Punctuation marks in non-union sentences. BSP rules: examples, punctuation marks in non-union complex sentences

A sentence is a syntactic unit characterized by semantic and grammatical completeness. One of its main features is the presence of predicative parts. According to the number of grammatical bases, all sentences are classified as simple or complex. Both perform their main function in speech - communicative.

Types of complex sentences in Russian

A complex sentence consists of two or more simple sentences connected to each other using conjunctions or just intonation. At the same time, its predicative parts retain their structure, but lose their semantic and intonational completeness. Methods and means of communication determine the types complex sentences. A table with examples allows you to identify the main differences between them.

Compound Sentences

Their predicative parts are independent in relation to each other and equal in meaning. They can be easily divided into simple ones and rearranged. Coordinating conjunctions, which are divided into three groups, act as a means of communication. Based on them, the following types of complex sentences with coordinating connections are distinguished.

1. With connecting conjunctions: AND, ALSO, YES (=AND), ALSO, NEITHER...NOR, NOT ONLY...BUT AND, AS...SO AND, YES AND. In this case, parts of compound conjunctions will be located in different simple sentences.

The whole city was already asleep, I Same went home. Soon Anton Not only I re-read all the books in my home library, but also turned to his comrades.

A feature of complex sentences is that the events described in different predicative parts can occur simultaneously ( AND thunder roared And the sun was breaking through the clouds), sequentially ( The train rumbled And a dump truck rushed after him) or one follows from the other ( It's already completely dark, And it was necessary to disperse).

1. With adversative conjunctions: BUT, A, HOWEVER, YES (= BUT), THEN, THE SAME. These types of complex sentences are characterized by the establishment of opposition relations ( Grandfather seemed to understand everything, But Grigory had to convince him of the need for the trip for a long time) or comparisons ( Some were fussing in the kitchen, A others started cleaning the garden) between its parts.
2. With disjunctive conjunctions: EITHER, OR, NOT THAT...NOT THAT, THAT...THAT, EITHER...EITHER. The first two conjunctions can be single or repeating. It was time to get to work, or he would be fired. Possible relationships between parts: mutual exclusion ( Either Pal Palych really had a headache, either he just got bored), alternation ( All day long That the blues took hold, That suddenly there was an inexplicable attack of fun).

Considering the types of complex sentences with a coordinating connection, it should be noted that the connecting conjunctions ALSO, ALSO and the adversative SAME are always located after the first word of the second part.

Main types of complex sentences with subordinating connections

The presence of a main and dependent (subordinate) part is their main quality. The means of communication are subordinating conjunctions or allied words: adverbs and relative pronouns. The main difficulty in distinguishing them is that some of them are homonymous. In such cases, a hint will help: an allied word, unlike a conjunction, is always a member of a sentence. Here are examples of such homoforms. I knew for sure What(union word, you can ask a question) look for me. Tanya completely forgot What(union) the meeting was scheduled for the morning.

Another feature of NGN is the location of its predicative parts. The location of the subordinate clause is not clearly defined. It can stand before, after or in the middle of the main part.

Types of subordinate clauses in SPP

It is traditional to correlate dependent parts with members of a sentence. Based on this, there are three main groups into which such complex sentences are divided. Examples are presented in the table.

Subordinate clause type		Question	Means of communication	Example
Definitive			Which, which, whose, when, what, where, etc.	There was a house near the mountain, a roof whom I'm already pretty thin.
Explanatory		Cases	What (s. and s.w.), how (s. and s.w.), so that, as if, as if, or... or, who, like, etc.	Mikhail didn't understand How solve the problem of.
Circumstantial		When? How long?	When, while, how, barely, while, since, etc.	The boy waited until Bye the sun hasn't set at all.
		Where? Where? Where?	Where, where, where	Izmestiev put the papers there, Where no one could find them.
		Why? From what?	Because, since, for, due to the fact that, etc.	The driver stopped for the horses suddenly began to snort.
	Consequences	What follows from this?		By morning it cleared up So the detachment moved on.
		Under what conditions?	If, when (= if), if, once, in case	If the daughter did not call for a week, the mother involuntarily began to worry.
		For what? For what purpose?	In order to, in order to, in order to, in order to, if only,	Frolov was ready for anything to get this place.
		Despite what? In spite of what?	Although, despite the fact that, even if, for nothing, whoever, etc.	Overall the evening was a success Although and there were minor shortcomings in its organization.
	Comparisons	How? Like what?	As if, exactly, as if, just as, as if, just as, as if,	Snowflakes flew down in large, frequent flakes, as if someone poured them out of a bag.
	Measures and degrees	To what extent?	What, in order, how, as if, as if, how much, how much	There was such silence What I felt somehow uneasy.
	Connection		what (in the oblique case), why, why, why = the pronoun this	There was still no car, from what The anxiety only grew.

SPP with several subordinate clauses

Sometimes a complex sentence may contain two or more dependent parts that relate to each other in different ways.

Depending on this, the following methods of connecting simple ones into complex sentences are distinguished (examples help to build a diagram of the described structures).

1. With consistent submission. The next subordinate clause depends directly on the previous one. It seemed to me, What this day will never end, because There were more and more problems.
2. With parallel homogeneous subordination. Both (all) subordinate clauses depend on one word (the entire part) and belong to the same type. This construction resembles a sentence with homogeneous members. There can be coordinating conjunctions between subordinate clauses. It soon became clear What it was all just a bluff So what no major decisions were made.
3. With parallel heterogeneous subordination. Dependents are of different types and belong to different words(the whole part). Garden, which sowed in May, already produced the first harvest, That's why life became easier.

Non-union complex sentence

The main difference is that the parts are connected only in meaning and intonation. Therefore, the relationships developing between them come to the fore. They are the ones who influence the placement of punctuation marks: commas, dashes, colons, semicolons.

Types of non-union complex sentences

1. The parts are equal, the order of their arrangement is free. To the left of the road grew tall trees, to the right stretched a shallow ravine.
2. The parts are unequal, the second:

• reveals the contents of the 1st ( These sounds caused concern: (= namely) in the corner someone was rustling persistently);
• complements the 1st ( I peered into the distance: someone’s figure appeared there);
• indicates the reason ( Sveta laughed: (= because) the neighbor’s face was smeared with dirt).

3. Contrasting relationships between parts. This manifests itself in the following:

• the first indicates a time or condition ( I'm five minutes late - there is no one anymore);
• in the second unexpected result ( Fedor just got up to speed - the opponent immediately remained behind); opposition ( The pain becomes unbearable - you be patient); comparison ( Looks from under his brows - Elena will immediately burn with fire).

JV with different types of communications

Often there are constructions that contain three or more predicative parts. Accordingly, between them there can be coordinating and subordinating conjunctions, allied words or only punctuation marks (intonation and semantic relations). These are complex sentences (examples are widely presented in fiction) With various types communications. Mikhail has long wanted to change his life, But Something was constantly stopping him; As a result, the routine bogged him down more and more every day.

The diagram will help to summarize information on the topic “Types of complex sentences”:

Lesson type: studying new material and its primary consolidation.

Lesson objectives:

• Educational: familiarizing students with the main features of non-union complex sentences and punctuation marks in them; developing the ability to place punctuation marks in the BSP.
• Developmental: development of cognitive and thinking skills, oral and writing students, spelling and punctuation vigilance through practical activities.
• Educational: nurturing love for the native language using the example of literary texts by N. Rubtsov, A. S. Pushkin and other classics of Russian literature; nurturing love for one’s hometown, native land.

Tasks:

• developing the ability to determine semantic relationships between parts of a non-union complex sentence;
• developing the skill of converting BSP into compound and complex sentences based on common meaning;
• creating conditions conducive to the development of communicative competence of students through work in pairs;
• development of the ability to analyze language material, conduct self-monitoring and self-assessment, and formulate one’s own conclusions.

By the end of the lesson, students should

• know: signs of non-union complex sentences;
• be able to: find BSP in the text, distinguish BSP from other types of complex sentences; establish semantic relationships between parts of the BSP, place punctuation marks.

Repetition: signs of complex and complex sentences, types subordinating connection in SPP with several subordinate clauses.

Equipment: computer, Handout for students, reference table “Punctuation marks in BSP”

Used DSOs: slides, tests.

Forms of student activity: individual, pair.

DURING THE CLASSES

Stage 1. Organizing time. Motivation for learning activities

Guys, A.P. Chekhov once said: “Knowledge is only knowledge when it is acquired through the efforts of your thoughts, not your memory» ( Presentation, slide number 1).
- How do you understand the words of the famous writer?
- We will check the correctness of A.P. Chekhov’s words today in class: together we will reflect, analyze, research, compare.

Assignment for children: open the notebook, sign the number.

Guys, let’s turn to one more of A.P. Chekhov’s statements: “There are many signs, but each has its own meaning and place”(slide No. 2)
- About what signs we're talking about in a statement?
- Do you agree with this statement?
- And another great classic of Russian literature, A.S. Pushkin, spoke about punctuation marks like this: “They exist to highlight a thought, bring words into the correct relationship and give the phrase lightness and correct sound.” ( slide number 3)
- We must also prove the correctness of the judgments of A.S. Pushkin and A.P. Chekhov in class.

