Graphic proposal diagram. Constructing a proposal diagram

Students encounter sentence patterns on the first pages of the ABC (word, sentence).

Then these schemes disappear from everyday life forever. It seems to me that sentence diagrams are not only a godsend for a teacher in working on constructing sentences and developing coherent speech, but also one of the ways to awaken the cognitive activity of students in Russian language lessons.

Having studied the literature on this issue (and there wasn’t that much of it), I compiled a card index of exercises using sentence patterns for each class primary school(system 1-4).

1. Drawing up a diagram of the sentence read.

Tanya has a cat.

After the students have drawn up a diagram (each has an individual set of cards for drawing up diagrams), analysis follows. (How many words are in the sentence, how many big words and small ones (prepositions), capital letter in words, punctuation marks at the end of the sentence.)

2. Selecting a scheme for the proposal.

Olya has dolls.

3. Game “Collect a sentence”.

Children are given a set of word cards and a card with a sentence diagram. They must “assemble” a sentence by placing word cards on the diagram. More words are deliberately given than necessary. This is done to ensure that children engage in this work meaningfully.

4. Drawing up proposals according to this scheme.

5. Search in the text for a sentence corresponding to this scheme.

In grade II, the basis of a sentence is studied, so the type of diagram changes. Now in the diagram, the rectangle that is the subject is painted red, and the rectangle that is the predicate is colored blue. On the board, diagrams are drawn up on a typesetting canvas or drawn there with colored chalk. Children make the same diagrams on their desks from their set of cards. This stage is preparatory to drawing up more complex diagrams in grades III-IV.

You can use all types of exercises with patterns that were proposed for grade I, only slightly changing the patterns themselves. This is drawing up a sentence diagram (after finding its basis); choosing a scheme that matches the proposal; drawing up proposals according to the scheme orally and according to the type of game “Collect a proposal”; search in the text for sentences corresponding to the schemes.

If students have difficulty composing sentences using these patterns, then they need to be shown that first they find the subject, i.e. think about who or what the sentence will be about, then select a predicate for the subject, i.e. they find out what someone or something will do, and at the end they add as many words explaining the subject and predicate as required by the scheme.

Selecting the subject (Sun).

Selecting the predicate (Sun- what did it do? -- smiled).

We are spreading the offer. (The gentle sun smiled at us.)

In grade II, you can already introduce this type of exercise, such as composing a sentence according to a diagram that is given in the context. This exercise is good to use when studying a text, because when performing it, children have to solve two problems: firstly, the composed sentence must correspond to the scheme, and secondly, it must fit into the context, i.e. Students must make connections between this sentence and others in the given context.

Our dacha was near the forest.

My friend caught two bream. I caught a fat pike.

A sentence is inserted In the morning we went to the river.

The diagrams used in grade III are designed in the form of a moving table, divided horizontally into three parts: upper, middle and lower. The main members are located in the middle, central parts tables. In its upper part there are those secondary members that, explaining the subject or predicate, are in the sentence before them. The lower part of the table is reserved for minor members, occupying a position after the subject or predicate. If the sentence being analyzed has direct word order, i.e. the subject precedes the predicate, then the composition of the subject is placed on the left side of the table, and the composition of the predicate - on the right. If there is a reverse order, the left side of the table is occupied by the composition of the predicate, and the right - by the composition of the subject. For example:

White-winged gulls circled low over the blue sea.

The little white eyes of strawberries look out from the grass.

To the types of exercises with schemes similar to those proposed above for grades I and II, you can add one more type of exercise - distributing a sentence according to the specified scheme, for example:

Subject -- wind. Predicate -- blowing A proposal is made:

A warm wind blows in your face.

Such schemes are convenient to use when studying not only the topic “Sentence”, but also phrases. In grade III, before drawing a sentence diagram, students first conduct a syntactic analysis of the sentence. Let's call it conventionally verbal diagram. This is what it looks like when analyzing a proposal

Large carrots grew in the garden.

