The role of dividing and emphasizing punctuation marks. Punctuation marks with special function

Separating and emphasizing punctuation marks

Description:

With the participation of the project http://videouroki.net

Task #1

Question:

Mark the false and true statements.

Indicate true or false answer options:

In complex sentences, only punctuation marks are used.

Distinctive punctuation marks include the colon and semicolon

Emphatic punctuation marks are used in complex sentences.

In non-union complex sentences, both emphasizing and dividing punctuation marks are used.

Task #2

Question:

To separate the predicative parts, in non-conjunctive complex sentences we use...

1) colon

3) comma

4) semicolon

Task #3

Question:

Choose a sentence with special punctuation marks.

1) The dog chased a wasp, it bit him on the nose.

2) Vadik tried to reach the branch on which the red-sided apple was hanging.

3) The boy was put behind the wheel of a car for the first time, and he was simply happy.

4) We returned late: the concert lasted until midnight.

Task #4

Question:

Select sentences with punctuation marks.

Select several of 4 answer options:

1) I fell asleep unnoticed: I was lulled by the purring of the cat.

2) Vasilisa started reading books in the morning, and Ivan decided to play football.

3) You should never sit and wait for a mysterious wizard to solve all your problems for you.

4) Alevtina stuck her head in the closet, but no one was hiding there either.

Task #5

Question:

Choose the sentence with the emphatic conjunction.

Choose one of 4 answer options:

1) The hunter pulled the trigger - the bird screamed and beat its wings in the air.

2) Heavy cold drops slowly fell from the leaden sky, drumming on the leaves; Thunder roared nervously in the distance.

3) Oleg didn’t think twice: he jumped into the river after the drowning girl.

4) When it’s time to grow up, we look back at our childhood with bewilderment.

Task #6

Question:

Be smart. Choose conjunctions or allied words that can be preceded by a punctuation mark.

Select several of 5 answer options:

4) not only, but also

Task #7

Question:

In what case would you use emphatic punctuation in a complex sentence?

Choose one of 4 answer options:

1) there are no conjunctions in the sentence

2) the sentence has a subordinating conjunction

3) the sentence contains a coordinating conjunction

4) emphases are not used in complex sentences at all

Task #8

Question:

In three sentences, parts are separated by commas. And only in one part is separated by a comma. Find this offer.

Choose one of 4 answer options:

1) My friend wanted to go to the right, but I was drawn to the left.

2) No one understood how he managed to set this record.

3) I didn’t solve the simplest example, what an excellent student I am after that!

4) The clown carefully applied makeup to his face, and the trainer absentmindedly cracked his whip.

Task #9

Question:

You already know that in complex sentences there can sometimes be a dash between parts. Read the sentence.

It is absolutely unclear to me how to deal with such a situation.

What sign is the dash in this case? Choose the correct statement.

Choose one of 4 answer options:

1) The dash is an emphatic sign. Still, this sentence is complex, which means that its parts are highlighted with punctuation marks.

2) This is a complex sentence, and the dash is a punctuation mark.

3) This is a non-union complex sentence, and the dash is a dividing punctuation mark.

4) The dash is a dividing punctuation mark because it always separates elements in the text and never emphasizes them.

Task #10

Question:

Look at the offer.

When there were no more thoughts in his head, the poet looked out the window: the snow-covered yard looked magical, and inspiration came by itself.

How many and what punctuation marks do you see in this sentence?

Choose one of 4 answer options:

1) one excretory, two separating

2) two excretory, one separating

3) three excretory

4) three dividing

Answers:

1) (3 points) Correct answers:

2) (2 points) Correct answers: 1; 2; 3; 4;

3) (1 b.) Correct answers: 2;

4) (3 points) Correct answers: 1; 2; 4;

5) (1 b.) Correct answers: 4;

6) (3 points) Correct answers: 4; 5;

7) (2 points) Correct answers: 2;

8) (3 points) Correct answers: 2;

10) (3 points) Correct answers: 1;

Emphasis marks include brackets and quotation marks, commas and dashes when used in pairs. In this case, parentheses and quotation marks are invariably used in pairs. The remaining punctuation marks are used on both sides of the highlighted component if it is located in the middle of the sentence.