2. Update background knowledge. Repetition of covered material

Target: repetition of knowledge about the types of complex sentences: SSP and SPP.

Guys, what types of complex sentences have we already met?
So, as always, before we start studying a new topic, we need to review what we have learned so that we can successfully prepare for the final certification

1. Theoretical warm-up “True - False”(slide number 4)

1) In the SPP, the parts are unequal (one is subordinate to the other)
2) In NGN, sentences are connected only with the help of conjunctions.
3) In the BSC, both parts are equal.
4) In BSC, a comma is always placed before the conjunction And.
5) Unions and allied words are not parts of the sentence.
6) In NGN, the subordinate clause always comes after the main clause.

Answers: 1 - yes, 2 - no, 3 - yes, 4 - no, 5 - no, 6 - no. (Checking answers in pairs; a mark is placed on the evaluation sheet) (slide No. 5)

Why are statements 2, 4, 5 and 6 incorrect? (children's answers)
- Whoever got 6 points - raise your hands!
- Whoever completed the warm-up for 5 points - clap your hands!
- Well, the rest will have to be dealt with additionally!
- So, guys, what sentences are called complex?
- What sentences are called complex?
- I am sure that now, when completing test tasks, you will be able to show your knowledge of BSC and SPP in practice.

2. Test task. Group assignment. (slide number 6)

1 option. Indicate the numbers of complex sentences;
Option 2. Indicate the numbers of complex sentences ( Annex 1)

In addition, students must say which famous Russian poet owns lines from the poems they will work with.

Checking the completed work is carried out in pairs (students change notebooks) (slide number 7)

Students enter the number of points on the evaluation sheet.

Who could find a BSC that was “excellent” or “good”?
- Who didn’t make a mistake in indicating the SPP?
- Well done!

So who is the author of those wonderful lines you worked with?
Of course, these lines belong to the famous Russian poet, our fellow countryman, Nikolai Mikhailovich Rubtsov (slide number 8). Nikolai Rubtsov, A. Yashin, O. Fokina, A. Romanov and many other poets and writers sang the beauty of our region in their poetic works, and our wonderful fellow countrymen, artists, composers in paintings and music.

Stage 3. Checking homework

Do you guys love yours? motherland? Read the sentences with different syntactic constructions(simple and complex), in which you talked about hometown, Vologda region. (Students' answers)
- Let's return to the test task. Why didn’t you indicate groups 1 and 3 in the answers to sentences 3, 5, 8 and 11? (5th sentence is simple, the rest are complex with a non-union connection).
- Why do you think that sentences 3, 8 and 11 belong to non-union complex sentences? By what signs did you determine this?
- So , topic of our lesson today “Unionless complex sentences. Punctuation marks in a non-union complex sentence"(write in notebook)

4. Setting goals and objectives for the lesson. Motivation for learning activities

What goals and objectives will we set for ourselves in class today? What should you learn by the end of the lesson? (slide number 10)
- The goals have been set, we will strive to achieve them.

5. Studying new material. (slide number 12)

Observation of language material (texts are laid out on each desk)

1) What proposals are in front of you? Describe them. Determine the type of subordinate clauses in the IPP. Replace allied (SSP and SPP) sentences with non-union complex sentences (orally) Are semantic relationships expressed in the same way in allied and non-union sentences? Watch your intonation. When preparing for your answer, use the textbook material on pp. 94-95

A) When morning comes, we will hit the road. (clause of time)
B) Pechorin’s words are etched in my memory, because for the first time I heard such things from a twenty-five-year-old man. ( clause of reason)
C) We are convinced that victory will be ours. (adjective explanatory)
D) Summer stores, and winter eats. (SSP with an adversative conjunction)
G) My vision grew dark and my head began to spin. (MTP and connecting union)

So, we made a synonymous replacement: we replaced allied complex sentences with non-union sentences. What changed? How do WSNs differ from SSPs and SPPs?

We draw a conclusion: a non-union complex sentence is a complex sentence, the parts of which are connected only with the help of intonation and meaning without the help of conjunctions or allied words (slide number 13)

What were the proposals like?? (BSPs are more dynamic, less cumbersome and heavier than SPPs. They are distinguished by liveliness, lightness, simplicity, grace, as well as capacity, the ability to color a statement with additional shades of meaning)
M.V.Lomonosov in "A Brief Guide to Eloquence" states that reducing the number of conjunctions makes speech “more important and more magnificent” (slide No. 14)
“Unions are nothing more than the means by which ideas are united; So, they are like nails or glue, with which the parts of some colossus are held together or glued together. And just as those colossuses in which less glue and nails are visible have a very better appearance than those in which there are many glues and glues, so a word is more important and more magnificent the fewer conjunctions it contains.”

2) Are the semantic relations in allied and non-union sentences the same?

Semantic relations in conjunction and non-conjunction complex sentences are expressed differently. In allied sentences, conjunctions take part in their expression. Therefore, the semantic relationships here are more definite and clear. In non-union sentences, semantic relations are expressed less clearly. They are not always differentiated. Semantic relations in the BSP depend on the content of the simple sentences included in them and are expressed in oral speech by intonation, and in writing they are helped to identify by various punctuation marks.

Exercise: Two simple sentences are given: The forest is being cut down. Chips are flying. Compose all kinds of sentences of different syntactic structures based on these simple sentences.

Options:

A) The forest is being cut down - the chips are flying.
B) When a forest is cut down, the chips fly.
C) If a forest is cut down, the chips fly.
D) The forest is being cut down and the chips are flying.
D) When cutting wood, wood chips fly.

So, having analyzed the resulting sentences, we see that the same content can be conveyed by different syntactic structures, which, despite the semantic similarity, differ from each other. In BSC, simple ones that are part of a complex one have equal rights; union And emphasize the sequence of events;
In SPP there is a main clause and a subordinate clause, to which we ask a semantic question from the main sentence.
In BSP simple sentences are connected to each other by an invisible connection, using intonation: lowering the voice in sentences with a dash, raising the voice in sentences with a colon, and with the intonation of enumeration in sentences with a comma and semicolon.
Let us once again conclude that the BSP differs from the allied ones in lightness, liveliness, and simplicity.
- What punctuation marks are used in a non-union complex sentence? And what determines the choice of punctuation mark in the BSP? (slide No. 15) To help you, I printed out the table “Punctuation marks in BSP”. Use it in class today.

We conclude: The choice of punctuation mark depends on the semantic relationships expressed by intonation, and can be checked by substituting conjunctions and replacing synonymous constructions with SPP and SSP. (slides No. 16-17)
- Where do you think BSPs are most often used? (Mostly verbal colloquial speech, but they are also widely used in the language of artistic speech).
The student was asked to conduct research: what punctuation marks were most often used by A.S. Pushkin in his works, and also talk about the history of punctuation marks.

Message: After reading a number of the poet’s works, I came to the conclusion that A.S. Pushkin most often used a comma, a semicolon, less often a colon and very rarely a dash. In ancient Russian texts, for example, in “The Tale of Igor’s Campaign,” many punctuation marks are missing. The ancestor of Russian punctuation was the dot. It is already found in the monuments of ancient Russian writing of the 11th century. In the 15th century, the comma and semicolon appeared, in the 16th century - the colon and question mark, in the 18th century. - exclamation point, called amazing, and an ellipsis. N.M. Karamzin was one of the first to use dashes in Russian literature. The beginning of the scientific study of punctuation was laid by M.V. Lomonosov in “Russian Grammar”. Today we use the “Rules of Spelling and Punctuation” adopted in 1953.

6. Stage of primary consolidation of knowledge. Control of knowledge and skills

Now it's time to apply theoretical knowledge on practice. Slide No. 18

1 option. Try to arrange necessary signs punctuation in those non-union complex sentences that we have already worked with when we replaced SPP and SSP with non-union ones (slide No.) and justify your choice.

Option 2. Place punctuation marks in non-union complex sentences and justify your choice. Tell me, who do these lines belong to?

Option 3. Work with text.

Exercise: Open the brackets and insert the missing letters and punctuation marks. Determine the type and style of the text. What types of tropes are used in the text and what is their role?

Type of text - narrative with an element of description, style - artistic. Tropes - epithet, comparison, metaphors. BSP - 1) - rapid change of events; 4) - condition; 5) - explanation.

Check (slides No. 19-21)

As a reinforcement, complete test tasks according to new topic(on slides)

Answers: 1-3, 2-3, 3-2, 4-2, 5-2, 6-2 (slides No. 24-29)

Homework

1) Ex. 214 or 215 (optional) slide number 22
2) Creative task. Write out 10 non-union complex sentences from A.S. Pushkin’s novel “Eugene Onegin” or from N.V. Gogol’s poem “Dead Souls”

Summarizing. Reflection(slide No. 23)

So, it's time to summarize the lesson. Were you able to achieve the objectives of the lesson? What did you learn by the end of the lesson?
- What role do complex non-union sentences play in our speech? (they make it possible to convey various semantic relationships more concisely; they help to avoid excessive loading of the text with conjunctions)
I think that in the next lessons on studying non-union complex sentences we will apply and deepen the knowledge that you received today in the lesson. Calculate the number of points. Thank you for the lesson!

