A proposal in which there are no secondary ones. Main and minor clauses: how to find them without unnecessary difficulties

We speak to express our thoughts. Each complete thought is usually expressed in a group of words. These words are closely related to each other. For example: We went down into the valley. The new moon appeared in the clear sky. The evening air was calm and warm.

There are three complete thoughts in this passage, and each of them is expressed in several interconnected words.

A complete thought can be expressed in one word. For example: Warm. It's getting dark. Here, each word expresses a complete thought.

A combination of words or a single word that expresses a complete thought is called a sentence.

In oral speech, a stop (pause) is made between sentences. In writing, one sentence is separated from another by a period, question mark, or exclamation mark.

Interrogative, exclamatory and declarative sentences.

Sentences can be interrogative, exclamatory, or declarative.

Interrogative sentence is a sentence that contains a question. Is the library open? Are you ready? What is the weather today? Who's come? What time is it now?

At the end of an interrogative sentence, a question mark is placed on the letter.

Exclamatory sentence is a sentence in which a thought is accompanied by some strong feeling (surprise, delight, admiration, etc.). Such a great weather! Amazingly pleasant morning / The airship is flying!

An exclamation mark is placed at the end of an exclamatory sentence.

A sentence that states something and contains neither a question nor an exclamation is called narrative. It's dawn. The larks are singing. The first rays of the sun play in the bright river.

A declarative sentence is pronounced with a lower voice towards the end of the sentence.

In writing, a period is placed at the end of a declarative sentence.

The main members of the proposal.

Those words in a sentence that answer a question are called members of the sentence.

For example, in the sentence Our family moves from city to village in the summer- six members. Who is moving? - Family. What is the family doing? - Moving. Whose family? - Our. When does he move? - In summer. Where is he moving from? - From the city. Where is he moving to? - To the village. Words from And V do not answer questions and therefore are not independent members of the proposal, but are part of those members to which they belong.

The members of a sentence are divided into main and secondary. There are two main members of a sentence - the subject and the predicate.

Subject denotes what something is about in a sentence and answers questions Who? What?

For example: The horseman was approaching the village. Who was driving up? Rider(subject). The book is on the table. What's lying? - Book (subject).

Predicate denotes what is said about the subject and answers one of the questions: what does the item do? what is being done with it? what is he like? what is he? who is he?

For example: Tourists descended into the valley. What did the tourists do? - Descended(predicate). The old gazebo in the garden has completely collapsed. What happened to the gazebo? - Collapsed(predicate). The day is clear. What day is it? - Yasen(predicate). Mathematics-Science. What is mathematics? - The science(predicate). Pushkin the writer. Who is Pushkin? - Writer(predicate).

Secondary members of the sentence.

In addition to the main members, a sentence may contain secondary ones.

The minor members of the sentence explain the predicate, subject, or one of the minor members.

In a sentence A long convoy moved slowly along a dusty road subject convoy, and the predicate moved; secondary members of the sentence: long, slow, along the road, dusty.

Word long explains the subject convoy, showing which convoy was moving; word slowly explains the predicate moved and shows how the convoy moved; words on the way to explain the predicate moved and show where the convoy moved; word dusty explains the minor member of the sentence on the way to and shows which road the convoy was moving on. The relationship of the members of a sentence to each other can be represented by the following diagram:

From all that has been said, it becomes clear why the subject and predicate are called the main members of the sentence. Every minor member depends on some other word in the sentence, and the subject and predicate do not depend on any other words and are thus the basis of the entire sentence. A subject and predicate can form a sentence without secondary members.

A proposal that consists only from a subject and a predicate is called simple uncommon. For example: The wind was noisy.

A sentence in which, in addition to the subject and predicate, there are also secondary members is called simple common. For example: A fresh wind rustled briskly through the green leaves.

Definition, addition and circumstance.

The secondary members of the sentence, depending on how they explain the other members of the sentence, are divided into definitions, additions and circumstances.

