How to define the clause of a sentence. Types of subordinate clauses

A sentence is called, which consists of two syntactically unequal parts: main part(head part) - basic and independent, subordinate part(pіdryadna part) is subordinated to the main part. Parts of a complex sentence are combined using subordinate conjunctions, union words, and also using intonation.

The subordinate part is attached to the main part with the help of conjunctions and union words, i.e., relative pronouns and adverbs that act as subordinate unions who, what, who, how, when, where, whose, from where, where, so that, as if, if, to, because, though, bye and etc.

Subordinate unions and union words are in the subordinate clause of the sentence.

A subordinate clause can refer to a specific word or phrase, to a grammatical base, or to the entire main part. From the main to the subordinate part, a question can be posed.

The accessory part can be located in front of the main part, after and inside it :( What), ; , (what); , (what). For instance: When the bread , then the measure, when money, then faith (Proverb). It was already getting light when I fell asleep(V. Voinovich). The lion creeps to that stream where do the herds of buffalo go to drink water every day, and hides between stones (I. Kuprin).

A complex sentence can contain two or more subordinate clauses : You have to study a lot to realize that you know little(M. Montaigne).

In the subordinate part of a complex sentence, you can provide additional information about an object, person, event, you can indicate the reason, conditions, purpose of those events that are mentioned in the main sentence. Depending on this, there are three types of subordinate clauses: explanatory(s "yasuvalnі), determinative(signified), adverbial (furnished) (place, time, purpose, cause, condition, concession, effect, mode of action, measure and degree, comparison).

The subordinate clause is separated by commas in the middle of the main part (one comma if the subordinate clause is at the beginning or at the end of a complex sentence; two - if in the middle).

Subordinate conjunctions and union words are the identifying signs of the "Commas in a complex sentence" rule.

To check, follow the algorithm: find the semantic section, appended with a subordinate union or union word, and separate it with commas.

Complex sentence parse plan

1. Determine the type of sentence for the purpose of the statement and for the emotional coloring.

2. Highlight (underline) the grammatical foundations in each part of a complex sentence and indicate that the sentence complicated.

3. Make sure that parts of a complex sentence are connected subordinate union or union word, indicate that the sentence is union, complex.

4. Name the main and clause part, mark place the subordinate part in relation to the main one.

5. From the main to the subordinate part, ask a question, indicate what clarifies, complements, what the subordinate part indicates in the main part and indicate its type.

6. Make a parsing of each part of a complex sentence according to the plan for parsing a complex sentence.

7. Scheme a complex sentence.

1. Selective distribution work

І. Read sentences selected from the work M. Lermontova observing the correct intonation. Specify a union or union word that joins the subordinate clause to the main clause. In what part of a complex sentence is there always a union or a union word?

II. First write down the sentences in which the subordinate clause comes after the main clause, then the sentences in which the subordinate clause is in front of the main clause, and then inside the main clause. Arrange punctuation marks.

1. The old woman answered all my questions that she was deaf and could not hear. 2. She felt an internal heat as if a red-hot iron lay in her chest. 3. When I woke up it was already dark in the yard. 4. The area on which we were supposed to fight depicted an almost regular triangle. 5. He throws his head back when he speaks and constantly twists his mustache with his left hand. 6. I involuntarily took a few steps forward to quickly move away from the edge. 7. Everything would be saved if my horse had enough strength for another ten minutes! 8. I went to the fortress to inquire from the commandant about the hour of my departure. 9. However, in those moments when he sheds his tragic cloak, Grushnitsky is rather sweet and amusing.

3. Using the materials of the table "Types of clauses", determine the type of clauses. Parse the third sentence.

2. Sentence construction

Make suggestions for this beginning. From the main part to the subordinate clause, ask a question, determine the type of the subordinate clause.

Errors may occur when determining the type of the subordinate clause.

The place where our camp is located was in a picturesque corner of the island... In this sentence, the attributive clause, since it indicates a sign, you can ask the question to it: Place ( which?), where our camp is located, .... What error could have occurred in determining the type of this part? What could have caused it?

When determining the type of the subordinate clause of a complex sentence, always ask a question to it, ponder the question and the meaning of the subordinate clause.

3. Explanatory letter

І. Write off sentences by placing punctuation marks... Underline a union or union word that attaches a subordinate clause to the main one. In which part of the sentence is there always a union or union word?

II. Using the advice given above and the materials of the table "Types of clauses", determine the type of clauses, indicating it in brackets. Verbally explain what errors could occur when determining the type of the clause, what they could be caused by. How did you manage to avoid them?

1. Knowledge is only then knowledge when it is acquired by the efforts of one's thought and not by memory ( L. Tolstoy). 2. The last time he saw her in the spring near the school where he himself once studied ( F. Iskander). 3. I did not quite know exactly where his house is located ( F. Iskander). 4. Snow and rain was so solid that the other side of the river could not be seen ( E. Grishkovets). 5. It is sad to see when a young man loses his best hopes and dreams ( M. Lermontov).

ІІІ. Parse the third sentence.

Complex sentences with subordinate definitions

Subordinate attributives explain in the main part a member of a sentence expressed by a noun or a pronoun, answer questions which? which the? whose?.

Subordinate clauses are attached to the main part using union words which, which, whose, where, where, when and subordinate unions: what, so that, as if, exactly how: Opened the closet just in case where the cleaning lady was putting firewood, and laughed (V. Belov).

A union word that can be found not only at the beginning, but also in the middle of the subordinate part: We came to the river, right bank which overgrown with dense thorny bushes.

The clauses in a sentence always appear only after the word being defined.

To highlight the word being defined in the main part and the sentence, index words can be used. then, that, that, that, such.

For example: His (artist's) art grows along with the people he depicts (A. Tolstoy).

4. Recovery of sentences

І. Write off sentences, replacing the union word where possible which the union word where, when, where or what... First, write out the sentences with participle, then - sentences with an adverbial turnover and sentences with introductory words. Arrange punctuation marks.

