Kind of a subordinate clause with the union which. Definitive clause: examples
There are (by analogy with the secondary members of the proposal: definitions, additions and circumstances) three main type adnexal: definitive, explanatory and circumstantial; the latter, in turn, are divided into several types.
Subordinate clause can refer to a specific word in the main (conditional adjectives) or to everything main (non-verbal adventitious).
For determining the type of subordinate clause three interrelated features must be taken into account: 1) a question that can be asked from the main clause to the subordinate clause; 2) the conditional or non-verbal nature of the subordinate clause; 3) a means of communication of the subordinate with the main.
Clauses
Like the definitions in simple sentence, attributive clauses express a sign of an object, but, unlike most definitions, they often characterize the object not directly, but indirectly - through the situation one way or another related to the subject.
In connection with the general value of the attribute of the subject attributive clauses dependent on the noun(or from a word in the meaning of a noun) in the main clause and answer the question which? They join the main only with allied words - relative pronouns (which, which, whose, what) and pronouns (where, where, where, when). In a subordinate clause, allied words replace that noun from the main one on which the subordinate clause depends.
For example: [One of the contradictions, (which creativity is alive Mandelstam), concerns own nature of this creativity] (S. Averintsev)- [n., (what (= contradictions)),].
Allied words in complex sentences with can be divided into main (which, what, whose) and minor (what, where, where, where, when). Non-basic can always be replaced by the main allied word which the, and the possibility of such a replacement is a clear sign definitive adjectives.
The village where(wherein) Eugene was bored, there was a lovely corner ... (A. Pushkin)- [noun, (where),].
I was reminded today of a dog that(which) was friend of my youth (S. Yesenin)- [n.], (what).
At night, in the desert of the city, there is one hour, imbued with longing, when(in which) for the whole city at night got off ... (F. Tyutchev) -[n.], (when).
In the main sentence there are often demonstrative words (demonstrative pronouns and adverbs) that, such for example:
It was that famous artist whom she saw on stage last year (Yu. Herman)- [uk.sl. that - n.], (which).
Pronoun-defining clauses
By value, relative clauses are close pronominal-defining clauses . They differ from the proper attributive clauses in that they do not refer to the noun in the main clause, but to the pronoun (that, each, all etc.), used in the meaning of a noun, for example:
1) [Total, (what knew more Evgeniy), retell to me lack of leisure) (A. Pushkin)- [local, (what),]. 2) [Not oh (what you think), nature]... (F. Tyutchev)- [local, (what),].
Like attributive clauses, they reveal the attribute of an object (therefore, it is better to ask a question about them too which?) and join the main sentence with the help of allied words (the main allied words are who and what).
Wed: [That human, (who came yesterday Today didn't show up] - adjective attributive. [indicative + noun, (which), ].
[That, (who came yesterday Today didn't show up] - adjectival pronoun. [local, (who),].
Unlike proper attributive clauses, which always come after the noun they refer to, pronoun-defining clauses can also appear before the word being defined, for example:
(Who lived and thought), [he can't in the shower do not despise people] ... (A. Pushkin)- (who), [loc. ].
Clauses of explanatory
Clauses of explanatory answer case questions and refer to a member of the main sentence that needs semantic distribution (addition, explanation). This member of the sentence is expressed by a word that has the meaning speech, thoughts, feelings or perception. Most of the time these are verbs. (say, ask, answer and etc.; think, know, remember and etc.; be afraid, rejoice, be proud and etc.; see, hear, feel etc.), but there may be other parts of speech: adjectives (happy, satisfied) adverbs (known, sorry, necessary, clear) nouns (news, message, rumor, thought, statement, feeling, feeling and etc.)
Clauses of explanatory are attached to the explained word in three ways: 1) with the help of unions what, how, as if, so that when and etc.; 2) with the help of any allied words; 3) using the union-particle whether.
For example: 1) [The light has decided], (that t smart and very mil) (A. Pushkin)- [vb], (what). [I_ was afraid], (so that in a bold thought you me could not blame) (A. Fet) - [ vb.], (so that). [Her dreaming], (as if she goes on a snowy glade, surrounded by a sad mist) (A. Pushkin)- [vb.], (as if).
2) [You you know himself], (which the time has come) (N. Nekrasov)- [vb], (what). [Then she started asking me], (where am I now working) (A. Chekhov)- [vb], (where). (When he will arrive), [unknown] (A. Chekhov)- (when), [adv.]. [I_ asked and the cuckoo] (How many yo i live)... (A. Akhmatova)- [vb], (how much).
