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Examples of emphasizing and separating punctuation marks. Video lesson “Punctuation marks between parts of a complex sentence

Intonation of a complex sentence (§ 10)

Lesson objectives: 1) introduce students to the purpose of punctuation marks in a complex sentence, the use of punctuation marks in different functions (separation, highlighting) between parts of a complex sentence, a list of punctuation marks used in complex sentences of different types, features of intonation of simple and complex sentences, graphic ways of indicating them ; 2) teach how to differentiate the use of punctuation marks in different functions between parts of a complex sentence, draw up diagrams of complex sentences, be able to correctly read the indicated complex sentences intonationally, correctly construct complex sentences from the indicated simple ones intonationally, draw up graphic intonation diagrams of complex sentences.

I. Repeating the spelling of vowels in personal endings of verbs.

Text is projected from task: copy it down, insert the missing vowels in the personal endings of verbs. Give reasons for the use of commas.

THREE MORE

The troika is rushing, the troika is jumping...t,

Dust swirls from under the hooves,

The bell is crying loudly...t,

A bright ringing sound is heard,

Then in the distance it’s clear... it’s clear,

Then he groans muffledly.

Like a goblin second to a witch

And the sound...is with her,

Or mermaid tarator..t

In a grove of sonorous reeds.

(P. A. Vyazemsky)

II. Learning new material.

1. Students research the material on p. 30, § 9, and answer questions.

What punctuation marks help convey a variety of semantic relationships between simple sentences within complex ones?

In which sentences do punctuation marks separate, and in which do they separate parts of a compound?

2. Ninth-graders come to the conclusion that punctuation marks in a complex sentence are needed in order to convey in writing the features of semantic relationships between the parts of a complex sentence, the features of its structure and intonation.

In complex and non-union complex sentences, they separate simple sentences, performing a separating function, and in complex sentences, they highlight the dependent part (subordinate clause), performing an excretory function.

III. Training exercises.

1. In ex. 54 on p. 31 sentences are written in the following order: a) with dividing punctuation marks; b) with special punctuation marks.

2. In ex. 53 the table is examined, students confirm the answer with examples from the dictation in exercise. 55, compose complex sentences, make an oral report on the topic “Punctuation marks in complex sentences

IV. Material for observations on p. 32, § 10.

Students compare simple and complex sentences by intonation, then read expressively an excerpt from a poem by N. M. Rubtsov on p. 32, then observe how the complex sentence is pronounced in accordance with the signs indicating pause, rise () and fall of tone ().

Ninth graders answer the questions:

With what intonation is each part of a complex sentence pronounced?

Does each of these parts have the intonation of the end of a sentence, or is this intonation inherent only in the end of the entire complex sentence?

In what cases does intonation act as a grammatical means of connecting simple sentences into complex ones independently, and in what cases does it act simultaneously with a conjunction?

Students conclude: the intonation of a complex sentence has three main elements: first a rise in voice, then a pause and a gradual decrease in voice towards the end of the sentence. Intonation, together with or without conjunctions, connects individual simple sentences into a single whole, which is why it is a means of communication in a complex sentence.

The theoretical material on p. is read aloud. 33.

V. Consolidate the material and check your understanding of the topic.

1. Students do exercise. 56 (compose complex sentences from given simple ones with the help of a conjunction that is necessary in meaning and without it).

Recommendations for the teacher: It is necessary to pay attention to the intonation with which students will pronounce each part of a complex sentence. One student reads complex sentences expressively, others observe the intonation with which he pronounces each part of a complex sentence, monitor the rise and fall of his voice, and evaluate his ability to pronounce complex sentences.

2. In ex. 57 students read complex sentences, the teacher pays attention to the pronunciation of each part of the complex sentence: first raising the voice, then a pause and gradually lowering the voice towards the end of the sentence. Next, ninth-graders draw up diagrams of complex sentences, graphically showing the features of intonation.

VI. Summing up the lesson. We find out how the students understood the material, ask them to draw a conclusion about the functions of punctuation marks in complex sentences, about the features of intonation of a complex sentence.

VII. Homework:

a) learn theoretical material on p. 30-31, § 9, and p. 33, § 10;

b) the first group of students performs exercise. 58;

c) the second group (more prepared) performs the exercise. 59;

d) repeat theoretical material on topic 4 Complex sentence (§ 7-10), prepare for the test.