The following punctuation marks are placed between parts of a complex non-union sentence: comma , semicolon , colon , dash , less often – comma And dash

The placement of one or another punctuation mark depends on the semantic relationships that develop between the parts of the non-union compound, and on the peculiarities of the intonation design of the sentence.

A comma is placed between the predicative parts of a non-union sentence, if they are closely related in meaning, interchangeable, united by enumeration intonation, not common or not common enough.

For example: Cannonballs are rolling , bullets whistle , cold bayonets hung.(L.) The snowstorm did not subside , the sky did not clear.(P.) He's in tears , head drooped , face pale , hands folded on chest , lips whisper.(S.-Sch.).

The semicolon is placed:

– if the parts of a non-union complex sentence are somewhat distant from each other in meaning, are significantly widespread and have commas inside them (a semicolon specifies the boundaries of the predicative parts in a complex sentence if at their junction there are complicated components separated by a comma).

For example: It's already getting dark ; the sun disappeared behind a small aspen grove lying half a mile from the garden ; her shadow stretched endlessly across the motionless fields. (T.) The forest smell intensifies, there is a slight whiff of warm dampness ; the wind that has flown in near you freezes. (T.); Silent lightning surreptitiously, but quickly and strongly struck the meadows ; Far beyond the Glades, a haystack that they had lit was already burning. (Paust.) The moon was already high above the house and illuminated the sleeping garden and paths ; The dahlias and roses in the flower garden in front of the house were clearly visible and all seemed to be the same color. (Ch.)

– if a non-union complex sentence breaks up into parts (groups of sentences) that are remote in meaning from each other (within such groups, the parts are separated by commas).

For example: The clouds are rushing, the clouds are swirling ; The invisible moon illuminates the flying snow ; The sky is cloudy, the night is cloudy. (P.) The pale gray sky became lighter, colder, bluer ; the stars blinked with faint light and then disappeared ; the ground became damp, the leaves began to sweat, and in some places living sounds and voices began to be heard. (T.)

The combination of these signs can also be in polynomial complex sentences with non-conjunctive and conjunctive (coordinating and subordinating) connections of parts, that is, a semicolon is often placed at the border of a non-conjunctive connection of parts, and a comma at the border of a coordinating or subordinating connection within parts.

For example: The valleys are dry and colorful ; The herds are noisy, and the nightingale is already singing in the silence of the night. (P.) The voices of sailors and women were heard very far away ; the pale sun stood high, and it seemed that a lush and bright spring was breathing across the sea. (Paust.).

A colon is usually placed in non-union complex sentences with a one-sided semantic relationship of parts, in which the first predicative part needs to be expanded, specified, and the second part characterizes (explains, complements, justifies) the content of the first. This is also facilitated by the intonation features of these sentences, in which an intonation pause is made between parts, warning about the continuation of the statement. Moreover, each part can consist of one or more predicative units, united by a union or non-union connection.

Hence, A colon is placed between the two parts of a non-union sentence:

– in explanatory relations , if the second part explains, reveals the content of the first (between such parts you can usually insert an explanatory conjunction namely).

For example: The weather was terrible : the wind howled, wet snow fell in flakes, the lanterns shone dimly, the streets were empty. (P.) The weather was good : it was freezing and quiet. (L.T.) Little by little the silence in the house was broken : in one corner a door creaked somewhere, someone’s steps were heard in the yard, someone sneezed in the hayloft. (Gonch.) A terrible thought flashed through my mind : I imagined her in the hands of robbers. (P.)

– in explanatory relationships, if in the first structurally incomplete part using a verb of speech, thought, perception ( speak, say, think, understand, feel, see, hear and so on) or another predicative acting as a predicate, a warning is given that what will follow is a statement of some fact or some description in the second part, which will fill in the content of the first. In this case, the first part is pronounced with a “restless” lowering of tone, signaling the incompleteness of the utterance and the need to expand the predicate. The second part of such constructions can be transformed into an explanatory clause with the conjunction that.

For example: I know : there is both pride and downright honor in your heart.(P.).

Compare: I know that in your heart there is both pride and downright honor. (P.) I also remember : she loved to dress well and spray herself with perfume. (Ch.) Pavel feels : someone's fingers touch his arm above the hand. (N.O.) I believed : if you talk about sad things cheerfully, sadness disappears. (M.G.) It was clear to them : they got lost in the forest. (Sol.)

It should be taken into account that in these constructions the predicate of the first part can be expressed by a verb of action accompanying perception (look, look around, look, listen), and the verb of perception itself is absent, but can be restored after the verb of action as a homogeneous predicate.

For example: I looked out the window : The stars were shining in the cloudless sky. (M.G.)

Compare: looked out and saw that... . Varvara listened : came the sound of an evening train approaching the station. (Ch.) I’m looking : Pechorin took a shot from his gun while galloping... (L.).

If the first sentence is pronounced without a hint of warning or pause (with a complete intonational fusion of parts), then a comma is placed instead of a colon.

For example: I hear , the earth shook. (N.) I remember , You often danced with him as a child. (Gr.)

– in justification relations , when the second part indicates the reason, the basis of what is said in the first part, the cause-and-effect relationship between them is intonationally emphasized, as a result of which the second part can be transformed into a subordinate clause with a subordinating conjunction because, since, since and etc.

For example: Pavel did not like autumn and winter : they brought him a lot of physical suffering. (N.O.) I'm sad : I have no friend with me... . (P.) It was impossible to stand on the ships : they were tossed around like pitiful little boats and tilted, it would seem, to the limit. (S.-C.) Stepan was afraid to approach the cliff : slippery. (Shishk.) The soldiers loved the marshal : he shared with them the burden of war. (Paust.)

– if the first part of a non-conjunctive sentence contains the words so, so, so, one, the specific content of which is revealed in the second part.

For example: I'll do it like this : I'll dig right next to the stone big hole....(L.T.) My custom is like this : signed, off your shoulders. (Gr.) One thing was certain : he won't come back. (T.)

- when expressing a direct question in the second part of a non-union complex sentence.

For example: He looked at Baturin : will he understand? (Paust.) Without looking into the distance, I’ll say this : Why do I need an order? I agree to a medal. (TV)

A dash is placed in non-union complex sentences with a two-way relationship of parts, expressing mutually dependent actions and pronounced with the intonation of conditionality or sharp opposition, that is, the intonation of incompleteness when pronouncing the first part, raising the tone on it and lowering the second part with a noticeably sustained pause between parts.

Taking into account the above, a dash is placed between parts of a non-union connection in the following cases:

– if the second part expresses an unexpected action or contains an indication of a rapid change of events (a conjunction can be inserted between parts And).

For example : The wind blew – everything trembled, came to life and laughed. (M.G.) And as soon as Seryozha took hold of the horn, I looked – Anchar is running towards us along the ravine. (M.P.) Suddenly men with axes appeared – the forest rang, groaned, and crackled. (N.)

– if the second part contains a sharp contrast in relation to the content of the first (adversative relations are established between such parts, usually with a negation component in the first part, relations of emphasized inconsistency or comparison, and an adversative conjunction can be inserted between the parts a, but, however).

For example: It wasn't Mishka's bag that was stolen – the last hope was stolen. (A. Neverov) It’s not the cuckoos who are sad – Tanya's relatives are crying. (Yes.) I told the truth – They didn't believe me. (L.) In Andersen’s fairy tales, not only flowers, winds, trees gain the gift of speech – the home world of things and toys comes to life in them. (Paust.) He is a guest – I'm the owner. (Bagr.) You are rich – we are poor. (L.T.)

- if the second part contains a consequence, a conclusion from what is said in the first part (before the second part you can insert the word therefore or replace it with the subordinate part of the consequence with the conjunction So).

For example: I'm dying – I have no reason to lie. (T.); The lieutenant quickly took the helm – The “hawk” soared sharply upward. (S.-C.) I would become a pilot – let them teach me. (Lighthouse.)

- if the first part indicates the condition for performing the action , which is discussed in the second part (it can be replaced by the subordinate part of the condition with the union if).

For example: Do you like to ride – love to carry sleighs too. (last) I like to draw – Draw for your health, no one forbids you. (Pan.) Winter without snow – summer without bread. (last) Do you want to be happy – learn to suffer first. (T.)

- if the first part indicates the time of the action , which is mentioned in the second part (it can be transformed into a subordinate clause with the conjunction When).

For example: The finches have arrived – the forest came to life. (Kaig.) The forest is being cut down – chips are flying. (last) Went here – the rye began to turn yellow. (M.P.); I opened my eyes – the morning began. (T.)

- if the second part expresses comparison with what is said in the first part (it can be replaced by a comparative clause).

For example: Birch tree in the forest without a top – housewife without a husband in the house. (Necr.) Says a word – the nightingale sings. (L.)

- if the second part with explanatory meaning is incomplete , as well as with the elliptical structure of parts of non-union compounds.

For example: He says – is ill. (N.); I looked – herring! (Paust.) Let's look – tram (B.Zh.) Look from the mountain – what a view! (B.Zh.)

