctions, allied words are members of a sentence, a semantic question can be asked about them, and, importantly, they are introduced into subordinate clauses based on syntactic connections with other components. For example, in the sentence The most amazing thing was how quickly they agreed(Fadeev) word How forms a phrase with an adverb fast, in which the meaning of the degree is expressed, and therefore cannot be considered a union. In the same way, the allied word What - it is always or strongly controlled V. p. (Remember what you said in the morning), or I. p. subject (It's hard to understand what's going on).

The conjunctive function of relative pronouns is based on their different properties.

1. When forming subordinate explanatory sentences, pronouns implement their interrogative semantics and are selected depending on what the question is aimed at: We were asked who was coming, what happened, when the cold weather would come, why the planes weren’t flying, what kind of summer was expected and so on.

Note. Token When is a conjunction if it attaches a subordinate clause.

2. If the subordinate clause refers to a noun or a correlative pronoun, then the conjunctive word realizes its ability to be used anaphorically: most often it introduces into the subordinate clause the component mentioned in the main part: tell me about the letter you received; I am the one you are waiting for; We have been where you are going; On the birch tree that grows under my window, jackdaws have built a nest.

Subordinating conjunctions according to their meaning they are divided into two groups: functional-syntactic and semantic.

Functional-syntactic conjunctions indicate the syntactic dependence of the subordinate part on the main one, without specifying the nature of this dependence. Valgina N. S. emphasizes that this has indefinite semantics, i.e. it can be used in various types of subordinate clauses, these include conjunctions What, to, How .

• He didn't hear
• How a greedy wave rose. (Adverbial explanatory clause.)
• (A.S. Pushkin)
• Why do you need your blackamoor?
• The young one loves Desdemona,
• How does the month love darkness at night? (Comparative clause.)
• (A.S. Pushkin)
• His deserted corner
• I rented it out How The deadline has passed. (Adverbial tense.)
• (A.S. Pushkin)

Semantic conjunctions serve not only to formally attach a subordinate clause to the main one, but also to express certain semantic relations.

Semantic subordinating conjunctions are divided into the following groups:

1. Temporary alliances: How, When, barely, Bye, only, only, as soon as, before, after, since. Express the temporal relationship between two events and situations.

• Nice, When there are people in the world who want to help.
• (P. A. Pavlenko)
• When When you're in a hurry, the road always seems longer.
• (D. N. Mamin-Sibiryak)
• As soon as I entered the edge of the forest, How I immediately came across wild boars...
• (V.K. Arsenyev)

2. Explanatory conjunctions: What, to, How, as if. Express explanatory relationships.

• I told the boys What got lost and sat down with them.
• (I. S. Turgenev)
• I want,
• so that to the bayonet
• equalized the feather.
• (V.V. Mayakovsky)
• Children feel Who loves them.

Galkina-Fedoruk E.M., Raspopov I.P. and Lomov A.M. do not classify explanatory conjunctions as semantic (they are classified as semantic by Rosenthal D.E. and Telenkova M.A.).

3. Target alliances: to, if only, if only, so that(obsolete), in order to, so as to, for the purpose of. Convey target relationships. The subordinate clause explains the content of the main part of a complex sentence.

• To To love music, you must first listen to it.
• (D. D. Shostakovich)
• Everyone was silent to hear the rustling of flowers.

4. Causal conjunctions: because (That), because, for, because the, due to the fact that, thanks to, due to the fact that, due to, due to the fact that, because of, because of, because of. Express causal relationships. The basis or motive is indicated in the subordinate part, and the consequence in the main part.

• A because the upset mother was silent, That Chuk and Gek were silent too.
• (A.P. Gaidar)
• Because of the clouds almost touched the tops of the birches, it was quiet and warm on the ground.
• (K. G. Paustovsky)

5. Conditional conjunctions: If, if, if, once, if only, When, how soon. The conditional relations indicated in the subordinate part are conveyed, and the result is shown in the main part.

• How well could all the people in the world live, If if only they wanted If If only they understood!
• (A. A. Fadeev)
• When two people quarrel - both are always to blame.
• (L.N. Tolstoy)

6. Concessive alliances - Although, let, let him, otherwise, for nothing that, meanwhile, although , as well as pronominal-conjunctive combinations no matter how much, no matter how - express concessionary relations. The subordinate clause describes a situation or event in spite of which another event occurs.

• This morning in the steppe it was quiet, cloudy, although the sun has risen.
• (L.N. Tolstoy)
• No, there's not enough of you for everyone,
• Though what kind of general are you?
• (A. T. Tvardovsky)
• Though he couldn't have looked more diligently,
• But also traces of the former Tatyana
• Onegin could not find it.
• (A.S. Pushkin)

7. Comparative unions: How, how, as if, as if, as if, exactly, than, as if, similar to. Comparative relations are conveyed through a complex sentence, which describes the similarity of two events, situations - real and expected.

• Similar to the impatient young man is waiting for the hour of the meeting, I was waiting for the hour of the morning.
• (M. A. Bulgakov)
• Cool summer has arrived
• As if a new life has begun.
• (A. A. Akhmatova)

8. Investigative unions: So. The subordinate part conveys relations expressing the consequence, result, conclusions, while the main part expresses the cause, the basis.

• The house stood on a slope, So The windows to the garden were very low from the ground...
• (S. T. Aksakov)
• Rain stopped, So we can go for a walk.