In the verbal diagram, two phrases are clearly visible (they are connected by vertical arrows). You can immediately determine which word is the main one (in a phrase) and what question is asked from it to the dependent word. Children can be asked the question: “Are words connected by a horizontal arrow a phrase? Why?" Thus, this scheme facilitates the search for phrases in a sentence and teaches third-graders to already establish connections between the main and minor members of a sentence, which will help them when studying the topic “Minor members of a sentence” in the 3rd grade.

In grade IV, homogeneous members of sentences are studied, which, in turn, also affects the type of sentence patterns. If there are homogeneous subjects in one sentence, then after drawing up a verbal diagram, draw usual scheme, in which there are several red rectangles (depending on how many homogeneous subjects there are). For example:

Kolya, Misha and Zhenya went into the forest to pick berries.

A comma and a conjunction between homogeneous members of a sentence are placed on the diagram, since this material is being studied. Prepositions can be shown on the diagram if students still make mistakes in spelling prepositions with words. Having explained to children that a preposition with a word is one member of a sentence, you can not highlight it in the diagram.

Here is an example of a sentence with homogeneous predicates.

I lie on the grass, inhaling the smell of the forest.

Sentence with homogeneous secondary members of the sentence:

Young naturalists visited a meadow, a forest, and a river.

If such work is carried out systematically, then drawing up diagrams does not cause difficulties for children. On the contrary, this type of work brings excitement, because after reading the sentence, children already begin to make assumptions about what the scheme will be. We need to give them the opportunity to draw “their own” diagrams. And after analysis, determine who was right.

All types of exercises with diagrams that have been proposed for other classes have a place for use in Grade IV

You can use an exercise such as composing a sentence according to one scheme, and then extending it to another scheme

For example, task: compose a sentence according to scheme 1, supplement it with homogeneous members so that it corresponds to scheme 2

The following proposals were made.

1. Beautiful chrysanthemums bloomed in the flowerbed

2. Beautiful chrysanthemums and gladioli bloomed in the flowerbed

I would like to note that working with diagrams in Russian language lessons has a great influence on the development junior schoolchildren, awakens their interest in Russian language lessons and especially in a topic such as “Proposal”, which is one of difficult topics, studied in the elementary school course.

For the method of using diagrams, see the lesson plan (Appendix 2).

Parsing simple sentence has firmly entered into the practice of elementary and high school. This is the most difficult and voluminous type of grammatical analysis. It includes the characteristics and outline of the sentence, analysis by members indicating parts of speech.

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

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

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

In elementary schools, different Russian language programs are used, so the level of requirements and student preparation are different. In the fifth grade, I took in children who studied in elementary school under the programs of the educational system "School 2100", "School of Russia" and "Primary School of the 21st Century". There are also big differences. Elementary school teachers do a tremendous job to compensate for the shortcomings of their textbooks, and they themselves “lay” continuity between primary and secondary schools.

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

Let us show with examples the differences between the level of requirements in the parsing format.

In 4th grade	In 5th grade
In a simple sentence, the grammatical basis is highlighted, familiar parts of speech are indicated above the words, homogeneous members are emphasized, phrases are written out, or syntactic connections between words are drawn. Scheme: [O -, O]. Declarative, non-exclamatory, simple, common, with homogeneous predicates. Noun (main word) + adj., Ch. (main word) + noun. Ch. (main word) + place. Adverb + verb (main word)	Syntactic connections are not drawn, phrases are not written out, the scheme and basic notations are the same, but the characteristics are different: narrative, non-exclamatory, simple, two-part, common, complicated by homogeneous predicates. Analysis is constantly practiced in lessons and participates in grammatical tasks in control dictations.
In a complex sentence it is emphasized grammar basics, the parts are numbered, familiar parts of speech are signed above the words, the type is indicated according to the purpose of the statement and emotional coloring, according to the composition and presence of minor members. Parsing scheme: [O and O] 1, 2, and 3. Narrative, non-exclamatory, complex, widespread.	The scheme remains the same, but the characteristics are different: narrative, non-exclamatory, complex, consists of 3 parts that are connected by a non-union and union connection, 1 part has homogeneous members, all parts are two-part and widespread. Analysis of a complex sentence in grade 5 is for educational purposes and is not a means of control.
Sentence patterns with direct speech: A: “P!” or "P," - a. The concept of quotation is introduced, which coincides in design with direct speech.	The diagrams are supplemented by a break in direct speech with the words of the author: “P, - a. - P.” and "P, - a, - p". The concept of dialogue and ways of its design are introduced. Schemes are drawn up, but sentences with direct speech are not characterized.

