Hello two-students. I was recently wandering around the Internet and came across a textbook on the Russian language. I remembered this school, which I had to go to every day and sit through my pants. Even though I always studied well... Let’s say it’s good, I wouldn’t want to repeat this experience. I found a lesson in the textbook about how to correctly structure sentences. And I decided to write an article about it so that you, caught up in nostalgia for school days, or, suddenly, out of necessity, they didn’t wander around looking for textbooks on the Russian language, but came to my blog. And here’s a quick check for you:
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Task 1 of 10
1 .
Find the structure [ __ and __ ====== ] among the sentences presented.
Task 2 of 10
2 .
Find the structure [│О│,…] among the sentences presented.
Task 3 of 10
3 .
Find the structure [│ВВ│,…] among the sentences presented.
Task 4 of 10
4 .
Find the structure [│DO│, X...] among the sentences presented.
Task 5 of 10
5 .
Find the structure [X,│PO│,…] among the sentences presented.
Task 6 of 10
6 .
Find the structure “[P!]” - [a] among the sentences presented.
Task 7 of 10
7 .
Find among the presented sentences the structure “[P..,│O│!] - [a]. - [│BB│,…P..].”
Task 8 of 10
8 .
Find the structure […..], and […..] among the sentences presented.
Task 9 of 10
9 .
Find among the sentences presented the structure […..], (that….).
Task 10 out of 10
10 .
Find among the sentences presented the structure […..], (which….).
Someone will object: “School is over long ago, let’s write without diagrams.” This point of view is quite fair. For those who communicate via SMS and game chats. So, today the topic of our lesson is: “How to create a sentence diagram?” Moreover, if you are a copywriter or want to become one and earn more than your teacher, knowledge of sentence patterns, unfortunately, is necessary.
The procedure for drawing up a proposal outline
To draw up a diagram you will need graphic symbols. We denote equal sentences as part of a complex sentence square brackets. The subordinate together with the conjunction is in parentheses. The main word from which the question is asked is a cross.
Simple sentence diagram
Let's look at an example right away. Let's start with the easiest task for primary school.
This is a simple two-part sentence. A distinction is also made between one-part sentences, when the main members of a sentence are expressed by one subject or one predicate. Simple sentences can be common, as in our case, or uncommon, for example:
Let's pay attention to the predicate. It can be simple or complex:
- Simple: " Michael composed ».
- Compound verb: " Misha wanted to write on the couch».
- Compound nominal: " Misha was a friend for me».
A simple sentence may include:
Ivan, sit in the left row. The proposal outline is as follows
[│О│,…..].
It is important to highlight the address with commas in the same way as introductory words.
Unfortunately, this happened quite often
[│ВВ│,…..].
Don’t forget to find and highlight the adverbial or participial phrases.
The dog looked at her without taking his eyes off
[│DO│, X...].
The view that opened before him was like an enchanted kingdom of cold.
[X,│PO│,…..].
IN literary texts, direct speech is often found in reasoning texts.
“Don’t go into the yard!” the stranger shouted loudly.
“[P!]” - [a].
“Hurray, brothers!” he shouted. “It seems like our business is starting to improve.”
“[P..,│O│!] - [a]. - [│BB│,...P..].”
So, an English teacher. Imagine I got all A's (80 percent), I'm going to a college with honors, Olympiads, conferences - everyone knows me. And this...... well... the woman gives me a hard time. I tell her: aren’t you normal, look at my grades, what are you doing? And nothing - supposedly a principle. Although what the hell is the principle when she gave fours to athletes who did not come to classes at all and gave fives for a can of coffee. And everyone told her this: Pasha needs to give at least a four. In short, it's tough. Already at the defense of the diploma, the director himself intervened and she gave me a 4 after the defense, but the honors diploma was lost.
Complex sentence diagram.
There are several types of complex sentences. Let's look at them in order.
A compound sentence is two simple, equal sentences joined by a coordinating conjunction.
The walls of the tunnel moved apart, and the travelers found themselves in a huge sublunar grotto.
The scheme here is simple […..], and […..].
In a complex sentence, one part is main, the second is subordinate, accompanies the first.
The individual columns were so huge that their tops reached right up to the vault.