Definition is called a minor member of a sentence, which shows the attribute of the subject and answers the questions: Which? her? which? The definition refers to a noun.

On a clear cab there was a white mountain of snow. In what sky? - On a clear day(definition). What mountain? - Snow(definition). My father works at a factory. Whose father? - My(definition). Volodya is now in his sixth year. What year? - Sixth(definition).

Supplement called the secondary member of the sentence, which denotes the subject and answers the questions of indirect cases: whom? what? to whom? what? whom? What? by whom? how? about whom? about what?

The object usually refers to the verb.

We study mathematics. Studying what? - Mathematics(addition). The whole country welcomed the Papaninites. Greeted whom? - Papanintsev(addition). The meeting sent a telegram of welcome to the heroes. Sent what? - Telegram(addition). Sent to whom? - Heroes (addition).

Circumstance is called a minor member of the sentence, which indicates how and under what circumstances (i.e. Where? When? Why? etc.) the action is performed. The circumstance answers the questions: How? how? Where? When? Where? where? Why? For what?

The adverbial adverbial usually refers to the verb.

In the summer the pioneers rested in the camp. When did you rest? - In summer(circumstance). Where did you vacation? - in the camp(circumstance).

We left the stuffy room into the fresh air. Where did you come from? - From the room(circumstance). Did you go out where? - To the air(circumstance). Due to illness, the student was absent from classes. Absent why? - Due to illness(circumstance). The elephant was taken through the streets for display. Why did you drive? - For show(circumstance). The wind howled plaintively and quietly. How did you howl? - Plaintively and quietly(circumstances).

Simple and complex sentences.

Connected speech can consist of individual sentences. My horse was ready. I was traveling with a guide. The morning was beautiful. The sun was shining. (P.)

There are four separate independent sentences in this passage. Each of them contains one complete thought and has its own subject and predicate. Such sentences are called simple.

Thoughts expressed in simple sentences can be put into close connection and combined into one complex thought. Then simple sentences expressing these thoughts are combined into one whole complex sentence.

For example, two simple sentences - The wind died down. The sea continued to swell- can be combined into one complex sentence: The wind died down, but the sea continued to be rough. This complex sentence pits two ideas against each other.

Simple sentences that are part of a complex sentence are connected by special words (a, and, but, when), and in pronunciation they are combined by voice.

A complex sentence is a sentence that consists of two or more simple sentences expressing one complex idea. For example: My companion was shivering from the cold, and I felt his jaw shaking.(This complex sentence consists of three simple sentences.)

Simple sentences that are part of a complex sentence are separated from each other in writing by various punctuation marks.

I. QUESTION ABOUT THE PRINCIPLES OF ALLOCATING SECONDARY MEMBERS OF A SENTENCE

The predicative basis of a sentence is formed by a group of main members - the community of subject and predicate for a two-part sentence (DSP) or one independent main member for a one-part sentence (OSP). A sentence that contains only a predicative basis is called non-common, for example: It got colder (OSP), the Rooks arrived (DSP), Life began to get better (DSP), Masha became a student (DSP). Outside of direct connection with our topic, we note that in such sentences there is not a single phrase, although there is a syntactic connection - the group of subject and predicate is not considered as a phrase, it is a connection of two interdependent components, it is impossible to distinguish between them the main and dependent word.

But at the same time, the subject and predicate can become reference words for attaching dependent words to them, to which, in turn, dependent word forms will be attached. Thus, the sentence becomes widespread, filled with secondary members of the sentence. Already from the explanation given above, it is clear that in relation to the formation of the structure of the sentence, these minor members can be divided into two types:
Extending the actual grammatical (predicative) basis of the sentence, they are sometimes called pre-basic; we will talk about them as secondary members of the “first” degree: Katya became the best student. It will get warmer on Tuesday. Life has reconciled us.
Distributing existing near-basic minor members, that is, minor members of the “second” degree: It will get warmer next Tuesday. Katya became the best student at school.

