home » Art and creativity » SPPs with attributive clauses, example sentences. Lesson “Complex sentences with attributive clauses”

SPPs with attributive clauses, example sentences. Lesson “Complex sentences with attributive clauses”

The means of connecting sentences are all syntax of the Russian language. The attributive clause is an example of one of the most difficult topics in studying Russian syntax.

Subordinate clause: definition

An integral part of a complex sentence is the subordinate clause. A subordinate clause is a part that is dependent on the main one. There was white snow in the fields when they went to the village. Here is the main offer There was snow on the fields. It asks a question to the dependent part: lay (when?) when they went to the village. The subordinate clause is a separate sentence because it has a predicative basis. However, being associated with the main member semantically and grammatically, it cannot exist independently. This distinguishes the main part of a complex sentence from a subordinate clause. Thus, a subordinate clause is part of a complex sentence, dependent on the main part.

Subordinate clause: types

There are four types of subordinate clauses. The type of dependent part is determined by the question asked from the main clause.

Types of subordinate parts

Name	Meaning	Example
Definitive	One word in the main sentence asks a question Which?	At that time he led the ensemble where Ilyin played. (ensemble (which?) where Ilyin played)
Explanatory	From one word in the main sentence the question of the indirect case is asked: what? what? how? about what? whom? to whom? by whom? about whom?	Imagine how happy she will be! (can you imagine (what?) how happy she will be)
Circumstantial	From one word in the main sentence the question of circumstance is asked: Where? When? where? How? For what? and others	He did what cowards do. (acted (how?) as cowards act)
Connection	Any question is asked from the entire main sentence.	There was a strong wind, which is why the flights were cancelled. (flights were canceled (why?) because there was a strong wind)

Correctly determining the type of subordinate clause is the task facing the student.

Subordinate clause

Determinatives, examples of which are given in the table, consist of two or more parts, where the main part is characterized by a subordinate clause. The attributive clause refers to one word from the main clause. It is either a noun or a pronoun.

A attributive clause is an example of the formation of attributive relations between the main and dependent parts. One word from the main part agrees with the whole subordinate clause. For example, Victor looked at the sea, in the vastness of which a ship appeared. (The sea (which one?), in the vastness of which a ship appeared).

Subordinate clause: features

There are some peculiarities in IPPs with attributive clauses. Examples from the table will help you understand.

Sentences with attributive clauses: examples and features

Peculiarities	Examples
A subordinate clause is attached to the main clause, usually with a conjunctive word ( whose, which, what, where, which and others).	He was shocked by the picture (what?) that hung in the living room. The city (which one?) where magnolias grow, he remembered forever.
In the main part of the dictionary there may be demonstrative pronouns associated with allied words that, that, such and others.	In the city (which one?) where we were vacationing, there are many historical monuments. The apple orchard gave off such an aroma (what?) that only happens on warm May days.
The attributive clauses must follow immediately after the word being defined.	The photograph (which one?) that is in his notebook was given to him by Olga. Everyone remembered the day (what?) when they met.
Subordinate clause (examples of sentences with a conjunction word which) can be separated from the main word by other parts of sentences.	The room within which the gallery was located was well lit. In the evenings in the resort town you could hear the sound of the sea, with seagulls screaming in the background.

Correlative clauses

Complex sentences with a subordinate clause have one more feature. If in the main part of the SPP the subject or the nominal part of a compound nominal predicate is expressed by a defining or demonstrative pronoun on which the subordinate attributive part depends, then such a part is called correlative (pronominal-definitive). That is, sentences in which there is a relationship between a pronoun in the main part and in the dependent part are sentences where there are pronominal-defining clauses.

Examples: They only told him what happenednecessary(ratio that+what). The woman swore so loudly that the whole square could hear(the ratio so + that). The answer was the same as the question itself(ratio such + as). The captain's voice was so loud and stern that the entire unit immediately heard and formed(the ratio such + that). A distinctive feature of pronominal clauses is that they can precede the main clause: Anyone who has not been to Lake Baikal has not seen the true beauty of nature.

Subordinate clause: examples from fiction

There are many options for complex sentences with a subordinate clause.

Writers actively use them in their works. For example, I.A Bunin: The northern provincial town (which one?), where my family remained,... was far from me. At early dawn (what?), when the roosters are still crowing and the huts are smoking black, you might open the window...

A.S. Pushkin: In one minute the road skidded, the surroundings disappeared into the darkness (what?)..., through which white flakes of snow flew... Berestov answered with the same zeal (what?) with which a chained bear bows to his masters on the orders of his leader.

T. Dreiser: We can only console ourselves with the thought (what?) that human evolution will never stop... The feelings (what?) that an outcast experiences came flooded into her.

The subordinate attributive clause (examples from the literature illustrate this) introduces an additional shade of meaning to the main word, having a broad descriptive ability, allowing the author of the work to colorfully and reliably describe this or that object.

Impaired construction of sentences with attributive clauses

It is necessary to see the mistake and use the attributive clause correctly. Example: The official who was responsible for financing the project came to the city. An error has been corrected in the proposal. In the speech of native speakers and in the creative works of students, there are other errors when using sentences with attributive clauses. Examples and characteristics of errors are given in the table.