Lesson 13. Test lesson on the topic “Complex sentence”

Each task is completed on a separate piece of paper and is turned in immediately. The work is checked by a consulting group.

Test assignments

1. List the functions of punctuation marks in complex sentences (Option I).

2. Name the main types of complex sentences, list the main elements of intonation of a complex sentence (Option II).

3. Test diagnostic work.

Record the text from dictation. In complex sentences, emphasize the grammatical basics, determine the type of complex sentence, graphically characterize the intonation of complex sentences, indicate the function of punctuation marks.

I arrived in Opukhliki by night train and swam across the lake at random. In the village on the other side, everyone was asleep; not a light was visible.

There was autumn silence. The full moon, like an overripe Antonov apple, hung over the gray oat field.

I climbed the ladder to put the oars in the attic. From here, at the end of the oat field, obscured by bushes, I saw a light. He trembled mysteriously, beckoning to him, and I went to him.

A narrow path wound through an unmown swamp. Large bells stood out against the dark background of grass, as if they were glowing. An owl silently appeared from the bushes and flew next to the face on its silent velvet wings. It was cold, and it became eerie from the dampness and this silent flight of the mysterious night bird. A horse neighed very close by, clumsily kicking its tangled legs and began to approach the man. And the fear immediately went away, as if I had met a good friend.

The light was now not visible, but blows were clearly heard. The path ran steeply around a young pine forest, there was a smell of heated resin, and I saw a fire almost nearby. A tongue of flame flared up and snatched out of the darkness an ordinary harvester and a man bowed down by the fire. I recognized the tractor driver Vasily.

(N.I. Novikov)

Test tasks

Option I

1. Find complex sentences.

a) He not only planted a tree, but also built a house and raised a son.

b) The morning was sultry, it smelled of mignonette.

c) Here, as legend says, there was a dense forest.

d) The winter was snowy, and strong floods were expected.

Answer: b, d.

2. Indicate in which examples the function of the punctuation mark is dividing.

a) I don’t know what attracts me to this young man.

b) The forest, mountains merged, everything was shrouded in thick fog.

c) The full water subsided, and it flowed in a narrow stream.

d) We went out into the clearing where the oak tree grew in the evening.

Answer: b, c.

a) The driver whistled and the horses galloped. (Simultaneity of events.)

b) The sun has set, but it is still light in the forest. (Contrast.)

c) The oars fell together into the waves, and the longboat rushed forward. (Subsequence.)

d) We talked for a long time and were silent for a long time, or she played the piano for me. (Mutually exclusive.)

Option II

1 . Give complex sentences.

a) Leaves fly off the apple trees and whisper dryly with the grass.

b) Dust rushed like a whirlwind along the road, and the month became completely foggy.

c) Having completed the entire route successfully, the tourists returned home.

d) It was dark and I saw no trees, no water, no people.

Answer: b, d.

2. Indicate in which examples the punctuation mark is emphatic.

a) My father wished me a good journey, and my daughter accompanied me to the cart.

b) Everyone was silent to hear the rustling of flowers.

c) The day was gray and calm, the light air smelled of the sea.

d) He remembered the day when he was leaving.

Answer: b, d.

3. Find an error in determining the relationships between parts of a complex sentence.

a) I lay as if forgotten, but sleep did not close my eyes. (Contrast.)

1. Complex sentence.

Complex is a sentence that has two or more independent grammatical stems connected by coordinating conjunctions.

Punctuation marks in a complex sentence.

A comma is placed between parts of a complex sentence connected by conjunctions:
1. connecting ( and, yes in meaning and, neither... nor);
2. adversative ( ah, but, yes in meaning but, however, on the other hand, otherwise, not);
3. dividing ( or, either, whether... whether, then... that, not those... not that);
4. connecting ( yes, yes and, too, also);
5. explanatory ( that is, namely).
If parts of a complex sentence are significantly common or have commas inside them, then between them a semicolon is added(before unions But And Yes meaning "and" only when they connect parts that would otherwise be separated by a point): Almost every evening later they went somewhere out of town to Oreanda or to a waterfall; And the walk was a success, the impressions were invariably beautiful and majestic each time (H), I only had blue paint, But, despite this, I decided to draw a hunt (L. T), I thought he started crying, A I must tell you that Azamat was a stubborn boy, and nothing could make him cry, even when he was younger (L.)
If in second part compound sentence contains an unexpected addition or sharp contrast to the first part, then between them a dash is placed instead of a comma: Deft and strong blows with sledgehammers on the barrels of machine guns - and the Nazis can no longer shoot (V. Stavsky). I rush there - and the whole city is already there (P.)