3) [Both very wanted to know\, (brought whether father the promised piece of ice) (L. Kassil)- [vb], (whether).
Clauses of explanatory can be used to convey indirect speech. With the help of unions what, like, when indirect messages are expressed using the union to- indirect urges, with the help of allied words and union-particles whether- indirect questions.
In the main clause, with the explained word, there may be a demonstrative word then(in different cases), which serves to highlight the content of the subordinate clause. For example: \Chekhov through the mouth of Dr. Astrov expressed one of his absolutely amazingly accurate thoughts about] (that forests teach a person to understand the beautiful) (K. Paustovsky)- [n. + uk.slov.], (what).
Distinguishing between subordinate attributive and subordinate explanatory
Certain difficulties are caused distinction between subordinate attributive and subordinate explanatory that refer to the noun. It should be remembered that attributive clauses dependent on the noun as parts of speech(the meaning of the noun being defined is not important for them), answer the question which?, indicate the sign of the subject that is called the noun being defined, and are attached to the main one only with allied words. Adnexal same explanatory depend on the noun not as a part of speech, but as from a word with a specific meaning(speech, thought, feeling, perception), except for the question which?(and it can always be set from a noun to any word or sentence depending on it) case question, they disclose(explain) content speeches, thoughts, feelings, perceptions and join the main unions and allied words. ( adnexal, attachable to the main unions and union-particle whether, can only be explanatory: The thought that he was wrong tormented him; The thought of whether he was right tormented him.)
More difficult distinguish between subordinate attributive and subordinate explanatory clauses depending on nouns when explanatory clauses join the main one with the help of allied words (especially the allied word what). Compare: 1) Question what(which the) he was asked, seemed strange to him. Thought that(which) came into his head in the morning, haunted him all day. The news that(which) I received yesterday, very upset me. 2) The question of what to do now tormented him. The thought of what he had done made him uneasy. The news of what happened in our class amazed the whole school.
1) The first group - complex sentences with adverbial attributive. union word what can be replaced by an allied word which the. The subordinate clause indicates the sign of the object named by the noun being defined (from the main clause to the subordinate clause, you can only ask a question which?, case question cannot be asked). The demonstrative word in the main clause is possible only in the form of a pronoun agreed with the noun (that question, that thought, that news).
2) The second group is complex sentences with subordinate explanatory clauses. Allied word replacement what allied word which the impossible. The subordinate clause not only indicates the attribute of the object named by the noun, but also explains the content of the words question, thought, message(from the main clause to the subordinate clause, a case question can be asked). The demonstrative word in the main clause has a different form (case forms of pronouns: question, thought, news about that).
Adverbial clauses
Majority adverbial clauses sentences have the same meanings as the circumstances in a simple sentence, and therefore answer the same questions and, accordingly, are divided into the same types.
Adventitious mode of action and degree
Characterize the method of performing an action or the degree of manifestation of a qualitative trait and answer questions as? how? in what degree? how much? They depend on the word that performs the function of an adverbial mode of action or degree in the main clause. These subordinate clauses are attached to the main clause in two ways: 1) with the help of allied words how, how much, how much; 2) with the help of unions that, to, as if, exactly, as if, as if.
For example: 1) [The offensive was on because provided at headquarters) (K. Simonov)- [vb + uk.el. so], (as) (subordinate modus operandi).
2) [The old woman is the same wanted to repeat my story], (how much do I listen) (A. Herzen)- [vb + uk.el. so many],(how much) (subordinate clause).
Adventitious mode of action and degree can be unambiguous(if they join the main allied words how, how much, how much)(see examples above) and two-digit(if joined by unions; the second value is introduced by the union). For example: 1) [White acacias smelled so strong] (that their sweet, cloying, candy the smell was felt on the lips and in the mouth) (A. Kuprin)-
[uk.sl. So+ adv.], (what) (the meaning of the degree is complicated by the meaning of the consequence, which is introduced into the meaning of the subordinate conjunction what).
2) [Beautiful the girl must be dressed so that stand out from the environment) (K. Paustovsky)- [cr. + uk.sl. So],(to) (the meaning of the course of action is complicated by the meaning of the goal, which is introduced by the union to).
