Rule of three alliances. Combination of conjunctions at the beginning of a sentence
Sections: Russian language
Goals:
- Educational: Know: conditions for placing punctuation marks in complex sentences at the junction of two subordinating conjunctions; be able to: apply the rule for placing punctuation marks in complex sentences at the junction of two subordinating conjunctions; compose complex sentences according to the proposed schemes or on the proposed topic; use complex sentences in speech; analyze, compare, formulate thoughts, perform problem tasks.
- Developmental: based on updating known material and completing educational tasks, promote the development of punctuation sense, the formation of the ability to analyze and compare, formulate thoughts, develop a culture of speech, and the ability to work in a group.
- Educational: create conditions for expressing judgments.
Equipment: practical materials, keys, dictionary
Lesson type: explanation of new material.
Epigraph: How much time does it take just to completely master the spirit of your language? Voltaire rightly said that at the age of six you can learn all languages, but that all your life you need to learn your natural language. (N. M. Karamzin)
During the classes
Stage I. Organizational (up to 2 min)Psychological readiness of the class for the lesson, organization of the attention of all students.
Pedagogical task: organize and prepare students for work.
Stage II. Learning activity on accepting a lesson problem (up to 6 min)Goal of the stage (planned result): activation of the subjective experience of students, cognitive interest, motivation, self-determination on the final result of the lesson.
Pedagogical task: update basic knowledge and skills, form cognitive motives, create conditions for students’ self-determination on activities and their results.
| Teacher activities | Student activities |
| 2.1. Teacher's opening speech
– What topic did we work with in previous lessons? (Complex sentence) – Do you think we have already studied everything in this topic? (No) - So, today we will continue to get acquainted with complex sentences. Moreover, the Russian language is a huge block that you will have to comprehend for a very long time: your whole life. I think that we should agree with the words of the Russian writer, historian Nikolai Mikhailovich Karamzin, which became the epigraph to our lesson: “How much time is needed just to completely master the spirit of your language? Voltaire rightly said that at the age of six you can learn all languages, but that all your life you need to learn your natural one.” |
2.1. Update knowledge |
| 2.2. Formulation of the topic, goals, problems of the lesson
– What is the topic of our lesson? As you can see, there are no notes on the board. This is because the topic of the lesson must be determined by you. Therefore, we will begin work by completing the task. Your workbooks contain complex sentences. Place punctuation marks in them using the knowledge gained in previous lessons. And a stalk of grass is worthy of the great world in which it grows (R. Tagore). He who takes a lot on himself has the right to expect a lot from others (L. Feuchtwanger). What a great truth it is that when a person gives himself entirely to lies, his intelligence and talent leave him! ( V. Belinsky ) Each person is a world that is born with him and dies with him (G. Heine). If you don't get down to business, you still won't know what the end will be. ( O. Pogorelov ) |
2.2. Complete the task |
| 2.3. Setting a learning task
- So, the task is completed. Check your results against the key. – Who made 1 mistake? 2 mistakes? 3 mistakes? – Which of the proposals caused the most difficulty? ( 3 sentence.) - Why? How is this proposal different from others? ( There are two subordinating conjunctions nearby.) – What question arises? ( How to put punctuation marks if there are two subordinating conjunctions next to each other.) – What is the topic of our lesson? ( Punctuation marks in complex sentences at the junction of two subordinating conjunctions.) |
2.3. Conduct self-analysis. Identify difficulties |
| 2.4. Finding a solution to a learning problem
- How are we going to work in class? Let's turn to your workbooks. Using verbs, create a program of action that will help you learn the rule and learn how to place punctuation marks. Find... Use... |
2.4. Determine the goals and objectives of the lesson for yourself. |
Stage III. Generalization and systematization of knowledge to solve the lesson problem (27 min)
Goal of the stage (planned result): solving a lesson problem based on one’s own experience and knowledge of theoretical material; cognitive activity of students.
