The sentence is complex with a subordinate clause. Definitive clause: examples. Sentences with attributive clauses: examples

Members of a sentence, parsing a sentence, means of connecting sentences - all this is the syntax of the Russian language. The attributive clause is an example of one of the most difficult topics in the study of Russian syntax.

Relative clause: definition

An integral part of a complex sentence is the subordinate clause. The subordinate part is the part that is dependent on the main part. There was white snow on the fields when they drove to the village. Here is the main suggestion There was snow on the fields. It asks a question to the dependent part: lay (when?) when they went to the village. The subordinate clause is a separate sentence, since it has a predicative stem. However, being connected with the main member semantically and grammatically, it cannot exist independently. This is different main part complex sentence from a subordinate clause. Thus, a subordinate clause is a part of a complex sentence dependent on the main part.

Relative clause: types

There are four types of subordinate clauses. The type of the dependent part is determined by the question asked from the main sentence.

Correctly determining the type of subordinate clause is the task that the student faces.

Relative attributive clause

Attributive, examples of which are given in the table, consists of two or more parts, where the main part is characterized by a subordinate clause. The attributive part refers to one word from the main clause. It is either a noun or a pronoun.

The attributive clause is an example of the formation of attributive relations between the main and dependent parts. One word from the main part is consistent with the whole subordinate clause. For example, Victor looked at the sea, in the vastness of which a ship appeared. (The sea (what?), in the expanses of which the ship appeared).

Definitive clause: features

There are some features in the Examples from the table to help you figure it out.

Relative clauses

Compound sentences with a subordinate clause have one more feature. If in the main part of the NGN the subject or nominal part of the compound nominal predicate expressed by a definitive or demonstrative pronoun, on which the subordinate definitive part depends, then such a part is called correlative (pronoun-defining). That is, sentences in which there is a correlation between the pronoun in the main part and in the dependent part are sentences where there are pronominal-defining clauses.

Examples: He was only told what happenednecessary(ratio that + that). The woman swore so loudly that the whole square could hear(ratio so+that). The answer was the same as the question itself.(ratio such+what). The captain's voice was so loud and stern that the whole unit immediately heard and formed(ratio such+that). hallmark pronominal-defining clauses is that they can precede the main clause: Those who have not been to Baikal have not seen the true beauty of nature.

Definitive clause: examples from fiction

There are many variants of complex sentences with a subordinate clause.

Writers actively use them in their works. For example, I.A. Bunin: The northern county town (which one?), where my family stayed, ... was far from me. At an early dawn (what?), when the roosters are still crowing and the huts are smoking black, you will open the window, it used to be ...

A.S. Pushkin: In one minute the road skidded, the neighborhood disappeared into the mist (what?) ... through which white flakes of snow flew ... Berestov answered with the same zeal (what?) With which the chain bear bows to the gentlemen on the orders of his leader.

T. Dreiser: We can only console ourselves with the thought (what?) that human evolution will never stop... She was flooded with feelings (what?) that the outcast feels.

The relative attributive sentence (examples from the literature illustrate this) introduces an additional shade of the meaning of the main word, having a wide descriptive ability, allows the author of the work to colorfully and reliably describe this or that object.

Violation of the construction of sentences with a subordinate clause

In the examination work in the Russian language, there are tasks where the attributive clause is incorrectly used. An example of a similar task: H The clerk came to the city, who was in charge of financing the project. In this sentence, due to the separation of the subordinate part from the main part, a semantic shift occurred.

It is necessary to see the error and correctly use the attributive clause. Example: The official who was in charge of financing the project came to town. An error has been corrected in the proposal. In the speech of native speakers and in the creative works of students, there are other errors when using sentences with attributive clauses. Examples and characteristics of errors are given in the table.

