How to highlight grammatical basics. Grammar basis of a sentence with examples

is a syntactic unit containing a thought and consisting of one or more words. Using a sentence, you can express thoughts and feelings, an order, a request, etc. For example: Morning. The sun rises from the horizon. Open the window! What a wonderful morning!

The offer is minimum unit of utterance . In sentences, words are interconnected by syntactic connections. Therefore, sentences can be defined as chains of syntactically related words . Thanks to this, even in a text without punctuation marks (for example, in monuments of ancient Russian writing), you can guess where one sentence ends and another begins.

Distinctive features of the offer:

1. A sentence is a statement about something in the form of a message, a question or an incentive.
2. The sentence is the basic unit of communication.
3. The sentence has intonation and semantic completeness.
4. The sentence has a certain structure (structure). Its core is the grammatical basis.
5. The sentence has lexical and grammatical meaning.

Lexical meaning sentences are its specific content. The winter turned out to be snowy and frosty.

Grammatical meaning sentences are the general meaning of sentences of the same structure, abstracted from their specific content. She went on an excursion (face and its action). The travelers are cold and tired (face and its condition).

In meaning and intonation there are offers narrative (contain a message), interrogative(contain a question) exclamation marks (pronounced with strong feeling, with an exclamation), incentive(encourage action), for example: Golden Moscow is the best. Do you find it funny? And what stars! Raise your sword higher! (According to I. Shmelev)

By the presence of minor members both one-part and two-part sentences can be undistributed (no minor members) and common (there are minor members), for example: I'm dozing (simple two-part unextended sentence). The ice has grown in lumps on the glass (simple two-part common sentence).

By the presence or partial absence of members of the sentence proposals may be complete and incomplete , For example: In the cold hall the Christmas tree mysteriously sleeps a (full sentence). Glass - penny (incomplete sentence, predicate released costs ). (According to I. Shmelev)

Grammatical (predicative) basis of a sentence

Offers have grammatical basis consisting of a subject and a predicate or one of them. For example: Freezing. White beauty birch. I'm scared. There is a rainbow over Moscow. (According to I. Shmelev)

The grammatical basis may include both both main members proposals and one of them- subject or predicate. The stars fade and go out. Night. It's freezing. (I. Nikitin)

According to the structure of the grammatical basis simple sentences are divided into two-part (with two main terms) and one-piece (with one main member): The pipes are rattling in the hallway. It smells like polished floors, mastic, and a Christmas tree. It's frosty! (According to I. Shmelev)

By the number of grammatical bases offers are divided into simple(one grammatical stem) and complex(two or more stems related to each other in meaning, intonation and using lexical means). For example: Our Christmas is coming from afar (simple sentence). The priests are singing under the icon, and the huge deacon screams so terribly that my chest trembles (complex sentence). (According to I. Shmelev)

Subject and predicate

Subject- the main member of the sentence, which is associated with the predicate and answers questions in the nominative case Who? or What?

Ways to express the subject:

1. A noun in the nominative case or another part of speech used in the meaning of a noun. Meanwhile sky(noun) continued to clear. Our fallen(prior) - like sentries.
2. The pronoun is in the nominative case. You you bloom alone, and I won’t be able to return these golden dreams, this deep faith (A. Blok).
3. Infinitive. Work it was not difficult, and most importantly, it was fun (P. Pavlenko).
4. Phraseologisms. Skillful fingers visited this master (P. Bazhov).
5. Indivisible phrase. My friend and I We left before sunrise (M. Sholokhov).

Predicate- the main member of the sentence, which is associated with the subject and answers questions what does the item do? what's happening to him? what is he like? what is he? who is he?Dissuaded golden grove (S. Yesenin).

In a sentence, as a unit of connected speech, all words differ in function and are divided into primary and secondary. The main members express the key table of contents of the statement and are its grammatical basis. Without them, the proposal makes no sense and cannot exist.

Instructions

1. In order to highlight the grammatical basis all sorts of things offers, you need to discover and emphasize its main members. These include subject and predicate.

2. The subject is what is being said in the sentence. It invariably stands in the original form (nominative case or infinitive) and, as usual, answers the questions: “who?”, “what?”. The subject is expressed by approximately all parts of speech if they appear in the meaning of a noun in the nominative case. By the noun itself: “what?” the truth does not always lie on the surface. Pronoun: “who?” I am not a follower of drastic measures. Adjective or participle: “who?” the well-fed does not understand the hungry; "Who?" vacationers were waiting for the bus. Numeral: “who?” three were responsible for cleaning the area. Infinitive (indefinite form of the verb): singing is her passion. Any word that has the meaning of a noun in the nominative case: “what?” oohs and ahs came from the street. Phraseologism: “who?” from small to large went out into the field. Compound name: “what?” The Milky Way stretches out in a wide strip. A syntactically integral phrase: “who?” My grandmother and I went to our home.