If it is at the beginning or end of a sentence, then a comma, a dash or (sometimes) a combination of a comma and a dash are used once - after the highlighted phrase or before it. For example, the use of commas that highlight separate phrases at the beginning and end of a sentence: Looking at the clouds, I remembered all the last days,spent on a schooner (Kazakov).

Their purpose is to highlight particularly significant parts of a sentence; Such commas are used for isolation, for highlighting addresses, introductory constructions, and interjections.

The most common punctuation mark is the comma - the most “neutral” Skoblikova E.S. Modern Russian language. Syntax of a complex sentence (theoretical course). - M., 2006. - P.240. among other signs used in the middle of a sentence. Emphatic commas sharply diverge in function from periods and semicolons; in this case, they are included in a different system of punctuation meanings, those that are characteristic of emphases, in particular the paired dash and parentheses. For example:

- commas when separating: I spent the night somewhere on the outskirts,in a penny hotel, and early in the morning left Sevastopol(I.A. Bunin);
- commas for introductory words and introductory sentences: Yesterday,They say, someone's hunt passed us along the high road into the field we were leaving, along with the hunt of the young Tolstoys(I.A. Bunin);
- commas when referring to: In fact,Petya, tell the singer, let him serve the samovar(Bitter);
- commas highlighting subordinate clauses: Some,who stood closer reluctantly pulled off their hats(A.N. Tolstoy);

Here a new gradation is observed: commas, dashes, parentheses (commas highlight parts of the sentence that are less significant and complex; dashes - parts that are more significant and common; parentheses - especially sharply exclude parts from the composition of the sentence). For example, the use of emphatic commas and parentheses, commas and dashes, dashes and parentheses:

1) The lower part of his face protruded somewhat forward, revealing the ardor of a passionate nature, but the tramp (based on some characteristic, although difficult to discern, signs, I immediately assumed that my guest was a tramp) I have long been accustomed to restraining this ardor(V.G. Korolenko);
2) Nowhere in all of Russia - and I have traveled quite a bit in all directions - have I not listened to such deep, complete, perfect silence as in Balaklava(K.G. Paustovsky);
3) He became sad, taciturn, and external traces of Baku life - premature old age - remained with Green forever (K.G. Paustovsky).

The distinctive role of such signs is especially clearly revealed when they are interchangeable. For example: Kutuzov listened to the report of the general on duty (the main subject of which was criticism of the position under Tsarev-Zaimishche) just as he listened to Denisov(L.N. Tolstoy). - Kutuzov listened to the report of the general on duty, the main subject of which was criticism of the position under Tsarev-Zaimishche, also...

The fact that parentheses are the most powerful disabling sign in comparison with commas and even dashes is confirmed by the possibility of using them not only inside sentences, but also in paragraphs. As an emphatic mark, they are used in syntactic units larger than a sentence. For example: Eight minutes to five. All the cadets are ready, dressed up for the ball. (“What a stupid word,” thinks Alexandrov, “dressed up.” It’s as if they dressed us up in Spanish costumes.”) The gloves were washed and dried by the fireplace.(A.I. Kuprin).

Quotation marks also serve as emphasis. The quotation marks are:

- quotes;
- direct speech. For example: His[Cherdakova] they asked: “Valka, is it true that they say that in 1916 you shot down a German ace, the next day you flew to Germany and dropped roses on his grave?” He answered in a squeaky voice: “Well, what?”(A.N. Tolstoy). Moreover, if the character’s thoughts are given in the form of direct speech, then quotation marks are the only possible sign. For example, Holding back sighs, I thought: “So, you meet a person and pass by absentmindedly, and he is in front of you, like a whole kingdom in smoking ruins...”(A.N. Tolstoy)
- words used not in their usual meaning; words used ironically; words proposed for the first time or, conversely, outdated and unusual, etc. For example: In our country, as I have already said, to this day a kind of pitiful, childish reverence for authors reigns in literature: in literature we highly respect« table of ranks» and we are afraid to speak out loud the truth about« dignitaries"(V.G. Belinsky);
- names of literary works, newspapers, magazines, enterprises, ships, etc., which are conventional names. For example: As I remember now, the first thing I read was: “Pompadours and pompadours”(A. Karavaeva).

