Video lesson “Sentences with homogeneous members. Homogeneous members of a sentence in Russian

1. Homogeneous members of the sentence- these are the members of the sentence that
are related to the same word in a sentence and usually answer
same question. These are also the same members of the sentence,
united with each other by a creative connection.

Homogeneous members can be both major and minor members
offers.

Here's an example:
The old carpenter Vasily and his apprentice do the work slowly,
thoroughly.

In this sentence there are two rows of homogeneous members: homogeneous
the subjects Vasily and the student correspond to one predicate -
perform;
homogeneous circumstances of the course of action slowly, thoroughly
depend on the predicate (perform (how?) slowly, thoroughly).

2. Homogeneous members are usually expressed by the same part of speech.

Let's give an example: Vasily and the student are nouns in
nominative case.

But homogeneous members can also be morphologically heterogeneous:

A young lady of about thirty-two entered, glowing with health, with
laughing lips, cheeks and eyes.
In this sentence, among homogeneous definitions, the first is expressed
noun phrase in the genitive case (age thirty-two),
the second – a participial phrase (blazing with health), the third –
a combination of three nouns in the instrumental case with a preposition with
with dependent participle (with laughing lips, cheeks and eyes).

Note. Sometimes a coordinating connection can connect and
opposite members of a sentence.
Let's give an example: It is not clear who and how distributed it throughout the region
news of the birth of a white boy.
Conjunctive words in a subordinate clause are different members
sentences (subject who and adverbial manner of action how, but
They are connected by a coordinating conjunction and).

3. Homogeneous members are connected by coordinating conjunctions and intonation or just intonation. If homogeneous terms are separated by a comma, then
commas are placed only between them. Before the first homogeneous member,
There are no commas after the last homogeneous term.

Punctuation marks for homogeneous members X.

A) Non-union connection - a comma is placed between homogeneous members.

* , *, *
Here's an example:
A strange, motley, dense life passed with terrible speed.

Single connecting unions(and, yes=and) or disjunctive conjunctions
(either, or) – a comma is not placed between homogeneous terms.

* And *; * or *.

Here's an example:
She cried and stamped her feet;
Here and there along the road you come across a white birch or a weeping willow.

Note.
Conjunctions and, yes and, yes can have a connecting meaning. These unions
They introduce not homogeneous, but connecting members of the sentence. In that
In this case, a comma is placed before the conjunction.
Here's an example:
People made fun of her, and rightfully so.
“People made fun of her, and rightly so;
Why would you order an artist, and a bad one at that, to draw?
- Why would you order an artist to draw, and a bad one at that?

Opposing alliances(but, but, but, however=but, yes=but) – a comma between
homogeneous members are placed.
*, A *; *, But *; *, however *; *, but *

Let's give an example: He looks handsome, but young;
Now the lake shimmered not entirely, but only in a few places;
Our kindergarten is small, but cozy.

D) Double and paired unions(if not..., if not..., then; not
so much..., so; although..., but also; both..., not only..., and; but also;
How many; as much... as; not that..., but; Not really...,
a) – a comma is placed between homogeneous terms.
Not only but *; both * and *; although *, but also *.

Here's an example:
The rainbow stretched not only over the outskirts of the city, but also far away
around;
I have instructions from both the judge and all our friends to reconcile
you and your friend;
For Vasily Vasilievich, although familiar, the power of Erofey was heavy
Kuzmich.

Homogeneous members can be combined with a general word. Generalizing
the word is the same member of the sentence as other homogeneous
members, answers the same question, but has a general meaning:

A generalizing word denotes the whole, and homogeneous members denote parts of it.
whole:

Outside the city, a village was visible from the mountain: square blocks, wooden
buildings, overflowing gardens, church spiers;

A generalizing word denotes a generic (general concept), and homogeneous
members – specific (more particular concepts):

Birds screamed shrilly: roosters, geese, turkeys (Fadeev).

Generalizing words are expressed by different parts of speech, but most often
pronouns and pronominal adverbs and nouns:

The forest is always beautiful: both on winter days and in spring (always -
pronominal adverb); Everything is here: both the building and the greenery - I perceived
especially I (everything is a pronoun).

