So far, what a subordinate clause. Complex sentences with explanatory clauses. Types of subordinate clauses

1. Questions: subordinate clauses answer questions Where? Where? where?

2. Communications: subordinate clauses are attached to the main clause allied words: where, where, where. In the main part they correspond demonstrative words as a function of circumstance of place: there, there, from there, everywhere and etc.

3. Place in a sentence: subordinate clauses can appear before the main clause, in the middle of the main clause, but more often - after the main clause.

No greatness there [Where?], Where no truth(L. Tolstoy).

[ op. word], ( Where- union. word).

[Where?] Where needle, there and thread(proverb).

(Where- union. word), [op. word ].

He left from there [where?], where went to the horse yard(A.N. Tolstoy).

[ op. word], ( where- union. word).

Note!

1) Where, where, where cannot be unions. These are always allied words.

2) These connecting words ( where, where, where) can be used in attributive and additional clauses. The means of distinguishing between types of subordinate clauses is the question, as well as the syntactic function of demonstrative words in the main sentence.

Wed: He is driving there [Where?], Where no one has been- subordinate clause; He arrived to that city [Which?], Where never been- subordinate clause; I Don't know [what?], Where I'll spend the night- subordinate explanatory clause.

2.2. Subordinate clauses that refer to one word in the main clause

2.3. Subordinate clauses that refer to the entire main clause

), there are four main types of subordinate clauses:

• definitive,
• explanatory,
• circumstantial (mode of action and degree, place, time, condition, cause, purpose, comparison, concession, consequence),
• connecting.

Subordinate clauses

Refers to a noun or pronoun. Answer questions about definitions ( Which? which? which?).
Join using allied words: which, which, whose, what, where, when, from, etc.
And also unions: so that, as if, exactly, as if, etc.

Examples

• [The alarm clock rang]. Alarm Which?(Which my grandmother gave to me). [Alarm clock rang()].
• which my grandmother gave me Which?[The house burned to the ground]. House (Where I was born).[House(
• where I was born ) burned to the ground].[A.S. More than one monument was erected to Pushkin]. A.S. Pushkin , whose contribution to the development of Russian literature can hardly be overestimated,) erected more than one monument].
• [That day my life changed]. In a day Which?(When I understood everything). [In that day( when I understood everything

) my life has changed].

Explanatory clauses Refers to a verb. Answer case questions ().
Join using allied words: Who? What? to whom? what? whom? what? by whom? how? etc.
And also unions: who, what, which, whose, where, where, where, how, why, why, how much

Examples

what, in order, as if, as if, as if, etc.

• Here the main clause is in square brackets, and the subordinate clause is in round brackets. [I'm definitely sure]. Sure in what? (In that the Earth has the shape of a ball).)].
• [I'm sure( that the earth is spherical[He found out]. Found out What?)].
• (How many days have passed since the launch of the first satellite). that the earth is spherical[He found out( , how many days have passed since the launch of the first satellite)].

[They understood]. Got it

(Why did I do this).

(Like a young butterfly flutters, having just learned to fly).

[She fluttered around the apartment(
like a young butterfly flutters, having just learned to fly Subordinate clauses
Apply to the entire main part.

Examples

• Join with the help of allied words: what, where, where, where, when, how, why).
• They supplement and explain the content of the main part. Often they have the meaning of a consequence. He was worried().

, that's why I couldn't pass the exam successfully

My brother never opened the book during all this time(

that didn't give me peace of mind

• see also
• Notes

Links

// Encyclopedic Dictionary of Brockhaus and Efron: In 86 volumes (82 volumes and 4 additional ones). - St. Petersburg. , 1890-1907.

Main clause - Dictionary of literary terms Wikimedia Foundation. 2010.

See what a “subordinate clause” is in other dictionaries: Subordinate clause

- SUBORDINATE CLAUSE. See main sentence...

Dictionary of literary terms APPENDIX, weave, m. Ozhegov’s Explanatory Dictionary. S.I. Ozhegov, N.Yu. Shvedova. 1949 1992 …

Ozhegov's Explanatory Dictionary A syntactically dependent predicative part of a complex sentence containing a subordinating conjunction or a conjunctive word. Vladimir saw with horror that he had driven into an unfamiliar forest (Pushkin). Describe the feeling I had at that time... ...