- if the second part forms a connecting clause , does not contain basic information, but additional information with an explanatory, causal connotation of meaning, and the first part is more of an independent message (the connecting part can begin with the pronominal words this, so, such). Moreover, if there is a word this or if it is possible to introduce it before the connecting part a comma and a dash may be used as a single punctuation mark.

For example: The wide entrance was completely empty , – it seemed strange to me. (Kav.) In the garden, in the mountains of foliage, white and small light bulbs sparkled , – it was like an illumination. (Paust.).

Compare: All the objects around were clearly and exaggeratedly real , – This is what happens when you don't sleep all night. (Shol.) She was sitting nearby on a bench under a rickety wooden mushroom , – they make these in sentry camps. (Paust.).

Punctuation marks on the border of predicative parts of the non-union polynomial sentence“are determined by semantic relations, which appear in the foreground of dividing it into two logical parts, then in the background, when one or another part, in turn, breaks up into two parts, characterized by certain semantic connections.

For example: You can’t understand Russia with your mind, you can’t measure it with a common yardstick. : she's going to be special – you can only believe in Russia. (Tyutch.).(In the foreground, the relationship of justification - a colon is placed; between the two parts of the second logically distinguished part, cause-and-effect relationships are established, the consequence is in the second part, therefore a dash is placed)"

It follows from this that the use of certain punctuation marks in a polynomial non-union sentence is determined by the semantic relationships that develop between its parts with the indicated features of their division, and the intonation features of the sentence.

Compare: I looked around – my heart ached : It’s not fun to enter a peasant’s hut at night. (T.) The word reflects the thought : the thought is incomprehensible - the word is incomprehensible... (Bel.) You marvel at the treasures of our language: every sound is a gift ; everything is grainy, large, like the pearl itself, and really, another name is even more precious than the thing itself. (G.) Love the book : she will make your life easier, will friendly help you sort out the motley and stormy confusion of thoughts, feelings, events , it will teach you to respect people and yourself , it will inspire the mind and heart with a feeling of love for the world, for man. (M.G.).

Unconjunct sentences are complex sentences whose parts are connected by intonation. These can be quite complex constructions, the parts of which are separated from each other not by conjunctions, but by punctuation marks - commas, semicolons, dashes, colons. The placement of one or another punctuation mark depends on how the parts of such a BSP relate to each other.

2. Comma in BSP

If in the next In the sentence there is a listing of facts, while the intonation is listing with pauses before each part of the structure, replacing the conjunction and then it is necessary to put a comma. For example, let's look at the work of Sergei Yesenin. The fields are compressed, the groves are bare, the water is foggy and damp.

3. Semicolon

In a common BSP, when it already has commas separating homogeneous or isolated members, introductory words and other constructions, then a semicolon is placed between the parts of such a sentence. For example, in Lermontov’s poem “Boyarin Orsha”. The crosses of the monastery shine; along the long towers and walls and along the painted gates, a beautiful, pure and lively, like the happiness of a young life, its golden ray plays.

4 Dash

There are several situations when the rules of the Russian language require putting a dash in the BSP. First, one part of a complex sentence is contrasted with another. In the conjunction, a comma is placed with the conjunction but. Let me give you a Russian proverb as an example. A big talker is a bad worker.

Secondly, if it is possible to replace the conjunctions “if” and “when” used to indicate time and other conditions. An example also from oral folk art. You do one thing, don’t spoil another.

Thirdly, instead of a comma and the conjunctions “therefore” and “so” in the BSP, when the second part of a complex sentence is summed up, a conclusion is drawn about what was said in the first part. There are traffic jams on the streets - you need to leave early.

Fourthly, there is a rapid change of events. In a union sentence there could be a comma and the conjunction “and”, and in a non-union sentence there could be a dash. A shot rang out and everyone scattered.

There are also several conditions for placing this punctuation mark. One of them is that in the second sentence the reason for what happens in the first is explained. Example. I don't keep cats: I'm allergic to their fur.

The second of the conditions is that one of the pre-explains the other, reveals its content. In the union it would be “namely”, of course, after the comma. An example from Nekrasov’s work. A nose with a beak like a hawk, a gray mustache, long, and - different eyes: one healthy -glows, but the left one is cloudy, cloudy, like a tin penny!

The third of the conditions is that the second sentence complements the first, and theoretically a comma and conjunctions “how” or “what” can be placed between them. I see the sun going below the horizon.

Unconjunct complex sentences have similar and distinctive features with compound and complex sentences. Parts of the BSP establish relationships similar to those found in the BSP and SPP, but there are no unions in them. Depending on the context, one or another punctuation mark is used. Sometimes, to make it easier to determine which sign. punctuation must be placed, it is enough to mentally substitute one or another conjunction and apply the above rules.

Video review

All(14)

When to use a comma Syntax and punctuation. Part 1. Lesson 2.

Video lesson in the Russian language "Complex sentences with several subordinate clauses"

Complex sentences. Best explanation.

Complex sentences with several subordinate clauses (grade 9, video lesson-presentation)

Complex sentence

Poetic dimensions

L.A. AKSENOVA,
Lipetsk region

Punctuation marks in a non-union complex sentence

Didactic material

I. Placement of commas and semicolons

Comma is placed in a non-union complex sentence to separate parts that are closely related to each other (a conjunction can be placed between them And ) and denoting simultaneously or sequentially occurring events.

Cannonballs are rolling, bullets are whistling, cold bayonets are hanging. (A. Pushkin)

Semicolon is placed in the case when the parts of a non-conjunct complex sentence are less connected with each other (in meaning and intonation they are close to independent sentences), as well as when the parts are already common (have commas) or are grouped according to meaning (in this case, the use of a comma between the parts of a non-conjunctive complex sentences is an insufficient sign).

The morning is magnificent; the air is cool; the sun is low.(I. Goncharov) The pale gray sky became lighter, colder, and bluer; the stars blinked with faint light and then disappeared; the ground became damp, the leaves began to fog up, in some places living sounds and voices began to be heard. (I. Turgenev)

Exercise 1. Read the text. Observe the intonation, stylistic features of non-conjunctive complex sentences, justify the use of commas and semicolons.

It's fun 2 to make your way 6 along the narrow 6 path 6 between two walls of high 3 rye. Ears of corn quietly hit 1 you in the face, cornflowers cling 6, 2 to your legs, quails scream all around, the horse runs at a lazy 2 trot. Here is the forest. Shadow and silence. Stately 5 aspens babble high 6 above you 3; the long hanging branches of the birches barely move 6; mighty oak stands like a fighter next to a beautiful linden tree 4, 7.

(I. Turgenev)

Attention! Parts of a non-conjunct complex sentence separated by a semicolon are pronounced with a lower voice towards the end of the part (almost like a period) and significant pauses between parts. The rate of speech in such sentences is usually slow.

Taking this information into account, prepare an expressive reading of I. Turgenev’s text. Try to feel the mood that the author conveys.

Determine what linguistic means of expression are used in the last sentence.

Choose a synonym for the word stately.

Indicate the types of one-part sentences. What is their role in the text?

Task 2. Read the complex sentences without conjunctions and find the grammatical basics in them. Decide in which non-union complex sentences you need to put a comma between the parts, and in which you need a semicolon. Justify your choice.

Write down the sentences using punctuation marks. Fill in the missing letters and open the brackets.

1) Meanwhile, the night was falling and growing like a thundercloud, it seemed, along with the evening vapors, to rise from everywhere and even (from) the darkness to rise. 2) Everything around quickly turned black and faded away; only the birds screamed occasionally. 3) Already I (with) difficulty distinguished separate objects; the field shone indistinctly around (behind) it (with) every moment the gloomy darkness rose up in huge clouds. 4) One gentle hill gave way to another and endless bushes seemed to rise up from the ground right in front of my nose. 5) Everywhere, large drops of river sparkled like radiant diamonds, clean and clear, as if they had also been washed in the cold morning (n, nn), the sounds of a bell came to me. 6) The wind fell as if its wings folded and froze with a soulful warmth wafting from the ground. 7) The night's heavy and damp breath puffed into my hot (n, nn) ​​face, it seemed as if a storm was getting ready, black clouds were growing and crawling across the sky, visible to my eyes, smoky faces.

(I. Turgenev)

1) Meanwhile, the night was approaching and growing, like thundercloud; It seemed that, along with the evening vapors, darkness was rising from everywhere and even pouring from above. 2) Everything around quickly turned black and died down, only the quails screamed occasionally. 3) I already had difficulty distinguishing distant objects; the field was vaguely white around; behind it, looming in huge clouds every moment, rose the gloomy darkness. 4) One gentle hill gave way to another, fields stretched endlessly after fields, bushes seemed to suddenly rise out of the ground right in front of my nose. 5) Everywhere large drops of dew began to glow like radiant diamonds; The sounds of a bell came towards me, clean and clear, as if also washed by the morning cool. 6) The wind fell, as if folded its wings, and froze; the fragrant warmth of the night wafted from the earth. 7) The night smelled heavy and damp on my heated face; it seemed that a thunderstorm was brewing; black clouds grew and crawled across the sky, apparently changing their smoky outlines.

(I. Turgenev)

Task 3. (Formation of speech and punctuation skills.) Continue the sentences so that you get compound ones without conjunctions: a) with a comma; b) with a semicolon.

