Sequential connection of sentences in the text. Ways of connecting sentences in a complex syntactic whole. Chain and parallel connection, their varieties

Structural correlation of sentences can be expressed in another way. Let's go back to our example Masha draws a Christmas tree. You can continue this sentence, for example:

Masha draws a Christmas tree.

Igor is reading a book.

Zina solves a crossword puzzle.

The sentences are undoubtedly related to each other, although none of them contain repeated words. What links the sentences?

Structural correlation, although it has a form different from the chain connection. Each subsequent sentence is built on the type of the previous one. All are of the same type (they consist of a subject, predicate, object), all have the same word order. They are parallel. And this one parallelism serves as the basis for communication. Sentences do not develop one from the other, as in a chain connection, but are compared. We, as it were, compare the content of each subsequent sentence with the content of the previous one, as in the famous poem by S. Mikhalkov:

Who was sitting on the bench

Who looked at the street

Tolya sang, Boris was silent,

Nikolai shook his leg.

It was in the evening

There was nothing to do.

A slightly different type of parallelism is also possible:

Masha draws a Christmas tree.

Masha goes to school.

Masha is interested in geography.

Here the parallelism of the structure of sentences is enhanced, emphasized anaphora, unanimity, i.e. the same beginning of each sentence. And since in our example we are talking about one person, his qualities, actions, etc. are emphasized, compared. Such a structure of the text is appropriate when describing someone, creating a speech portrait, in general when describing.

Here, for example, is a story about ancient Egypt:

The manners and customs of the Egyptians are not the same as those of other peoples, but vice versa. Their women trade in the squares, and the men run the houses. Bread in Egypt is baked not from wheat and barley, but from spelt. The dough is kneaded with the feet, and the clay with the hands. They write and count not from left to right, but from right to left. The dead are not burned at the stake, like the Greeks, but are embalmed and try to keep as long as possible. The largest buildings in Egypt are not temples or palaces, but royal tombs - pyramids. There are three largest pyramids; they were built by the kings Cheops, Khafre and Mikerin. When the pyramid of Cheops was being built, one hundred thousand people worked at the construction site, changing every three months, and all other work in the country was prohibited. It was built for thirty years, and it is written on the pyramid that only two thousand pounds of silver were spent for the workers for radishes, onions and garlic, and no one counted how much for everything else.

Thus, the two main types of connection of independent sentences in the text - chain and parallel - are based on the structural correlation of sentences. The first is used in the sequential movement and development of thought, and the second - in comparative.

Make up two sentences using a) full parallelism; b) incomplete parallelism; c) anaphora.

Prepare one of abstracts(optionally):

1. Figures of speech: parallelism, anaphora, epiphora. See for example: Nikitina E.I. Russian speech: 8-9 grades. - M., 1995. - S. 11-12; 42-43. Novikov L.A. Art of the word. - M., 1991. - S. 82-83.

2. Speech and thinking. Cm. Lvov M.R. Rhetoric. - M., 1995.- S. 108-111.

According to the nature of the connection between sentences, all texts can be divided into three types:

texts with chain links;
texts with parallel links;
texts with links.

Chain (serial, linear) connection, perhaps the most common way to connect sentences (cf. the sequential connection of subordinate clauses in a complex sentence). The widespread use of chain links in all styles of speech is explained by the fact that they are most consistent with the specifics of thinking, the features of connecting judgments. Where thought develops linearly, sequentially, where each subsequent sentence develops the previous one, as if follows from it, chain connections are inevitable.

Among various kinds chain link by way of expression are the most widespread:

pronominal connections (nouns, adjectives, numerals are replaced in the following sentence by pronouns and pronominal adverbs);
lexical and syntactic repetitions;
synonymous substitutions.

As an example, let us cite an excerpt from the story of I.S. Turgenev "County doctor":

One autumn day, on my way back from a field I was leaving, I caught a cold and fell ill. Fortunately, the fever overtook me in a provincial town, in a hotel; I sent for the doctor. Half an hour later the county doctor appeared, a man of small stature, thin and black-haired. He prescribed the usual diaphoretic for me, ordered me to put a mustard plaster on, very deftly slipped a five-ruble note under his cuff, and, however, coughed dryly and looked aside, and was already quite ready to go home, but somehow got into a conversation and stayed.

When constructing this text, each subsequent sentence develops the previous one, and the most significant information in the previous sentence various means repeated in the future, becoming the basis for the introduction of new information. And this new information is repeated again in the next sentence, becoming the basis for the next new information.

