Means and methods of connecting sentences in the text. Simple and complex sentences. Conjunctions What topic can unite all sentences?

The main difference between a two-part sentence and a one-part sentence is the presence of a subject and a predicate. That is, it has both main members.

Today Roman didn't do his homework.

Autumn has come.

Having warmed up, the ladybug crawled onto the stone.

One-part sentences

They have only one of the main members of the sentence. They have a complete thought and are understandable outside the text.

Lake shore.

It was getting dark.

In winter I will go to the mountains.

Types of one-part sentences: diagram and table with examples

One-part sentences are divided into two groups depending on which of the main members is present. If this is a subject, then it will be denominative, if it is a predicate, then it can be one of 4 types: definite-personal, indefinite-personal, impersonal and generalized-personal (the latter type is not distinguished by all linguists; sometimes they talk about the meaning of generality in definitely-personal and indefinitely-personal proposals).

So there are five types:

• , they are also called nominative;
• generalized-personal;

In our common table we will combine all types.

In speech, one-part and two-part sentences enter into synonymous relationships: we can convey the same idea with different syntactic constructions, that is, syntactic synonyms.

For example:

Evening came. (Two-part).

Evening. (One-part noun).

It's getting dark. (One-part impersonal).

One-part video sentences

Lesson summary 8th grade

Note:

The summary was compiled according to the textbook by L. M. Rybchenkova.

Two-part and one-part sentences ( different types) as syntactic synonyms.

Lesson objectives:

• generalization of the studied material into one-part sentences;
• developing the ability to identify types of one-part sentences, use two-part and one-part sentences of different types in speech as synonymous constructions;
• developing the ability to work in pairs.

Lesson type:

Lesson on generalization and systematization of knowledge.

1. Checking homework.

   The student at the blackboard fills out the table “Types of one-part sentences” and gives examples.

   At this time, written homework is checked: the teacher checks several works randomly; one student reads aloud, everyone checks.

   Student’s answer according to the table (the class participates: they give examples from homework, come up with their own).

   Creating a problem situation:

   Why are one-part sentences used in speech?

   Is it possible to replace two-part ones with one-part ones (and vice versa)? Will the meaning change?

   This is the topic of our lesson today.

   (Announce the topic, pay attention to the organization of work in the lesson: work in pairs).

Tasks (printed by number of pairs):






(Click on the plus sign to read the text.)

Answers by cards:

Option 1: I want to learn how to skate. Petya was unwell yesterday. Children don't want to return home from camp.

Option 2: Due to the threat of an epidemic, it is forbidden to visit children in the camp. A quarantine was ordered. It is recommended that everyone use gauze bandages.

Option 3: Winter crops were covered with snow. - Winter crops were covered with snow. – The winter crops were covered with snow. The sand put out the fire. - They put out the fire with sand. – The sand put out the fire. The explosion destroyed the building. - The explosion destroyed the building. “The explosion destroyed the building.

Option 4: There is blowing through the window. There's a howling in the chimney. There's a rumble somewhere.

Option 5: You're having fun. Can you see the inscription? Can you call me?

Option 6: You can't convince me. You should be the first to speak at the meeting. We would like to talk to you before class.

3-5 minutes are allotted to complete the tasks. The 4th and 5th tasks can be given to weaker students, the 3rd - to strong ones. When checking, one student from a pair writes one example on the board, the second one reads all the sentences and answers the question about their meanings. The class writes down an example from the board.

Students conclude: there are synonymous constructions in the language - one-part and two-part sentences, they have differences in shades of meaning, and this must be taken into account.

“Constructor”: from two simple sentences we build one complex one (continuation of work in pairs).

Two students go to the board and write down one sentence each, which the teacher dictates. The main members are emphasized, the type is determined (two-part or one-part, if one-part, then which one). We build a complex one: one student writes down (and the whole class with him), explaining the spelling patterns encountered, the second builds a diagram and writes down its characteristics.

Mid January. – one-part, nominative. The entire sentence is subject.