3. The predicate denotes what exactly is being reported about the subject and answers the questions: “what does it do?”, “what is it like?”, “what happens to it?” etc. Depending on the method of expression, the predicate may be a simple verb; compound nominal; compound verb and difficult.

4. A primitive verbal predicate is expressed by a verb in the form of one of the moods: the letter “what did?” arrived on time. The combined nominal predicate consists of 2 parts (the copula and the nominal part): he “what did he do?” was a builder (“was a builder” is a predicate). A combined verb is made up of a connective and an infinitive: children “what did they do?” stopped quarreling. A difficult predicate is a combination of elements of a compound nominal and a compound verbal predicate: my brother invariably “what did he do?” I wanted to work as a lawyer. the last part offers(“I wanted to work as a lawyer”) is a difficult predicate, since only all the words as a whole provide the necessary information about the subject.

5. To determine the grammatical basis, read the entire sentence and determine whether it is primitive or difficult, consisting of 2 or more primitives. If a sentence belongs to the first type, then it will have one grammatical basis, and if it belongs to the second, then several. It depends on the number of primitives offers, included in the difficult. Let's say: we were late because it was pouring rain. “We were late” and “it was pouring rain” - grammatical bases of the complex offers .

6. Find the subject in the sentence. To do this, ask the questions “who?”, “what?” and identify the word or phrase that answers them. After this, from the discovered subject, ask questions “what does he do?”, “What is he like?” and discover the predicate.

7. If there is only one of the main members, then it is a one-part sentence. Please note that it does not require reference to context to understand and interpret it. In the Russian language, there are five types of one-part sentences: nominative (with a subject) “Hot July day”; definitely-proper, indefinite-proper, generalized-proper and impersonal (with a predicate). "Get busy." "They're asking you." “You can recognize a reasonable person right away.” "Darker."

8. During syntactic parsing, the subject is emphasized by one line, and the predicate by two.

In Russian language lessons, schoolchildren are required to master not only the skills of competent writing, but also the knowledge to see the structure of a sentence and identify its members. To do this, you need to learn to distinguish the main and minor members. How to find the subject in a sentence? What are its main signs?

Instructions

1. Before everyone else, you must know that all members of a sentence are divided into two groups: main and secondary. The main members are the subject and the predicate. They form the grammatical basis of a sentence. In order to find the subject, try asking a question about the word. It answers the question in the nominative case (“who?” or “what?”). For example, in the sentence “Spring will come soon” to the question “what?” The word “spring” answers. This is what the sentence is talking about. Remember that the subject is the main member of the sentence, the one that denotes who or what the sentence is talking about. These words are traditionally expressed in the nominative case form.

2. Subjects can be nouns (most often), pronouns, participles, numerals, and even an indefinite form of a verb. So, in the sentence “To live is to serve the homeland,” the subject will be the word “to live.” It is an indefinite form of the verb. Please note that in this sentence there is a dash between the main members. This happens, among other things, when the subject and predicate are expressed in the indefinite form of the verb. In the sentence “We had a great rest,” the main member of the sentence, answering the question “who?” is the pronoun “we”.

3. In a sentence that contains a verb, the subject is easier to detect. It is a word that denotes the one who does the action. Look at the sentence: “The children happily rushed to the river.” You see that it contains the verb “rushed.” Determine who is doing this action. This word will be the subject. Consequently, the word “children” answers the question of the nominative case, indicates the one who does the action and is the main member in this sentence, namely, the subject.

4. The subject can also be an indivisible combination of words. For example, in the sentence “A man and a child swam along the river,” the subject is the phrase “man and child.” Pay attention to the verb “swam.” It is used in the plural form. Consequently, the subject will be more than one word, but a phrase. This allows us to say that the action is performed not by one, but by two persons.

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From the school curriculum we know that impersonal sentences are one-part sentences that indicate an action or state that arises and exists independently from the bearer of the state or the producer of the action.