Plan for parsing a simple sentence

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

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

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

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

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

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

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

8. Determine the presence of a complication (complicated or not complicated).

9. Write down the characteristics of the proposal.

10. Create an outline of the proposal.

For analysis, we used sentences from Sergei Kozlov’s wonderful fairy tales about the Hedgehog and the Little Bear.

1) It was an extraordinary autumn day!

2) Everyone’s duty is to work.

3) Thirty mosquitoes ran out into the clearing and began to play their squeaky violins.

4) He has neither a father, nor a mother, nor a Hedgehog, nor a Bear.

5) And Belka took some nuts and a cup and hurried after.

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

7) Pine needles, fir cones, and even cobwebs - they all straightened up, smiled and began to sing with all their might the last autumn song of the grass.

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

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

10) Across the river, the forest was dark, blazing with aspens.

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

12) And he jumped like a real kangaroo.

13) Water, where are you running?

14) Maybe he's gone crazy?

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

Examples of parsing simple sentences

The complex sentence diagram must be correctly composed. Only she will help you understand complex cases of placing commas, dashes and colons. In addition, its schematic execution also helps to correctly characterize a complex syntactic unit. Issues of syntax and punctuation are included in Unified State Exam assignments and GIA, therefore it is absolutely necessary to be able to visually represent the composition of a complex sentence. How to do this correctly? Let's find out in this article.

The concept of a complex sentence

It is necessary to define a complex sentence as such. This is the most complex syntactic unit, containing several simple ones.

Thus, such a sentence has at least two grammatical stems. They can be related to each other in different ways:

• and allied words.
• Non-union.
• Within one syntactic unit, various types of connections can be observed.

Accordingly, in the Russian language they are determined by the type of connection within them. They will be called complex, compound, non-union and with different types of connection, respectively.

Proposal outline: main points

The complex sentence diagram requires special attention. In fact, it is necessary to explain the placement of all punctuation marks. the algorithm for its compilation can be presented as follows:

1. Highlight grammatical basics and determine the number of parts.
2. Find out the type of connection between parts within a sentence. It must be remembered that we denote subordination with round brackets, the main part, coordinating and non-union connections with square brackets.
3. Identify the minor members of the sentence, see if there are homogeneous ones among them. The latter are also necessary in an expanded circuit. It should be remembered that particles and conjunctions do not play a syntactic function. Prepositions refer to those parts of a sentence with which they form a grammatical link.
4. See how each part of the circumstance is complicated, introductory words and constructions, homogeneous members).
5. In a complex sentence, determine the type of subordination: parallel or sequential.

Complex sentence and its diagram

Let's break it all down specific example: On summer sky, dappled with rippling clouds, small clouds began to gather, and a cool rain began to drizzle.

First, let's prove that this sentence is really complex. It has two bases: clouds (subject 1), began to gather (predicate 2); rain (subject 2), drizzled (predicate 2). The parts are connected by a conjunction and, accordingly, a compound sentence.

We work with the first part: in the sky - a circumstance expressed by a noun with a preposition; summer - definition expressed by an adjective; small - definition expressed by an adjective. This part is complicated by the isolated definition of clouds dappled with ripples; it is expressed by a participial phrase.

The second part has only one minor member, the definition of cool. It is not complicated by anything. Thus, the complex sentence diagram will look like this:

, [and=-]

In this diagram, the sign X indicates the word being defined to which the separate definition applies.

