Sentence construction scheme in Russian. How to create a sentence diagram with homogeneous sentence members? Simple Sentence Schemes

§ 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, put a comma between them, as well as a conjunction, if there is one 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.-78p.

Since you are here, you are probably a school student who needs to draw up a sentence outline. This is standard homework. The diagram is usually done as part of the syntactic parsing of a sentence, but it can also be done separately.

I suggest you take a test - answer five questions according to the sentence pattern.

Well, what did you get? And now the explanations.

Algorithm for creating a proposal diagram

1. Read the proposal carefully.
2. Find the subject and predicate - the grammatical basis of the sentence. There can be several grammatical bases, in this case the sentence is complex. Underline the subject with one line and the predicate with two lines.
3. Determine whether the sentence is simple or complex.
4. Mark the boundaries of sentences with vertical lines. Mark the boundaries of simple sentences.
5. For complex sentences, determine the conjunction: compound or complex sentence. Coordinating or subordinating conjunction.
6. Highlight the adverbial and participle phrases, if any.
7. Find the minor members of the sentence. Underline them like this:
   • 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.

Graphic symbols

The main clause is indicated by square brackets, and the subordinate clause by round brackets.

Nastya said that she went home.

[-=],(what...).

More examples with round and square brackets for the diagrams in the figure. These are all complex sentences:

Nastya walked and prayed that her mother would not scold her.

[-==],(to...).

When Nastya was getting ready to go home, it began to snow.

(When...),[=-].

It began to snow in the city where Nastya’s house is located.

[…,(where),=-].

Simple sentence diagram

Now let's get back to simple sentences. Let's start with the simplest:

Nastya was walking.

This is already a common proposal, since in addition to the main members, there is a secondary member:

Nastya was walking home.

I will also give examples of one-part sentences. They contain only one member - either the subject or the predicate. The first sentence is the nominative, the main member is the subject:

Here is an impersonal one-part sentence, where the main member is the predicate:

It's getting dark.

Here is a definitely personal sentence in which the main member is the predicate.

I wish you well.

But you don’t need to memorize all these details (impersonal, indefinite-personal) at school, the main thing is to indicate the subject with the predicate. What are one-part sentences generally pass in some class, but they are impersonal or vaguely personal, in my opinion, no longer pass.

There are also simple and complex predicates. Simple:

Nastya was getting ready to go home.

And a complex nominal:

Nastya is glad to be useful.

Schemes with appeals and introductory words

Nastya, go home already!

In the scheme, addresses are designated O and are separated by vertical dashes. Appeals are not parts of the sentence, and therefore are separated by dashes. They can be located anywhere in the sentence. The punctuation marks associated with them are usually transferred to the diagram.

Please, Nastya, go home already!

Introductory words are also not members of the sentence and are separated by vertical lines. They are designated BB:

It seems it's time for Nastya to go home.

Schemes with participial and participial phrases

“Leaving the house” – adverbial phrase DO:

Leaving the house, Nastya suddenly stopped.

“gradually thickening” – participle phrase:

The fog, which gradually thickened, made Nastya's movement difficult.

The cross here indicates the main word “fog”. What kind of fog? Gradually thickening. The question is asked from him, because this is the main word.

The participial phrase can appear anywhere:

Nastya, leaving the house, suddenly stopped.

[...|BEFORE|,...].

Schemes with direct speech

Such diagrams indicate boundaries, direct speech, the words of the author and the punctuation marks associated with them. For example:

“Nastya, or go home!” – someone said loudly.

“[P!]” - [a].

Someone said: “Nastya, or go home!”

Someone said: “Nastya, or go home!” – and Petya did not object.

[A]: “[P!]” – [a].

Complex sentence diagram

In a complex sentence, both parts are equal, neither is subordinate to the other.

Here is a compound sentence with the conjunction “a”:

Nastya walked, and the fog covered her path.

And here is a complex sentence with the conjunction “and”:

The snow was falling and the wind became stronger.

