A complex sentence connected by a subordinating connection. Complex sentences with mixed types of communication

Considers the structure of phrases and sentences. At the same time, the construction and punctuation of various types of complex sentences, especially with three or more predicative parts, usually causes particular difficulty. Let us consider, using specific examples, the types of NGNs with several subordinate clauses, the ways of connecting the main and subordinate parts in them, and the rules for placing punctuation marks in them.

Complex sentence: definition

To clearly express a thought, we use various sentences characterized by the fact that they have two or more predicative parts. They can be equivalent in relation to each other or enter into a relationship of dependence. SPP is a sentence in which the subordinate part is subordinate to the main part and is joined to it using subordinating conjunctions and/or For example, “ [Styopka was very tired in the evening], (WHY?) (since he walked at least ten kilometers during the day)" Here and below the main part is indicated, and the dependent part is indicated by round parts. Accordingly, in SPPs with several subordinate clauses, at least three predicative parts are distinguished, two of which will be dependent: “ [The area, (WHAT?) (which we were now passing through), was well known to Andrei Petrovich], (WHY?) (since a good half of his childhood passed here)" It is important to correctly determine the sentences where commas should be placed.

SPP with several subordinate clauses

A table with examples will help you determine what types of complex sentences with three or more predicative parts are divided into.

Type of subordination of the subordinate part to the main part	Example
Sequential	The guys ran into the river, the water in which had already warmed up enough, because it had been incredibly hot the last few days.
Parallel (non-uniform)	When the speaker finished speaking, silence reigned in the hall, as the audience was shocked by what they heard.
Homogeneous	Anton Pavlovich said that reinforcements would soon arrive and that we just needed to be patient a little.
With different types of subordination	Nastenka re-read the letter, which was trembling in her hands, for the second time, and thought that she would now have to quit her studies, that her hopes for a new life had not come true.

Let's figure out how to correctly determine the type of subordination in an IPP with several subordinate clauses. The examples above will help with this.

Consistent submission

In a sentence " [The guys ran into the river] 1, (the water in which had already warmed up enough) 2, (because it had been incredibly hot the last few days) 3“First, we select three parts. Then, using questions, we establish semantic relationships: [... X ], (in which... X), (because...). We see that the second part has become the main part for the third.

Let's give another example. " [There was a vase with wildflowers on the table], (which the guys had collected), (when they went on an excursion to the forest)" The scheme of this IPS is similar to the first: [... X ], (which... X), (when...).

With homogeneous subordination, each subsequent part depends on the previous one. Such SPPs with several subordinate clauses - examples confirm this - resemble a chain, where each subsequent link is attached to the one located in front.

Parallel (heterogeneous) subordination

In this case, all subordinate clauses relate to the main clause (to the entire part or word in it), but answer different questions and differ in meaning. " (When the speaker finished speaking) 1, [silence reigned in the hall] 2, (as the audience was shocked by what they heard) 3 ". Let's analyze this SPP with several subordinate clauses. Its diagram will look like this: (when...), [... X], (since...). We see that the first subordinate clause (it comes before the main one) indicates time, and the second - the reason. Therefore, they will answer different questions. Second example: " [Vladimir definitely needed to find out today] 1, (at what time the train from Tyumen arrives) 2, (in order to meet his friend in time) 3" The first subordinate clause is explanatory, the second is goals.

Homogeneous Subordination

This is the case when it is appropriate to draw an analogy with another well-known syntactic construction. For the design of PPs with homogeneous members and such PPs with several subordinate clauses, the rules are the same. Indeed, in the sentence " [Anton Pavlovich talked about] 1, (that reinforcements will arrive soon) 2 and (that you just need to be patient a little) 3» subordinate clauses - 2nd and 3rd - refer to one word, answer the question “what?” and both are explanatory. In addition, they are connected to each other using the union And, which is not preceded by a comma. Let's imagine this in the diagram: [... X ], (what...) and (what...).

In SPPs with several subordinate clauses with homogeneous subordination between subordinate clauses, any coordinating conjunctions are sometimes used - the rules of punctuation will be the same as when formatting homogeneous members - and the subordinating conjunction in the second part may be completely absent. For example, " [He stood at the window for a long time and watched] 1, (as cars drove up to the house one after another) 2 and (workers unloaded construction materials) 3».