Errors with attributive clauses

Example	Characteristics of errors	Corrected version
She was helped out by someone she had helped in the past.	Unreasonable omission of the demonstrative pronoun	She was rescued by someone she had helped in the past.
Narwhal is a unique mammal that lives in the Kara Sea.	Incorrect agreement of the allied word with the main word	Narwhal is a unique animal that lives in the Kara Sea.
People opened their mouths in surprise, amazed at the action taking place.	Logical and semantic connections are not observed	People who were amazed by the action taking place opened their mouths in surprise.

Determinative clause and participle phrase

Sentences containing a participial clause are semantically similar to a complex sentence containing a subordinate clause. Examples: The oak planted by my great-grandfather turned into a huge tree. - The oak tree that my great-grandfather planted turned into a huge tree. Two similar sentences have different shades of meaning. In the artistic style, preference is given to the participial phrase, which is more descriptive and expressive. In colloquial speech, the attributive clause is used more often than the participial phrase.

There are (by analogy with the minor members of the sentence: definitions, additions and circumstances) three main type subordinate clauses: definitive, explanatory And circumstantial; the latter, in turn, are divided into several types.

Subordinate clause may refer to a specific word in the main (proverbial subordinate clauses) or to the whole main thing (unverbal subordinate clauses).

For determining the type of subordinate clause It is necessary to take into account three interrelated features: 1) a question that can be asked from the main clause to the subordinate clause; 2) the verbatim or non-verbal nature of the subordinate clause; 3) a means of connecting the subordinate clause with the main one.

Subordinate clauses

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

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

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

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

The village where(wherein) I missed Evgeny, there was a lovely corner... (A. Pushkin)- [noun, (where),].

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

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

The main clause often contains demonstrative words (demonstrative pronouns and adverbs) that one, that one, For example:

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

Pronominal attributive clauses

They are close in meaning to subordinate clauses pronominal attributive clauses . They differ from attributive clauses proper in that they refer not to the noun in the main clause, but to the pronoun (that, every, all etc.), used in the meaning of a noun, for example:

1) [Total (that knew more Eugene), retell to me lack of leisure) (A. Pushkin)- [local, (what)]. 2) [No oh (what do you remember), nature]... (F. Tyutchev)- [local, (what)].

Like subordinate clauses, they reveal the attribute of the subject (therefore it is better to ask a question about them too Which?) and are joined to the main sentence using allied words (main allied words - Who And What).

Wed: [That Human, (who came yesterday Today didn't show up] - subordinate clause. [word + noun, (which), ].

[That, (who came yesterday Today didn't show up] - subordinate pronominal attributive. [loc., (who),].

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

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

Explanatory clauses

Explanatory clauses answer case questions and refer to a member of the main sentence that needs semantic expansion (supplement, explanation). This member of the sentence is expressed by a word that has the meaning speeches, thoughts, feelings or perception. Most often these are verbs (say, ask, answer and etc.; think, know, remember and etc.; be afraid, be happy, be proud and etc.; see, hear, feel etc.), but there may be other parts of speech: adjectives (glad, satisfied) adverbs (known, sorry, necessary, clear), nouns (news, message, rumor, thought, statement, feeling, sensation and etc.)

Explanatory clauses attached to the word being explained in three ways: 1) using conjunctions what, as, as if, in order to, when and etc.; 2) using any allied words; 3) using a particle conjunction whether.

For example: 1) [The light has decided], (what t smart and very nice) (A. Pushkin)- [verb], (that). [I_ was afraid], (so that in a bold thought You me I couldn't blame) (A. Fet) - [ vb.], (so that). [To her dreaming], (as if she goes along a snow glade, surrounded by sad darkness) (A. Pushkin)- [verb], (as if).

2) [You You know himself], (what the time has come) (N. Nekrasov)- [verb], (what). [Then she started asking questions me], (where am I now Working) (A. Chekhov)- [verb], (where). (When he will arrive), [unknown] (A. Chekhov)- (when), [adv.]. [I_ asked and the cuckoo], (How many yo I I'll live)... (A. Akhmatova)- [verb], (how much).

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

Explanatory clauses can serve to convey indirect speech. With the help of unions what, how, as if, when indirect messages are expressed using a conjunction to- indirect incentives, with the help of allied words and particle conjunctions whether- indirect questions.

In the main sentence, with the word being explained, there may be an indicative word That(in different cases), which serves to highlight the content of the subordinate clause. For example: \Chekhov through the mouth of Doctor Astrov expressed one of his absolutely amazingly accurate thoughts about] (that the forests teach a person to understand the beautiful) (K. Paustovsky)- [noun + adjective], (that).