II. Determine the type of subordinate clauses of complex sentences. Parse the fifth sentence.

1. On the left, behind the tangerine bushes, began a garden in which grew pears, figs and a pomegranate tree dotted with crimson helots ( F. Iskander). 2. The mother opened the door for him and, still smiling affectionately, led him into the room in which the grandmother was sitting ( F. Iskander). 3. The sea quietly echoed the beginning of one of the ancient legends that may have been created on its shores ( Maksim Gorky). 4. Of course, a handsome prince who would certainly appear at the most tragic moment and certainly under scarlet sails ( M. Yudenich). 5. We did not look up at the platform from which the bus was supposed to depart.

5. Punctuation work

Write off the sentences. Separate the subordinate clauses of the complex sentence with commas. Check the correctness of the punctuation marks.

1. The windows of her room overlooked the street-gorge, the bottom of which turned out to be the water of the canal shimmering with quartz ingots. 2. Again they began to speak plaintively, interrupting each other's bells of neighboring churches. He and San Marco were answered by an even hum against the background of which the upper bells splashed. 3. A trapezoid of sunlight was inserted into the opening of a half-open window, the upper corner of which touched the edge of the mirror cabinet. 4. She saw the front door of the neighboring house, the steps of which went straight into the water.

(D. Rubina)

The clauses must come only after the word to which it refers.

6. Editing

Find errors in these sentences caused by the wrong location of the clause. Write down the corrected sentences.

1. We searched for the luminous points of satellites moving across the sky every evening, which looked like lost in space stars... 2. We admired the setting of the southern sun, which was extraordinarily beautiful. 3. A computer program helped me develop the project much faster, which I installed. 4. Mobile communications can significantly increase the pace of life, which is widespread everywhere.

7. Mixed texts

І. This text is composed of two thematically similar texts (the first is by L. Ulitskaya, the second by T. Tolstoy). Read the texts, find their border, relying on some features of the author's styles and grammatical features of the texts.

II. Read the text of L. Ulitskaya expressively. Write out the separate definitions together with the word being defined in front, orally replace the separate definitions with a subordinate clause with a conjunction which the... Write a summary of the first text using the written material.

Once they studied in the same class of the gymnasium, wore the same gray-blue uniforms made by the best tailor in Kaluga, wore the same gymnasium badges "KZHGS". These openwork letters meant only the Kaluga female gymnasium on Sadovaya.

Anya was an excellent student with a thick braid thrown over her shoulder; in her notebooks, the last page did not differ from the first, especially beautiful and diligent. Asya did not have such a zeal for learning that Ani did: French verbs, endless palisades of dates and beautiful trinkets of theorems flew into one of her ears, half-covered with springy, irregularly curly, whitish hair, and, while she was drawing a caricature of the history teacher with a finely sharpened pencil, flew out of the other. Asya was a lively, cheerful and glorious girl.

We were friends childhood... We once hurried through the same morning iron mist, past the same snowdrifts, fences and swinging lanterns, to the same red brick school, belted outside by medallions with alabaster profiles of frostbitten literary classics. And the green walls, the floors smeared with red mastic, the echoing stairs, the warm stench of the locker rooms and on the third floor landing were common for the green walls, the floors smeared with red mastic, the terrible-eyed Saltykov-Shchedrin, who wrote vaguely about some kind of crucian carp.

Complex sentences with explanatory clauses

Explanatory clauses answer case questions and explain in the main part of the word, which have the meaning of speech, thought, feeling. Lexical meaning such words require clarification: what did you say(answered, shouted, asked), what I thought, what I felt(what he was happy about, what he was pleased with, what he was sure of, what was a pity, what was desirable, etc.).

Such sentences require completion with the help of the explanatory subordinate part, both in meaning and grammatically. There may be an index word in the subordinate clause then, with which you can direct the attention of the listener or reader to the content of the subordinate clause: He wondered himself to that that listens to this emptiness (F. Iskander).

The subordinate part most often stands after the main part and joins it with the help of unions and union words what, to, how, as if, how much, where, when, where, why, how, why.

Indirect speech is conveyed by complex sentences with explanatory clauses.

8. Syntactic synonyms

І. Write off the sentences. Place the commas and explain their setting. Name the type of clauses, indicate the word that they explain in the main part. In what part of the sentence is someone else's speech indirectly reproduced?

II. Write down sentences, replacing indirect speech with direct speech. How, then, are personal and possessive pronouns replaced? Whose point of view do they represent in direct speech?

1. The guide warned us to be very careful. 2. Mom asked me to find the information she needed for the article on the Internet. 3. The sailors said that the Don is threateningly shallow, that its sources are covered with sand ( K. Paustovsky). 4. Kozonkov asked where I live ( V. Belov). 5. The interlocutor, starting with the quantity and quality of the heirs, asked where and with whom I work ( V. Belov).

9. Sentence construction

І. Read the test questions. After answering them, analyze if you know how to communicate effectively. Evaluate the answers as follows: always- 2 points, In most cases- 4 points, sometimes- 6 points, rarely - 8 points, never- 10 points. You will receive an exact answer with maximum sincerity. If you end up with more than 62 points, you are a good conversationalist.

II. Indicate complex sentences. Write down the number of the complex sentence, draw up its diagram, indicate the type of the clause in brackets.

ІІІ. Include simple clauses as a subordinate clause and the composition of a complex clause. Build the main part by type: The psychologist asked, ... ; The presenter clarified, ... ; I asked, ... and so on. Circle the union-particle whether. How will the punctuation at the end of a sentence change?

Your communication style
1. Do you try to interrupt the conversation if you are not interested in the topic or your interlocutor?
2. Can an unsuccessful or tactless expression of the interlocutor provoke you to be harsh or rude?
3. Can you be annoyed by the mannerisms of the interlocutors?
4. Do you avoid talking to an unknown or unfamiliar person, even when he wants to?
5. Do you have a habit of interrupting your interlocutor?
6. Do you pretend that you are attentively listening to the interlocutor, thinking at this time about something completely different?
7. Does your tone, voice, facial expression change if the tone of your interlocutor has changed?
8. Do you change the topic of conversation if the interlocutor touches on a topic that is unpleasant to you?
9. Do you correct the interlocutor if in his speech there are incorrectly pronounced words, distorted names, terms?
10. Are you ironic in relation to the interlocutor?