NGN with several subordinate clauses with different types of subordination

Very often, a complex sentence contains four or more parts. In this case, they can communicate with each other in different ways. Let's look at the example given in the table: “ [Nastenka re-read the letter for the second time, (which was shaking in her hands) 2, and thought] 1, (that she would now have to quit her studies) 3, (that her hopes for a new life had not come true) 4" This is a sentence with parallel (heterogeneous) (P 1,2,3-4) and homogeneous (P 2,3,4) subordination: [... X, (which...),... X], (which...), (which... ). Or another option: " [Tatyana was silent all the way and just looked out the window] 1, (behind which small villages located close to each other flashed) 2, (where people were bustling about) 3 and (work was in full swing) 4)". This is a complex sentence with sequential (P 1,2,3 and P 1,2,4) and homogeneous (P 2,3,4) subordination: [... X ], (after which...), (where...) and (... ).

Punctuation marks at the junction of conjunctions

To arrange in a complex sentence, it is usually enough to correctly determine the boundaries of the predicative parts. The difficulty, as a rule, is the punctuation of NGN with several subordinate clauses - examples of schemes: [... X ], (when, (which...),...) or [... X ], [... X ], (as (with whom...), then ...) - when two subordinating conjunctions (conjunctive words) appear nearby. This is characteristic of sequential submission. In such a case, you need to pay attention to the presence of the second part of the double conjunction in the sentence. For example, " [An open book remained on the sofa] 1, (which, (if there was time left) 3, Konstantin would certainly have read to the end) 2." Second option: " [I swear] 1, (that (when I return home from a trip) 3, I will definitely visit you and tell you about everything in detail) 2 ". When working with such SPPs with several subordinate clauses, the rules are as follows. If the second subordinate clause can be excluded from the sentence without compromising the meaning, a comma is placed between conjunctions (and/or allied words); if not, it is absent. Let's return to the first example: " [There was a book on the sofa] 1, (which I had to finish reading) 2". In the second case, if the second subordinate clause is excluded, the grammatical structure of the sentence will be disrupted by the word “that”.

Something to remember

A good assistant in mastering SPP with several subordinate clauses are exercises, the implementation of which will help consolidate the acquired knowledge. In this case, it is better to follow the algorithm.

Read the sentence carefully, identify the grammatical basics in it and indicate the boundaries of the predicative parts (simple sentences).
Highlight all means of communication, not forgetting about compound or adjacent conjunctions.
Establish semantic connections between parts: to do this, first find the main one, then ask question(s) from it to the subordinate clause(s).
Construct a diagram, showing with arrows the dependence of the parts on each other, and place punctuation marks in it. Move commas into the written sentence.

Thus, attentiveness in the construction and analysis (including punctuation) of a complex sentence - SPP with several subordinate clauses specifically - and reliance on the above-listed features of this syntactic construction will ensure the correct completion of the proposed tasks.

Punctuation marks in a complex sentence

A complex sentence is a sentence that contains two or more grammatical stems. Types of complex sentences can be represented in the following diagram:

Complex sentences:

1.Allied
2.Non-Union. I am sitting in my garden, the lamp is burning.
3.With different types of communication.Thunder struck, lightning flashed, and soon the sound of rain was heard.

Compound. The desert listens to God, and star speaks to star.

Complex subordinates. I know that I don't know anything.

Let's sort it out in order.

Co complex The proposals are quite simple:

A comma is placed between simple sentences that are part of a complex sentence: Morning came and everyone went home.

A comma is not placed if the sentences connected by conjunctions have a common secondary member, introductory word, comparative phrase or common subordinate clause: From the window you can see the Volga and the stars sparkle high(general term – “out of the window”).

Complex sentences

We put a comma:

between simple sentences that are part of a complex one: We set off as the sun rose. Let me know where you are staying. To prevent the child from getting wet, he was wrapped in a cloak.
when using compound conjunctions because, because, due to the fact that, due to the fact that, instead of, while, after, since, in order to, in order to . Depending on the meaning, a comma is placed either before or inside conjunctions: He didn't come to school because he was sick. We only left because it got dark.
Between homogeneous subordinate clauses, punctuation marks are placed in the same way as between homogeneous members of a sentence: It was obvious that he was right and that I was entirely to blame.