Comma before unions oh yeah(meaning "and"), or, or in a compound sentence not placed:
1. common minor term (In such a storm the wolf does not prowl and the bear does not crawl out of the den);
2. if parts of a complex sentence have (When the thunderstorm started, the game stopped and the children rushed to run home);
3. between two nominal proposals (Walk in the forest and boating);
4. between two interrogative proposals (What time is it now and how much time is left before the train leaves?).
There is no comma between two impersonal sentences that have synonymous words as part of the predicates (You need to rewrite the work and explain the mistakes made in it).
A comma is placed between parts of a complex sentence that have common minor term or general subordinate clause, if these parts are connected repeating conjunction (Heavy trucks were moving along the streets, cars were rushing, and pedestrians were hurrying along).
If the parts of the sentence are not connected by a repeating conjunction, but have a common member, then a comma between them not placed: The eyes sparkled on the pale face and the nose stretched out.

2. Complex sentence.

Difficult to subordinate a sentence is a complex sentence that contains main part And dependent(subordinate clause). The parts of such a sentence are interconnected subordinating conjunctions or allied words.

Punctuation marks in complex sentences.

Subordinate clause separated from the main one comma or separated by commas on both sides, if located inside the main.
Sometimes, with intonation emphasis, explanatory clauses (as well as conditional ones with the conjunction whether), standing before the main clause, are separated from it not by a comma, but dash: He who is cheerful laughs (L.-K.); As the teacher said, I listened for a long time at the window (Plsch.); Of course, it’s good that he’s getting married to her, but who knows how they’ll live (M. G.); Whether a plowman sings a song in the distance, the long song touches the heart; Will the forest begin - pine and aspen (N.)(in the last example in the second part there is an incomplete sentence).
In rare cases, a subordinating conjunction is preceded by colon: this occurs when in the previous part of a complex sentence contains a special warning about further clarification(you can insert the words here "namely"): Hadji Murat was sitting next to him in the room and, although he did not understand what they were saying, he understood, however, what he needed to understand: that they were arguing about him and that his departure from Shamil was a matter of great importance for the Russians.. (L T .)
When a subordinate clause is connected to the main clause using complex subordinating conjunction (because, in view of the fact that, due to the fact that, due to the fact that, due to the fact that, because of that, so that, instead of, in order to, so that, after, while, since like, etc.), That the comma is placed once:
1. before the union, if the subordinate clause follows the main clause: We sat on the corner of the bastion, so we could see everything in both directions (L.);
2. after the entire subordinate clause, if it precedes the main thing: As I spoke, he came to his senses (M. G.)
Note. Depending on the meaning, a complex conjunction can break up into two parts: the first part will be part of the main sentence as a relative word, and the second will serve as a conjunction; in such cases a comma is placed only before the second part of a complex conjunction: He lost weight overnight so that only skin and bones remained (L. T.); Grandfather ordered not to wake up Tanyusha until she wakes up (Ax.). Complex unions then, as if, even if, only when don't break.
If a subordinating conjunction or relative word is preceded by negation "Not" or repeating coordinating conjunction oh, or, or etc., then the subordinate clause not separated from main comma: What matters is not what he said, but how he said it; It was noisy both when the children played in the yard and when they gathered in the dining room(a comma is placed between subordinate clauses in such cases).
They are not subordinate clauses and do not separate That's why comma irreducible expressions at any cost, as if nothing had happened, whatever it takes, whatever it takes etc.
Subordinate clause, consisting of only one relative word, no comma separated: He was offended, but he said why.

3. Complex non-union sentence.

A non-union complex sentence is a sentence in which the parts that form it (simple sentences) are interconnected in meaning, intonation, and the order in which the parts are arranged. Between the parts of such a sentence no unions.

Punctuation marks in a non-union complex sentence.