Excretory signs differ not only in the degree of emphasis they convey, but also functionally. In the latter sense, only parentheses are unambiguous - they highlight only insertions, i.e. additional messages. As for commas and dashes, their functions are broader and more varied: they can convey various semantic, intonation and accent subtleties (especially dashes). For example: The snow was already falling here, but it just melted, and in the forest under the Christmas tree - you look - and there’s a hare sitting (Paust.); All this summer I learned anew - by touch, taste, smell - many new words that until then, although known to me, were distant and unexperienced (Paust.); Most often, lightning occurs in July, when the grain is ripening. That is why there is a popular belief that lightning “lights the bread” - illuminates it at night - and this makes the bread pour faster (Paust.); The evening dawn begins when the sun has already set beyond the edge of the earth. Then it takes possession of the fading sky, spills a multitude of colors across it - from red gold to turquoise - and slowly passes into late twilight and night (Paust.).

Quotation marks are also distinguishing marks. The general functional unambiguity of quotation marks (emphasis) does not prevent them from having a variety of particular meanings.

First of all, quotation marks highlight someone else's speech in the text - individual words belonging to another author, quotes, direct speech. For example: The boy said “watch the thunder,” and I remembered the words from Dante’s “Divine Comedy” that “the sun’s ray fell silent” (Paust.); People say about blind rain falling in the sun: “The princess is crying” (Paust.).

Quotes serve as a means of highlighting various names - orders and medals, literary works, newspapers, magazines; enterprises, organizations; industrial products, car brands; plant varieties, etc. For example: Everything created by Prishvin: his first works - “In the Land of Unfrightened Birds” and “Kolobok” and the subsequent ones - “Calendar of Nature”, “Pantry of the Sun”, his numerous stories and, finally, the thinnest, as if woven from morning light, spring water and quietly speaking leaves of "Ginseng" - all this is full of the beautiful essence of life (Paust.); He published under the pseudonym "Multatuli". In Latin it means "Long-suffering" (Paust.).

The general functions of punctuation marks, as well as more specific ones, implemented in the semantic and grammatical conditions of specific texts, create the basis for the individual use of punctuation marks. Such signs are associated with the author’s understanding of what is written; they usually convey the emotional structure of speech and are included in the concept of “writer’s style.” The punctuation of outstanding masters of artistic expression is evidence of the richness of its stylistic possibilities.

The main principle of individual understanding of punctuation marks is not to forget their functional significance, but to use signs in new, unusual for them (from the point of view of normative rules) contextual conditions. For example, M. Gorky has a dash in positions where the rules provide for a comma or the absence of a sign (a dash after an address; a dash between the subject and predicate - a personal verb, when highlighting comparative phrases, etc.); A. Blok's dash (after particles, adverbial words with a generalized adverbial meaning) also expands the scope of its application; M. Tsvetaeva achieves special sophistication when using the dash: it helps her to “separate” words when there is excessive semantic condensation, the compactness of her line - both poetic and prosaic. It is also known that I. Babel is partial to the dot, A. Tolstoy is partial to the dash, etc. That is, the “author’s” signs are favorite signs, reflecting the originality of the rhythm and intonation of the text; the use of such punctuation marks is included in the author’s system of literary and artistic techniques.

The basic rules of punctuation are normative in nature, they are relatively stable in printing practice and are the same for different types of written speech. However, written speech itself is functionally heterogeneous: it is scientific, official business, journalistic, and artistic speech. Syntactically, each of these types of written speech has specificity, more or less clearly expressed. And since punctuation primarily fixes the syntactic division of speech, it is quite natural that it is different in texts of different nature. The linguistic literature has repeatedly emphasized the idea that punctuation is not the same for different texts.

Thus, the syntax of scientific literature is quite clear, distinguished by the consistent coherence of individual constructions, their completeness and completeness. Scientific speech is dominated by complex syntactic constructions, with a very detailed and ordered logical connection between components. It is dominated by polynomial complex sentences with cause-and-effect and attributive-explanatory dependence. The scientific style “gravitates towards speech means devoid of emotional load and expressive colors,” therefore, in the syntax of scientific works, which are not designed for emotional perception, there are usually no constructions that convey the expressive qualities of speech. The scientific style is not characterized by emotionally charged sentences, reticence, reticence, semantic-stylistic subtleties, etc. This syntax naturally does not require punctuation complexity. The punctuation of this type of literature is standardized and lacks individual meaning. Signs that have a logical and grammatical basis predominate: these are signs that divide the text into individual sentences and parts of a sentence, its constituent structural elements (main and subordinate; homogeneous members; among the isolations - only obligatory ones, i.e. caused by structural indicators).