Distinguishing between attributive clauses and explanatory clauses

Causes certain difficulties differentiation between attributive clauses and explanatory clauses, which refer to a noun. It should be remembered that attributive clauses depend on the noun as parts of speech(the meaning of the defined noun is not important for them), answer the question Which?, indicate the attribute of the object that is named by the defined noun, and are attached to the main one only by allied words. Subordinate clauses same explanatory depend on the noun not as a part of speech, but as from a word with a specific meaning(speeches, thoughts, feelings, perceptions), except for the question Which?(and it can always be assigned from a noun to any word or sentence dependent on it) they can also be assigned case question, They reveal(explain) content speech, thoughts, feelings, perceptions and are attached to the main thing by conjunctions and allied words. ( Subordinate clause, attachable to the main thing by conjunctions and particle conjunctions whether, can only be explanatory: The thought that he was wrong tormented him; The thought of whether he was right tormented him.)

More difficult differentiate between attributive clauses and explanatory clauses, depending on nouns in cases where explanatory clauses join the main one with the help of allied words (especially the allied word What). Wed: 1) The question is what(which) they asked him, it seemed strange to him. The thought that(which) came into his head in the morning and haunted him all day. The news that(which) I received it yesterday, I was very upset. 2) The question of what he should do now tormented him. The thought of what he had done haunted him. The news of what happened in our class amazed the whole school.

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

Adverbial clauses

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

Clauses of manner and degree

Characterize the method of performing an action or the degree of manifestation of a qualitative characteristic and answer questions How? how? in what degree? how much? They depend on the word that performs the function of an adverbial manner of action or degree in the main sentence. These subordinate clauses are attached to the main sentence in two ways: 1) using allied words how, how much, how much; 2) using unions that, to, as if, exactly, as if, as if.

For example: 1) [The offensive was underway because was provided at headquarters) (K. Simonov)- [verb + uk.el. so], (as) (clause of manner of action).

2) [The old lady is the same age I wanted to repeat it your story], (how much of it do I need listen) (A. Herzen)-[verb+uk.el. so many],(how much) (subordinate clause).

Clauses of manner and degree can be unambiguous(if they join the main one with allied words how, how much, to what extent)(see examples above) and double digit(if added by conjunctions; the second meaning is introduced by the conjunction). For example: 1) [White the acacias smelled so much], (that their sweet, sugary, candy the smell was felt on the lips and in the mouth) (A. Kuprin)-

[uk.sl. So+ adv.], (that) (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 conjunction to).

3) [It's all small plant So sparkled at our feet] (as if it was really made made of crystal) (K. Paustovsky)- [ul.sl. so + verb.], (as if) (the meaning of the degree is complicated by the meaning of comparison, which is introduced by the conjunction as if).

Subordinate clauses

Subordinate clauses indicate the place or direction of action and answer questions Where? Where? where? They depend on the entire main sentence or on the circumstance of the place in it, expressed by the adverb (there, there, from there, nowhere, everywhere, everywhere etc.), and are attached to the main sentence using allied words where, where, where. For example:

1) [Go along the free road], (where entails free tsm for you)... (A. Pushkin)- , (Where).

2) [He wrote everywhere], (where caught his thirst write) (K. Paustovsky)- [adv.], (where).

3) (Where the river has flown), [there and there will be a channel] (proverb)- (where), [ uk.sl. there ].

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

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

2) [I_ started to remember], (Where walked during the day) (I. Turgenev)- [verb], (where) (expository clause).

Clauses of time

Clauses of time indicate the time of the action or manifestation of the sign referred to in the main sentence. They answer questions When? how long? since when? How long?, depend on the entire main clause and are joined to it by temporary conjunctions when, while, as soon as, barely, before, while, until, since, when suddenly etc. For example:

1) [When the count is back], (Natasha discourteous I was happy him and I was in a hurry to leave) (L. Tolstoy)- (cog2) (Bye does not require poet to the sacred sacrifice Apollo), [in the worries of the vain world he is cowardly submerged} (A. Pushkin)- (Bye), .

The main clause may contain demonstrative words then, until then, after that etc., as well as the second component of the union (That). If there is a demonstrative word in the main clause Then, That When in a subordinate clause it is a conjunctive word. For example:

1) [I_ sitting until I'm not starting to feel hunger) (D. Kharms)- [uk.sl. until], (Bye).

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

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

Clauses of time must be distinguished from other types of subordinate clauses attached by a conjunctive word When. For example:

1) [I_ saw Yalta that year], (when (- in which) her left Chekhov) (S. Marshak)- [adjective + noun], (when) (clause clause).

2) [Korchagin repeatedly asked me] (when he can check out) (N. Ostrovsky)- [verb], (when) (expository clause).

Subordinate clauses

Subordinate clauses 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 I'll get sick), [to doctors I won't contact you]...(Ya. Smelyakov)- (If), .

2) (Once we started talking), [That it's better to negotiate everything to the end] (A. Kuprin)- (times), [then].

If subordinate clauses stand before the main one, then the latter may contain the second part of the union - That(see 2nd example).