The dependent part of a complex sentence containing a conjunction or a conjunctive word. Refers to the entire main clause or to one word in it (additional, attributive clauses). F.I. Buslaev laid the foundation... ... Literary encyclopedia Dictionary of many expressions

The dependent part of a complex sentence containing a conjunction or a conjunctive word. Refers to the entire main clause or to one word in it (additional, attributive clauses). F.I. Buslaev laid the foundation... ...- See main sentence... Grammar Dictionary: Grammar and linguistic terms

SUBORDINATE CLAUSE- (following paragraph, German Nachsatz), this is the name, by analogy with the terminology of grammar, the second part of the musical period, corresponding to its first part, which is called the main (previous) sentence and ends for the most part ... ... Riemann's Dictionary of Music

Subordinate clause answering the question which? and relating to a member of the main sentence, expressed by a noun or a substantivized word. Subordinate clauses are attached to the main clause using... ... Dictionary of linguistic terms

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

Books

• Presente de Indicativo, Presente de Subjuntivo in Spanish. Usage, construction, signal words, rules and exercises, Tatiana Oliva Morales, This study guide covers in detail the tenses Presente de Indicativo, Presente de Subjuntivo; their use, construction, signal words, irregular and deviant verbs;... Category:

1. Questions: subordinate clauses answer the question Why? from what?

2. Communications: subordinate clauses are attached to the main clause unions: if, if, when(in the meaning of “if”), once (in the meaning of “if”), if only, if, how (in the meaning of “if”), etc.

In complex sentences with conditional clauses, compound double conjunctions can be used: if..., then; if so; if so; like... so and etc.

Unlike compound conjunctions like since, as long as, while etc. the second part of the double conjunction (that, so) is always in the main sentence, and this is part of the conjunction, and not an indicative word. Subordinate clauses with double conjunctions always come before the main clause:

Since you agreed, you can’t refuse(Dahl).

3. Place in a sentence: subordinate clauses can appear after the main clause, before the main clause.

[Under what condition?] If there was sand in the shallows, one could see animal tracks(Arsenyev).

(If- union), .

[Under what condition?] If you are a ruddy guy, you will be called a brother to me(Pushkin).

(if- union), .

It's not good to read books[under what condition?], when only the tops are enough(proverb).

, (When- union).

[Under what condition?] Just as the soul is black, you can’t wash it off with soap(proverb).

(How- union), [ so and ].

2.2. Subordinate clauses that refer to one word in the main clause

2.3. Subordinate clauses that refer to the entire main clause

[They understood]. Got it

SPP with adverbial clauses- This is a sentence, the subordinate part of which answers questions of circumstances. They are attached to the predicate or to the entire main part with the help of subordinating conjunctions and allied words.

I drop sad words. Gerasim grew up dumb and powerful, How the tree grows on fertile soil.. 11. Accessions (they will comment or evaluate what is said in the first part, join the entire main part) What else? Conjunctive words: what, where, where, why, why. I stay at the dacha all winter, original and new. I had to go down into the quagmire,

I drop sad words. Mixing the constructions of the main and subordinate clauses leads to an error.

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

The subordinate part is attached to the main part using conjunctions and allied words, i.e. relative pronouns and adverbs acting as subordinating conjunctions who, what, which, how, when, where, whose, from where, where, so, as if, if, so that, because, although, while and etc.

Subordinating conjunctions and allied words are found in the subordinate clause of a sentence.

The subordinate clause can refer to a specific word or phrase, to a grammatical stem, or to the entire main clause. You can pose a question from the main part to the subordinate part.

The subordinate part can be located before the main part, after and inside it: ( What), ; , (To what extent?); , (To what extent?). For example: When the bread , then the measure when the money, then there is faith (Proverb). It was already dawn when I finally fell asleep(V. Voinovich). The lion is creeping towards that stream, where herds of buffalo go to drink water every day, and hides between the stones (I. Kuprin).

A complex sentence can have two or more subordinate clauses : We need 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 the subject, person, event, you can indicate the cause, conditions, purpose of those events mentioned in the main sentence. Depending on this, three types of subordinate clauses are distinguished: explanatory(z "yasuvalni") definitive(meaning) circumstances (furnished) (place, time, purpose, cause, condition, concession, consequence, 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 end of a complex sentence; two - if in the middle).

Subordinating conjunctions and allied words are identifying features of the “Commas in a complex sentence” rule.

To check, follow the algorithm: find the semantic line segment, attached by a subordinating conjunction or allied word, and separate it with commas.

Plan for parsing a complex sentence

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

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

3. Make sure that the parts of a complex sentence connect subordinating conjunction or allied word, indicate that the proposal is union, complex.

4. Name home And subordinate clause part, mark place 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 in the main indicates and indicate its type.

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

7. Make a diagram of a complex sentence.

1. Selective distribution work

I. Read the sentences selected from the work M. Lermontov, maintaining the correct intonation. Indicate the conjunction or allied word that attaches the subordinate clause to the main clause. In which part of a complex sentence is there always a conjunction or a conjunctive word?

II. First write down sentences in which the subordinate clause comes after the main clause, then sentences in which the subordinate clause comes before the main clause, and then inside the main clause. Place punctuation marks.