[…..], (What ….).
The air around him was much cleaner than what he breathed at home.
[…..], (which….).
Subordination in such sentences occurs with the help of subordinating conjunctions.
A non-union sentence is similar to a compound sentence, but does not have a conjunction.
The television studio offered a ridiculously small amount - Miga got angry.
[…..] — […..].
In our example, Migi's dissatisfaction is caused by the actions performed in the first part of the complex sentence. But there is no conjunction; it is replaced by a dash.
Don't get confused when creating a diagram with different types of connections. Break such offers without losing main idea, it can be very difficult.
The bottom of the tunnel went down, so it was easy and simple to walk: it seemed that someone was pushing in the back, and the light would soon turn on ahead.
[…..], (therefore….): [│BB│,...], and [....].
A complex sentence may have several subordinate clauses that follow from one another. This is consistent submission.
The children were informed that tomorrow there would be a holiday that would end with a carnival procession.
(which ….).
There are also parallel subordination. From the main clause they are asked various questions to subordinate parts. Subordinate clauses in in this case can be made into separate simple sentences almost without modification.
When the photographer arrived, Serenky wrapped the stock in a handkerchief to hide it in his bosom.
↓ when? ↓ why?
(when ....), (to ....).
In Russian there are homogeneous subordination. This is a list of simple sentences. They are asked same question from the main part, and they are connected by the same union.
Watching nature in the spring, you can notice how birds fly in, how tender leaves appear, how the first flowers bloom.
↓ what? ↓ what? ↓ what?
(like ....), (like ....), (like ....).
The main types of proposals are considered. When reading and analyzing the text, carefully look at sentences that are large in construction. Highlight main information. Mentally ask questions from the main word or main part to the subordinate or subordinate. This will help you grasp the essence and place punctuation marks correctly.
Everyone creative success. Well, find 10 differences in these pictures and write how long it took you to do it.
find 10 differences
Why might you need a proposal outline? There are several options. For example, you need to create an outline of a sentence when parsing it syntactically.
You can also schematically depict the parts of a sentence for yourself in order to more clearly imagine its structure and trace the logic of connecting parts of a sentence to each other (relevant for complex sentences).
If we are talking about complex sentences, it is convenient to analyze sentences with the help of diagrams. different types communications. And in simple diagram helps to visualize syntactic structure.
In general, whatever one may say, sentence patterns in the Russian language are far from useless. Now we will summarize this topic. So that you can use this article as reference material. By the way, in order to draw up diagrams correctly, it doesn’t hurt to repeat some topics on syntax. Now we will analyze example circuits and repeat them at the same time. So you will benefit twice from the article - at the same time you will receive a summary of types of sentences, punctuation marks for direct speech, homogeneous members, etc. will.
Proposal outline plan
- Read the sentence carefully, pay attention to the purpose of the statement: narrative, interrogative, or motivating. And take note of the emotional coloring: exclamatory or non-exclamatory.
- Define grammar basics. What parts of speech are they expressed by?
- After this, it will no longer be difficult to tell whether the sentence in front of you is simple or complex.
- In a complex sentence, determine the boundaries of the simple ones included in it and, using a simple pencil, mark them with vertical lines. By the way, also separate participial and adverbial phrases and other types of complications with these features.
- Underline the additional parts of the sentence (dashed line - addition, wavy line - definition and participial phrase as a whole, "dot-dash-dot" - adverbial phrase and participial phrase). What parts of speech are they represented by?
- If in front of you difficult sentence With allied communications between its parts, pay attention to the conjunctions: are they coordinating or subordinating.
- The previous paragraph will help you correctly identify the predicative parts of a complex sentence. So, parts of a complex and non-conjunctive complex sentence are equal, denote them with square brackets. Indicate the subordinate clause in a complex sentence with round brackets. Don’t forget that the union/union word must also be included in them.
- In a complex sentence, in the main part, find a word from which you can ask a question to the subordinate clause, mark it with a cross. From the word, draw an arrow with a pencil to the subordinate clause and write down the question. It also happens that the question to the subordinate clause is posed from the entire main clause.