The diagram will help to distinguish a complex sentence from a simple one with homogeneous predicates connected by the conjunction and. Let's compare: In the summer sky, dappled with rippling clouds, small clouds began to gather and cover the horizon. Here there are only homogeneous predicates: they began to gather, to cover. They are connected by and.

Complex sentence and its scheme

Complex sentences in Russian with a subordinating connection have unequal parts: main and subordinate. It is quite simple to identify them: the latter always contains a subordinating conjunction, or such complex sentence schemes are quite interesting. We will look at examples below. The fact is that a subordinate clause can appear at the beginning or end of a sentence and even break the main one.

When the Cossack raised his hand and shouted, a shot rang out. The sentence is complex: Cossack - subject 1; raised, shouted - predicates 1; shot - subject 2; rang out - predicate 2. The parts are connected by the conjunction when, it is subordinating, therefore the sentence is complex. In this case, the subordinate clause begins the sentence. Let's prove it. Firstly, it contains a union, and secondly, one can easily ask a question about it: the shot rang out (when?) when the Cossack raised his hand. In the diagram, the subordinate clause is enclosed in parentheses. In addition, the subordinate clause is complicated by homogeneous predicates (we also indicate them graphically). The scheme of a complex sentence will look like this: (when - = and =), [=-].

Another option is when a complex sentence begins with the main part: A shot rang out as the Cossack raised his hand and shouted.[=-], (when - = and =).

Complex sentences: special cases

The greatest difficulty is presented by complex sentences broken by subordinate clauses. Let's look at examples with unions now. The smoke from the fires, into which they threw everything, corroded my eyes to the point of tears. The grammatical basis of the main part: smoke is the subject, corroded is the predicate. The subordinate clause contains only the predicate thrown. The grammatical basis of the main part is broken by a subordinate clause with the conjunctive word which. Accordingly, the scheme will be like this: [-, (in which =), =].

Another example: The hut where we decided to stay, empty for several years, was located on the very edge of the village. main part: subject - hut, predicate - was; it is complicated by the participial phrase, which is not isolated. Subordinate clause: subject - we, predicate - decided to stop. The scheme is as follows: [|p.o.|-, (where -=), =].

Scheme of a non-union complex sentence

We looked at coordinating and subordinating complex sentences. Examples with unions are not the only ones. There is also a connection of parts solely by meaning, non-union. Here the correct scheme is especially important, because in such sentences, along with commas, a semicolon, dash or colon can be used. Their choice depends on semantic and grammatical relations.

It should be remembered that parts non-union proposal are equivalent and are indicated by square brackets. Let's look at examples.

1. The wind howled even stronger; The rats, scurrying around in their holes, ran even louder. This is a complex sentence, consisting of two parts: in the first, the wind howled, in the second, the rats ran. According to the rule, if there are still punctuation marks in other parts, it is required to put a semicolon in a non-union connection. The second part contains a separate definition, separated by a comma. The scheme will look like this: [-=]; [=-, |p.o.|].
2. There was a bustle in the house all day: servants were rushing around every now and then, the princesses were trying on outfits, the adults were excitedly checking their readiness for the holiday. This sentence with a non-union connection has four parts. The grammatical basics are as follows: vanity (subject) was (predicate), servants (subject) scurried about (predicate), princesses (subject) tried on (predicate), adults (subject) checked (predicate). The first sentence is explained by the subsequent ones, so a colon is necessary. The scheme is: [=-]: [=-], [-=], [-=].
3. If you read as a child, books will become true friends for life. Let us prove that the sentence is complex. There are two grammatical bases here: you will (predicate), books (subject) will become friends (predicate). In this case, a dash is required, because the second part contains a corollary to the first. The scheme is simple: [=] - [-=].

Different types of connection in a complex sentence

When studying complex sentences at school (8th grade), various types of connections are also taught within one sentence. Let's look at drawing up a diagram of such a design.