There is almost no snow on the fields. – one-part, impersonal. The predicate consists of two words: no snow.
It's mid-January, and there is almost no snow in the fields. , A .
Complex, consists of two simple ones, 1st - one-component, nominative, 2nd - one-component, impersonal.


Here's the new building kindergarten. A stadium is being built next to it.

The moon was covered with a huge shaggy cloud. It started pouring rain.

In the morning you will go to the city. Be sure to buy a collection of scanwords.

Late autumn. It's getting dark and cool.

We lead students to resolve the problem situation, to the conclusion: what role do one-part sentences play in speech, what are they used for?

(Create a variety of forms of expression of thought; there is no repetition of similar designs; speech becomes bright and expressive).

2. Observations on techniques for creating expressiveness in a literary text (excerpts are pre-written on the closed part of the board).
   

   A chill blew in

   From the approaching cloud.

   And its blackness

   Everything in nature was eclipsed.

   Suddenly a lightning spear

   It flashed and broke.

   Across the river the forest is crumbling.

   The swamp behind the forest turned yellow.

   And in the autumn azure skies

   The crane's thread curls.

   Look and listen my friend

   How these wise birds cry,

   Flying to the sunny south,

   To return to the north later.

   What are these poems about? What artistic technique is used in them? (Metaphor). What offers are used? ( One-part and two-part, in the first passage - impersonal, in the second - impersonal as part of a complex).

   Conclusion from the lesson:

   the use of one-part sentences makes speech brighter and more expressive, helps to avoid repetition, which is why we find them in literary texts; When using synonymous sentences, you need to be careful, as the shades of meaning change.

Lesson summary, assessment, reflection.

Homework: ex. 141 (preparation for a lesson on speech development). Read the text. Why is it called that? Complete the tasks:

Are you familiar with the scientific name that begins with the word complex...

Words that are formed by combining two roots are called complex.

For example, rhinoceros(two roots nose- and horn-, the letter o is a connecting vowel), vacuum cleaner(roots dust- and sos-, letter e is a connecting vowel).

Sentences can also be complex. They, like words, combine several parts.

Lesson topic: “Simple and complex sentences. Unions."

Read the sentences and think about how they differ from each other?

1) The bell rang.

2) The guys entered the class.

3) The first lesson has begun.

4) The bell rang, the guys entered the classroom, and the first lesson began.

Let's find the grammatical basics.

A sentence that has one grammatical basis is a simple sentence.

1, 2 and 3 sentences simple, since in each of them one basis at a time.

4 sentence complex, consists of three simple sentences. Each part of a complex sentence has its own main members, its own basis.

A sentence in which there are two or more grammatical stems is a complex sentence. Complex sentences are made up of several simple sentences. There are as many simple sentences as there are parts in a complex sentence.

The parts of a complex sentence are not just simple parts joined together.

Having united, these parts continue, complement each other, transform different thoughts into one, more complete one. In oral speech, at the boundary of parts of a complex sentence, there is no intonation at the end of each thought.

Remember: In written speech, commas are most often placed between parts of a complex sentence.

Let's determine whether the sentence is complex or simple. First, let's find the main members (stems) of the sentences and count how many stems are in each.

1) Bird voices can already be heard at the forest edge.

2) The tits sing, the woodpecker taps loudly with its beak.

3) Soon the sun will warm the earth better, the roads will turn black, thawed patches will be revealed in the fields, streams will gurgle, and rooks will come.(According to G. Skrebitsky)

1) Bird voices can already be heard at the forest edge.

2) The tits sing, the woodpecker taps loudly with its beak.

Who? tits, what are they doing? chanting is the first basis.

Who? woodpecker, what is he doing? taps - the second base.

This is a complex sentence, consisting of two parts.

3) Soon the sun will warm the earth better, the roads will turn black, the fields will be exposedthawed patches , streams will gurgle, rooks will come.

What? what will the sun do? will warm up - the first base.

The roads will turn black - the second basis.

thawed patches will be exposed - the third basis.

Streams will gurgle - the fourth basis.

Rooks will come - the fifth basis.