Many linguists are inclined to believe that investigative relations are conveyed only by a single conjunction So (Lekant P.A.). Meanwhile, Babaytseva V.V., Maksimov L.Yu., Vinogradov V.V. also include the union in this group to the point that .

• AND before that I suddenly felt ashamed What literally tears flowed down my cheeks...
• (F. M. Dostoevsky)

UNION

Union is a service part of speech that serves to connect homogeneous members of a sentence, parts of a complex sentence, as well as individual sentences in the text. Conjunctions do not change and are not members of the sentence.

Of Education unions are:

1) non-derivative (primitive), that is, those that are not related in origin to other parts of speech: a, but, or, yes and;

2) derivatives (non-derivatives), formed by:

Connecting non-derivative conjunctions: as if,

By combining the demonstrative word from the main part and a simple conjunction: in order to,

By connecting a conjunction with a word with a generalized meaning: as long as, while

Historically from other parts of speech: for now, though, to.

By structure unions are distinguished:

1) simple, consisting of one word: ah, because, to;

2) composite, consisting of several components: since, while.

By use unions are divided into:

1) single (non-repeating): but, however, on the other hand;

2) repeating, which consist of identical parts ( neither...nor, then...that, or...or, either...or).

3) double (two-component) conjunctions, the parts of which are located distantly with an obligatory or optional second part: not so much...as, not only...but also; if...then, once...then, barely...how.

According to the nature of syntactic relations, conjunctions expressed by them are divided into: 1) coordinating: and, but, even, but, however;

2) subordinates: although, so that, if, because.

Coordinating Conjunctions connect equal components. They connect homogeneous members of a sentence, parts of a complex sentence, sentences in the text.

Coordinating conjunctions, depending on the meanings conveyed, are combined into categories according to meaning.

Classification of coordinating conjunctions by meaning

Name	Unions	Examples
Connecting	and, yes (=and), too, also, neither... nor and etc.	1. The grasshoppers are chattering dryly, And lulls, And this whisper-crack excites me(I. Bunin). 2. Peter stood up, I Same got up.
Separating	or, either, then... that, not that... not that and etc.	1. They harnessed the horse, threw two of them onto the cart or three bundles, a bed and a wooden trestle bed - that’s all the household(V. Rasputin). 2. That Cold, That very hot, That the sun will hide That shines too bright(I. Krylov).
Nasty	a, but, yes (=but), however, on the other hand, same and etc.	1. I will laugh with everyone A I don't want to cry with anyone(M. Lermontov). 2. They tut at us, drive us home from the cold, But we're not leaving(V. Astafiev).
Gradational	not only... but also, not so much... as, not that... but, etc.	I.E. Repin has repeatedly asserted that Leonid Andreev Not only appearance, but also his character reminds him of one of the most charming Russian writers - Garshin(K. Chukovsky).
Explanatory	that is, namely, or (=that is) and etc.	He was one of the young people who “played tetanus” at every exam, that is didn’t answer a word to the professor’s questions(I. Turgenev).
Connection	yes and, moreover, besides and etc.	When the exhausted musicians stopped playing, the excitement caused by the music disappeared and I felt like I was about to fall, yes and would have fallen if there had not been a timely rest stop(V. Garshin).

Subordinating conjunctions combine unequal components and indicate the dependence of one of these components on the other. They mainly connect parts of a complex sentence, but can also be used in a simple sentence to connect homogeneous members: The book is interesting, although a little long. Unions How, as if, as if, than connect homogeneous and heterogeneous members of a sentence: In winter, the night is longer than the day; The pond is like a mirror.

The categories of subordinating conjunctions are varied in meaning.

Classification of subordinating conjunctions by meaning

	Name	Unions	Examples
	Explanatory	what, to, as if and etc.	1. It seemed What colorful shreds fall to the ground(Yu. Olesha). 2. My goal was to visit Old Street(I. Bunin).
	Temporary	when, until, since, only, barely and etc.	1. The first sound of the bell rang through the frosty air, When Makar entered the hut(V. Korolenko). 2. So the hut will become lopsided, Bye will not fall completely or will not wait for a kind owner(V. Rasputin).
	Causal	because, because, since, due to the fact that, due to the fact that and etc.	And now it was difficult for a foreign newcomer to fight a simple local pipe, because she appeared to the blind boy, accompanied by all related Ukrainian nature(V. Korolenko).
	Target	so that, in order to, in order to and etc.	1. Then, to to reward themselves for a dreary day, the passengers huddled together with the sailors in the wardroom(I. Bunin). 2. In order to To raise real men, you need to raise real women(V. Sukhomlinsky).
	Conditional	if, if, if... then, whether and etc.	If you will successfully choose a job and put your soul into it, That happiness will find you on its own(K. Ushinsky).
	Concessive	despite the fact that, although and etc.	1. There was no time to admire the view Although the view deserved it(Yu. Olesha). 2. The horse was starting to get tired, and he was dripping with sweat, although he was constantly waist-deep in snow(A. Pushkin).
	Comparative	as, as if, as if, as if, as if, exactly and etc.	The flame appeared in one second, as if someone let sunbeams into the crowd(Yu. Olesha). Comparative conjunctions can add a comparative phrase: Thunder jumped How the ball and rolled in the wind(Yu. Olesha).
	Consequences	So	Everything goes according to plan, So act boldly.

These examples of subordinating conjunctions can be supplemented with compound subordinating conjunctions, for example: while, as if, only, in connection with the fact that, for the purpose of etc. (see above). Some conjunctions are ambiguous and can be classified into several categories, for example to(target and explanatory), When(temporary and conditional).