The souvenirs purchased during the trip were associated with some kind of history, and each trinket had a long pedigree, but among all these rare things there would not be one that would be worth attention in itself.(B. Garth)

This sentence has 4 parts connected by coordinating and subordinating connections. The first - souvenirs (subject) were connected (predicate), the second - a trinket (subject) possessed (predicate), the third - was not found (only the predicate), the fourth which (conjunctive word, subject) would be worth attention (predicate). Between the first and second parts coordinating connection, in addition, the first contains a separate definition; between the second and third there is also a coordinating one, between the third and fourth there is a subordinating one. The scheme will be like this: [-,|p.o.|,=], [a-=], [but =], (which =).

Characteristics of a complex sentence

The characteristics of the proposal should be inseparable from the diagram. It must indicate what it is in terms of the purpose of the statement and intonation, and then it is necessary to describe each of the parts: composition (one or two parts), prevalence, complete or not, and how it is complicated.

Let us take as an example a sentence, the diagram of which was drawn up in the previous section. It is narrative, non-exclamatory. 1st part: two-part, widespread, complete, complicated by a separate definition, expressed by a participial phrase; 2nd part: two-part, widespread, complete, uncomplicated; 3rd part: one-part (impersonal), widespread, complete, uncomplicated; 4th part: two-part, widespread, complete, uncomplicated.

When working with various texts, many people need to parse a sentence according to its composition. Carrying out such analysis usually presupposes that a person has appropriate philological knowledge that can help in the correct analysis of the text he needs. At the same time, there are also services on the network that perform online sentence parsing operations. After thoroughly studying the rules for parsing different offers Regarding the composition, I decided to present all my achievements in this article.

Rules for parsing sentences

At the beginning, I note that the expression “parsing a sentence by composition” is somewhat incorrect, since words are usually parsed by composition, and what interests us in this case is called “syntactic parsing of a sentence.”

In this case, the specified syntactic parsing (at school it is also called “parsing by members”) is usually performed as follows:

• Decide which sentence you are analyzing based on the purpose of its statement (declarative, interrogative or motivating in nature);
• Indicate the emotional coloring of the sentence (is it exclamatory or non-exclamatory);
• Note the number of grammatical stems in this sentence (if the sentence is simple, then one stem, if complex, then two or more);

If the sentence is simple:

Example of a simple sentence:

“It was an extraordinary autumn day!”

Having carried out a syntactic analysis, we can see that this sentence is declarative, exclamatory, simple, two-part, complete, and not complicated.

If the sentence is complex:

• Decide on the connection in a complex sentence - union or non-union;
• Indicate the connection used in the sentence - intonation, subordinating, coordinating;
• Indicate the type of complex sentence - non-union, complex, complex.

Example of a complex sentence:

“The bouquet included roses and lilies, but she liked tulips better.”

Having carried out a syntactic analysis of this sentence, we can see that this sentence has narrative character, non-exclamatory, complex, has a conjunction, compound. The first sentence here is two-part, the grammatical basis is the words “there were roses and lilies”, it is common, and is complicated by homogeneous subjects.

The second sentence in this complex sentence is two-part, its grammatical basis is the words “liked tulips”, the sentence is common and not complicated.

Services for analyzing proposals by composition online

Due to the richness of grammatical structures and the complexity of creating a powerful network tool for syntactic text analysis, the services presented on the network (of which there are few) have rather weak capabilities for conducting a full syntactic parsing of sentences. However, I would highlight the following resources:

Seosin.ru

Among the Russian-language resources for conducting semantic analysis online (de facto they are practically not represented), I would highlight the seosin.ru service. It allows you to identify syntactic and morphological errors, demonstrates the general associativity of the text, and performs other types of analysis. Unfortunately, the service does not always work stably; dysfunctions are often observed in its operation.

1. To work with this service, go to seosin.ru.
2. Enter your proposal in the appropriate window and click on “Analyze”.

Lexisrex.com

For lovers in English The powerful linguistic resource lexisrex.com can help with parsing. Its capabilities make it possible to analyze a proposal by its members. However, this site also has other auxiliary tools for carrying out various types of linguistic analysis online.