Pedagogical task: organize purposeful educational activities for students, create a situation of creative reflection in order to solve the problem of the lesson.
| Teacher activities | Student activities |
| 3.1. Creating conditions for formulating a rule
- So, the program has been drawn up. In order to formulate a rule, I suggest you compare two examples. 1. The old man warned that if the weather does not improve, there is nothing to think about hunting. 2. The old man warned that if the weather does not improve, then there is nothing to think about hunting. – How are these examples similar and different? – Are you ready to formulate a rule for placing punctuation marks in complex sentences at the junction of two conjunctions? What does it sound like? – Say the rule to each other - So. If in a complex sentence there are conjunctions next to each other (what if; what although; what when etc.), then a comma is placed between the conjunctions. A comma is not placed if there is a second part of the conjunction - That or So. |
3.1. They work in a group, discuss, highlight the necessary information in the text, analyze, conduct a dialogue, and draw conclusions. They say the rule to each other. |
| 3.2. Organization of group work. When working, the group uses the support proposed by the teacher
– Now I suggest you, using your own knowledge and textbook material, create a reasoning algorithm when applying this rule. (In the workbook.) Algorithm Make sure that this is a complex sentence. Determine the boundaries of the main and subordinate clauses. Identify the error-prone location. See if there is a second part of the union. There is no comma. There is a comma. |
3.2. They work through the rule again and create an algorithm for applying this rule. |
| 3.3. Presentation of completed tasks with subsequent adjustment of the answers produced by students | 3.3. Present the results of the group's work. If necessary, correction is carried out. |
| 3.4. Organization of primary consolidation (frontal work)
In practice, you can check exactly who has mastered the theory firmly.
- The rule has been formulated. Now it is necessary to consolidate its application in practice. Let's turn to task 5 in your workbooks. 1) He only remembered that when he himself finished his course of study, his father sent him away. (Goncharov) 2) It is known that when lords fight, the slaves’ forelocks begin to shake. (Konstantinov) 3) It’s so dark at night that no matter how hard you try, you can’t even see your own fingers. (Sokolov - Mikitov) 4) In response to the questions asked, he [Dersu] explained that if in calm weather the fog rises upward, one must definitely wait for prolonged rain. (Arsenyev.) 5) I thought that if at this decisive moment I did not argue with the stubborn old man, then later it would be difficult for me to free myself from his tutelage. (Pushkin) 6) She [Kashtanka] knew from experience that the sooner you fall asleep, the sooner the morning will come. (Chekhov) 7) I love this poor nature, perhaps because, whatever it is, it still belongs to me. (Saltykov-Shchedrin) 8) I waited for her story, remained silent, afraid that if I asked her about anything, she would again get distracted. (Bitter) 9) The brother strictly told Alyosha that if he promised to bring the book, he must fulfill his promise. 10) At first it seemed scary to Vakula, so if he hadn’t leaned over, he would have hit him with his hat. (Gogol) |
3.4. Working frontally, they develop the skill of putting punctuation marks. |
| 3.5. Connoisseur's page
– Which branch of linguistics studies punctuation? (Punctuation.) – K.G. Paustovsky wrote: “Punctuation marks are like musical notes. They hold the text firmly and don’t let it fall apart.” Do you know when punctuation marks appeared and what they were originally called? – S.I. Lvov in his book “Language and Speech” provides interesting information about punctuation marks. In the middle of the 15th century. typographers the Manutius brothers invented punctuation for European writing; it was accepted by most of the peoples of Europe and exists to this day. Scientists have found that in ancient manuscripts the period appeared earlier than all other punctuation marks. Then in the 15th century. The colon began to be used, a little later - the comma and, finally, the semicolon (“semi-colon”). Until XVI centuries, words in Rus' were not divided at all. The names of some punctuation marks served as the basis for the creation of phraseological units. Here is a list of phraseological combinations: dot the i; put a point; a comma came out between them; a starting point; express point of view. Well, you can get acquainted with the history of punctuation marks at home in more detail using the material “This is interesting”, which is located at the end of your workbook. |
3.5. They listen, expanding their understanding of the history of the literary language. |
| 3.6. Workshop
– Writers, poets, scientists make their observations and formulate bright thoughts that are generalized. These are the author's proverbs. It was these generalized observations that you began working with at the beginning of the lesson. Do you know what these author's proverbs are called? ( Aphorisms) – Define an aphorism. For this – Our life, like language, is subject to a system of rules and norms of behavior. But recently our society has been struck by something called “crisis”. This is not only an economic crisis, it is, what is much worse, a crisis of humanity. And the most important symptom of this crisis is indifference. I want to introduce you to the statement of teacher V. Sukhomlinsky: “Indifference is just berries that ripen on the flowers of selfishness. An indifferent person does not have a close, dear, dear creature to whom he would give his heart. For an egoist, a person is not a boundless world of thoughts, experiences, aspirations, but a source of pleasure or a completely neutral being that cannot bring him any benefit.” What proposal did you come up with? ( Complex) Why do you think indifference in society can be called the most terrible symptom of human destruction? ( With the silent consent of indifferent people, everything terrible happens on earth.) – Choose an antonym for the word egoist (altruist). |
3.6. Understanding Sukhomlinsky’s statement. Reflections. Formulation of your own position. |
| 3.7. Solving a problematic problem based on the text and your own experience. (Creative (individual) task)
– Express in writing your agreement or disagreement with Sukhomlinsky’s statement. Start your sentence like this: I agree (disagree) that if... I believe that in order to... Working with the proposed schemes. Form of work: in pairs – We placed punctuation marks, built complex sentences based on the proposed beginning, and now let’s try, working in pairs, to build sentences using patterns. 1. [verb. ], (what, (when...), ....). 2. [verb. ], (what (if...), then...). 3. [verb. ], (what, (although...), ....). |
3.7. Perform tasks aimed at developing the skill of setting punctuation marks, the ability to build IPS on the proposed topic and diagrams |
We can easily place punctuation marks in any task of any complexity.
