In the Russian language, the process of syntactic analysis is considered to be an alternating comparison of words with the selection of a certain subset from the set of all words. The result is syntactic sequencing, which is used in conjunction with lexical analysis. Syntactic analysis makes it possible to analyze the structure of a sentence, which increases the level of punctuation literacy.
It is acceptable to perform parsing in both simple and complex sentences, as well as phrases. Each example has its own analysis scenario, which emphasizes its inherent components. When parsing, you must have the ability to isolate phrases from sentences, as well as determine whether a sentence is simple or complex. In addition, you should understand how the phrase is constructed and assign it a connection type. There are the following types of communication: coordination, adjacency, control. When parsing, we need to select the desired phrase in a sentence, then set the main word. The next step is to determine the tense, mood, and person and number of the main word. As for the analysis of a simple sentence, it is necessary to initially determine it by the purpose of the statement, namely, whether it is narrative, imperative or interrogative. Then you need to find the subject and predicate. The next step is to determine the type of sentence - it is one-part or two-part. Afterwards, we find out whether the sentence contains words in addition to the subject and predicate, which will allow us to say whether it is common or not common. Next there will be an establishment - a complete or incomplete sentence. Let's look at this example: “I have never listened to music more beautiful than Beethoven.” We will consider the proposal simple. Endowed with one grammatical basis - “I didn’t listen.” “I” is the subject, personal pronoun. “Didn’t listen” is a simple verb, a predicate, which includes the particle “not.” The sentence contains the following minor members “music” - addition, expressed by a noun. "Beethoven" is an object, a noun. Now we can characterize this sentence - it is declarative, not exclamatory; in structure - simple, since there is one grammatical basis; two-part - there are both main members; widespread - because it contains secondary members; complete - no missing members. There are also no homogeneous members in the sentence.
Using the sequence and rules of parsing, it will not be difficult to make the correct parsing suggestions, although in terms of parsing speed you will most likely be surpassed by a good sixth-grader.
Not all schoolchildren find it easy to fully parse a sentence. We will tell you correct sequence actions that will help you cope with such a task more easily.
Step 1: Read the sentence carefully and determine the purpose of the statement.
According to the purpose of the statement, sentences are divided into:
- narrative – "Beauty will save the world"(F. Dostoevsky);
- interrogative – “Rus, where are you going?”(N. Gogol);
- incentive – “My friend, let’s dedicate our souls to our homeland with wonderful impulses!”(A. Pushkin); “A testament to writers: there is no need to invent intrigues and plots. Take advantage of the stories that life itself provides."(F. Dostoevsky).
Declarative sentences contain a message about something and are characterized by a calm narrative intonation. The content and structure of such proposals can be very diverse.
The purpose of interrogative sentences is to obtain from the interlocutor an answer to the question posed in the sentence. In some cases, when the question is rhetorical in nature (i.e. does not require an answer), the purpose of such a sentence is different - a pathetic expression of a thought, idea, expression of the speaker’s attitude towards something, etc.
The purpose of uttering an incentive sentence is to motivate the recipient of the message to take some action. An incentive can express a direct order, advice, request, warning, call to action, etc. The differences between some of these options are often expressed not in the structure of the sentence itself, but in the intonation of the speaker.
Stage 2: Determine the intonation and emotional coloring of the sentence.
At this stage of parsing the sentence, look at what punctuation mark is at the end of the sentence. According to this parameter, proposals are divided into:
- exclamation points - “What a neck! What eyes!”(I. Krylov);
- non-exclamation - “The thought flies, but the words walk step by step”(A. Green).
Step 3: Find the grammatical bases in the sentence.
The number of grammatical stems in a sentence determines what kind of sentence it is:
- simple sentence - “Wine turns a person into a beast and a beast, drives him into a frenzy”(F. Dostoevsky);
- difficult sentence - “It seems to me that people do not understand how much misery and unhappiness in their lives arises from laziness.”(Ch. Aitmatov).
In the future, the syntactic analysis of a complex sentence and the syntactic analysis of a simple sentence follow different paths.
First, let's look at the syntactic analysis of a simple sentence with examples.
Stage 4 for a simple sentence: Find the main members and characterize the sentence.
A simple sentence, depending on the presence of a full set of main members of the sentence or the absence of any of them, can be:
- one-piece - “It is not difficult to despise the court of people, but it is impossible to despise your own court”(A. Pushkin), there is no subject; "Autumn. A fairy-tale palace, open for everyone to see. Clearings of forest roads looking into lakes"(B. Pasternak), there is no predicate;
- two-part – “A very bad sign is the loss of the ability to understand humor, allegories, jokes”(F. Dostoevsky).