Don't put a comma:

between adjacent unions what if, what although , if further there is a second part of the union That or So : He said that if the weather did not improve, then we should forget about fishing.
if there is a negation before the conjunction (conjunctive word) Not : He began to find out not what happened, but who did it.
if the subordinate part is one conjunctive word: He promised to return, but did not say when.
before a subordinating conjunction if it is preceded by words in particular, that is, namely, especially : He became better, especially when he learned about what had happened.
before steady speed as you like, wherever it goes, at any cost, as much as you like, unknown where, as if nothing had happened, etc.

IN non-union complex sentences there is always some punctuation mark. It is important to understand which one. Let's figure it out!

We put a comma

between simple sentences that are part of a complex one, if they are short and related: Clouds piled up, lightning flashed, and it rained.

We put a colon:

the second sentence indicates the reason for what is said in the first (in meaning, a conjunction can be inserted between them because ): Love a book: (=because) it will help you sort out the confusion of life.
the second sentence reveals the content of the first (in terms of meaning, you can insert words between them, namely ): The picture changed: (=namely) the snow had melted, the damp earth was smoking, grass was breaking through.
the second sentence complements the first (in meaning a subordinating conjunction can be inserted between them What : "I feel that..."): Suddenly I feel (=that) someone is pulling me to the side.
The second sentence expresses a direct question: Tell me, branch of Palestine: where did you grow, where did you bloom?

We put a dash:

with a rapid change of events, an unexpected result: I woke up and he was no longer there. The cheese fell out - such was the trick with it.
when contrasted (in meaning, a subordinating conjunction can be inserted between the parts ah, but ): Sasha is stupid - (=a) Petya is smart.
if the first sentence expresses the time or condition of the action (in meaning, conjunctions can be placed before the first sentence when, if ): (When) the forest is cut down, the chips fly.
when comparing (meaningfully, you can insert conjunctions between the parts as if): Says a word - (= as if) a nightingale is singing.
if the second sentence represents a result or conclusion (in terms of meaning, you can insert the word between the parts That's why ): The smoky sun is rising - (=therefore) it will be a hot day.

Complex sentence with different types of communication is a combination of complex sentences already known to us. Therefore, it is important to determine by what connection the parts of the sentence are coordinated. We put punctuation marks based on this. The most questions arise when coordinating and subordinating conjunctions are next to each other. When should they be separated by a comma? It's simple here:

Compare:
You can call me, but if you don't call today, we'll leave tomorrow.
You can call me, but if you don’t call today, we’ll leave tomorrow.

Let's sum it up

First we need to determine whether the sentence is simple or complex. To do this, we count the number of grammatical stems.
If the sentence is simple, pay attention to the subject and predicate - are they the ones that need to be put with a dash between them?
Is this simple sentence complicated? Does it contain homogeneous parts of the sentence, introductory words or constructions, addresses, the conjunction “how”?
If this sentence is complex, we need to determine the type of coordinating connection.
Coordinating conjunctions: and, ah, but, yes . It’s simple here - if they are there, it means the sentence is complex. If parts of a complex sentence do not have a common member, feel free to put a comma.
If we don’t see coordinating conjunctions, but see some others, most likely the sentence is complex. We check whether we have separated any allied words with an extra comma.
If we don’t see any connecting words, but the sentence is complex, then it is non-conjunctive. Our task is to determine which character separates the parts of a non-union complex sentence: a comma, a dash or a colon.
If in a sentence we see both conjunctions (or allied words), both coordinating and subordinating, and a non-union connection, we focus on each type of connection separately. We pay special attention to the presence of conjunctions in the second part then, yes, but .

Complex sentences allow you to convey voluminous messages about several situations or phenomena, making speech more expressive and informative. Most often, complex sentences are used in works of art, journalistic articles, scientific works, and official business texts.

What is a complex sentence?