This is a complex sentence consisting of five parts

Read complex sentences. Observe how the parts of a complex sentence are connected?

1) Winter approaching , the cold sky often frowns.

Parts of 1 complex sentence are connected using intonation. There is a comma between parts of the sentence.

2) The sun was warm during the day , A At night frosts reached five degrees.

3) Wind quieted down , And the weather has improved.

4) Sun it was just rising , But its rays were already illuminating the treetops.

Parts 2, 3, 4 of sentences are connected using intonation and conjunctions a, and, but. The conjunction is preceded by a comma.

Each of the unions does its job. A conjunction connects words, and conjunctions also help to contrast something.

When writing, parts of a complex sentence are separated by a comma. If parts of a complex sentence are connected by conjunctions (and, a, but), a comma is placed before the conjunction.

The offerings of our language are very diverse. Sometimes one subject can have several predicates, or one predicate can have several subjects. Such members of a sentence are called homogeneous. Homogeneous members answer the same question and refer to the same member of the sentence. In the diagram, we will circle each homogeneous term.

What conclusion can be drawn from comparing these schemes?

The first line contains diagrams of complex sentences, and the second line contains diagrams of simple sentences with homogeneous predicates (they are shown in a circle).

In simple sentences with homogeneous members and in complex sentences between their parts, the same conjunctions are used: and, a, but.

Remember!

1. Before unions ah, but there is always a comma.

2. Union And requires special attention: connects homogeneous members - a comma is most often not used; used between parts of a complex sentence - a comma is usually needed.

Let's practice. Let's fill in the missing commas.

1) At night the dog crept up to the dacha and lay down under the terrace.

2) The people were sleeping and the dog jealously guarded them. (According to L. Andreev)

3) The pelican wandered around us, hissing and screaming, but it wouldn’t let us into our hands. (According to K. Paustovsky)

4) Spring is shining in the sky, but the forest is still covered with snow like winter. (M. Prishvin)

1) At night the dog crept up to the dacha and lay down under the terrace.

The sentence is simple, since there is one base, one subject and two predicates - the dog crept up and lay down. Union And connects homogeneous predicates, so a comma is not used.

2) People slept, and the dog jealously guarded them.

The sentence is complex, since there are two bases - people were sleeping, the dog was guarding. Union And connects parts of a complex sentence, so a comma is needed before the conjunction.

3) Pelican wandered around us, hissed, screamed, but did not give in to our hands.

The sentence is simple, since there is one base, one subject and 4 predicates - the pelican wandered, hissed, screamed, and did not give in. Before the union But there is always a comma. We place commas between homogeneous predicates.

4) Spring shines in the sky, but the forest is still covered with snow in winter.

The sentence is complex, since there are two bases - spring is shining, the forest is filled up. Before the union But there is always a comma.

Consider the schemes and decide which schemes hide complex sentences, and which ones hide simple ones with homogeneous members; Which ones need punctuation?

The first three schemes reflect the structure of a simple sentence with homogeneous main members. They are circled. In scheme 1, a comma is not needed, since homogeneous subjects are connected by a conjunction And. Schemes 2 and 3 must contain commas. 4 diagram corresponds to a complex sentence. It must also contain a comma between parts of a complex sentence.

Sentences containing words that, in order, therefore, because, - most often complex. These words usually begin a new part of a complex sentence. In such cases, they are always preceded by a comma.

Let's give examples.

We saw What The she-wolf climbed into the hole with the cubs.

What a comma is added.

All night winter knitted lace patterns, to the trees have dressed up. (K. Paustovsky)

This is a complex sentence before the word to a comma is added.

Birds know how to communicate everything with their voice , That's why They sing.

This is a complex sentence before the word That's why a comma is added.

I lovefairy tales, because in them, good always triumphs over evil.

This is a complex sentence before the word because a comma is added.

1. One afternoon, Winnie the Pooh was walking through the forest and muttering a new song to himself.

2. Winnie - Pooh got up early, in the morning he diligently did gymnastics.

3. Vinny quietly reached the sandy slope.

(B. Zakhoder)

3.