So, the first suggestion: One autumn day, on my way back from a field I had gone away, I caught a cold and fell ill.- can be conditionally divided into two parts according to the type of information transmitted. First, a description of the general situation is given ( one autumn, on the way back from the departing field), and then - the most meaningful part, characterizing what, in fact, happened ( I caught a cold and fell ill). In the second sentence: Fortunately, the fever overtook me in a provincial town, in a hotel; I sent for the doctor- a repetition of this information is given. Noun ( fever) correlates with information conveyed earlier by verbs of the same thematic series ( got cold and sick). New in this sentence and therefore the most significant is the information that the narrator sent for the doctor. In the next sentence: Half an hour later, the county doctor appeared, a man of small stature, thin and black-haired.- this information is repeated again (for this, a synonymous replacement is used: doctor → physician), and the new one is the description of the doctor. This is followed again by a reference to the previous text (for this, the pronoun he), and the actions and behavior of the doctor are reported as new information.

Chain connections are very typical for business, scientific, journalistic speech, that is, they are present wherever there is a linear, consistent, chain development of thought.

In texts with parallel (centralized) communication related sentences usually have the same subject (cf. complex sentences with parallel connection of accessory parts). Naming actions, events, phenomena located nearby (adjacent), parallel connections by their very nature are intended for description and narration.

The most typical for texts with parallel connection is the following structure. First comes the opening, containing the thought-thesis of the entire text. Then follows a series of sentences that reveal this idea, and the syntactic features of these sentences are:

parallelism of their structure;
unity of forms of expression of predicates.

Only in the ending is usually allowed to change the time plan and lack of parallelism.

As an example, consider an excerpt from the story of I.S. Turgenev "Khor and Kalinich", in which the author gives a comparative description of his heroes:

Both friends did not resemble each other at all. Khor was a positive, practical man, an administrative head, a rationalist; Kalinich, on the contrary, belonged to the number of idealists, romantics, enthusiastic and dreamy people. Khor understood reality, that is: he settled down, saved up some money, got along with the master and with other authorities; Kalinich walked around in bast shoes and got by somehow. The ferret spawned a large family, submissive and unanimous; Kalinich had once had a wife whom he was afraid of, but there were no children at all. Khor saw right through Mr. Polutykin; Kalinich was in awe of his master. Khor loved Kalinich and patronized him; Kalinich loved and respected Khor... Khor spoke little, laughed and reasoned to himself; Kalinich explained himself with fervour, although he did not sing like a nightingale, like a brisk factory man...

The first sentence is the opening thesis: Both friends did not resemble each other at all. Each following sentence contains a contrast between Khory and Kalinich (there are two subjects, but they are combined into one whole in the beginning - both buddies) on some basis, and this opposition is given through a system of parallel constructions. The parallelism of structures is manifested, in particular, in the fact that sentences are complex non-union constructions, the first part of which characterizes Khory, the second - Kalinich, and their names, repeating, open each part. This is usually followed by a predicate group, and all verbs are in the past tense, usually imperfective: was, belonged, understood, got along, walked, revered etc. Since the purpose of the description is to prove the complete opposite of the characters of the characters, then I.S. Turgenev uses a system of parallel contextual antonyms: a practical man, an administrative head, a rationalist - an idealist, a romantic, an enthusiastic and dreamy person; he understood reality, settled down, saved up some money - walked in bast shoes, got by somehow; spawned a large family - there were no children at all; saw through Mr. Polutykin - was in awe of Mr. etc. Thus, narrative contexts reveal closely related phenomena.

The third type of connection between independent proposals is accession. This is such a principle of constructing an utterance, in which part of it in the form of separate, as if additional information is attached to the main message, for example: Efremov's wife was known as a woman not stupid - and not without reason(Turgenev); I don't need to justify and it's not in my rules (Chekhov).

Connecting structures usually contain Additional information- by association, in the form of an explanation, commentary, etc. They imitate live speech with its ease, naturalness, etc. G.A. Solganik in the manual "Text Style", as a characteristic illustration of this type of connection, cites an excerpt from an essay by K.I. Chukovsky "Chekhov"

And to such an extent he was an artel, choral person that he even dreamed of writing not alone, but together with others, and was ready to invite the most unsuitable people as co-authors.
“Listen, Korolenko... We will work together. Let's write drama. In four steps. In two weeks."
Although Korolenko never wrote any dramas and had nothing to do with the theater.
And to Bilibin: “Let's write a vaudeville together in 2 acts! Come up with the 1st action, and I - the 2nd ... The fee is divided in half.
And to Suvorin: "Let's write a tragedy..."
And to him a few years later:
"Let's write two or three stories ... You are the beginning, and I am the end."

note that the connection, in contrast to the chain and parallel connection, has more narrow application in text formation and is usually unable to form texts on its own.