Subordinate goals

Subordinate clauses offers goals indicate the purpose of what is being said in the main clause. They relate to the entire main clause, answer questions For what? for what purpose? For what? and join the main thing with the help of unions in order to (so that), in order to, in order to, then in order to, in order to (obsolete) etc. For example:

1) [I_ woke me up Pashka], (so that he didn't fall down out of the way) (A. Chekhov)- , (to);

2) [He used all his eloquence], (so that disgust Akulina from her intention) (A. Pushkin)- , (so that);

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

When a compound conjunction is dismembered, a simple conjunction remains in the subordinate clause to, and the remaining words are included in the main sentence, being an indicative word and a member of the sentence, for example: [I_ I mention about this solely for the purpose] (so that emphasize the unconditional authenticity of many things by Kuprin) (K. Paustovsky)- [ul.sl. for that],(to).

Subordinate goals must be distinguished from other types of clauses with a conjunction to. For example:

1) [I Want], (to the bayonet equated feather) (V. Mayakovsky)- [verb], (so that) (expository clause).

2) [Time landings was calculated so], (so that to the landing place get in at dawn) (D. Furmanov)- [cr.adverb.+uk.sl. So],(so that) (clause of action with the additional meaning of purpose).

Additional reasons

Subordinate clauses offers causes reveal (denote) the reason for what is said in the main sentence. They answer questions Why? for what reason? from what?, refer to the entire main clause and are joined to it using conjunctions because, because, since, for, due to the fact that, then that, due to the fact that, due to the fact that etc. For example:

1) [I send her all my tears as a gift], (because Not live until the wedding) (I. Brodsky)- , (because)

2) [Any labor is important], (because ennobles person) (L. Tolstoy)- , (for).

3) (Thanks to we put new plays every day), [ theater ours quite willingly visited] (A. Kuprin)- (thanks to), .

Compound conjunctions, the last part of which is What, can be dismembered: a simple conjunction remains in the subordinate clause What, and the remaining words are included in the main sentence, performing the function of an index 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. that's why],(What).

Subordinate clauses

The subordinate clause reports an event in spite of which the action is carried out, an event called in the main clause. In concessional relations, the main sentence reports such events, facts, actions that should not have happened, but nevertheless occur (happened, will happen). Thus, subordinate clauses they call it a “failed” reason. Subordinate clauses answer questions no matter what? in spite of what?, refer to the entire main sentence and are joined to it 1) by conjunctions 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, no matter how much, no matter what. For example:

I. 1) And (even though he was a ardent rake), [But he fell out of love finally, abuse, and saber, and lead] (A. Pushkin)- (at least), [but].

Note. In the main clause, at which there is a concessive subordinate clause, there may be a conjunction But.

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

3) [B steppes it was quiet, cloudy], (despite What the sun has risen) (A. Chekhov)- , (although).

P. 1) (No matter how protected myself Panteley Prokofevich from any difficult experiences), [but soon had to go through a new shock for him] (M. Sholokhov)-(no matter how), [but].

2) [I_, (no matter how much would love you), getting used to it, I'll fall out of love immediately) (A. Pushkin)- [, (no matter how much), ].

Comparative clauses

The types of adverbial clauses discussed above correspond in meaning to the categories of adverbials of the same name in a simple sentence. However, there are three types of clauses (comparative, consequences And connecting), for which there is no correspondence among the circumstances in a simple sentence. A common feature of complex sentences with these types of subordinate clauses is the impossibility, as a rule, of asking 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 are joined to it by conjunctions as, exactly, as if, buto, as if, just as, as if, with... with whatAnd etc. For example:

1) (As in summer we swarm midge flies to 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 their washed and varnish on them directed) (I. Turgenev)- , (as if).

3) [We three of us started talking], (as if a century do you know each other?) (A. Pushkin)- , (as if).

A special group among comparative clauses make up sentences with a conjunction how and with a double union than... the. Subordinate clauses with double conjunction than... the have comparative meaning, mutual conditionality of parts. Subordinate clauses with a conjunction how, in addition, they do not refer to the entire 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 to her] (A. Pushkin)- (than), [that].

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

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

[Existence his concluded into this close program] (as egg into the shell) (A. Chekhov)- , (How).

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

Incomplete comparative clauses should not be confused with comparative clauses, which cannot contain a predicate.

Subordinate corollaries

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

Subordinate corollaries refer to the entire main clause, always come after it and are joined to it by a conjunction So.

For example: [ Heat All increased], (So it was getting hard to breathe) (D. Mamin-Sibiryak); [ Snow All became whiter and brighter], (So it ached eyes) (M. Lermontov)- , (So).

Subordinate clauses

Subordinate clauses contain additional information and comments to what is reported in the main sentence. Connecting clauses refer to the entire main clause, always come after it and are attached to it by conjunctive words what, what, O what, why, why, why and etc.

For example: 1) [To her I shouldn't have been late to the theatre], (from whatshe Very was in a hurry) (A. Chekhov)- , (from what).

2) [The dew has fallen], (what foreshadowed tomorrow the weather will be good) (D. Mamin-Sibiryak)- , (What).

3) [And the old man Cuckoos n quickly allotment glasses, having forgotten to wipe them], (which has never happened to him in thirty years of official activity 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.