Difficult sentence - a sentence that consists of two or more grammatical bases is an intonationally formed semantic unity expressing a certain meaning. Depending on the relationship of the parts, complex sentences with coordinating subordinating and non-conjunctive connections are distinguished.

Complex sentences with coordinating connections

Compound Sentences - conjunctional sentences, which consist of equal parts connected by a coordinating connection. Parts of complex sentences are combined into one whole using coordinating, adversative or disjunctive conjunctions. In writing, a comma is placed before the conjunction between parts of a compound sentence.

Examples of compound sentences: The boy shook the tree, and ripe apples fell to the ground. Katya went to college, and Sasha stayed at home. Either someone called me, or it seemed like it.

Complex sentences with subordinating connections

Complex sentences - conjunctional sentences consisting of unequal parts that are connected by a subordinating connection. In complex sentences, there is a main part and a dependent (subordinate) part. Parts of the dictionary are connected to each other using conjunctions and allied words. In writing, between parts of a complex sentence, a comma is placed before the conjunction (conjunctive word).

Examples of complex sentences: He picked a flower to give to his mother. Those present were wondering where Ivan Petrovich came from. Misha went to the store his friend was talking about.

Usually, a question can be raised from the main clause to the subordinate clause. Examples: I came home (when?) when everyone had already sat down to dinner. We learned about (what?) what happened yesterday.

Complex sentences with non-conjunction connections

Unconjunct complex sentences are sentences whose parts are connected only with the help of intonation, without the use of conjunctions and allied words.

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Examples of complex sentences with non-conjunctive connections between parts: The music started playing, the guests started dancing. It will be frosty in the morning - we won’t go anywhere. Tanya turned around: a tiny kitten was huddled against the wall.

A comma, dash, colon or semicolon can be placed between parts of non-union complex sentences (depending on what meaning the parts of the BSP express).

Complex sentences with different types of connections

Mixed complex sentences can include several clauses connected to each other by coordinating, subordinating and non-conjunctive connections. In writing, in mixed complex sentences, the punctuation characteristic of complex, complex and non-union sentences is observed.

Examples: Vitya decided that if the teacher asked him to answer a question, he would have to admit that he had not prepared for the lesson. On the right hung a painting depicting a blooming garden, and on the left there was a table with carved legs. The weather worsened: a strong wind rose and it began to rain, but it was warm and dry in the tent.

If complex sentences within a mixed sentence form logical-syntactic blocks, a semicolon is placed between such blocks. Example: On the porch, a sparrow was pecking at grains that grandmother accidentally scattered; At this time, dad came out, and the bird quickly flew away.

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May consist of two or more parts. Sentences consisting of three or more parts can be connected using a conjunction (coordinating and subordinating) and non-conjunctive connection.

Let's analyze the examples:

The parts of this complex sentence are connected using the coordinating conjunction but: , (to), but .

2. Grushnitsky stumbled, the branch he clung to broke, and he would have rolled down on his back if his seconds had not supported him (M. Lermontov).- The proposal is complex,
consists of three parts:
Part 1 - Grushnitsky stumbled;
Part 2 - the branch he was clinging to broke- a complex sentence with a subordinate clause, which is located inside the main one;
3rd part - he would have rolled down on his back if his seconds had not supported him- a complex sentence with a subordinate clause.

Thus, the first and second parts are connected without a union, only with the help intonation, the third part is joined using a coordinating conjunction and:
, [, (for which...), ], and , (if).

There are four possible combinations of types of communication in complex sentences consisting of three or more parts.

1. Reinforcement of educational material

Make possible combinations of types of connection in complex sentences with different types of connection:

1) coordinating and subordinating;
2)
3)
4)

To correctly understand the meaning of sentences consisting of several parts and correctly place punctuation marks, reason in the following sequence:
1) by meaning and intonation, highlight the semantic parts in the sentence, determine their syntactic role;
2) determine how the parts of the sentence are connected, separate them with appropriate signs;
3) analyze how each part is complicated (isolated members of the sentence, introductory, homogeneous members of the proposal), check the punctuation marks for them.

2. Analysis of educational material

Write down these proposals. Analyze them in writing according to the sample given in the paragraph. Make diagrams of them.