- And now the next step is the scheme of a simple/complex sentence - depending on what you have. Draw a linear graphic diagram, onto which you transfer all the main symbols that were previously used to outline the sentence. In particular, sentence boundaries, grammatical basics, complications if the sentence is complicated, the connection between sentences and the arrow with the question, conjunctions and allied words.
- For complex sentences with several subordinate clauses you will need vertical diagram to correctly display sequential, parallel or homogeneous subordination. We will look at these below using specific examples.
- The numbers above the parts of a complex sentence can indicate the levels of subordinate clauses, which will reflect their position in the complex sentence. The main sentence is not indicated in any way.
Sometimes teachers may have specific requirements. For example, in the diagram, in addition to the main ones, additional members will be indicated. In addition, there are also reverse tasks when you need to compose a sentence according to the scheme. You will find an example of such a task below.
Simple Sentence Schemes
So let’s start right away with a task, no joke, at the 2nd grade level: we need a diagram of a simple sentence of the form “subject - predicate - subject”. Simple example:
At the same time, keep in mind that a simple sentence based on the presence of main members can be one- and two-part. By the presence of minor members - common and non-common (in the example above, which one?). And also based on the presence of a complete or reduced set of necessary members, sentences are divided into complete and incomplete.
When transferring the main members of the sentence to the diagram, do not let the predicates confuse you. They are:
Now let's move on to grade 5 and take on sentence patterns with inversion and other types of complications of simple sentences.
Appeal: denoted by O, the sign is separated from the rest of the sentence in the diagram by two vertical lines - │ │. The address is not a part of the sentence and only its location and the punctuation marks used during the address matter:
In the diagram with homogeneous members The latter sentences are indicated by a circle – ○, in which you can mark them syntactic role in a sentence ( homogeneous additions, or circumstances, or subjects - any of possible options). Also, the conjunctions and punctuation marks associated with them are transferred to the diagram. Generalizing words are also indicated, for example, by a circle, only with a dot in the middle. And in this article we use a square - it’s more convenient for us:
Offers with introductory words: we can designate them as BB and also enclose them in two vertical lines– introductory words are not part of the sentence. Otherwise, for the scheme with introductory words The same aspects are important as for the inversion scheme:
In the scheme with participial phrase , in addition to punctuation marks, indicate the word being defined. In the scheme with participial phrase And constructions with the meaning of addition and clarification– the most important thing is to indicate their place in the sentence:
You also probably remember that a simple sentence can be complicated dissociated members (some of them are already reflected in the examples above):
- separate definitions (agreed and uncoordinated, single and widespread; participial phrases also belong to this category);
- separate additions;
- isolated circumstances (gerunds, participial phrases, nouns and adverbs as adverbs).
Sentences with direct speech
The diagram of a sentence with direct speech is not at all difficult: it only indicates the boundaries of the sentence, the words of the author and the direct speech itself, as well as the punctuation marks that accompany them. Here are some examples:
Complex Sentence Schemes
And now we have finally reached the high school program. And now we’ll look at diagrams of compound and complex sentences with examples. And we will definitely consider proposals with non-union, as well as different types of communications.
Let's start with compound sentence: its parts are equal, so in the diagram we denote them with the same square brackets.
IN complex sentence The main and subordinate parts are clearly distinguished, so we denote the main part with square brackets and the subordinate part with round brackets. A subordinate clause can take up different positions in relation to the main thing: stand in front or behind it, break the main sentence.
Parts non-union complex sentence are equivalent, therefore, here, too, the same square brackets are used to denote them in the diagram.
Making a diagram offers with different types of communication, it's easy to get confused. Carefully study the proposed example to avoid mistakes in the future:
A special case - complex sentence with several clauses. When drawing diagrams of subordinate clauses, they are arranged not horizontally, but vertically. Consistent submission:
Parallel subordination:
Homogeneous Subordination:
Make sentences based on these diagrams
Now, after we have examined the whole theory in such detail, it will, of course, not be difficult for you to write proposals yourself using ready-made diagrams. It's a good workout and good job to check how well the material has been learned. So don't neglect it.
- Sentence with appeal: [ │О?│… ]?
- Sentence with homogeneous members: [and ○, and ○, and ○ – □].
- A sentence with a participial phrase and an introductory word: [ X, |ПЧ|, … |ВВ| …].
