Types of SPP examples of sentences. Subordinate clause. What can be replaced by a word from the main part of the NGN: union or allied word
Subordinate clause- a syntactically dependent predicative part of a complex sentence containing a subordinating conjunction or allied word.
For example: Vladimir saw with horror that he drove into an unfamiliar forest (Pushkin). portray the feeling which I experienced at the time, very hard(Korolenko). The term used in educational practice "subordinate clause" usually replaced in theoretical works by the term "attachment"(respectively, instead of “main sentence” - “main part”); this avoids the use of the same term “sentence” in relation to the whole and to its individual constituent parts, and also emphasizes the interconnectedness of the structural parts of a complex sentence.
Subordinate clause can be associated with a single word (group of words) of the main sentence, performing the function of spreading or explaining these members.
For example: She dreams that she is walking through a snowy meadow(Pushkin) (the subordinate clause extends the predicate of the main clause dreams). His nature was one of those who need an audience for a good cause.(L. Tolstoy) (the subordinate clause explains a group of words one of those).
In other cases, the subordinate clause corresponds to the entire composition of the main clause.
For example: If grandfather left home, grandmother arranged the most interesting meetings in the kitchen(Bitter) (subordinate clause refers to the main one as a whole).
A subordinate clause can explain a word in the main that is not a member of the sentence.
For example: Grow, country where, by the will of a single people, all merged into one people!(Lebedev-Kumach) the subordinate clause refers to the word-address country).
A subordinate clause can refer to two main clauses as a whole.
For example: It was already quite dawn and people began to rise when I returned to my room.(L. Tolstoy).
Classification of types of subordinate clauses
School textbooks present two types of classifications of subordinate clauses.
In the complexes of T.A. Ladyzhenskaya and M.M. Razumovsky's subordinate clauses are divided into three groups: defining , explanatory And circumstantial ; the latter are divided into subgroups.
In the complex V.V. Babaytsev's subordinate clauses are divided into subject , predicates , defining , additional And circumstantial depending on which member of the sentence is replaced by the subordinate clause (to determine the type of the subordinate clause, questions are asked to various members of the sentence).
Since the most common in the practice of school and pre-university teaching is the classification adopted in the complexes of T.A. Ladyzhenskaya and M.M. Razumovsky, let's turn to her.
Let's present information about the types of subordinate clauses in the form of a summary table.
Types of subordinate clauses
| 1. Determinants (including pronouns) | Answer questions which? whose? Who exactly? what exactly? and refer to the noun or pronoun in the main part; join most often with the help of allied words which, which, whose, where
etc. and unions what, to, as if
and etc. | The native places where I grew up will forever remain in my heart; That, who does nothing, will achieve nothing; She looked like this that everyone was silent. |
| 2. Explanatory | They answer questions of indirect cases and usually refer to the predicate in the main part; join with alliances what, what, if, if, if etc. and allied words where, where, how much, which and etc. | I soon realized that I was lost; It seemed to him, as if everyone around rejoiced at his happiness. |
| 3. Circumstantial: | ||
| mode of action, measure and degree | Answer questions as? how? to what extent? in what degree? how much? and usually refer to one word in the main clause; join with alliances what, to, as if, exactly and allied words how, how, how much. | We're so tired that could not go further. |
| time
| Answer questions when? From what time? until what time? how long? when, while, as, while, as long as, while, as long as, after, barely, since, just, just before, as soon as, just, just, just, just, just a little, before, before. | Until the rain stops will have to stay at home. |
| places | Answer questions where? where? where? and usually refer to the entire main sentence; join with allied words where, where, where. | People go to folklore practice where folk traditions of song and tale are still alive. |
| goals | Answer questions why? for what purpose? and usually refer to the entire main sentence; join with alliances so that, in order to, so that, so that, so that, if only, yes, if only. | In order not to get lost, we went to the path. |
| causes | Answer questions why? from what? for what reason? and usually refer to the entire main sentence; join with the help of unions because, because, due to the fact that, due to the fact that, due to the fact that, due to the fact that, then that, since, for, good, because, due to the fact that, especially since . | Because the candle burned weakly the room was almost dark. |
| terms | Answer the question under what condition? and usually refer to the entire main sentence; join with alliances if, if, when, if, if, how, once, how soon, whether ... whether. | If the weather does not improve within a day, the trip will have to be rescheduled. |
| concessions
| Answer questions in spite of what? contrary to what? and usually refer to the entire main sentence; join with alliances although, despite the fact that, despite the fact that, let and combinations of pronominal words with a particle no matter how, no matter where, no matter how much, no matter where. | Even though it was already past midnight b, the guests did not disperse; No matter how the tree rots, it keeps growing. |
| comparisons
| Answer questions like what? like who? than what? than who? and usually refer to the entire main sentence; join with alliances as, as, as, as if, exactly, as if, as if, as if. | Birch branches reach for the sun as if they were holding out their hands to him. |
| consequences | Answer questions about why what happened? what follows from this? and usually refer to the entire main sentence; join with union so. | The summer was not very hot so the mushroom harvest should be good. |
Subordinate explanatory clauses can be attached to the main clause with a particle whether used in the meaning of the union.
For example: He didn't know if tomorrow would come. union-particle whether can serve to convey an indirect question: They asked if we would go with them.
REMEMBER: the main question for determining the type of subordinate clauses is the semantic question.
Unions and allied words can add additional shades of meaning to a complex sentence.
For example: The village where Eugene missed was a lovely corner. This complex sentence with an attributive clause , which has an additional spatial connotation of meaning.
In Russian, a group of complex sentences is distinguished, the subordinate parts of which cannot be called either attributive, or explanatory, or adverbial. This complex sentences with subordinate clauses .
Such adjectives contain additional, passing, additional message to the content of the main part of the complex sentence. In this sense, such subordinate clauses often come close in meaning to plug-in constructions.
Allied words serve as a means of communication in them. what, why, why, why, as a result etc., which, as it were, repeat the content of the main part in a generalized form.