3) [Everything is small plant So sparkled at our feet], (as if it was really made from crystal) (K. Paustovsky)- [uk.sl. so + vb.], (as if) (the value of the degree is complicated by the value of the comparison, which is introduced by the union as if).
adnexal places
adnexal places indicate the place or direction of action and answer questions where? where? where? They depend on the whole main sentence or on the circumstance of the place in it, expressed by the adverb (there, there, from there, nowhere, everywhere, everywhere etc.), and join the main sentence with the help of allied words where, where, where. For example:
1) [Go the free way], (where entails you free cm)... (A. Pushkin)- , (where).
2) [He wrote everywhere], (where caught his thirst write) (K. Paustovsky)- [nar.], (where).
3) (Where the river went), [there and the channel will] (proverb)-(where), [uk.sl. there ].
adnexal places should be distinguished from other types of subordinate clauses, which can also be attached to the main clause using allied words where, where, where.
Compare: 1) AND [ Tanya enters to an empty house], (where(wherein) lived recently our hero) (A. Pushkin)- [n.], (where) (subordinate definitive).
2) [I_ began to remember], (where went during the day) (I. Turgenev)- [vb], (where) (subordinate explanatory).
Adventitious time
Adventitious time indicate the time of the action or manifestation of the sign, which is referred to in the main sentence. They answer questions when? how long? since when? How long?, depend on the entire main sentence and join it with temporary unions when, until, as soon as, barely, before, while, until, since, suddenly etc. For example:
1) [When the count is back], (Natasha impolitely rejoiced him and hurried to leave) (L. Tolstoy)- (kog2) (Bye does not require poet to the sacred sacrifice of Apollo), [in the cares of the vain world, he cowardly submerged} (A. Pushkin)- (bye), .
The main sentence can contain demonstrative words then, until then, after and others, as well as the second component of the union (then). If there is a demonstrative word in the main clause then, then when in the subordinate clause is a union word. For example:
1) [I_ sitting until I don't start to feel hunger) (D. Kharms)- [uk.sl. until], (bye).
2) (When in winter eat fresh cucumbers), [then in the mouth smells spring] (A. Chekhov)- (when), [then].
3) [The poet feels the literal meaning of the word even then], (when gives him in a figurative sense) (S. Marshak)- [uk.sl. then],(when).
Adventitious time must be distinguished from other types of subordinate clauses attached by a union word when. For example:
1) [I_ saw Yalta that year], (when (- wherein) her left Chekhov) (S. Marshak)- [indicative + noun], (when) (subjective definitive).
2) [Korchagin repeatedly asked me] (when he can check out) (N. Ostrovsky)- [vb], (when) (subordinate explanatory).
Subordinate conditions
Subordinate conditions indicate the conditions for the implementation of what is said in the main sentence. They answer the question under what condition? if, if ... then, when (= if), when ... then, if, as soon as, once, in case etc. For example:
1) (If I get sick), [to doctors I won't apply]...(Y. Smelyakov)- (if), .
2) (Once we started talking), [then it's better to finish everything to the end] (A. Kuprin)- (times), [then].
If a conditional clauses stand in front of the main one, then in the latter there may be a second part of the union - then(see 2nd example).
Adventitious targets
Adnexal suggestions goals indicate the purpose of what is being said in the main clause. They refer to the entire main sentence, answer questions why? for what purpose? for what? and join the main with the help of unions so that (to), in order to, so that, then so that, in order (obsolete) etc. For example:
1) [I_ woke up Pashka] (so that he didn't fall off from the road) (A. Chekhov)- , (to);
2) [He used all his eloquence], (so that turn away Akulina from her intention) (A. Pushkin)-, (to);
3)(To be happy), [necessary Not only be in love, but also to be loved] (K. Paustovsky)- (to), ;
When dismembering a compound union, a simple union remains in the subordinate clause to, and the rest of the words are included in the main sentence, being a demonstrative word and a member of the sentence, for example: [I_ mention about it solely for the purpose] (to emphasize unconditional authenticity of many things Kuprin) (K. Paustovsky)- [uk.sl. for],(to).
Adventitious targets must be distinguished from other types of subordinate clauses with a union to. For example:
1) [I want], (to the bayonet equated pen) (V. Mayakovsky)- [vb], (to) (subordinate explanatory).
2) [Time landings was calculated so], (to the place of landing get into at dawn) (D. Furmanov)- [red.adj. + uk.sl. So],(to) (subordinate modus operandi with an added meaning of purpose).