Indicate which main member is present in the one-part sentence. Depending on this, one-part sentences They are nominal (there is a subject: nominative) and verbal (there is a predicate: definitely personal, indefinitely personal, generalized personal, impersonal).
Stage 5 for a simple sentence: See if the sentence has minor members.
Depending on the presence/absence of additions, definitions and circumstances, a simple sentence can be:
- widespread – “My goal was to visit Old Street”(I. Bunin);
- uncommon – “The seizure is over. Sadness in disgrace"(S. Yesenin).
Stage 6 for a simple sentence: Determine whether the sentence is complete or incomplete.
Whether a sentence is complete or incomplete depends on whether its structure includes all the members of the sentence that are needed for a complete, meaningful statement. Incomplete ones lack any of the major or minor members. And the meaning of the statement is determined by the context or previous sentences.
- full offer - “Prishvin’s words bloom and sparkle”(K. Paustovsky);
- incomplete sentence - "What is your name? - I’m Anochka.”(K. Fedin).
When parsing a sentence for an incomplete sentence, indicate which parts of the sentence are missing.
Stage 7 for a simple sentence: Determine whether the sentence is complicated or not complicated.
A simple sentence can be complicated or uncomplicated introductory words and appeals, homogeneous or isolated members of the sentence, direct speech. Examples of simple complex sentences:
- “Ostap Bender, as a strategist, was magnificent”(I. Ilf, E. Petrov);
- “He, the commissar, had to become on a par with Sarychev, if not in personal charm, not in past military merits, not in military talent, but in everything else: integrity, firmness, knowledge of the matter, and finally, courage in battle.”(K. Simonov).
Stage 8 for a simple sentence
First, they designate the subject and predicate, then the secondary ones in the subject and the secondary ones in the predicate.
Stage 9 for a simple sentence
Please indicate grammatical basis, if the sentence is complicated, indicate the complication.
Look at a sample parsing sentence:
- Oral analysis: narrative sentence, non-exclamatory, simple, two-part, grammatical basis: the doorman trampled, was about to move, did not, stopped, common, complete, complicated homogeneous predicates, separate definition(participial), isolated circumstance(participial turnover).
- Written analysis: narrative, unspoken, simple, two-part, g/o the doorman trampled, was about to move, didn’t, stopped, spread, complicated. homogeneous. tale, isolated def. (participial turnover), separate. society (adverbial turnover). Now let's look at the syntactic analysis of a complex sentence with examples.
Stage 4 for a complex sentence: Determine how connections exist between parts of a complex sentence.
Depending on the presence or absence of unions, the connection can be:
- allied - “Those who strive for self-improvement will never believe that this self-improvement has a limit”(L. Tolstoy);
- non-union - “At the moment when the moon, so huge and clear, rose above the crest of that dark mountain, the stars that were in the sky opened their eyes at once.”(Ch. Aitmatov).
Stage 5 for a complex sentence: Find out what ties the parts of a complex sentence together:
- intonation;
- coordinating conjunctions;
- subordinating conjunctions.
Stage 6 for a complex sentence: Based on the connection between the parts of the sentence and the means by which this connection is expressed, classify the sentence.
Classification of complex sentences:
- compound sentence (SSP) - “My father had a strange influence on me, and our relationship was strange” (I. Turgenev);
- complex sentence (SPP) - “She did not take her eyes off the road that leads through the grove” (I. Goncharov);
- complex non-union proposal(BSP) - “I know: in your heart there is both pride and direct honor” (A. Pushkin);
- offer with different types connections - “People are divided into two categories: those who first think, and then speak and, accordingly, do, and those who first act, and then think” (L. Tolstoy).
The connection between the parts of a non-conjunctive complex sentence can be expressed different signs punctuation: comma, colon, dash, semicolon.
Stage 7 for a complex sentence: Describe the connections between the parts of the sentence.
Define:
- what does the subordinate clause refer to;
- whereby the subordinate part is attached to the main part;
- what question does it answer?
Stage 8 for a complex sentence: If there are several subordinate clauses, describe the relationships between them:
- sequential - “I heard Gaidar cleaning the pot with sand and scolding him because the handle fell off” (K. Paustovsky);
- parallel - “We must accurately take into account the environment in which a poetic work develops, so that a word alien to this environment does not appear by chance” (V. Mayakovsky);
- homogeneous - “It was difficult to understand whether there was a fire somewhere, or whether the moon was about to rise” (A. Chekhov)
Stage 9 for a complex sentence: Underline all members of the sentence and indicate by what parts of speech they are expressed.