1. To use this resource, log in to lexisrex.com.
2. Paste your proposal into the appropriate window and click on the “Analyze” button.

Linguist forums

When parsing sentences online, you can turn to the help of the “human factor” and go to various linguist forums (level gramota.turbotext.ru, rusforus.ru and analogues). Register there, ask your question, and they will definitely help you.

Conclusion

Network resources that allow you to analyze proposals by composition are rather scarce, which is associated with the difficulties of creating such resources. However, there are several such tools online (most of them are in English) that make it easy to carry out the text analysis we need. Use the functionality of these services to parse the necessary sentences and conduct parsing online.

Why might you need a proposal outline? There are several options. For example, you need to create an outline of a sentence when parsing it syntactically.

You can also schematically depict the parts of a sentence for yourself in order to more clearly imagine its structure and trace the logic of connecting parts of a sentence to each other (relevant for complex sentences).

If we are talking about complex sentences, it is convenient to analyze sentences with different types of connections using diagrams. And in simple ones, the diagram helps to visualize the syntactic structure.

In general, whatever one may say, sentence patterns in the Russian language are far from useless. Now we will summarize this topic. So that you can use this article as reference material. By the way, in order to draw up diagrams correctly, it doesn’t hurt to repeat some topics on syntax. Now we will analyze example circuits and repeat them at the same time. So you will benefit twice from the article - at the same time you will receive a summary of types of sentences, punctuation marks for direct speech, homogeneous members, etc. will.

Proposal outline plan

1. Read the sentence carefully, pay attention to the purpose of the statement: narrative, interrogative, or motivating. And take note of the emotional coloring: exclamatory or non-exclamatory.
2. Identify grammatical basics. What parts of speech are they expressed by?
3. After this, it will no longer be difficult to tell whether the sentence in front of you is simple or complex.
4. In a complex sentence, determine the boundaries of the simple ones included in it and using a simple pencil indicate them with vertical lines. By the way, also separate participial and adverbial phrases and other types of complications with these features.
5. Underline the additional parts of the sentence (dashed line - addition, wavy line - definition and participial phrase as a whole, "dot-dash-dot" - adverbial phrase and participial phrase). What parts of speech are they represented by?
6. If you have a complex sentence with a conjunction between its parts, pay attention to the conjunctions: whether they are coordinating or subordinating.
7. The previous paragraph will help you correctly identify the predicative parts of a complex sentence. So, parts of a complex and non-conjunctive complex sentence are equal, denote them with square brackets. Indicate subordinate clauses in complex sentences with parentheses. Don’t forget that the union/union word must also be included in them.
8. In a complex sentence, in the main part, find a word from which you can ask a question to the subordinate clause, mark it with a cross. From the word, draw an arrow with a pencil to the subordinate clause and write down the question. It also happens that the question to the subordinate clause is posed from the entire main clause.
9. And now the next step is the scheme of a simple/complex sentence - depending on what you have. Draw a linear graphic diagram onto which you transfer all the main symbols that were previously used to outline the sentence. In particular, sentence boundaries, grammatical basics, complications, if the sentence is complicated, the connection between sentences and the arrow with the question, conjunctions and allied words.
10. Complex sentences with multiple clauses will require a vertical diagram to correctly display sequential, parallel, or homogeneous subordination. We will look at these below using specific examples.
11. The numbers above the parts of a complex sentence can indicate the levels of subordinate clauses, which will reflect their position in the complex sentence. The main sentence is not indicated in any way.

Sometimes teachers may have specific requirements. For example, in the diagram, in addition to the main ones, additional members will be indicated. In addition, there are also reverse tasks when you need to compose a sentence according to the scheme. You will find an example of such a task below.

Simple Sentence Schemes

So let’s start right away with a task, no joke, at the 2nd grade level: we need a diagram of a simple sentence of the form “subject - predicate - subject”. Simple example:

At the same time, keep in mind that a simple sentence based on the presence of main members can be one- and two-part. By the presence of minor members - common and non-common (in the example above, which one?). And also based on the presence of a complete or reduced set of necessary members, sentences are divided into complete and incomplete.