Adnexal causes
Adnexal suggestions the reasons reveal (indicate) the reason for what is said in the main sentence. They answer questions why? for what reason? from what?, refer to the entire main clause and join it with the help of unions because, because, since, for, because, because, because, due to the fact that, due to the fact that etc. For example:
1) [Sending her all my tears as a gift], (because not live me before the wedding) (I. Brodsky)- , (because)
2) [Any work is important], (because ennobles person) (L. Tolstoy)- , (because).
3) (Thanks to we set every day new plays), [ theatre ours is quite willing visited] (A. Kuprin)- (thanks to), .
Compound unions, the last part of which is what, can be dismembered: a simple union remains in the subordinate clause what, and the remaining words are included in the main sentence, performing the function of a demonstrative word in it and being a member of the sentence. For example:
[That's why roads to me people], (what live with me on earth) (S. Yesenin)- [uk.sl. because],(what).
Adventitious concessions
In the subordinate concession, an event is reported, in spite of which an action is carried out, an event called in the main clause. In concessive relations, the main sentence reports such events, facts, actions that should not have happened, but nevertheless happen (happened, will happen). In this way, subordinate concessions called as if "non-working" reason. Adventitious concessions answer questions in spite of what? contrary to what? refer to the entire main sentence and join it 1) unions although, although... but, not despite the fact that, despite the fact that, despite the fact that, let, let etc. and 2) allied words in combination With particle nor: no matter how much, no matter what (whatever). For example:
I. one) And (although he was a rake ardent), [but he fell out of love finally, and abuse, and a saber, and lead] (A. Pushkin)- (at least), [but].
Note. In the main clause, in which there is a concessive subordinate clause, there may be a union but.
2) (Let rose plucked), [she is yet blooms] (S. Nadson)- (let), .
3) [In steppes it was quiet and overcast], (despite what the sun has risen) (A. Chekhov)- , (although).
Item 1) (No matter how protected myself Pantelei Prokofievich from all sorts of difficult experiences), [but soon had to endure him a new shock] (M. Sholokhov)- (whatever), [but].
2) [I_, (however would love you), getting used to fall out of love immediately) (A. Pushkin)- [, (however),].
Comparative clauses
The types of adverbial clauses considered above correspond in meaning to the same-named categories of circumstances in a simple sentence. However, there are three types of adjectives (comparative, consequences and connecting), which do not correspond among the circumstances in a simple sentence. General feature complex sentences with these types of subordinate clauses - the impossibility, as a rule, to ask a question from the main clause to the subordinate clause.
In complex sentences with comparative clauses the content of the main clause is compared with the content of the subordinate clause. Comparative clauses refer to the entire main clause and join it with conjunctions like, exactly, as if, buto, as if, like as, as if, than ... asand etc. For example:
1) (As we swarm in the summer midge flies on the flame), [flocked flakes from the yard to the window frame] (K. Pasternak](how), ["].
2) [Small leaves bright and friendly turn green], (as if who them washed up and varnish on them brought) (I. Turgenev)-, (as if).
3) [We threesome started talking], (as if a century whether familiar) (A. Pushkin)- , (as if).
A special group among relative clauses make sentences with conjunction how and double union than... that. Double conjunction clauses than... the have comparative meaning, mutual conditioning of parts. Adverbs with the union how, in addition, they do not refer to the whole main thing, 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)- (than), [those].
2) [As time went slower] (than clouds were creeping across the sky) (M. Gorky)- [compar. step. out], (than).
Comparative clauses can be incomplete: they omit the predicate if it coincides with the predicate of the main clause. For example:
[Existence his concluded into this cramped program], (as egg in shell) (A. Chekhov)- , (how).
The fact that this is precisely an incomplete two-part sentence is evidenced by a minor member of the predicate group - into the shell.
Incomplete comparative clauses should not be confused with comparative turns in which there cannot be a predicate.
Adnexal consequences
Adnexal consequences indicate a consequence, a conclusion that follows from the content of the main sentence .
Adnexal consequences refer to the entire main clause, always come after it and join it with a union so.
For example: [ Heat all increased], (so it was getting hard to breathe) (D. Mamin-Sibiryak); [ Snow all became whiter and brighter], (so ached eyes) (M. Lermontov)- , (so).
Adventitious connecting
Adventitious connecting contain additional information, comments on what is reported in the main sentence. Connecting subordinate clauses refer to the entire main clause, always stand after it and are attached to it with allied words what, what, about why, why, why, why and etc.