(By L. Averchenko)

10. Homework

Option 1 ... Copy the text of the exercise. Arrange missing punctuation marks. Circle alliances or union words, indicate the type of subordinate clauses. Explain the setting of the colon in the first sentence. Indicate sentences with indirect speech.

Option 2 ... Copy the text of the exercise by converting indirect sentences into direct sentences. Explain the staging of the colon and thyrsus.

Today I got a deuce in physical education: I jumped very low in height not long jumped in length and mixed up all the gymnastic exercises.

There was nothing joyful about it. The physical education teacher reminded me that our school is in the first place in the area for sports work. He said that I would have to go to another school, which is not in such an honorable place in the area as ours. At recess, the class teacher warned me not to think that physical education is a secondary subject. And she said that in general, you just need to start: today "two" in physical education and tomorrow - in literature or even mathematics(our class teacher is a mathematician). And the headman of the class Knyazev simply said that I was a squishy.

(A. Aleksin)

Option 3 ... Copy the text. Arrange missing punctuation marks. Emphasize participles and participles as members of the sentence. Justify the setting of the dash in the sentences.

I went into my class and began to look for the desk at which I once sat. Wait, where was I sitting? In the tenth grade, Seryozha Voropaev was my neighbor - that's for sure. We were sitting by the window in front there was a free desk and then there was a teacher's table ... Now I remember! We had powerful monolithic desks. The covers of the desks, covered with cave paintings, were painted over with a thick layer of green paint every year. But the traces left by previous generations still stood out.

Moving from class to class, we grew out of our sleds like from children's clothes - and this was called growing up. Greeting the incoming teacher, we got up and clapped the flip-top covers - and there was a kind of special solemnity in this.

(According to Yu. Polyakov)

Option 4 ... From exercise 7, write out the second text (by T. Tolstaya), replacing the participial clauses with clauses. Emphasize participial phrases as members of the sentence. Indicate the word defined by the participial phrase with an x.

Option 5 .

1. Copy the text by placing punctuation marks and replacing the highlighted subordinate clauses with participial and participial phrases, and direct speech - indirect.

2. Consider any phenomenon of nature, life, defining the possible goals of this phenomenon from different points of view. Write your essay, trying to use the same syntax as in the text of this exercise. Stranger speech transmit in the form of indirect speech.

Bee who sat on a flower stung the child. And the child is afraid of bees and says The purpose of the bee is to sting people. The poet admires the bee who dug into the flower cup and says Tselpchela is to absorb the scent of flowers. Beekeeper who noticed that the bee collects flower dust and brings it to the hive says The purpose of the bee is to collect honey. Another when observing the transmigration of plants sees that the bee is contributing to this migration. And this new observer can tell. This is the purpose of the bee.

But the ultimate goal of the bee is not limited to either one or the other or the third goal that is able to open the human mind. The higher the mind rises in the discovery of these goals, the more obvious it is for the inaccessibility of the final goal. Man can only observe the correspondence of the life of the bee to other phenomena of life. The same with the goals of historical persons and peoples.

(According to L. Tolstoy)

A. N. Rudyakov, T. Ya. Frolov. Russian language grade 9

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Explanatory clauses answer questions of indirect cases. The main part needs a semantic explanation, the main part looks unfinished without a subordinate clause.

Examples: Still, it seems to me that you have no right to do this. (it seems that?)

Subordinate clauses

Subordinate clauses answer the question what ?; delivered not from the main part, but from the noun. In the explanatory subordinate clause there is always the word "which" or a word that can be replaced with it.

Examples: She sang tunes that touched her to tears. (what motives?)

Clause adverbial

The adverbial clauses answer questions of adverbs. Since there are many adverbial questions, we divide the adverbial clauses into subtypes:

The clause of purpose answers the question "for what purpose?" The subordinate clause always contains the word "to"

Examples: In order for the New Year to come as soon as possible, we moved the clock hands forward.

Additional clauses of the assignment. In the subordinate assignment there is always the conjunction "though" or another synonym alliance (despite the fact that, no matter how ...)

Examples: The prince has a silly face, although many considered him a dull person.

Subordinate clause of the investigation. In the subordinate clause of the consequence there is always the union “so”. A comma must be placed before so.

Examples: The boat had no oars, so I had to paddle with a board.

Clause of reasons. In the subordinate reason there is always a conjunction "because" or its synonym (since, from what)

The clause of the condition. There is a union "if", but sometimes the role of a union "if" can be performed by a union "when".

Examples: If I knew all the consequences, I would not have climbed into the water.

Subordinate clause of the course of action. Answers the question "how?", Indicates the mode of action.

Examples: He ate as if he had not eaten for three days.

Measures and degrees.

Examples: It was so dark that I could not see anything.

Subordinate clause of comparison.

Examples: The air trembled from time to time, like indignant water trembles.

Subordinate clause of time. There is always the question "when?"

Examples: By the time I woke up, it was dawn.

Subordinate clause. Answers the questions “where? where? where?"

REMEMBER: the main thing for determining the type of subordinate clauses is the semantic question.

Conjunctions and union words can add additional shades of meaning to a complex sentence.

Example: The village where Eugene was bored was a lovely corner. - This is a complex sentence with a relative clause that has an additional spatial connotation of meaning.

In the Russian language, a group of complex sentences is distinguished, the subordinate parts of which cannot be called either determinative, or explanatory, or adverbial. These are complex sentences with subordinate clauses.

Such subordinate clauses contain an additional, incidental, additional message to the content of the main part of a complex sentence. In this sense, such subordinate clauses often approach the meaning of plug-in structures.

The means of communication in them are the union words what, why, why, why, as a result, etc., which, as it were, repeat in a generalized form the content of the main part.