1) The sky in the east began to darken...
2) The lights came on in the evening streets...
3) Lightning flashed almost continuously...
4) The river overflowed greatly during the flood...
5) There was thunder behind the village...
6) All nature breathes freshness...
7) The air is clean and transparent...

Task 4. Prepare to read the text expressively, paying attention to intonation and choice of punctuation marks in sentences.

Do you know what pleasure leave in the spring before dawn? You go out onto the porch... On dark gray sky here and there stars blink; damp breeze occasionally comes in a light wave; a restrained, unclear whisper is heard nights; the trees make a faint noise, bathed in shadow... Behind the fence, in the garden, he snores peacefully watchman; every sound seems to stand in frozen air, stands and doesn't work. So you sat down; the horses started moving at once, the cart rattled loudly... You are a little cold, you cover your face overcoat collar; to you dozing... But now you’ve gone about four miles... The edge of the sky turns red; jackdaws wake up in the birch trees, awkwardly fly; sparrows chirp near the dark stacks. It's getting brighter air, the road is clearer, becomes clearer the sky, the clouds are white, the fields are green. In the huts with red fire are burning splinters can be heard outside the gates sleepy vote. Meanwhile the dawn flares up; here are the golden stripes stretched out steam swirls across the sky, in the ravines; larks they sing loudly, predawn the wind blew and quietly floats up crimson Sun. The light will just flow in like a stream; the heart is in you perks up, like a bird. Fresh, fun, love!.. The sun is fast rises; the sky is clear... You climbed the mountain... What a view! River curls about ten versts, dimly blue through the fog; for her watery green meadows; beyond the meadows gentle hills; peewits screaming in the distance curl above swamp; through the damp shine diffused in the air, the distance clearly appears... How freely the chest breathes, how cheerfully moving members like getting stronger the whole person covered fresh breath of spring!..

(I. Turgenev)

Title the text and determine its main idea.

How many paragraphs can be identified in this text?

What is the role of non-union complex sentences in the text?

What explains the differences in the placement of punctuation marks (commas and semicolons) between parts of non-conjunct complex sentences?

What means of expression did the author use?

Explain the spellings in the highlighted words.

Compose a short text using non-conjunct compound sentences with commas and semicolons on one of the following topics:

1. Before a thunderstorm.
2. Early in the morning.
3. Summer evening.
4. Blizzard.
5. Leaf fall.

II. Colon placement

Colon between parts of a non-union complex sentence is placed in the following cases:

1. If there is a causal relationship between the parts (the second sentence indicates the reason for what is said in the first sentence), in this case conjunctions can be placed before the second part because, since .

One should never boast about ignorance: ignorance is powerlessness.(N. Chernyshevsky)

2. If there are explanatory relations between the parts (the second part explains, concretizes the expressed thought of the first part), in this case explanatory conjunctions can be placed before the second part namely, that is .

The weather was terrible: the stormy wind had been roaring since the night, the rain was pouring down like buckets.. (I. Goncharov)

3. If the second part complements the content of the first part, extending one of its members (usually a predicate). In the first part, in this case, you can insert verbs of speech, thought, feeling, perception ( hear, see, feel and the like). Test conjunctions: what how .

He raised his head: the Golden Dipper shone through the thin steam.

Exercise 1. Read the sentences. Indicate non-union complex sentences in which the second part
a) indicates the reason for what is said in the first part;
b) reveals and explains the content of the first;
c) complements the meaning of the first part.

1) I entered the hut: two benches and a table and a huge chest near the stove made up all its furniture. 2) I could not sleep: a boy with white eyes kept spinning in front of me in the darkness. 3) I stood up and looked out the window: someone ran past him a second time and disappeared God knows where. 4) We looked at each other: we were struck by the same suspicion. 5) I looked up: on the roof of my hut stood a girl in a striped dress, with loose braids, a real mermaid. 6) She was beautiful: tall, thin, black eyes, like those of a mountain chamois, and looked into your soul. 7) I was created stupidly: I don’t forget anything. 8) Grushnitsky took on a mysterious look: he walks with his hands behind his back and doesn’t recognize anyone. 9) A long-forgotten thrill ran through my veins at the sound of this sweet voice; she looked into my eyes with her deep and calm eyes: they expressed distrust and something similar to reproach. 10) One thing has always been strange to me: I have never become a slave to the woman I love; on the contrary, I always acquired invincible power over their will and heart, without even trying to do so. 11) One should never reject a repentant criminal: out of despair he can become twice as criminal. 12) Oh, I ask you: do not torment me as before with empty doubts and feigned coldness. 13) I laugh at everything in the world, especially at feelings: this begins to scare her. 14) I looked at her and was frightened: her face expressed deep despair, tears sparkled in her eyes. 15) Our conversation began with slander: I began to sort through our acquaintances who were present and absent, first showing their funny and then their bad sides. 16) These patients are such a people: they know everything. 17) I got down and crept up to the window: the loosely closed shutter allowed me to see the feasting people and hear their words. 18) Here are my conditions: you will now publicly renounce your slander and ask me for an apology. 19) I ask you one thing: shoot quickly. 20) Everything is arranged as best as possible: the body is brought... the bullet is taken out of the chest. 21) A lot of time has passed since then: I penetrated into all the secrets of your soul. 22) I will never love another: my soul has exhausted all its treasures, its tears and hopes on you. 23) I took... the ace of hearts from the table and threw it up: everyone’s breathing stopped. 24) I walked around the hut and approached the fatal window: my heart was beating strongly. 25) I like to doubt everything: this disposition of mind does not interfere with the decisiveness of character. 26) There are two people in me: one lives in the full sense of the word, the other thinks and judges it.

What work are these lines taken from? Name the author.

How to explain the frequent use of a personal pronoun I in these sentences?

Give a complete punctuation description of sentence 10.

Draw a diagram of sentence 9.

Task 2. Read it. Determine the semantic relationships between parts of non-conjunctive complex sentences. Write down the sentences, using punctuation marks and emphasizing grammatical basics, in the following sequence:

1) the second sentence indicates the reason for what is said in the first sentence;
2) the second sentence reveals and explains the content of the first;
3) the second sentence complements the meaning of the first sentence.

1) There are such happy faces in the world that everyone loves to look at, as if they are warming you or petting you. 2) It wasn’t just the semi-wild charm spread throughout her subtle body that attracted me to her; I liked her soul. 3) It wasn’t my feet that carried me, it wasn’t the boat that carried me, I was lifted up by some wide, strong wings. 4) Suddenly I hear someone calling me. 5) My head was spinning, too many impressions flooded into it at once. 6) He loved her passionately and never forbade her anything; in his soul he considered himself guilty before her.

(I. Turgenev)

Task 3. Continue the sentences so that you get unionless complex sentences with a colon. Determine the semantic relationships between the parts.

1. Plants freshen the air: ...
2. Forest affects air temperature: ...
3. Love nature: ...
4. Read V. Kaverin’s book “Two Captains”: ...
5. I looked at the sky: ...
6. I'm happy: ...
7. I ask you one thing: ...

III. Setting a dash

Dash is placed between parts of a non-conjunctive complex sentence in the following cases:

Feet carry - hands feed. (Proverb)

2. If the first part indicates the time or condition of what is said in the second part. Test conjunctions: time – When , conditions - If .

1) Evening will come - the stars will light up in the sky. 2) If you like to ride, you also like to carry sleds.(Proverb)

3. If the second part contains a conclusion or consequence from what is said in the first part. These relationships can be verified by unions so, therefore .

The layer of clouds was very thin - the sun shone through it.(K. Paustovsky)

4. If parts of a non-union complex sentence have the meaning of comparison. Test conjunctions: as if, as if, as.

If he looks, he’ll give you a ruble. (Proverb)

5. If parts of a non-union complex sentence depict a rapid change of events.

The cheese fell out - there was a trick with it. (I. Krylov)

6. If the parts of a non-union complex sentence are connected by concessional relations. Test conjunctions: although, despite the fact that .

I told the truth - they didn’t believe me. (M. Lermontov)

Exercise 1. Read the sentences. What semantic relationships are expressed by the dash sign in these non-union complex sentences? What alliances can be used to test these relationships? Draw intonation patterns for sentences 1, 2, and 8. Write down the words with highlighted letters and explain their spelling.

1) I was g O tov love the whole world - m e nya n And who (didn’t) understand. 2) He (not) r A waved his hands - a sure sign of some secrecy of character. 3) I repeat O ril pr And announcement - he n And what (not) answered. 4) Vd A whether in And dust was falling - Azamat sk A cal per liter And Home Karagöse. 5) Try it O shaft go n e shock - my legs od To O were trying. 6) Shot p A gave up - smoke filled the room A that. 7) Gornoe oz e ro st e sparkles in the sun - shimmers with all colors e Tami in O Amazing Krista ll. 8) Fog of Ra ss e I was in e rshiny again A St. e roared in the sun. 9) I was modest - m e Nya obv And caught in the bow V quality

(M. Lermontov)

Task 2. Write them down by grouping the proverbs according to the semantic relationships of their parts. Insert the missing letters, highlight and mark the spellings in these words.