For example: 1) [Her should not be late to the theatre], (from whatshe is very was in a hurry) (A. Chekhov)- , (from what).
2) [The dew has fallen], (what foreshadowed good weather tomorrow) (D. Mamin-Sibiryak)- , (what).
3) [And the old man Cuckoos n fast allotment glasses, forgetting to wipe them] (what with him for thirty years of official activity never didn't happen) (I. Ilf and E. Petrov)- , (what).
Syntactic analysis of a complex sentence with one subordinate clause
Scheme for parsing a complex sentence with one subordinate clause
1. Determine the type of sentence according to the purpose of the statement (narrative, interrogative, incentive).
2. Indicate the type of sentence by emotional coloring (exclamatory or non-exclamatory).
3. Determine the main and subordinate clauses, find their boundaries.
Draw up a sentence scheme: ask (if possible) a question from the main to the subordinate clause, indicate in the main word on which the subordinate clause depends (if it is conditional), characterize the means of communication (conjunction or allied word), determine the type of the clause (definitive, explanatory, etc.). d.).
An example of parsing a complex sentence with one subordinate clause
1) [In storm time turned out with the root of a tall old pine], (which is why formed this pit) (A. Chekhov).
, (from what).
The sentence is narrative, non-exclamatory, complex with a subordinate clause. The subordinate clause refers to everything main and joins it with an allied word from what.
2) (To to be contemporary clear), [all wide open open the poet] (A. Akhmatova).(to), .
The sentence is narrative, non-exclamatory, complex with a subordinate clause of purpose. The adjective answers the question for what purpose?, depends on the entire main clause and joins it with a union so that.
3) [I I love everything], (to which in this world there is no consonance, no echo No) (I. Annensky).[local], (what).
The sentence is narrative, non-exclamatory, complex with a pronoun-defining clause. The adjective answers the question which?, depends on the pronoun all in the main, joins with an allied word what, which is an indirect complement.
), there are four main types of subordinate clauses:
- definitive.
- explanatory.
- circumstantial (mode of action and degree, place, time, conditions, causes, goals, comparisons, concessions, consequences).
- connecting.
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✪ Types of subordinate clauses (Grade 9, video lesson-presentation)
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✪ Clauses (Grade 9, video lesson-presentation)
Subtitles
Types of subordinate clauses
Clauses
Answer questions:
(which? which? which?).
Another name is adjectival pronouns. Join with the help of allied words: which, which, whose, what, where, when, from where, etc.
As well as unions: so that, like, and the like, as if, etc. Rarely with particles ( whether etc.).
Examples
- [Alarm clock rang]. Alarm which?(which was given to me by my grandmother). [Alarm clock rang], ( that my grandmother gave me).
- [The house burned to the ground]. House which?(Where I was born). [House, ( where i was born), burned to the ground].
- [BUT. More than one monument was erected to S. Pushkin]. A. S. Pushkin what?(Whose contribution to the development of Russian literature can hardly be overestimated). [BUT. S. Pushkin, ( whose contribution to the development of Russian literature is difficult to overestimate), erected more than one monument].
- [That day my life changed]. In a day which?(When I understood everything). [That day, ( when I understood everything), my life has changed].
Clauses of explanatory
Relate to the verb. Answer questions of indirect cases ( to whom? what? whom? what? by whom? how? etc.).
Join with the help of allied words: who, what, which, whose, where, where, from where, how, why, why, how much
As well as unions: what, to, as if, as, as if, as if, etc.
They are placed after or in the middle of the main clause.
Examples
Here the main clause is in square brackets, and the subordinate clause is in round brackets.
- [I am sure of that]. Sure in what?(that the earth is spherical). [I'm pretty sure] that the earth is spherical).
- [He found out]. found out what?(How many days have passed since the launch of the first satellite). [He found out], ( how many days have passed since the launch of the first satellite).
- [They understood]. Understood what?(Why did I do it). [They understood], ( why did I do it).
Adventitious connecting
Relate to the entire main body.
Join with the help of allied words: what, where, where, where, when, how, why
Supplement and explain the content of the main part. Often they have the meaning of a consequence.
Examples
- I was worried , (because I could not pass the exam successfully).
- My brother hasn't opened a book in all this time , (which haunted me).
Adverbial clauses
They have the same meanings, answer the same questions and are divided into the same types as the circumstances in a simple sentence. They are divided into three main groups:
- adjectives of time and place;
- subordinate causes, effects, conditions, concessions, goals;
- subordinate modes of action, measures, degrees, comparisons.