- Sentence with direct speech: “[P, – a: – P].”
- A complex sentence with several types of connection: [...], but [...], (which...): [...].
Write us your options in the comments - at the same time you can check whether you have learned everything well and understood the diagrams. See for yourself that there is nothing extremely complicated here!
Conclusion
You have worked on a large and voluminous topic. It includes knowledge from different sections of syntax: types of sentences, types of predicates, punctuation marks for homogeneous members of a sentence, direct speech, etc. If you carefully studied all the material, you could not only remember how to designate the members of a sentence in the diagram, but also repeat very important and useful rules.
And if you haven’t been too lazy to write down the sentences according to the diagrams, then you can say with complete confidence: you will face tests and exams fully armed.
Do you think this article will be useful to someone else in your class? So click on the buttons below and “share” it on social networks. And write, write in the comments - let's communicate!
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Students encounter sentence patterns on the first pages of the ABC (word, sentence).
Then these schemes disappear from everyday life forever. It seems to me that sentence diagrams are not only a godsend for a teacher in working on constructing sentences and developing coherent speech, but also one of the ways to awaken cognitive activity students at Russian language lessons.
After studying the literature on this issue (and there wasn’t that much of it), I compiled a card index of exercises using sentence patterns for each grade of elementary school (system 1-4).
1. Drawing up a diagram of the sentence read.
Tanya has a cat.
After the students have drawn up the diagram (each has individual set cards for drawing up diagrams) is followed by analysis. (How many words are in a sentence, how many big words and small (prepositions), capital letter in words, punctuation marks at the end of sentences.)
2. Selecting a scheme for the proposal.
Olya has dolls.
3. Game “Collect a sentence”.
Children are given a set of word cards and a card with a sentence diagram. They must “assemble” a sentence by placing word cards on the diagram. Intentionally given larger number words than necessary. This is done to ensure that children engage in this work meaningfully.
4. Drawing up proposals according to this scheme.
5. Search in the text for a sentence corresponding to this scheme.
In grade II, the basis of a sentence is studied, so the type of diagram changes. Now in the diagram, the rectangle that is the subject is painted red, and the rectangle that is the predicate is colored blue. On the board, diagrams are drawn up on a typesetting canvas or drawn there with colored chalk. Children make the same diagrams on their desks from their set of cards. This stage is preparatory to compiling more complex circuits in grades III-IV.
You can use all types of exercises with patterns that were proposed for grade I, only slightly changing the patterns themselves. This is drawing up a sentence outline (after finding its basis); choosing a scheme that matches the proposal; drawing up proposals according to the scheme orally and according to the type of game “Collect a proposal”; search in the text for sentences corresponding to the schemes.
If students have difficulty composing sentences using these patterns, then they need to be shown that first they find the subject, i.e. think about who or what the sentence will be about, then select a predicate for the subject, i.e. they find out what someone or something will do, and at the end they add as many words explaining the subject and predicate as required by the scheme.
Selecting the subject (Sun).
Selecting the predicate (Sun- what did it do? -- smiled).
We are spreading the offer. (The gentle sun smiled at us.)
In grade II, you can already introduce this type of exercise, such as composing a sentence according to a diagram that is given in the context. This exercise is good to use when studying a text, because when performing it, children have to solve two problems: firstly, the composed sentence must correspond to the scheme, and secondly, it must fit into the context, i.e. Students must make connections between this sentence and others in the given context.
Our dacha was near the forest.
My friend caught two bream. I caught a fat pike.
A sentence is inserted In the morning we went to the river.
Circuits used in III class, are designed in the form of a moving table, divided horizontally into three parts: upper, middle and lower. The main members are located in the middle, central parts tables. In its upper part there are those minor members, which, explaining the subject or predicate, are in the sentence before them. Bottom part The table is reserved for minor members occupying a position after the subject or predicate. If the sentence being analyzed has direct word order, i.e. the subject precedes the predicate, then the composition of the subject is placed on the left side of the table, and the composition of the predicate - on the right. In the presence of reverse order left side The table is occupied by the composition of the predicate, and the right - by the composition of the subject. For example:
White-winged gulls circled low over the blue sea.