This classification of minor members is not traditionally presented in textbooks for high school students and those entering universities, since it is assumed that it is accepted at the empirical level and is well applied by everyone without exception. This is exactly how teaching the “expanding” sentence is structured from the primer to the first textbooks on the “Russian language”. Children are taught to guess the “main” members, and then ask questions from them to the “dependent” members. The logic of the order of questions should be preserved by anyone who wants to highlight the members of a sentence, but for some reason it is precisely this logic that “suffers” most often. Let's say, in the last example we gave (Katya became the best student at school), the most common mistake will not be the incorrect definition of the types of secondary members (the best, at school), but the erroneous attribution of the word “student” to the secondary members!

Why do errors occur when determining members of a common sentence? The answer is simple: the order of asking questions to determine the members of a sentence is wrong. Learned in the first grade, it seems to experienced high school students to have “expired”, as a result they try to change it arbitrarily and pose questions based on the order in which words are included in a sentence: Katya (what did she do?) became (the best in school) (*who?) student . The mechanism of the error is simple and, unfortunately, can be explained by the principle of the approach to the study of minor terms (hereinafter referred to as VMP). School textbooks pay more attention not to the principles of identifying HCP, but to the principles of assigning HCP to a category by meaning (meaning definitions, additions and circumstances), and to determine the category they teach how to pose questions, not to mention the difference in the formulation of the questions themselves.

As a result, the following approach to a common sentence is formed: “*each of its words answers a specific question (there is a list of those that need to be asked); by asking a question from this group to a word, I will determine a member of the sentence.” We showed the erroneous division with this approach of a compound nominal predicate above. Another typical mistake is this: For (what?) a week we lived (on what?) on a raft. Adverbials of time and place are incorrectly classified as adjuncts because the question is asked incorrectly.

It turns out that working with a common sentence becomes precisely the stage at which attention to the organization of the sentence is replaced by a parsing scheme. Therefore, we ask both schoolchildren and teachers to pay attention to THE MAIN REQUIREMENT OF WORKING WITH A COMMON OFFER:
1. determine the grammatical basis of the sentence, highlight the subject and predicate or one main member, describe the type of main members;
2. By asking a question from the main members to the minor ones of the first and then the second degree, find out the nature of the minor members.
In other words, when parsing a sentence On the last Monday of November the weather became truly wintery. the order should be like this:
1. highlighting the basis “the weather has become wintery”
2. allocation of first-degree high-risk factors “on Monday” and “for real”
3. allocation of second-degree VChP “last” and “November”.

The next point will be the correct approach to choosing a question to determine a member of the VChP. Recent manuals specifically note that the question asked by the word can be GRAMMARICAL or SYNTACTICAL. When asking a grammatical question, we attribute a word to any part of speech by identifying it with other words that answer the same question. Both "house" and "beauty" answer the common grammatical question "what?" as nouns; this question does not say anything about their functioning in a sentence, but it allows us to establish that both words will have gender, number, case, and type of declension. This question does not talk about lexical meaning, it only correlates words with “objects” and “everything that can be thought of as a subject of speech.” The error in the phrase Katya became the best student, where the last word turned out to be an addition, also lies in the posing of a grammatical question to it. And the choice of question is clearly associated with an error in determining the members of the sentence. During the week we lived on a raft.

The syntactic question is associated with identifying the role of the word form in a sentence; the person asking it should try to determine the place of the word in the sentence by selecting the correct question. In the phrase During the week we lived on the raft, the syntactic questions are posed from the predicate: “lived” (how long?, where?). Note that with this approach, the question asked may turn out to be “not from the list,” that is, not from among the questions given in all textbooks for schoolchildren for additions, definitions and circumstances. For example, when analyzing the sentence In the dusk, I didn’t see the road, the circumstance “in the dusk” answers the questions “when” and “where” at the same time (“in the dusk” = “when it got dark,” but also “where it became dark”). Next, it will be necessary to either explain the unconventionality of the category of circumstance, declaring it “special”, or highlight it as “place + time”.