Adverbs of time and place
Time clauses indicate the duration of the action in the main sentence and answer questions when? how long? since when? How long? Unions are means of communication. barely, until, before, until, since, as soon as, when, while.
Examples
Here the main clause is in square brackets, and the subordinate clause is in round brackets.
- [It was getting dark]. it was getting dark when?(when we got home). [It was getting dark] (when we arrived home).
- [I saw you very well]. I saw How long? (while you were standing behind the crowd).[I saw you well] (while you were standing behind the crowd).
Subordinate places indicate the place where the action takes place in the main clause and answer questions where? where? where? Join with the help of allied words: where, where, where. In the main sentence, they usually correspond to demonstrative words there, where from.
Examples
Here the main clause is in square brackets, and the subordinate clause is in round brackets.
- [There are streams of flowers everywhere now]. Everywhere where?(where spring streams raced). [There, (where the spring streams rushed), now there are streams of flowers everywhere].
- [You should never go back there]. Shouldn't come back where?(where he was happy). [You should never go back there], (where you were happy).
Subordinate causes, effects, conditions, concessions, goals
Subordinate reasons indicate the reason for what is said in the main clause and answer questions why? for what reason? from what? Join with alliances because, because, due to the fact that, due to the fact that, since, because, etc.
Examples
- [Thunderstorm coming soon]. Will begin why? for what reason? (because the sky is covered with dark clouds).
[Thunderstorm is coming soon] (because the sky is overcast with dark clouds).
- [The guys didn't get lost in the forest]. Don't get lost why? whereby? (thanks to the fact that they knew how to use a compass).
[The guys did not get lost in the forest], (thanks to the fact that they knew how to use the compass).
Subordinate corollaries indicate a consequence, result, result, arising from the content of the entire main sentence, answer the question what happened as a result of this? what follows from this? and join with union so.
Examples
Here the main clause is in square brackets, and the subordinate clause is in round brackets.
- [The weather was cold and windy]. What follows from this? (so that the snowdrifts swept over the windows).[The weather was cold, windy] (so that the snowdrifts piled up above the windows).
Subordinate conditions serve to express the condition under which it is possible that what is said in the entire main sentence answers the question under what condition? if, when (meaning if), if, if, if, if, once, if and etc.
Examples
Here the main clause is in square brackets, and the subordinate clause is in round brackets.
- [A local word can enrich the language]. Under what condition? (only if it is figurative, euphonious and understandable).
[A local word can enrich the language] (only if it is figurative, euphonious and understandable).
Subordinate concessions report conditions, reasons, contrary to which the action in the main clause is performed, answer questions in spite of what? contrary to what? and joins with the help of unions although (at least), despite the fact that, despite the fact that, let, let, for nothing.
Examples
Here the main clause is in square brackets, and the subordinate clause is in round brackets.
- [We will go out], in spite of what?(Even though it was raining).
Subsidiary goals reveal the purpose of what is said in the main sentence, answer questions for what? for what purpose? why? and joins with the help of unions so that, in order to, in order to, just to, just to.
Examples
Here the main clause is in square brackets, and the subordinate clause is in round brackets.
- [Must love], why? for what purpose? (For life).
Adventitious modes of action, measures, degrees, comparisons
Adverbs of the mode of action reveal the image, mode of action, which is mentioned in the main sentence and answer questions as? how? Adjunctive measures and degrees answer questions as? how much? To what extent? How many? Subordinate modes of action, measures, degrees are attached to the main one with the help of allied words how, to what extent and unions what, to, as, as if, as if, as if. The main sentence usually contains demonstrative words: pronouns such, such; adverbs so much, so much. Demonstrative words form pairs with unions: so-that, before-that, so-that. no living comparison
Examples
Here the main clause is in square brackets, and the subordinate clause is in round brackets.
- [Uncle sang like this]. sang as? how?(as the common people sing).
[Uncle sang like this], (as the common people sing).
Adverbial comparisons answer the question as? sometimes like what? and apply to the entire main sentence. Joins the main with the help of unions as, as if, as if, as if, as if, as if, as if, etc.
Examples
Here the main clause is in square brackets, and the subordinate clause is in round brackets.
- [His enthusiasm fades]. Gus as?(as a candle goes out from a strong gust of wind).
[His delight is extinguished], (as a candle goes out from a strong gust of wind).