The little white eyes of strawberries look out from the grass.
To the types of exercises with schemes similar to those proposed above for grades I and II, you can add one more type of exercise - spreading the proposal across the specified scheme, For example:
Subject -- wind. Predicate -- blowing A proposal is made:
A warm wind blows in your face.
It is convenient to use such schemes when studying not only the topic “Sentence”, but also phrases. In grade III, before drawing a sentence diagram, students first conduct parsing offers. Let's call it conventionally verbal diagram. This is what it looks like when analyzing a proposal
Large carrots grew in the garden.
In the verbal diagram, two phrases are clearly visible (they are connected by vertical arrows). You can immediately determine which word is the main one (in a phrase) and what question is asked from it to dependent word. Children can be asked the question: “Are words connected by a horizontal arrow a phrase? Why?" Thus, this scheme facilitates the search for phrases in a sentence and teaches third-graders to already establish connections between the main and minor members of a sentence, which will help them when studying the topic “Minor members of a sentence” in the 3rd grade.
In fourth grade they study homogeneous members sentences, which, in turn, also affects the type of sentence patterns. If there are homogeneous subjects in one sentence, then after drawing up a verbal diagram, draw usual scheme, in which there are several red rectangles (depending on how many homogeneous subjects). For example:
Kolya, Misha and Zhenya went into the forest to pick berries.
A comma and a conjunction between homogeneous members of a sentence are placed on the diagram, since this material is being studied. Prepositions can be shown on the diagram if students still make mistakes in spelling prepositions with words. Having explained to children that a preposition with a word is one member of a sentence, you can not highlight it in the diagram.
Here is an example of a sentence with homogeneous predicates.
I lie on the grass, inhaling the smell of the forest.
Sentence with homogeneous secondary members of the sentence:
Young naturalists visited a meadow, a forest, and a river.
If such work is carried out systematically, then drawing up diagrams does not cause difficulties for children. On the contrary, this type of work brings excitement, because after reading the sentence, children already begin to make assumptions about what the scheme will be. We need to give them the opportunity to draw “their own” diagrams. And after analysis, determine who was right.
All types of exercises with diagrams that were proposed for other classes have a place for use in Grade IV
You can use an exercise such as composing a sentence according to one scheme, and then extending it to another scheme
For example, task: compose a sentence according to scheme 1, supplement it with homogeneous members so that it corresponds to scheme 2
The following proposals were made.
1. Beautiful chrysanthemums bloomed in the flowerbed
2. Beautiful chrysanthemums and gladioli bloomed in the flowerbed
I would like to note that working with diagrams in Russian language lessons has a great impact on the development junior schoolchildren, awakens their interest in Russian language lessons and especially in a topic such as “Proposal”, which is one of difficult topics, studied in the elementary school course.
For the method of using diagrams, see the lesson plan (Appendix 2).
The ability to draw up a sentence diagram is necessary for schoolchildren and students philological faculties. Often when performing parsing There are problems with drawing up a proposal outline. At the same time, it is thanks to a clear and understandable diagram that you can see the parts of a complex sentence, trace the logic of composition and subordination, and clearly record the main members. It is especially convenient to use diagrams when analyzing sentences of a complex structure, with different types of connections. Schools and universities also conduct classes in which they not only draw up diagrams of ready-made sentences, but also compose texts according to given schemes. It is important to master the basic techniques in order to create a proposal outline correctly. Then it will help you visualize the syntactic structure of the text.
We draw up a proposal outline. General recommendationsFirst, you will need to remember all the basic information from the “syntax” section.
- You need to know exactly how a simple sentence differs from a complex one, and be able to find parts in a complex sentence.
- Requires knowledge of the types of simple and complex sentences.
- The skill of determining the boundaries of a sentence and its grammatical basis is of great importance.
- To accurately highlight the grammatical basis, you need to know the types of predicates and the main ways of expressing them.
- It is necessary to repeat all the complicating elements of the sentence in order to quickly find and distinguish from each other isolated, homogeneous members of the sentence, appeals, introductory and clarifying constructions.
- You must be able to determine the type of sentence by the structure of its grammatical basis.