For instance: His enemies, his friends, which may be one and the same, he was honored this way and that. (A. Pushkin) The driver took it into his head to ride the river, which should have shortened the naga's path by three miles. (A. Pushkin)

It is impossible to put a question to connecting subordinate clauses, since in the main part of a complex sentence there is no word, phrase that would require the presence of a subordinate clause.

Algorithm for determining the type of subordinate clause

1). Determine the main part of the complex sentence.

2). Determine the pivot word in the main body (if any).

3). Ask a question from the main part to the subordinate clause:

• from the content of the main part as a whole;
• from the predicate in the main part;
• from a noun or pronoun in the main part;
• it is impossible to ask a question to the clause (with connecting and comparative).

4). Indicate the means of communication in the subordinate clause (conjunctions or union words).

Subordinate clauses in Russian are dependent parts of the main clause in a complex sentence. That is, they play the role of secondary members of the proposal. Therefore, the types of subordinate clauses are subdivided according to the role played in the sentence. One question can be asked for the entire secondary sentence, in the same way as it is done with respect to the members of the sentence.

The main types of subordinate clauses

Consider their four types: attributive, adverbial, explanatory and connecting. You can give examples that represent all kinds of subordinate clauses:

1. The flower bed, which was broken in the courtyard on the left side of the porch, resembled a miniature copy of the town - a kind of Flower Town from Nosov's fairy tale about Dunno. (Definitive).
2. And it seemed to me that restless and funny little ones really live there. (Explanatory).
3. And we do not see them because they are hiding from us underground. (Circumstantial).
4. But as soon as we leave somewhere, the little ones get out of their hiding places and begin to vigorously enjoy life. (Connecting).

Definitive clauses

These subordinate clauses in Russian determine the sign of one noun or sometimes a phrase consisting of a noun and an index word. They serve as answers to questions which? whose? which the? These minor sentences are attached to the main part with union words. whose, who, who, what, what, from where, where, when... Typically, the main part of a complex sentence contains index words such as such, everyone, everyone, any or that in various forms of childbirth. The following suggestions can be taken as examples:

• Living beings, ( which?) who live on the planet next to people, feel a kind human attitude towards them.
• Reach out your hand with food, open your palm, freeze, and some kind of bird, ( which?) whose voice in the morning is heard in the bushes of your garden, will sit on your hand with confidence.
• Every person, ( which?) who considers himself the pinnacle of the creation of the Almighty, must correspond to this title.
• Whether a garden, a forest, or an ordinary courtyard, (which?)where everything is familiar and familiar, can open the door for a person to the wonderful world of nature.

Additional connecting clauses

Interesting are the types of subordinate clauses that do not refer to a single word or phrase, but to the entire main part. They are called connecting. Often these parts of a complex sentence contain the meaning of the consequence, supplementing or explaining the content of the main part. Secondary sentences of this type are joined using union words where, how, when, why, where, what... Examples:

• And only next to mom does any baby feel protected, what is provided by nature itself.
• Caring for cubs, tenderness for their offspring, self-sacrifice is laid in the creature at the level of instinct, how every creature needs to breathe, sleep, eat and drink.

Explanatory clauses

If the author of the text wants to clarify, concretize any one word of the main part, which has the meaning of thought, perception, feeling or speech. Often these subordinate clauses refer to verbs such as say, answer, think, feel, be proud, hear... But they can also concretize adjectives, for example, satisfied or glad... It is often observed when these types of subordinate clauses act as explanations of adverbs ( it is clear, it is necessary, it is necessary, it is known, it is a pity) or nouns ( message, thought, statement, hearing, thought, sensation). Subordinate clauses are joined using:

Unions (to, what, when, if, like others);

Any union words;

Particles (union) whether.

Examples include the following compound sentences:

• Have you ever observed ( what?) how amazingly the sunlight plays, reflected in dew drops, insect wings, tiles of snowflakes?
• Once such beauty, a person will certainly be incredibly happy, ( what?) that I discovered a unique world of beauty.
• And it immediately becomes clear ( what?) that everything around was created for a reason, that everything is interconnected.
• Consciousness will be filled with inexpressible feelings of joy, (what kind?) as if you yourself are a part of this amazing and unique world.

Subordinate clauses and degrees

The contingent clauses are subdivided into several subtypes. A group of dependent parts of complex sentences, which relate to a feature or action, called in its main part, and designate its degree or measure, as well as an image, are referred to as subordinate clauses of the mode of action and degree. They usually answer the following questions: how? how much? as? in what degree? The construction of the connection of the subordinate clause with the main part looks something like this: full adjective + noun + such; full adjective + such; verb + so... The joining of these subordinate clauses is ensured by the unions to, what, if or union words how much, how much and some others. Examples:

• The girl laughed so infectiously, so directly, that everyone else found it hard not to smile.
• The sonorous overflows of her laughter broke the tense silence of the room, as if unexpectedly multi-colored peas from a bag were scattered.
• And the little face of the baby itself has changed so much, as far as possible in this case: the girl, exhausted by the disease, could easily be called an adorable and absolutely healthy child.

Circumferential clauses

These dependent sentences indicate the place of origin of the action, which is named in the main part of the compound sentence. Regarding the entire main sentence, they answer the following questions: where? where? where? and are joined by union words where, where, where... Often there are index words in the main sentence. there, everywhere, there, everywhere, everywhere and some others. The following examples of such proposals can be cited:

1. It is quite easy to determine the cardinal points in the forest more often there, where there is moss in the trees.
2. The ants dragged on their backs the building material for their nests and food supplies from everywhere, wherever these hardworking creatures could get.
3. I am drawn all the time there, to the magical lands, where did we go with him last summer.

Circumferential clauses

Indicating the time of action, these subordinate clauses refer both to the entire main sentence and specifically to one predicate. You can ask the following questions to this type of subordinate clauses: how long? How long? when? since when? Often there are index words in the main part of a sentence, for example: sometimes, once, always, now, then... For example: Animals will then be friendly with each other, (when?) when they grow up close to childhood.