Comma and semicolon in a non-union complex sentence

Between independent clauses combined into one complex non-union sentence, a comma is added, if such proposals are closely related in meaning: The deep darkness in the sky was thinning, day fell on the dark valley, dawn rose (P.).
If parts of a non-union complex sentence distant from each other by meaning or are very common and have commas inside them, then between them a semicolon is added: At the gate I saw an old cast-iron cannon; the streets were cramped and crooked, the huts were low and mostly covered with thatch (P.); It was already evening; the sun disappeared behind a small aspen grove that lay half a mile from the garden; its shadow stretched endlessly across the motionless fields (T.).
If a non-union complex sentence falls apart(groups of sentences), meaningfully distant from each other, then between them a semicolon is added, and within these parts simple sentences are separated by a comma: The forest smell intensifies, there is a slight whiff of warm dampness; the wind that has taken off near you freezes (T.); The pale gray sky became lighter, colder, and bluer; the stars blinked with faint light and then disappeared; the ground became damp, the leaves began to sweat, in some places living sounds and voices began to be heard (T.).

A colon in a non-union complex sentence is placed:

If the second part (one or more sentences) clarifies, reveals the content of what is said in the first part (you can insert words between both parts "namely"): I was not mistaken: the old man did not refuse the offered glass. (P.) Here a rather interesting picture opened up: a wide hut, the roof of which rested on two sooty pillars, was full of people (L.);
If in the first sentence using verbs see, look, hear, know, feel etc. a warning is given that what will follow is a statement of some fact or some description: I know: in your heart there is both pride and direct honor (P.); Pavel feels that someone’s fingers are touching his arm above the elbow (N.O.).
1. Sometimes these verbs are omitted: He thought, sniffed: it smells like honey (Ch.)(missing: and felt that).
2. If the first sentence is pronounced without a hint of warning, then a comma is placed instead of a colon: I hear the earth tremble (N.).
If the second part indicates the basis, the reason for what is said in the first part (you can insert a conjunction between both parts because): They were silent the whole way to the farm: the bumpy ride made it difficult to talk (Ch.).

In these cases, most often the main part of the statement (corresponding to the main clause in complex sentences) is contained in the first part of the non-union complex sentence, and in the second part (corresponding to the subordinate clause in complex sentences) an explanation is provided, revealing the content of the first part.

A dash in a non-union complex sentence is placed:

If the second part contains an unexpected addition, an indication of a rapid change of events: Suddenly men with axes appeared - the forest rang, groaned, crackled (N.); Ignat pulled the trigger - the gun misfired (Ch.);
If the second part contains sharp contrast in relation to the first part: The oak is holding on - the reed has fallen to the ground (Kr.); They mowed a mile - they mowed a penny (M. G.);
If the second part contains consequence, conclusion from what is said in the first part: Praise is tempting - how can you not want it? (Kr.);
If in the first part the time of the action is indicated, which is discussed in the second part (you can add the union When): They plow the arable land - they don’t wave their hands (ate); The forest is being cut down - the chips are flying (ate);
If the first part means condition for performing an action, which is discussed in the second part (you can add the union If): If you like to ride, you also like to carry sleds(last); Lying on the stove - no workdays to be seen(last);
If one part contains comparison with what is said in another: Says a word - the nightingale sings (L.).

A dash is placed also in cases where second part a non-conjunctive complex sentence is incomplete sentence: (I thought it was a wolf).

The lesson has several important goals:

1) show that punctuation marks are an important means of formatting written speech;

2) talk about dividing punctuation marks into groups according to their function;

4) develop students’ oral and written speech;

5) cultivate speech culture and respect for the native word.

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Lesson topic: Principles of Russian punctuation. Punctuation marks:

Separating, dividing and excreting.

Lesson type: formation of new knowledge

Form:lesson - workshop using computer

Presentations

Lesson objectives.

Educational:emphasize that punctuation is important

A means of formatting written speech, since with their

With the help of semantic division of speech, division

Punctuation marks according to their function are divided into three groups:

separating, separating and excreting,

Offer

Developmental: development of students' oral and written speech,

Active forms of cognitive activity

Educational: nurturing speech culture, caring attitude towards

Native word

Lesson equipment:computer presentation

“Punctuation marks - notes when reading” (A. P. Chekhov)

Leading tasks: Student message: “From the history of punctuation”

Lesson progress

Introduction to the lesson objectives and epigraph:

"Punctuation marks - notes when reading"

A. P. Chekhov

“...Punctuation marks have a dual purpose:

Promotes clarity in the presentation of thoughts,

Separating one sentence from another or one

Part of it from another, and express the feeling of the face

The speaker and his attitude towards the listener..."