- It is advisable to freely navigate the means of communication of sentences, to distinguish conjunctions from allied words. It’s great if you can immediately determine the type of connection or the type of subordinate clause based on the conjunction.
- IN this moment special attention is paid to the analysis of sentences of a complex structure with different types of connections, so you will need the skill of analyzing such sentences, the ability to determine parallel, sequential, homogeneous subordination.
Algorithm for creating a proposal diagram
The proposal scheme must be drawn up according to a specific algorithm. Try to concentrate and not be distracted, take notes on a piece of paper, write a draft. Only after a complete analysis of the proposal, when you check whether your diagram is drawn up correctly, can you transfer it to the final version.
- Read the sentence carefully 2-3 times. Think about the meaning of each word - this will help you not to confuse the role of words in a sentence in the future.
- First, define the grammatical basics. Select the subject and predicate. The predicate is emphasized by two lines, and the subject by one.
- Think about whether the sentence in front of you is simple or complex. Sometimes there is only one subject, two predicates, and the sentence is complex. Don't forget that there are one-part and incomplete sentences.
- Mark the boundaries of sentences with vertical lines.
- Identify all the minor members of the sentence, underline them, following general conventions:
- definition – wavy line;
- addition – dotted line;
- circumstance – dot, dash, dot, dash;
- participial phrase - dot, dash, dot, dash, highlighted on both sides by vertical lines;
- the participial phrase is a wavy line, distinguished by vertical lines on both sides.
- definition – wavy line;
- Highlight the predicative parts in a complex sentence. To do this, you will need to determine the type of connection in the sentences; the designation will depend on it:
- equal parts of a compound sentence are enclosed in square brackets;
- V complex sentence main part is indicated by square brackets, and the subordinate clause by round brackets.
- equal parts of a compound sentence are enclosed in square brackets;
- Pay attention to the conjunctions: in compound sentence the union must be left beyond the boundaries separating simple sentences from each other. In a complex sentence, the conjunction is included in subordinate clause. Sometimes conjunctions are double, one part of them remains in the main clause.
- Find a word in the main sentence from which you can ask a question to the subordinate clause. Sometimes the question is asked from the entire sentence as a whole. Thus, there is a difference between a word connection and a sentence connection. If the connection is conditional, put a large dot above the main clause and draw an arrow from it to the subordinate clause. Above the arrow, write down the question that answers. subordinate clause. When the connection is propositional, the arrow is drawn without a dot.
- Now you can start transferring the schema. There is no need to rewrite the sentence itself into it. In the classical scheme, only the grammatical basics, sentence boundaries, complicating elements, the connection of sentences are indicated, an arrow with a question to which the subordinate clause answers is indicated, conjunctions and allied words are entered. However, don't forget about specific requirements teacher. Sometimes for practical classes you need to indicate in the diagram all the members of the sentence.
- If you have a proposal with a complex structure in front of you, your diagram will not be built in one line, but three-dimensional. Determine the type of subordination, build a scheme depending on it.
- Sequential subordination: First, mark the main clause, draw an arrow down from it, and on the next line graphically mark the subordinate clause by drawing parentheses. From the subordinate clause, draw the arrow down to the next subordinate clause, then follow the sequence.
- Homogeneous subordination - subordinate clauses depend on the main clause and answer one question. Indicate the main sentence and draw arrows down from it. On the second line, place the designations of all subordinate clauses. Write one general question.
- Parallel subordination - subordinate clauses answer different questions and depend on the main one. Indicate the main sentence with square brackets, draw arrows from it to the subordinate clauses, and next to each arrow write the question that the subordinate clause answers.
- At combined subordination different types of communication are combined. The scheme will also be combined: place sequentially subordinate sentences on top of each other, and place parallel or homogeneously related sentences on the same line.
- Sequential subordination: First, mark the main clause, draw an arrow down from it, and on the next line graphically mark the subordinate clause by drawing parentheses. From the subordinate clause, draw the arrow down to the next subordinate clause, then follow the sequence.
- Mark the levels of division with numbers. For example, when the subordination is sequential, the first subordinate clause is on the first level, and the second is on the second. One level - one line, but the main sentence when numerical designation is not taken into account: these are precisely the levels of division, and not the number of sentences.