Self-control task:
1. Find homogeneous members in these sentences.
What parts of speech are they expressed by?
Explain the spelling of the highlighted words, analyze them according to their composition
a) Visitors to the exhibition examined metal products with interest,
glass vases, national costumes, embroidery, jewelry from
mother of pearl brought from distant islands.
b) People came to the meeting to exchange experiences, to understand the assumptions
mistakes, outline a plan for further work.
c) Edward walked quickly, with a measured step, without looking around.

423. Read. Find and underline the main parts of the sentences. Ask them questions.

How do the second and third sentences differ from the first? And the second from the third?

What has changed in this proposal compared to previous ones? What question arises?

The second and third sentences differ in that they each have two predicates.
The fourth sentence is different in that it has three subjects. The question arises: can a sentence have two or even three predicates and what can they be called?

424. Read. Find and underline the main members in the sentences. Ask them questions.

Compare offers. What is the difference? What conclusion can you draw?

Check the meaning of the adjective homogeneous in the explanatory dictionary. Why do you think these parts of the sentence are called that?

Sentences 2,3,4 have several predicates, they are separated by commas and connected by the conjunction and. we can conclude that a sentence can have several predicates with one subject or several subjects with one predicate. A sentence with several subjects or predicates is called a sentence with homogeneous members. In the explanatory dictionary, the word homogeneous is interpreted as follows: identical, belonging to the same group (genus, category).

425. Read an excerpt from G. Sapgir’s poem “Wonder Forests.” What parts of the sentence does the forest song consist of? Read it with the intonation of enumeration. Are there any homogeneous members in this passage? How should this sentence be read? Write a forest song.

The forest song consists of subjects. This passage also contains homogeneous predicates: let’s sit down, let’s sing. When reading this poem, you need the intonation of enumeration.

426. Read the text to yourself. What words should be read with enumeration intonation? Read aloud, observing the intonation of the enumeration.

Prove that ancient Russian names speak about the richness of the Russian language. Have you come across these names? Where? Tell. What surnames do you think were formed from these names?

According to the child’s character: Besson, Molchan, Nesmeyana, Neulyba, Dobr, Smirnoy. According to the feelings that children evoked in their parents: We love, Lyubava, Milava, Nechay. These names are found in the surnames that came from them: Belyay - Belyaev, Molchan - Molchanov, Bulgak - Bulgakov, Smirnoy - Smirnov, Lyubim - Lyubimov, Nechay - Nechaev, Chernyay - Chernov, Nekrasa - Nekrasov.

427. Write down the sentences. Find and label the main terms. Are any of them homogeneous? Show graphically which parts of the sentence are homogeneous. Read sentences with homogeneous members. Don't forget about the intonation of the enumeration.

428. Write down the text. Find and underline the main members in each sentence. Show graphically homogeneous members.

Underline familiar spellings and explain the spelling.

Consider again the schemes of sentences with homogeneous members. What sign separates homogeneous members in a letter?

429. Read. Determine which scheme corresponds to each sentence. Write in the order of the diagrams.

At night, birch and spruce trees sleep in the fields to the tunes of a blizzard.

A bull stands in the yard and chews his tongue.

The sun will come out again and look into our windows.

430. Write down the sentences based on the diagrams.

Geese and swans nest on the lake.

Geese and swans swim, splash, dive.

In the summer, robins and nightingales sing so wonderfully.

431. Write down the text. Place a comma between homogeneous terms where necessary. Show graphically homogeneous members.

432. Compose and write down sentences using diagrams.

The Volga and Oka flow into the Caspian Sea.

White lilies and yellow water lilies bloomed in the pond.

The bright stars twinkled, shone, shone.

433. Compose and write sentences that contain: 1) two homogeneous subjects with one predicate; 2) three homogeneous subjects with one predicate; 3) two homogeneous predicates with one subject; 4) three homogeneous predicates with one subject. Place punctuation marks correctly. Spelling underlines.

434. Read the text. What is his main idea? List the punctuation marks that you know. Which of them are placed only at the end of the sentence, and which - only inside the sentence?

The main idea of ​​the text: punctuation marks, like intonation, allow you to more accurately understand the text, help convey what cannot be conveyed only in words. Punctuation marks: period, question and exclamation marks, ellipsis. You can put a comma or a dash in the middle of a sentence.