Example of a scientific text: The difficult operating conditions of offset plates during the printing process put forward diverse requirements for moisturizing solutions. The moisturizing solution should not have aggressive properties towards the varnish film lying on a zinc or aluminum surface, as well as the copper xanthate film on bimetallic molds. The composition of the moisturizing solution must guarantee maximum preservation of the colloidal film on the metal surface, provide it with an optimal degree of hydration, so as not to violate its structural and mechanical properties and stability during printing.

It is easy to notice that the text does not contain purely intonation and semantic signs, which are usually associated with the individual author’s style of presentation. There are no expressive elements of syntax at all. Cases of using signs are absolutely normative: commas separating subordinate clauses from main clauses; commas between homogeneous members; commas separating postpositive participial phrases; periods at the end of sentences.

A number of works and studies that in one way or another touch on the issues of style, and, in particular, scientific style, confirm this general conclusion (approximately the same features are cited as features of the syntax of scientific style: saturation of complex sentences with a conjunction; abundance of participial phrases; absence indicators of expressiveness and emotionality; large average sentence length; weakly expressed modal plan, etc.).

In official business documents (reports, orders, reports, programs, protocols, instructions, statements, etc.) the syntactic structure is even more standard (compared to scientific works). In such texts there is no direct speech, no comparative phrases; there are no clarifying and clarifying structures and emotionally charged syntactic structures; there are no different kinds of elliptical sentences. Generally accepted (sometimes the only possible) forms of presentation and arrangement of material lead to the comparative “ease” of using punctuation marks and their uniformity.

However, punctuation and business papers have their own characteristics. These include, for example, highlighting parts of a sentence (each part begins with a paragraph and ends with a semicolon; sometimes, in addition to the paragraph, a dash is also added); numbering or letter designations. This is, for example, the punctuation of government and legal documents, international treaties and agreements, etc.

So, the stylistic and expressive range of modern Russian punctuation is extremely wide. However, in their basic meanings and uses, punctuation marks are the same in different literary texts. This unity gives the rules of punctuation the necessary stability. The basis of this stability is the reliance on syntax.

Lesson notes on the Russian language in 9th grade

Lesson topic : Separating and emphasizing punctuation marks between parts of a complex sentence.

Lesson type : a lesson in learning new knowledge.

Lesson Objectives :

educational:

systematize students' knowledge of syntax;

introduce students to the concepts of “sign function”, “separation function”, “excretory function”;

contribute to a correct understanding of the topic.

developing:

development of students’ communication abilities, the ability to generalize, compare, and draw conclusions;

continue the development of creative thinking among schoolchildren;

continue to develop the skill of composing complex and simple sentences to identify the level of proficiency in syntactic knowledge.

educational:

continue to cultivate an attentive attitude to words and interest in the Russian language;

continue to foster student independence;

continue to instill in students a sense of tolerance and respect for each other.

Equipment: projector, presentation, handouts, video tutorial.

References: textbook N.A. Andromonova, L.D. Umarova “Russian language. 9th grade"

Lesson plan:

1. Organizational moment (2 min.)

2.Updating the data log. (7 min.)

3. Explanation of new material (17 min.)

4. Independent work (1 min.)

5. Summing up the lesson (7 min.)

6. Explanation of homework. Grading. (2 min.)

Lesson progress

Stage

Lesson

Teacher activities

Student activity

Note

Organizational moment

– Hello! Sit down! We open the notebooks and write down the date: October eighth.

– Hello!

Students greet teacher

Write the date and topic of the lesson on the board

Updating knowledge

Before moving on to studying a new topic, you need to review previously learned rules. What does syntax study?

– A sentence is the basic unit of syntax that performs a communicative function, i.e. serves as a means of communication. Sentences can be simple or complex. Please make me a simple proposal.

Prove that this sentence is simple.

– Now, make up a complex sentence and prove that it is complex?

– What are the coordinating conjunctions? And what coordinating conjunctions do you know?