1. The old woman answered all my questions that she was deaf and couldn’t hear. 2. She felt an internal heat as if there was a red-hot iron 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 twirls his mustache with his left hand. 6. I involuntarily took several steps forward to quickly move away from the edge. 7. Everything would have been saved if my horse had enough strength for another ten minutes! 8. I went to the fortress to find out from the commandant about the hour of my departure. 9. However, in those moments when he casts off his tragic mantle, Grushnitsky is quite sweet and funny.

3. Using the materials from the table “Types of subordinate parts”, determine the type of subordinate part. Parse the third sentence.

2. Constructing sentences

Make sentences based on this beginning. From the main part to the subordinate part, ask a question, determine the type of subordinate part.

When determining the type of subordinate clause, errors may occur.

The place where our camp was located was in a picturesque corner of the island. In this sentence, the attributive clause, since it indicates a characteristic, can be asked a question: Place ( which?), where our camp was located, ... . What error could occur when determining the type of this part? What could have caused it?

When determining the type of subordinate part of a complex sentence, always ask a question about it, think about the question and the meaning of the subordinate part.

3. Explanatory letter

I. Write down the sentences, arranging punctuation marks. Underline the conjunction or allied word that joins the subordinate clause to the main clause. In which part of the sentence is there always a conjunction or a connecting word?

II. Using the advice given above and the materials from the table “Types of subordinate clauses,” determine the type of subordinate clause, indicating it in parentheses. Orally comment on what errors could occur when determining the type of subordinate clause, and what could have caused them. How did you manage to avoid them?

1. Knowledge is only knowledge when it is acquired through the efforts of one’s thoughts and not through memory ( L. Tolstoy). 2. The last time he saw her was in the spring near the school where he himself once studied ( F. Iskander). 3. I didn’t know exactly where his house was located ( F. Iskander). 4. The snow and rain were so continuous that the other bank of the river was not visible ( E. Grishkovets). 5. It's sad to see a young man lose his best hopes and dreams ( M. Lermontov).

III. Analyze the third sentence.

Complex sentences with subordinate clauses

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

Subordinate clauses are attached to the main part using allied words which, which, whose, where, where, when and subordinating conjunctions: what, to, as if, exactly as: Just in case, I opened the pantry, Where The cleaning lady was stacking firewood and laughed (V. Belov).

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

The attributive clause in a sentence always comes only after the word being defined.

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

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

4. Restoring offers

I. Copy the sentences, replacing, where possible, the connecting word which union word where, when, where or To what extent?. First write down the sentences with participial phrase, then - sentences with participles and sentences with introductory words. Place punctuation marks.

II. Determine the type of subordinate parts of complex sentences. Analyze the fifth sentence.

1. On the left, behind the tangerine bushes, a garden began in which grew pears, figs and a pomegranate tree dotted with crimson helots ( F. Iskander). 2. His mother opened the door for him and, still smiling affectionately, led him into the room where his 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. She had to be saved, of course, by a handsome prince who would certainly appear at the most tragic moment and certainly under scarlet sails ( M. Yudenich). 5. We kept looking at the platform from which the bus was supposed to depart.

5. Punctuation work

Write down the sentences. Use commas to separate the subordinate clauses of complex sentences. Check the correct punctuation.

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

(D. Rubina)

The attributive clause must appear only after the word to which it refers.

6. Editing

Find errors in these sentences caused by incorrect placement of the subordinate clause. Write down the sentences in corrected form.

1. We looked for luminous points of satellites moving across the sky every evening, which looked like they were lost in space stars. 2. We admired the sunset of the southern sun, which was extremely beautiful. 3. The 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

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

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

Once upon a time they studied in the same class at the gymnasium, wore the same gray-blue uniform dresses, sewn by the best tailor in Kaluga, and wore the same gymnasium badges “KZhGS”. These openwork letters meant only the Kaluga Women's Gymnasium on Sadovaya.

Anya was an excellent student with a thick braid thrown over her shoulder; in her notebooks the last page was no different from the first, especially beautiful and diligent. Asya did not have the same zeal for learning that Anya had: French verbs, endless palisades of dates and beautiful trinkets of theorems flew into one of her ears, half-covered by springy, randomly curly whitish hair, and while she drew a caricature of a history teacher with a finely sharpened pencil, flew out of another. Asya was a lively, cheerful and nice girl.

We were friends childhood. We once hurried through the same morning iron darkness, past the same snowdrifts, fences and swinging lanterns, to the same red brick school, surrounded on the outside by medallions with alabaster profiles of frostbitten literary classics. And what they all had in common were green walls, floors smeared with red mastic, echoing staircases, the warm stench of locker rooms, and on the third floor landing the scary-eyed Saltykov-Shchedrin, vaguely writing about some crucian carp.

