An example of syntactic analysis of a complex sentence. Analysis of the composition proposal independently and online

The order of parsing a simple sentence

1. Determine the type of offer according to the purpose of the statement (narrative, motivating, interrogative).
2. Determine the type of offer by emotional coloring (exclamatory, non-exclamatory).
3. Find the grammatical basis of a sentence and prove that it is simple.
4. Determine the type of offer by structure:
a) two-piece or one-piece(definitely personal, indefinitely personal, generalized personal, impersonal, naming);
b) common or not common;
in) complete or incomplete(indicate which part of the sentence is missing in it);
d) complicated (indicate what is complicated: homogeneous members, isolated members, appeal, introductory words).
5. Parse the sentence by members and indicate how they are expressed(first, the subject and predicate are analyzed, then the secondary members related to them).
6. Draw up a sentence diagram and explain the placement of punctuation marks.

1) My fire in the fog shines(A. K. Tolstoy).
The sentence is narrative, non-exclamatory, simple, two-part, common, complete, uncomplicated. Grammar basis - the bonfire is shining my expressed by a possessive pronoun. The predicate refers to the circumstance of the place in the fog, expressed by a noun in the prepositional case with a preposition in.
Scheme of the offer. A period is placed at the end of this declarative sentence.
2) At the end of January, fanned by the first thaw, cherry orchards smell good(Sholokhov).
The sentence is narrative, non-exclamatory, simple, two-part, widespread, complete, complicated by a separate agreed definition, expressed by participial turnover. Grammar basis - gardens smell. The subject is expressed by the noun in the nominative case, the predicate is a simple verb, expressed by the verb in the form of the indicative mood. The subject is the agreed definition cherry expressed by an adjective. The predicate refers to the circumstance of time in the end of January, expressed by the phrase (noun + noun) in the prepositional case with a preposition in, and the circumstance of the mode of action well expressed in an adverb.
Sentence scheme [ , ]. A period is placed at the end of this declarative sentence; commas in the sentence highlight the participial turnover, which, although it stands before the word being defined, is isolated, since it is separated from it in the sentence by other words.

Parsing a simple sentence

A simple sentence is parsed as follows:

Underline the parts of the sentence.

Indicate the type of predicate (predicates): PGS, SGS, SIS.

Make a descriptive analysis according to the following scheme:

1. For the purpose of the statement:

   - narrative

   - interrogative

   - incentive.

   By intonation:

   - non-exclamatory

   - exclamatory.

   By the number of grammatical bases - simple,

   By the presence of one or both main members:

   1) two-part.

   2) one-part. with main member

   a) subject - denominative;

   b) predicate:

   - definitely personal

   - vaguely personal

   - generalized personal,

   - impersonal.

   By the presence of secondary members:

   - common,

   - uncommon.

   By the presence of missing members:

   - complete,

   - incomplete (indicate which member / members of the proposal is omitted / omitted).

   By the presence of complicating members:

   1) uncomplicated,

   2) complicated:

   - homogeneous members of the proposal;

   - isolated members of the proposal;

   - introductory words, introductory and plug-in constructions,

   - direct speech;

   - appeal.

Here is an example of parsing a simple sentence.

Sample parsing a simple sentence:

doorman, who came out at that moment from the door of the restaurant hanger to the yard to smoke, trampled on a cigarette and moved towards the ghost with the clear purpose of blocking his access to the restaurant, but for some reason did not do this and stopped, smiling stupidly (M. A. Bulgakov).

Parsing a sentence by composition is called syntactic. He is one of the first to be studied in school. At first, the process can be difficult, however, after two analyzes, many people quickly find all the components. Knowledge of parts of speech, rules about the basis and secondary members of a sentence, understanding the connection of words in a phrase will help in parsing. This takes place towards the end of elementary school, so 5th grade students do the debriefing without difficulty.

By following a certain sequence, you can quickly make an analysis. To do this, you need to pay attention to the following steps:

1. Determine what type the phrase belongs to: narrative, interrogative or incentive.
2. According to the emotional color, exclamatory and non-exclamatory sentences are distinguished.
3. Then they move on to grammar. It needs to be found, to indicate the way of expression, to indicate whether the sentence is simple or complex.
4. Determine the one-part and two-part written.
5. Find additional members of the sentence. They will show if it is common or not.
6. With the help of certain types of lines, highlight each minor member of the sentence. At the same time, above the word indicate what kind of member of the sentence it is.
7. Indicate whether there are missing members of the sentence in the proposed phrase, which will determine whether the statement is complete or incomplete.
8. Are there any complications?
9. Describe what is written.
10. Make a diagram.