Sentence 1 corresponds to scheme 3, since it is a simple sentence with one subject (Winnie the Pooh) and two predicates (walked and grumbled).

Sentence 2 corresponds to Scheme 1, since this complex sentence has two bases (Winnie the Pooh got up, he was studying). A comma separates parts of a sentence.

Sentence 3 corresponds to scheme 2, since it is a simple sentence with one base (Vinny got there).

In the lesson you learned that a sentence in which there are two or more grammatical stems is complex offer. Parts of complex sentences are connected using intonation and conjunctions a, and, but. When writing, parts of a complex sentence are separated by a comma.

1. M.S. Soloveychik, N.S. Kuzmenko “To the secrets of our language” Russian language: Textbook. 3rd grade: in 2 parts. Smolensk: Association XXI century, 2010.
2. M.S. Soloveychik, N.S. Kuzmenko “To the secrets of our language” Russian language: Workbook. 3rd grade: in 3 parts. Smolensk: Association XXI century, 2010.
3. T. V. Koreshkova Test tasks in Russian. 3rd grade: in 2 parts. - Smolensk: Association XXI century, 2011.
4. T.V. Koreshkova Practice! Notebook for independent work in Russian for grade 3: in 2 parts. - Smolensk: Association XXI century, 2011.
5. L.V. Mashevskaya, L.V. Danbitskaya Creative tasks in the Russian language. - St. Petersburg: KARO, 2003
6. G.T. Dyachkova Olympiad tasks in Russian. 3-4 grades. - Volgograd: Teacher, 2008

1. School-collection.edu.ru ().
2. Festival of Pedagogical Ideas" Open lesson" ().
3. Zankov.ru ().

• Find the main members in the sentences. Which sentence of the text is complex - 1st or 2nd? What is the name of the remaining sentence?

A bird sat on the top of an alder tree and opened its beak. The feathers on the swollen throat fluttered, but I did not hear the song.

(According to V. Bianchi)

• Fill in the two missing commas in the sentences.

Winter was hiding in the dense forest. She looked out of her hiding place and saw millions of little suns hiding in the grass. Winter is angry! She waved her sleeve and dusted the cheerful lights with snow. Dandelions now flaunt in a yellow dress and then in a white fur coat. (According to I. Sokolov-Mikitov)

Find a sentence with a conjunction And. What does it connect - homogeneous members or parts of a complex sentence? Underline the words needed to answer.

• Write down the conjunctions and, a, but. Underline the basics, mark homogeneous terms and put commas where necessary.

The ball climbed into the water, Uncle Fyodor soaped it, combed its fur. The cat walked along the shore and was sad about different oceans. (According to E. Uspensky)

The cat stole fish, meat, sour cream, bread. One day he opened a tin can of worms. He didn’t eat them - the chickens came running to the can of worms - they pecked at our stock. (According to K. Paustovsky)

53. Read it. Where are the commas missing? Explain your answer.

The wind blows on the sea
And the boat speeds up.
(A. Pushkin)

The autumn winds are blowing
In a gloomy oak forest.
(N. Karamzin)

The wind rushed cheerfully
All the trees shook.
(A. Leontyev)

The wind is driving the clouds
The wind moans in the pipes.
(G. Ladonshchikov)

54. Read it. Where are the commas missing?

1. The oriole croaked and clicked in the bushes with..l..vey.
2. Large drops of rain t..knocked and slapped on the leaves..holes.
3. With its sharp beak, the woodpecker chisels the tree and extracts bugs and larvae from under the bark.
4. The cook was cooking...bad and the s.baki were lying at the kitchen door.
5. The owl hunts not during the day but at night...
6. The morning was frosty but the puddles did not freeze.

• Write out simple sentences with homogeneous members first, and then complex sentences. Place commas where necessary and insert missing letters into words.
• Explain the placement of commas in sentences.

55. Read the beginning of the sentences. Come up with their continuation so that first you get a simple sentence with homogeneous members, and then a complex sentence.