For example: His enemies, his friends, that maybe the same, he was honored this way and that.(A. Pushkin) The coachman took it into his head to go by the river, which should have shortened the naga's path by three miles.
(A. Pushkin)
It is impossible to raise a question to the connecting clauses, since in the main part of the complex sentence there is no word, phrases that would require the presence of a subordinate clause.
Algorithm for determining the type of subordinate clause
1. Define the main part of the complex sentence.
2. Determine the key word in the main part (if any).
3. Ask a question from the main part to the subordinate clause:
b) from the predicate in the main part;
c) from a noun or pronoun in the main part;
d) it is impossible to ask a question to the subordinate clause (with adjunctive and comparative).
4. Indicate the means of communication in the subordinate part (unions or allied words).
5. Name the type of subordinate clause.
Subordinate explanatory clauses answer questions of indirect cases. The main part needs a semantic explanation, the main part without a subordinate clause looks unfinished.
Examples: Still, I don't think you have the right to do so. (it seems that?)
Clauses
Definitive clauses answer the question which one?; placed not from the main part, but from the noun. In an explanatory clause, there is always the word "which" or a word that can be replaced by it.
Examples: She hummed motives that moved to tears. (What are the motives?)
Adverbial clause
The adverbial clause answers the questions of adverbs. Since there are many questions of adverbs, we divide the adverbial clauses into subtypes:
The subordinate purpose answers the question "for what purpose?". In the subordinate goal there is always the word "to"
Examples: In order for the New Year to come soon, we moved the hands of the clock forward.
An adjunctive concession. In the subordinate concession there is always the union “although” or another union synonym (despite the fact that, whatever, no matter how ...)
Examples: The prince has a stupid face, although many considered him a dull person.
Adventitious corollary. In the subordinate clause there is always the union "so". A comma must be placed before so.
Examples: The boat had no oars, so we had to row with a board.
Adventitious reasons. In the subordinate cause there is always the union "because" or its synonym (because, from the fact that)
Adjunctive conditions. There is an “if” union, but sometimes the “when” union can play the role of the “if” union.
Examples: If I had known all the consequences, I would not have climbed into the water.
Adventitious mode of action. Answers the question "how?", indicates the method of action.
Examples: He ate as if he had not eaten for three days.
Measures and degrees.
Examples: It was so dark that I couldn't see anything.
Adventitious comparison.
Examples: The air trembled from time to time, as disturbed water trembles.
Time adjunct. There is always the question "when?"
Examples: When I woke up, it was already dawn.
Adventitious place. Answers the questions “Where? where? where?"
REMEMBER: the main question for determining the type of subordinate clauses is the semantic question.
Unions and allied words can add additional shades of meaning to a complex sentence.
Example: The village where Eugene missed was a lovely corner. — This is a complex sentence with an attributive clause, which has an additional spatial connotation of meaning.
In Russian, a group of complex sentences is distinguished, the subordinate parts of which cannot be called either attributive, or explanatory, or adverbial. These are complex sentences with subordinate clauses.
Such subordinate clauses contain an additional, incidental, additional message to the content of the main part of the complex sentence. In this sense, such subordinate clauses often come close in meaning to plug-in constructions.
The means of communication in them are allied words what, why, why, why, as a result of which, etc., which, as it were, repeat the content of the main part in a generalized form.
For example: His enemies, his friends, which may be the same thing, he was honored this way and that. (A. Pushkin) The coachman took it into his head to go by the river, which was supposed to shorten the naga's path by three miles. (A. Pushkin)
It is impossible to raise a question to the connecting clauses, since in the main part of the complex sentence there is no word, phrases that would require the presence of a subordinate clause.
Algorithm for determining the type of subordinate clause
1). Determine the main part of the complex sentence.
2). Determine the key word in the main part (if any).
3). Ask a question from the main part to the subordinate clause:
- from the content of the main part as a whole;
- from the predicate in the main part;
- from a noun or pronoun in the main part;
- it is impossible to ask a question to the subordinate clause (with joining and comparative).
4). Indicate the means of communication in the subordinate clause (unions or allied words).
A sentence is called, which consists of two syntactically unequal parts: main part(head part) - the main and independent, adnexa(contracting part) is subordinate to the main part. The parts of a complex sentence are combined with the help of subordinating conjunctions, allied words, and also with the help of intonation.
The subordinate part is attached to the main part with the help of unions and allied words, i.e. relative pronouns and adverbs that act as subordinating unions who, what, which, how, when, where, whose, from where, where, so, as if, if, to, because, although, yet and etc.
Subordinating conjunctions and allied words are in the subordinate part of the sentence.
The subordinate clause can refer to a particular word or phrase, to a grammatical stem, or to the entire main clause. From the main to the subordinate part, you can raise a question.
The subordinate part can be located before the main part, after and inside it: ( What), ; , (what); , (what). For example: When the bread , then the measure when money then faith (Proverb). It was already light when i fell asleep(V. Voinovich). The lion creeps to that stream where herds of buffaloes go to drink water every day, and hides between the stones (I. Kuprin).
A complex sentence can have two or more adnexal : Gotta learn a lot to realize that you know little(M. Montaigne).
In the subordinate part of a complex sentence, you can provide additional information about the subject, person, event, you can indicate the cause, conditions, purpose of those events that are mentioned in the main sentence. Depending on this, three types of subordinate clauses are distinguished: explanatory(z "yasuvalnі), defining(meaningly), circumstantial (furnishing) (place, time, purpose, cause, condition, concession, consequence, mode of action, measure and degree, comparison).
The subordinate part is separated by commas in the middle of the main part (one comma if the subordinate part is at the beginning or at the end of a complex sentence; two if in the middle).
Subordinating conjunctions and allied words are the identifying features of the rule "Commas in a complex sentence".
To check, follow the algorithm: find the semantic section, attached by a subordinating union or allied word, and select it with commas.
Plan for parsing a complex sentence
1. Determine the type of sentence according to the purpose of the statement and according to the emotional coloring.
2. Highlight (underline) the grammatical foundations in each part of the complex sentence and indicate that the sentence complicated.