Make a sentence diagram: ask (if possible) a question from the main to the subordinate clause, indicate in the main word on which the subordinate clause depends (if it is a verb), characterize the means of communication (conjunction or allied word), determine the type of subordinate clause (definitive, explanatory, etc.). d.).

Sample analysis of a complex sentence with one subordinate clause

1) [In time of strong storm vomited with the roots 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 the entire main thing and is joined to it by a conjunctive word from what.

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

The sentence is narrative, non-exclamatory, complex with a subordinate clause of purpose. The subordinate clause answers the question for what purpose?, depends on the entire main clause and is joined to it by a conjunction so that

3) [I I love everything], (to which there is no consonance or echo in this world No) (I. Annensky).[local], (to).

The sentence is narrative, non-exclamative, complex with a pronominal clause. The subordinate clause answers the question which?, depends on the pronoun All in the main, it is joined by a conjunctive word what, which is an indirect object.

Some difficulty in learning the Russian language is created by a complex sentence with a subordinate clause. This article will be devoted to consideration of issues related to this section.

Complex sentence with attributive clause

A complex sentence is a linguistic construction in which there is more than one grammatical basis - a subject and a predicate. Moreover, a complex sentence with a subordinate clause is distinguished by the presence of a main part and a dependent part. The subordinate clause denotes the attribute of the object named in the main clause and answers the questions “which, which”.

Complex sentences are often found in speech. Examples can be given as follows.

The dog ran through a meadow (which one?), which was full of flowers.

Tatyana was reading a book from Nikolai’s library (which one?), which was already the twentieth.

Why are complex sentences needed?

Some people believe that it is easy to express all their thoughts in short phrases, “without any fuss.” They argue that a complex sentence with a subordinate clause should be replaced by two monobasic simple ones.

In some cases they are right. Especially when it comes to “multi-story” constructions with several subordination, participial and participial phrases. Such constructions are difficult to read, and to understand the meaning of what is being said is even more difficult. But what can happen if you constantly replace all complex sentences with several simple ones? We will try to transform the examples given above into simplified versions.

The dog ran across the meadow. The meadow was full of flowers.

Tatyana was reading a book from Nikolai's library. She was already the twentieth in a row.

The resulting sentences were quite understandable and easy to read. We just needed to replace the connecting words with nouns or pronouns. However, in the first case, there is repetition of the word in neighboring sentences, which is undesirable. And by ear, this option is more reminiscent of material from a primer for children learning to read, and not of beautiful Russian speech.

Analysis of a complex sentence

To correctly place punctuation marks in complex grammatical constructions, the ability to find grammatical bases in their parts is required. For example, let's look at a sentence.

The bird sat on the branch of a tree that was bent over under the weight of snow.

Main part - a bird sat on a tree branch, Where bird- subject, and villages- predicate. The subordinating clause here is: "TOwhich was hunched over under the weight of snow". Conjunctive word " which" can easily be replaced with the word " tree" Then you get a complete simple sentence: “ The tree is bent over under the weight of snow", where the grammatical basis is " the tree is hunched over" Therefore, when parsing a subordinate clause, the subject is indicated “ which" - this is the main word here.

The diagram of a complex sentence will help you understand more accurately. The rectangle denotes the main part, the circle the subordinate part. You should also indicate in the diagram the connecting connective word and place punctuation marks.

Connection in a complex sentence with an attributive clause

If the author uses this construction in speech, he connects the main part with the secondary part using allied words “which”, “whose”, “which”, “when”, “who”, “what”, “from where”, “whither”, “where”. Parts of a complex sentence are separated by a comma. Moreover, the words " whose, which, which" are basic, and all the rest from the list are non-basic, indicating the attribute of an object indirectly. But they (non-basic connecting allied words) can always be replaced by the main " which».

I adore the house in the village where I spent my childhood.

In this construction the conjunction word “ Where" is easily replaced by the word " in which" You can put a question to the subordinate clause “ I adore the house in the village (which one?) where I spent my childhood.”

Often there are demonstrative words in the main part “that” (“that”, “that”, “those”), “such”, “each”, “every”, “any”.

I respect those people who defended their Fatherland with their breasts.

Where and when to place a comma in complex sentences

In speech constructions where there are subordinate modifiers, a comma is placed between the main part and the dependent part.

Here is the cinema where they kissed in the last row.

Black clouds gathered over the forest in which we were picking mushrooms.

Sometimes the presence of intensifying-restrictive words (conjunctions or their combinations, particles, introductory words) is revealed in the subordinate clause. These are especially, in particular, in particular, even, including, and also, namely, but (but) only, just, only, exclusively, only and others. They are classified as a subordinate clause, and the comma is placed in such a way as not to separate the intensifying-restrictive words from the subordinate clause itself.

It’s good to relax in a village, especially next to which there is a river flowing.

If we have complex sentences with several subordinate clauses, unrelated connecting or disjunctive conjunctions and (yes), or, either, then a comma separates all simple sentences.

The stream ran past a beautiful fairy-tale lawn, which was full of flowers, over which bright butterflies fluttered.

When is a comma not used in complex sentences?