II. QUESTION ABOUT THE REASONS FOR THREE TYPES OF MINOR SENTENCE MEMBERS IN THE RUSSIAN LANGUAGE

At the level of phrases for the Russian language, three types of communication are distinguished - coordination, control and adjacency. It seems that it is this distribution that underlies the identification of precisely three types of HCP. In fact, the ratio here is somewhat different. The fact is that in addition to the types of grammatical connections between words, there is also the nature of semantic relationships, built at the level of phrases.

Firstly, it can be identified DETERMINATIVE a type of semantic relationship when the dependent word indicates a sign of the main one. We see this type primarily in phrases organized according to the principle of agreement: white snow, first lesson, smiling child. The same nature of semantic relations can exist when adjacent: his house, the newspaper "Trud". You can also find it in the office: a girl with pigtails, a polka dot dress. In all the examples given, the basic question will be “which” (a variant of “whose”), which is why such models are included in the VChP, called DEFINITION.

Secondly, the OBJECT type of semantic relations is distinguished, when the dependent word is the object of action on the part of the main word. This type of semantic relationship exists in management: reading a novel, reading a novel, watching a film. There is also an object type of relationship in the case when it is indicated that the dependent word is a certain “additional object” available at the disposal of another “object/person” expressed by the main word: a lady with a dog, a suit with a shirt. The questions of indirect cases asked in such examples will be the basis for highlighting the ADDITION.

Thirdly, there is ADVERBIAL a type of relationship indicating that the dependent word describes the place, time, reason and other circumstances of the action called the main one. The basic type of subordinating connection here will be adjacency: live long, walk looking around. Often this meaning is conveyed by management: living in the forest, writing with mistakes (compare: “making mistakes”). In this case, trying to identify the nature of the circumstances of the action, we ask adverbial questions “when?”, “where?”, “where to?” and the like. This minor term will be BY CIRCUMSTANCE.

Obviously, some phrases will be difficult to resolve the question of the nature of the semantic relationship and pose the question. For example, the phrase boat with a sail allows you to ask the question “which one?” and “with what?”, here there are both attributive and object relations. Likewise, a house in a village indicates a sign (=village) and a place. It turns out that not all phrases in the Russian language fit unambiguously into three types of semantic relations; there are “transitional” cases.

When analyzing such examples at the sentence level, we must analyze the entire sentence as a whole, since the meaning of the statement affects the nature of the dominant relationship. Compare phrases:
There were different boats in the port: some with motors, some with sails. – At first, the Slavs built boats with oars, but, having discovered that after passing the rapids of the Dnieper, the wind helps the boats sail faster, they began to build boats with a sail.
He has houses everywhere: there is a house in Moscow, there is a house in the village, there is a house by the sea. “Petya didn’t like a city house, but a house in the village seemed to him the embodiment of his cherished dream.
A careful analysis of each of the phrases will suggest that one of the semantic relations can come to the fore and prevail over the other in a specific context.

TASK 1. At one time, D.E. Rosenthal’s manuals gave examples: A person breathes with his lungs. The first leaves appeared on the birch tree. The light came from the window above the door. Try to come up with contexts where only one of the possible types of semantic relations would come to the fore. Is there an example where such a context cannot be invented? Come up with your own examples where it is possible to combine different types of semantic relationships while bringing one to the fore. Are there cases where the "ambiguity" of the context always remains?

It turns out that in a Russian sentence, contexts are quite possible when two (or even all three) types of semantic relations are combined. Guided by the usual terminology, this means that we can ask two questions to the same VChP. What to do?
Traditional manuals do not answer this question. The logic of the need to select only one VSP for each word in a phrase turns out to be basic for a common sentence. But it is not said anywhere that a word can be only one type of VChP, which gives us the opportunity in complex cases to emphasize the word form being analyzed as two types of VChP at once. Without calling for doing this always, we note the possibility of such an approach, and we will analyze the most common cases of using such analysis in the last section.