3. Make sure that the parts of the complex sentence are connected subordinating conjunction or allied word, indicate that the proposal is allied, complex.
4. Name home And adnexal part, note a place subordinate part in relation to the main part.
5. From the main to the subordinate part, ask a question, indicate what clarifies, complements, what the subordinate part indicates in the main part and indicate its type.
6. Analyze each part of a complex sentence according to the plan for parsing a complex sentence.
7. Chart a complex sentence.
1. Selective distribution work
I. Read the sentences selected from the work M. Lermontova with correct intonation. Indicate the union or allied word that attaches the subordinate clause to the main one. In what part of a complex sentence is there always a union or allied word?
II. First write down the sentences in which the subordinate clause comes after the main one, then the sentences in which the subordinate clause comes before the main one, and then inside the main one. Set up punctuation marks.
1. The old woman answered all my questions that she was deaf and could not hear. 2. She felt an inner heat as if she had a red-hot iron in her chest. 3. When I woke up it was already dark outside. 4. The platform on which we were supposed to fight depicted an almost regular triangle. 5. He throws his head back when he speaks and constantly twists his mustache with his left hand. 6. I involuntarily took a few steps forward in order to quickly move away from the edge. 7. Everything would have been saved if my horse had enough strength for another ten minutes! 8. I went to the fortress to find out from the commandant about the hour of my departure. 9. However, in those moments when Grushnitsky throws off his tragic mantle, he is rather nice and funny.
3. Using the materials of the table "Types of accessory parts", determine the type of accessory part. Make a syntactic analysis of the third sentence.
2. Designing proposals
Make suggestions for this beginning. From the main part to the subordinate, ask a question, determine the type of the subordinate. 
When determining the type of subordinate part, errors may occur.
The place where our camp was located was in a picturesque corner of the island.. In this sentence, the attributive clause, since it indicates a sign, you can ask a question to it: A place ( which? where our camp is, ... . What error could occur when determining the type of this part? What could have caused her?
When determining the type of the subordinate clause of a complex sentence, always ask a question to it, think about the question and the meaning of the subordinate clause.
3. Explanatory letter
I. Write down sentences by placing punctuation marks. Underline the union or allied word that attaches the subordinate clause to the main one. In what part of the sentence is always a union or allied word?
II. Using the advice given above and the materials of the table "Types of accessory parts", determine the type of accessory part, indicating it in brackets. Orally comment on what errors could occur when determining the type of subordinate part, how they could be caused. How did you manage to avoid them?
1. Knowledge is only then knowledge when it is acquired by the efforts of one's thought and not by memory ( L. Tolstoy). 2. The last time he saw her was in the spring near the school where he himself once studied ( F. Iskander). 3. I didn’t know exactly where his house was located ( F. Iskander). 4. The snow and rain was so solid that the other side of the river was not visible ( E. Grishkovets). 5. Sad to see when a young man loses his best hopes and dreams ( M. Lermontov).
III. Review the third sentence.
Complex sentences with subordinate clauses
Definitive clauses explain in the main part a member of a sentence expressed by a noun or pronoun, answer questions which? which the? whose?.
Definitive clauses are attached to the main part with the help of allied words which, which, whose, where, where, when and subordinating conjunctions: what, to, as if, just like: Just in case, I opened the pantry, where the cleaner stacked firewood and laughed (V. Belov).
A union word that can be located not only at the beginning, but also in the middle of the subordinate part: We approached the river, the right bank which overgrown with dense thorny shrubs.
The attributive clause in a sentence always comes only after the word being defined.
Indicative words can be used to highlight the word being defined in the main part and the sentence. that, that, those, that, such. 
For example: His (the artist's) art grows along with the people he depicts (A. Tolstoy). 
4. Restoration of offers
I. Write down the sentences, replacing, where possible, the allied word which the allied word where, when, where or what. First write sentences with participle turnover, then - sentences with adverbial turnover and sentences with introductory words. Set up punctuation marks.
II. Determine the type of subordinate parts of complex sentences. Review the fifth sentence.
1. To the left, behind the tangerine bushes, a garden began in which pears, figs and a pomegranate tree dotted with crimson helots grew ( F. Iskander). 2. Mother opened the door for him and, still smiling affectionately, led him into the room in which the grandmother was sitting ( F. Iskander). 3. The sea quietly echoed the beginning of one of the ancient legends that may have been created on its shores ( Maksim Gorky). 4. Of course, the handsome prince had to save her, who would certainly appear at the most tragic moment and certainly under scarlet sails ( M. Yudenich). 5. We were looking at the platform from which the bus was supposed to depart.
5. Punctuation work
Write down suggestions. Separate the subordinate parts of the complex sentence with commas. Check for correct punctuation marks.
1. The windows of her room overlooked the street-gorge, the bottom of which turned out to be the flickering quartz ingots of the water of the canal. 2. Again, the bells of neighboring churches began to talk plaintively interrupting each other. They were answered with San Marco by a steady rumble against which the upper bells splashed. 3. A trapezoid of sunlight was pushed into the opening of the half-open window, the upper corner of which touched the edge of the mirror cabinet. 4. She saw the front door of a neighboring house whose steps went straight into the water.
(D. Rubina)
The attributive clause should only appear after the word to which it refers.
6. Editing
Find errors in these sentences caused by the incorrect location of the subordinate clause. Write the sentences in correct form.
1. We searched for the luminous points of satellites moving across the sky every evening, which looked like those lost in space stars. 2. We admired the sunset of the southern sun, which was unusually beautiful. 3. The computer program helped me develop the project much faster than I installed. 4. Mobile communication allows you to significantly increase the pace of life, which is ubiquitous.
7. Mixed texts
I. This text is composed of two thematically related texts (the first text by L. Ulitskaya, the second by T. Tolstoy). Read the texts, find their boundary, based on some features of the author's styles and grammatical features of the texts.