Circumferential clauses, reasons, goals, consequences

1. If the dependent parts of complex sentences answer questions in what case? or under what condition? and refer either to the predicate of the main part, or to it to the whole, joining with the help of conditional unions time, if, if, if, when and how(in the meaning "if"), then they can be attributed to the clauses of the condition. Example: And even the most inveterate mischief turns into a serious and well-mannered gentleman, ( in which case?)when he becomes a parent, whether it be a human, a monkey or a penguin.
2. Questions because of which? why? for what reason? from what? subordinate reasons answer. Their joining occurs with the help of causal unions. because, because, because... Example: For a toddler in early childhood, the authority of the parent is adamant, ( why?) because his well-being depends on this being.
3. Dependent sentences indicating the purpose of the action named in the main part and answering questions for what? for what purpose? why?, are called clauses of the goal. Their joining to the main part is provided by target unions. in order to, then to, to (to)... Example: But even then you should accompany your requirements with explanations ( for what purpose?) then, so that a thinking person grows out of a baby, and not a weak-willed robot executor.
4. Dependent parts of the sentence that indicate a conclusion or result, denote a consequence arising from the above in the main part of the sentence, are called subordinate consequences and refer to the entire main sentence. They are usually joined by unions of investigation That's why or so, for example: Education is a complex and regular process, ( what follows from this?) therefore, parents should always be in shape and not relax for a minute.

Ad hoc subordinate comparisons

These types of dependent sentences in complex structures refer either to the predicate or to the entire main part and answer the question like what? joining comparative unions as if, than (by), as if, exactly... Subordinate clauses differ from comparative turns in that they have a grammatical basis. For example: The polar bear fell so funny on its side and lifted up its legs, as if this naughty boy is having fun in the sandbox with his friends.

Circumventional clauses

Dependent sentences in a complex structure, denoting circumstances, in spite of which the action, which is indicated in the main part, has been performed or can be performed, are called subordinate assignments. You can ask them questions: in spite of what? despite what? and attach to the main one with the help of concessional unions though (though), let (let) that, for nothing, despite and some others. Allied combinations are often used: no matter how much, no matter how much, no matter how much, no matter how much and the like. Example: Despite the fact that the panda cubs had fun playing, their dark spots around the eyes gave the impression of a sad reverie.

A literate person should always remember: when writing, sentences that are part of a complex are separated by commas.

Subordinate clause- a syntactically dependent predicative part of a complex sentence containing a subordinate union or union word.

For instance: Vladimir saw with horror that he drove into an unfamiliar forest (Pushkin). To portray a feeling which I was experiencing at the time, very hard(Korolenko). The term used in educational practice "subordinate clause" is usually replaced in theoretical works by the term "Subordinate clause"(respectively, instead of "main sentence" - "main part"); thereby avoiding the use of the same term "sentence" in relation to the whole and to its individual constituent parts, and also emphasizes the interconnectedness of the structural parts of a complex sentence.

Subordinate clause can be associated with a single word (group of words) of the main sentence, performing the function of spreading or explaining these members.

For instance: She dreams that she is walking in a snowy glade(Pushkin) (the subordinate clause spreads the predicate of the main sentence in a dream). His nature was one of those who need an audience for a good deed.(L. Tolstoy) (the subordinate clause explains a group of words one of those).

In other cases, the subordinate clause is related to the entire composition of the main clause.

For instance: If the grandfather left home, the grandmother arranged the most interesting meetings in the kitchen.(Gorky) (the subordinate clause refers to the main one as a whole).

A clause can clarify a word in the main clause that is not a member of the sentence.

For instance: Grow up, a country where by the will of one people all merged into one people!(Lebedev-Kumach) the subordinate clause refers to the address word country).

A clause can refer to two main clauses as a whole.

For instance: It was already quite light and the people began to rise when I returned to my room.(L. Tolstoy).

Classification of types of subordinate clauses

In school textbooks, two types of classifications of subordinate clauses are presented.

In the complexes of T.A. Ladyzhenskaya and M.M. Razumovskaya subordinate clauses are divided into three groups: determinative , explanatory and adverbial ; the latter are subdivided into subgroups.

In the complex V.V. Babaytseva subordinate clauses are divided into subject , predicate , determinative , additional and adverbial depending on which member of the sentence is replaced by the subordinate clause (to determine the type of the subordinate clause, questions asked to various members of the sentence are used).

Since the more common in the practice of school and pre-university teaching is the classification adopted in the complexes of T.A. Ladyzhenskaya and M.M. Razumovskaya, let us turn to her.

We present information about the types of subordinate clauses in the form of a pivot table.

Types of subordinate clauses

Subordinate clauses can be attached to the main one with the help of a particle whether used in the meaning of the union.

For instance: He didn't know if tomorrow would come. Soyuz-particle whether can serve to convey an indirect question: They asked if we would go with them.

REMEMBER: the main thing for determining the type of subordinate clauses is the semantic question.

Conjunctions and union words can add additional shades of meaning to a complex sentence.

For instance: The village where Eugene was bored was a lovely corner. This subordinate clause that has an additional spatial connotation of meaning.

In the Russian language, a group of complex sentences is distinguished, the subordinate parts of which cannot be called either determinative, or explanatory, or adverbial. This complex sentences with subordinate clauses .

Such clauses contain additional, passing, additional message to the content of the main part of a complex sentence. In this sense, such subordinate clauses often approach the meaning of plug-in structures.

Union words serve as a means of communication in them. what, why, why, why, because of what and others, which, as it were, repeat in a generalized form the content of the main part.

For instance: His enemies, his friends, what maybe the same thing, he was honored this way and that.(A. Pushkin) The driver took it into his head to ride the river, which should have shortened the naga's path by three miles. (A. Pushkin)
It is impossible to put a question to connecting subordinate clauses, since in the main part of a complex sentence there is no word, phrase that would require the presence of a subordinate clause.

Algorithm for determining the type of subordinate clause

1. Determine the main part of the complex sentence.

2. Determine the key word in the main part (if any).

3. Ask a question from the main part to the subordinate clause:

b) from the predicate in the main part;

c) from a noun or pronoun in the main part;

d) it is impossible to ask a question to the clause (with connecting and comparative).