III. QUESTION ABOUT THE QUANTITATIVE COMPOSITION OF THE SECONDARY MEMBER OF THE PROPOSAL

The tradition of the school curriculum says that every word in the text (excluding phraseological units) will be some kind of member of the sentence - either the main one or the secondary one. While analyzing the main members, we noted the possibility of phraseological units being included in their composition. In the phrase We took part in the discussion, the phraseological unit was completely included in the ASG; in the phrase We expressed a desire to take part in the competition as part of the ASG for two whole turns - both in the auxiliary part and in the semantic part.

Obviously, this possibility should be realized at the level of private enterprises. Consequently, when identifying first- and second-degree HCPs in a sentence, we must also look at the degree of cohesion of the components with each other. Let's look at examples:
Tanya and her sister regularly visit the Bolshoi Theater. – On the day of the premiere, I met Tanya and my sister again. In the first example, the combination of compatibility described in all textbooks is the subject; nothing prevents it from being an addition (and not two objects) in the second.
Vasya loses his temper every time he needs to help his little sister with something. – Vasya’s ability to lose his temper at the first hint of difficulty does not allow him to study well. In the first example, the phraseological unit will be a predicate (PGS), in the second phrase - a definition with a subject.

But there may be cases when, given the free nature of the connection in one sentence, the turn will be welded together in another: Katya's bad character ruins her life. – People with bad character cannot succeed in life. With a free combination of the words “bad” and “character” in the first example, their cohesion is obvious in the second, where the combination “with a bad character” will be a definition.

Similar examples are discussed in some textbooks, but there is no general scheme for the functioning of indecomposable combinations as high-precision combinations for the school curriculum. All that remains is to read the sentence, trying to feel the meaning of the phrase.

Another problem for schoolchildren will be function words. The author of the article has been teaching Russian language classes at various courses for many years and always hears the question: “Is there a pretext to emphasize here?” The question is again related to the mechanical analysis of high-frequency problems proposed in high school. Think about it, after all, in the sentence Katya lives in Moscow, the adverbial adverbial place will be “in Moscow”, the prepositional case form, and not just “*Moscow”. The syntactic use of a preposition includes a noun in a sentence; without a preposition, such inclusion is impossible. By the way, there are incomplete sentences where a repeating component in a combination of two words is missing, but the preposition remains: Children with or without flowers went to school. Obviously, “without...” will be a homogeneous definition here with the prepositional case form “with flowers.” Such examples have been described in science for a long time.

It also seems logical to include the negation “not” in the sentence: It's not for you to teach me life! He didn't start reading the book from the beginning. It is obvious that “not” in these examples is logically included in the VChP. By the way, there is a special name for sentences with this use of “not” - partial negatives. But the inclusion of emphasizing and restrictive particles (“only”, “only”) in the part of the sentence that follows them is by no means necessary; they emphasize the isolation of the VChP logically, intonationally, the general meaning of the sentence remains the same: Sveta was able to finish urgent work (only) in the evening. Let us note at the same time that schoolchildren need to learn a list of particles and words that can be used as particles (among them “already”), so as not to single out “extra” VSPs. The particles themselves are not members of the sentence!

The easiest way to isolate VChP is to skip conjunctions, both coordinating ones, connecting homogeneous members, and subordinating ones, used to connect parts of a complex sentence. There is only one problem with the latter: they can be synonymous with allied words (this is important for “what”, “when”, “how” and “than”), then they can be asked a question and isolated as a member of the sentence. It turns out that you first need to analyze the structure of a complex sentence, because the mechanical selection of a question is not always correct.