To correctly and quickly parse, you need to know what the stem and minor members are.

The basis

Every stem has a subject and a predicate. When parsing, the first word is underlined with one line, the second - with two. For example, " The night has come". Here the grammatical basis is the full phrase. It has the subject word "night". The subject cannot be in any other case than the nominative.

In the neighborhood is the predicate "came", which describes the action performed with the subject. (Dawn has come. Autumn has come.) Depending on whether the sentence is simple or complex, one or two bases are distinguished. In the statement "Yellow leaves fall from the trees" there is one grammatical basis. And here are two basics: "The moon hid - the morning has come."

Before parsing phrases, you need to find additional members of the sentence:

1. Most often, the object is a noun or a pronoun. Prepositions can be added to the second member of the sentence. It answers all questions of cases. This does not include the nominative case, since only the subject can have it. Look (where?) At the sky. Let's discuss the (what?) question. In semantic meaning, they are on the same level as the noun.
2. The definition performs a descriptive function, answering the question “Which one? Whose?". It is often difficult to identify a member of a sentence due to the fact that it can be of two types. Agreed when two words are in the same person, gender, number and case. Inconsistent acts as a phrase with control and adjacency. For example: “There is a bookshelf on the wall. There is a shelf for books on the wall. In both cases, one can ask the question: which one? However, the difference is the consistency and inconsistency of the definition.
3. The circumstance describes the manner of action, the time. It is considered the most extensive member of the proposal. We met (where?) at the store. (When?) We went to the cinema yesterday. I (how?) will easily do the exercise. This leads to the fact that the circumstance is often confused with the addition. Here it is important to correctly put the question from the main word to the dependent.

Relationship while writing

It is important to say that all minor members are necessarily associated with one of the main words. The definition is part of the subject, so questions are asked from this member of the sentence. But the addition and circumstance are connected with the predicate.

When parsing, the secondary members should be indicated on the letter. If the subject and predicate are underlined with one and two lines, respectively, then the addition is highlighted with a dotted line, the definition with a wavy line, the circumstance with a dot and a dash. When parsing, it is necessary to indicate in a graphical version what each word is.

Practical lesson

Consider a simple sentence:

In winter, tourists go to the ski resort.

Start from the basics. Here it is represented by the phrase "tourists are leaving." That is, the subject is tourists, the predicate is sent. This is the only basis, so what is written is a simple statement. Since there are additional members, it is common.

Now you can start looking for add-ons. It was not used here when writing. It is followed by a definition: to (which?) ski resort. And you can highlight the circumstances. They go (where?) to the resort, they go (when?) in winter.

This is how the sentence looks like when parsed by composition: In winter (obst.) tourists (subl.) go (sk.) to a ski (def.) resort (add.).

Complex sentence example:

The sun went behind a cloud, a light rain fell from the sky.

First we look for the base. The sentence is about sun and rain. So, there are two bases in the sentence: the sun has set, and the rain has begun. Now we need to find additional members of the sentence in each basis. Went (where?) behind a cloud; went (what?) small, went (where?) from the sky.

This is how you need to parse common sentences by composition:

The boy sat on the roof of the house and looked at the starry sky, attracting the eye.

(Descriptive, non-exclamatory, simple, two-part, common, complete, complicated by homogeneous predicates and a separate definition, expressed by participial turnover).

Here the basis is - the boy sat and watched, therefore there are two predicates. We find the secondary members of the sentence. Sat (where?) on the roof (what?) of the house. He looked (where?) at the sky, (what?) starry. The sky (what?), eye-catching.

That is, after finding all the components of the statement, it will look like this:

The boy (subl.) sat (sk.) on the roof (obst.) of the house (adv.) and looked (sk.) at the starry (def.) sky (obst.), attracting the eye (def.).

Syntactic parsing of a sentence is easy to do. The main thing is to follow the steps, starting with the search for the main members of the proposal. They are the foundation. Then they move on to secondary ones. At the end of the analysis, each of them is underlined with a certain line.