F. I. Buslaev

Lesson plan.

1. Introduction: "A Word about Punctuation"

2. Student message:"From the history of punctuation"

3 Student message: “Threethe principle of Russian punctuation"

4. Student message: “Punctuation marks: separating,

5 . Drawing up a diagram on the topic “Punctuation Marks”

8. Workshop on the studied topic (working with a computer program

Problematic issues:

Why is punctuation needed?
What are the principles of Russian punctuation?
What groups are punctuation marks divided into?

By its function?

What is special about copyright marks?

1. Introduction: "A Word about Punctuation"

The topic of today's lesson is“Principles of Russian punctuation. Punctuation marks: separating, dividing and emphasizing"

What is punctuation? Choose words with the same root for this word and try to formulate
Why is punctuation needed?

Conclusion: Punctuation (from Latin punktum - “dot”) is a collection of rules for placing punctuation marks. Punctuation marks (punctuation - “stop, break”) are signs that are placed between words or groups of words in written speech.

2. Student message:"From the history of punctuation"

“Punctuation, like spelling, forms part of the graphic system adopted for a given language, and must be as firmly mastered as the letters of the alphabet with their sound meanings, in order for the letter to accurately and completely express the content of the utterance.” “Punctuation marks are notes when reading” - this is how A.P. Chekhov characterized punctuation in one of his letters dated 1888.

Punctuation marks are an important means of formatting written speech, since with their help the semantic division of speech occurs. Unlike spelling, the rules of which are based on the phonetic and morphological structure of each language, punctuation is largely international in nature. Punctuation was invented by the typographers the Manutius brothers in the mid-15th century. and in its main features was accepted by the majority of the peoples of Europe.

There are 10 punctuation marks in modern Russian: period, question mark, exclamation mark, ellipsis, colon, semicolon, comma, dash, double dash, parentheses. Quotation marks can also be considered punctuation marks. In addition, spaces between words, a red line (beginning of a paragraph) and other graphic aids are used to read the text.

3. Student message: “Three principles of Russian punctuation"

The rules of Russian punctuation are based on three basic principles: logical (semantic), structural-syntactic and intonation:

1. Logical (semantic) -Punctuation marks help break up speechinto parts that are important for expressing thoughts in writing(semantic division),

2. Structural - syntacticmakes the semantic structure of speech clear, highlighting individual sentences and their parts (syntactic division),

creates stability of the punctuation system.

3. Intonation - serve to indicate intonation patterns,a means of expressing semantics (meaning) in oral speech.

4. Student message: “Punctuation marks: separating,

Separating and excretory"

Depending on their function, punctuation marks are divided into three groups: disjunctive, disjunctive, and emphatic.

To the separatorsPunctuation includes periods, question and exclamation marks, and ellipses. These signs are placed at the end of a sentence and serve as a means of separating one sentence from another in the composition text.

To punctuation marksinclude comma, semicolon, dash and colon. These signs are placed in a simple sentence to separate homogeneous members of a sentence and to separate simple sentences within a complex sentence.

To the punctuation marks include double (paired) signs:double brackets, double quotes,double dash, double commas.

5 . Drawing up a diagram on the topic: “Punctuation marks”

A special position in the traditional punctuation mark system is occupied by the so-called author's marks. They can be considered as special semantic signs, since their use is usually not motivated by the structure of syntactic units. Author's marks are one of the punctuation methods for highlighting semantic fragments of a sentence. They are an important component of the information expressed by a sentence. In modern press there are cases of violation of some punctuation rules.

Chekhov compares punctuation marks with musical notation,

and what would you compare it to, based on your profession?

What are the similarities and differences between clothing and punctuation?

7. Separating, separating, emphasizing and copyright marks in

M.A. Bulgakov’s novel “The Master and Margarita”

Now let's turn to the story of a man who made clothes a symbol of protest. Mikhail Afanasyevich Bulgakov - author of famous works

“Heart of a Dog”, “Running”, “The White Guard”, “The Master and Margarita” - all his life he defended the right to remain oneself. "I was advised to dye the skin. Ridiculous advice. Is it painted?wolf, whether the wolf is shorn, he is still notlooks like a poodle" -wrote M.A. Bulgakov

In February 1929, two people met: he was married, she was married; a romance arose between them, at first secret, as usual; then everything, according to the eternal pattern, floated out; and there were tears, and the jealous husband’s revolver flashed, but everything ended well...