The third variant of a non-unique VChP will be a non-separate attributive or adverbial phrase. The very fact of its possible isolation from a sentence in certain positions suggests that the speaker always perceives such a turn of phrase as a whole: The book written by my mother has become a bestseller. A separate definition is separated by commas due to its placement after the word being defined. But the possibility of isolation is primarily associated with the close cohesion of the components of the phrase, therefore, when used before the word “book,” we would recommend considering it as one definition.

And lastly: a single member of a sentence is considered to be a combination of a cardinal number and a noun (“two friends”, “with five girlfriends”). When considering such phrases, they usually talk about a special type of connection that is not correlated with any of the three main ones. The trick is that in the direct cases - nominative and accusative - the main word will be the numeral that controls the form of the noun (“five friends”), while in the indirect cases the main word will be the noun that agrees with the dependent numeral (“with five friends”). This type of connection is discussed in detail in the section “Numerals” (see “Morphology”). Syntactically, such a combination of words turns out to be indecomposable, and therefore acts as a single member of the sentence.

IV. THREE TYPES OF SECONDARY MEMBERS OF A SENTENCE. WAYS OF EXPRESSING DEFINITIONS, COMPLEMENTS and CIRCUMSTANCES

In the Russian language, there are three main types of VChP - definition, addition and circumstance. The type of VChP is determined by the method of its expression (i.e. what part of speech the VChP is expressed), by the type of syntactic connection with the reference word and by the nature of the syntactic question asked to the VChP from the reference word.

1. Definition - this is a VChP, which names the attribute of an object and a person, answers the questions “which” and “whose” and relies primarily on coordination as a type of connection.
A definition that meets the three conditions listed above is called consistent. It can be expressed:
full adjective: Dusya is a beautiful cat.
full participle: Sleeping Dusya purred quietly in her sleep.
pronominal adjective (possessive, demonstrative, attributive, etc.): Our Dusya will not communicate with any guest!
ordinal numbers: Dusya did not like the fifth portion of Whiskas that morning.
attributive phrase (participle and adjective with a dependent word), not isolated in a sentence: The crab stick Dusya ate turned out to be the best ending to breakfast.
All listed parts of speech, used as definitions, are consistent with the supporting noun (or substantivized word) in gender, number and case. This condition is not met by some forms of degrees of comparison of adjectives (smarter, smarter than everyone) and the unchangeable pronouns his, her, their. They will not apply to the agreed upon definition.

The agreed definition can also be a noun; it is called an appendix - a type of definition. A noun in the role of application agrees with another noun in number and case, but may not agree in gender. The gender of a noun is a constant feature; it cannot independently change its gender under the influence of a reference word; phrases arise: eucalyptus tree, orchid flower. In a sentence, coordinated applications most often turn out to be consistent in gender: We invited our old friend Vasya and his friend Petya.

It happens that not all the conditions of our definition of the type of VChP are met, there is no type of connection named above - coordination, VChP is connected with the reference word by adjacency or control. In this case we are talking about inconsistent definitions. They can be expressed:
nouns in oblique cases with and without prepositions: Her polka dot blouse was stained. The arrival of guests was inopportune. (complicated cases will be discussed below). The type of communication here is management.
possessive pronouns “him”, “her” and “them”, which do not change in literary Russian, and are therefore connected with the supporting word by adjacency: His work at the competition of young poets received first place. "I don't understand their words!" - the grandfather said angrily.
inflexible adjectives: The beige dress emphasized her slender waist. Here the type of connection is also adjacency.
adjectives in the form of a simple comparative and one of the compound superlative forms. The adjacent immutable forms: Tell me a more interesting story! - are actually similar to the adverbs used in the same function.
adverbs (not with –о/-е) associated with the support word by adjacency. In fact, these are the same adverbs that can be used as a nominal part of the SIS, compare: The conversation will be honest - The conversation did not work out honestly. In the first case, the word “totally” is included in the SIS; in the second example, it is an inconsistent definition.
infinitive with a noun (it is most often also associated with a verb - either verbal or single-root): The dream of eating a delicious piece of ham made Dusya jump onto the table. The subordinating connection between an infinitive and a noun is adjacency.
an indecomposable combination of words (here control often arises as a type of communication). Indecomposability is determined by semantic characteristics, as well as the impossibility of removing one of the words without changing the meaning of the other and the entire phrase: The girl with blue eyes smiled at Vasya in the subway (the meaninglessness of “a girl with eyes” forces us to include the definition in the “required minimum”); or: It’s raining along the entire US coast from California to Alaska. The meaning of the definition “from California to Alaska” clearly defines the boundaries of the region; the indecomposability of the combination is obvious. Such definitions can be a combination of numerals: A three-by-four photograph must be taken within a month.
Nouns attached to nouns (that is, applications) may be inconsistent. In this case, in addition to the difference with the reference word in gender, they will not be related in case, that is, a change in cases of the reference word will not affect the change in the dependent: I love the novel “Crime and Punishment” - The novel “Crime and Punishment” presents one of the opportunities to determine the character of a person in the second half of the 19th century.