There are complex sentences with several subordinate clauses, which are homogeneous and interconnected by single connecting or disjunctive conjunctions and (yes), or, or.

I like to watch kids playing in the sandbox or enthusiastically looking at pictures in a book.

You should not separate a subordinate clause consisting of one word with commas.

I would take a book, but I don’t know which one.

Do not separate a subordinate clause with a comma if there is a negative particle before the subordinating conjunctive word " Not".

I had to see not what kind of work it was, but why and by whom it was written.

Position of the connecting word in a complex sentence

Difficulty in parsing may arise when the connecting conjunctive word is not at the beginning of the subordinate clause, but in the middle or even at the end.

Christmas morning was approaching cautiously, which all the kids were looking forward to.

All listeners were captivated by that singer, for whom they did not spare applause.

However, the scheme of a complex sentence, in which the connecting conjunctive word is not at the beginning of the subordinate clause, is constructed in such a way as if it were located immediately after the comma.

Stylistic errors in complex sentences with attributive clauses

Quite often, people make outright blunders in their speech. What complex sentence will have a distorted meaning?

That is where there is an incorrect location of the attributive clause relative to the word from the main part, the attribute of which is indicated. If the definition is placed far from it, the entire structure may take on a distorted meaning.

A phrase can become completely absurd if, between the defined word and the subordinate attributive, sentence members that depend on other words are inserted. For example:

Tatyana loved to eat the jam with a spoon that her grandmother made.

From the sentence we can conclude that the grandmother was an expert in making spoons. And this is not true at all! Grandma made jam and never made kitchen utensils. Therefore, the correct option would be:

Tatyana loved to eat the jam that her grandmother made with a spoon.

But in those cases when between the subordinate and the defined word there are members of the sentence that depend specifically on it, then the construction has a right to exist.

Tatyana loved to eat jam with a spoon painted with a bright ornament, which her grandfather gave her.

Here the phrase “painted with bright ornaments” is dependent on “spoon”, so there was no mistake.

Yes, the Russian language is diverse and difficult! Complex sentences occupy not the last place here. However, the ability to use them correctly in speech and accurately place punctuation marks can achieve a beautiful and vivid description.

Subject. Complex sentence with attributive clause

Lesson Objectives

Build skills:

1) find subordinate modifiers as part of a complex sentence;

2) make their synonymous replacement where necessary and possible;

3) distinguish between ways of connecting subordinate modifiers with the main sentence;

4) correctly use these types of sentences in speech;

5) use punctuation marks correctly (separate subordinate clauses with commas);

6) draw up sentence diagrams with attributive clauses.

Activate the cognitive activity of students, stimulate and develop thought processes.

LESSON STEPS

I. ORGANIZATIONAL MOMENT.

We are starting to study a new topic.

II. KNOWLEDGE UPDATED

Task 1. Game “Bluff Club”, or digital dictation.

This technique allows students to quickly engage in active cognitive activity, update previously acquired basic knowledge that must be quickly recalled to master a new topic, and allows the teacher to quickly diagnose and, if necessary, correct what has been poorly learned.

This type of work also develops reaction speed, involuntary attention, forms the ability not only to listen, but also to hear the teacher’s tasks, and to be independent of the opinions of others.

Children are given instructions:

Statements are presented that may or may not be true. If you agree with what was said, put the number 1 in your notebook, if not - 0. Then check your answers and figure out the mistakes.

So, give your answer to my statements:

1. The word punctuation comes from punctual. (No)

2. In the sentence Soon it will be summer, there is no predicate in the grammatical basis. (No)

3. In the sentence We live in a city in which many new beautiful houses are being built there are definitions. (Yes)

4. A subordinate clause can only appear after the main clause. (No)

5. An independent sentence as part of a complex sentence is called the main one. (Yes)

6. and is a diagram of a complex sentence with the conjunction and. (No)

Final answer: 001 010.

Task 2. Fill out the “blind” table.

Orally draw a conclusion explaining theoretical information written down in graphical form. Tell us about the structure of sentences of this type.

(This task serves not only the development of monologue speech, but also the ability to structure, systematize, generalize material, and draw independent conclusions.)

Task 3. Finding correspondences.

Look on the right side of the table for wording that matches these terms. Connect them together with arrows.

1, Simple sentences –

These are complex sentences in which one part is subordinate in meaning to the other and is connected to it by a subordinating conjunction or a conjunctive word.

2. Complex sentences –

These are such complex sentences that do without conjunctions and allied words.

3. Compound sentences –

These are sentences that have only one grammatical stem

4. Complex sentences –

These are sentences consisting of two or more simple clauses.

5. Non-union proposals –

These are complex sentences in which simple sentences are equal in meaning and are connected by a coordinating connection.

Task 4. Distinguishing sentences by ear.

(This is one of the so-called alternative methods of doing work, which helps schoolchildren to effectively develop skills in recognizing various grammatical phenomena, and the teacher to quickly provide so-called “feedback” and, if necessary, correct what has been incorrectly learned).

In the children's notebooks, write:

Simple Non-union Compound. Complex subordinates

The teacher reads the sentences, calling out the serial number of each, and the students only place their corresponding numbers in the correct columns.