Impersonal offers very colorful, short. They have significant significance in the dialogues of works of art. Often used in colloquial speech. In texts this kind of thing is often offers We express the states of nature, the environment, a person’s well-being, his mental and physical state. Impersonal offers It is easier for us to formulate the impracticability, inevitability of actions, denial. Also, according to Dietmar Rosenthal, these syntactic constructions are characterized by a shade of inertia and passivity. According to another famous linguist, Alexander Peshkovsky, with the support of impersonal sentences it is possible to express: - ease of action. This construction helps the author show that the action occurs on its own, without human effort (“It was sown freely...”); - a state with which a person himself cannot cope (“She couldn’t sit still”); - suddenness of an act. When people do not expect such actions from themselves (“Here I am going to them...”, Brykin said naturally”); - the time when an action is performed on its own, against human freedom. Some reasons, sometimes unclear (here and an impersonal form of expression), stop him, force him to act differently (“What, you couldn’t say?” Tanya asked. “It didn’t have any effect,” he answered her"); - the work of memory, its clarification and other features of the body (“Suddenly my head began to work very clearly. I remembered: I was driving along a faded field.”); - cardiac processes associated with the activity of the imagination (“Now I’m dreaming: I wish I could get sick for weeks two, three"); - a person’s hope in something that has no basis. A person believes because wants this to happen (“For some reason I believed that spring would be early”); - a work of thought that occurs independently depending on whether a person wants to think about it or not (“And I also thought that now everything would go differently”) Thus, the universal meaning of impersonal sentences is a statement of an independent action (sign), not correlated with the agent.

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When parsing a sentence, you first need to discover it basis. In this way, the construction of the phrase becomes clear, and often also where and how punctuation marks should be placed. Consequently, any person who wants to write competently would like to be able to determine this basis .

Instructions

1. Determine what the grammatical basis is. More often than not, it is represented by a subject, expressing the object or subject of the action, and a predicate, describing the action. Such offers are called 2-combined. A base becomes one-component if it lacks one of the 2 elements.

2. Find the subject in the sentence. It must mean who or what we are talking about. It should also answer the question “who?” or “what?” The subject can be expressed by different parts of speech. More often than not, this is a noun in the nominative case. The subject may also be a pronoun, not only personal, but also indefinite, interrogative or negative. It must also be in the nominative case. If the intended subject is part of an inseparable phrase, say, “The Ural Mountains,” then each phrase becomes part of the stem of the sentence.

3. Select the predicate in the analyzed phrase. It must denote an action done by or on the subject. More often than not, this member of a sentence is expressed as a predicate, and verbal adjectives are also found in this role. The predicate must agree with the subject in person, number and gender.

4. When completing a written task, underline the subject with one and the predicate with two strokes.

5. When you find several subjects and predicates, analyze the construction of the sentence. If you see before you two or more semantically independent combinations of sentence members, then we are talking about a difficult sentence with a coordinating or subordinating connection. In the case when several predicates refer to one subject and vice versa, then you have a primitive sentence with an extended base. However, such repeated elements must still be connected by the conjunction “and” or separated by commas.

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The grammatical basis of a sentence is its most important structural part, which largely determines the meaning of each phrase. The grammatical basis in linguistics is often called the predicative core. The term “predicative basis” is also often used. This grammatical phenomenon exists in many languages.

Instructions

1. Determine whether the phrase you need to parse is truly a sentence. Some phrases in the Russian language are both sentences and statements, but there are also those that can only be classified into the 2nd category. In the first case, it is possible to highlight the members of a sentence in a phrase or determine their syntactic positions. As usual, statements consisting of several words are sentences.

2. Find the subject. This member of the sentence denotes an object whose action is described in the phrase itself. The subject is grammatically independent, it answers questions in the nominative case. However, the subject can also be expressed by another part of speech, which in this case will perform the functions of a noun. Consequently, determine the active object, even if it is expressed by a not entirely familiar part of speech or by a noun not in the nominative case. For example, in the sentence “VKontakte invites you to register,” the subject will be “VKontakte.” At the same time, in the sentence “The public network “VKontakte” invites you to register,” the subject will be the word “network.”

3. Define the predicate. It denotes the action of the subject and answers the questions of verbs. Remember that a predicate cannot always be expressed by a verb. The verb predicate can be simple or compound. In the second case, the grammatical basis includes both verbs, that is, standing in the individual form and in the infinitive. The combination of subject and predicate is the predicative core.