When transferring the main members of the sentence to the diagram, do not let the predicates confuse you. They are:

Now let's move on to grade 5 and take on sentence patterns with inversion and other types of complications of simple sentences.

Appeal: denoted by O, the sign is separated from the rest of the sentence in the diagram by two vertical lines - │ │. The address is not a part of the sentence and only its location and the punctuation marks used during the address matter:

In the diagram with homogeneous members The latter sentences are indicated by a circle - ○, in which their syntactic role in the sentence can be noted (homogeneous additions, or adverbials, or subjects - any of possible options). Also, the conjunctions and punctuation marks associated with them are transferred to the diagram. Generalizing words are also indicated, for example, by a circle, only with a dot in the middle. And in this article we use a square - it’s more convenient for us:

Offers with introductory words: we can designate them as BB and also enclose them in two vertical lines - the introductory words are not part of the sentence. Otherwise, for the scheme with introductory words The same aspects are important as for the inversion scheme:

In the scheme with participial phrase, in addition to punctuation marks, indicate the word being defined. In the scheme with participial phrase And constructions with the meaning of addition and clarification– the most important thing is to indicate their place in the sentence:

You also probably remember that a simple sentence can be complicated dissociated members(some of them are already reflected in the examples above):

• separate definitions (agreed and uncoordinated, single and widespread; participial phrases also belong to this category);
• separate additions;
• isolated circumstances (gerunds, participial phrases, nouns and adverbs as adverbs).

Sentences with direct speech

The diagram of a sentence with direct speech is not at all difficult: it only indicates the boundaries of the sentence, the words of the author and the direct speech itself, as well as the punctuation marks that accompany them. Here are some examples:

Complex Sentence Schemes

And now we have finally reached the high school program. And now we’ll look at diagrams of compound and complex sentences with examples. And we will definitely consider proposals with non-union, as well as different types of communications.

Let's start with compound sentence: its parts are equal, so in the diagram we denote them with the same square brackets.

IN complex sentence The main and subordinate parts are clearly distinguished, so we denote the main part with square brackets and the subordinate part with round brackets. A subordinate clause can occupy different positions in relation to the main one: stand in front or behind it, break the main clause.

Parts non-union complex sentence are equivalent, therefore, here, too, the same square brackets are used to denote them in the diagram.

Making a diagram offers with different types of communication, it's easy to get confused. Carefully study the proposed example to avoid mistakes in the future:

A special case - complex sentence with several clauses. When drawing diagrams of subordinate clauses, they are arranged not horizontally, but vertically. Consistent submission:

Parallel subordination:

Homogeneous Subordination:

Make sentences based on these diagrams

Now, after we have examined the whole theory in such detail, it will, of course, not be difficult for you to write proposals yourself using ready-made diagrams. This is a good workout and a good task to check how well the material has been learned. So don't neglect it.

1. Sentence with appeal: [ │О?│… ]?
2. Sentence with homogeneous members: [and ○, and ○, and ○ – □].
3. A sentence with a participial phrase and an introductory word: [ X, |ПЧ|, … |ВВ| …].
4. Sentence with direct speech: “[P, – a: – P].”
5. A complex sentence with several types of connection: [...], but [...], (which...): [...].

Write us your options in the comments - at the same time you can check whether you have learned everything well and understood the diagrams. See for yourself that there is nothing extremely complicated here!

Conclusion

You have worked on a large and voluminous topic. It includes knowledge from different sections of syntax: types of sentences, types of predicates, punctuation marks for homogeneous members of a sentence, direct speech, etc. If you carefully studied all the material, you could not only remember how to designate the members of a sentence in the diagram, but also repeat very important and useful rules.

And if you haven’t been too lazy to write down the sentences according to the diagrams, then you can say with complete confidence: you will face tests and exams fully armed.

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