435. What can punctuation marks tell us about the meaning and intonation of these sentences?

Make up and write down sentences based on these diagrams. What are these sentences in terms of the purpose of the statement and intonation?

436. Read. What questions do the highlighted words answer? Which parts of the sentence do they belong to? Which parts of the sentence are the highlighted words - main or secondary? What conclusion can you draw about homogeneous members of a sentence?

Write down the text and underline the grammatical basis in the sentences. Graphically show homogeneous parts of the sentence.

437. Write it down. Underline the main members. Graphically designate homogeneous members of the sentence. What are they - main or secondary? Explain why a comma is or is not placed between homogeneous terms.

What are these sentences in terms of the purpose of the statement and intonation? Underline the spellings in words and between words. Explain the spellings.

438. Read. What signs come at the end of a sentence? Which sentence should be read with the intonation of enumeration? Why? What signs should be put in this sentence?

Write down the second and third stanzas. Open the brackets and insert the missing letters.

Show graphically homogeneous members.

Matryoshka dolls carry iodine,
Bandages, bags of cotton wool.
And Vanka suddenly gets up
With a roguish smile.
- believe me, I'm alive!
And I don't need a babysitter!
This is not the first time we have fallen -
That's why we are Vanka - Vstanka!

439. Dictation with preparation. Read it. Underline and explain the spellings. Underline the main parts of the sentences with a simple pencil. Show homogeneous members. Place commas where necessary. Close your textbook. Write from dictation.

no comma needed. 2) Complex sentence, before the conjunction And no comma is needed. 3) A complex sentence, before the conjunction And a comma is needed. 4) A simple sentence with homogeneous members, before the conjunction And a comma is needed.

walked along the main(-a; 1st; unit)..., along(n.o.; 3rd; unit)... and along(n.o.; 2nd ;unit)... . partridge, square, avenue, lynx, black grouse, street.

question and related to one

member of the proposal;

c) words related to the same member of the sentence, but answering

answering various questions.

2. In which sentence are the definitions homogeneous (no commas):

a) Let's buy a comfortable wide table.

b) Let's buy a comfortable desk.

3. Find a sentence with homogeneous members:

a) The sea catches the arrows of lightning and extinguishes them in its depths.

b) The moon was behind the clouds, and the snowdrifts seemed blue.

c) It was raining in the morning and the sky was overcast.

4. Is a comma placed between homogeneous members connected by a conjunction?

mi, in stable combinations:

5. A colon is placed in generalizing words:

a) if the generalizing word comes in front of homogeneous members;

b) if the generalizing word comes after homogeneous members.

6. Find a sentence that matches the pattern: O: O, O, O -…

(no commas included).

a) The basket contained various fruits: apples, pears, grapes, peaches.

b) From sea fish, cod, herring, halibut, you can prepare a lot of delicious food -

special dishes.

c) Morning dispels all fear, fatigue and excitement.

1. In what ways are homogeneous members of a sentence connected:

a) coordinating conjunctions and intonation;

b) subordinating conjunctions and intonation.

2. Find the adversative conjunction:

3. Which group does the union belong to or:

a) composing;

b) adversarial;

c) dividing.

4. Find homogeneous members in sentences and determine their syntax

ical function.

a) We examined our new home and found many necessary things here.

b) Reality is reflected pinkly and unsteadily in dreams.

c) A long-legged shadow from a white, short-legged Murzik with red spots.

d) Tasya and Voloshin stood next to Streletsky.

1. subject;

2. predicate;

3. definition;

4. addition;

5. circumstance.

5. Determine how homogeneous members are related to each other:

a) This bird generally loves lakes, rivers, and swamps.

b) There were narrow and sharp racing ships and wide seaworthy boats.

1. union connection;

2. non-union connection.

I often travel by train. I like to look out the window. "Bold Font" (Outside the train window, fields flash by. Rivers flash by outside the window. Forests flash by. Villages flash by).