– List subordinating conjunctions?

– Well done! Today we will go through a new topic called"Dividing and special punctuation marks between parts of a complex sentence. Intonation of a complex sentence."

– Syntax is a branch of the science of language that studies phrases and sentences.

We walked through the autumn park.

Because there is only one grammatical basis (We were walking).

– The tree crunched and a branch fell at our feet.

(Consists of 2 grammatical bases, and 2 parts).

– Connecting ( AND, NEITHER... NOR, ALSO, ALSO,

NOT ONLY... BUT ALSO, AS... SO AND, YES (=AND)), dividing ( OR, OR... OR,

EITHER, OR... OR,

THAT... THAT, NOT THAT... NOT THAT,

EITHER... EITHER), adversative ( BUT, THEN,

HOWEVER, YES (=BUT)).

–To, what, when, if, etc.

Explanation of new material

Watching a video clip . "Dividing and emphasizing punctuation marks."

The proposals are presented on the slide.

– Guys, please read these sentences, try to answer the following question: in which sentences do punctuation marks stand out, and in which do they separate parts of a complex sentence?

– Punctuation marks in a complex sentence are needed in order to convey in writing the features of semantic relationships between the parts of a complex sentence, the features of its structure and intonation.

In SSP, BSP they separate simple sentences, performing a separative function, and in SPP they highlight the dependent part (subordinate clause), performing an excretory function.

In order to understand what function a sign performs in a sentence, you need to practice the exercise.

Task in cards.

Determine the type of sentence, the function of the sign.

Well done! The topic turned out to be easy for you. And now some students work on the board, the rest in notebooks.

Listen to the task: I will dictate two sentences to you. You need to put punctuation marks in them, underline the main parts of the sentence and determine the type of sentence, make an outline.

The larks sing in clear silence and trill down to the ground from the sky.

We passed through the forest, and suddenly a river opened up in front of us.

Students watch a video lesson and write down basic information in a notebook.

A gusty wind blew. The trees rustled.

A gusty wind blew and the trees rustled (Separation function).

The brother handed over the letter. He didn't wait for an answer.

The brother, when he handed over the letter, did not wait for an answer (Excretory function).

Grandfather turned out to be right: in the evening a thunderstorm came. (BSP, separation function).

Dersu and I did not wait for the Cossacks to saddle their horses, and went forward. (SPP, excretory function).

The sun burned like yesterday, the air was still and dull. (BSP, separation function).

The forest will be filled with rustling and ringing in the morning, but for now a dark sky with bright, needle-like stars floated over the village. (SSP, separation function).

The rays of the sun brightly bathed the tops of the pines in gold, then faded one after another; the last ray remained for a long time. (BSP, separation function).

A simple proposal.

SSP[ ] , [ ] .

After watching the video lesson, the teacher comments on it in detail.

Independent work

Task: highlight the grammatical basis, draw diagrams, write BSC, SPP, PP.

Sit on the shore with a fishing rod and you will feel a surge of strength. It's autumn and the leaves are falling from the trees. It was quiet in the garden, and only the sound of wheels could be heard from somewhere in the distance. She remembered that on winter evenings grandfather usually played with her. There was a snowstorm outside, the wind was howling, the shutters were shaking and knocking. When the friendly sun came out, Kolya woke up.

She heard barking from the street, and she wanted to answer it.

Under the dictation of the teacher, students write down sentences in notebooks.

Summing up the lesson.

Today we covered another topic from the complex sentence section. In the next lesson we will talk about compound sentences. Please review all the rules you have learned on the topic of syntax.

The students listen carefully to the teacher.

Homework explanation. Grading.

Know about separating and emphasizing punctuation marks between parts of a complex sentence.

Students write down their homework.

Card No. 1. Emphasize the grammatical basis of the sentences. Determine the type of sentence, the function of the sign .

1. Grandfather turned out to be right: a thunderstorm came in the evening.

2. Dersu and I did not wait for the Cossacks to saddle their horses, and went forward.

3. The sun burned like yesterday, the air was still and dull.

4. The forest will be filled with rustling and ringing in the morning, but for now a dark sky with bright, needle-like stars floated over the village.

5. The rays of the sun brightly poured gold over the tops of the pine trees, then went out one after another; the last ray remained for a long time.