II. Expressively read the text of L. Ulitskaya. Write out isolated definitions together with the word being defined in front, orally replace isolated definitions with a subordinate clause with a union which the. Write a summary of the first text using the written materials.
Once they studied in the same class of the gymnasium, went in the same gray-blue uniform dresses, sewn by the best tailor in Kaluga, wore the same gymnasium badges "KZhGS". These openwork letters meant only the Kaluga Women's Gymnasium on Sadovaya.
Anya was an excellent student with a thick braid thrown over her shoulder; in her notebooks, the last page did not differ from the first, especially beautiful and diligent. Asya did not have such a zeal for learning that Anya did: French verbs, endless palisades of dates and beautiful trinkets of theorems flew into one of her ears, half-covered by springy, disorderly curly whitish hair, and while she drew a caricature of a history teacher with a finely sharpened pencil, flew out of another. Asya was a lively, cheerful and nice girl.
We were friends childhood. We once hurried through the same morning iron haze, past the same snowdrifts, fences and swinging lanterns, to the same red brick school, girded on the outside with medallions with alabaster profiles of frostbitten literary classics. And the green walls, the floors smeared with red putty, the echoing stairs, the warm stench of the dressing rooms, and on the landing on the third floor the scary-eyed Saltykov-Shchedrin, vaguely writing about some kind of crucian, were common to the past.
Complex sentences with subordinate explanatory clauses
Subordinate explanatory clauses answer case questions and explain in the main part the words that have the meaning of speech, thoughts, feelings. Lexical meaning these words require clarification: what did you say(answered, shouted, asked) what I thought, what I felt(what I was delighted with, what I am satisfied with, what I am sure of, what it is a pity, what is desirable, etc.).
Such sentences require completion with the help of a subordinate explanatory part, both in meaning and grammatically. The subordinate clause may contain a demonstrative word then, with which you can direct the attention of the listener or reader to the content of the subordinate part: He surprised himself to that that listens to this emptiness (F. Iskander).
The subordinate part most often stands after the main part and joins it with the help of unions and allied words what, to, how, as if, whether, how much, where, when, where, why, how, why. 
Indirect speech is transmitted by complex sentences with subordinate explanatory clauses.
8. Syntactic synonyms
I. Write down suggestions. Place commas and explain their setting. Name the type of subordinate clauses, indicate the word they explain in the main part. In what part of the sentence is someone else's speech indirectly reproduced?
II. Write down sentences replacing indirect speech with direct speech. How are personal and possessive pronouns replaced in this case? Whose point of view do they indicate in direct speech?
1. The guide warned us to be very careful. 2. Mom asked me to find the information she needed for the article on the Internet. 3. The sailors talked about the fact that the Don was becoming menacingly shallow, that its sources were covered with sand ( K. Paustovsky). 4. Kozonkov asked where I live ( V. Belov). 5. The interlocutor, starting with the number and quality of heirs, asked where and by whom I work ( V. Belov).
9. Designing proposals
I. Read the test questions. After answering them, analyze whether you can communicate effectively. Rate your answers like this: always- 2 points, In most cases- 4 points, sometimes- 6 points, rarely - 8 points, never- 10 points. You will receive the exact answer with maximum sincerity. If in the end you score above 62 points, you are a good conversationalist.
II. Specify compound sentences. Write down the number of the complex sentence, draw up its scheme, indicate the type of the subordinate clause in brackets.
III. Include simple sentences as a subordinate clause and the composition of a complex sentence. Build the main part according to the type: The psychologist asked, ... ; The moderator clarified, ... ; I asked, ...etc. Circle the particle conjunction li. How will punctuation change at the end of a sentence?
Your communication style
1. Do you try to interrupt the conversation if its topic or your interlocutor is not interesting to you?
2. Can an unsuccessful or tactless expression of the interlocutor provoke you to harshness or rudeness?
3. Can the manners of interlocutors annoy you?
4. Do you avoid talking to an unknown or unfamiliar person, even when he wants to?
5. Do you have a habit of interrupting your interlocutor?
6. Do you pretend to listen carefully to the interlocutor, thinking at this time about something completely different?
7. Does your tone, voice, facial expression change if the tone of your interlocutor has changed?
8. Do you change the topic of conversation if the other person touches on a topic that is unpleasant for you?
9. Do you correct the interlocutor if there are incorrectly pronounced words, distorted names, terms in his speech?
10. Are you sometimes ironic in relation to the interlocutor?
(By L. Averchenko)
10. Homework
Option 1 . Write the text of the exercise. Fill in the missing punctuation marks. Circle unions or allied words, indicate the type of subordinate clauses. Explain the colon in the first sentence. Indicate sentences with indirect speech.
Option 2 . Write down the text of the exercise, converting sentences with indirect speech into sentences with direct speech. Explain the setting of the colon and thyrsus.
Today I got a "deuce" physical education: I jumped very low in high, didn’t jump long and mixed up all the gymnastic exercises.
There was nothing joyful about it. The physical education teacher reminded me that our school is in first place in the district for sports work. He said that I would have to go to another school that is not in such an honorable place in the area as ours. At recess, the class teacher warned me not to think that physical education is a secondary subject. And she said that in general it’s worth just starting: today the “deuce” in physical education and tomorrow - in literature or even in mathematics(our class teacher is a mathematician). And the head of the class Knyazev simply said that I was a squishy.
(A. Aleksin)
Option 3 . Write down the text. Fill in the missing punctuation marks. Emphasize the participial and participial phrases as members of the sentence. Justify the placement of the dash in the sentences.
I went into my class and began to look for the desk at which I once sat. Wait, where was I? In the tenth grade, my neighbor was Seryozha Voropaev - that's for sure. We were sitting at the window in front there was a free desk and then - the teacher's table ... Now I remembered! Our desks were powerful monolithic. The tops of the desks covered with rock paintings were painted over with a thick layer of green paint every year. But the traces left by previous generations still showed through.
Moving from class to class, we grew out of our sleds as if they were children's clothes - and this was called growing up. Welcoming the incoming teacher, we stood up and slammed the hinged lids - and there was some special solemnity in this.