1. Always ran up to the phone first dog, she barked joyfully and hastily, as if she was trying to tell him something in her dog language ( F. Iskander). 2. The dog kennel looked like a toy house, like those found in children's parks, and only the black circle of the entrance hole reminded of its true purpose ( F. Iskander). 3. Then the wind rushed into the room, so that the flames of the candles in the candelabra died down, the heavy curtain on the window moved aside, the window swung open, and the full moon appeared in the distant heights ( M. Bulgakov). 4. This garden looks very impressive: the area is covered with large light gray pebbles, and the plants are planted at a considerable distance from each other for better viewing. 5. He paused again; and suddenly the general realized that he was seeing a transformed man in front of him: a hundred colorless eyes shone with energy, and he looked so much like the professor ( I. Akimov).

3. Restoring offers

Restore the sentences by connecting individual sentences using non-union and allied connections (conjunctions are given in parentheses). Write them down, arranging them punctuation marks .

1. The birches rustled not far from the fire. It seems like someone big is walking on dry leaves ( And) (Yu. Kazakov). 2. They went out to the station square. The lanterns were burning. The city was noisy. The snow has already been removed. They both felt that they needed to say goodbye now ( a, and) (Yu. Kazakov). 3. Peace came over him because the day was over. Such peace sometimes comes over you when you have solved a problem that has been tormenting you for a long time ( A. de Saint-Exupéry). 4. The snow fell slowly and is very important. Its flakes were so large that it seemed like light white flowers were flying from the sky onto the city ( And) (V. Soloukhin). 5. Where they work, it’s dense. The lazy house is empty ( A) (Proverb)..6. Don't believe everything you hear. Don't wish for everything you see. Don't do everything you can ( Proverb ).

4. Mutual dictation

І. Work in pairs . In pairs, decide who will dictate which mini-text. Read your text to yourself and dictate the texts to each other. Exchange notebooks and check each other's dictations without a textbook, correcting other people's mistakes with green infusion.

II. Check your dictations using the textbook. If there are errors, make corrections in red ink and explain the errors.

1. Yashka looked around: the sun was shining brightly, and the leaves of the bushes and willows were shining, the cobwebs between the flowers were glowing rainbow-colored, and the wagtail was sitting above, on a log, shaking her tail and looking at Yashka with a shining eye, and everything was the same as always, everything breathed peace and silence, and a quiet morning stood over the earth ( Yu. Kazakov).

2. He never laughs, but smiles like this: every single one of his teeth is showing, and the skin on his cheeks is almost motionless, as if it were overtightened, and he is afraid that it will burst. It’s the same when he’s angry: his eyes completely shrink, squint, his lips turn white, it’s clear that he’s dissatisfied with something, he’s furious, but if you look closely, your face is almost the same as it was five minutes ago when you smiled ( A. Volos).

When combining two subordinating conjunctions: what if, what when, so although, although if or when combining coordinating and subordinating conjunctions: and when, and if, and where, but when etc. a comma is not placed between them if the second part of the conjunction comes next: then, yes, but.

5. Punctuation work

Write down the sentences. Determine in which cases, when combining conjunctions, it is necessary to put a comma between them, and in which - not. Place commas where necessary.

1. The boy was afraid of the old man and when he occasionally appeared in their house he tried to stay away from the important visitor ( A. Varlamov). 2. Venya did not interrupt Rodya, but when he finished the story he looked at him with annoyance ( Yu. Sotnik). 3. He didn’t notice how time passed, but when he looked at his watch he saw that it was already late ( V. Shefner). 4. In autumn the beach was deserted and when we were returning from school I walked home through the deserted beach ( V. Shefner). 5. The girl turned pale from the coolness of the night and when they left the garden, parting the wet bluish leaves, she shuddered ( F. Iskander).

6. Converting sentences

I. Write down the sentences using punctuation marks.

II. Rearrange the sentences by eliminating That in sentences where the word That is, and introducing it into those sentences where the word That missing and write it down. How will punctuation change when combining conjunctions?