Compound non-union:

The snow was falling and it was getting dark.

A complex sentence has a main clause and a subordinate clause, so sometimes diagrams are drawn up vertically if there are several levels of dependence. The main clause is in square brackets, the dependent clause is in round brackets:

Nastya was told that a test awaited her.

[-=],(what...).

If we further clarify what kind of test awaits her, we get three levels:

Nastya was told that a test awaited her that would determine her life.

[-=],(that...),(which...).

Here both pairs of parentheses look the same, whereas in fact “what test” is the second level of nesting. First, “what awaits” is the “test.” Then “which” – “which will determine”:

[-=],
(What…),
(which...).

But several subordinate clauses do not always mean that they are all at different levels. Two subordinate clauses may be secondary in relation to the main one, but are absolutely equal to each other:

When Petya approached, Nastya squinted to get a better look at him.

(when...),[-=],(to...).

Nastya squinted when? When Petya approached.

Nastya squinted her eyes why? To get a better look at it.

Both subordinate clauses refer to “Nastya squinted” - they clarify why and when she did it. And not one subordinate clause specifies another clause. Both are equal, since each clarifies the main thing:

[-=],
(when...), (to...).

If drawing up diagrams for complex sentences is still difficult for you, read this article carefully. It contains examples of complex sentences with patterns of all possible types. Read them carefully and the task of creating an outline for a complex sentence will no longer seem difficult to you.

What is a complex sentence

Difficult to subordinate is a sentence whose predicative parts are in unequal relationships with each other. One of the parts is the main one, the other (others) is the subordinate part, i.e. dependent on the main one. The subordination of a subordinate clause is expressed using subordinating conjunctions and allied words.

In addition, a subordinate clause can refer to the entire main clause as a whole (that is, extend it) or to some word in its composition.

Types of complex sentences by meaning

Depending on what kind of conjunctions and allied words the subordinate clause is attached to the main one and what semantic relationships develop between the parts of the dictionary, the latter are divided into several types. To make it shorter, we will call the types of complex sentences by types of subordinate clauses:

Subordinate clause explanatory. Connection with the main sentence is carried out through conjunctions what, how, to, whether.

Father said that mother would return from work late.

[ … ], (What …).

Subordinate clause definitive. Communication with the main sentence is carried out using allied words which, which, whose, what, where, where, from, how.

No one could remember whose yellow umbrella stood in the corner all evening.

[ ... ], (whose …).

Subordinate clause connecting. Connection with the main sentence is carried out using allied words why, why, why, all case forms of the word What.

Explain to me clearly why Nastya is doing all this.

[ … ], (For what …).

Subordinate clause circumstantial. This meaning expresses a large number of conjunctions and allied words. Therefore, this type of NGN is divided into several more subparagraphs, depending on what adverbial meanings are expressed by means of communication (conjunctions and allied words).

The children were looking forward to the holiday finally coming and the Christmas tree being brought into the house.

[...], (when...), and (...).

Circumstantial meanings:

places(means of connection between the subordinate and main parts - conjunction words where, where, from);

They walked for a long time, stumbling, and in the evening they came to the edge of the forest, from where the road to the city was visible.

[ ... ], (where …).

time when, while, only, only);

And she kept calling and crying, crying and calling, until the window finally opened.

[ … ], (Bye …).

conditions(means of connection between subordinate and main parts - conjunction If and so on.);

If you go straight now and turn right at the corner, you can go straight to the library.

(if...), [then...].

causes(means of connection between subordinate and main parts - conjunctions because, since);

Children often act against the will of their parents, because young people want to quickly try their own strength.

[ … ], (because…).

goals to);

To achieve your dream, you will have to try hard.

(to …), [ … ].

consequences(a means of connecting the subordinate and main parts - conjunction So);

The actor prepared a lot for the audition, so he was able to get the role.

[ ... ], (So…).

concessions(a means of connecting the subordinate and main parts - conjunction Although);

Although I had never been in a hot air balloon before, operating the burner and keeping the basket at the right height was not too difficult.