4. Indicate the means of communication in the subordinate clause (conjunctions or union words).

5. What is the type of the subordinate clause.

There are three main ones (by analogy with the minor members of the proposal: type subordinate clauses: determinative, explanatory and adverbial; the latter, in turn, are divided into several types.

Subordinate clause may refer to a specific word in the main (proverbial clauses) or to all the main (unconventional clauses).

For defining the type of subordinate clause it is necessary to take into account three interrelated signs: 1) a question that can be asked from the main sentence to the subordinate clause; 2) the proverbial or non-proverbial nature of the subordinate clause; 3) a means of communication of the subordinate clause with the main one.

Subordinate clauses

Like definitions in a simple sentence, attributive clauses express a feature of an object, but, unlike most definitions, they often characterize an object not directly, but indirectly - through situation, which is somehow related to the subject.

Due to the general meaning of the attribute of the subject attributive clauses depend on the noun(or from a word in the meaning of a noun) in the main sentence and answer the question which? They join the main thing only with union words - relative pronouns (which, which, whose, what) and pronominal adverbs (where, where, from where, when). In the subordinate clause, union words replace that noun from the main one, on which the subordinate clause depends.

For instance: [One of the contradictions, (what creativity is alive Mandelstam), concerns own nature of this creativity] (S. Averintsev)- [noun, (what (= contradictions)),].

Allied words in complex sentences with can be divided into basic (which, which, whose) and non-mainstream (what, where, where, from where, when). Non-basic can always be replaced by the main union word which the, and the possibility of such a replacement is a clear sign attributive clauses.

Village where(wherein) Eugene was bored, there was a lovely corner ... (A. Pushkin)- [noun, (where),].

I remembered today a dog that(which) was friend of my youth (S. Yesenin)- [noun], (what).

At night in the city desert there is one hour, imbued with melancholy, when(in which) for the whole city night got off ... (F. Tyutchev) -[noun], (when).

The main sentence often contains demonstrative words (demonstrative pronouns and adverbs) the one like that For example:

This was the famous artist whom she saw on stage last year (Yu. German)- [uk.sl. that - noun], (which).

Pronoun-definitive clauses

By meaning, they are close to the relative clauses pronominal clauses . They differ from the actual attributive clauses in that they do not refer to the noun in the main sentence, but to the pronoun (one, each, all and others) used in the meaning of a noun, for example:

1) [Total, (what knew more Evgeniy), retell to me lack of time) (A. Pushkin)- [local., (what),]. 2) [Not oh, (what you think), nature] ... (F. Tyutchev)- [local., (what),].

Like clauses, they reveal the attribute of an object (therefore, it is better to ask them a question too which?) and join the main sentence using union words (the main union words are who and what).

Wed: [That Human, (who came yesterday Today did not appear] - subordinate attributive. [ukl. + noun, (which),].

[That, (who came yesterday Today did not appear] - a relative pronoun-definitive. [local., (who),].

In contrast to the actual attributive clauses, which always appear after the noun to which they refer, pronominal clauses can also appear before the defined word, for example:

(Who lived and thought), [he can't in the shower do not despise people] ... (A. Pushkin)- (who), [places. ].

Subordinate clauses

Subordinate clauses 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 speeches, thoughts, feelings or perception. Most often these are verbs (say, ask, answer and etc.; think, know, remember and etc.; be afraid, happy, proud and etc.; see, hear, feel etc.), but there may be other parts of speech: adjectives (glad, satisfied), adverbs (it is known, sorry, it is necessary, it is clear), nouns (news, message, hearing, thought, statement, feeling, sensation and etc.)

Subordinate clauses are attached to the explained word in three ways: 1) using unions what, like, like, so when and etc.; 2) using any union words; 3) using the union-particle whether.

For example: 1) [Light decided], (what t smart and very nice) (A. Pushkin)- [vb.], (what). [I AM_ was afraid], (so that in a bold thought you me could not blame) (A. Fet) - [ verb.], (to). [Her dreaming], (as if she goes in a snowy glade, surrounded by sad haze) (A. Pushkin)- [vb.], (as if).

2) [You you know myself], (what the time has come) (N. Nekrasov)- [vb.], (what). [Then she began to ask me], (where am I now working) (A. Chekhov)- [vb.], (where). (When he will arrive), [unknown] (A. Chekhov)- (when), [nar.]. [I AM_ asked and the cuckoo], (how yo i will live) ... (A. Akhmatova)- [vb.], (how much).

3) [Both are very wanted to know\, (brought whether father the promised piece of ice) (L. Kassil)- [vb.], (whether).

Subordinate clauses can serve to transmit indirect speech. Through unions what, like, like, when indirect messages are expressed, using the union to- indirect incentives, using union words and a particle union whether- indirect questions.

In the main sentence with the explained word, there may be an index word then(in different cases), which serves to highlight the content of the subordinate clause. For instance: \Chekhov through the mouth of Dr. Astrov expressed one of his absolutely amazingly accurate thoughts about], (that forests teach understand the beautiful) (K. Paustovsky)- [noun + ukl.], (what).

Differentiation of attributive clauses and explanatory clauses

Certain difficulties are caused differentiation of attributive clauses and clauses explanatory that refer to a noun. It should be remembered that clauses depend on the noun as parts of speech(for them the meaning of the noun being defined is not important), answer the question which?, indicate the sign of the subject that is called the noun being defined, and join the main one only with allied words. Subordinate clauses the same explanatory depend on the noun not as a part of speech, but as from a word with a certain 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) you can set and case question, they reveal(explain) content speech, thought, feeling, perception and join the main unions and allied words. ( Subordinate clause, attachable to the main union 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 relative clauses and explanatory clauses depending on nouns when explanatory clauses join the main thing with the help of union words (especially the union word what). Wed: 1) The question is what(which the) he was asked, seemed strange to him. Thought that(which) came to his mind in the morning, haunted him all day. 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 haunted him. The news of what happened in our class amazed the whole school.