Video

From the video you will learn how to properly parse a sentence.

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The syntactic analysis of a simple sentence has firmly entered the practice of elementary and secondary schools. This is the most difficult and voluminous type of grammatical analysis. It includes a description and scheme of the sentence, analysis by members, indicating the parts of speech.

The structure and meaning of a simple sentence is studied starting from grade 5. The full set of features of a simple sentence is indicated in the 8th grade, and in the 9th grade the focus is on complex sentences.

In this type of analysis, the levels of morphology and syntax are correlated: the student must be able to identify parts of speech, recognize their forms, find conjunctions, understand the ways of connecting words in a phrase, know the signs of the main and secondary members of a sentence.

Let's start with the simplest: we will help the guys prepare for parsing in 5th grade. In elementary school, the student memorizes the sequence of analysis and performs it at an elementary level, indicating the grammatical basis, syntactic relationships between words, the type of sentence in terms of the composition and purpose of the statement, learns to draw up diagrams and find homogeneous members.

In elementary school, different Russian language programs are used, so the level of requirements and preparation of students are different. In the fifth grade, I accepted children who studied in elementary school according to the programs of the educational system "School 2100", "School of Russia" and "Elementary School of the XXI Century". There are big differences. Primary school teachers do a tremendous job to compensate for the shortcomings of their textbooks, and themselves "lay" successive links between elementary and secondary schools.

In grade 5, the material for parsing a sentence is generalized, expanded and built into a more complete form, in grades 6-7 it is improved taking into account the newly studied morphological units (verbal forms: participle and gerund; adverb and category of state; service words: prepositions, conjunctions and particles ).

Let's use examples to show the differences between the level of requirements in the format of parsing.

In 4th grade	In 5th grade
In a simple sentence, the grammatical basis is highlighted, familiar parts of speech are indicated above the words, homogeneous members are emphasized, phrases are written out or syntactic links between words are drawn. Scheme: [O -, O]. Narrative, non-exclamatory, simple, common, with homogeneous predicates. Exist. (main word) + adj., Ch. (main word) + noun. Ch. (main word) + places. Adverb + ch. (main word)	Syntactic links are not drawn, phrases are not written out, the scheme and basic designations are the same, but the characteristics are different: narrative, non-exclamatory, simple, two-part, common, complicated by homogeneous predicates. Parsing is constantly practiced in the classroom and participates in the grammar tasks of control dictations.
In a complex sentence, grammatical foundations are emphasized, parts are numbered, familiar parts of speech are signed above the words, the type is indicated according to the purpose of the statement and emotional coloring, according to the composition and presence of secondary members. Parsing scheme: [O and O] 1 , 2 , and 3 . Narrative, non-exclamatory, complex, common.	The scheme remains the same, but the characteristics are different: narrative, non-exclamatory, complex, consists of 3 parts that are connected by an allied and allied connection, in 1 part there are homogeneous members, all parts are two-part and common. Parsing a complex sentence in grade 5 is educational in nature and is not a means of control.
Sentence schemes with direct speech: A: "P!" or "P," - a. The concept of quotation is introduced, which coincides in design with direct speech.	The schemes are supplemented by a break in direct speech with the words of the author: "P, - a. - P." and "P, - a, - p". The concept of dialogue and ways of its design are introduced. Schemes are made up, but the characteristics of sentences with direct speech are not made.

Plan for parsing a simple sentence

1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).

2. Find out the type of sentence by emotional coloring (non-exclamatory or exclamatory).

3. Find the grammatical basis of the sentence, underline it and indicate the ways of expression, indicate that the sentence is simple.

4. Determine the composition of the main members of the proposal (two-part or one-part).

5. Determine the presence of minor members (common or non-common).

6. Underline the secondary members of the sentence, indicate the ways of their expression (parts of speech): from the composition of the subject and the composition of the predicate.

7. Determine the presence of missing members of the proposal (complete or incomplete).

8. Determine the presence of complications (complicated or not complicated).

9. Write down the characteristics of the proposal.

10. Draw up a proposal scheme.

For analysis, we used sentences from the beautiful fairy tales of Sergei Kozlov about the Hedgehog and the Bear cub.