1. The car was approaching a stop and when it was already very close, the driver turned into the nearest alley. 2. I got up from the bed and if I hadn’t grabbed the nurse’s hand, I would have fallen. 3. We were in no hurry, but when it started to rain, we quickened our pace. 4. I slept for four hours and when I woke up it was already dark.

When combining conjunctions and if, and when, and where, and while, and although, etc., a separating comma is not always placed before the conjunction. Check what connects the conjunction and - homogeneous members of a sentence or parts of a complex sentence. To do this, mentally eliminate the sentence joined by the subordinating conjunction and.

7. Selective distributor work

From exercises 5 and 6, write down sentences with a combination of conjunctions and if and when. First, write down sentences in which the conjunction And connects homogeneous members of a sentence, then sentences in which the conjunction And connects parts of a complex sentence.

8. Punctuation and spelling work

I. Read the sentences. Verbally analyze how many parts they contain. Describe each part. Indicate how each part is complicated.

II. Write down the sentences. Place punctuation marks. Explain the combined and separate spelling of words.

1. I tried to plant the donkey, but he became stubborn and when I hit him, he just moved his ears in bewilderment ( F. Iskander). 2. All this began to bother me and when we moved on, I noticed in the facade of one of the houses a recess, something like a niche protected from the wind ( F. Iskander). 3. The beast loved Nikita so much that when the boy left the beast sniffed anxiously air (N. Leskov). 4. Fallen, wet leaves lay like a dark covering under the trees, and if you came close to them, it was as if a slight smell was wafting from them - either the remnant of what was given during life or already the first decay ( A. Solzhenitsyn). 5. Dina was playing different games with Olya and Igor and it became noisy in the house because when there is one child in the house it’s one thing, but when there’s more than one then it’s already a lot of small things ( A. Rybakov).

III. Create proposal outlines.

9. Text recovery

I. Read the sentences. Restore the sequence of sentences in the text. Give it a title. Write down the sentences using punctuation marks and explain their placement.

II. Write a summary of the restored text.

1. I vaguely began to guess about the connection that exists between things and events.
2. But we had a real redhead and no one noticed Alik’s reddishness.
3. And I also thought that if the other day the sign with the designation had not been torn off from our doors class Maybe the doctor didn’t come to see us and nothing would have happened.
4. Looking at Alik, I thought that if we didn’t have a real redhead in our class, he would pass for him because his hair is blond and the freckles that he was hiding were revealed during the injection.
(F. Iskander)

10. Homework

Write down the text using punctuation marks. Indicate complex sentences consisting of several parts. Make diagrams of them.

Music... A great art that never fades. It surrounds man from ancient times to this day. There is especially a lot of music today in the age of players and karaoke, television and computers, when concerts are so accessible and almost everyone can learn to play any instrument.

Yes that sounds like a lot music music of all kinds - ancient and modern, so-called “classical” and “easy”, performed by professional artists and amateurs. How
figure out how to navigate this vast sea of sound? How can one learn to distinguish the genuine from the fake in the art of music, a meaningful piece of music from a fashionable but empty hit? How to feel the beauty of a serious work that at first may seem boring and uninteresting, but in fact is deeply figurative and truly beautiful?

The only advice is to try to know more about the art of music, its history, the features of the language, and the laws by which a piece of music is constructed (of course, constantly listening to a lot of good, serious music).
(M. Zilberquit)

Dictionary:
Hit- popular song.

A.N.Rudyakov, T.Ya. Frolova. Russian language 9th grade

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In modern Russian, especially in written speech, complex sentences are often used. There are two types of complex compounds in the Russian language: union and non-union. Non-union - which consists of several parts, but conjunctions are not used to connect these parts with each other. Here is a classic example of a non-union sentence: “It was snowing, the weather was frosty.” Or, for example: “It was getting cold, the birds were flying south.”

Allies, in turn, have another feature. They also have two or more parts and use conjunctions to communicate. There are two types of unions - coordinating and subordinating. If subordinating conjunctions are used, the sentence is called complex. If coordinating conjunctions are used, it is called compound.

Subordinating connection in a complex sentence

If the parts of a complex sentence are connected to each other using a subordinating connection, it is called complex. It consists of two parts: main and subordinate clauses. There is always only one main thing, but there can be several subordinate clauses. From the main part to the subordinate part you can pose a question. There are different types of subordinating connections.