1) The first group - complex sentences with clauses... Union word what can be replaced with a union word which the. The clause indicates a sign of an object named by the noun being defined (from the main clause to the clause, only a question can be asked which?, a case question cannot be asked). The demonstrative word in the main sentence is possible only in the form of a pronoun consistent with the noun (that question, that thought, that news).

2) The second group - complex sentences with explanatory clauses... Replacing a union word what union word which the impossible. The subordinate clause not only indicates a feature of the object named by the noun being defined, but also explains the content of words question, thought, news(a case question can be asked from the main clause to the subordinate clause). The demonstrative word in the main sentence has a different form (case forms of pronouns: question, thought, news).

Circumventional clauses

Majority adverbial clauses sentences have the same meanings as the circumstances in a simple sentence, and therefore answer the same questions and are accordingly divided into the same types.

Subordinate clauses and degrees

They characterize the way the action is performed or the degree of manifestation of a qualitative feature and answer questions as? how? in what degree? how much? They depend on the word, which performs the function of the circumstance of the mode of action or degree in the main sentence. These subordinate clauses are attached to the main clause in two ways: 1) using union words how, how much, how much; 2) using unions what, that, as if, exactly, as if, as if.

For example: 1) [The offensive was on because was envisaged at the headquarters) (K. Simonov)- [vb. + uk.el. so], (how) (subordinate clause of the mode of action).

2) [The old woman is the same I wanted to repeat your story], (how old is it to me listen) (A. Herzen)- [vb. + uk.el. so many],(how much) (subordinate clause).

Subordinate clauses and degrees may be unambiguous(if they join the main union words how, how much, how much)(see examples above) and double-digit(if joined by unions; the second value is introduced by the union). For example: 1) [White acacia smelled so much], (that their sweet, luscious, candy the smell was felt on the lips and mouth) (A. Kuprin)-

[uksl. So+ adverb.], (what) (the meaning of the degree is complicated by the meaning of the consequence, which is introduced into the meaning of the clause what).

2) [Beautiful the girl must be dressed so that stand out from the environment) (K. Paustovsky)- [cr. acc. + u.s.s. So],(so that) (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 + verb.], (as if) (the meaning of the degree is complicated by the meaning of comparison, which is introduced by the union if).

Subordinate clauses

Subordinate clauses point to a 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 an adverb (there, there, from there, nowhere, everywhere, everywhere and others), and join the main sentence using union words where, where, from where. For instance:

1) [Go along the free road], (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 has gone), [there and the channel will be] (proverb)- (where), [uksl. there ].

Subordinate clauses should be distinguished from other types of subordinate clauses, which can also be attached to the main clause using union words where, where, from where.

Wed: 1) AND [ Tanya enters to empty house], (where(in which) lived recently our hero) (A. Pushkin)- [noun], (where) (relative clause).

2) [I AM_ began to recall], (where went during the day) (I. Turgenev)- [vb.], (where) (explanatory clause).

Subordinate clauses

Subordinate clauses 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 proposal and are joined by temporary unions when, until, once, barely, before, while, until, since, when suddenly etc. For example:

1) [When the count is back], (Natasha impolite was delighted him and hurried to leave) (L. Tolstoy)- (kog2) (Till does not require poet to the sacred sacrifice of Apollo), [in the cares of vain light, he cowardly submerged} (A. Pushkin)- (bye), .

The main sentence may contain index words then, until then, after and others, as well as the second component of the union (then). If there is an index word in the main sentence then, then when in the subordinate clause is a union word. For instance:

1) [I AM_ sitting until I don't start to feel hunger) (D. Harms)- [uk.sl. until], (bye).

2) (When in winter eat fresh cucumbers), [sometimes in the mouth smells in the spring] (A. Chekhov)- (when), [then].

3) [The poet feels the literal meaning of the word even then], (when gives it in a figurative sense) (S. Marshak)- [uk.sl. then],(when).

Subordinate clauses must be distinguished from other types of subordinate clauses attached by a union word when. For instance:

1) [I AM_ saw Yalta that year], (when (- in which) her left Chekhov) (S. Marshak)- [ukl. + noun], (when) (subordinate attributive).

2) [Korchagin repeatedly asked me], (when he can be discharged) (N. Ostrovsky)- [vb.], (when) (explanatory clause).

Sub clauses

Sub clauses indicate the conditions for the implementation of what the main sentence says. They answer the question under what condition ?, if, if ... then, when (= if), when ... then, if, if, time, if etc. For example:

1) (If I get sick), [to doctors I will not apply] ... (Ya. Smelyakov)- (if), .

2) (Once we started talking), [then better finish all to the end] (A. Kuprin)- (time), [then].

If conditional clauses stand in front of the main thing, then in the latter there may be a second part of the union - then(see 2nd example).

Subordinate clauses

Subordinate clauses suggestions goals indicate the purpose of what the main sentence says. They refer to the entire main sentence, answer questions why? for what purpose? for what? and join the main one with the help of unions to (to), to, to, to, then, to, to (obsolete) etc. For example:

1) [I AM_ woke up Pasha], (so that he did not fall with others) (A. Chekhov)- , (to);

2) [He used all your eloquence], (so that turn away Akulin from her intention) (A. Pushkin)-, (so that);

3)(In order to be happy), [necessary Not only be in love, but also to be loved] (K. Paustovsky)- (in order to), ;

When a compound union is dismembered, a simple union remains in the subordinate clause to, and the rest of the words are included in the main sentence, being an index word and a member of the sentence, for example: [I AM_ mention about this solely in order] (to emphasize unconditional authenticity of many things Kuprin) (K. Paustovsky)- [uk.sl. for],(to).

Subordinate clauses must be distinguished from other types of clauses with a union to. For instance:

1) [I want], (so that the bayonet equated pen) (V. Mayakovsky)- [vb.], (to) (explanatory subordinate clause).

2) [Time landing was calculated so], (to the place of disembarkation get in at dawn) (D. Furmanov)- [k.pr. + uk. So],(to) (subordinate clause of the course of action with the added value of the goal).