4. One of the main members of the sentence may be missing. In this case, the statement remains a sentence if it is possible to determine the position of the missing member of the sentence. Sometimes this can only be determined by context. For example, participants in a dialogue can discuss someone’s actions and answer each other’s questions in one word. It is clear to the interlocutors who or what we are talking about; they can only name the actions of the subject. In this case, there is a grammatical basis, but it consists of one member of the sentence. For example, if the interlocutors were previously talking about public networks, then one of them may ask which one is preferable. The result of "VKontakte" is a sentence, from the fact that there is a subject and the predicate is implied.

Note!
In some cases, syncrete members of the sentence are part of the grammatical core. They are grammatically connected with both the subject and the predicate and can simultaneously be a subject and, say, a circumstance.

Helpful advice
Be extremely careful in cases where phraseological cycles occur in a sentence. The subject can be expressed in such a cycle, and then the grammatical basis will not be two words, but several, and dividing them is unthinkable.

A large amount of time is devoted to grammatical analysis of sentences in Russian language lessons; it is certainly included in the final control program. Schoolchildren need to be able to correctly determine the grammatical basis of a sentence; in case of an error, the entire task will be considered incomplete.

You will need

• -offer;
• -ruler;
• -pencil.

Instructions

1. Study the offer carefully. Remember that determining the grammatical basis is the first stage from which its review begins. Every sentence has a basis! In most cases, it consists of a subject and a predicate, but can be represented by only one of them. Such sentences are called two-part and one-part, respectively. Difficult sentences often contain two grammatical stems or more.

2. Find the subject in the sentence you are comprehending and underline it. In order not to confuse the subject and the object, you should remember that the subject answers the questions “who?” What?". It can be expressed either by a noun or a pronoun in the nominative case, or by other parts of speech: an adjective, a numeral, a verb. If the pronoun in a sentence is in a different case, then with a high probability it will be an object. The subject may consist of one or several words and is emphasized during parsing with one horizontal line. He is hot. (There is no subject in this sentence, the predicate is hot). The walls were decorated with beautiful paintings. (Pictures - subject, decorated - predicate). The strongest of the children quickly ran to the finish line. (The strongest of the children is the subject; ran is the predicate).

3. Find the predicate and underline it. To do this, you need to ask questions from the subject “what is he doing?” what is he like? Most often, the predicate is expressed by a verb, but, as in the case of the subject, other parts of speech can be used: noun, adjective, adverb. The verb predicate can be represented by one or more words. When parsed, it is emphasized by two parallel horizontal lines. The students did not find the notebook. (Students - subject, did not find - predicate). The mental game is chess. (Chess is the subject, game is the predicate). It got dark. (The sentence consists of one predicate). I need to get off at the next stop. (Combined predicate - need to go out)

Tip 7: How to determine the grammatical basis of a sentence

In order to understand the grammatical structure of a sentence, you need to discover its basis before everyone else. To do this, use methods developed by linguists. When you understand the basis of a sentence, you will be able to, say, place punctuation marks correctly.

Instructions

1. Find out what the grammatical basis is. These are the main members of the sentence - the subject and the predicate, which traditionally constitute the core meaning of the sentence. In some cases, sentences may contain only a subject or only a predicate, as well as several words that perform identical functions of the main members of the sentence.

2. Find the subject. Most often it is expressed as a noun or pronoun. In this case, it is certainly in the nominative case and answers the question “who?” or “what?” In rare cases, the role of object or subject of action in a sentence is played by a numeral or even a whole phrase. If you see a proper name in the nominative case in a sentence, it is extremely likely that it will be the subject.

3. Determine the predicate in the sentence. It denotes the action of the subject, the one that is the subject. In most sentences, the predicate is a verb coordinated with the subject in number and gender. Also, this member of a sentence can be expressed by verbal phrases, verbal adjectives and even nouns. The verb should answer the question “who does?” or “what does it do?”, grammatically coordinated with the first part of the sentence stem.

4. Mark the found stem in the sentence. Underline the subject with one constant horizontal line, and the predicate with two.

5. If there are several subjects and predicates, clarify the grammatical structure of the sentence. If all subjects and predicates are consistent with each other grammatically and in meaning, then this indicates a primitive sentence. On the contrary, if they are independent and have an independent meaning, then you have sentences with two or more stems, between which there is a coordinating or subordinating relationship.

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Note!
Be careful if the sentence contains the words “to be”, “to appear”, “to appear”. By emphasizing only them, it is easy to make a mistake and miss another part of the predicate.

Helpful advice
The words “allowed”, “necessary”, “impossible”, “necessary” are included in the combined predicate.

REMEMBER!1)
the offer may be
one-part (usually predicate,
therefore there will be no subject in it)
2) the main members can be homogeneous,
that is, several subjects or
several predicates

When identifying the subject, look for a word that indicates the producer of the action. And this word is only in the nominative case.

Subject

Simple verb predicate (SVP)

10.

11.

12. Compound verb predicate (CVS)

13. a) phase verbs, i.e. denoting the beginning, continuation or end of an action (begin, begin, become, continue, end, stop, etc.).

14.

15.

16.

17. Compound predicate (SIS)

18.

19.

20.

The grammatical basis of a sentence (subject and predicate) is the most important syntactic structure that determines not only the structure of the sentence, but also its informational meaning. Moreover, without the correct definition of the grammatical basis, it is impossible to correctly solve punctuation problems, especially in complex sentences.

Pupils of the second stage of secondary school (grades 5 - 9) are not always able to correctly and quickly find the grammatical basis of a sentence, because this syntactic structure is very diverse both in form and content. Consequently, problems arise both with the general analysis of the sentence and with punctuation.

Let us note right away that teaching children to correctly determine the grammatical basis of a sentence is possible only by fully implementing one of the most important principles of didactics, namely, the principle of promising learning.

This means that, starting from elementary school, one should look far ahead and gradually introduce children both to the members of a sentence that make up its structure, and to terminology.

Children's initial acquaintance with the main members of a sentence occurs in elementary school (in 3rd grade). The simplest form of the grammatical basis of a sentence (the subject is expressed by a noun, and the predicate by a verb) is learned by children relatively easily and quickly. But the slightest deviation from this formula already causes difficulties and confusion both in understanding and in terminology.
Unfortunately, teachers are sometimes the culprits of this confusion.

Here's an example:
The class works with the sentence “Children play in the school yard”
Teacher: Where is the subject?
Student: Children.
Teacher: Correct. Where's the verb?

What did the teacher do? He grossly violated the classification system of completely different concepts. After all, the classification of parts of speech is one thing, but the classification of sentence members is something completely different. Under no circumstances should these things be confused!

The teacher should have asked: Where is the predicate?

In the system of teaching children the Russian language in primary school, the most important place is occupied by an unmistakable understanding and ability to distinguish the meanings of various parts of speech: nouns, adjectives, verbs, pronouns, prepositions and adverbs.

If this confusion of the concepts of “part of speech” and “member of a sentence” is not eradicated in elementary school, then in the middle school it is extremely difficult to do this.

When leading children to understand the structure (construction) of a sentence, it is necessary to emphasize that a word can only be a member of a sentence as part of a sentence. This is the first thing. And secondly, on the fact that the members of the sentence (so far we are talking only about the subject and the predicate) can be expressed by any part of speech (“made” from any part of speech).

It is very important that already in elementary school children understand and firmly know what a subject is and what a predicate is, what these main members of a sentence mean and what questions they answer. Children find it especially difficult to find a predicate if it answers the questions “What is the subject?” or “What is (who is) the subject?”

It is very useful already in grades 4 and 5 to conduct a written survey “What is the subject?” and “What is a predicate?”, where students must give not only a precise definition of the main members of the sentence, but also give their own examples.

Particular attention should be paid to the logical connection of the main members of the sentence with each other, i.e. the ability to correctly ask a question from subject to predicate and persistently teach children to give a complete answer.

Example:
We are working with the proposal “Children play in the garden”

The student's answer should be:
“This sentence talks about children, this word is in the nominative case, which means it is the subject, it is expressed by a noun.

What are the children doing? - playing. This word denotes the action of the subject, which means it is a predicate, it is expressed by a verb.

The Russian language course in primary school (grade 5) begins with syntax. This is correct, because children must first learn how to construct a sentence correctly. In this initial syntax course, students already study in detail the ways of expressing the main members of a sentence and become familiar with the minor members of a sentence in detail. The concept and term “grammatical basis of a sentence” are familiar to them. Children relatively easily find the subject, expressed by a noun, and the predicate, expressed by one verb. Deviation from this formula already causes difficulties.

Painstaking work begins, as a result of which the children must understand that the subject can be expressed not only by a noun, but also by other parts of speech.

It is advisable already in the 5th grade to gradually introduce children to different types of predicates: simple verb, compound verb, compound nominal, although this is material for 8th grade. Practice shows that by the end of the first half of the year, fifth-graders are already quite consciously distinguishing between these types of predicates. True, at the first stage, confusion arises between the compound verbal predicate and homogeneous simple verbal predicates.

Children are confused by the fact that in both cases there are two verbs. But pretty soon everything falls into place. Again, written surveys are helpful.
Thus, in the fifth grade, groundwork has been made for the long term in understanding the structure of one of the main members of the grammatical basis of a sentence. Now you should methodically (preferably at each lesson) consolidate the structure of the predicate, terminology and its understanding.
Already in the 5th grade, it is advisable to introduce the concepts of “one-part and two-part sentences.” The guys master these concepts quite easily and quickly. By the way, the Russian language textbook for 5th grade by the authors Lvov and Nosov does just that. This is also a good foundation for the future. Ladyzhenskaya's textbook introduces these concepts only in 8th grade.

The syntax of a simple sentence is studied in detail in 8th grade. But, if we do not prepare children in grades 5-7 to perceive and understand this complex section of the entire school course of the Russian language, it will be very difficult for children to master the punctuation of a simple sentence. That is why the concepts of the most complex cases of expressing a grammatical basis should be gradually introduced precisely in grades 5–7. This is reasonable and possible when studying different parts of speech. You just need to constantly remember this and select didactic work material for the lesson, taking into account the role of the part of speech being studied in the sentence.

For example, when studying adjectives, it should be shown that this part of speech can be both a subject in a sentence (“The sick people are going for a walk”) and a predicate (“The night is bright”); when studying numerals, we demonstrate that numerals can fulfill the roles of both subject and predicate (“Two sixth-graders gathered ...”; “Twice two is four”), etc.

If in grades 5-7 we conduct a syntactic and punctuation analysis of at least one sentence in each lesson, we will prepare children to solve many problems of stylistics and punctuation in grades 8 and 9.

It is in these classes that children are faced with very complex constructions of the grammatical basis of a sentence. They are mainly associated with the indefinite form of the verb (infinitive).

The infinitive form of the verb most often in a sentence is the main part of the compound verbal predicate. (“Scientists have learned to distinguish…”). In these cases, the infinitive answers the questions: “What to do?”, “What to do?” and is included in the structure of the grammatical basis of the sentence.
In general, the indefinite form of a verb (infinitive) is a rather complex linguistic phenomenon that can perform a variety of functions in a sentence. This, of course, makes it difficult to find the grammatical basis.

The infinitive can perform the functions of a subject both independently and as part of a logically integral phrase (To feel is to live), (To love nature is a need of the soul). In the structure of a compound verbal predicate, the presence of an infinitive is mandatory, as is the presence of an auxiliary verb. Moreover, the infinitive can play the role of not only the main, but also an auxiliary verb (I want to learn to fly.) The infinitive can also be part of the structure of a compound nominal predicate (Sister is going to work as a dressmaker).

However, the infinitive can also be a secondary member of the sentence: a goal adverbial (“We went to the store to buy...”) and an object (“I asked the doctor to help”), i.e. not be part of the structure of the grammatical basis of the sentence.
In the sentence “We went to the store to buy...” the grammatical basis is “we went.”

The infinitive buy is a goal adverbial because it depends on the predicate and answers the question “came in for what purpose?” In the sentence “I asked the doctor to help...” the infinitive is an object because it depends on the predicate and answers the question “asked for what?”

As a rule, such syntactic constructions have no practical meaning for punctuation. But both the State Examination Academy and the Unified State Examination have tests specifically for distinguishing between similar types of grammatical fundamentals. So we have to teach children these theoretical subtleties as well.

Particularly difficult are the grammatical basics, consisting only of verbs (To teach is to sharpen the mind). It seems that in these cases there is no need to diligently search for the subject and predicate; it is enough to indicate the grammatical basis of the sentence.

The ability to correctly and quickly find the grammatical basis of a sentence is extremely necessary when studying various types of complex sentences. Without this skill, children cannot understand and master the punctuation of a complex sentence.
Problems begin already when studying one-part sentences. The absence of one of the main parts of a sentence often confuses students. They cannot find the boundaries of simple sentences in a complex one if one of the simple sentences is one-part. One-part sentences are studied in 8th grade.

Here again we need to work for the future: study one-component sentences in the context of complex ones.

In general, there is no need to prove that the ability to accurately determine the grammatical basis of a sentence in all its forms is the most important condition for understanding the structure of any sentence, and even more so for its punctuation. As a rule, the entire academic year in 9th grade is devoted to this. If you methodically, based on practice in grades 5-7, gradually prepare children to understand the syntactic structures studied in grades 8 and 9, the punctuation of simple and complex sentences can be mastered well.