Definitive clause and participial turnover

Sentences where there is a participial phrase are semantically similar to a complex sentence that has a definitive clause. Examples: The oak planted by my great-grandfather turned into a huge tree. - The oak that my great-grandfather planted turned into a huge tree. Two similar proposals have different shades values. AT art style preference is given participle turnover which is more descriptive and expressive. AT colloquial speech the attributive clause is used more often than the participial phrase.

Attributive clause

A subordinate clause that answers the question what? and referring to a member of the main clause expressed by a noun or a substantiated word. Definitive clauses are attached to the main clause with the help of allied words which, which, whose, what, where, where, from where, when, less often with the help of conjunctions to, like, as if, as if, exactly, etc. The wind is light and free, which happens only in the steppe(Furmanov). He keeps his eyes on the road that goes through the grove(Goncharov). Climbing up a small hillock, from where a narrow, barely noticeable forest path began, I looked around(Kuprin). A year will come, a black year for Russia, when the crown of the kings will fall(Lermontov). I didn’t have such an agreement to carry firewood(Bitter).

Substantive-defining sentence. Definitive subordinate clause referring to a member of the main clause, expressed by a noun, and containing a characteristic of an object or revealing its attribute. In some cases, the main sentence does not have a complete meaning without a subordinate clause and needs to be extended attributively, forming a close connection with it. It is very difficult to describe the feeling I experienced at that time.(Korolenko) (the sentence It is very difficult to portray a feeling is too general, indefinite). In other cases, the noun being defined in the main clause has a fairly specific meaning and does not need to be defined, so the attributive clause contains an additional message about the object being defined, and the connection between both parts of the complex sentence is less close. There were many springs here, which dug their minks under the cliffs (Gladkov). Definitive proposition. An attributive clause referring to a demonstrative or attributive pronoun in a main clause and specifying their meaning. Glory to those who fell in reconnaissance during the fighting days(Surkov). Everyone he saw here had his own special knowledge.(Fedin). This type of attributive clause is not recognized by all grammarians. Such objections are put forward;

1) the artificiality of the question that is posed to the pronoun in the main sentence. And let the one who invented my torment punish me(Lermontov) (which one?)',

2) inventing words that are not in the main sentence. I heard what you said cf.: I heard that word...). You can also make another specification of the pronoun then (that sentence, then message, etc.) But if the exclusion of any element affects the structure of the sentence ( cm. below), then why not allow that the inclusion of a new element is reflected in its structure?

3) insufficient consideration of the semantic side of the sentence. Such complex sentences as What fell from the cart, then disappeared and What fell from the cart, disappeared, do not differ from each other in content, and with the proposed classification, the subordinate clause in the first sentence is considered as definitive, and in the second - as explanatory;

Dictionary-reference linguistic terms. Ed. 2nd. - M.: Enlightenment. Rosenthal D. E., Telenkova M. A.. 1976 .

See what a "defining clause" is in other dictionaries:

- (subordinate predicate) see attributive clause ...

The same as the attributive clause ... Dictionary of linguistic terms

A subordinate clause that answers any case question and refers to a member of the main clause that needs semantic expansion: without a subordinate clause, the main clause would be structurally and semantically incomplete. Adjunctive ... ... Dictionary of linguistic terms

A subordinate clause that explains the content of the main clause by comparison based on any associations; is attached to the main clause by conjunctions like, as if, as if, as if, exactly, just like, as if, etc ... Dictionary of linguistic terms

- (gram.). O. A sentence is a subordinate clause that contains an expression of the attribute of an object whose name represents some member of the main clause. At the same time, it is completely indifferent what role this name plays in the main ... ... encyclopedic Dictionary F. Brockhaus and I.A. Efron

Constructions that are close in meaning, but expressed by different syntactic units (cf .: synonymous constructions). Usually parallel syntactic constructions are formed by subordinate clauses and members of a simple sentence, more often ... ... Dictionary of linguistic terms

• - oh, oh. adj. to the appendage. || Being an appendage (in 2 meanings). Adnexal stomach in birds. adnexal organs in plants. ◊ subordinate clause gram. part of a complex sentence, syntactically subordinate to the main (subordinating) ... ... Small Academic Dictionary

Members of a sentence, parsing a sentence, means of connecting sentences - all this is the syntax of the Russian language. The attributive clause is an example of one of the most difficult topics in learning Russian syntax.