Or you can start this strict story about love this way: in the early thirties, the wife of a major commander, chief of staff of the Moscow military district, Shilovsky, went to the famous writer and became his wife.

In February 29th they met for the first time, and in May Mikhail Afanasyevich began writing his great novel “The Master and Margarita”. This novel is about many things, it is about God and the devil, it is about cowardice as the main vice of humanity, it is about the indelible, inescapable sin of betrayal, it is fantastically funny and inexpressibly sad, it is cosmic, but above all it is about true and eternal love, oh which we have forgotten to even think about and which comes, perhaps, only in happy dreams of childhood, when you shed tears about the irrevocable, and no longer believe, and there is no strength to live without faith.

“The Master and Margarita” - that’s what he called the novel, the great Master, not in any other way. Romance, life - how everything intertwined, grew into each other, when some blood vessels connected life and dream, Elena Sergeevna and Margarita Nikolaevna, but let’s not forget: Elena Sergeevna is a Secret Friend, the Muse is life, beautiful and fleeting, and Margarita Nikolaevna is the same, but already bathed in the light of immortality, the child of the Master’s love for a woman and for life

From Elena Sergeevna’s diary:

“It was in February 29, at Pancake Day. Some friends had a pancake party. Neither I wanted to go there, nor Bulgakov, who for some reason decided that he would not go to this house. But it turned out that these people managed to interest both him and me in the composition of the guests. Well, me, of course, is his last name. In general, we met and were close. It was fast, unusually fast, at least on my part, love for life.”

The Master could not give her either fame, wealth, position in society, or even hope: he was poor and - worse than that - cursed, his fame had faded, leaving a foam of blasphemy and the persistent, creepy at that time and absolutely unfair nickname of “White Guard” " And she? Beautiful, brilliant,

with the necessary zest of frivolity, which does not allow a man to get used to his girlfriend as property that will go nowhere...

From Elena Sergeevna’s diary:

“Then came much more difficult times, when it was very difficult for me to leave home precisely because my husband was a very good person, because we had such a close-knit family. The first time I was faint-hearted and stayed, and I did not see Bulgakov for 20 months, giving my word that I would not accept a single letter, I would not answer the phone even once, I would not go out into the street alone. But, obviously, it was still fate. Because when I went outside for the first time, I met him, and the first phrase he said was: “I can’t live without you.” And I answered: “Me too.” And we decided to connect, no matter what. But then he told me something that, I don’t know why, but I accepted with laughter. He told me: “Give me your word that I will die in your arms.” If you imagine that this was said by a man of less than forty years old, healthy, with cheerful blue eyes, beaming with happiness, then, of course, it looked very strange. And I, laughing, said: “Of course, of course, you will die on my floor...” He said: “I’m speaking very seriously, swear.” And as a result, I vowed...”

Not in the novel, but in life, Mikhail Afanasyevich said to Elena Sergeevna:“The whole world was against me, and I was alone. Now it’s just the two of us and I’m not afraid of anything.”

Study of excerpts from the novel by M.A. Bulgakov

"The Master and Margarita"according to the punctuation analysis scheme

Are you a writer? - the poet asked with interest.

The guest darkened his face and shook his fist at Ivan, then said:

“I am a master,” he became stern and took out from his robe pocket a completely greasy black cap with the letter “M” embroidered on it in yellow silk. He put on this cap and showed himself to Ivan both in profile and front to prove that he was a master. “She sewed it for me with her own hands,” he added mysteriously.

What's your last name?

“I no longer have a surname,” the strange guest answered with gloomy contempt, “I abandoned it, like everything else in life.” Let's forget about her.

She carried disgusting, disturbing yellow flowers in her hands. The devil knows what their names are, but for some reason they are the first to appear in Moscow. And these flowers stood out very clearly on her black spring coat. She carried yellow flowers! Bad color!
She turned from Tverskaya into the alley and then turned around. Well, do you know Tverskaya? Thousands of people were walking along Tverskaya, but I guarantee you that she saw me alone and looked not only anxiously, but even as if painfully. And I was struck not so much by the beauty as by the extraordinary, unprecedented loneliness in the eyes!

M. Bulgakov. "The Master and Margarita". Part 1 chapter 13

“Follow me, reader! Who told you that there is no true, faithful, eternal love in the world? May the liar's vile tongue be cut out! Follow me, my reader, and only me, and I will show you such love!”