1. The buds bloomed on the trees and the birds flew in.

2. Don't go outside because it's already dark.

3. The sun was shining, but it was very cold.

4. I picked up the book that fell from the table.

5. I picked up the book that fell from the table.

III. EXPLANATION OF NEW MATERIAL

All subordinate clauses in complex sentences are divided into three groups. Today we will talk about one of them: attributive clauses.

Write on the board:

Students draw diagrams of sentences and, under the guidance of the teacher, draw conclusions:

The subordinate clauses in these sentences are similar to definitions and answer the same questions, which is why they are called attributives. They refer to one word in the main sentence - the noun, and always come after it (just like a participial phrase, if it is separated by commas!).

And the sentences on the board are grammatical synonyms that differ in shades:

the verb enhances the meaning of the action;

the participial phrase emphasizes the attribute of the subject.

The participial phrase is used mainly in book speech, and subordinate clauses - in colloquial speech. It is known that I.S. Turgenev practically did not use subordinate clauses with the conjunctive word which, avoiding them.

Questions for initial consolidation

What questions are answered by attributive clauses?

Is it possible to start a complex sentence of this type with a subordinate clause?

Is it possible to swap the positions of the main and subordinate clauses in such complex sentences?

Give reasons for your answers.

IV. INITIAL APPLICATION OF NEW MATERIAL

Exercise 1.

Connect the halves of complex sentences. Select the main and subordinate clauses among them.

1. Nikolai didn’t even notice, 1. we need to study diligently.

2. The day was boring until the evening, 2. the weather was warm and sunny.

3. To get a good profession, 3. rustling quietly in the wind.

4. Which happens at the beginning of September, 4. that it began to get light.

5. The air is saturated with the aroma of herbs, 5. if there is nothing to do.

Attention! Two errors have crept into the table!!! Fix them urgently!

Questions for the class:

Which sentences from the table relate to the topic of today's lesson? Write them down in your notebook and make diagrams of these sentences.

Is it possible to swap the positions of the main and subordinate clauses? Why?

How can you check that you are looking at subordinate clauses? (On the question from main to subordinate - which one?)

Do you think there is only one conjunctive word that can attach a subordinate clause?

Task 2. Analyze sentences.

a) I again visited that corner of the earth (which one?) where I spent two years as an exile. (Additional shade of place)

An indicative word in the main sentence, from which we can ask the question what? to the subordinate clause, leads us to the word that connects the main clause with the subordinate clause.

b) The country (which?) where he came from lies in the north of Europe.

We draw diagrams of these proposals.

Task 3. (Develops concentration and memory.)

Decipher the encrypted message urgently!

(Compare the two tables and write down the letters from the right one in accordance with the sequence of numbers on the left. If you complete the task correctly, you should get a sentence.) What type does it belong to? Outline this proposal.

(The room I entered was dark.)

Task 4. (Train your powers of observation.)

Another encryption!

(I love the place where I was born.)

The class draws its own conclusion:

Subordinate clauses can be attached to the main one not only with the help of the conjunctive word which, but also with the help of other conjunctive words (where, where, from where, when, etc.).

V. PROVIDING FEEDBACK

Independent work using cards (game “Smart Editor”).

Exercise 1.

Correct the sentences by replacing the conjunctive word which in one of the subordinate clauses with the conjunctive words where, where, from, when. Write down the corrected sentences using punctuation marks.

Sample. The city where I was born is famous for its factory that produces cars. - The city where I was born...

1. The house in which the builders settled was surrounded by taiga in which there was a lot of game. 2. The year in which I moved to Tyumen was rich in such events that it is (not) possible to forget. 3. The train on which Gleb was traveling arrived at the station at an hour when everyone was still sleeping. 4. The plant to which the young engineer was sent produces products that are very necessary for agriculture. 5. The country from which the students came needs the specialists our institute produces.

(If there is not enough time, all tasks are completed on the card itself, where there is enough free space.)

Task 2. (Additional - for stronger and faster students.)

Explain and correct errors in sentence construction. Write down the proposals in corrected form.

1. Kolya stood in the yard, which was enclosed by a fence, waiting for his brother. 2. Olga approached the corner where there was a bench from which she loved to look at the sea. 3. On the windowsill there were several toys that belonged to the baby, who was now in kindergarten. 4. A dog was sitting near the balcony, hoping to get the bones that the guys brought her. 5. The compartment neighbor helped Anya carry a suitcase, which contained a heavy bag of stones that Anya had collected on the seashore. 6. There were a lot of apples in the garden, which the boy loved very much, who every summer came to his grandmother, who worked as a gardener on this collective farm. 7. Passengers filled the tram, which went to the plant, where the shift began in half an hour.

VI. REFLECTION AND SUMMARY OF THE LESSON

Questions for the class:

What new did we learn in class today?

Which tasks caused the most interest or difficulty?

What did you especially like?

Grading work in class

VII. MOTIVATION FOR DOING HOMEWORK

Learn theoretical material, exercise 173.

