How a sentence is constructed in the Russian language (scheme). Simple and complex sentences

§ 1 Drawing up schemes of proposals and proposals according to schemes

In this lesson we will remember how to find the grammatical basis and homogeneous members in simple and complex sentences, we will learn to compose a sentence diagram and a sentence according to an already given scheme.

Usually, a diagram is understood as an image of something using conventional graphic symbols in basic, main, general terms, without details. It helps to understand the essence of the subject. For example, a correctly and clearly drawn up diagram allows you to easily and quickly solve any problem in mathematics lessons. In the same way, a correctly composed sentence diagram helps to see the parts of a complex sentence, distinguish a complex sentence from a simple one with homogeneous members, and correctly place commas.

First, let's look at how a simple sentence is constructed. Sentence boundaries are indicated by square brackets. By closing the brackets, we put a punctuation mark corresponding to the end of this sentence:. ? ! or ellipses. Inside the brackets we depict only the main members of the sentence - the subject with one line and the predicate with two lines in the order in which they appear in the sentence.

The sentence “I love leaf fall.” corresponds to the first scheme.

The sentence “Late autumn has come.” corresponds to the second scheme.

A simple sentence can have homogeneous members. We also indicate them in the diagram. Secondary homogeneous members are depicted with a circle. If the main terms are homogeneous, then we draw the corresponding lines inside the circle. Don't forget to put commas between homogeneous terms. Let's look at examples.

The grammatical basis of the sentence is dew covers. Homogeneous secondary members - covers (what?) the ground, grass, bushes.

The grammatical basis of the sentence - The hunter did not go, but turned away. Here the predicates are homogeneous.

A complex sentence has several parts. In the diagram, we enclose each part in separate brackets, a comma is placed between them, as well as a conjunction, if it is present in the sentence. At the end of the diagram, the punctuation mark that corresponds to the end of the given sentence is placed.

The north wind brought clouds and snowflakes appeared in the air. [- =], and [=-].

This is a complex sentence, it has two parts connected by the conjunction I. Having drawn up the diagram, we can easily see that we need to put a comma.

In lessons, there is a task not only to draw a diagram for a sentence, but also vice versa - to compose a sentence according to a given diagram. To do this, you need to carefully consider the diagram, determine what kind of sentence you need to make: simple, with homogeneous members, or complex. Next, you need to see the order of the sentence members indicated in the diagram, and also pay attention to punctuation marks.

It’s easier to first verbally compose a sentence with only the main members, then distribute it (that is, add minor members) and write it down in a notebook.

Before us is a diagram of a complex sentence. It has two parts connected by the conjunction A. In both parts, the subject comes first, and then the predicate. What kind of proposal can you get? The cat fell asleep and the mouse ran out. Let's spread it: The red cat fell asleep, and the cunning mouse ran out of the hole.

A diagram is a visual aid that allows you to highlight and understand the main thing. If you learn how to quickly and correctly draw up diagrams, you will clearly see the structure of the sentence. The diagram will tell you how to place commas correctly. This will help you avoid punctuation errors in your writing.

§ 2 Brief summary of the lesson topic

When drawing up a diagram of a simple sentence, the main members are depicted in square brackets with the corresponding lines, as well as homogeneous members in a circle. When drawing up a diagram of a complex sentence, each part is enclosed in separate square brackets, with commas and conjunctions placed between them. After the diagram there is a punctuation mark corresponding to the end of the given sentence.

List of used literature:

1. Buneev R.N., Buneeva E.V. Russian language. Textbook for 3rd grade. – M.: Balass, 2012.
2. Buneeva E.V., Yakovleva M.A. Methodological recommendations for the textbook “Russian Language”, 3rd grade. – M.: Balass, 2014. – 208 p.
3. Razumovskaya M.M., Lvova S.I., Kapinos V.I. and others. “Russian language. Textbook for 5th grade. – M.: Bustard, 2006. – 301 p.
4. Rosenthal D.E., Telenkova M.A. Dictionary-reference book of linguistic terms. – M.: Education, 1985. – 400s
5. Isaeva N.E. Workbook on the Russian language for grade 3. – M.: Balass, 2012.-78 p.

The proposal scheme is not just another faculty whim. Thanks to it, you can better understand the structure and specifics of a sentence and parse it faster. However, not all students know how to create a sentence diagram, considering this activity useless. But any diagram is a visual aid that allows you to understand the essence. And having understood it, you can apply this scheme to other sentences, which means you can avoid mistakes in writing in the future.

Making a proposal outline

Before you can create a graphical diagram of a sentence, you need to start by determining which parts of the sentence are words. First of all, you should determine the subject and predicate, which form its grammatical basis. Then you should distribute the remaining words among the members of the sentence, only taking into account that each of them belongs to the subject or predicate. The subject includes definitions, the predicate includes an object and a circumstance. It should also be taken into account that some words do not belong to the members of the sentence: conjunctions, interjections, inserted and introductory constructions. It may also be that several words together form one member of a sentence: participial and participial phrases. After the analysis, you will have an initial outline of the sentence, from which you only need to remove the words and leave the lines that underline the members of the sentence.