And I suddenly, and completely unexpectedly, realized that all my life I had loved this woman! That's the thing, huh? Of course, you will say, crazy?..

Love jumped out in front of us, like a killer jumps out of the ground in an alley, and struck us both at once!

That's how lightning strikes, that's how a Finnish knife strikes!

She, however, later claimed that this was not so, that we, of course, loved each other a long time ago - a long time ago, without knowing each other, never seeing each other...

and that she lived with another person... and I was there, then... with this... what's her name...

M. Bulgakov. "The Master and Margarita". Ch." Chapter 19

“Margarita Nikolaevna never touched a primus stove. Margarita Nikolaevna did not know the horrors of living in a shared apartment. In a word... was she happy? Not one minute! Since she got married at nineteen and ended up in a mansion, she has not known happiness. Gods, my gods! What did this woman need?! What did this woman need, in whose eyes some incomprehensible light always burned, what did this witch, slightly squinting in one eye, need, who then decorated herself with mimosas in the spring? Don't know. I don't know. Obviously, she was telling the truth, she needed him, the master, and not a Gothic mansion, and not a separate garden, and not money. She loved him, she told the truth."

M. Bulgakov. "The Master and Margarita". Ch." Chapter 19

PUNCTUATION ANALYSIS

The order of punctuation analysis

1. Explain the conditions (grammatical, semantic, intonation) for placing punctuation marks.

2. Characterize punctuation marks according to their use (single, repeating, paired).

3. Characterize punctuation marks according to their function (dividing, emphasizing).

4. Formulate a rule for placing punctuation marks.

Note:

1. With a complete analysis, all characters in the text are explained, with a partial analysis, punctuation marks are explained selectively.

2. When analyzing, it is advisable to take into account optional signs, possible variability of signs, individual author’s signs, determining their functional and stylistic role.

Sample parsing:

Oh! Look out my window

And give me news of the heights,

So that I, a little consoled,

I saw happiness even in the window.

(F. Glinka.)

An exclamation mark separates the interjection from the main sentence and indicates the emotional content of the sentence.

A comma separates the subordinate clause from the main clause.

Commas highlight a separate definition expressed by a participial phrase (paired sign, emphasizing).

A period at the end of a sentence.

8. Workshop on the studied topic (working with a computer program)

Homework:
1. Analyze 10 – 15 sentences according to the punctuation scheme

Analysis from a work of fiction (optional)

2. Repeat the rule about punctuation marks at the end of a simple sentence

§ 1 Punctuation marks

In this lesson we will look at the main groups of punctuation marks and systematize our knowledge about them.

All punctuation marks and the rules for their placement in sentences and texts are studied by a special science - punctuation.

Punctuation is an important means of formatting written speech and has a communicative function.

Punctuation marks form a special group of the entire graphic system of the Russian language; their purpose is to serve those aspects of written speech that cannot be expressed in letters.

Punctuation marks serve

rto promote clarity and clarity in the communication of thoughts,

they separate one sentence from another or one part of it from another,

r and express the feelings of the speaker and his attitude towards the listener.

“Their purpose is to indicate the semantic division of speech, as well as to help identify its syntactic structure and rhythm,” it also says in the “Dictionary-Reference Book of Linguistic Terms” by D.E. Rosenthal and M.A. Telenkova.

In some cases, punctuation marks are the main or only means of identifying semantic relationships.

For example, you can compare the placement of a comma, a dash and a colon in the same non-union complex sentence:

The young people left, the evening became boring. (This sentence indicates the sequence of events.)

The young people left - the evening became boring. (The second part of this sentence indicates the consequence, the result of the action indicated in the first part).

The young people left: the evening became boring. (Here cause-and-effect relationships are identified, indicating the reason in the second part of this non-union complex sentence).

§ 2 Separating and emphasizing punctuation marks between parts of a complex sentence

Punctuation marks in a complex sentence are needed in order to convey in writing the features of semantic relationships between the parts of a complex sentence, the features of its structure and intonation.

So, for example, a comma, a semicolon and a dash perform a dividing function in complex and non-union sentences; the colon also has the same separating function, but is used between parts only in a non-conjunct complex sentence.

The dash in the BSP performs a dividing function.

But the excretory function is peculiar exclusively to the comma, which distinguishes the subordinate clause as part of a complex sentence.