1) Summer comes, winter comes. 2) Darkness does not like light - evil does not tolerate good. 3) They go ahead - they don’t regret it. 4) The source quenches thirst - kind word revives the heart. 5) By eye it turned_sh_ - it measured_sh_ crookedly. 6) The brave conquer, the cowardly perish. 7) Don’t shout about yourself - let others quietly talk about you. 8) Science is not gained for nothing – science is gained through hard work. 9) They teach the alphabet - the whole hut is covered. 10) Finished the job - go for a walk safely. 11) If there is patience, there will be skill. 12) Time for business - time for fun. 13) Human labor feeds - laziness ports. 14) If you plow better, you will get more bread. 15) The red sun has risen - goodbye, the month is bright. 16) A person without a homeland is a nightingale without a garden. 17) A thread from the world - a naked shirt. 18) The eyes are afraid - the hands are doing. 19) If you believe in altyn, they don’t believe in rubles. 20) It fell from the cart - you won’t find it_. 21) A white hand is a black soul. 22) When you hang around with stupid people, you become stupid yourself. 23) Talk to a smart person and drink some water. 24) A friend scolds a friend - an enemy fights. 25) If you swing a stick without knowing how to do it, your neck will suffer. 26) The root of teaching is bitter, but its fruit is sweet. 27) A scientist without practice is a bee without honey. 28) I read a bad book and met with a friend. 29) Together we get down to business - the desert begins to bloom. 30) One tongue, two ears – say once, listen twice. 31) Don’t look for an impeccable friend - you’ll be left alone. 32) Illnesses and illnesses pass - habits remain forever. 33) A happy person talks about good luck; an unhappy person cries loudly about his misfortune. 34) I gave the sick man a loving shove and gave him half his health back. 35) The rich man couldn’t find a heifer in his herd; he took the last heifer from the poor man. 36) Don’t waste your labors, don’t get too full—the key will eventually return to the flower. 37) The first stone sank crookedly into the ground - the whole wall went awry. 38) If a friend offends you, your word will be crushed like a stone. 39) A smart head feeds a hundred heads - it’s thin and can’t feed one. 40) From day to evening there is nothing to listen to. 41) If you read books, you will know everything. 42) An enemy agrees - a friend argues. 43) I didn’t get up in the morning - the day was gone. 44) Hv_stun will tell the truth - no one will believe him.

Indicate sentences whose content is based on the use of antonyms.

Name proverbs that are synonymous in meaning.

IV. Training exercises

Exercise 1. Read the sentences. Convert complex and complex sentences into complex non-conjunctive ones. Write it down using the correct punctuation marks..

1) Proverbs and sayings are always short, but whole books’ worth of thought and feeling are put into them. (M. Gorky) 2) A person must grow with his feet into the soil of his homeland, but let his eyes survey the whole world. (J. Santayana) 3) Yes popular belief that lightning “lightens the bread”, that is, illuminates it at night. This makes the bread pour faster. (According to K. Paustovsky) 4) Small rooms or dwellings collect the mind, and large ones disperse it. (Leonardo da Vinci) 5) If you are going to love someone, learn to forgive first. (A. Vampilov) 6) Not only did you collect books, but books also collected you. (V. Shklovsky) 7) If you want to be rich, do not think about increasing your property, but only reduce your greed. (C. Helvetius)

Determine the main idea of ​​the proverbs (sentences 8, 9, 10). What advice is contained in the proverb Read without thinking - what to eat without chewing?

Task 2. Write down the sentences, place punctuation marks, justify your choice. Emphasize the grammatical basics of the sentences.

1) He who goes on the road and is bored alone, let him take a book as a companion; there is no companion better than her; let him who is sick and suffering take a book to help him; in the world there is no medicine stronger than her. (Ancient Eastern wisdom) 2) Love the book, it will help you understand the motley confusion of thoughts, it will teach you to respect a person. (M. Gorky) 3) It [the book] introduces people to the lives and struggles of other people, makes it possible to understand their experiences, their thoughts, their aspirations, it gives the opportunity to compare, understand their surroundings and transform it. (N. Krupskaya) 4) You need to treat the word honestly; it is the highest gift to a person. (M. Gorky) 5) Science must be loved; people have no more powerful and victorious force than science. (M. Gorky) 6) My request is the following: take care of our language. (I. Turgenev) 7) I looked around, my heart ached sadly to enter a peasant’s hut at night. (I. Turgenev) 8) A narrow path led between the bushes to a steep slope; fragments of rocks made up the shaky steps of this natural staircase; clinging to the bushes, we began to climb. (M. Lermontov) 9) It was getting hot; white shaggy clouds were quickly running from the snowy mountains, promising a thunderstorm; Mashuk’s head was smoking like an extinguished torch; All around him, gray wisps of clouds curled and crawled like snakes, arrested in their quest and as if caught in the thorny bushes. (M. Lermontov) 10) So people from the fortress gathered around him, he [Kazbich] didn’t notice anyone, stood around, talked and went back, I ordered the money for the sheep to be placed near him, he didn’t touch them. (M. Lermontov) 11) Pechorin is not indifferent apathetically he bears his suffering, he madly chases after life, looking for it everywhere, he bitterly blames himself for his delusions. (V. Belinsky) 12) Water is the master of everything and fears fire. (Proverb) 13) Don’t dig a hole for someone else, you’ll fall yourself . (Proverb) 14) Don’t swear; your mouth won’t be clean. (Proverb) 15) The mare competed with the wolf with only one tail, but the mane remained. (Proverb) 16) Among the noisy crowd of the unknown, those sounds were twice as clear to me, with miraculous power they reminded me of everything dear to my heart. (A. Fet) 17) A colored ball is jumping in the yard in front of me, this ball is very cute, it hasn’t hit glass yet. (G. Vieru) 18) Every business has a special smell; the bakery smells like dough and baked goods. You walk past a carpentry shop and smell of wood shavings and fresh boards. (J. Rodari) 19) You just need to do something good, do something then our mothers will smile and cry with happiness. (O. Shestinsky) 20) There is nothing more holy and selfless than a mother’s love; every affection, every love, every passion is either weak or self-interested in comparison with it. (V. Belinsky)

Indicate sentences that correspond to the following schemes:

– ; – .

(because)

Indicate a non-union complex sentence, the relationships between the parts of which are cause-and-effect.

Illustrate the following spellings with examples from the sentences:

1) -tsya, -tsya in verbs: ...

2) n, nn in suffixes of different parts of speech: ...

3) Not with different parts of speech: ...

4) roots with alternating vowels: ...

5) unstressed vowels, verified by stress: ...

Using an explanatory dictionary, explain the meaning of the highlighted word.

Write down the words whose structure corresponds to the diagrams:

Indicate the parts of speech in the 17th sentence.

Task 3. Read the fragments literary works. Indicate the author, title of the work, determine the genre.

Write it down, inserting the missing letters and adding punctuation marks.

1) One poor mother did not sleep. She crouched down to the head of her dear sons who were lying next to her, she combed their young, carelessly tangled curls with a comb and moistened them with tears, she looked at them with all her senses and couldn’t help but look. She raised them with her own breasts, she raised them up and only for one moment sees them in front of her. My sons, my dear sons, what will happen to you, what awaits you, she said, and the tears stopped in the wrinkles that had changed her once red face.

2) Sweet old gentle
Don't be friends with sad thoughts
Listen to this snowy harmonica
I will tell you about my life.

3) Don't leave mothers alone
They grow old from loneliness.
Among the worries of love and books
Don't forget to be kinder to them.

4) I know a lot about the exploits of women who carried wounded fighters from the battlefield, who worked for men who gave their blood to children following their husbands along the Siberian highways. I never thought that all this had to do with my mother. To the quiet, shy, everyday worry(n, nn) ​​only with the intention of putting on our shoes...
Now I look back at her life and see she went through it all. I see this with the op_building. But I see.

5) If you have become harsh at heart
Be more kind to her.
B_r_gite Mother from an evil word
Know that children hurt everyone more!
...Mother will die and the scars will not be erased.
The mother will die and the pain will not be relieved.
I beg you to take care of Mom
Children of the world, take care of Mother!

6) My friend, my brother, my comrade
if your mother calls you
Strive for her with your heart. Sp_shi.
Rush to her in the most winged rocket.
Every moment counts. Be faster than sound
and than the light.
If you get late on the way, you won’t forgive yourself for this forever.
.....................................................
Oh, your mother’s testament, and who is wiser than you in the world?
You take us to the stars even in dark nights deaf.
I dare to affirm that there are few bad mothers in the world!
Why is there still evil crawling on the earth?
AND selfishness stinks? And dries out the heart hoarding?
But how on earth would _light be made for people?
If only all their mothers would obey their offspring.

7) Z_foot give me a bigger soul
Kind heart
Eye (not) dormant
Naked, soft, tender, affectionate
Hands are strong (not) angry
It's very difficult to be a mother!

(N. Gogol. “Taras Bulba”; S. Yesenin. “The snow crush is crushed and pricked”; A. Dementyev, Yu. Yakovlev. “Heart of the Earth”; R. Gamzatov. “Take care of mothers”; S. Ostrovoy. “Mother "; A. Yashin. "Mother's Prayer.)