Making a diagram of a complex sentence

If everything is quite easy with a simple sentence, then a complex one confuses many. And most schoolchildren wonder how to diagram a complex sentence. If this is a complex sentence, then the diagram should reflect all the predicative parts present in it. After this, both parts need to be highlighted with square brackets, and between them put a punctuation mark and a conjunction connecting them: , and . If the sentence is complex and non-union, then we also analyze each of its parts separately, and then highlight them in square brackets.

If you need to parse a complex sentence, then in this case you should show all the relationships between the parts. Here it should be taken into account that the part that is subordinated is the main one, the one that is subordinated is the subordinate one. Thus, the main one is indicated by square brackets, while the subordinate clause is indicated by round brackets: , (which...). After studying the material, you will be able to easily create sentence diagrams, and they will tell you how to place commas correctly, and you will be able to avoid many punctuation mistakes.

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 teachers in working on constructing sentences and developing coherent speech, but also one of the ways to awaken students’ cognitive activity in Russian language lessons.

Having studied the literature on this issue (and there wasn’t 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 a diagram (each has an individual set of cards for drawing up diagrams), analysis follows. (How many words are in the sentence, how many big words and small ones (prepositions), capital letter in words, punctuation marks at the end of the sentence.)

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. More words are deliberately given 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 drawing up more complex diagrams 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 diagram (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.

The diagrams used in grade III 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 of the table. In its upper part there are those secondary members that, explaining the subject or predicate, are in the sentence before them. The lower part of 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. If there is a reverse order, the left side of 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 - distributing a sentence according to 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 a syntactic analysis of the sentence. 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 the 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 grade IV, homogeneous members of sentences are studied, 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 there are). 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 influence on the development of younger schoolchildren, awakening their interest in Russian language lessons and especially in such a topic as “Sentence”, which is one of the complex topics studied in the elementary school course .

For the method of using diagrams, see the lesson plan (Appendix 2).

The complex sentence diagram must be correctly composed. Only she will help you understand complex cases of placing commas, dashes and colons. In addition, its schematic execution also helps to correctly characterize a complex syntactic unit. Issues of syntax and punctuation are included in the tasks of the Unified State Exam and State Examination, so it is absolutely necessary to be able to visually represent the composition of a complex sentence. How to do this correctly? Let's find out in this article.

The concept of a complex sentence

It is necessary to define a complex sentence as such. This is the most complex syntactic unit, containing several simple ones.

Thus, such a sentence has at least two grammatical stems. They can be related to each other in different ways:

• and allied words.
• Non-union.
• Within one syntactic unit, various types of connections can be observed.

Accordingly, in the Russian language they are determined by the type of connection within them. They will be called complex, compound, non-union and with different types of connection, respectively.

Proposal outline: main points

The layout of a complex sentence requires special attention. In fact, it is necessary to explain the placement of all punctuation marks. Thus, the algorithm for its compilation can be presented as follows:

1. Highlight grammatical basics and determine the number of parts.
2. Find out the type of connection between parts within a sentence. It must be remembered that we denote subordination with round brackets, the main part, coordinating and non-union connections - with square brackets.
3. Identify the minor members of the sentence, see if there are homogeneous ones among them. The latter are also necessary in an expanded circuit. It should be remembered that particles and conjunctions do not play a syntactic function. Prepositions refer to those parts of a sentence with which they form a grammatical link.
4. See how each part of the circumstance is complicated, introductory words and constructions, homogeneous members).
5. In a complex sentence, determine the type of subordination: parallel or sequential.

Complex sentence and its diagram

Let's look at everything using a specific example: In the summer sky, dappled with rippling clouds, small clouds began to gather, and a cool rain began to drizzle.

First, let's prove that this sentence is really complex. It has two bases: clouds (subject 1), began to gather (predicate 2); rain (subject 2), drizzled (predicate 2). The parts are connected by a conjunction and, accordingly, a compound sentence.

We work with the first part: in the sky - a circumstance expressed by a noun with a preposition; summer - definition expressed by an adjective; small - definition expressed by an adjective. This part is complicated by the isolated definition of clouds dappled with ripples; it is expressed by a participial phrase.

The second part has only one minor member, the definition of cool. It is not complicated by anything. Thus, the complex sentence diagram will look like this:

, [and=-]

In this diagram, the sign X indicates the word being defined to which the separate definition applies.

The diagram will help to distinguish a complex sentence from a simple one with homogeneous predicates connected by the conjunction and. Let's compare: In the summer sky, dappled with rippling clouds, small clouds began to gather and cover the horizon. Here there are only homogeneous predicates: they began to gather, to cover. They are connected by and.