Let us look, like Pushkin of old, into our explanatory dictionary. (An aphorism is a short expressive saying containing a generalizing conclusion. (“Explanatory Dictionary of the Russian Language” by S. I. Ozhegov and N. Shvedova).Goal of the stage (planned result):
Pedagogical task: create a situation of creative search.
| Teacher activities | Student activities |
| 4.1. Output control
– And now I suggest you take a control test to check your assimilation of the material studied. 1. Dersu told me that when the rivers begin to freeze, all the large birds of prey descend to the lower reaches of the rivers. (Arsenyev) 2. It all seemed to her that if she hoped and passionately wished, everything would work out. (Kaverin) 3.Do you really agree that when someone slaps you on the right cheek, you should turn your left? (Pogorelov) 4. One feels that when he collected material for his history of Pugachev and wrote it, in this case he remained primarily a poet. (Maimin) 5. Mom always told me that if a promise is made, it must be fulfilled. - So, the task is completed. Check your results against the key. – Who made the mistakes? Which? (If there are errors, correction work is carried out.)
– What did we talk about in class today? What rule did you learn? – How are punctuation marks placed in complex sentences at the junction of two subordinating conjunctions? – What information received earlier was useful to you in today’s lesson? |
4.1. Complete the task. Conduct self-analysis. 4.2. Summarize what has been learned. Determine the personal significance of what has been studied |
For knowledge to be used for future use, you should repeat the lesson.Goal of the stage (planned result): determination by students of the degree of their participation in educational activities, a situation of success.
Pedagogical task: create conditions for students to understand personal meanings in studying the topic.
VI stage. Homework (1 min)Goal of the stage (planned result): conscious choice and successful completion of homework.
Pedagogical task: Prepare students for choosing homework.
TASK A26
Task formulation: which answer option contains all the numbers correctly?,
for a month
those whose sentences should have commas?
At first, no one could understand (1) how the boat went against the current without a sail and
motor (2) but (3) when the people went down to the river (4) everyone saw a team of dogs pulling the boat.
1) 1 , 2 2) 1,3 , 4 3) 1 , 2,3 , 4 4)2,4
Correct answer№ 3. You are not mistaken?
This task usually presents either a syntactic construction with a subordinating and coordinating connection, or a complex sentence with sequential subordination of subordinate clauses.
The above complex syntactic structure consists of four simple
proposals.
The first of these is the most important. An appendage is attached to it n oh explanatory note
help of a union word what
.
The third sentence is connected to the second using a coordinating conjunction But. The fourth is when d grinding part with time value and
prisko d moves to the third using temporary d repair union When.
What is required from students: knowledge of the topic: "Punctuation marks in a complex sentence with
union and non-union connection.
Complex sentence with different types of connections. Punctuation on
With like unions."
1. Punctuation Ia at the junction of alliances
Since this task often contains such a punctogram as a junction of conjunctions, let’s repeat the theory and remember the corresponding punctuation rule.
Joint with the union - This is the space in a sentence between two conjunctions:
· between two subordinating conjunctions;
· between coordinating and subordinating body union.