(Although …), [ … ].

comparisons(means of connection between subordinate and main parts - conjunctions as if, as if, than);

Everything was spinning and swimming before my eyes, as if a stupid colored carousel had spun me in a circle.

[...], (as if...).

measures and degrees(means of connection between subordinate and main parts - conjunctions what to and allied words how much, how much);

I cannot express in words how grateful all these people are for your timely help!

[...], (how much...).

course of action(means of connection between subordinate and main parts - conjunctions what, in order, as if, how, exactly, as if, as if and a union word How).

Gather your courage and dance as if there is not a single person in the entire large hall.

[...], (as if...).

Position of the subordinate clause in the IPP

As you may have noticed when looking at complex sentences with diagrams, the positions of the main and subordinate clauses are not rigidly fixed; you can come up with several different combinations.

A subordinate clause can be placed before the main clause:

No matter what difficulties await you along the way, you must persistently pursue your cherished goal!

(which …), [ … ].

The subordinate clause can be placed after the main clause:

Go to your mom and ask her to help us.

[ … ], (to …).

A subordinate clause can be included inside the main clause:

Everywhere we went, we were followed by surprised looks.

[ …, (Where …), … ].

Obviously, there does not have to be only one subordinate clause in the SPP. There may be several of them. Then it is worth considering all the options for what kind of relationship develops between subordinate clauses and the main one.

It is also worth clarifying that the scheme of a complex sentence can be not only linear ( horizontal), as in the examples above. Flowcharts ( vertical).

So, for several subordinate clauses the following cases are possible:

Scheme for parsing a complex sentence

A reasonable question may arise as to why all these NGN schemes are needed. They have at least one practical purpose - an obligatory part of the syntactic parsing of a complex sentence is the compilation of its diagram.

In addition, the diagram of a complex sentence will help to correctly analyze it for parsing.

SPP parsing diagram includes the following task items:

1. Determine whether the sentence is based on the purpose of the statement: narrative, interrogative or motivating.
2. What - according to emotional coloring: exclamatory or non-exclamatory.
3. To prove that a sentence is complex, you need to define and indicate the grammatical basics.
4. Indicate what type of connection between parts of a complex sentence is present: conjunction, intonation.
5. Indicate the type of complex sentence: complex sentence.
6. Indicate how many simple sentences are included in a complex one, and by what means subordinate clauses are attached to the main one.
7. Label the main and subordinate parts. In the case of a complex sentence with several subordinate clauses, they should be designated by numbers (degrees of subordination).
8. Indicate which word in the main sentence (or the entire sentence) is associated with the subordinate clause.
9. Note the way of connecting the predicative parts of a complex sentence: a conjunction or a conjunctive word.
10. If there are any, indicate indicative words in the main part.
11. Indicate the type of subordinate clause: explanatory, attributive, connecting, adverbial.
12. And finally, draw up a diagram of a complex sentence.

To make it clearer, parsing sample complex sentence:

The sentence is narrative, non-exclamatory, complex. This is a complex sentence made up of four simple clauses. Means of communication: intonation, allied word When, subordinating conjunction What.

The SPP consists of one main and three subordinate clauses: the first (2) and second (3) subordinate clauses are attributive, both extend the word day in the main sentences and answer the question which? Connected together by a coordinating conjunction And. The third subordinate clause (4) is adverbial (measures and degrees), extends the predicate of the second subordinate clause (3) and answers the questions how much? to what extent?

Thus, this is a complex sentence with the following types of subordinate clauses: homogeneous and consistent.

Summary

We examined in detail different schemes of complex sentences with examples. If you have carefully read the article, no task related to SPP will no longer seem difficult to you.

We also focused on the types of IPS schemes (horizontal and vertical). And, most importantly, how these diagrams will help you correctly parse complex sentences.

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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 the cognitive activity of students in 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 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” the 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 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.

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.

Such schemes are convenient to use 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 sentence

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 have been 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, arouses 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).