1) It was an extraordinary autumn day!

2) Everyone's duty is to work.

3) Thirty mosquitoes ran out into the clearing and played their squeaky violins.

4) He has no father, no mother, no Hedgehog, no Bear cub.

5) And Squirrel took nuts and a cup and hurried after.

6) And they put things in a basket: mushrooms, honey, a kettle, cups - and went to the river.

7) And pine needles, and fir cones, and even cobwebs - they all straightened up, smiled and sang with all their might the last autumn song of the grass.

8) The Hedgehog lay, covered up to the very nose with a blanket, and looked at the Bear Cub with quiet eyes.

9) The hedgehog sat on a hill under a pine tree and looked at the moonlit valley flooded with fog.

10) Across the river, blazing with aspens, the forest darkened.

11) So until the evening they ran, jumped, jumped off a cliff and yelled at the top of their lungs, emphasizing the stillness and silence of the autumn forest.

12) And he jumped like a real kangaroo.

13) Water, where are you running?

14) Maybe he's crazy?

15) It seems to me that he imagined himself ... as the wind.

Examples of Parsing Simple Sentences

Syntax is the most complex section of the modern Russian language. At school, the syntactic analysis of a sentence almost always causes serious difficulties, since in the analysis it is necessary to use the previously acquired knowledge in a complex way: to be able to distinguish parts of speech, access information from the vocabulary, to navigate perfectly in the semantic load and functions of different members of the sentence, to correctly indicate simple sentences in the composition complex and define their role.

At school and university, there are different requirements for the syntactic analysis of a sentence. Schoolchildren usually designate parts of speech, and comment on each word during analysis. The requirement is due to the fact that for correct parsing it is necessary to know morphology well, the concepts of syntax and morphology should not be confused (there is a common mistake when parts of speech and members of a sentence are mixed). At the philological faculties of different higher educational institutions, the schemes of syntactic analysis are individual: it depends on what educational complex one is studying, what methodological developments are available at the department. When preparing for admission, the applicant will need to find out the requirements of a particular university, otherwise the analysis may be considered incorrect.

To correctly parse a sentence, you need to master a large amount of theory, be able to accurately use terms, and gain practical skills. Practice plays a particularly important role, so it is advisable to train regularly, analyzing sentences of different levels of complexity.

Strict requirements are imposed on parsing: it can only be done according to a clear scheme, without deviating from a given algorithm. Often it is also necessary to draw a graphic scheme of the sentence, reflecting in it the levels of division, the dependence of simple sentences on each other. Also, the members of the sentence are graphically distinguished by different signs directly in the text (several types of subscript lines).

General scheme for parsing a sentence
There is a general scheme by which a sentence is parsed. It varies depending on specific requirements, but the basic base remains the same.

1. The purpose of the statement is indicated: declarative, motivating, interrogative sentence.
   
2. At this stage, you should write how the sentence is in terms of intonation: exclamatory or non-exclamatory.
   
3. The type of sentence is determined: simple or complex, consisting of several simple ones.
   
4. For complex sentences, you need to indicate the type of construction: simple (of the same type), complex (different types of connections between simple sentences as part of a complex one).
   
5. The type of connection of proposals is indicated: allied, allied.
   
6. There are two types of allied sentences: compound and complex.
   
7. For a complex sentence, the type of the subordinate clause is determined: attributive, explanatory, adverbial, adjunctive;
   
8. It is necessary to indicate the type of adverbial clause:
   • mode of action;
     
   • places;
     
   • time;
     
   • conditions;
     
   • measures and degrees;
     
   • comparisons;
     
   • concessions;
     
   • consequences;
     
   • goals;
     
   • causes.
     
9. If the sentence is complex, a description of the connection of parts in the complex is performed. The parts are numbered, all types of communication are indicated (unionless and allied, subordinating and coordinating), if necessary, division into levels is made.
   
10. Then they proceed to the characteristics of each simple sentence, indicating its number.
    
11. The analysis of a simple sentence continues to indicate the presence of main members: one-part or two-part.
    
12. In a one-part sentence, its type is determined: nominal, generalized-personal, impersonal, definite-personal or indefinitely-personal.
    
13. At this stage, you need to write the type of predicate: PGS (simple verbal predicate), CGS (compound verbal predicate) or SIS (compound nominal predicate).
    