Draw diagrams of non-union complex sentences, indicate the grammatical basics in them.

Using a dictionary, find out the meaning of the underlined words.

Task 4. Prepare an expressive reading of the text.

My mother's constant presence merges with my every memory. Her image is inextricably linked with my existence... I sometimes lay in oblivion, some kind of intermediate state between sleep and fainting: my pulse almost stopped beating, my breathing was so weak that they put a mirror to my lips to find out if I was alive; doctors and everyone around me long ago condemned me to death: the doctors - for undoubted medical reasons, and those around me - for undoubted bad omens. It is impossible to describe my mother’s suffering, but her enthusiastic presence of mind and hope to save her child never left her. “Mother Sofya Nikolaevna,” a distant relative, devoted to her soul, said more than once, as I myself heard, “stop torturing your child; After all, both the doctors and the priest told you that he is not a tenant. Submit to the will of God: place the child under the icon, light the candle and let his angelic soul leave his body in peace. After all, you only interfere with her and disturb her, but you cannot help her...” But my mother greeted such speeches with anger and answered that, as long as the spark of life glimmers in me, she will not stop doing everything she can for my salvation, - and again she put me, unconscious, in a strengthening bath, poured rhine wine or broth into my mouth, rubbed my chest and back with her bare hands for whole hours, and if this did not help, then she filled my lungs with her breath - and after a deep sigh, I began to breathe stronger, as if he was waking up to life, gaining consciousness, starting to eat and speak, and even recovered for a while. This happened more than once... I attributed my salvation to vigilant care, unrelenting care, and boundless attention from my mother. The attention and care was like this: constantly in need of money, living, as they say, from penny to penny, my mother got an old Rhine wine in Kazan, almost five hundred miles away, for an unheard-of price at that time. In the city of Ufa there were no so-called French white breads at that time - and every week, that is, every post, a generously rewarded postman brought three white breads from Kazan. I said this as an example; exactly the same was observed in everything. My mother did not allow the dying lamp of life in me to go out; As soon as he began to fade away, she nourished him with the magnetic outpouring of her own life, her own breath.

(S.T. Aksakov)

Formulate and write down the topic and main idea of ​​the text. (The selfless struggle of a mother for the life of her child is the theme of the text. The meaning of the text is deep: as long as there is a Mother on earth, a person is not afraid, she will light a light in the darkness of the night, will not let you get lost and fall into the abyss, will help, will protect you from trouble, will warm your soul, will save, will come back to life.)

Explain the placement of punctuation marks in the text.

Indicate non-conjunctive complex sentences in the text.

Draw a diagram of the third sentence and characterize it.

Remember the spelling "letters" n And nn in words of different parts of speech,” illustrate it with examples from the text.

Fill in the table with examples from the text:

Prepare to take dictation.

Task 5. Read the text. Write down, using punctuation marks, justify your choice.

You bought a new book... It may be in hard cardboard cover with calico covered in a hard cardboard (n, nn)o (paper) cover or in a soft paper cover. The book is new, clean and beautiful. Do you want to keep it in this form? Remember

Books are afraid 1 of the sun's rays (not) read 6 them in the bright sun. 7

Books are afraid of dampness (don’t) read them in the rain.

Books are afraid of dirt and grease stains (do not) read them (during) eating (do not) shave them with dirty hands.

Books are afraid of dust, clean them 2, 3 preferably with a vacuum cleaner.

Books are afraid of mechanical damage (do not) bend them 2 (do not) put them (in) thick things by turning them over 2 Grab the edge of the sheet and (do not) drool on your finger. 7

Use these tips to make sure your 3 books 1 will be extended 4 .

(From the calendar)

Title the text. Determine its main idea.

Explain the meaning of the highlighted word.

Execute specified species analysis.

Choose words with the same root book, reading.

Task 6. Prove that the colons in the examples refer to three different punctograms. What is the similarity in intonation of all sentences that have a colon?

1) I rode at a pace and was soon forced to stop: my horse got stuck, I couldn’t see a thing. (I. Turgenev) 2) Work saves us from three great evils: boredom, vice, need. (Voltaire) 3) I looked around: the night stood solemnly and royally. (I. Turgenev) 4) V.G. Belinsky argued: “Literature is the consciousness of the people, the flower and fruit of their spiritual life.” 5) Knowledge is based on three things: you need to see a lot, learn a lot and suffer a lot. (U. Foscolo)

Task 7. Read it. Explain the placement of colons in the text.

Fable

DRAGONFLY AND ANANT

In the fall, the ants' wheat became wet: they dried it. A hungry dragonfly asked them for food. The ants said: “Why didn’t you collect food in the summer?” She said: “I had no time: I sang songs.” They laughed and said: “If you played in the summer, dance in the winter.”

(L.N. Tolstoy)

Formulate and write down two questions for the fable.

Task 8. Indicate where the dash is placed: a) between the subject and the predicate; b) in an incomplete sentence; c) before a generalizing word; d) in a non-union complex sentence; d) in a complex sentence.

1) Fine snow began to fall - and suddenly fell in flakes. (A. Pushkin) 2) To comprehend one’s guilt to the end - this is the characteristic of a sage and brave man. 3) A bird is visible by its feathers, and a person by its speech. (Proverb) 4) Communication with a book is the highest and irreplaceable form intellectual development person. 5) We descended into the ravine, the wind died down for a moment - measured blows clearly reached my ears. (I. Turgenev) 7) Read a book - enrich your memory, continuously learn new things.

Task 9. Find the "third wheel". Justify your choice.

I. 1) Thoughts should be attacked with thoughts: ideas should not be attacked with guns. (A. Rivarol) 2) She raised her eyes with effort and immediately looked away: Gogol looked at her, grinning. (K. Paustovsky) 3) The homeland is made up of concrete and visible things: huts, villages, rivers, songs, fairy tales, picturesque and architectural beauties. (V. Soloukhin)

II. 1) I lived, I was - for everything in the world I answer with my head. (A. Tvardrovsky) 2) Never lose patience - this is the last key that opens doors. (A. de Saint-Exupéry) 3) To be able to endure solitude and enjoy it is a great gift. (B.Shaw)

III. 1) Don’t sing, beauty, in front of me you sing the songs of sad Georgia: they remind me of another life and a distant shore. (A. Pushkin) 2) The desired time will come: love and friendship will reach you through dark barriers. (A. Pushkin) 3) I give up my place to you: it’s time for me to smolder, for you to bloom. (A. Pushkin)

Task 10. Copy using punctuation marks, inserting missing letters, and opening parentheses.

1) Learning is like swimming (with) the flow, you stopped for a minute and you were thrown (on) your backside. 2) The morning dawns on the whitened sky, the golden pale streak is fresher and the wind becomes harsher. (N. Gogol) 3) For everything that exists in nature, water, air, sky, clouds, sun, rain, forests, rivers and lakes, meadows, fields of flowers and grass, in the Russian language there is a great variety of good words and names. (K. Paustovsky) 4) The word is the key and opens hearts. (Proverb) 5) There is (in) the beginning of autumn a short but wondrous p_ra all day long, as if it were crystal and rays of sunshine yesterday. (F. Tyutchev) 6) If a person depends on nature, then it also depends on him; it made him, he remakes it. (A. France) 7) Give a person all the blessings of life, but deprive him of an understanding of the meaning of life on earth, he will be unhappy. (K. Ushinsky) 8) An evil person is like a pear, it breaks easily but is difficult to glue together. A good person is like a jug of gold, difficult to break but is easily glued together. (Indian folk wisdom) 9) A person’s exceptional happiness is to be involved in his or her favorite work. (Vl. Nemirovich-Danchenko) 10) The prosperity of the Russian man is closely connected with the existence of the Russian people. Perishing, a silent disaster threatens man too. (K. Timiryazev) 11) The wealth of other people is (not) worth seeing; they acquired it at a price that we cannot afford; they sacrificed their health, honor, and conscience for it. This is too expensive (s, h) the deal would bring us only a loss. (J. Labruyère) 12) Love is a great decoration of life; it is the nature of flowers to play with colors, sing wonderful songs, dance in wonderful dances. (A. Lunacharsky) 13) Too much wealth sometimes makes a person (un)suitable for society; they (don’t) go to the market with gold bullion; there they need a coin, especially small change. (N. Chamfort)

Indicate non-union complex sentences and draw their diagrams.

Task 11. Read it. Guess the riddles. Write it down using punctuation marks.

1) One pours 1, another drinks, the third grows. 2) One says let's run, let's run 6 the other says 6 let's stand, stand, the third says let's stagger let's stagger. 3) Little Chernenka 6 the dog curled up 2 lies, does not bark, does not bite, and does not let him into the house. 4) The 2nd river is flowing 6 we are lying down. Ice on the river we are running 4.

Indicate the parts of speech in the first sentence.

Perform types of analysis.

Task 12. Read the text. Explain punctuation marks and highlighted spellings. Get ready to take dictation.