(According to Yu. Polyakov)
Option 4 . From exercise 7, write out the second text (author T. Tolstaya), replacing participial phrases with attributive clauses. Underline the participial phrases as members of the sentence. Indicate the word defined by the participial turnover, the x sign.
Option 5 .
1. Write down the text, punctuating and replacing the highlighted subordinate clauses with participial and adverbial phrases, and direct speech with indirect speech.
2. Consider any phenomenon of nature, life, defining the possible goals of this phenomenon from different points of view. Write an essay, trying to use the same syntactic constructions as in the text of this exercise. someone else's speech convey in the form of indirect speech.
Bee who sat on a flower stung the child. And the child is afraid of bees and says The purpose of the bee is to sting people. The poet admires the bee who dug into the cup of a flower and says the Tselbee consists in imbibing the fragrance of flowers. Beekeeper who noticed that the bee collects flower dust and brings it to the hive says The purpose of the bee is to collect honey. Another when observing the migration of plants sees that the bee contributes to this migration. And this new observer can say This is the purpose of the bee.
But the ultimate goal of the bee is not exhausted by either one or the other or the third goal that is able to open the human mind. The higher the mind rises in discovering these goals, the more obvious to it is the inaccessibility of the final goal. Man can only observe the correspondence between the life of a bee and other phenomena of life. The same with the goals of historical persons and peoples.
(According to L. Tolstoy)
A.N. Rudyakov, T.Ya. Frolova. Russian language grade 9
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There are (by analogy with the secondary members of the proposal: definitions, additions and circumstances) three main type adnexal: definitive, explanatory And circumstantial; the latter, in turn, are divided into several types.
Subordinate clause can refer to a specific word in the main (conditional adjectives) or to everything main (non-verbal adventitious).
For determining the type of subordinate clause three interrelated features must be taken into account: 1) a question that can be asked from the main clause to the subordinate clause; 2) the conditional or non-verbal nature of the subordinate clause; 3) a means of communication of the subordinate with the main.
Clauses
Like definitions in a simple sentence, attributive clauses express a sign of an object, but, unlike most definitions, they often characterize the object not directly, but indirectly - through the situation one way or another related to the subject.
In connection with the general value of the attribute of the subject attributive clauses dependent on the noun(or from a word in the meaning of a noun) in the main clause and answer the question which? They join the main only with allied words - relative pronouns (which, which, whose, what) and pronouns (where, where, where, when). In a subordinate clause, allied words replace that noun from the main one on which the subordinate clause depends.
For example: [One of the contradictions, (which creativity is alive Mandelstam), concerns own nature of this creativity] (S. Averintsev)- [n., (what (= contradictions)),].
Allied words in complex sentences with can be divided into main (which, what, whose) And minor (what, where, where, where, when). Non-basic can always be replaced by the main allied word which the, and the possibility of such a replacement is a clear sign definitive adjectives.
The village where(wherein) Eugene was bored, there was a lovely corner ... (A. Pushkin)- [noun, (where),].
I was reminded today of a dog that(which) was friend of my youth (S. Yesenin)- [n.], (what).
At night, in the desert of the city, there is one hour, imbued with longing, when(in which) for the whole city at night got off ... (F. Tyutchev) -[n.], (when).
The main sentence often contains demonstrative words (demonstrative pronouns and adverbs) that, such for example:
It was that famous artist whom she saw on stage last year (Yu. Herman)- [uk.sl. that - n.], (which).
Pronoun-defining clauses
By value, relative clauses are close pronominal-defining clauses . They differ from the proper attributive clauses in that they do not refer to the noun in the main clause, but to the pronoun (that, each, all etc.), used in the meaning of a noun, for example:
1) [Total, (what knew yet Eugene), retell to me lack of leisure) (A. Pushkin)- [local, (what),]. 2) [Not oh (what you think), nature]... (F. Tyutchev)- [local, (what),].
Like attributive clauses, they reveal the attribute of an object (therefore, it is better to ask a question about them too which?) and join the main sentence with the help of allied words (the main allied words are who And what).
Wed: [That human, (who came yesterday Today didn't show up] - adjective attributive. [indicative + noun, (which), ].
[That, (who came yesterday Today didn't show up] - adjectival pronoun. [local, (who),].
Unlike proper attributive clauses, which always come after the noun they refer to, pronoun-defining clauses can also appear before the word being defined, for example:
(Who lived and thought), [he can't in the shower do not despise people] ... (A. Pushkin)- (who), [loc. ].
Clauses of explanatory
Clauses of explanatory answer case questions and refer to a member of the main sentence that needs semantic distribution (addition, explanation). This member of the sentence is expressed by a word that has the meaning speech, thoughts, feelings or perception. Most of the time these are verbs. (say, ask, answer and etc.; think, know, remember and etc.; be afraid, rejoice, be proud and etc.; see, hear, feel etc.), but there may be other parts of speech: adjectives (happy, satisfied) adverbs (known, sorry, necessary, clear) nouns (news, message, rumor, thought, statement, feeling, feeling and etc.)
Clauses of explanatory are attached to the explained word in three ways: 1) with the help of unions what, how, as if, so that when and etc.; 2) with the help of any allied words; 3) using the union-particle whether.
For example: 1) [The light has decided], (that t smart and very mil) (A. Pushkin)- [vb], (what). [I_ was afraid], (so that in a bold thought you me could not blame) (A. Fet) - [ vb.], (so that). [To her dreaming], (as if she goes on a snowy glade, surrounded by a sad mist) (A. Pushkin)- [vb.], (as if).
2) [You you know himself], (which the time has come) (N. Nekrasov)- [vb], (what). [Then she started asking me], (where am I now working) (A. Chekhov)- [vb], (where). (When he will arrive), [unknown] (A. Chekhov)- (when), [adv.]. [I_ asked and the cuckoo] (How many yo i live)... (A. Akhmatova)- [vb], (how much).
3) [Both very wanted to know\, (brought whether father the promised piece of ice) (L. Kassil)- [vb], (whether).