The issue of application as a special type of definition and the punctuation marks associated with application will be considered in a separate work.

From the above it follows that definitions are varied in the way they are expressed, therefore, to isolate them, it is especially important to think about the meaning of what was said, and not just try to substitute the questions mentioned in the definition with the words.

Note to teacher! Since schoolchildren use one sign - a wavy line - to highlight a definition during syntactic analysis, we would advise you to come up with ways of different notation to check the topic “agreed and inconsistent definitions”. This difference is especially important in the examples: The leaf-strewn paths of the park of the Sheremetyev estate "Kuskovo" look now the same as in the 18th century. The first of the underlined definitions is agreed upon, expressed by a “participial phrase”, and in the second both inconsistent definitions and an application are hidden, it would be desirable to distinguish which is which.

TASK 2. Anyone who reads our works knows that after such a theoretical fragment, compiled tasks are usually offered for practical analysis. There will be no such tasks in this work, since the artificially constructed common sentences too clearly indicate what will be the subject of the search. We advise schoolchildren to come up with their own phrases with definitions of different types and methods of expression. The skill gained from such work will help you better learn to analyze any text offered as an exam. You can also take a literary text (small) and try to find in it different definitions and ways of expressing them.

2. An addition is a VChP that has a substantive meaning and indicates the participants in the situation described in the sentence. Supplements answer questions of indirect cases and are most often expressed in the prepositional case form of the noun (i.e., the main type of connection is control). The simplest thing would be to immediately say the following: objects are expressed in the same way as subjects, only instead of the nominative case, any other case is used. In other words, in the phrase Dusya purrs, our Dusya will be the subject, and in the Morning I’m in a hurry to feed Dusya, she, due to the change to the accusative case, will be an object.

In the same way, phrases will be complements if they are not in the nominative case, compare: One of my friends has been afraid of cats and dogs since childhood. – Dusya has never scratched any of my friends.. In our opinion, the combination of compatibility should also be analyzed as a single member of the sentence, if it stands out in meaning: I met Masha and Katya(if they walked together and not alone, in the latter case Masha will be the addition first, and then Katya).

In terms of the form of expression, all the examples we have given are the same - in them the addition is expressed in the prepositional accusative case, and the additions themselves have the meaning of the direct object of the action. These additions belong to transitive verbs, therefore their accusative case is, as it were, determined by the properties of the verb (in science this can be described as strong control, although the concept of “strong” control itself is somewhat broader). All school textbooks define that such an object is called direct and is expressed by a noun and a pronoun. We see no reason to refuse to describe the phrases of standard composition, allocated to express the subject, as direct objects, so we supplement the third paragraph - “and phrases that are subjects in the pad.”