In addition, text, especially a sufficiently voluminous one, is usually not built using any one type of link. As a rule, in the text there is a combination of them depending on the specific author's tasks.

2. Purpose: to acquaint with the types of connection of sentences in the text, to teach to determine the method of connection in a particular text.

3. Learning objectives:

The student must know:

- Ways of connecting sentences in the text: chain and parallel connection

The student must be able to:

Determine the method of communication in a particular text

4. Main questions of the topic:

1. Chain method of linking sentences in the text.

2. Parallel communication method.

In the organization of the text, an important role is played by the most commonly used two methods of communication, which are defined as chain and parallel.

A chain link is a structural linkage of sentences, the continuous movement of thought from one sentence to another is usually carried out through the repetition of the word highlighted in the previous sentence (member of the sentence) and its deployment in the subsequent one.

The main means of communication are lexical repetitions, lexical and textual synonyms, pronouns.

Chain link is the most common way to connect sentences in a text.

With a parallel connection, the structural correlation of sentences is expressed in their parallel relationship, i.e. sentences do not develop one from the other, and each subsequent one is built according to the type of the previous one. The main means of expressing a parallel connection are the same word order, the uniformity of grammatical forms of expression of the members of a sentence, the species-temporal correlation of predicates. For example:

Another night passed... ...Another tribute performed...

(Ch. Aitmatov).

In this statement, we observe the parallelism of syntactic constructions. This is a rare case of complete parallelism, when predicates expressed by verbs of the imperfect form of the past tense come after the subject.

To connect sentences in the text, as well as between its individual members, not only syntactic means proper (structural correlation of sentences) are used, but also lexical and morphological means, as well as unions, particles, words and phrases that act as introductory, as well as words, approaching unions (such as - first of all, now, then, therefore, then, at the same time etc.), adjectives and participles (such as - previous, previous, next, indicated, given, described, given, last etc.), the latter are especially characteristic of scientific and business speech.

5. Methods of learning and teaching: presentation , work with text, small group

1. Working with text. Read the text. Determine its type and style. Formulate themes and microthemes. What words are used to express them? Formulate the communicative tasks of the text.

Musculoskeletal system

The musculoskeletal system is the subject of study of three sections of human anatomy - osteology, syndesmology and myology. The musculoskeletal system includes a bone skeleton, reinforced auxiliary elements(ligaments, articular discs, menisci, etc.), as well as muscles.

The skeleton is the passive part of the musculoskeletal system. The skeleton of an adult consists mainly of bones. In places where elasticity and flexibility are required, cartilage is preserved: cartilage is involved in the formation of cartilaginous joints of bones (synchondrosis), semi-joints (symphysis) and joints. Of particular note is related to respiratory system the skeleton of the larynx and tracheobronchial tree, which is completely formed by cartilage.

The bones of the skeleton take part in the metabolism, being a repository of various micro and macro elements. In addition, bones contain marrow, central authority hematopoiesis. According to the anatomical regions, the division of the human skeleton into the bones of the skull, spine, chest and bones of the shoulder girdle, pelvis, bones of the free upper and lower limbs.

Part musculoskeletal system includes striated muscles (skeletal muscles). Muscles are the active part of the musculoskeletal system. Most muscles are attached to the bones of the skeleton with two ends using tendons.

The human muscular system includes the muscles of the trunk, neck, head, upper and lower extremities.

If the proportions and physique are determined mainly by the skeletal system, then the contours of the human figure primarily depend on the muscles.

Assignments to the text. Find terms. Explain their meaning. In case of difficulty, consult a dictionary.

2. Working with text. Read the text. Determine the types of links between sentences. Justify the answer. Find in the text sentences connected by a parallel connection.

Herpes on the lips

Today, the term "herpes" combines a number of infections caused by the herpes virus. The herpes virus spreads very easily, transmitted by airborne droplets directly upon contact: through towels, dishes, handrails in transport

Most people are unaware that the virus is in their body. But rest assured, when the immune system is weakened, herpes, one way or another, will manifest itself.

The first signs of the disease are swelling, which soon turns into blisters. Soreness becomes more pronounced, and there may be an increase in lymph nodes.

The most common form of manifestation of the virus is labial herpes.