A comma is placed at the end of two conjunctions if the second conjunction does not have a continuation in the form of the words TO, BUT, etc.
The comma is not placed at the junction of two conjunctions, if the second conjunction continues not in
in the form of T words O, BUT, etc.
Compare two sentences:
1
.
Dmitry Sergeevich Likhachev wrote, what if you will have a respectful attitude.
To
others and a little resourcefulness,
will remember the rules of good behavior,
desire and
ability to apply them.
2. Dmitry Sergeevich Likhachev wrote, h
Toh if you will have there is no respect for
to others and a little nah O readiness, That memory will come to the rules of good behavior, desire and
ability to apply them.
In these syntactic constructions there is a junction of conjunctions (two subordinating conjunctions are located nearby WHAT+IF).
In the first sentence of the second conjunction ESL And there is no continuation in the form of the word TO , therefore, at the junction of alliances we are one hundred vim for the fifth (WHAT, IF AND).
In the second sentence of the union E SL AND there is a continuation in the form of the word T O (IF... THO),
therefore at the junction with Union (WHAT IF) we do not add a comma.
2. Punctuation before the conjunction AND in a complex sentence
In task A 26 there is one more t rudnost: punctuation before the conjunction I.
Let’s compare two sentences and determine which of them has a comma before the conjunction AND,
and which one doesn’t (no punctuation marks):
·
The young writer looked carefully at the people around him (1) and (2) l And
noticed something interesting (3)
wrote down my observations (4) so that eat
used put them in your books.
·
The four of us were having dinner that day (1) and (2) when dessert was served (3) capri girl h -
but said (4) that cherry compo t tasteless.
In the first sentence, the conjunction AND connects homogeneous predicates(looked closely" And
“recorded”), so there is no comma in place of the number 1.
In place of the number 2 we will put
comma:
this is the junction of the conjunctions AND+IF, with the second conjunction IF there is no continuation in the form of words A
THAT . Commas are also placed in place of the numbers 3 and 4, as on the border of the main and subordinate parts.
So the correct answer is:
2
,
3,4
.
In in t in this sentence the conjunction I connects two simple sentences in a complex G O
(first grammatical stem: “we had dinner”,
second grammatical stem:
“the girl said”), so a comma is placed in place of the number 1. In place of the number 2 you should also put
comma: this is the junction of the conjunctions AND+WHEN, with the second conjunction WHEN there is no continuation in the form e words
THAT. There should also be commas in place of the numbers 3 and 4, as on the border of the main and subordinate clauses
parts.
So the correct answer is:
1, 2
,
3
,
4
.
To complete task A26, use the following algorithm:
1. Indicate the grammatical bases in the sentence.
2. Determine the boundaries of simple sentences as part of a complex syn. t axial construction.
3. Look, How are these sentences related? at home.
4. Find out whether the conjunction AND is present in the sentence, and if it is available in advance Please define what it connects:
· if the union And with ed removes homogeneous members, then there is no comma before it;
· if the conjunction AND connects simple sentences, then a comma is placed in front of it;
5. Install is there a junction of conjunctions in a complex syntactic construction, and in the case
determine its presence T e, is there a continuation with the second conjunction (through one simple transition? d position) in the form of words TO, BUT:
·
if the second conjunction does not have a continuation in the form of the words TO, BUT, etc.. , comma with t hangs out
at the junction of two unions;
· if the second conjunction has a continuation in the form of words THEN, BUT etc. A comma is not placed at the junction of two conjunctions.
6. Find the boundaries between the main and the d a t full-time and in their places put commas.
An example of using the algorithm when performing task A26:
Place punctuation marks in the following paragraph dposition:
The summer has passedGOGoh I graduated from college
atT(1
)
And(2)
when did I arrivelfrom PeTerburGA(3) pro-
WithI'd be amazedl(
4
)
how our
Gorod.
This is a complex sentence, consisting of from the main part“Last summer
Years I graduated from college and would be simply amazed l") and two subordinate clauses(“when did I arrive
Petersburg”, “how our city has changed”).
In this complex syntactic construction, there is a parallel d repairing
clauses suggested and go to the main thing.
Approximate time me is joined using the conjunction WHEN, A the explanatory clause is connected with the verb and in through the conjunction word HOW
Before the union I, in place of the number 1, a comma is not placed, since the conjunction And connects homogeneous members: “he graduated and was amazed.”