Video: Russian language 9th grade 5th week Types of subordinate clauses. Adverbial attributive.

Relative clause: definition

An integral part of a complex sentence is the subordinate clause. The subordinate part is the part that is dependent on the main part. There was white snow on the fields when they drove to the village. Here is the main suggestion There was snow on the fields. It asks a question to the dependent part: lay (when?) when they went to the village. The subordinate clause is a separate sentence, since it has a predicative stem. However, being connected with the main member semantically and grammatically, it cannot exist independently. This is the difference between the main part of a complex sentence and the subordinate clause. Thus, a subordinate clause is a part of a complex sentence, dependent on the main part.

Relative clause: types

In the syntax of the Russian language, four types of subordinate clauses are distinguished. The type of the dependent part is determined by the question asked from the main sentence.

Correctly determining the type of subordinate clause is the task that the student faces.

Relative attributive clause

A complex sentence, examples of which are given in the table, consists of two or more parts, where the main part is characterized by a subordinate clause. The attributive part refers to one word from the main clause. It is either a noun or a pronoun.
The attributive clause is an example of the formation of definitive relations between the main and dependent parts. One word from the main part is consistent with the whole subordinate clause. For example, Victor looked at the sea, in the vastness of which a ship appeared. (The sea (what?), in the expanses of which the ship appeared).

Video: Relativs tze. Definitive clauses in German. Lesson 18/31. Elena Shipilova.

Definitive clause: features

There are some peculiarities in NGN with attributive clauses. The examples in the table will help you understand.

Relative clauses

Compound sentences with a subordinate clause have one more feature. If in the main part of the NGN the subject or the nominal part of the compound nominal predicate is expressed by a definitive or demonstrative pronoun, on which the subordinate definitive part depends, then such a part is called correlative (pronoun-defining). That is, sentences in which there is a ratio of the pronoun in the main part and in the dependent part are sentences where there are pronominal-defining clauses.

Examples: He was only told what happenednecessary(ratio that + that). The woman swore so loudly that the whole square could hear(ratio so+that). The answer was the same as the question itself.(ratio such+what). The captain's voice was so loud and stern that the whole unit immediately heard and formed(ratio such+that). A distinctive feature of pronominal clauses is that they can precede the main clause: Those who have not been to Baikal have not seen the true beauty of nature.

Definitive clause: examples from fiction

There are many variants of complex sentences with a subordinate clause.
Writers actively use them in their works. For example, I.A. Bunin: The northern county town (which one?), where my family stayed, ... was far from me. At an early dawn (what?), when the roosters are still crowing and the huts are smoking black, you will open the window, it used to be ...

A.S. Pushkin: In one minute the road skidded, the neighborhood disappeared into the mist (what?) ... through which white flakes of snow flew ... Berestov answered with the same zeal (what?) With which the chain bear bows to the gentlemen on the orders of his leader.

T. Dreiser: We can only console ourselves with the thought (what?) that human evolution will never stop... She was flooded with feelings (what?) that the outcast feels.

The relative attributive sentence (examples from the literature illustrate this) introduces an additional shade of the meaning of the main word, having a wide descriptive ability, allows the author of the work to colorfully and reliably describe this or that object.

Violation of the construction of sentences with a subordinate clause

In the examination work in the Russian language, there are tasks where the attributive clause is incorrectly used. An example of a similar task: H The clerk came to the city, who was in charge of financing the project. In this sentence, due to the separation of the subordinate part from the main part, a semantic shift occurred.
It is necessary to see the error and correctly use the attributive clause. Example: The official who was in charge of financing the project came to town. An error has been corrected in the proposal. In the speech of native speakers and in the creative works of students, there are other errors when using sentences with attributive clauses. Examples and characteristics of errors are given in the table.