Lips with bubbles are not the most pleasant sight. What to do? I'm going to the pharmacy

On the early stage diseases (when there are no external manifestations yet, but there is already itching), you can use antiherpetic drugs, such as acyclovir, zovirax, herpevir - let the doctor help you choose a drug for the treatment of herpes.

In addition, very effective treatment essential oils bergamot, eucalyptus, lavender - you can moisten a piece of cotton wool with these oils and periodically lubricate the bubbles.

Remember, never tear off the formed crust - a secondary infection can get into open wounds, the disease will drag on, new bubbles may appear.

You can use methods traditional medicine- dry the rashes on the lips with a gruel of garlic and honey, if you are not afraid to scare others.

Herpes is highly contagious. Be sure to wash your hands with a disinfectant solution or soap after touching your lips, never touch your eyes if you've just scratched the blisters.

Take care of your immunity. Enter into the diet a large number of raw vegetables and yoghurts. For recurring herpes, check the thyroid gland.

Remember, only your doctor can correctly diagnose and prescribe treatment!

1. Work in small groups. Exercise 1. Determine the type of connection of sentences in the text, draw up a diagram.

The sea howled, throwing large, heavy waves onto the coastal sand, breaking them into spray and foam. The rain zealously cut through the water and the earth ... the wind roared ... Everything around was filled with howling, roaring, hum ... Behind the rain, neither the sea nor the sky was visible (M. Gorky).

Task 2. Make up and write down a short story on the topic “My attitude to folk traditions», « Interesting story”, “Once in the country”, “Friendship”, etc. Use the following scheme: beginning, main content, ending. Use parallel and mixed links to connect sentences.

Task 3. What is a complex syntactic whole? Name the means of combining independent sentences into a single syntactic whole. How do you understand the chain and parallel connection between sentences that make up a complex syntactic whole?

1. The Russian people endured enough; Carried out this iron road - Will bear everything that the Lord sends! He will endure everything - and he will pave a wide, clear path with his chest.

(N. Nekrasov)

2. The newly risen sun flooded the entire grove with a strong, albeit dim, light; dewdrops glittered everywhere, in some places large drops suddenly lit up and reddened; everything breathed freshness, life and that innocent solemnity of the first moments of the morning, when everything is already so bright and still so silent. All that was heard was that the friable voices of larks over the distant fields, and in the grove itself, two or three birds, in a hurry, brought out their short knees and seemed to listen later how it turned out for them. The wet earth smelled of a healthy, strong smell, clean, light air shimmered with cool streams (I. Turgenev).

6. Literature:

Main literature:

1.Aikenova R.A. R.A. Russian language: a textbook for medical students. - Aktyubinsk, 2012.

2. Zhanpeis U.A. Russian language: Tutorial for students of medical universities (undergraduate) - Almaty: Evero, 2012.

Additional literature:

1. Zhanalina L.K. Practical course Russian language: Textbook - Almaty, 2005.

2. Zueva N.Yu. A practical guide to the development of scientific speech skills: for universities in the humanities in 2 hours. Main course. Almaty, 2007 (electronic version)

3. Ippolitova, N. A. Russian language and culture of speech [Text]: textbook / N. A. Ippolitova, O. Yu. Knyazeva, M. R. Savova. - M. : Prospect, 2008. - 440 p. : ill.

4. Dairbekova S.A. My Motherland Kazakhstan// Textbook on the Russian language for students of Kazakh groups of non-linguistic universities. - Almaty, 2003.

5. Mukhamadiev H.S. A guide to the scientific style of speech. Russian language. - Almaty, 2009.

Lesson on the development of speech in grade 8. Built in accordance with the requirements of the Federal State Educational Standard. It has an obvious practical focus. Work on the textbook alternates with work on reproductions. Particular attention is paid to the assimilation of the task execution algorithm. The ability to build a plan of their actions is formed.

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Chain and parallel connection of sentences, their order in the text. Order of words in a sentence.

lesson type - assimilation of new material on the basis of generalization and repetition of the studied.

Target- creation of conditions for solving substantive and meta-subject problems.

subject : the assimilation of new terminological concepts, the essence of the chain and parallel connection of sentences in the text.

Metasubject:

cognitive -expand the concept of lexical means of speech expressiveness (rhetorical question and inversion); improve the ability to compose coherent texts, use different types links of sentences in the text;

regulatory - define your own goals and objectives, build an algorithm for completing tasks, use class material to complete homework, overcome difficulties in solving educational problems, evaluate the result of their work;

personal- mutual respect and mutual assistance in the process of joint activities;

communicative -the ability to listen and hear each other, to build a dialogue in a group.