For example:

Commas in SPP perform an excretory function.

§ 3 Features of Russian punctuation

It should be noted that the rules of Russian punctuation are highly flexible, since along with mandatory norms there are instructions that do not have a strict normative nature and allow for various punctuation options.

So, for example, the author's punctuation in complex sentences is a placement of punctuation marks that is not provided for by the rules, but is acceptable if the author uses them to convey some additional meaning. Such signs most often include the dash and semicolon in complex sentences.

For example, K.G. Paustovsky considered it necessary to put a dash in a non-union complex sentence

although there should have been a colon.

§ 4 Brief summary of the lesson

To summarize the lesson, it can be noted that knowledge of punctuation and the functions of punctuation marks in a complex sentence is extremely necessary, since punctuation marks not only indicate the semantic division of text and sentences, but are also an important means of formatting written speech.

List of used literature:

Zolotareva I.V., Dmitrieva L.P., Egorova N.V. Lesson developments in the Russian language: grade 11. – M.: VAKO, 2005. – 320 p. - (To help the school teacher).
Rosenthal D.E., Telenkova M.A. Dictionary-reference book of linguistic terms: A manual for teachers. – M.: Education, 1985. – 399 p.
Egorova N.V. Lesson developments in the Russian language: a universal guide. 9th grade. – M.: VAKO, 2007. – 224 p.

These include comma, semicolon, dash, colon. Separating punctuation marks are used in a simple sentence to indicate boundaries between homogeneous members (commas and semicolons), in a complex sentence - to separate the simple sentences included in its composition.
The choice of dividing punctuation marks is determined by morphological, syntactic, semantic and intonation conditions.
COMMA BETWEEN HOMOGENEOUS TERMS
Rules:
1 (No. 6). In the absence of conjunctions, commas are placed between homogeneous members. O* O* O* O.-
In a large forest, during a storm, trees groan, crack, and break (S. Aksakov).
" V "
m

(Ha 7). Commas are placed between homogeneous definitions if they characterize an object on the one hand or one homogeneous member specifies the other.

Yellow, blue, purple sheets of paper lay on the store counter. (Characterized on one side.)
But: We live in a new huge house.
Note. The writer can attach special importance to homogeneous definitions that characterize the subject from different angles. In this case, commas are used, for example: We live in a new, huge house.
The sun shines, but does not warm.
The sun is shining but not warming.
And we won’t bring our cart, but we’ll roll it down (I. Krylov).
Either it was raining or it was snowing. The grass lay not only on the window sills, but also on the clay floor (S. Babaevsky).
Both boys and girls passed the sports standards.
It was joyful, young in heaven, and on earth, and in the heart of man (I. Turgenev).

(Ha 8). A comma is placed between homogeneous members if they are connected:

a) adversative conjunctions, including yes in the meaning but:
O, and O; O. BUT O; Oh yes Oh
b) compound dividing unions both... and; not only... but also; not that... not that other; or... or; either... or:
both O and O; not that O, not that O; or O, or O; either O or O
c) a repeating connecting conjunction and:
and O, and O* and O-
...O and Of and O
4 (Ha 8). A comma is placed between groups of homogeneous members connected by conjunctions in pairs:
... O in O" O and O. O and O...
There were piles of apples and pears, cherries and plums, currants and blueberries on the counter.
DASH IN A SIMPLE SENTENCE
1 (Ha 2). When a connective is omitted, a dash is placed between the subject and the predicate:

a) if they are expressed by a noun, cardinal number, indefinite form of a verb
b) if the subject is expressed by a personal pronoun and logical stress falls on it.
Fighting alone cannot change your life (N. Ostrovsky).
Twice two is four. The party is the immortality of our cause (V. Mayakovsky). Read, envy, I am a citizen of the Soviet Union (V. Mayakovsky).

Note. When a connective is omitted, a dash between the subject and the predicate is placed before the words here, this: A river is not only water. The river is the path. The river is a source of energy. A river is a place where fish live (M. Ilyin). Reading is the best teaching (A. Pushkin).
2 (No. 2). A dash is not placed when skipping a connective if

a) the predicate is joined by conjunctions as if
b) before the predicate there is a negative particle not
The pond is like a mirror. The cloud is like an elephant.
Riding a bicycle is not difficult if you learn how.

Examples of emphasizing and separating punctuation marks. Video lesson “Punctuation marks between parts of a complex sentence

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