14. Now it is necessary to determine the presence of minor members: common (there are minor members), non-common (there are no minor members).
    
15. At this point in the analysis, it is indicated whether the sentence is complicated, what exactly it is complicated by.
    
16. At the end of the analysis, it is necessary to determine the type of sentence in terms of completeness: complete or incomplete. Incomplete sentences are those in which the main or secondary members are omitted, but they can be easily restored from the context.
    

You will also need to graphically designate the members and boundaries of sentences in the text, draw diagrams, indicating in them the numbers of sentences, unions, asking questions to subordinate clauses from the main ones.

Ways of expressing sentence members
Knowing how to express the members of a sentence will help you parse the sentence correctly without confusing parts of it. Often, school students find it difficult to even determine the main members of a sentence, since there are a number of difficulties, and generally accepted stereotypes make it difficult to correctly find the basis and accurately analyze the secondary members.

It must be remembered that different parts of speech have practically unlimited possibilities and can be almost any part of the sentence, with rare exceptions. Often, students get used to the fact that the subject is a noun, and the predicate is a verb. Not seeing the appropriate parts of speech in a sentence, they find themselves in a difficult position and do not know how to parse it by composition. In fact, it is impossible to conclude analysis in such a framework.

Subject answers questions of the nominative case and is expressed by different parts of speech: nouns, pronouns, numerals. The subject can also be expressed:

• adjective (red is my favorite color);
  
• a participle that has turned into a noun (the others were silent);
  
• union (and - connecting union);
  
• an indefinite form of the verb (for example, an indefinite form of a verb with a noun in the accusative case: having a doctor in the house is a serious advantage).
  

Predicate answers the questions: what does the object do? what happens to the subject? what is the subject? what is he?

To distinguish different types of predicates, it is important to remember the lexical and grammatical meaning of words. Lexical meaning reflects the meaning of the word, and grammatical contains grammatical categories (for example, mood, tense, number and gender of the verb). Types of predicates:

• PGS: the predicate is expressed in the personal form of the verb, in which the GZ and LZ coincide. Sometimes PGS is expressed by a phraseological unit containing a conjugated verb form.
  
• GHS: Must consist of at least two words. Each word carries its own meaning: the infinitive of the verb (lexical meaning) and the modal or phase link (grammatical meaning). The phase link indicates the phase of the action, and the modal link reflects the attitude towards the action. The link can be expressed in words reflecting the assessment of the action, desirability, necessity, short adjectives.
  
• SIS: must consist of at least two words. Nominal part (LZ) and formal or semi-significant copula (GZ). A more common formal link is the verb to be. All nominal parts of speech, adverbs, phrases act as a nominal part. Semi-significant connectives are verbs to become, to become, to be, to seem, and others; verbs of state, movement.
  

Definitions answer questions what? whose? They are divided into agreed and inconsistent.

• The agreed definition is easy to recognize, it is expressed by a pronoun-adjective, adjective, participle, ordinal number. The main thing is not to confuse it with the nominal part of the SIS.
  
• An inconsistent definition is usually expressed by nouns in oblique cases, but sometimes it becomes adverbs, phrases, infinitives, adjectives of comparative degrees. There are also inconsistent application-definitions.
  

Addition answers the questions of indirect cases. Most often expressed as a noun.

Circumstance answers the general question how? Expressed by adverbs and nouns. Circumstances are divided into categories:

• circumstance of time;
  
• places;
  
• mode of action;
  
• causes;
  
• comparisons;
  
• concessions;
  
• conditions;
  
• goals;
  
• measures and degrees.
  

It is necessary to take into account the nuances of the expression of the members of the sentence by different parts of speech in order to correctly perform the syntactic analysis of the sentence.

Types of subordinate clauses
When analyzing a complex sentence, it is important to correctly determine the type of the subordinate clause. It can be circumstantial, explanatory and attributive.

1. Subordinate explanatory sentences answer the questions of indirect cases. Unions, allied words act as means of communication.
   
2. Subordinate attributive clauses refer to a noun, join with the help of allied words, sometimes unions, answer the questions of whose? which?
   