Subordinate explanatory clauses answer questions of indirect cases. The main part needs a semantic explanation, the main part without a subordinate clause looks unfinished.
Examples: Still, I don't think you have the right to do so. (it seems that?)
Clauses
Definitive clauses answer the question which one?; placed not from the main part, but from the noun. In an explanatory clause, there is always the word "which" or a word that can be replaced by it.
Examples: She hummed motives that moved to tears. (What are the motives?)
Adverbial clause
The adverbial clause answers the questions of adverbs. Since there are many questions of adverbs, we divide the adverbial clauses into subtypes:
The subordinate purpose answers the question "for what purpose?". In the subordinate goal there is always the word "to"
Examples: To come soon New Year, we moved the hands of the clock forward.
An adjunctive concession. In the subordinate concession there is always the union “although” or another union synonym (despite the fact that, whatever, no matter how ...)
Examples: The prince has a stupid face, although many considered him a dull person.
Adventitious corollary. In the subordinate clause there is always the union "so". A comma must be placed before so.
Examples: The boat had no oars, so we had to row with a board.
Adventitious reasons. In the subordinate cause there is always the union "because" or its synonym (because, from the fact that)
Adjunctive conditions. There is an “if” union, but sometimes the “when” union can play the role of the “if” union.
Examples: If I had known all the consequences, I would not have climbed into the water.
Adventitious mode of action. Answers the question "how?", indicates the method of action.
Examples: He ate as if he had not eaten for three days.
Measures and degrees.
Examples: It was so dark that I couldn't see anything.
Adventitious comparison.
Examples: The air trembled from time to time, as disturbed water trembles.
Time adjunct. There is always the question "when?"
Examples: When I woke up, it was already dawn.
Adventitious place. Answers the questions “Where? where? where?"
REMEMBER: the main question for determining the type of subordinate clauses is the semantic question.
Unions and allied words can add additional shades of meaning to a complex sentence.
Example: The village where Eugene missed was a lovely corner. — This is a complex sentence with an attributive clause, which has an additional spatial connotation of meaning.
In Russian, a group of complex sentences is distinguished, the subordinate parts of which cannot be called either attributive, 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 the complex sentence. In this sense, such subordinate clauses often come close in meaning to plug-in constructions.
The means of communication in them are allied words what, why, why, why, as a result of which, etc., which, as it were, repeat the content of the main part in a generalized form.
For example: His enemies, his friends, which may be the same thing, he was honored this way and that. (A. Pushkin) The coachman took it into his head to go by the river, which was supposed to shorten the naga's path by three miles. (A. Pushkin)
It is impossible to raise a question to the connecting clauses, since in the main part of the complex sentence there is no word, phrases 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:
- 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 subordinate clause (with joining and comparative).
4). Indicate the means of communication in the subordinate clause (unions or allied words).
Training exercises.
Workshop №1
I
For example: [ch.], (what).
For example: [It was quiet], (so I could hear the babbling of the stream). (As a result of what happened? Subordinate corollary)
1. Grandmother woke up because a kitten meowed loudly at the door.
2. I really don't like to go where it rains.
3. I went to the lakewhere we fished.
4. I am sure that you will succeed.
5. The boy, as soon as he understood the question, immediately answered it.
6. You don't know sweet if you don't know bitter.
7. Irina covered the hedgehog with a bag so as not to prick herself.
8. I continued on my way although it was already dark.
9. The boy wasSo clever that I admired them.
So as ifit was grumbled by all forgotten centuries (Gorky).
12. Savelich was so struck by my words that he threw up his hands and was dumbfounded. (Pushkin).
13.AsI said the professor frowned more and more (Veresaev).
Workshop №2
Determining the types of subordinate clauses in complex sentences.
Punctuation marks in complex sentences.
I . Write off, designate the main and subordinate clause.
For example: [ch.], (what).Fill in the missing punctuation marks. Write down the question, determine the type of subordinate clause.
1. Wanted to love you like that? (Bitter)
2. I talked about beautythose places where I go for the summer.
3. Where there was a lonely rock before, a pile of debris lay (Arseyev).
4. She knew how to cook, as she once studied at culinary courses.
5. Let him be dissatisfied, I will forbid the maid to give him chess (Nabokov).
6. I had to stop to give the horses a rest. (Arseniev).
7. It already seemed to him that he was being carried too slowly. (Field).
8. She deftly circled in one place soit turned out something like a waltz (Durov).
where Maria Ivanovna was supposed to leave and there to fast with her for the last time. (Pushkin). 10. When people live soul to soul, they understand each other perfectly (Aitmatov).