Subordinate clause can serve as an adverbial function, for example: “I left home from school when the bell rang.” It can also serve as a complement: “I told him what I’ve been wanting to say for a long time.” And, finally, it can serve as a circumstance, for example: “The grandmother told her grandson to go to where he forgot his briefcase,” “I didn’t come because my grandmother was sick,” « “My mother arrived when the snow melted in the yard.”

Here are classic examples of variants with different types of subordinating connections. In all examples, the first part will be the main one, and the second - subordinate clause, accordingly, the question is asked from the first part to the second:

“I love it when spring comes”;
“I read a book about the house that Jack built”;
“Mom was upset because her son got a bad grade”;
“The boy decided to find out where Santa Claus comes to the house from.”

Coordinating connection in a complex sentence

We can talk about a coordinating connection in those cases when the simple parts that make up a complex one are equal, and none of them can be called main or dependent. Accordingly, the question cannot be raised from one part to another. The most common coordinating conjunctions are conjunctions “a”, “but”, “and”.

Examples of coordinating connections:

“Mom came home, and at that time my son went for a walk.”
“I felt bad, but my friends were able to cheer me up.”
“The sun has set, and the heads of the dandelions in the meadow have closed.”
“Winter has come, and everything around has plunged into white silence.”

The coordinating connection in variants with the conjunction “a” is often used in Russian folk proverbs and sayings based on the opposition of any characteristics, for example: “The hair is expensive, but the mind is short.” In the old Russian language, for example, in folklore works (fairy tales, epics, sayings, fables), the conjunction “a” is often replaced by its Old Russian synonym “da”, for example: “Grandfather came to pull a turnip, but the turnip grew big. The grandfather pulled and pulled the turnip and called the grandmother for help.”

Compound Sentences They are especially often used in descriptions of nature, when the author of a work wants to give the most complete picture of a summer day, a winter night or a bright, beautiful landscape. Here is an example of such a descriptive text with a coordinating connection in complex sentences: “It was snowing, and people ran home with their collars turned up. It was still light outside, but the birds had long since fallen silent. All that was heard was the creaking of snow underfoot, and there was no wind. The sun was slowly setting behind the horizon, and two lovers on a park bench admired the short winter sunset.”

Also, complex sentences, especially sentences with the conjunctions “a” and “but,” are actively used in the scientific style of writing, in reasoning texts. Here is an example of such reasoning: “The human body is resilient, but the immune system can be easily destroyed by uncontrolled use of antibiotics. Antibiotics as medicines have many advantages, but they cause dysbiosis and have a negative effect on the immune system.”

Features of punctuation

Two parts of a subordinating clause are connected by subordinating conjunctions. Parts of the coordinating type, in turn, are connected to each other by coordinating conjunctions. A conjunction is a small particle that visually resembles a preposition, but performs a completely different function: connects or two sentences that are inside one.

Both in complex and compound sentences, conjunctions must be preceded by a comma. When reading aloud, you need to pause before this comma. Omitting a comma before conjunctions using coordinating and subordinating conjunctions is considered a gross syntactic error. However, primary and even secondary school students often make such mistakes in dictations, in independent and test work in the Russian language, in essays and written works on literature. In this regard, the school curriculum for studying the Russian language includes a separate section devoted to practicing the rules of punctuation.

In complex non-union sentences To connect two parts, you can use not only a comma, but also other punctuation marks, for example:

“The sun has risen, the birds have woken up with their usual morning song.”
“I warned you: playing with fire is very dangerous!”
“The full moon lit up, illuminating the earth with its radiance; sensing the approach of night, a wolf howled in the distant forest; somewhere in the distance, on a tree, an eagle owl hooted.”

Complex sentences help make written and spoken language especially expressive. They are actively used in texts of various contents. Competent writing of them in compliance with all punctuation rules indicates that the person knows the Russian language well and knows how to clearly express his thoughts in writing. Neglect of existing punctuation rules, on the contrary, speaks of a low level of human speech culture. Teachers of Russian language and literature should pay special attention to the correct spelling of complex sentences when checking students' written work.