Stage 10 for a complex sentence: Now parse each part of a complex sentence as a simple one, see the diagram above.
Stage 11 for a complex sentence: Outline the sentence.
In this case, indicate the means of communication, the type of subordinate part. Look at a sample parsing of a complex sentence:
Conclusion
The scheme for syntactic parsing of a sentence proposed by us will help to correctly characterize the sentence according to all significant parameters. Take advantage of this step by step guidance regularly at school and at home to better remember the sequence of reasoning when analyzing sentences.
Examples of syntactic analysis of sentences of simple and complex structure will help to correctly characterize sentences in oral and writing. With our instructions, a complex task will become clearer and simpler, will help you master the material and consolidate it in practice.
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Parsing order
1. Determine the type of sentence according to the purpose of the statement (narrative, incentive, interrogative).
2. Determine the type of sentence by emotional coloring (exclamatory, non-exclamatory).
3. Find the grammatical basis of the sentence and prove that it is simple.
4. Determine the type of sentence by structure:
a) two-part or one-part (definitely personal, indefinitely personal, generalized personal, impersonal, nominal);
b) widespread or not widespread;
c) complete or incomplete (indicate which part of the sentence is missing);
d) complicated (indicate how it is complicated: homogeneous members, isolated members, appeal, introductory words).
5. Parse the sentence into members and indicate how they are expressed (first, the subject and predicate are analyzed, then the minor members related to them).
6. Draw up a sentence diagram and explain punctuation marks.
Parsing samples
1) My fire is shining in the fog(A.K. Tolstoy).
The sentence is narrative, non-exclamatory, simple, two-part, widespread, complete, uncomplicated. Grammar basis - the fire is shining my, expressed possessive pronoun. The predicate refers to the adverb of place in the fog expressed by a noun in the prepositional case with a preposition V.
At the end of this declarative sentence a period is put.
2) At the end of January, surrounded by the first thaw, they smell good cherry orchards
(Sholokhov).
The sentence is narrative, non-exclamatory, simple, two-part, widespread, complete, complicated by a separate agreed definition, expressed by a participial phrase. Grammar basis - the gardens smell. The subject is expressed by a noun in the nominative case, the predicate is a simple verb, expressed by a verb in the form indicative mood. The subject includes an agreed definition cherry expressed as an adjective. The predicate refers to the circumstance of time in the end of January, expressed by the phrase (noun + noun) in the prepositional case with a preposition V, and the circumstance of the course of action Fine expressed by an adverb.
At the end of this declarative sentence there is a period; commas in the sentence highlight the participial phrase, which, although it stands before the word being defined, is isolated because it is separated from it in the sentence by other words.
Remember:
|
Sentence member |
Indicates/shows |
Answers the questions |
Emphasizes |
|
|
Subject |
main members of the sentence |
who or what the sentence is talking about |
Who? What? | |
|
Predicate |
names what an object does, its state, what it is |
what is he doing? what did you do? what will it do? what? |
|
|
|
Definition |
minor members of the sentence |
attribute of an object |
Which? which? which? which? whose? whose? | |
|
Addition |
what object or phenomenon is the action directed at? |
whom? what? to whom? what? whom? What? by whom? how? about whom? about what? | ||
|
Circumstance |
how the action is performed, when the action is performed, where the action is performed, for what reason the action is performed, for what purpose the action is performed |
Where? Where? When? where? Why? For what? And How? |
|
Write out a proposal.
Do this : WITH high mountains let's run voiced streams.
1.Sentence basis:
the sentence talks about streams, hence, streams - this is the subject,
let's run, hence, let's run – this is a predicate.
2. The sentence has minor members.
I ask a question from the subject:
streams which?- voiced - this is the definition.
I ask a question from the predicate:
let's run where? – from the mountains - this is a circumstance of the place.
from the mountains which ones? – high - this is the definition.
39. Sentence parsing scheme (syntactic parsing).
I. Type of sentence according to the purpose of the statement.
II. Type of sentence by intonation.
III. The basis of the sentence (subject and predicate).
IV. Type of proposal for the presence of secondary members.
V. Secondary members of the sentence.
Write out a proposal.
Do this : WITH high mountains let's run voicedstreams. (Narrative, non-narrative, distributive)
This is an offer
I. Narrative.
II. Non-exclamatory.
III.Sentence basis:
the sentence talks about streams, hence, streams - this is the subject,
it is said about streams that they let's run, hence, let's run – this is a predicate.
IV. The sentence has minor members, which is why it is common.
V. I ask a question from the subject:
streams which?- voiced - this is the definition.