Complex sentences with subordinate clauses

Subordinate clauses answer case questions and explain in the main part words that have the meaning of speech, thought, feeling. Lexical meaning These words require clarification: what did you say(answered, shouted, asked) what I thought, what I felt(what I was happy about, what I’m happy about, what I’m confident about, what I’m sorry about, what’s desirable, etc.).

Such sentences require completion with the help of a subordinate explanatory part, both in meaning and grammatically. The subordinate clause may contain a demonstrative word , join to the entire main part), with which you can direct the attention of the listener or reader to the content of the subordinate clause: He himself was surprised that that listens into this emptiness (F. Iskander).

The subordinate part most often comes after the main part and is joined to it with the help of conjunctions and allied words what, so that, how, as if, whether, how much, where, when, whither, why, how, why.

Indirect speech is conveyed by complex sentences with explanatory clauses.

8. Syntactic synonyms

I. Write down the sentences. Place commas and explain their placement. Name the type of subordinate clauses, indicate the word that they explain in the main part. In which part of the sentence is someone else's speech indirectly reproduced?

II. Write down the sentences, replacing indirect speech with direct speech. How are personal and possessive pronouns replaced in this case? 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 was becoming dangerously shallow and that its sources were being covered with sand ( K. Paustovsky). 4. Kozonkov asked where I live ( V. Belov). 5. The interlocutor, starting with the number and quality of heirs, asked where and who I work for ( V. Belov).

9. Constructing sentences

I. Read the test questions. After answering them, analyze whether you can communicate effectively. Evaluate your answers like this: Always- 2 points, In most cases- 4 points, Sometimes- 6 points, rarely - 8 points, never- 10 points. You will receive the exact answer with maximum sincerity. If you end up scoring above 62 points, you are a good conversationalist.

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

III. Include simple sentences as subordinate parts and the composition of a complex sentence. Build the main part like this: The psychologist asked, ... ; The presenter clarified, ... ; I asked, ...etc. Circle the conjunction-particle whether. How will the punctuation change at the end of the sentence?

Your communication style
1. Do you try to interrupt a conversation if the topic or your interlocutor is not interesting to you?
2. Can an unsuccessful or tactless expression of your interlocutor provoke you to be harsh or rude?
3. Can the manners of your interlocutors irritate you?
4. Do you avoid talking with an unknown or unfamiliar person, even when he strives to do so?
5. Do you have a habit of interrupting your interlocutor?
6. Do you pretend that you are listening attentively to your interlocutor, while thinking about something completely different?
7. Does your tone, voice, or 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 your interlocutor if there are incorrectly pronounced words, distorted names, or terms in his speech?
10. Are you sometimes ironic towards your interlocutor?

(According to L. Averchenko)

10. Homework

Option 1 . Copy the text of the exercise. Fill in the missing punctuation marks. Circle unions or allied words, indicate the type of subordinate clauses. Explain the placement of the colon in the first sentence. Indicate sentences with indirect speech.

Option 2 . Copy the text of the exercise, transforming sentences with indirect speech into sentences with direct speech. Explain the placement of the colon and thyrsus.

Today I received a "D" in physical education: I did not jump very high, did not jump long, and mixed up all the gymnastic exercises.

There was nothing joyful about it. The physical education teacher reminded me that our school is in first place in the region in terms of sports activities. He said that I should have gone to another school that was not in such an honorable place in the area as ours. During recess, the class teacher warned me not to think that physical education was a secondary subject. And she said that in general you just have to start: today you get a bad mark in physical education and tomorrow you get a bad mark in literature or even in mathematics(our class teacher is a math major). And the class leader, Knyazev, simply said that I was a wimp.

(A. Aleksin)

Option 3 . Copy the text. Fill in the missing punctuation marks. Underline the participial and adverbial phrases as parts of the sentence. Justify the placement of dashes in sentences.

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

Moving from class to class, we grew out of our sledges like out of children's clothes - and this was called growing up. Welcoming the incoming teacher, we stood up and slammed the hinged lids - and there was some special solemnity in this.

(According to Yu. Polyakov)

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

Option 5 .

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

2. Consider any phenomenon of nature or life, identifying the possible goals of this phenomenon from different points of view. Write an essay, trying to use the same syntactic structures as in the text of this exercise. Someone else's speech convey in the form of indirect speech.

Bee who was sitting on a flower stung the child. And the child is afraid of bees and says the purpose of a bee is to sting people. The poet admires the bee which stuck into the cup of a flower and says the purpose of the bee 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 relocation of plants sees that the bee is facilitating this migration. And this new observer can say This is the purpose of the bee.

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

(According to L. Tolstoy)

A.N.Rudyakov, T.Ya. Frolova. Russian language 9th grade

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