Definitive clause and participial turnover

Sentences where there are are semantically similar to a complex sentence in which there is a definitive clause. Examples: The oak planted by my great-grandfather turned into a huge tree. - The oak that my great-grandfather planted turned into a huge tree. Two similar sentences have different shades of meaning. In the artistic style, preference is given to participle turnover, which is more descriptive and expressive. In colloquial speech, the attributive clause is used more often than the participial phrase.

The purpose of the teacher's activity: create conditions for the formation and consolidation of the ability to see and explain the spelling in a word, to consolidate the ability to put punctuation marks in a complex sentence.

Planned results:

• subject - they know the classification of errors, their types, the main studied spellings, signs of spelling, the rules for punctuation in a complex sentence;
• can recognize errors different types and classify them, analyze and find right ways corrections and explanations of errors, apply algorithms for choosing the correct spelling.

Metasubject.

• Personal- provide adequate self-esteem learning activities are aware of the limits of their own knowledge and "ignorance", strive to overcome them.
• cognitive- formulate a learning task, structure knowledge, consciously and voluntarily build a verbal statement in oral form, read and listen, extracting the necessary information, make generalizations and conclusions.
• Regulatory- receive and save learning task, plan their action in accordance with the task, make the necessary adjustments and the action after its completion based on its assessment and taking into account the nature of the mistakes made, are able to evaluate the correctness of the action at the level of an objective retrospective assessment, adequately perceive the teacher's assessment.

Lesson goals.

Educational:

• repeat and deepen information about compound and complex sentences;
• introduce the concept of a complex sentence with an attributive clause and a pronominal attributive;
• find the main and subordinate clauses in NGN, ask the right question and see the means of communication between the parts of the sentence;
• checking the understanding and degree of assimilation of the material on the topic.

Educational:

• development of mental activity of students;
• development of the ability to work in groups, evaluate the answers of classmates.

Educational:

• fostering a conscious interest in the native language as a means of obtaining knowledge;
• fostering friendly relations between students, encouraging the desire for joint activities and mutual assistance.

During the classes

Teacher's word:

In the last lesson, we began to study the complex sentence. And today I propose to start with a little warm-up, which will allow you to determine how you learned the material of the previous lessons.

Vocabulary warm-up(Decoder)

To about dream of the earth, o(n, pp )positioner, co(p, pp)oziya, pr e caution, dosa d ny, pr e cases, co(l, ll)edge, pr e dacha, complete (n,nn)a, pr and vychka, pr e overcoming.

EXAMINATION.

Definition.

What is a definition?

What word do you not know the meaning of?

OPPOSITIONER - representative of the opposition

OPPOSITION - - the consignment or public Group opposing the opinion of the majority, the dominant point of view, putting forward an alternative policy or other way of solving problems.

Orally build a sentence with the given word.

(The oppositionist puts forward an alternative policy of his party).

Work with text

Water, you have no taste, no color, no smell. You cannot be described, you are enjoyed:. It cannot be said that you are necessary for life, because you are life itself. You fill us with joy beyond our senses. ( A. Saint-Exupery)

Place punctuation marks and explain them.

Prove that this is a text.

1. Define its theme and idea. (Theme: water; idea: water is life itself)
2. Title options. Which heading more accurately reflects the content of the text?
3. Describe the proposals.
4. What kind of offer is not here? (compound)
5. Try to form a compound sentence from one of the proposed . (You are indescribable and enjoyed.)
6. What is the difference compound sentences from complex subordinates?
7. Draw a diagram of the last sentence.
8. What question do we ask from the main clause to the subordinate clause?
9. Which minor member answers the question what? (definition)
10. If we ask the question what? to the subordinate clause, then such a subordinate clause is called a subordinate clause.

Determination of the topic of the lesson "Complex sentence with attributive clause".