In place of the number 2, a comma is necessary: this is the junction of the conjunctions AND + WHEN,
at the second union
WHEN there is no continuation in the form of the word THEN.
In place of the numbers 2, 4, commas are placed as on the border of the main clause and the subordinate clause.
So the correct answer is: 2,3,4
In complex sentences consisting of three or more predicative parts, combinations of two subordinating conjunctions (WHAT IF, WHAT WHEN, etc.) and combinations of coordinating and subordinating conjunctions (AND HOW, AND ALTHOUGH, etc.) may occur.
1. Two subordinating conjunctions in a row can occur in complex sentences with sequential subordination of subordinate clauses. Compare two sentences:
And I'm telling you, What I'll go with you If you will go.
And I'm telling you, what if you will go, I will go with you (L. Tolstoy).
In the first example, the main part ( And I'm telling you...), followed by a subordinate clause (... I'll go with you...), relating to the main part. Such parts of the assumption are called clauses of the first degree. And the subordinate clause completes the sentence (... if you go), relating not to the main part, but to the first subordinate clause. Such parts of a sentence are called subordinate clauses of the second degree.
In the second case, the subordinate parts are rearranged: after the main part of the sentence there is a subordinate clause of the second degree, and then a subordinate clause of the first degree. It was in this situation that two subordinating conjunctions found themselves side by side: the conjunction WHAT, with the help of which a subordinate clause of the first degree is attached, and the conjunction IF, which attaches a subordinate clause of the second degree. In such a sentence, there is a comma between two subordinating conjunctions.
Please note: from such a sentence the subordinate clause of the second degree ( ...if you go...) can be easily removed without destroying the entire syntactic structure: And I'm telling you that... I'll go with you.
Now let's change this sentence a little again:
And I'm telling you, what if you will go, That I'll go with you.
In this example, the correlative word TO appeared in the last subordinate clause. This is the second part of the compound conjunction IF...THEN. As a result, there is no comma between the conjunctions WHAT and IF. Please note: here we cannot omit the second degree clause ( ...if you go...), since the word TO, which refers to the last part of the sentence, will be retained in the sentence.
It turns out that the conjunction WHAT joins a single construction of two parts connected by the conjunction IF... THEN, and therefore, a comma between the words WHAT and IF is not needed. Consider two more similar sentences, only with the conjunctions WHAT and WHEN.
This is because what, when the carriage stops, the speed slows down throughout your whole body (A. Tolstoy).
Egor made a remark that was unexpected for Levin: what when he lived with good gentlemen, Then he was pleased with his masters (according to L. Tolstoy).
A comma between the conjunctions WHAT and WHEN is only in that sentence where there is no word THEN.
2. In addition to complex sentences with sequential subordination of subordinate clauses, a similar situation can arise in constructions where both coordinating and subordinating connections are used simultaneously. In this case, there may be nearby coordinating and subordinating conjunctions. Compare two sentences:
Curtain rose, And How As soon as the audience saw their favorite, the theater began to tremble with applause and enthusiastic cries (Kuprin).
Curtain rose, And How only the public saw their favorite, So the theater trembled with applause and enthusiastic shouts.
Please note: in both examples, AND and HOW are next to each other, but there is a comma only in the first sentence. The fact is that in the second example there were a simple conjunction AND and a compound conjunction AS... SO. The second (correlative) part of the compound conjunction follows after the subordinate tense.
Try removing the subordinate clause from the sentence, starting with the word HOW before the next comma. This is possible only in the first case, and in the second sentence the meaning will be destroyed, since the second part of the compound conjunction SO will remain in the subordinate clause.
Compare two more sentences:
and although her words were familiar to Saburov, they suddenly made his heart ache (Simonov).
The woman talked and talked about her misfortunes, and although her words were familiar to Saburov, But They suddenly made my heart ache.
In the second sentence, there is no comma between the conjunction AND and the conjunction ALTHOUGH, since the concessive subordinate clause is followed by the conjunction BUT, which actually takes on the function of connecting the first and third parts of a complex sentence. For this reason, in the second example, the words AND ALTHOUGH turn into a single conjunction that does not require separation in writing using a comma.
So, you need to remember the following rules.
1. With sequential subordination, subordinating conjunctions may appear nearby (WHAT and IF, WHAT and WHEN, etc.). A comma is placed between them only if there are no correlative words THEN or THEN later in the sentence.