Types of subordinating connections, members of a sentence, parsing a sentence, means of connecting sentences - all this is the syntax of the Russian language. The attributive clause is an example of one of the most difficult topics in studying Russian syntax.

Subordinate clause: definition

An integral part of a complex sentence is the subordinate clause. A subordinate clause is that part of a complex sentence that is dependent on the main one. There was white snow in the fields when they went to the village. Here is the main offer There was snow on the fields. It asks a question to the dependent part: lay (when?) when they went to the village. The subordinate clause is a separate sentence because it has a predicative basis. However, being associated with the main member semantically and grammatically, it cannot exist independently. This distinguishes the main part of a complex sentence from a subordinate clause. Thus, a subordinate clause is part of a complex sentence, dependent on the main part.

Subordinate clause: types

In the syntax of the Russian language, there are four types of subordinate clauses. The type of dependent part is determined by the question asked from the main clause.

Types of subordinate parts

Name	Meaning	Example
Definitive	One word in the main sentence asks a question Which?	At that time he led the ensemble where Ilyin played. (ensemble (which?) where Ilyin played)
Explanatory	From one word in the main sentence the question of the indirect case is asked: what? what? how? about what? whom? to whom? by whom? about whom?	Imagine how happy she will be! (can you imagine (what?) how happy she will be)
Circumstantial	From one word in the main sentence the question of circumstance is asked: Where? When? where? How? For what? and others	He did what cowards do. (acted (how?) as cowards act)
Connection	Any question is asked from the entire main sentence.	There was a strong wind, which is why the flights were cancelled. (flights were canceled (why?) because there was a strong wind)

Correctly determining the type of subordinate clause is the task facing the student.

Subordinate clause

A complex sentence (CSS) with subordinate clauses, examples of which are given in the table, consists of two or more parts, where the main part is characterized by a subordinate clause. The attributive clause refers to one word from the main clause. It is either a noun or a pronoun.
A attributive clause is an example of the formation of attributive relations between the main and dependent parts. One word from the main part agrees with the whole subordinate clause. For example, Victor looked at the sea, in the vastness of which a ship appeared. (The sea (which one?), in the vastness of which a ship appeared).

Subordinate clause: features

There are some peculiarities in IPPs with attributive clauses. Examples from the table will help you understand.

Sentences with attributive clauses: examples and features

Peculiarities	Examples
A subordinate clause is attached to the main clause, usually with a conjunctive word ( whose, which, what, where, which and others).	He was shocked by the picture (what?) that hung in the living room. The city (which one?) where magnolias grow, he remembered forever.
In the main part of the dictionary there may be demonstrative pronouns associated with allied words that, that, such and others.	In the city (which one?) where we were vacationing, there are many historical monuments. The apple orchard gave off such an aroma (what?) that only happens on warm May days.
The attributive clauses must follow immediately after the word being defined.	The photograph (which one?) that is in his notebook was given to him by Olga. Everyone remembered the day (what?) when they met.
Subordinate clause (examples of sentences with a conjunction word which) can be separated from the main word by other parts of sentences.	The room within which the gallery was located was well lit. In the evenings in the resort town you could hear the sound of the sea, with seagulls screaming in the background.

Correlative clauses

Complex sentences with a subordinate clause have one more feature. If in the main part of the SPP the subject or the nominal part of a compound nominal predicate is expressed by a defining or demonstrative pronoun on which the subordinate attributive part depends, then such a part is called correlative (pronominal-definitive). That is, sentences in which there is a relationship between a pronoun in the main part and a conjunctive word in the dependent part are sentences where there are pronominal-defining clauses.

Subordinate clause: examples from fiction

There are many options for complex sentences with a subordinate clause.
Writers actively use them in their works. For example, I.A Bunin: The northern provincial town (which one?), where my family remained,... was far from me. At early dawn (what?), when the roosters are still crowing and the huts are smoking black, you might open the window...

T. Dreiser: We can only console ourselves with the thought (what?) that human evolution will never stop... The feelings (what?) that an outcast experiences came flooded into her.

Impaired construction of sentences with attributive clauses

In the exam paper on the Russian language there are tasks where the attributive clause is used incorrectly. An example of a similar task: H An investor came to the city who was responsible for financing the project. In this sentence, due to the separation of the subordinate part from the main part, a semantic shift occurred.
It is necessary to see the mistake and use the attributive clause correctly. Example: The official who was responsible for financing the project came to the city. An error has been corrected in the proposal. In the speech of native speakers and in the creative works of students, there are other errors when using sentences with attributive clauses. Examples and characteristics of errors are given in the table.

Errors with attributive clauses

Example	Characteristics of errors	Corrected version
She was helped out by someone she had helped in the past.	Unreasonable omission of the demonstrative pronoun	She was rescued by someone she had helped in the past.
Narwhal is a unique mammal that lives in the Kara Sea.	Incorrect agreement of the allied word with the main word	Narwhal is a unique animal that lives in the Kara Sea.
People opened their mouths in surprise, amazed at the action taking place.	Logical and semantic connections are not observed	People who were amazed by the action taking place opened their mouths in surprise.