11. Lariska got up and didn’t go, but swam to the mirror as ifshe has a glass of water on her head.
12. Then he got up, stretchedSo that cracked bones. (Bitter).
13. While Tulipov was reading the dispatch, Fandorin sat without moving and staring intently at one point. (Akunin).
Workshop №1
ANSWERS.
Determining the types of subordinate clauses in complex sentences.
Punctuation marks in complex sentences.
I . Write off, designate the main and subordinate clause.
For example: [ch.], (what).Fill in the missing punctuation marks. Write down the question, determine the type of subordinate clause.
For example: [It was quiet], (so I could hear the babbling of the stream). (As a result of what happened? Subordinate corollary)
1. Grandma woke upbecause , what A kitten meowed loudly at the door. (Why? Clause of reason))
2. I really don’t like to go there,where it's raining. (Where? Adventitious place)
3. I went to the lake,where we were fishing. (Which one? Definitive clause)
4.I'm surewhat you will succeed. (In what? Explanatory clause)
5.Boy,once understood the question and answered it immediately. (When? Adverbial tense)
6. You don't recognize sweetsif you don't know bitterness. (Under what condition? Subordinate conditions).
7. Irina,to do not prick, covered the hedgehog with a sum of coy. (For what purpose? Clause of purpose).
8. I continued on my way,although already dark. (In spite of what? In spite of what? A clause of concession).
9. The boy wasSo dexterous,what I fell in love with them. (To what extent? A subordinate degree).
10. How further I moved away from home,topics became more anxious. (Than what? Comparative clause).
11. The creaky voice of the old woman soundedSo , as if it was grumbled by all forgotten centuries (Gorky). (how? how? adverbial modus operandi)
12. SavelichSo amazed at my words,what threw up his hands and froze. (Pushkin). (To what extent? How much? Clause of degree)
13. As I spoke, the professor frowned more and more (Veresaev). (To what extent? Subordinate measures).
Workshop №2
Answers.
Determining the types of subordinate clauses in complex sentences.
Punctuation marks in complex sentences.
I . Write off, designate the main and subordinate clause.
For example: [ch.], (what).Fill in the missing punctuation marks. Write down the question, determine the type of subordinate clause.
For example: [It was quiet], (so I could hear the babbling of the stream). (As a result of what happened? Subordinate corollary).
1.Wantedso that love you like that? (Bitter). (What? WHAT? Explanatory clause).
2. I talked about beautythose places,where I'm going for the summer. (Which ones? Definitive clause).
3.There,where there used to be a lonely rock, a pile of debris lay (Arseyev). (Where? Adventitious place)
4. She knew how to cook,because I used to take a cooking course. (Why? For what reason? Clause of reason).
5. Let he will be dissatisfied, I will forbid the maid to give him chess in his hands (Nabokov). (Despite what? Despite what? Concessive clause).
6. I had to stopto give the horses a rest. (Arseniev). (For what? For what purpose? Clause of purpose).
7. It seemed to him without thatwhat it is carried too slowly. (Field). (WHAT? Explanatory clause).
8. She deftly circled in one place,so it turned out something like a waltz (Durov). (WHY WHAT? Subordinate corollary)
9. I intended to go to the fortress gates, where Maria Ivanovna had to leave, and there to fast with her for the last time. (Pushkin). (WHAT? Definitive clause).
10. When people live soul to soul, they understand each other perfectly (Aitmatov). (UNDER WHAT CONDITION? Subordinate condition).
11. Lariska got up and did not go, but swam to the mirror,like she has a glass of water on her head. (HOW? LIKE WHAT? Comparative clause).
12. Then he got up, stretchedSo, what bones cracked. (Bitter). (To what extent? How much? A subordinate degree).
13. Bye Tyulpanov read the dispatch, Fandorin sat without moving, staring intently at one point. (Akunin). (When? How long? Since when? Adverbial tense).
Literature.
1. Maltseva L.I., Nelin P.I., Smerechinskaya N.M. Russian language. Grade 9 - Rostov n / D: Publisher Maltsev D.A., M .: National Education, 2017.-384 P.
2. Danilevska N.V., Duskaeva L.R. Russian grammar in tables and tests. Phonetics, vocabulary, phraseology, morphology, syntax: Tutorial. 2nd edition, revised / Perm un-t. - Perm, 2005