Subordinate reasons

Subordinate clauses suggestions causes reveal (denote) the reason for what is said in the main sentence. They answer questions why? for what reason? from what?, refer to the entire main sentence and join it with unions because, because, because, because, because, then what, because, because, because etc. For example:

1) [I send her all the tears as a gift], (because not live me before the wedding) (I. Brodsky)- , (because)

2) [Any work is important], (for ennobles human) (L. Tolstoy)-, (for).

3) (Thanks to we put new plays every day), [ theatre our quite willingly attended] (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 rest of the words are included in the main sentence, performing the function of an index word in it and being a member of the sentence. For instance:

[That is why roads to me people], (what live with me on land) (S. Yesenin)- [uk.sl. because],(what).

Subordinate clauses

In the subordinate clause, the event is reported, in spite of which the action is carried out, the event called in the main clause. In a concessive relationship, the main sentence reports on such events, facts, actions that should not have happened, but nevertheless occur (happened, will happen). In this way, subordinate clauses they call it a "failed" reason. Subordinate clauses answer questions despite what? contrary to what ?, refer to the entire main proposal and subscribe to it 1) unions though, though ... but, not despite the fact that, despite the fact that, despite the fact that, let it be and others and 2) allied words in combination With particle no: no matter how much, no matter what. For instance:

I. one) And (although he was an ardent rake), [but he stopped loving finally, and abuse, and saber, and lead] (A. Pushkin)- (though), [but].

Note... In the main clause, in which the assignment clause is located, there may be a union but.

2) (Let rose plucked), [she more blooms] (S. Nadson)- (let), .

3) [B steppe it was quiet, cloudy], (despite what the sun rose) (A. Chekhov)- , (though).

P. 1) (No matter how protected myself Panteley Prokof'evich from all sorts of difficult experiences), [but soon had to go through him a new shock] (M. Sholokhov)- (whatever), [but].

2) [I_, (no matter how much would love you), getting used to stop loving immediately) (A. Pushkin)- [, (no matter how much),].

Subordinate comparative

The types of adverbial clauses considered above correspond to the same-name categories of circumstances in a simple sentence. However, there are three types of clauses (comparative, consequences and connecting), which do not match among the circumstances in a simple sentence. A common feature of complex sentences with these types of clauses is the impossibility, as a rule, of asking a question from the main clause to the clause.

In complex sentences with relative comparative the content of the main clause is compared with the content of the clause. Subordinate comparative refer to the whole main proposal and join the unions like, exactly, like, butoh, like, like, like, what ... whatand etc. For example:

1) (As we swarm in the summer midges flying into the flame), [flew flakes from the yard to the window frame] (K. Pasternak](how), ["].

2) [Small leaves bright and friendly turn green], (like who their washed and varnish on them brought) (I. Turgenev)-, (as if).

3) [We threesome started talking], (as if the century do you know) (A. Pushkin)- , (as if).

A special group among relative clauses make proposals with the union how and with double union than ... that. Double clauses what ... so have comparative meaning, interdependence of parts. Subordinate clauses with union how, in addition, they do not refer to everything that is important, but to the word in it, which is expressed in the form of the comparative degree of an adjective or adverb.

1) (The smaller the woman we love), [the easier like us her] (A. Pushkin)- (what), [what].

2) [As time went slower], (than clouds were crawling across the sky) (M. Gorky)- [compare step.out.], (than).

Comparative clauses may be incomplete: they omit the predicate if it coincides with the predicate of the main sentence. For instance:

[Existence his concluded into this close program], (like egg in a shell) (A. Chekhov)- , (how).

The fact that this is precisely an incomplete two-part sentence is evidenced by a secondary member of the predicate group - in the shell.

Incomplete comparative clauses should not be confused with comparative clauses in which there can be no predicate.

Subordinate consequences

Subordinate consequences indicate a consequence, a conclusion that follows from the content of the main sentence .

Subordinate consequences refer to the entire main sentence, always stand after it and join it with a union so.

For instance: [ Heat all increased], (so it was getting hard to breathe) (D. Mamin-Sibiryak); [ Snow all getting whiter and brighter], (so ache eyes) (M. Lermontov)- , (so).

Additional connecting clauses

Additional connecting clauses contain additional information, comments to what is reported in the main sentence. Connecting subordinate clauses refer to the entire main sentence, always stand after it and are attached to it with allied words what, what, O why, why, why, why and etc.

For example: 1) [Her it was necessary not to be late to the theatre], (from whatshe very was in a hurry) (A. Chekhov)- , (from what).

2) [Dew fell], (what boded good weather tomorrow) (D. Mamin-Sibiryak)- , (what).

3) [And the old man Cuckoos n fast allotment glasses, forgetting to wipe them], (which with him for thirty years of service never did not happen) (I. Ilf and E. Petrov)- , (what).

Parsing a Complex Clause with One Subclause

Scheme for parsing a complex sentence with one subordinate clause

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

2. Indicate the type of sentence for emotional coloring (exclamation or non-exclamation).

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

Draw up a sentence diagram: ask (if possible) a question from the main to the subordinate clause, indicate in the main word on which the subordinate clause depends (if it is a verbal), characterize the means of communication (union or union word), determine the type of subordinate clause (attributive, explanatory, etc.). etc.).

An example of parsing a complex sentence with one subordinate clause

1) [In time of great storm turned out with a root tall old pine], (why and formed this pit) (A. Chekhov).

, (from what).

The sentence is declarative, non-exclamatory, complex subordinate with a subordinate clause. The subordinate clause refers to everything that is important and is attached to it by a union word from what.

2) (So ​​that be contemporary clear), [all wide open open the poet] (A. Akhmatova).(so),.

The sentence is declarative, non-exclamatory, complex with a clause of purpose. The clause answers the question for what purpose?, depends on the whole main proposal and joins it by the 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 declarative, non-exclamatory, complex subordinate with a relative pronoun-definitive. The clause answers the question which?, depends on the pronoun all in the main, joined by a union word what, which is an indirect complement.