2. If in a complex sentence there are coordinating and subordinating conjunctions nearby (AND and ALTHOUGH, AND and HOW, etc.), then you need to find out whether after the subordinate part of the correlative words THEN, SO or another coordinating conjunction (A, BUT, HOWEVER and etc.). A comma is placed only when these words are missing after the subordinate clause.
Exercise
- _ although no one asked themselves why anyone cared that the mayor was sleeping on a glacier and not in an ordinary bedroom, everyone was worried (Saltykov-Shchedrin).
The hunting sign that if the first animal and the first bird are not missed, then the field will be happy, turned out to be true (L. Tolstoy).
She knew that if the letter was shown to her husband, he would not refuse her (according to Tolstoy).
He felt that if he faltered, then everything would immediately go to hell (Gogol).
It always happened with Levin that when the first shots were unsuccessful, he got excited, annoyed and shot poorly all day (Tolstoy).
It never occurred to him that if he and other foreign idealists were Russians in Russia, the Leninist regime would exterminate them immediately (Nabokov).
In this case, the Foolovites surprised the world with their ingratitude, and as soon as they found out that the mayor was having a bad time, they immediately deprived him of their popularity (Saltykov-Shchedrin).
In passing, he ran into a change shop and exchanged all his large paper for small ones, and although he lost it at the exchange, his wallet grew significantly fatter (according to Dostoevsky).
In the penultimate room Andrei Filippovich met him, and although there were quite a few other people in the room who were completely strangers to Mr. Golyadkin at the moment, our hero did not want to pay attention to such a circumstance (Dostoevsky).
By morning the temperature had dropped, and although I was as lethargic as a toad, I put on my purple robe over my maize yellow pajamas and went to the office where the telephone was (Nabokov).
It may very well be that if the forms do not coincide with my requirements, I will abandon my legal claim (Tolstoy).
Andrei Filippovich answered Mr. Golyadkin with such a look that if our hero had not already been completely killed, he would certainly have been killed another time (Dostoevsky).
She, for example, became more and more convinced that if the general conversation was at times conducted in French, then this was done by conspiracy for the sake of devilish amusement (according to Nabokov).
The regimental commander announced that if these scandals do not stop, then we must leave (Tolstoy).
He felt that if he admitted this, it would be proven to him that he was saying nonsense that had no meaning (Tolstoy).
Levin made the remark long ago that when it becomes awkward with people because of their excessive compliance and submissiveness, it will very soon become unbearable because of their excessive demands and pickiness (Tolstoy).
Yankel turned to him and said that Ostap was sitting in the city dungeon, and although it was difficult to persuade the guards, he hoped to get him a date (according to Gogol).
He also petitioned for the establishment of an academy, and when he received a refusal, without further thought he built a house for rent instead (Saltykov-Shchedrin).
Even from the sound of light footsteps on the stairs, he felt her approach, and although he was pleased with his speech, he became afraid of the upcoming explanation... (Tolstoy).
But their hopes did not come true, and when the fields were freed from snow in the spring, the Foolovites, not without amazement, saw that they were standing completely naked (Saltykov-Shchedrin).
In a word, he thoroughly studied mythology, and although he loved to pretend to be pious, in essence he was the worst idolater (Saltykov-Shchedrin).
I loved visiting them, and although I ate terribly, like everyone else who visited them, although it was very harmful for me, I was always glad to go to them (Gogol).
She told him to hide under the bed, and as soon as the anxiety passed, she called her maid, a captive Tatar, and gave her the order to carefully take him out into the garden and from there send him over the fence (Gogol).
The grammarians started first, and as soon as the rhetoricians intervened, they already ran away and stood on the heights to watch the battle (according to Gogol).
Coordinating conjunction and can connect:
- homogeneous members of the sentence;
- simple sentences as part of a complex sentence;
- homogeneous subordinate clauses in a complex sentence with several subordinate clauses.
Punctuation marks for homogeneous parts of a sentence
If homogeneous members of a sentence are connected by a single conjunction and a comma is not placed between them.
For example: I have two brothers and three sisters.
If homogeneous members of a sentence are connected by a repeating conjunction and, a comma is placed between them. In this case, a comma is placed before the second of the repeated conjunctions.
For example: In the store we bought bread and sausage, butter, and potatoes.