Please note that homogeneous members allow you to express the meaning of several sentences in one sentence.

water.b) An intense artillery duel.c) Lelya, laughing, ran up to the terrace.d) What a wonderful morning: the dew has fallen and the birds are singing!e) He failed to kill either the fox or the hare.2. Find sentences with introductory words: a) Little by little, my capercaillie, however, calmed down. b) Ah, finally you remembered about me. c) Finally the train appeared. d) Apparently, he attached considerable importance to his words. e) Undoubtedly, work ennobles a person.3. Find sentences with isolated definitions: 1) The whole appearance of Arkady’s uncle, graceful and thoroughbred, retained youthful harmony. 2) The tram heading to the stadium was overcrowded. 3) At the table, an accountant who had arrived from the village was rummaging through books. 4) Illuminated by the moon and blocked by shadows, the face was scary.5) Exhausted, dirty, wet, we finally reached the shore. 4. Indicate sentences with non-isolated circumstances: 1) Despite all my efforts, I could not fall asleep. 2) Klim Samgin walked along the street cheerfully and not giving way to people he met. 3) Having removed the bridle from the piebald gelding, Nester scratched him under the neck . 4) Savka said the last words smiling, and my heart went cold. 5) The young graces of Moscow at first silently look at Tatyana from head to toe. 5. How is this sentence complicated? The wounded rook at first desperately defended himself with his beak, but, obviously realizing the futility of the struggle, he calmed down, only looking at people in fear with eyes as black as ripe bird cherry. 1) homogeneous members; 2) introductory words; 3) comparative phrase ;4) a separate circumstance; 5) a separate definition.6. Indicate the correct version of punctuation marks (comma): The sun (1) illuminated the open spaces (2) the day sparkled (3) with multi-colored colors (4) caressing the eye.1) 1, 2, 4.2) 2, 3.3) 4.4) 2, 4.5) 1, 2, 3, 4.7. In what cases should a structure be isolated?1) I felt this as the greatest happiness.2) As a person of high rank, it is not appropriate for me to ride a bicycle.3) The boat swayed heavily on the waves like a seal.4) The sky is like a blue tent.5) Light almost like during the day.8. Indicate the sentences where a comma should be placed before and: 1) In the endless, free expanse, there is brilliance and movement, roar and thunder. 2) The water has long since disappeared from the Terek and quickly ran down and dried along the ditches. 3) Let us forgive the fever of youth and the youthful heat and youthful delirium.4) Their prophetic language is truthful and free and is friendly with the will of heaven.5) The cast iron wheel turns and hums and blows with the wind.9. A comma in place of gaps is placed in sentences: 1) His behavior _ seems _ strange to everyone. 2) The steamer will depart _ of course _ not before dawn. 3) The night was moonlit _ soft.4) Oh, you Volga _ dear Volga _ who doesn’t love your shores! 5) You _ means _ were waiting for me.10. A punctuation error was made in the sentences: 1) I would have taken everything with me - both your forests and your fields. 2) At night everything around: the river, the fields, the forest was quiet and beautiful. 3) And along the boundary, and along the ditch under the boundary - colorful flowers everywhere.4) It was a beautiful wooden house.5) Lulled by sweet hopes, he slept soundly.

Speech defects associated with the use of homogeneous members in a sentence are varied. The following varieties can be distinguished: 1) combining by coordinating connection words denoting logically incomparable concepts; 2) unequal morphological design of homogeneous members of the sentence; 3) violation of compatibility rules when connecting the second component; 4) use of conjunctions that does not correspond to the norm; 5) excessive lengthening of a number of homogeneous members; 6) combining different types of syntactic units with a coordinating connection.

I. Combining by coordinating connection words denoting logically incomparable concepts

The main rule for constructing a sentence with homogeneous members is that a coordinating connection combines components that denote logically comparable concepts. In the speech of children, this pattern is sometimes violated. The causes of the disorder are not strictly linguistic, but rather psychological in nature and are associated with the characteristics of the transition from internal to external speech67.

a) Combining words denoting generic and specific concepts in a normative language is unacceptable (with the exception of several combinations of words legitimized by speech practice, for example: pioneers and schoolchildren, Komsomol members and youth). In the speech of schoolchildren it occurs quite often: “People and children will walk the streets joyfully” (questionnaire, 2); “The leaves in the forest smell of berries, greenery, nature and mushrooms” (op., 5). Obviously, the emergence of such combinations is a consequence of lexical-semantic errors: the word people is understood here in a narrowed meaning - “adult people”, and the word nature is also used in a specific meaning.

b) Combining words that are semantically distant from each other is a common mistake among schoolchildren.