Clauses of explanatory can be used to convey indirect speech. With the help of unions what, like, when indirect messages are expressed using the union to- indirect urges, with the help of allied words and union-particles whether- indirect questions.
In the main clause, with the explained word, there may be a demonstrative word then(in different cases), which serves to highlight the content of the subordinate clause. For example: \Chekhov through the mouth of Dr. Astrov expressed one of his absolutely amazingly accurate thoughts about] (that forests teach a person to understand the beautiful) (K. Paustovsky)- [n. + uk.slov.], (what).
Distinguishing between subordinate attributive and subordinate explanatory
Certain difficulties are caused distinction between subordinate attributive and subordinate explanatory that refer to the noun. It should be remembered that attributive clauses dependent on the noun as parts of speech(the meaning of the noun being defined is not important for them), answer the question which?, indicate the sign of the subject that is called the noun being defined, and are attached to the main one only with allied words. Adnexal same explanatory depend on the noun not as a part of speech, but as from a word with a specific meaning(speech, thought, feeling, perception), except for the question which?(and it can always be set from a noun to any word or sentence depending on it) case question, they disclose(explain) content speeches, thoughts, feelings, perceptions and join the main unions and allied words. ( adnexal, attachable to the main unions and union-particle whether, can only be explanatory: The thought that he was wrong tormented him; The thought of whether he was right tormented him.)
More difficult distinguish between subordinate attributive and subordinate explanatory clauses depending on nouns when explanatory clauses join the main one with the help of allied words (especially the allied word what). Compare: 1) Question what(which the) he was asked, seemed strange to him. Thought that(which) came into his head in the morning, haunted him all day. The news that(which) I received yesterday, very upset me. 2) The question of what to do now tormented him. The thought of what he had done made him uneasy. The news of what happened in our class amazed the whole school.
1) The first group - complex sentences with adverbial attributive. union word what can be replaced by an allied word which the. The subordinate clause indicates the sign of the object named by the noun being defined (from the main clause to the subordinate clause, you can only ask a question which?, case question cannot be asked). The demonstrative word in the main clause is possible only in the form of a pronoun agreed with the noun (that question, that thought, that news).
2) The second group is complex sentences with subordinate explanatory clauses. Allied word replacement what allied word which the impossible. The subordinate clause not only indicates the attribute of the object named by the noun, but also explains the content of the words question, thought, message(from the main clause to the subordinate clause, a case question can be asked). The demonstrative word in the main clause has a different form (case forms of pronouns: question, thought, news about that).
Adverbial clauses
Majority adverbial clauses sentences have the same meanings as the circumstances in a simple sentence, and therefore answer the same questions and, accordingly, are divided into the same types.
Adventitious mode of action and degree
Characterize the method of performing an action or the degree of manifestation of a qualitative trait and answer questions as? how? in what degree? how much? They depend on the word that performs the function of an adverbial mode of action or degree in the main clause. These subordinate clauses are attached to the main clause in two ways: 1) with the help of allied words how, how much, how much; 2) with the help of unions that, to, as if, exactly, as if, as if.
For example: 1) [The offensive was on because provided at headquarters) (K. Simonov)- [vb + uk.el. so], (as) (subordinate modus operandi).
2) [The old woman is the same wanted to repeat my story], (how much do I listen) (A. Herzen)- [vb + uk.el. so many],(how much) (subordinate clause).
Adventitious mode of action and degree can be unambiguous(if they join the main allied words how, how much, how much)(see examples above) and two-digit(if joined by unions; the second value is introduced by the union). For example: 1) [White acacias smelled so strong] (that their sweet, cloying, candy the smell was felt on the lips and in the mouth) (A. Kuprin)-
[uk.sl. So+ adv.], (what) (the meaning of the degree is complicated by the meaning of the consequence, which is introduced into the meaning of the subordinate conjunction what).
2) [Beautiful the girl must be dressed so that stand out from the environment) (K. Paustovsky)- [cr. + uk.sl. So],(to) (the meaning of the course of action is complicated by the meaning of the goal, which is introduced by the union to).
3) [Everything is small plant So sparkled at our feet], (as if it was really made from crystal) (K. Paustovsky)- [uk.sl. so + vb.], (as if) (the value of the degree is complicated by the value of the comparison, which is introduced by the union as if).
adnexal places
adnexal places indicate the place or direction of action and answer questions where? where? where? They depend on the whole main sentence or on the circumstance of the place in it, expressed by the adverb (there, there, from there, nowhere, everywhere, everywhere etc.), and join the main sentence with the help of allied words where, where, where. For example:
1) [Go the free way], (where entails you free cm)... (A. Pushkin)- , (where).
2) [He wrote everywhere], (where caught his thirst write) (K. Paustovsky)- [nar.], (where).
3) (Where the river went), [there and the channel will] (proverb)-(where), [uk.sl. there ].
adnexal places should be distinguished from other types of subordinate clauses, which can also be attached to the main clause using allied words where, where, where.
Compare: 1) AND [ Tanya enters to an empty house], (where(in which) lived recently our hero) (A. Pushkin)- [n.], (where) (subordinate definitive).
2) [I_ began to remember], (where went during the day) (I. Turgenev)- [vb], (where) (subordinate explanatory).
Adventitious time
Adventitious time indicate the time of the action or manifestation of the sign, which is referred to in the main sentence. They answer questions when? how long? since when? How long?, depend on the entire main sentence and join it with temporary unions when, until, as soon as, barely, before, while, until, since, suddenly etc. For example:
1) [When the count is back], (Natasha impolitely rejoiced him and hurried to leave) (L. Tolstoy)- (kog2) (Bye does not require poet to the sacred sacrifice of Apollo), [in the cares of the vain world, he cowardly submerged} (A. Pushkin)- (till), .
The main sentence can contain demonstrative words then, until then, after and others, as well as the second component of the union (then). If there is a demonstrative word in the main clause then, then when in the subordinate clause is a union word. For example:
1) [I_ sitting until I don't start to feel hunger) (D. Kharms)- [uk.sl. until], (till).