If before homogeneous members of a sentence connected by a repeating conjunction and, there is a member of a sentence without a conjunction, then a comma is placed before the first repeating conjunction.
For example: In the store we bought bread, sausage, butter, and potatoes.
Attention! A comma is not used in expressions such as dad and mom, grandparents and the like, since both words can be replaced with one, for example, parents.
Punctuation marks in a complex sentence
If the conjunction AND connects simple sentences as part of a complex sentence, then a comma is always placed before it.
For example: Spring has begun, and all the roads have washed away.
A comma is not used if both parts of a complex sentence have a common minor member.
For example: In the morning, birds wake up in the forest and wild animals go out to hunt (both birds wake up and animals go out to hunt in the morning).
Punctuation marks for homogeneous subordinate clauses
In a complex sentence with several subordinate clauses, the subordinate clauses can be connected to each other by homogeneous subordination (that is, they join the main clause with the same conjunctions and answer the same questions). Such subordinate clauses can be connected to each other by a conjunction and, in this case, the second subordinating conjunction is omitted. There is no comma before the conjunction.
For example: [The neighbor told me] (that the children had already returned from school) and (the father returned from a business trip).
This task tests students' ability to distinguish the structure of a complex sentence from a simple one with homogeneous predicates or subjects. Typically you need to determine whether there is a comma before the conjunction and.
A compound sentence is a sentence in which two or more grammatical stems are connected by coordinating conjunctions (for example, and, but, however, or, etc.)
A simple sentence is a sentence with one grammatical basis. Sentences with homogeneous predicates that form a coordinating connection are not complex.
Heatand fatigue took its toll, however, And I fell asleep dead asleep ( two stems, compound sentence) .
The huge and dazzlingly bright moon was already standing above the mountain And the city was flooded with a clear greenish light ( one basis - a subject and two predicates related to it, a simple sentence).
In a complex sentence, grammatical stems are separated from each other by commas.
Trap!
If in a complex sentence with the conjunction AND there is a common member of the sentence (that is, a question can be asked from both grammatical stems), then a comma is not placed between the stems.
Algorithm of actions:
1) In a sentence, highlight the grammatical basis(s).
It should be remembered that the stem can only consist of a subject or predicate.
He reads fables all night, and these are the fruits of these books.(Two one-part sentences: the first contains only the predicate, the second - only the subject).
The fog was thinning and it was getting darker. (Two sentences: one two-part, the second one-part, only predicate).
I'm sorry to part with you, and about you I would like to remember well. (Two one-part sentences, predicates only).
2) If the sentence is simple, then there is no need to put a comma.
3) If the sentence is complex, then you need to see if there is a common member of the sentence in it. Yes - a comma is not needed, no - a comma is needed.
Analysis of the task.
Not a single light is visible on the sea () and not a single splash is heard.
Let's highlight the basics in the sentence: Not a single light is visible on the sea () and not a single splash is heard. This sentence is complex, consisting of two one-part sentences. We determine whether these stems have one common member of the sentence. Eat - at sea (where?).
Thus, The correct answer is option No. 2.
Practice.
1. Provide the correct explanation for the use of a comma or its absence in the sentence:
The snow was driven away () and the old mosses near the ravine swelled.
1) A simple sentence with homogeneous members, before the conjunction. And a comma is not needed.
2) Complex sentence, before the conjunction And no comma is needed.
3) A complex sentence, before the conjunction And a comma is needed.
4) A simple sentence with homogeneous members, before the conjunction And a comma is needed.
2. Provide the correct explanation for the use of a comma or its absence in the sentence:
Artists of the late twentieth century showed particular interest in the patriarchal Russian way of life () and sought to recreate legendary Rus' on their canvases.
1) A simple sentence with homogeneous members, before the conjunction. And a comma is not needed.
2) Complex sentence, before the conjunction And no comma is needed.
3. Provide the correct explanation for the use of a comma or its absence in the sentence:
The water parted () and on both sides of the bow of the boat a living wave went away at an angle.
1) A simple sentence with homogeneous members, before the conjunction. And a comma is not needed.
2) Complex sentence, before the conjunction And no comma is needed.
3) A simple sentence with homogeneous members, before the conjunction And a comma is needed.
4) A complex sentence, before the conjunction And a comma is needed.
Answers: 1) 3; 2) 1; 3) 4.