3) /4 sentences without questions are displayed on the screen/

1. Worth a penny for a person (what?) who cannot break a bad habit.
2. The room (what?) where they brought me looked like a barn.
3. And the pain (what?), That pounded like a starling in the temple, subsides, subsides.
4. And the beggar rider lurks in the gorge (which one?), where the Terek plays in fierce fun.

Place punctuation marks.

On what basis can you single out the 1st sentence out of the four proposed? (proverb)

What is a proverb?

A proverb is not a simple saying. It expresses the opinion of the people. It contains the people's assessment of life, the observations of the people's mind. Not every saying became a proverb, but only one that was consistent with the way of life and thoughts of many people - such a saying could exist for millennia, passing from century to century. Behind each of the proverbs is the authority of the generations that created them. Therefore, proverbs do not argue, do not prove - they simply affirm or deny something in the certainty that everything they say is a solid truth. Proverbs are firmly embedded in memory. Their memorization is facilitated by various consonances, rhymes, rhythms, sometimes very skillful. The people who created the proverbs were not literate, and the common people had no other way to store their life experience and their observations. However, we would not understand proverbs if we did not take into account their special connection with speech. No one remembers proverbs like that, without reason or reason. They always come to mind in conversation, in various speech applications.

On what basis can sentences be combined? (2nd and 3rd sentences - by structure: the subordinate clause is inside the main sentence; 3rd and 4th sentences are lines of poetry)

By structure, we combined the 1st sentence with the 4th, and the 2nd with the 3rd. If we imagine that these are rhyming lines, then what will such a rhyme be called? (girdle)

What do the subordinate clauses refer to, from which words in the main clause the question is raised to the subordinate clause?

Clauses refer to nouns in the main clause, from which a question is posed (students ask questions).

How are subordinate clauses attached to the main clause?

With the help of allied words which, where, what, where. (The teacher draws the students' attention to the fact that only allied words are used in the subordinate clauses).

Work with the textbook.

Reading the theoretical material on page 73

• Formulate a problematic question with which you will work at this stage of the lesson.
• What is the role of demonstrative and allied words in compound sentences with attributive clauses?
• What new did you learn from the textbook article?

Demonstratives in attributive clauses serve to highlight the noun being defined and the subordinate clause.

Definitive clauses always come after the noun they define.

Pronominal-defining clauses refer to pronouns in the meaning of nouns (that, each, all, etc.) and can stand both after and before the word being defined.

Consolidation of the studied material.

Execution of ex. No. 98 (oral).

Taking advantage of " explanatory dictionary"of the textbook, make complex sentences with a subordinate clause, revealing the interpretation of the words: aquilon, flotilla.

Group work

Each group receives a card with a task:

among the sentences, find the NGN with a clause, write out, highlight the grammatical basis, draw up a diagram.

Card for 1 group:

2. An empty veranda is ready to receive guests, for whom it is a sin to descend and stand by: (A. Gorobets), (whom).

Card for group 2:

1. Peace to the aspens, which, spreading their branches, looked into the pink water. (S. Yesenin)

Card for group 3:

3. But there are days when in the blood of golden-leaved headdresses burning autumn looks for eyes: (A.A. Fet)

Card for 4 groups:

1.My dear autumn grove: where every birch leaf rustles over me: (Yu. Levitansky)

GROUP CHECK. (Construction of circuits)

Exercise 103

CHECK EXERCISE 103

6. Summing up the lesson.

• What question do the adjectives answer? (which?)
• What are adjective adjectives? (to nouns or other words used in the meaning of a noun)
• How are subordinate clauses attached to the words they define? (in allied words which, what, where, where?)
• Why is the demonstrative word that, such is added to a noun? (to highlight the noun and the subordinate clause)
• Where are the adjectival clauses related to the noun? (always after)
• How do pronoun-defining clauses differ from attributive clauses? (refer to the pronouns that, everything, everything, everyone, etc., the subordinate clause can be both before and after the word being defined).