3. Adverbial adverbial clauses differ depending on the category:
   • PO places answer questions where? where? where? join with allied words;
     
   • How long do they answer questions? how long? when? for how long? Joining with the help of unions is common only, when, bye, as soon as, etc .;
     
   • ON measures and degrees answer the questions to what extent? how much ?, refer to a word expressing a concept that can have a degree of manifestation;
     
   • The software of the mode of action answers the question how ?, you can insert words into the main part in this way, so;
     
   • ON conditions answer the question under what condition ?, connecting unions - when, if, how soon;
     
   • ON reasons reveal the question why ?, unions due to the fact that, since, because, due to the fact that;
     
   • By purpose: questions for what purpose? why? etc. Unions if only to, in order to;
     
   • ON consequence: the consequence follows from the first part, the union so;
     
   • ON concessions: questions in spite of what? in spite of what? Unions let, for nothing, despite the fact that;
     
   • Comparative software: questions like what? like what? Unions as if, as if, exactly, as;
     
4. Adjunctive clauses do not answer questions, do not express the semantic relations of the circumstance, but provide additional information to the main part. Means of communication: allied words (relative pronouns what, where, where, when, how, why, why, why).
   

In polynomial sentences, the type of subordination must be indicated. It can be sequential: the first subordinate clause is subordinate to the main one, the second subordinate clause is subordinate to the first, and so on. With parallel subordination, the subordinate clauses depend on the main one, but answer different questions. When the subordination is homogeneous, the subordinate clauses depend on one main word, answer one question.
Universities mainly analyze polynomial sentences, therefore, they distinguish the levels of division, the connections between them, indicate all the blocks and the features of their relationship with each other, and draw complex diagrams. At school, they usually limit themselves to sentences consisting of two to four simple ones.

The order of parsing a simple sentence

1. Parse the sentence by members and indicate how they are expressed (first, the subject and predicate are disassembled, then the secondary members related to them).

2. Determine the type of sentence according to the purpose of the statement (narrative, incentive, interrogative).

3. Determine the type of sentence by emotional coloring (exclamatory, non-exclamatory).

4. Find the grammatical basis of the sentence and prove that it is simple.

5. Determine the type of offer by structure:

a) two-part or one-part (definitely personal, indefinitely personal, generalized personal, impersonal, naming);

b) widespread or non-common;

c) complete or incomplete (indicate which member of the sentence is missing in it);

d) complicated (indicate what is complicated: homogeneous members, isolated members, appeal, introductory words).

6. Draw up a sentence diagram and explain the placement of punctuation marks.

Parsing Samples

1) My bonfire shines in the fog(A. K. Tolstoy).

The sentence is narrative, non-exclamatory, simple, two-part, common, complete, uncomplicated.

Grammar basis - the bonfire is shining my expressed by a possessive pronoun. The predicate refers to the circumstance of the place in the fog, expressed by a noun in the prepositional case with a preposition in.

Sentence outline A period is placed at the end of this declarative sentence.

2) At the end of January, fanned by the first thaw, cherry blossoms smell good. gardens (Sholokhov).

The sentence is narrative, non-exclamatory, simple, two-part, widespread, complete, complicated by a separate agreed definition, expressed by participial turnover.

Grammar basis - gardens smell. The subject is expressed by a noun in the nominative case, the predicate is a simple verb, expressed by the verb in the form of the indicative mood. The subject is the agreed definition cherry expressed by an adjective. The predicate refers to the circumstance of time in the end of January, expressed by the phrase (noun + noun) in the prepositional case with a preposition in, and the circumstance of the mode of action well expressed in an adverb.

Sentence outline A period is placed at the end of this declarative sentence; commas in the sentence highlight the participial turnover, which, although it stands before the word being defined, is isolated, since it is separated from it in the sentence by other words.

Ways to underline members of a sentence

When parsing a sentence by members, standard underscores are used: one dash for the subject, two dashes for the predicate, a dotted line for the complement, a wavy line for the definition, alternating dots and dashes for the circumstance.

In some schools, the main member of a one-part sentence is underlined with three lines, however, such an underlining is more common, in which the main member of a denominative sentence is marked as the subject, and the main members of other one-part sentences are marked as predicates.

When emphasizing the secondary members of the proposal, it is advisable to be guided by the following principles.

A separate member of the sentence is underlined as a single member.

