Complexity parsing offers consists mainly in the fact that for him successful implementation It is necessary to have an “excellent” command of all material on the topic. Parsing becomes more complicated if its object is a complex sentence, for example, with different types communications, because detailed characteristics requires not only the entire structure as a whole, but also each of its individual elements. Let's look at specific example parsing complex sentence with different types of communication.
So, we have a proposal:
Suddenly he fell thick fog, as if he was separating me from the rest of the world with a wall, and in order not to get lost, I decided to return to the path, which, according to my considerations, should have been to the left and behind.
1. Let's prove what's in front of us complex sentence with different types of connections, and build its diagram:
[Suddenly a thick fog fell] 1, [as if it separated me from the rest of the world with a wall] 2, and, (so as not to get lost) 3, [I decided to return to the path] 4, (which, in my opinion, should have been on the left and behind) 5.
5 grammar basics(respectively, 5 parts) indicate that the sentence is complex. All parts can be combined into 2 blocks: parts 1 and 2 (BSP) + 3, 4 and 5 (SPP with two subordinate clauses). Both blocks are connected coordinating conjunction And. It follows that the connection between the parts is non-union, subordinate and coordinating (main).
| 1, 2|, and, |(to...) 3, [noun] 4, (which) 5.
2. Let us characterize the proposal as a whole and each block separately. The sentence is narrative, non-exclamatory and, as we have already proven, complex, with different types of connections.
Block 1 (BSP) in the description is quite simple, so let’s pay attention to block 2 – SPP with two subordinate clauses.
In our SPP - parallel subordination(both subordinate clauses refer to different words in the main part, answer various questions etc.). ...so as not to get lost - clause of purpose(decided to return for what purpose?), it applies to the entire sentence and is introduced by subordinating conjunction"to"; ...which, in my opinion, should have been on the left and behind - a subordinate attributive (what path?), it refers to the noun “path” in the main part and is attached using the conjunctive word “which”.
3. A significant number of textbooks offer a more detailed syntactic analysis, so we will characterize each part of a complex sentence as a simple sentence.
Suddenly a thick fog rolled in...
…as if he separated me from the rest of the world with a wall... Narrative, unspoken, simple, two-part, extended, complete, uncomplicated.
…so as not to get lost... Narrative, non-narrative, simple, single-part. (impersonal), undistributed, incomplete, uncomplicated.
…I decided to return to the path... Narrative, unspoken, simple, two-part, extended, complete, uncomplicated.
…which, |according to my considerations|, should have been on the left and behind... Narrative, non-vocal, simple, two-part, extended, complete, complicated by an introductory phrase.
We hope that the analysis of this proposal will help you when working with similar cases.
Good luck in learning Russian syntax!
website, when copying material in full or in part, a link to the source is required.
Place all punctuation marks: indicate the number(s) in whose place(s) there should be a comma(s) in the sentence.
Suddenly a thick fog fell (1) and (2) in order not to get lost (3) I decided to return to the path (4) which should have been on the left.
Explanation (see also Rule below).
(Suddenly a thick fog fell), and (,(in order not to get lost), [I decided to return to the path], (which should have been on the left)).
Commas numbered 2 and 3 highlight the subordinate clause “so as not to get lost.” Comma number 1 separates the parts of a complex sentence: “Suddenly a thick fog fell” and “I decided to return to the path.” Comma number 4 separates the subordinate clause “which should have been on the left” from the main clause “I decided to return to the path.”
Two blocks, the first is a simple sentence, the second is an IPP. Between blocks coordinating connection, salary 1.
Word all of a sudden cannot possibly be a common member. In this task, such cases, firstly, do not happen, and secondly, did the hero suddenly decide to return? No, he decided to do this so as not to get lost.
Commas should be in places 1, 2, 3 and 4.
Answer: 1234
Rule: Punctuation marks in sentences with different types of connections. 20 Unified State Examination
TASK 20 Unified State Exam. PUNCTUATION MARKS IN SENTENCES WITH DIFFERENT TYPES OF CONNECTION
In task 20, students must be able to place punctuation marks in a complex sentence consisting of 3-5 simple ones.
This the most difficult task tests the graduate’s ability to apply the following knowledge in practice:
1) at the level of a simple sentence:
Understanding that there is no sentence without a basis;
Knowledge of the features of the base one-part sentences(impersonal, etc.)