Age - 8th grade

Equipment - presentation, reproduction of illustrations for the fairy tale "Morozko and stepdaughter" by I. Bilibin; textbook Russian language. Practice. 8th grade. Educational complex, ed. Babaytseva V.V.

Organizing time.

Checking homework.

At home, you tried, using the materials of the textbooks "Theory" and "Development of Speech", to write a message about rhetorical questions. Read prepared posts.

About what else syntactic means expressiveness you talked about in the last lesson? (Inversion). Tell me what you know about her.

2. Working with text. Definition of a learning task.

Slide 2. Read an excerpt from the speech of D.I. Mendeleev.

“... And if you bring this lantern of knowledge to Russia, then you will actually do what Russia expects from you, because on what does its well-being depend? What determines the wealth or poverty of her people and her international freedom? After all, only economic independence is real, any other is fictitious ... ”(According to the textbook“ Rhetoric. Grade 9 ”, edited by T.A. Ladyzhenskaya.)

In what speech situation could this speech sound?

Is there a rhetorical question here?

What is the purpose of using it?

Is there an inversion? Justify your answer.

Move into groups for further work.

Let's continue with the text. How many offers does it have?

Just three suggestions. Discuss as a group, what can they tell us? What problem can you help solve?

Write down the topic of the lesson. Slide #1 . Write a task for yourself in your notebooks.

3. New material.

Slide number 3. – Using slide 3-4 , understand the connection of sentences in the text. Try to chain it.

Can you determine the type of this connection yourself? What does she look like?

- By what means is this connection made? (If necessary, use textbooks and reference books).

Check yourself on slides 5 and 6.

Let's read the text on slide 7. Draw a diagram of St. With an ide of suggestions in it. – How is it different from the previous one? Name her. Determine the means of communication of sentences in it.

Summarizing the material, listening to presentations from groups. Slide 8.

4. Practice new.

A) Work with the textbook.

Ex. 78 on page 56 - determine the type of connection and indicate all lexical and morphological means of communication.

Formulate your answer by analyzing the material of ex. 79 on page 58 and 82 on page 60. What do you conclude?

B) Working with reproduction. The task is to compose a text of 8-10 sentences using the types of sentence links. Indicate the means of communication in the text. Read your mini essays.

C) Correction of errors in the lexical compatibility of words. Speech workout.

Slide number 9-10. - Eliminate deficiencies.

5. Preparation for home composition. Write down suggestions.

Slide number 11. What are they in terms of the purpose of the statement?

Rearrange them and write them down in the form of rhetorical questions.

These questions can be the title of the text? And the topic?

6. The result of the lesson. Reflection.Assess the level of your knowledge gained today. What else have you learned? How do you start doing homework?

Slide #12 - Get to know your homework.

According to the nature of the connection between sentences, all texts can be divided into three types:

texts with chain links;
texts with parallel links;
texts with links.

Among the various types of chain communication, according to the method of expression, the most widespread are:

pronominal connections (nouns, adjectives, numerals are replaced in the following sentence by pronouns and pronominal adverbs);
lexical and syntactic repetitions;
synonymous substitutions.

As an example, let us cite an excerpt from the story of I.S. Turgenev "County doctor":

When constructing this text, each subsequent sentence develops the previous one, and the most significant information in the previous sentence is repeated by various means in the subsequent one, becoming the basis for introducing new information. And this new information is repeated again in the next sentence, becoming the basis for the next new information.

Chain connections are very typical for business, scientific, journalistic speech, that is, they are present wherever there is a linear, consistent, chain development of thought.

In texts with parallel (centralized) communication semantically related sentences usually have the same subject (cf. complex sentences with a parallel connection of subordinate clauses). Naming actions, events, phenomena located nearby (adjacent), parallel connections by their very nature are intended for description and narration.

parallelism of their structure;
unity of forms of expression of predicates.

Only in the ending is usually allowed to change the time plan and lack of parallelism.

As an example, consider an excerpt from the story of I.S. Turgenev "Khor and Kalinich", in which the author gives a comparative description of his heroes:

Attaching structures usually contain additional information - by association, in the form of an explanation, commentary, etc. They imitate live speech with its ease, naturalness, etc. G.A. Solganik in the manual "Text Style", as a characteristic illustration of this type of connection, cites an excerpt from an essay by K.I. Chukovsky "Chekhov"

note that attachment, unlike chain and parallel connections, has a narrower application in text formation and is usually not capable of forming texts on its own.