Accordingly, non-isolated members should be underlined as much as possible in accordance with the questions asked of them.

Designation of words and phrases that are not members of the sentence

As is known from morphology, service parts of speech are not members of a sentence, however, during syntactic parsing, certain problems are associated with them.

Unions are not members of the proposal and are not distinguished when homogeneous members are combined, but in some cases they may be part of non-singular members of the proposal.

First, x, these are comparative conjunctions as part of comparative revolutions, for example: The surface of the bay was like a mirror.

Secondly, these are unions as part of separate members of the proposal, for example: Stopping often and for a long time, we got to the place only on the third day.

Prepositions also cannot act as independent members of a sentence, but they are used as part of a prepositional case group, expressing a certain meaning together with the case form.

Therefore, it is customary to underline the preposition together with the noun to which it refers. In this case, it is necessary to pay attention to cases where the preposition and noun are separated by adjectives or participles, for example: instead of older brother. In this case, it would be a mistake to underline the preposition together with the adjective as a definition; underscore should be: instead of older brother.

Formative particles are part of compound verb forms and are underlined together with the verb both in contact and non-contact arrangements, for example: Let him call me!

Semantic (non-formative) particles are not members of a sentence, however, in school practice, a negative particle is not usually emphasized as a single member of a sentence along with the word to which it refers, for example: No smoking here. I didn't expect much help.

It is permissible not to single out both prepositions and all semantic particles.

Some teachers teach to highlight unions by circling them, and prepositions by a triangle. This distinction is not generally accepted.

Introductory words and appeals are not members of the sentence. Sometimes students enclose these components in square brackets or underline them with crosses. This is undesirable, as underlining is only used to indicate members of a sentence; it is permissible to mark these elements of the proposal by inscribing the words “introductory” or “address” above them.

Description of the complicating members of the sentence

When a sentence is complicated by direct speech or an interstitial sentence, they are considered and described as an independent sentence, since both direct speech and an interstitial sentence have their own purpose of utterance and intonation, which may not coincide with the purpose of utterance and the intonation of the sentence itself.

So, for example, the proposal He indignantly asked: “How long will you be digging?!” should be parsed as follows: the sentence is narrative, non-exclamatory, simple, two-part, common, complete, complicated by direct speech. Direct speech is an interrogative, exclamatory, two-part, common, complete, uncomplicated sentence.

The participial turnover complicates the sentence only if it is isolated. At the same time, the description should indicate the complication not by the participial turnover, but by a separate definition; in brackets is possible, but not necessarily an indication that it is expressed by participial turnover.

The comparative turnover can be any member of the sentence - a predicate ( This park is like a forest.), circumstance ( The rain poured like a bucket), complement ( Petya draws better than Anton), defining (He is almost the same as his brother). In this case, the comparative turnover can be both isolated and non-isolated. The complication causes only a separate comparative turnover, and, as in the case of participial turnover, it is necessary to indicate the complication by a separate circumstance, addition or definition.

Homogeneous members, introductory words and sentences, appeals are also described as complicating the structure of the sentence.

Some difficulty is presented by sentences with homogeneous predicates. In school and pre-university practice, it is believed that a two-part sentence in which the subject is used with several predicates is a simple sentence complicated by homogeneous predicates. In a one-part sentence, there are as many parts as there are predicates in it, with the exception of cases when homogeneous parts are presented in the structure of the predicate.

For example: I was offended and did not want to answer him- a simple two-part sentence with homogeneous predicates.

I felt embarrassed and didn't want to answer him.- difficult sentence.

I got sad and lonely- a simple one-part (impersonal) sentence with homogeneous parts of the predicate.

One-part sentences

When parsing one-component sentences, students often make various mistakes.

The first type of errors is associated with the need to distinguish between one-part and two-part incomplete sentences.

As already mentioned, we diagnose a definite personal sentence by the form of the main member: the predicate in it is expressed by the verb in the form of 1 and 2 persons of the singular and plural of the indicative mood (in the present and in the future tense), and in the imperative mood; the producer of the action is defined and can be called personal pronouns of the 1st and 2nd person I, you, we, you:

I go, I go, but I can’t reach the forest.