7. Homework - exercise 106. learn the paragraph rule.

ROUTE SHEET

F.I. (student(s)______________ Date:________ _____

Card

Task 1. Write off. Arrange punctuation marks, explain the punctuation marks using diagrams.

Water can quickly run and flow quietly, roar like a waterfall and be silent like an iceberg, smoke like a geyser and shine with dew drops.

The sun begins to descend into the sea and restless waves play merrily and noisily splashing on the shore. (M. Gorky)

IV. Consolidation. Group work.

Card for 1 group.

1. The forest was quiet and silent, because the main singers flew away. (Mamin-Sibiryak D.N.)

2. An empty veranda is ready to receive guests, who are it a sin to descend and stand for a stay: (A. Gorobets)

3. The autumn river is so shiny and sparkling in the sun that it hurts the eyes. Goncharov I.A.)

Card for 2 groups.

Among the sentences, find the NGN with a clause, write out, highlight the grammatical basis, draw up a diagram.

1. Peace to the aspens, which, spreading their branches, looked into the pink water. (S. Yesenin)

2. Red rays fell like fiery lead along the river where it hid under overhanging bushes. (I. S. Turgenev)

3. The cloud, now whiter, now blacker, was advancing so quickly that it was necessary to add a step more in order to be in time for home before the rain. (L.N. Tolstoy)

Card for 3 groups.

Among the sentences, find the NGN with a clause, write out, highlight the grammatical basis, draw up a diagram.

1. Everyone was silent to hear the rustle of flowers. (K. Paustovsky)

2. It was raining like a bucket, so it was impossible to go out onto the porch. (S.T. Aksakov)

3. But there are days when autumn looks for eyes in the blood of golden-leaved headdresses burning: (A.A. Fet)

Card for 4 groups.

Among the sentences, find the NGN with a clause, write out, highlight the grammatical basis, draw up a diagram.

1. The autumn grove is dear to me: where every birch leaf rustles over me: (Yu. Levitansky)

2. I had to hire bulls to pull my cart up that damned mountain because it was autumn and sleet. (M.Yu. Lermontov)

3. The sky lowered and became yellow-pink, as if the reflection of a distant fire fell on it. (S.Antonov)

ROUTE SHEET

F.I. (student(s)_______________________Date:____________

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 the definitions in 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 general meaning feature 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, 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).

In the main sentence there are often 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 more Evgeny), 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). [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 serve to transfer 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) 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 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 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

Describe the way an action is performed or the degree of manifestation quality 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 as 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 degree).

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(wherein) lived recently our hero) (A. Pushkin)- [n.], (where) (subjective attributive).

2) [I_ began to remember], (where walked 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) (Till does not require poet to the sacred sacrifice of Apollo), [in the cares of the vain world, he cowardly submerged} (A. Pushkin)- (Bye), .

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], (Bye).

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 figurative meaning) (S. Marshak)- [uk.sl. then],(when).

Adventitious time must be distinguished from other types of subordinate clauses attached by an allied word when. For example:

1) [I_ saw Yalta that year], (when (- wherein) 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 a 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 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],(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, for, 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 happen (happened, will happen). Thus, 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 with 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 is more blooms] (S. Nadson)- (let be), .

3) [In steppes it was quiet and overcast], (despite what the sun has risen) (A. Chekhov)- , (despite the fact that).

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. General feature complex sentences with these types of subordinate clauses - 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 as, 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 window frame] (K. Pasternak](as), ["].

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 everything that is important, but to the word in it, which is expressed by the form comparative degree adjective or adverb.

1) (How less 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)- , (as).

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) [Her should not be late to the theatre], (from whatshe is 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

Parsing scheme complex sentence with one adjunct

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

2. Indicate the type of offer for emotional coloring(exclamatory or non-exclamatory).

3. Determine the main and subordinate clause, find their boundaries.

Draw up a sentence scheme: 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 rooted high old pine], (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 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.