2) (When in winter eat fresh cucumbers), [then in the mouth smells spring] (A. Chekhov)- (when), [then].
3) [The poet feels the literal meaning of the word even then], (when gives him in a figurative sense) (S. Marshak)- [uk.sl. then],(when).
Adventitious time must be distinguished from other types of subordinate clauses attached by a union word when. For example:
1) [I_ saw Yalta that year], (when (- in which) her left Chekhov) (S. Marshak)- [indicative + noun], (when) (subjective definitive).
2) [Korchagin repeatedly asked me] (when he can check out) (N. Ostrovsky)- [vb], (when) (subordinate explanatory).
Subordinate conditions
Subordinate conditions indicate the conditions for the implementation of what is said in the main sentence. They answer the question under what condition? if, if ... then, when (= if), when ... then, if, as soon as, once, in case etc. For example:
1) (If I get sick), [to doctors I won't apply]...(Y. Smelyakov)- (if), .
2) (Once we started talking), [then it's better to finish everything to the end] (A. Kuprin)- (times), [then].
If conditional clauses stand in front of the main one, then in the latter there may be a second part of the union - then(see 2nd example).
Adventitious targets
Adnexal suggestions goals indicate the purpose of what is being said in the main clause. They refer to the entire main sentence, answer questions why? for what purpose? for what? and join the main with the help of unions so that (to), in order to, so that, then so that, in order (obsolete) etc. For example:
1) [I_ woke up Pashka] (so that he didn't fall off from the road) (A. Chekhov)- , (to);
2) [He used all his eloquence], (so that turn away Akulina from her intention) (A. Pushkin)-, (to);
3)(In order to to be happy), [necessary Not only be in love, but also to be loved] (K. Paustovsky)- (in order to), ;
When dismembering a compound union, a simple union remains in the subordinate clause to, and the rest of the words are included in the main sentence, being a demonstrative word and a member of the sentence, for example: [I_ mention about it solely for the purpose] (to emphasize unconditional authenticity of many things Kuprin) (K. Paustovsky)- [uk.sl. for that],(to).
Adventitious targets must be distinguished from other types of subordinate clauses with a union to. For example:
1) [I want], (to the bayonet equated pen) (V. Mayakovsky)- [vb], (to) (subordinate explanatory).
2) [Time landings was calculated so], (to the place of landing get into at dawn) (D. Furmanov)- [red.adj. + uk.sl. So],(to) (subordinate modus operandi with an added meaning of purpose).
Adnexal causes
Adnexal suggestions causes reveal (indicate) the reason for what is said in the main sentence. They answer questions why? for what reason? from what?, refer to the entire main clause and join it with the help of unions because, because, since, because, because, because, because, due to the fact that, due to the fact that etc. For example:
1) [Sending her all my tears as a gift], (because not live me before the wedding) (I. Brodsky)- , (because)
2) [Any work is important], (because ennobles person) (L. Tolstoy)- , (because).
3) (Thanks to we set every day new plays), [ theatre ours is quite willing visited] (A. Kuprin)- (thanks to), .
Compound unions, the last part of which is what, can be dismembered: a simple union remains in the subordinate clause what, and the remaining words are included in the main sentence, performing the function of a demonstrative word in it and being a member of the sentence. For example:
[That's why roads to me people], (what live with me on earth) (S. Yesenin)- [uk.sl. because],(what).
Adventitious concessions
In the subordinate concession, an event is reported, in spite of which an action is carried out, an event called in the main clause. In concessive relations, the main sentence reports such events, facts, actions that should not have happened, but nevertheless occur (happened, will happen). In this way, subordinate concessions called as if "non-working" cause. Adventitious concessions answer questions in spite of what? contrary to what? refer to the entire main sentence and join it 1) unions although, although... but, not despite the fact that, despite the fact that, despite the fact that, let, let etc. and 2) allied words in combination from particle nor: no matter how much, no matter what (whatever). For example:
I. one) And (although he was a rake ardent), [but he fell out of love finally, and abuse, and a saber, and lead] (A. Pushkin)- (at least), [but].
Note. In the main clause, in which there is a concessive subordinate clause, there may be a union but.
2) (Let be rose plucked), [she yet blooms] (S. Nadson)- (let be), .
3) [In steppes it was quiet and overcast], (despite what the sun has risen) (A. Chekhov)- , (though).
Item 1) (No matter how protected myself Pantelei Prokofievich from all sorts of difficult experiences), [but soon had to endure him a new shock] (M. Sholokhov)- (whatever), [but].
2) [I_, (however would love you), getting used to fall out of love immediately) (A. Pushkin)- [, (however),].
Comparative clauses
The types of adverbial clauses considered above correspond in meaning to the same-named categories of circumstances in a simple sentence. However, there are three types of adjectives (comparative, consequences And connecting), which do not correspond among the circumstances in a simple sentence. A common feature of complex sentences with these types of subordinate clauses is the impossibility, as a rule, to ask a question from the main clause to the subordinate clause.
In complex sentences with comparative clauses the content of the main clause is compared with the content of the subordinate clause. Comparative clauses refer to the entire main clause and join it with unions like, exactly, as if, buto, as if, like as, as if, than ... asAnd etc. For example:
1) (As we swarm in the summer midge flies on the flame), [flocked cereals from the yard to the window frame] (K. Pasternak](how), ["].
2) [Small leaves bright and friendly turn green], (as if who them washed up and varnish on them brought) (I. Turgenev)-, (as if).
3) [We threesome started talking], (as if a century whether familiar) (A. Pushkin)- , (as if).
A special group among relative clauses make sentences with conjunction how and double union than... that. Double conjunction clauses than... the have comparative meaning, mutual conditioning of parts. Adverbs with the union how, in addition, they do not refer to the whole main thing, but to the word in it, which is expressed in the form of the comparative degree of an adjective or adverb.
1) (The smaller the woman we love), [the easier like us her] (A. Pushkin)- (than), [those].