Understanding what's in simple sentence can be homogeneous predicates and subjects, punctuation marks between which are placed according to the rules of homogeneous members.
2) at the level of a complex sentence:
The ability to determine the main and subordinate clauses in the composition of the IPP on the issue;
The ability to see alliances ( allied words) in a subordinate clause;
Ability to see demonstrative words in the main
The ability to see homogeneous subordinate clauses, in which punctuation marks are placed in the same way as homogeneous clauses.
3) at the level of a complex sentence:
The ability to see parts of the BSC and separate them with a comma. General minor member does not happen in this task.
4) at the level of the entire proposal as a whole:
The ability to see those places in a sentence in which two conjunctions meet: there may be two subordinating conjunctions or a coordinating and subordinating conjunction.
Let's collect all the basic punctuation rules that are important when completing the task and number them for convenience.
| BP 6 If in a complex sentence there are coordinating and subordinating conjunctions nearby (And and ALTHOUGH, AND and HOW, AND and IF, BUT and WHEN, AND and THAT, etc.), then you need to find out if after the subordinate part there are correlative words THAT, SO or another coordinating conjunction (A, BUT, HOWEVER, etc.). A comma is placed only when these words are missing after the subordinate clause. For example: [Curtain rose], and, (as soon as the audience saw their favorite), [the theater shook with applause and enthusiastic screams] Compare: [Curtain rose], and (as soon as the public saw their favorite) So the theater trembled with applause and enthusiastic shouts]. and, (although her words were familiar to Saburov), [they suddenly made my heart ache]. [The woman talked and talked about her misfortunes], and (although her words were familiar to Saburov), But[they suddenly made my heart ache]. |
As you can see, rules 5 and 6 are very similar: we choose either to write TO (BUT...) or to put a comma.
Let's consider the proposals from the RESHUEGE database and the algorithm for working on the proposal.
[Claim](1) what? ( What Brazilian carnivals delight and fascinate)(2) And(3) (When(4) when? That convinced yourself (5) of what? ( how much the eyewitnesses were right).
1. Let's highlight the basics.
1- Affirm (one-part, predicate)
2- carnivals delight and fascinate
3- we saw
4- convinced yourself
5- eyewitnesses are right
2. We highlight conjunctions and correlative words. Please note that there are AND and WHEN nearby and that there is THAT.
3. Mark subordinate clauses: We put all sentences in which there are subordinating conjunctions in parentheses.
(What Brazilian carnivals delight and fascinate)
(When We saw its unique bright beauty for the first time)
(how much the eyewitnesses were right).
4. We establish which subordinate clauses belong to the main ones. To do this, we pose questions from the main ones to the supposed subordinate ones.
[They claim] what? ( What Brazilian carnivals delight and fascinate). 1 component found. Comma 1 is placed according to rule 4 [ = ], (which is = and =).
There are two subordinate clauses left and one without a subordinating conjunction. We check whether it is possible to ask questions from him.
[That convinced yourself] when? ( When We saw its unique bright beauty for the first time)
[convinced yourself] of what? ( how much the eyewitnesses were right). The second component has been found. Commas 4 and 5 are placed according to rule 4.
(when - =), [then- = ], (how much - =) Two different subordinate clauses to one main clause, a clause of time very often stands BEFORE the main clause.
Components 1 and 2 are connected by the coordinating conjunction AND into one compound sentence. This is comma 2.
Scheme: |[ = ], (what- = and =)|, and |(when - =), [then- = ], (as far as - =)|
It remains to find out whether a comma is needed 3. Between AND and WHEN, according to rule 6, a comma is not needed, since TO is located after the subordinate clause.
The text, if we consider it in the system of generalized functional categories, qualifies as the highest communicative unit. This is an integral unit consisting of communicative-functional elements organized into a system to implement the communicative intention of the author of the text in accordance with the speech situation.
The text implements a structured presented activity, and the structure of the activity presupposes a subject and an object, the process itself, the goal, the means and the result. These components of the activity structure are reflected in different indicators text - content-structural, functional, communicative.
The units of the text are: utterance (realized sentence), interphrase unity (a number of utterances combined semantically and syntactically into a single fragment). Interphrasal unities, in turn, are combined into larger fragments-blocks that provide integrity to the text due to the implementation of distant and contact semantic and grammatical connections. At the compositional level, units of a qualitatively different plan are distinguished - paragraphs, paragraphs, sections, chapters, sub-chapters, etc.
The structure of the text is determined by the topic, the information expressed, the conditions of communication, the purpose of a particular message and the chosen style of presentation.
The text as a speech work consists of sequentially combined verbal means (statements, interphrase unities). However, the meanings contained in the text are not always conveyed only through verbal means. There are also non-verbal means for this; within the framework of a statement and interphrase unity, this can be word order, juxtaposition of parts, punctuation marks; to emphasize meanings - means of emphasis (italics, discharge, etc.) For example, when combining the statements “My son went to school. “Daughter is going to kindergarten”, the opposite meaning did not find any verbal expression; In addition, the predicate “went” is replaced by a dash. Within more complex components of the text, there may be significantly more such non-verbalized meanings. For example, the use of question marks and exclamation marks, replacing entire lines of dialogue.
Look how cute he is! - Natasha brings me closer to the cage and sticks her hand inside, which the baby immediately grabs and seems to shake. - Such beautiful cubs of orangutans are very rare. Have you noticed how much he looks like his mother?
But of course! Monkeys have everything like people (Moscow Koms. - 1986. - 29 n.).
In this sense, the following example is interesting:
And on his shaved, purple face he lost:
Completely bonkers! (A. Bely. Petersburg).
Pauses, hesitations in speech, and sharp intonation breaks are depicted using punctuation marks. The timbre, intensity, and paralinguistic accompaniment of speech are usually depicted descriptively (shouted, waving his arms; looked, squinting his eyes). However, such a verbal depiction of facial expressions and gestures is not necessary. For example, a question, surprise, can be conveyed by signs: So did you see him? - “???”
Various figures of default, also related to non-verbalized means, are also used to convey meanings in the text.
On the other hand, verbalization of “silent” languages (sign languages, facial expressions) can be carried out in the text. This, in particular, is served by various stage directions in dramatic works or the author’s descriptions of corresponding gestures and facial expressions in prose works.
So-called “silent” languages are a full-fledged means of communication in real life. However, they are widely presented in verbalized form and in text - artistic, journalistic. When perceiving a textual description of gestures, it is necessary to take into account their significance within a given linguistic community. In addition, the reader and the creator of the text may be separated in time, this can also provoke inadequacy of perception. For example, a comment is required on the description of the gesture in the text of A. Chekhov’s work “Fat and Thin”: Tolstoy, wanting to part amicably, extended his hand, and Thin shook two fingers and giggled.
Misunderstandings may arise when a foreign reader reads a text, since “silent” languages different nations may vary significantly. For example, nodding in agreement in the Arab world is perceived as a sign of bad manners if it refers to a stranger or an older person.
One can also call such a way of conveying meanings in a text as an intrusion into a uniformly organized space of elements of other texts, “texts within a text” (Yu.M. Lotman). These can be direct inclusions - epigraphs, quotes, links. There may be retellings and insertions of other stories, references to legends, “other people’s” stories, etc.
1. Articulation text. The text consists of several sentences. One, even a very common sentence, is not a text.
2. Semantic integrity text. It manifests itself, firstly, in the fact that any text is a statement in a specific topic(it is often named in the title); secondly, in the fact that by reporting something about the subject of speech, the author realizes his plan, conveying his attitude to what he is reporting about, his assessment of what is depicted (the main idea of the text). In addition, the text has a relative completeness(autonomy), it has a beginning and an end.
3. Connectivity text. It manifests itself in the fact that each subsequent sentence is built on the basis of the previous one, absorbing one or another part of it. What is repeated in the subsequent sentence from the previous one is called “given”, and what is communicated additionally is called “new”. “New” is usually emphasized by logical stress and is placed at the end of the sentence. For example: A well was dug in the yard. A frog (new) settled near the well (given). She (given) sat (new) all day long in the shade of the well frame.
Scheme for parsing a complex sentence with different types of connection
1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).
2. Indicate the type of sentence according to emotional coloring (exclamatory or non-exclamatory).
3. Determine (based on grammatical basics) the number of simple sentences and find their boundaries.
4. Determine the semantic parts (blocks) and the type of connection between them (non-union or coordinating).
5. Give a description of each part (block) by structure (simple or complex sentence).
6. Create a proposal outline.
Sample analysis of a complex sentence with different types of connection
[Suddenly a thick fog fell], [as if it separated me from the rest of the world with a wall], and, (in order not to get lost), [I decided to return to the path], (which, according to my considerations, should have been on the left and behind).
■> and> ((conjunction to), [noun], (sel. which)}.
will determine goals.
The sentence is narrative, non-exclamatory, complex, with different types of connections: non-conjunctive, coordinating and subordinating, consists of three parts connected without a union (parts I and II) and a coordinating connecting conjunction And (II and III parts); Part I - simple sentence, Part II - simple sentence, Part III - complex sentence with two subordinate clauses (target and attributive) with parallel subordination. The subordinate clause depends on the entire main clause and answers the question for what purpose?, joins the union to . The attributive clause depends on the noun path, answers the question which one?, is joined by a conjunctive word which.
Complexity parsing offers consists mainly in the fact that for its successful implementation it is necessary to have an “excellent” command of all the material on the topic. Analysis becomes more complicated if its object is a complex sentence, for example, with different types of connections, because detailed characteristics require not only the entire structure as a whole, but also each of its elements separately. Let's look at a specific example of the syntactic analysis of a complex sentence with different types of connections.
So, we have a proposal:
Suddenly a thick fog fell, as if it was separating me from the rest of the world like a wall, and in order not to get lost, I decided to return to the path, which, according to my considerations, should have been on the left and behind.
1. Let's prove what's in front of us complex sentence with different types of connections, and build its diagram:
[Suddenly a thick fog fell] 1, [as if it separated me from the rest of the world with a wall] 2, and, (so as not to get lost) 3, [I decided to return to the path] 4, (which, in my opinion, should have been on the left and behind) 5.
5 grammatical bases (respectively, 5 parts) indicate that the sentence is complex. All parts can be combined into 2 blocks: parts 1 and 2 (BSP) + 3, 4 and 5 (SPP with two subordinate clauses). Both blocks are connected by a coordinating conjunction. It follows that the connection between the parts is non-union, subordinate and coordinating (main).
| 1, 2|, and, |(to...) 3, [noun] 4, (which) 5.
2. Let us characterize the proposal as a whole and each block separately. The sentence is narrative, non-exclamatory and, as we have already proven, complex, with different types of connections.
Block 1 (BSP) in the description is quite simple, so let’s pay attention to block 2 – SPP with two subordinate clauses.
In our SPP there is parallel subordination (both subordinate clauses refer to different words in the main part, answer different questions, etc.). ...in order not to get lost - a subordinate clause of the purpose (decided to return for what purpose?), it relates to the entire sentence and is introduced through the subordinating conjunction “so that”; ...which, in my opinion, should have been on the left and behind - a subordinate attributive (what path?), it refers to the noun “path” in the main part and is attached using the conjunctive word “which”.
3. A significant number of textbooks offer a more detailed syntactic analysis, so we will characterize each part of a complex sentence as a simple sentence.
Suddenly a thick fog rolled in...
…as if he separated me from the rest of the world with a wall... Narrative, unspoken, simple, two-part, extended, complete, uncomplicated.
…so as not to get lost... Narrative, non-narrative, simple, single-part. (impersonal), undistributed, incomplete, uncomplicated.
…I decided to return to the path... Narrative, unspoken, simple, two-part, extended, complete, uncomplicated.
…which, |according to my considerations|, should have been on the left and behind... Narrative, non-vocal, simple, two-part, extended, complete, complicated by an introductory phrase.
We hope that the analysis of this proposal will help you when working with similar cases.
Good luck in learning Russian syntax!
blog.site, when copying material in full or in part, a link to the original source is required.
Place all punctuation marks: indicate the number(s) in whose place(s) there should be a comma(s) in the sentence.
Suddenly a thick fog fell (1) and (2) in order not to get lost (3) I decided to return to the path (4) which should have been on the left.
Explanation (see also Rule below).
(Suddenly a thick fog fell), and (,(in order not to get lost), [I decided to return to the path], (which should have been on the left)).
Commas numbered 2 and 3 highlight the subordinate clause “so as not to get lost.” Comma number 1 separates the parts of a complex sentence: “Suddenly a thick fog fell” and “I decided to return to the path.” Comma number 4 separates the subordinate clause “which should have been on the left” from the main clause “I decided to return to the path.”
Two blocks, the first is a simple sentence, the second is an IPP. There is a coordinating connection between the blocks, part 1.
Word all of a sudden cannot possibly be a common member. In this task, such cases, firstly, do not happen, and secondly, did the hero suddenly decide to return? No, he decided to do this so as not to get lost.
Commas should be in places 1, 2, 3 and 4.
Answer: 1234
Rule: Punctuation marks in sentences with different types of connections. 20 Unified State Examination
TASK 20 Unified State Exam. PUNCTUATION MARKS IN SENTENCES WITH DIFFERENT TYPES OF CONNECTION
In task 20, students must be able to place punctuation marks in a complex sentence consisting of 3-5 simple ones.
This challenging task tests the graduate’s ability to apply the following knowledge in practice:
1) at the level of a simple sentence:
Understanding that there is no sentence without a basis;
Knowledge of the features of the basis of one-part sentences (impersonal, etc.)
Understanding that in a simple sentence there can be homogeneous predicates and subjects, punctuation marks between which are placed according to the rules of homogeneous members.
2) at the level of a complex sentence:
The ability to determine the main and subordinate clauses in the composition of the IPP on the issue;
The ability to see conjunctions (conjunctive words) in subordinate clauses;
The ability to see index words in the main
The ability to see homogeneous subordinate clauses, in which punctuation marks are placed in the same way as homogeneous clauses.
3) at the level of a complex sentence:
The ability to see parts of the BSC and separate them with a comma. There is no common minor term in this task.
4) at the level of the entire proposal as a whole:
The ability to see those places in a sentence in which two conjunctions meet: there may be two subordinating conjunctions or a coordinating and subordinating conjunction.
Let's collect all the basic punctuation rules that are important when completing the task and number them for convenience.
| BP 6 If in a complex sentence there are coordinating and subordinating conjunctions nearby (And and ALTHOUGH, AND and HOW, AND and IF, BUT and WHEN, AND and THAT, etc.), then you need to find out if after the subordinate part there are correlative words THAT, SO or another coordinating conjunction (A, BUT, HOWEVER, etc.). A comma is placed only when these words are missing after the subordinate clause. For example: [Curtain rose], and, (as soon as the audience saw their favorite), [the theater shook with applause and enthusiastic screams] Compare: [Curtain rose], and (as soon as the public saw their favorite) So the theater trembled with applause and enthusiastic shouts]. and, (although her words were familiar to Saburov), [they suddenly made my heart ache]. [The woman talked and talked about her misfortunes], and (although her words were familiar to Saburov), But[they suddenly made my heart ache]. |
As you can see, rules 5 and 6 are very similar: we choose either to write TO (BUT...) or to put a comma.
Let's consider the proposals from the RESHUEGE database and the algorithm for working on the proposal.
[Claim](1) what? ( What Brazilian carnivals delight and fascinate)(2) And(3) (When(4) when? That convinced yourself (5) of what? ( how much the eyewitnesses were right).
1. Let's highlight the basics.
1- Affirm (one-part, predicate)
2- carnivals delight and fascinate
3- we saw
4- convinced yourself
5- eyewitnesses are right
2. We highlight conjunctions and correlative words. Please note that there are AND and WHEN nearby and that there is THAT.
3. We mark subordinate clauses: we put all sentences in which there are subordinating conjunctions in parentheses.
(What Brazilian carnivals delight and fascinate)
(When We saw its unique bright beauty for the first time)
(how much the eyewitnesses were right).
4. We establish which subordinate clauses belong to the main ones. To do this, we pose questions from the main ones to the supposed subordinate ones.
[They claim] what? ( What Brazilian carnivals delight and fascinate). 1 component found. Comma 1 is placed according to rule 4 [ = ], (which is = and =).
There are two subordinate clauses left and one without a subordinating conjunction. We check whether it is possible to ask questions from him.
[That convinced yourself] when? ( When We saw its unique bright beauty for the first time)
[convinced yourself] of what? ( how much the eyewitnesses were right). The second component has been found. Commas 4 and 5 are placed according to rule 4.
(when - =), [then- = ], (how much - =) Two different subordinate clauses to one main clause, a clause of time very often stands BEFORE the main clause.
Components 1 and 2 are connected by the coordinating conjunction AND into one complex sentence. This is comma 2.
Scheme: |[ = ], (what- = and =)|, and |(when - =), [then- = ], (as far as - =)|
It remains to find out whether a comma is needed 3. Between AND and WHEN, according to rule 6, a comma is not needed, since TO is located after the subordinate clause.