I ask a question from the predicate:
let's run where? – from the mountains - this is a circumstance of the place.
I ask a question from the secondary members of the proposal:
From the mountains which ones? – high - this is the definition.
Remember:
III. Punctuation
40. Punctuation marks at the end of sentences (.?!).
Write the sentence correctly. Come up with your own or find a sentence with the same sign in the textbook. Underline the punctuation.
Do this : Glory to our Motherland ! Glory to Labor !
41. Homogeneous members of a sentence.
Write out a proposal. Place the signs correctly. Underline homogeneous members offers. Draw an outline of the proposal.
Do this : Rooks, starlings And larks flew away to warmer climes. (Oh, Oh and Oh)
Punctuation marks for homogeneous members:
Oh yeah (=and) Oh
Oh yes (= but) Oh
and O, and O, and O, and O
or oh, or oh, or oh, or oh
Oh and Oh and Oh and Oh
42.Complex sentence.
Write the sentence correctly. Emphasize grammatical basics. Draw diagrams.
Do this:
Dozing fish under the water, rests som gray-haired
[ ], [ ].
43.Sentences with direct speech.
Write the sentence correctly. Make a diagram.
Do this :
1) Oleg reassured his mother: “Everything will be fine.”
2) He shouted: “Forward, guys!”
3) He asked: “Where are you from, guy?”
4) “I won’t give you away,” Ivan promised.
5) "Fire!" – Tanya shouted.
6) "Who was it?" – Olya asked.
7) “I’m a doctor,” he said, “I’m on duty today.”
"P, - a, - p."
8) “Our presence is necessary,” Petrov finished. “We are leaving in the morning.”
"P, - a. - P."
9) “Why at five?” asked the brother. “It’s very early.”
"P? - ah. - P."
10) “Well, great!” Anya exclaimed. “Let’s go together.”
"P! - a. - P."
11) “He’s from our group,” said Ivan. “Sit down, Peter!”
"P, - a. - P!"
TO TEACHERS AND PARENTS
“Memo for working on errors in the Russian language” consists of three sections: “Spelling rules”, “Types of analysis”, “Punctuation”.
The first and third sections provide instructions on what operations and in what sequence students need to perform when working on errors. In order for the student to quickly and easily find the required spelling in the memo, each rule has its own serial number.
We propose to work according to the memo as follows. To the traditional markings of errors in the margins, add the number of the spelling letter placed in the memo. After checking the work, skip two lines and indicate these numbers on subsequent lines.
The student, having received the notebook, must work on mistakes strictly according to the instructions. The teacher checks and evaluates each work, taking into account the correctness and accuracy of the correction.
For example: there is a heavy drizzle outside - the student sees in the fields | No. 20. He opens the memo book and reads the algorithm:
No. 20 Moro h– Moro hs.
Thus, the main types of students’ independent work on errors are:
Self-correction (then you can offer to independently search) for errors;
Independently writing out words in which a mistake was made;
Selection of test words;
Repetition of rules.
Taking into account the need for continuity between the primary and secondary stages of education, when compiling the third section “Types of analysis” (morphemic, phonetic, morphological, syntactic), we relied on a textbook for the 5th grade of general education institutions, authors T.A. Ladyzhenskaya, M.T. Baranov, L.A. Trostentsova and others.
“Memo for working on errors in the Russian language” can be used in educational work for any program primary school, both in group work and in individual, independent work of the student in the classroom or at home.
Literature
1. Russian language: 3rd grade: comments on lessons / S.V. Ivanov, M.I. Kuznetsova.- M.: Ventana-Graf, 2011.-464 p.- (Primary school of the XXI century).
2. Russian language: Theory: Textbook for grades 5-9. general education textbook establishments /V.V. Babaytseva, L.D. Chesnokova- M.: Education, 1994.-256 p.
3. Russian language: textbook for 5th grade. general education institutions / T.A. Ladyzhenskaya, M.T. Baranov, L.A. Trostentsova and others - M.: Education, 2007.-317 p.
4. Handbook for primary grades. A manual for students in grades 3-5, their parents and teachers. /T.V. Shklyarova - M.: "Gramotey", 2012, 128 p.
Syntactic analysis of a simple sentence has become firmly established in the practice of elementary and high school. This is the most difficult and volumetric view 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 according to programs educational system“School 2100”, “School of Russia” and “Primary School of the 21st Century”. There are also big differences. Primary 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 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, the grammatical basics are emphasized, the parts are numbered, familiar parts of speech are signed over 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 allied communications, in part 1 there are 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