Cases of combining concrete and abstract nouns as homogeneous members are common: “For complete happiness, I lack good study, discipline, grandfather and dad” (questionnaire, 3); “Most of all I love bananas, Saturday and gymnastics” (questionnaire, 2); “He was surprised by her eyes, modesty, almost childish gullibility” (op., 7).

Sometimes children use homogeneous components that denote phenomena of unequal significance, for example: “I ran in there and “saw that my mother was standing in the middle of the kitchen and covered her face with her hands” (op., 4) - it would be much more appropriate to denote a secondary action with using an adverbial phrase - covering his face with his hands; “The hungry beast was led along the corridor into a large room, tied to a long rope and only one free corner was left, which the bear could not reach” (illustration, 5) - it would have been better if only one was left. free corner.

In a number of cases, the emergence of non-normative coordinating sequences is provoked by homonymy of syntactic forms. Compare: “The girl has a slender figure” and “The girl has a cheerful mood”, the sentences are different in semantics: in the first we are talking about external qualities, in the second - about the mental state of the subject. However, the fact that their formal structures coincide can lead to their merging into one sentence: “Marina has a slender figure and a cheerful mood” (op., 5). Similar examples of manifestations of syntactic homonymy:. “It was a boy in a sports jacket and freckles” (op., 7); “After the holiday we went home with gifts and a great mood” (op., 3); “Dyushka with an open soul and with a brick in his hands goes to Sanka Erakhov” (op., 8); “I congratulate you from the whole class and with all my heart” (oral, 6).

A provoking moment can also be the presence of not one, but several meanings in a word that acts as the main one in relation to homogeneous members. Each of the dependent words can correlate with the subordinating word in one of its meanings; combining them as part of a complex phrase creates a comic effect not intended by the author1. Compare: “play the harp” and “play chess.” As a result of combining these combinations, a non-normative complex phrase arises: “The good market woman plays the harp and chess beautifully” (op., 5); “When the owner was drunk, he broke the dishes in the house and the boy” (op., 5).

2. Uneven morphological appearance of homogeneous

members of the proposal

Variation in the morphological design of homogeneous members of a sentence is found in normative language (for example: “Has it ever happened that, laughing or in sadness, you mistakenly said something good about someone?”). Researchers, however, note that it is preferable in speech practice to express homogeneous members of a sentence using the same type of morphological forms. In some cases, the need for the same morphological expression is directly prescribed by the linguistic norm. It is in these cases that speech errors may occur. Thus, a noun and an infinitive cannot be combined by a coordinating connection. In the speech of children, such constructions are often found: “The girl loves cleanliness, decorative dishes and reading books” (op., 5). The norm does not allow short and full forms of adjectives to be combined as homogeneous nominal parts of the predicate.

Therefore, the sentences are poorly constructed: “Don Quixote was tall and thin” (op., 6); “He was thin, skinny and somewhat stupid” (op., 7). The use of a noun and an adjective connected by a coordinating connection as a nominal part of the predicate does not correspond to the norm: “In all his stories, Chekhov ridiculed those who were chameleons and vain” (op., 5). From the point of view of the linguistic norm, coordinating combinations of adverbs and gerunds are not permitted (if the latter do not have a transition to adverbs): “They walked down the street quickly and talking about something of their own” (op., 6).

3. Violation of compatibility rules when connecting

second component

Shortcomings of this kind are explained not so much by ignorance of the rules of lexical and syntactic compatibility, but by an insufficiently developed amount of RAM and inability to plan the text. As a result of connecting the second component, a non-normative combination may arise, which the speaker (writer) does not notice. As observations show, children in most cases can correctly connect both the first and second components separately to the main word. When composing a sentence, they do not take into account the fact that homogeneous members of the sentence must not only be connected by a coordinating connection with each other, but also relate equally to a certain third element, making combinations with it that are normal from the point of view of grammatical and lexical norms.

Two types of speech irregularities in this area can be distinguished.

a) Violation of norms of lexical compatibility. The non-normative combination “listen to interests” appears in the sentence “If I were a teacher, I would listen more to the opinions of the children and their interests” (note, 5); the non-normative combination “cannot hear the wall newspapers” is formed in the sentence: “The school was empty, the cheerful voices of the children and the bright wall newspapers could not be heard” (op., 5). This phenomenon is also possible in cases where at least one of the components united by a coordinating connection is characterized by non-free compatibility (has a phraseologically related meaning). So, for example, the word joy is combined with the verb covers, but is not combined with the verb disassembles, and the word curiosity can be combined with both the first and the second verb. When a sentence is formed on the basis of these combinations, the following non-normative combination is obtained: “I was sorted out by curiosity and joy” (op., 6), in which the incorrect combination “was sorted out by joy” appears.

b) Violation of the norms of syntactic compatibility, for example: “Sophya, to annoy and insult Chatsky.

spreads gossip" (op., 8). In this sentence, the combination “to annoy Chatsky”, which was not intended by the author, appears. The eighth-grader who used this sentence, in a lesson devoted to analyzing essays, correctly composed two isolated combinations “to annoy Chatsky” and “to offend Chatsky.” This means that the point is not that he does not know the rules of management, but that he does not know how to sufficiently plan the text. Similar errors: “The artist admires and loves generous and rich nature” (op., 4); “Pushkin’s poems express confidence and love for the future of Russia” (op., 8). As a rule, the form required by the closest of a number of related members is chosen.

4. Inappropriate use of conjunctions

The correct word order is considered to be one in which the parts of a double conjunction stand directly before the homogeneous members68. In the speech of schoolchildren, this rule is violated extremely often: “At the ball there were not only snowflakes from this snowdrift, but also from others” (op., 4); “This man can not only let down his friend, but also all his comrades who have known him since childhood” (op., 7). The reason for this shortcoming is insufficient mastery of compositional skills: when constructing such structures, the speaker (writer) faces a difficult task: not only to achieve lexical and grammatical “coordination” of the used components of the sentence, but also to choose the only possible order of their arrangement. The difficulty is also associated with the transition from oral to written speech - in oral speech, non-normative word order could be quite acceptable, provided that the composed parts are correctly intonated; When translating oral speech into writing, the role of intonation is lost, but the writer continues to subconsciously rely on it.

Sometimes the second part of a double conjunction is not only... but also replaced: instead of but, a is used. A non-normative union “not only... but also” arises: “The author speaks not only about her external beauty, but also about her internal beauty” (op., 7).

5. Excessive lengthening of a number of homogeneous members

Theoretically, a series of homogeneous terms can be infinitely long. However, in practice it is limited by the capabilities of perception: the listener (reader) is not able to perceive too long a series. In the speech of schoolchildren (especially in written form), such overly “weighted” rows are sometimes encountered. In some cases, features that are far from each other appear to be combined. Especially often such “weighted” rows are found in the characterization: “Gavrik’s character especially showed cunning, caution, vigilance, courage, great willpower, real fisherman’s pride, endurance, patience, restraint, caring” (op., 5); “Dobrynya was honest, smart, noble, courageous and decent” (op., 5)1

6. Combination of different types of syntactic units by coordinating connection

Composition is a way of connecting not only members (including isolated ones) of a simple sentence, but also simple sentences themselves as elements of a complex sentence. The norms of the language dictate the rules for the “composition” of syntactic units, determining the possibilities of such a connection based not only on the meaning, but also on the grammatical form. It is known that compositional relations can connect a non-isolated member of a sentence with another non-isolated member, an isolated member - with another isolated member of the same name (for example, an isolated adverbial - with an isolated adverbial, etc.), a simple sentence with a simple sentence.

In the speech of schoolchildren, there are numerous cases of violation of this pattern. At the same time, the functional commonality of syntactic units seems to overcome the significant formal and grammatical differences between them. There are several main types of speech errors in this area.

a) Combining a member of a simple sentence and a subordinate clause with a coordinating connection: “I don’t like war, smoke, devastation and when I get a bad mark” (questionnaire, 2); “I don’t like being sick or being scolded” (questionnaire, 2) - in both the first and second cases, complements and subordinate explanatory clauses that have an objective meaning are connected by a coordinating connection; “I would like to get a dog for interest and to make it fun” (op., 4) - in this case, the adverbial connection of the goal and the subordinate clause with a similar meaning are combined by a coordinating connection; “In the story “The Captain's Daughter” “Pushkin showed people with completely different characters, but who have such qualities as courage and nobility” (op., 7) - the relations of the essay are connected by an inconsistent definition and a defining subordinate clause.

b) Combining a separate definition and a defining subordinate clause through a coordinating connection: “He saw a young Georgian girl who came for water and who struck him with her beauty” (op., 7); “Again Pugachev appears next to Grinev, only now it is not the tramp who met Peter during a snowstorm and whom he thanked with a glass of wine, but the peasant king who raised the people against their masters” (op., 7).

c) Combining a separate thing with a coordinating connection

circumstance and adverbial subordinate clause: “When he was walking around the city; / and seeing the unfortunate orphans, he decided to paint a picture *” (op., 6) - the common function that triumphed over formal grammar over differences, here is the function of expressing time. In the same way, other adverbial meanings are expressed in students’ speech, for example, the meaning of the condition: “Walking from morning to evening and if you don’t study, you won’t pass exams” (note, 7).

d) Combining a separate definition and a separate circumstance through a coordinating connection: “Having betrayed his oath and communicating with Pugachev, Shvabrip showed his character and bad traits” (op., 7). This kind of unification usually occurs in cases where a separate definition has a connotation of additional adverbial meaning.

1. The concept of homogeneous members.

2. Unions with homogeneous members.

3. Homogeneous and heterogeneous definitions.

4. Generalizing words with homogeneous terms.

Homogeneous members of the sentence - these are members of the same name, connected to each other by a coordinating connection and performing the same syntactic function in a sentence, i.e. united by the same relationship to the same member of the sentence. Homogeneous members are connected or can be connected by coordinating conjunctions and are pronounced with the intonation of enumeration. In the absence of conjunctions or when they are repeated, homogeneous members are also connected by connecting pauses. Both main and secondary members of a sentence can be homogeneous, for example:

The gardener fell silent, put the tube behind the top of his boot (P.S.) - homogeneous predicates;

Caps and scarves, overcoats and overalls (E.N.) walked past Dunyashka - homogeneous subjects;

On the corners of the album sheets, Vasya drew birds, animals and angels (P.S.) - homogeneous additions.

Homogeneous members of a sentence can be uncommon and widespread, those. may have explanatory words, for example:

Everything moved, woke up, sang, made noise, spoke (T).

My horse jumped through the bushes, tore the bushes with his chest (L.)

Homogeneous members may have the same morphological expression, but may be heterogeneous, for example:

Now she is somehow quiet, bright and affectionate in words (K.V.)

The presence of homogeneous members of a sentence is not considered in the following cases:

1. When repeating the same words in order to emphasize the duration of an action, a multitude of persons or objects, an enhanced manifestation of a characteristic, etc., for example: I'm going, I'm going in an open field (P.); Here is a dark, dark garden (N.)

2. In complete expressions of a phraseological nature: both day and night; both old and young; neither this nor that; neither give nor take; neither back nor forward, etc.

3. When two verbs are combined in the same form, acting as a single predicate (in the meaning of an action and its purpose, an unexpected or arbitrary action, etc.), for example, I'll go look at the class schedule; took it and did it the other way around, etc.

To connect homogeneous members of a sentence, the following categories of coordinating conjunctions are used:

1. Connecting unions: and, yes,(meaning “and”), neither...nor, etc. Union And can be single or repeating. A single conjunction shows that the enumeration is exhaustive, for example: Screaming, barking and howling were heard outside (Ars.).

The repetition of the conjunction before each homogeneous member of the sentence makes the series incomplete and emphasizes the enumerative intonation, for example: And the sling, and the arrow, and the crafty dagger spare the winner years (P.).

Union And can connect homogeneous members in pairs, for example: They came together: wave and stone, poetry and prose, ice and fire are not so different from each other (P.).

Repeating conjunction no no used in negative sentences, acting as a conjunction And, For example: Neither the sea nor the sky were visible behind the rain (M. G.)