1. I came to a friend... .
2. A cloud came running... .
3. Dog Polkan... .

• Write down any pair of composed sentences. Explain the punctuation marks in them.

56. Read it. Title the text.

The cat Epifan and the old man often fished together. The old man was fishing, and Epifan was sitting next to him. The old man always gave the small fish to the cat.

One day the old man pulled a ruff out of the water and handed it to the cat. But Epiphanes is not there. Where did he go? An old man saw a cat far away on rafts.

A fisherman came up and was surprised. The cat is lying on a log, dipping his paw into the water. Here a school of fish swims, and the cat picks up one fish with its claws and eats it.

Now the cat and the fisherman are fishing separately. The cat fishes with a paw with claws, and the fisherman uses a fishing rod with a hook.

(E. Charushin)

• Determine the type of text, topic and main idea.
• Find simple sentences with homogeneous members and complex sentences in the text. By what signs did you distinguish them? Explain the placement of commas in them.
• Prepare to write a summary of this text (see Memo 2).

A text is a sequence of sentences that are connected by a common theme and general idea. Moreover, in each of them the author’s idea is only partially completed. It requires further development, which is what the remaining proposals serve for.

Each new sentence in the text is created on the basis of the previous ones. In order for a theme to continuously develop, they must be connected to each other using a semantic or grammatical connection.

Classmates

It is thanks to this connection that different semantic relationships between sentences can arise in the text. For example, one sentence can be contrasted with another, explain its meaning, or clarify some details. This helps the author to better reveal his thoughts, convey emotions more accurately, or show the reader different shades of meaning.

Let's consider the main ways and means of communication between sentences in the text.

To combine sentences into a clear and logical text, authors use two methods of communication: chain and parallel. In the first case, all new sentences are connected to the previous ones, like links in one chain (hence the name). In the second case, the sentences, at first glance, are in no way connected with each other, but are built around one general thesis. Let's look at both of these methods in more detail.

Chain link

This is the most common type of connection between sentences in the text. It appears where the author expresses his thoughts in order, and each new sentence seems to continue or develop the previous one. In another way, this type of communication is called serial or linear.

This connection works very simply: some information is taken from one sentence and developed in the next sentence. For example:

The bright summer sun peeked out from behind the clouds. It illuminated the wet streets and houses with its rays.

Here the word "sun" is used in the first sentence, but the story continues in the second. Thanks to this repetition, both statements look coherent and consistently develop the same topic.

Chain linkage is used very widely. It can be found in all literary styles: artistic, business, journalistic and especially scientific, where the author is required to present the material as convincingly and logically as possible. It is equally suitable for description, narration, and reasoning. This popularity is due to the fact that the chain connection to some extent copies human thinking.

It is easy to see that the point of chaining is repetition. In order for two statements to connect with each other, they must repeat some words or talk about the same object. Here are the most common chain link options:

Parallel communication

When using parallel communication, sentences do not directly depend on each other, but are usually built around some central thesis. Each of them looks independent in content, but at the same time is part of some general list, comparison or contrast. For example:

Evening came. The city was quietly deserted. The voices of people and the horns of cars fell silent. Street lights and store windows were lit.

Here the phrase “Evening has come” acts as a semantic center around which all other statements are built. By the way, the parallel connection of sentences in the text is called centralized.

Generally, the order of parallel clauses does not matter. They can be interchanged in any way you like and the meaning of the paragraph will not change.

Typically, the structure of a text with parallel links looks like this:

1. The beginning, that is, the central thesis around which the rest of the text is built.
2. A series of statements that develop or prove a thesis.
3. Optional part: change of plan. This is the very last sentence, which can be a conclusion from everything that has been said or serves as a “bridge” to the next text.

Here is an example paragraph, built according to this scheme:

Our cat Vasily is a harmful animal. At night he runs around the rooms and wakes everyone up with his stomping. In the morning he asks for food and meows throughout the house. Not a week goes by without him breaking a cup or plate in the kitchen. However, we still love him very much.