Complex sentence and its scheme

Complex sentences in Russian with a subordinating connection have unequal parts: main and subordinate. It is quite simple to identify them: the latter always contains a subordinating conjunction, or such complex sentence schemes are quite interesting. We will look at examples below. The fact is that a subordinate clause can appear at the beginning or end of a sentence and even break the main one.

When the Cossack raised his hand and shouted, a shot rang out. The sentence is complex: Cossack - subject 1; raised, shouted - predicates 1; shot - subject 2; rang out - predicate 2. The parts are connected by the conjunction when, it is subordinating, therefore the sentence is complex. In this case, the subordinate clause begins the sentence. Let's prove it. Firstly, it contains a union, and secondly, one can easily ask a question about it: the shot rang out (when?) when the Cossack raised his hand. In the diagram, the subordinate clause is enclosed in parentheses. In addition, the subordinate clause is complicated by homogeneous predicates (we also indicate them graphically). The scheme of a complex sentence will look like this: (when - = and =), [=-].

Another option is when a complex sentence begins with the main part: A shot rang out as the Cossack raised his hand and shouted.[=-], (when - = and =).

Complex sentences: special cases

The greatest difficulty is presented by complex sentences broken by subordinate clauses. Let's look at examples with unions now. The smoke from the fires, into which they threw everything, corroded the eyes to tears. The grammatical basis of the main part: smoke is the subject, corroded is the predicate. The subordinate clause contains only the predicate thrown. The grammatical basis of the main part is broken by a subordinate clause with the conjunctive word which. Accordingly, the scheme will be like this: [-, (in which =), =].

Another example: The hut where we decided to stay, empty for several years, was located on the very edge of the village. Main part: subject - hut, predicate - was; it is complicated by the participial phrase, which is not isolated. Subordinate clause: subject - we, predicate - decided to stop. The scheme is as follows: [|p.o.|-, (where -=), =].

Scheme of a non-union complex sentence

We looked at coordinating and subordinating complex sentences. Examples with unions are not the only ones. There is also a connection of parts solely by meaning, non-union. Here the correct scheme is especially important, because in such sentences, along with commas, a semicolon, dash or colon can be used. Their choice depends on semantic and grammatical relations.

It should be remembered that the parts of a non-union sentence are equivalent and are indicated by square brackets. Let's look at examples.

1. The wind howled even stronger; The rats, scurrying around in their holes, ran even louder. This is a complex sentence, consisting of two parts: in the first, the wind howled, in the second, the rats ran. According to the rule, if there are still punctuation marks in other parts, it is required to put a semicolon in a non-union connection. The second part contains a separate definition, separated by a comma. The scheme will look like this: [-=]; [=-, |p.o.|].
2. There was a bustle in the house all day: servants were rushing around every now and then, the princesses were trying on outfits, the adults were excitedly checking their readiness for the holiday. This sentence with a non-union connection has four parts. The grammatical basics are as follows: vanity (subject) was (predicate), servants (subject) scurried about (predicate), princesses (subject) tried on (predicate), adults (subject) checked (predicate). The first sentence is explained by the subsequent ones, so a colon is necessary. The scheme is as follows: [=-]: [=-], [-=], [-=].
3. If you read as a child, books will become true friends for life. Let us prove that the sentence is complex. There are two grammatical bases here: you will (predicate), books (subject) will become friends (predicate). In this case, a dash is required, because the second part contains a corollary to the first. The scheme is simple: [=] - [-=].

Different types of connection in a complex sentence

When studying complex sentences at school (8th grade), various types of connections are also taught within one sentence. Let's look at drawing up a diagram of such a design.

The souvenirs purchased during the trip were associated with some kind of history, and each trinket had a long pedigree, but among all these rare things there would not be one that would be worth attention in itself.(B. Garth)

This sentence has 4 parts connected by coordinating and subordinating connections. The first - the souvenirs (subject) were connected (predicate), the second - the trinket (subject) possessed (predicate), the third - was not found (only the predicate), the fourth which (conjunctive word, subject) would be worth attention (predicate). There is a creative connection between the first and second parts; in addition, the first contains a separate definition; between the second and third there is also a coordinating one, between the third and fourth there is a subordinating one. The scheme will be like this: [-,|p.o.|,=], [a-=], [but =], (which =).

Characteristics of a complex sentence

The characteristics of the proposal should be inseparable from the diagram. It must indicate what it is in terms of the purpose of the statement and intonation, and then it is necessary to describe each of the parts: composition (one or two parts), prevalence, complete or not, and how it is complicated.

Let us take as an example a sentence, the diagram of which was drawn up in the previous section. It is narrative, non-exclamatory. 1st part: two-part, widespread, complete, complicated by a separate definition, expressed by a participial phrase; 2nd part: two-part, widespread, complete, uncomplicated; 3rd part: one-part (impersonal), widespread, complete, uncomplicated; 4th part: two-part, widespread, complete, uncomplicated.