The peculiarity of verb forms with a morphological feature of the 1st and 2nd person is that each of these forms can “serve” a single subject: the form with the ending -y ( go-y) - the pronoun I, the form with the ending -eat / -ish ( go-eat) - pronoun you, form with -em / -im ( go eat) - pronoun we, form with -et/-ite ( go) - pronoun you. Forms 1 and 2 of the person of the imperative mood also clearly indicate the person who is the producer of the action.

Since the morphological feature of the person is presented in the verb only in the indicated forms, sentences of a similar meaning with a predicate-verb in the past tense of the indicative mood and the conditional mood are considered two-part incomplete, for example:

He walked and walked, but never reached the forest.

In this sentence, the form of the predicate does not in any way indicate the producer of the action.

Even if it is clear from the previous context that the producer of the action is the speaker(s) or the listener(s), sentences or parts of a complex sentence without a subject with a predicate in the past tense or in the conditional mood should be characterized as two-part incomplete, since information about the producer of the action is extracted not from the sentence itself, but from the previous context, which, in fact, is an indicator of the incompleteness of the sentence or part of it; see for example the second part of the compound sentence:

I would help you if I knew how.

In indefinite personal sentences, as already mentioned, the main member is expressed by the verb in the form of the 3rd person plural (present and future tenses in the indicative mood and in the imperative mood), the past plural form of the indicative mood, or a similar form of the conditional mood of the verb. The producer of the action in these sentences is unknown or unimportant:

They call / have called / let them call / would call.

Such sentences are not indefinitely personal without a subject with a predicate in the indicated forms, in which the producer of the action is known from the previous context; see for example the second sentence in the following context:

We left the forest and tried to orient ourselves on the ground. Then we went along the path to the right.

Such sentences are also two-part incomplete.

Thus, when characterizing a sentence as a one-part definite-personal, it is necessary to remember about the restrictions on the form of the predicate; when diagnosing a sentence as indefinitely-personal, it is also necessary to take into account the meaning - an indication that the producer of the action is unknown.

Generalized personal one-part sentences do not include all one-part sentences that report an action that can be attributed to everyone and everyone, but only those in which the predicate is expressed in the form of the 2 person singular indicative and imperative moods or the form 3 of the plural person indicative inclinations:

They cut the forest - the chips fly.

However, in a generalized personal sense, definite personal sentences with the main member in the form of 1 person and impersonal sentences can also be used: What we have - we do not store, having lost - we cry; To be afraid of wolves - do not go into the forest. Nevertheless, such proposals are not usually characterized as generalized-personal.

The greatest difficulties are associated with the analysis of an impersonal sentence.

Considerable difficulty is the definition of the composition of the main members in sentences like We had a lot of fun riding this slide., i.e., in sentences that include a bunch, a nominal part and an infinitive. There are two traditions in parsing such proposals.

There is an opinion that when characterizing such sentences as impersonal or as two-part, it is not the sequence of components that is important (the infinitive at the beginning of the sentence or after the link and the nominal part), but the meaning of the nominal part of the predicate.

So, if an adverb is used in the nominal part with the meaning of the state experienced by the producer of the action (fun, sad, hot, cold, etc.), then this is a one-part impersonal sentence:

It was fun to ride this hill.
It was fun to ride this hill.

If in the nominal part a word is used with the meaning of a positive or negative assessment (good, bad, harmful, useful, etc.), then we have a two-part sentence with a subject, pronounced infinitive:

It was bad for him to smoke.
Smoking was bad for him.

According to another linguistic tradition, the characteristics of a sentence of this type depend on the word order in it, and not on the meaning of the word in the nominal part. If the infinitive comes before the link and the nominal part, then it, with a relatively free word order in Russian, denotes the subject of the message and is the subject:

Smoking was bad for him.

If the infinitive follows the link and the nominal part, then we have an impersonal sentence:

It was bad for him to smoke.

With regard to impersonal sentences, the following should also be noted: not impersonal, but two-part incomplete, it is customary to consider parts of a complex sentence in which the subject position is replaced by a subordinate explanatory or direct speech, for example:

It was heard how the gate creaked a (compare: It was heard).

"I'm lost" - flashed through my head(compare: It went through my head).

Such sentences without a subordinate clause or direct speech lose all meaning, are not used, which is the criterion for the incompleteness of the sentence. So, the sentences * It was heard or * It flashed through my head cannot be understood and are not used.