Summer, July morning! How gratifying br O go to hell A re! Green line l O there is a trace of your feet along the river O sistoy, pob e left-handed grass. you ra h dvin e those wet bushes will just hit you O drank warm A home of the night; the air is all O with fresh bitterness O lyni, honey gr e sneezes and poops; vda whether there is a wall O it oak forest and bl e stitis and a l it's on with l ntse; still St. e and O, but I already feel V stuy ts I am the proximity of the heat. G O l O circle languidly ts I'm from excess bl A G O hoots. There is no shrub O wow... Some where is it vda whether e flying sp e growing yeah, y h kimi p O blushes with glosses e sneeze. Here's a sneak peek And sang t e leg; trial step And heaven ts I'm a man, puts the horse in the shade in advance... You p O building O fought with him, from O walked - I heard chn oh la h g to O cheese A building A e ts I'm behind you. The sun is getting higher and higher. Dries quickly e t grass. It's already getting hot... Through the thick bushes O Resolver, p e R e puta nn 2 tenacious grass, descent e get 2 you to the bottom O enemy... Under the very O by storm t A is exhausted chn IR; oak bush greedily With threw his palmed branches over the water b I; big with e R e bristly bubbles, to O gushing, under And tossing from the bottom covered with fine barch A dark moss 4... You are in the shadows, you are breathing And those p A hoochey cheese O stu; you x O R O sho 3... But what is it? Wind in e suddenly n A l e bodies and rushed; the air trembled all around: was it thunder?.. But the faint light e lightning struck... Eh, yes it's gr O behind! The sun is still shining brightly all around: O wants b It's still possible. But the cloud is A stet: its front edge is extended And sleeved, tilted O nyah ts I'm a vault. Grass, bushes, all of a sudden sweat e I'm tired... Hurry! look like ts I'm in And today ts I'm here nn oh s A paradise... soon! You are kind e stung, in O walked... How is the rain? what are lightning? Some-where through with O Lome nn water dripped onto the fragrant hay from the roof... But then the sun began to shine again. Thunderstorm Ave O walked; you are the way out And those. My God, how joyfully everything sparkles around, how fresh the air is! and 3 and liquid, what does it smell like? e blueberries 2 and mushrooms!..

(According to I. Turgenev)

How can you title this text?

How many paragraphs can there be in it? Which? Try to make an outline of the text.

Determine the artistic idea of ​​the text. Check the means to do this.

What means of interphrase communication does I.S. use? Turgenev?

Give the parts of speech in the last sentence.

Draw diagrams of non-conjunctive complex sentences. Emphasize the grammatical basics in non-conjunctive complex sentences.

Give a full punctuation description of the fourth sentence.

Perform types of analysis.

Task 13. Prepare an expressive reading of the text. Explain punctuation marks and spelling of highlighted words. Prepare to take dictation.

I remember for a long time: the heat, the stuffiness, the hair stuck together at the temples, throwing V half-delirious: hard the child is sick. And suddenly from somewhere, as if from another world, floats something cloudy, soft, cool and strokes the forehead, relieving pain and reducing fever; and finally sleep comes - a sound, peaceful sleep recovery...

Mother's hands. I remember them then, in my childhood years - beautiful, with long fingers. I know them and current ones... I also know: will it burst unexpected trouble, whether your soul gets sick, whether you lose yourself or love, the first hand extended to help, will be the mother's hand.

True, sometimes we overestimate it late And belated trying with flowers redeem my callousness, inattention, and sometimes - that they were embarrassed for some reason tell her about love. In life.

Differently their destinies, the destinies of our mothers, took shape. Look at these hands: like the branches of an old tree, sadly flowing down they are on their knees. The years have left their marks on them: in deep paths marked loss, grief, fatigue, lack of sleep, swollen like streams in flood, overworked veins... I see my mother on the threshold of the house: she worked from dawn until the evening, she went out onto the porch, sighed, sat down on the heated steps, folding her hands on her knees. Waiting something? Maybe yes: son, what a long time ago was not visiting, daughter, what grew up unnoticed, grandchildren When they come running, she will caress them, tell a long story a fairy tale or sing a song, sorting through children's curls...

Invest mother's hands in yours, raise them, bring it closer to your face, look into mottled with wrinkles fingers. They once upon a time were flexible and agile, soft and even. But no matter what they are - young or old, smooth or “with knots”, Nothing They are not and cannot be more beautiful in the world.

(According to O. Kuzmina)

Express your attitude to the problem raised in this text in a short creative work. Reflect on the following questions:

2) how can we repay, reward our mother for her love, carried like a burning candle through all the years of her life? behind sleepless nights spent near our crib, in the fight against enemies and illnesses that often befall children? for the daily, painstaking work that continues from year to year, and at the same time so unnoticeable work around the house and housework?

(According to A. Vladimirov)

Use non-conjunctive complex sentences to express your thoughts whenever possible.

Task 14. Read the sentences. Try to name the author, work, genre. Write it down using punctuation marks.

1) Suddenly the cheese spirit stopped the Fox. The Fox sees the cheese. The Fox sees the cheese. captivated. 2) The crow croaked at the top of its throat, the cheese fell out with it, that was the trick. 3) I’ll find the secret and open the casket for you in Mechanics and I’ll be worth something. 4) So he began to work on the Casket, turning it from all sides and racking his brains. 5) Ignorant they judge exactly like that, they don’t have any sense, then everything they have is nothing. 6) “And he deigns to be angry in vain; I just can’t make him drink.” 7) You look at some businessman, he’s busy rushing about, everyone is amazed at him, he seems to be bursting out of his skin, but everything doesn’t move forward like a squirrel in a wheel. 8) The frog in the meadow saw Ox and started portliness She was envious of being equal to him. 9) My Orestes quarrels with Pylades, as soon as the shreds fly upward, they are finally poured with water. 10) I am your old matchmaker and godfather who came to make peace with you not at all for the sake of a quarrel; let’s forget the past and settle the common okay! 11) Everything has passed with the cold winter, the need for hunger is coming, the Dragonfly no longer sings, and who would think of a hungry stomach to sing! 12) Although it [the bridge] is simple in appearance, it has a wonderful property; not a single liar among us dares to cross it; it will not reach halfway; it will fail and fall into the water. 13) This Pike teaches you to be smarter and not follow mice. 14) The man had no great ideas; he immediately found some use in Bulat. 15) This is what I heard about it from the side dry The Lion showed contempt for the Mosquito, the evil took the Mosquito offence, and could not bear the insult, the Mosquito rose up and fought against the Lion. 16) Here the Nightingale began to show his art, clicked, whistled in a thousand frets, pulled, shimmered. 17) There are many such examples in the world; no one likes to recognize themselves in satire.

Explain punctuation marks. Draw diagrams of non-conjunctive complex sentences.

Give a complete punctuation description of sentences 5, 7, 9, 11, 12.

Determine the meanings of the highlighted words.

In what meaning is the word used? dry in the 15th sentence? Find synonyms for it.

Remember the rule “Spelling -tsya, -tsya in verbs" and illustrate it with examples from these sentences.

Perform types of analysis.

Indicate the parts of speech in the 9th sentence.

Continue formulating the conclusion: “I. Krylov’s fables contain...”.

What phenomena and vices does I. Krylov ridicule in his fables?

Task 15. Read the sentences. What punctuation marks need to be placed in them? Explain your choice. Fill the table.

1) The day turned out to be slushy, in the morning it began to snow mixed with rain... (B.Mozhaev) 2) Fomich examined his dilapidated tarpaulin boots and decided to tie the rubber soles with rawhide belts; the road to Tikhanov is long. (B.Mozhaev) 3) It was a cold, milky day; white, disheveled clouds rose towards him in the blue span between the houses. (V.Nabokov) 4) She looked at herself in the mirror: her face was paler than usual. (V.Nabokov) 5) In his appearance there was something like a badger, an elongated, blunt-nosed face with a black mustache and a white beard, a sloping low forehead and a densely lying, as if slicked, gray stubble of short hair. (B.Mozhaev) 6) It’s not for nothing that winter is angry; it’s time for spring to knock on the window and drive it out of the yard. (F. Tyutchev) 7) October has already arrived and the grove is shaking off the last leaves from its naked branches. (A. Pushkin) 8) Over the hills in clear hours the air smoked, carrying the bitter, intoxicating smell of dry wormwood, distant voices sounded clearly, and the screams of flying birds. (V. Rasputin) 9) I lost a lot of weight; my mother, who arrived at the end of September, was afraid for me. (V. Rasputin) 10) Nastenka, frightened by the elk, looked in amazement at the snake; the viper still lay curled up in a ring in the warm ray of the sun. (M. Prishvin) 11) The air is already beginning to get dark and everything around is cooling. (M. Prishvin) 12) The autumn chill has blown in and the road is freezing. (A. Pushkin) 13) It just so happened in their family that all the misfortunes happened on Frolov’s day. (B.Mozhaev) 14) Repairs would be ruinous for the house; you can’t disturb the old hard bones. (V. Belov) 15) I remember a wonderful moment when you appeared in front of me. (A. Pushkin) 16) Freedom and licentiousness are completely opposite concepts to one another. (Quintilian) 17) Education needs three things in the gift of science and exercise. (Aristotle)

What sentences did you not write down? Why?

Which columns of the table were left blank? Fill them in with your own examples: make up your own sentences or copy them from literary works.