2) [As time went slower] (than clouds were creeping across the sky) (M. Gorky)- [compar. step. out], (than).
Comparative clauses can be incomplete: they omit the predicate if it coincides with the predicate of the main clause. For example:
[Existence his concluded into this cramped program], (as egg in shell) (A. Chekhov)- , (how).
The fact that this is precisely an incomplete two-part sentence is evidenced by a minor member of the predicate group - into the shell.
Incomplete comparative clauses should not be confused with comparative turns in which there cannot be a predicate.
Adnexal consequences
Adnexal consequences indicate a consequence, a conclusion that follows from the content of the main sentence .
Adnexal consequences refer to the entire main clause, always come after it and join it with a union so.
For example: [ Heat all increased], (so it was getting hard to breathe) (D. Mamin-Sibiryak); [ Snow all became whiter and brighter], (so ached eyes) (M. Lermontov)- , (so).
Adventitious connecting
Adventitious connecting contain additional information, comments on what is reported in the main sentence. Connecting subordinate clauses refer to the entire main clause, always stand after it and are attached to it with allied words what, what, about why, why, why, why and etc.
For example: 1) [To her should not be late to the theatre], (from whatshe very was in a hurry) (A. Chekhov)- , (from what).
2) [The dew has fallen], (what foreshadowed good weather tomorrow) (D. Mamin-Sibiryak)- , (what).
3) [And the old man Cuckoos n fast allotment glasses, forgetting to wipe them] (what with him for thirty years of official activity never didn't happen) (I. Ilf and E. Petrov)- , (what).
Syntactic analysis of a complex sentence with one subordinate clause
Scheme for parsing a complex sentence with one subordinate clause
1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).
2. Indicate the type of sentence by emotional coloring (exclamatory or non-exclamatory).
3. Determine the main and subordinate clauses, find their boundaries.
Draw up a sentence diagram: ask (if possible) a question from the main to the subordinate clause, indicate in the main word on which the subordinate clause depends (if it is conditional), characterize the means of communication (conjunction or allied word), determine the type of the clause (definitive, explanatory, etc.). d.).
An example of parsing a complex sentence with one subordinate clause
1) [In storm time turned out with the root of a tall old pine], (which is why formed this pit) (A. Chekhov).
, (from what).
The sentence is narrative, non-exclamatory, complex with a subordinate clause. The subordinate clause refers to everything main and joins it with an allied word from what.
2) (To to be contemporary clear), [all wide open open the poet] (A. Akhmatova).(to), .
The sentence is narrative, non-exclamatory, complex with a subordinate clause of purpose. The adjective answers the question for what purpose?, depends on the entire main clause and joins it with a union so that.
3) [I I love everything], (to which in this world there is no consonance, no echo No) (I. Annensky).[local], (what).
The sentence is narrative, non-exclamatory, complex with a pronoun-defining clause. The adjective answers the question which?, depends on the pronoun all in the main, joins with an allied word what, which is an indirect complement.
Semantic relations in complex sentences are expressed with the help of subordinating conjunctions and allied words. Therefore, their classification is in many ways similar to the classification of subordinating conjunctions. Allied funds are located in the accessory part. The subordinate clause can refer to one word in the main clause or to the entire main clause as a whole.
Types of subordinate clauses
Main article: Subordinate clause
Relative clauses are classified into explanatory, attributive, adverbial and adjunctive. The former are more likely to answer the question who? or what?, they are characterized by unions and allied words: who, what, how, when, why etc. The latter are more likely to answer the question which? and have conjunctions and allied words which, which, which, which, which.
Adverbial clauses are subdivided into sentences:
by target ( why, for what purpose?),
places ( where?, where?, where?),
time ( when?, what time?),
causes ( why?, why?),
terms ( under what condition?, in what case?),
course of action ( how?, how?),
comparisons ( as? how much?),
concessions ( in spite of what? contrary to what?).
There are also subordinate clauses of consequence and connecting clauses.
Types of complex sentences with several subordinate clauses
Complex sentences with several subordinate clauses are divided into the following types:
With sequential submission- the first subordinate part is subordinate to the main one, and each subsequent one - to the previous subordinate part.
With uniform subordination- subordinate clauses refer to one word in the main part or to the entire main part.
With parallel submission(or heterogeneous) - different types of subordinate clauses obey either the entire main one or various parts of the main one.
Compound sentence(SSP) - a complex sentence with a coordinative connection between its parts. The components of a compound sentence are grammatically independent of each other, that is, they are equal.
Unlike a complex sentence, in a compound sentence, conjunctions are not included in any of the parts and the absolute tense of the verbs of the predicates is used.
Classifications Based on grammatical meaning
A coordinative connection can be made out by the following relations in a sentence:
Connecting. They are characterized by the value of logical homogeneity. In the temporal plan - the simultaneity of two actions or their following one after another. Communication means: unions And, Yes(in meaning And) and etc.; particles and ... and, neither ... neither, also, also.
Dividing. Includes sequence, shift, alternation, matching, or enumeration values of related events. Communication means: unions or what, repeated alliances or or, repeating particles whether.. whether, or ... or, not that... not that, and then ... but not that, adverb otherwise as a union.
Comparative. They point to the equivalence, the identity of the situation. Communication means: unions that is, namely.
Explanatory. Include proper comparative, adversative relations And mismatch relationship. Communication means: unions ah but yes(in meaning but), particle same, concretizers therefore, and therefore, but also, and also, but, and besides.
Gradational. This is a further development of comparative relations. gradation can be in order of importance(means of communication: unions not only ... but also, not only ... but, not even ... all the more not, even ... not only, not only ... also), by degree of intensity(means of communication: unions if not... then at least, if not... then in that case, not that... but, not to say that... but), according to the degree of correspondence to the designated(means of communication: unions rather, more precisely, design to be precise).
Relations combine grammatical meanings that can be conveyed with the help of unions (and particles as unions) and with the help of concretizers that clarify the meaning of the means, as well as connections ( and then, and from this, and therefore).