Union Yes(in the meaning of “and”) is used mainly in colloquial speech; its use in works of art gives the speech a touch of simplicity, for example: And Vaska listens and eats (Kr.); Open the window and sit with me (P.).

Union Yes is also used as a repeating member, but cannot appear before the first homogeneous member, for example: Dog, Man, and Cat, and Falcon once swore to each other eternal friendship (Kr.).

Unions also, yes, and have a connecting meaning, for example: I peacefully enjoyed my work, success, fame, as well as the works and successes of my friends (P.)

Double alliances as... and, not so... as, not only... but (a) and, not so much... as, as much as... so much, although and... but, if not... then comparisons and comparisons have meaning, for example: Although it is simple in appearance, it has a wonderful quality (Kr.).

2. Opposing unions: ah, but, yes(meaning "but"), however, etc.

Union A shows that instead of some objects, signs, actions, others are established, i.e. that one concept is affirmed and the other is denied, for example: The Tit gave glory, but did not light the sea (Kr.).

In the absence of negation, the union A indicates opposition, for example: The dog grows on the brave, but bites the coward (proverb).

Union But introduces a connotation of limitation, for example: On the right bank there are peaceful, but still restless villages (L. T.)

Union Yes adds a conversational tone, for example: He who is noble and strong, but not smart, is so bad if he has a good heart (Kr.).

Conjunctions emphasize opposition however And but, For example: I hesitated a little, but sat down (T.).

A connecting conjunction can act as an adversative conjunction And, For example: I wanted to travel around the whole world, but I didn’t travel a hundredth part (Gr.).

3. Separating unions: or, either, whether... whether, then... that, not that... not that, etc.

Union or(single or repeating) indicates the need to select one of the concepts expressed by homogeneous members and excluding or replacing each other, for example: I was allowed to go to the river with Yevseich every day, either in the morning or in the evening (Aks.)

Union or, with the same meaning (usually repeated), has a colloquial character, for example: Gavrila decided that the mute either fled or drowned along with his dog (T.)

Repeating conjunction then... then indicates alternation of phenomena, for example: The stars blinked with faint light and then disappeared (G.)

Repeating conjunction whether... whether has a separative enumerative meaning.

Repeating conjunctions not that... not that, or... or indicate the uncertainty of the impression or the difficulty of choice, for example: There is either laziness or tenderness in the heart (G.)

In the Russian language, it is customary to distinguish between homogeneous and heterogeneous definitions.

Homogeneous definitions are each directly connected with the word being defined and are in the same relationship to it. Homogeneous definitions are connected with each other by coordinating conjunctions and enumerative intonation or only by enumerative intonation and connecting pauses.

Homogeneous definitions are used in two cases: a) to designate the distinctive features of different objects, b) to designate different characteristics of the same object.

Ex: Red, green, yellow, blue sheets of light fall on passers-by (K..)

Chapaev loved a strong, decisive, firm word (Ch.)

Definitions are heterogeneous if the preceding definition does not refer directly to the defined noun, but to a combination of the subsequent definition and the defined noun, for example: The sun disappeared behind advanced low ripped cloud (L.T.).

Heterogeneous definitions characterize the subject from different sides, in different respects, for example: large leather briefcase(size and material), long pale face(shape, color), beautiful Moscow boulevards(quality, location).

A generalizing word is usually a grammatical form of expression of a generic concept that unites, on the basis of material proximity, subordinate concepts, the grammatical form of expression of which is the homogeneous members of the sentence, for example:

The village, the haystacks, the paths were all covered with snow (E.N.).

Everywhere: in front, behind, on the left, on the right - vast native expanses stretched out (K.V.).

Often, words denoting a concept with a wide scope are used as a generalizing word, for example:

Across the river, along the roads, in the steppe - everywhere it was empty (T.).

The generalizing word can be in front of homogeneous members or follow them. Sometimes homogeneous members are found between the subject - a generalizing word - and the predicate, for example:

A crowd of buildings: human buildings, barns, cellars - filled the yard.

For strengthening purposes, the following words are placed before the generalizing word: in a word, in one word, For example:

River, forest, groves, fields - in a word, everything is pleasing to our eyes.