Proposals with centralized connections have two characteristic features:

1. Parallelism of structure. This means that the proposals in general outline the order of words and their form are preserved. And sometimes, for greater expressiveness, the first word is repeated in them.
2. Unity of predicate forms. Most often these are verbs in one form (as in the example above: runs, wakes, asks, meows).

Texts with centralized communication help the author to talk about several phenomena, objects or events at once. This technique is often found in description and narration.

Combination of different communication methods

Chain and parallel connections are rarely found alone. If the text is relatively large, then it will probably contain both. Usually the author chooses the appropriate way to connect sentences in the text based on his specific goals and objectives. For example, to describe the main character's room, a writer can use text with a centralized connection, and to talk about how his day went - with a chain one.

But it also happens that both methods can be used even in one paragraph. For example:

There was no bus, and people at the stop began to worry. Every minute the man in the rumpled hat took his watch out of his pocket and examined its dial. The elderly woman winced and looked hopefully at the evening highway. But the highway still remained empty and deserted.

Here the second and third sentences are connected using a parallel connection, and the fourth - using a chain connection.

To create a chain and parallel connection, various linguistic means, both semantic and grammatical, are used. Today philologists divide them into three groups:

• Lexical,
• Morphological,
• Syntactic.

Let's look at each of these groups in more detail..

Lexical means

These means of communication can be divided into six categories:

1. Lexical repetitions, that is, repetition of words or phrases. For example:

The man was holding a huge bouquet of flowers in his hands. The flowers were expensive, but already withered.

2. Similar words:

We hoped that in the fall we would collect good harvest. And our hope was not in vain.

3. Synonyms. This group also includes various synonymous replacements: contextual synonyms, descriptive phrases, generic words, and so on.

Book published within four months. However novel caused a flurry of indignation among both critics and readers.

Pushkin wrote the tragedy "Boris Godunov" in 1825. The great poet managed to very accurately convey the atmosphere of that era and the characters.

4. Antonyms, including contextual ones. For example:

And then it turned out that Vasily Petrovich had few friends. Enemies it turned out to be much more.

5. Linking words showing the logic of presentation: therefore, in conclusion, for this reason and the like. Example:

Vegetables and fruits contain many vitamins. That's why it's advisable to eat them every day.

6. Words on the same topic:

Has arrived winter. A week later l snow and the strong ones began frosts.

Morphological means

To create a morphological connection, various parts of speech are used:

1. Conjunctions, allied words and particles at the beginning of a sentence. For example:

While fishing, we sank the boat and lost our fishing rods. But we caught two crucian carp and one gudgeon.

2. Pronouns. This group includes personal and demonstrative pronouns, as well as pronominal adverbs. For example:

Tourists We made a stop on the bank of a small river. They d They had no idea what awaited them here.

3. Adverbs of time and place. Often these are adverbs that apply to several sentences at once with a parallel connection:

The furniture was covered with a thick layer of dust. Huge gray cobwebs hung in the corners. The windows, apparently, had not been washed for five years. Here everywhere disorder and desolation reigned.

4. Predicate verbs in one tense form:

Has arrived late autumn. From the trees in the park crumbled leaves. On the rooftops drummed long and dull rains.

5. Degrees of comparison of adjectives and adverbs:

The parking spot was great. Better and it was impossible to imagine.

Syntactic means

They can also be divided into five categories:

1. Syntactic parallelism, that is, the use of the same word order. Moreover, the words themselves are usually in the same morphological form:

The man was sitting in a chair by the fireplace. The dog was lying on the floor near his feet.

2. Parcellation - designing parts of a complete statement in the form of separate sentences.

The kittens have already matured and are crawling out of the box. They run around the room. They meow.

3. Incomplete sentences:

Do you know where chinchillas live? In the mountains of Peru!

4. Introductory words and sentences, appeals and rhetorical questions. Here are some examples:

Firstly, he is the best doctor in the city. And secondly, he plays the piano superbly.

Want to try something different this summer? Make Spanish cold tomato soup!

5. Using direct and reverse word order:

This is a day he will never forget. Never forget how his whole life went downhill in an instant.

To learn to correctly recognize and use various means of communication, you need to remember the following: