How to parse a complex sentence. Parsing a simple sentence

1. Characterize the sentence according to the purpose of the statement: narrative, interrogative or motivating.
2. By emotional coloring: exclamatory or non-exclamatory.
3. Based on the presence of grammatical basics: simple or complex.
4. Then, depending on whether the sentence is simple or complex:

Example of parsing a simple sentence

Oral analysis:

Declarative sentence, non-exclamatory, simple, two-part, grammatical basis: pupils and female students studying, common, complicated by homogeneous subjects.

Writing:

Declarative, non-exclamatory, simple, two-part, grammatical basis pupils and female students studying, common, complicated by homogeneous subjects.

An example of parsing a complex sentence

Oral analysis:

Declarative sentence, non-exclamatory, complex, conjunction, means of communication subordinating conjunction because, complex sentence. The first simple sentence: one-part, with the main member - the predicate didn't ask common, not complicated. Second simple sentence: two-part, grammatical basis my class and I went common, not complicated.

Writing:

Declarative, non-exclamatory, complex, conjunction, means of communication subordinating conjunction because, SPP.

1st PP: one-part, with the main member – predicate didn't ask common, not complicated.

2nd PP: two-part, grammatical basis - my class and I went widespread, not complicated.

Example of a diagram (sentence followed by a diagram)

Another parsing option

Parsing. Order in parsing.

In phrases:

1. Select the required phrase from the sentence.
2. We look at the structure - highlight the main word and the dependent word. We indicate which part of speech is the main and dependent word. Next, we indicate in what syntactic way this phrase is connected.
3. And finally, we indicate what its grammatical meaning is.

In a simple sentence:

1. We determine what the sentence is based on the purpose of the statement - narrative, incentive or interrogative.
2. We find the basis of the sentence, establish that the sentence is simple.
3. Next, you need to talk about how this proposal is constructed.
   • Is it two-part or one-part. If it is one-part, then determine the type: personal, impersonal, nominal or indefinitely personal.
   • Common or not common
   • Incomplete or complete. If the sentence is incomplete, then it is necessary to indicate which member of the sentence is missing.
4. If this sentence is complicated in any way, be it homogeneous members or separate members of the proposal, this must be noted.
5. Next you need to analyze the sentence by members, indicating what parts of speech they are. It is important to follow the parsing order. First, the predicate and subject are determined, then the secondary ones, which are included first in the subject, then in the predicate.
6. We explain why punctuation marks are placed in the sentence one way or another.

Predicate

1. We note whether the predicate is a simple verb or a compound (nominal or verbal).
2. Indicate how the predicate is expressed:
   • simple - what form of the verb;
   • compound verb - what it consists of;
   • compound nominal - what copula is used, how the nominal part is expressed.

In a sentence that has homogeneous members.

If we have a simple sentence before us, then when analyzing it we need to note what kind of homogeneous members of the sentence they are and how they are related to each other. Either through intonation, or through intonation with conjunctions.

In sentences with isolated members:

If we have a simple sentence before us, then when analyzing it, we need to note what the turnover will be. Next, we analyze the words that are included in this circulation according to the members of the sentence.

In sentences with isolated parts of speech:

First, we note that in this sentence there is direct speech. We indicate the direct speech and text of the author. We analyze and explain why punctuation marks are placed in the sentence this way and not otherwise. We draw a proposal diagram.

In a compound sentence:

First, we indicate which sentence according to the purpose of the statement is interrogative, declarative or motivating. We find simple sentences in the sentence and highlight the grammatical basis in them.

We find conjunctions that connect simple sentences into complex ones. We note what kind of conjunctions they are - adversative, connecting or disjunctive. We determine the meaning of this entire complex sentence - opposition, alternation or enumeration. We explain why the punctuation marks are placed in this way in the sentence. Then each simple sentence that makes up a complex sentence must be parsed in the same way as a simple sentence is parsed.

In a complex sentence with a subordinate clause (one)

First, we indicate what the sentence is according to the purpose of the statement. We highlight the grammatical basis of all simple sentences that make up a complex sentence. Let's read them out.

We name which sentence is the main one and which is the subordinate one. We explain what kind of complex sentence it is, pay attention to how it is constructed, how the subordinate clause is connected to the main sentence and what it refers to.

We explain why punctuation marks are placed in this way in this sentence. Then, the subordinate and main clauses must be parsed in the same way as simple sentences are parsed.

In a complex sentence with subordinate clauses (several)

We call what a sentence is according to the purpose of the statement. We highlight the grammatical basis of all simple sentences that make up a complex sentence and read them out. We indicate which sentence is the main one and which is the subordinate clause. It is necessary to indicate what the subordination in the sentence is - either it is parallel subordination, or sequential, or homogeneous. If there is a combination of several types of subordination, this must be noted. We explain why punctuation marks are placed in this way in the sentence. And, at the end, we analyze the subordinate and main clauses as simple sentences.

In a complex non-union sentence:

We call what a sentence is according to the purpose of the statement. We find the grammatical basis of all the simple sentences that make up this complex sentence. We read them out and name the number of simple sentences that make up a complex sentence. We determine the meaning of the relationships between simple sentences. It can be sequence, cause and effect, opposition, simultaneity, explanation or addition.

We note what the structural features of this sentence are, what kind of complex sentence it is. How are the primes connected in this sentence and what do they refer to.

We explain why the punctuation marks are placed in this way in the sentence.

In a complex sentence in which there are different types of connections.

We call what purpose the sentence is in terms of the purpose of the statement. We find and highlight the grammatical basis of all simple sentences that make up a complex sentence, and read them out. We establish that this proposal will be a proposal in which different types of communication are present. Why? We determine what connections are present in this sentence - conjunctional coordinating, subordinating or any others.

By meaning, we establish how simple ones are formed in a complex sentence. We explain why punctuation marks are placed in the sentence in this way. We parse all the simple sentences from which a complex sentence is composed in the same way as a simple sentence.

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Not all schoolchildren find it easy to fully parse a sentence. We will tell you the correct sequence of actions that will help you cope with this task easier.

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 marks - “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 are nominal (there is a subject: nominative) and verbal (there is a predicate: definite-personal, indefinite-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 not complicated by 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

In this case, indicate the grammatical basis; if the sentence is complicated, indicate the complication.

Look at a sample parsing sentence:

• Oral analysis: the sentence is narrative, non-exclamatory, simple, two-part, grammatical basis: the doorman trampled, he moved, he didn’t, he stopped, common, complete, complicated by homogeneous predicates, a separate definition (participial phrase), a separate circumstance (adverbial phrase).
• 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 sentence (BSP) - “I know: in your heart there is both pride and direct honor” (A. Pushkin);
• sentence with different types of connection - “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-union complex sentence can be expressed by different punctuation marks: 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. Use this step-by-step guide 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 written form. 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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Syntactic parsing of a sentence is the parsing of a sentence into members and parts of speech. You can parse a complex sentence according to the proposed plan. The sample will help you correctly format a written analysis of a sentence, and the example will reveal the secrets of oral syntactic analysis.

Sentence parsing plan

1. Simple, simple, complicated by homogeneous members, or complex

2. According to the purpose of the statement: narrative, interrogative or motivating.

3. By intonation: exclamatory or non-exclamatory.

4. Common or not common.

5. Determine the SUBJECT. Ask questions WHO? or WHAT? Underline the subject and determine which part of speech it is expressed in.

6. Define the PREDIC. Ask questions WHAT DOES? etc. Underline the predicate and determine which part of speech it is expressed in.

7. From the subject, ask questions to the secondary members of the sentence. Underline them and determine which parts of speech they are expressed in. Write down phrases with questions.

8. From the predicate, ask questions to the secondary members. Underline them and determine which parts of speech they are expressed in. Write down phrases with questions.

Sample sentence parsing

The sky was already breathing autumn, and the sun was shining less and less often.

This sentence is complicated First part:

(what?) sky - subject, expressed by a singular noun. h., Wed. r., nar., inanimate., 2 sk., i. P.
(what did?) breathed - predicate, expressed by the verb nes. view., 2 pages, in units. h., past vr., wed. R.
breathed (what?) in the fall - addition, expressed by a noun in singular. h., w. r., narit., inanimate., 3rd class., etc.
breathed (when?) already - a circumstance of time, expressed by an adverb

The second part:

(what?) sun - subject, expressed as a singular noun. h., Wed. r., nar., inanimate., 2 sk., i. P.
(what did it do?) shone - predicate, expressed by the verb nes. view, 1 book, unit. h., past vr., wed. R.
shone (how?) less often - a circumstance of the manner of action, expressed by an adverb
shone (when?) already - a circumstance of time, expressed by the adverb

Example of parsing a sentence

They either flew obliquely in the wind, or lay vertically on the damp grass.

This proposal is simple.

(what?) they are the subject, expressed by a plural pronoun. h., 3 l., i. P.
(what did they do?) flew - homogeneous predicate, expressed by the verb non.view, 1 sp., plural. h.. last vr..flying
(what did they do?) lay down - homogeneous predicate, expressed by the verb non.view, 1 sp., plural. h.. last vr..
flew (how?) obliquely - a circumstance of the course of action, expressed by an adverb.
flew (how?) in the wind - circumstance of the course of action, expressed by the adverb
lay down (how?) vertically - a circumstance of a course of action, expressed by an adverb
lay down (where?) on the grass - an adverbial circumstance of place, expressed by a common noun, inanimate, in singular. h., w. r., 1 fold, in v.p. with a pretext
grass (what kind?) raw - definition, expressed by an adjective in singular. h., w.r., v.p.

OFFER

Offer - this is a word or group of words that are related in meaning; from one word to another you can pose a question. A sentence expresses a complete thought.

The first word in a sentence is written with a capital letter, and a period, exclamation or question mark is placed at the end of the sentence.

Every sentence is spoken for a purpose.

According to the purpose of making sentences, there are : narrative, interrogative. incentive.

Declarative sentence - this is a sentence in which something is reported (narrated).

Interrogative sentence is a sentence in which something is asked.

Incentive offer - this is a sentence in which they encourage action, advise or ask to do something.

By intonation there are offers exclamation and non-exclamation.

Exclamatory sentence is a sentence that is pronounced with strong feeling. An exclamation point (!) is placed at the end of an exclamatory sentence.

Non-exclamatory sentence is a sentence that is pronounced calmly, without strong feeling. A period (.) or a question mark (?) is placed at the end of a non-exclamatory sentence.

The offer includes main And minor members.

Main members of the proposal - this is the subject and the predicate.

Subject - this is the main member of the sentence, which names what or whom the sentence is about. The subject answers the question who? or what? The subject is emphasized by one line.

Predicate - this is the main member of the sentence, which denotes what is said about the subject, names what the subject does. The predicate answers one of the questions: what does it do? what are they doing? what will it do? What did you do? what will he do? The predicate is emphasized by two features.

Members of the sentence

Main
Examples	Information
	Subject - the main member of the sentence, which names the one who acts, experiences some state, or has a certain characteristic. Answers the questions: Who? What?
	Predicate - the main member of a sentence that names the action, state or attribute of the subject. Answers the questions: What is he doing? What? What's happened? Who it?
The subject and predicate are the basis of the sentence.

Minor

Examples	Information
	Addition- a minor member of a sentence that denotes an object. Answers questions about indirect cases.
	Definition- a minor member of a sentence that denotes a feature of an object. Answers the questions: Which? Whose?
	Circumstance- a minor member of a sentence that denotes time, place, method of action. Answers the questions: Where? When? Where? Where? Why? For what? And How?

Offers

1. Role in language	Expresses a thought that is complete in meaning and intonation.
3. Types of sentences according to the number of grammatical bases	Simple - one stem, complex - two or more grammatical stems.
4. Types of sentences according to the purpose of the statement	Narrative (contains a message); interrogative (contains a question); incentive (inducement to action).
5. Types of sentences by intonation	An exclamation, in which a thought is accompanied by a strong feeling, and a non-exclamation.
6. Types of proposals for the presence or absence of secondary members	Common (besides the main members, there are also secondary ones) and non-common (consist only of the grammatical basis).
7. Types of proposals by complexity	May be complicated by appeals, homogeneous members

Parsing a sentence

Syntactic analysis of a simple sentence has become firmly established in the practice of primary and secondary schools. This is the most difficult and voluminous type of 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 under the programs of the educational system "School 2100", "School of Russia" and "Primary School of the 21st Century". There are also big differences. Elementary 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 learned 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.

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