A direct object can also appear in the form of the genitive case without a preposition with a transitive verb; most often this occurs when negating, introducing the particle NOT into a sentence: Children do not like bitter medicines. There are verbs that freely control both the accusative and genitive cases without a preposition: We have been waiting for the train/trains for 40 minutes.
All other additions are considered indirect. They are expressed first of all:
forms of indirect cases of nouns, pronouns and substantivized words with and without prepositions: I had been talking with the teacher for an hour, but I could not understand what she was asking me for. Either we need to work with those who are lagging behind, or we need to solve the entire test for them.
numeral name - Eight (?) had to be added to four. The textbooks say nothing about the form “eight” in the accusative non-prepositional form; in our understanding, this cannot be considered as an object of action, therefore the addition “eight” can also be considered as indirect. For formalists, who here primarily see a transitive verb and an accusative without a preposition, the solution will be different, “eight” will become a direct object.
the indirect object can be expressed by an objective infinitive: Dad asked his daughter to cook dinner for him, but the daughter didn’t even know how to peel potatoes. In the first part, “dad” is correlated only with the predicate verb “to ask,” and the GHS of the second part and the infinitive (object) in the first indicate the girl’s action.
We call additions indirect also in the case when they are expressed in indirect cases of nouns and relate not to the verb, but to the noun: Reading glossy magazines gradually became the main occupation of the lazy person who did not enter the university. ATTENTION! In our example, two nouns in the indirect case refer to another noun. However, one is highlighted as an addition, the other is not. The criteria for separating such seemingly similar cases will be discussed below.

TASK 3. Come up with your own phrases with additions of different types and methods of expression, or find additions in a small fragment of a literary text.

3. A circumstance is a VChP, which serves to characterize the action or attribute referred to in the sentence. Additions answer questions about adverbs and are most often expressed by an adverb or an expression equal in meaning to an adverb. It is the circumstances that most often turn out to be connected with the supporting word by adjacency, although management is an equally common type of subordinating connection for them.

Circumstances are divided into types according to their meaning:
1. mode of action, they indicate the method of performing an action, answer the questions “how?”, “in what way?” - He ate silently.
2. time; indicate the time of action, the question “when?” - In the evening the winners will be awarded.
3. places indicating the place of action when asking questions “where?”, “Where to?” - He lived in Kyiv.
4. reasons answering “why?” - Out of despair, Masha tore up the work she had already done and began to write again.
5. goals with the question “why?” - I'm going to St. Petersburg to work in the library. It is this type of circumstances that “likes” to be expressed by the infinitive of the goal with the verb of motion.
6. measures and degrees indicating a quantitative characteristic or degree of manifestation of an action or sign (“how much?”, “to what extent?”) – Masha loves chocolate very much, she can eat a bar of the tasty product three times a day.
7. conditions (“under what conditions?” - If there is a quorum, the defense of the dissertation will definitely take place).
8. concessions indicating the presence of additional conditions that may interfere with the implementation of the action, however, the question “in spite of what?” indicates that the speaker will definitely try to overcome them: Despite the rain, the children played happily in the yard. (it turns out that sentences with adverbial conditions are even more “pessimistic”, compare: In good weather and light wind, we will go to the park - Despite the rain and wind, we still went to the park. the course of action in time.

By the way, circumstances of all types, except the last two, can be expressed in different ways, but primarily by adverbs. But the circumstances of conditions and concessions are primarily expressed by nouns with prepositions.
So, in order to determine the type of circumstance, you need to ask a SYNTACTIC question about it (see part 1). Nouns with prepositions are especially dangerous; very often, without recognizing the preposition, schoolchildren identify circumstances as additions; the question is asked first to the preposition, then from it to the noun. Moreover, the longer the preposition, the more often this happens, compare: We returned early, contrary to our parents’ predictions. – *He lived (*where?) next to (*what?) the school. In the first example, errors are rare, but the second is difficult even for strong students (they can remember the adverbial use of “Sit next to me and listen”). Therefore, we recommend learning a list of “long” prepositions in the Russian language that are not written in one word. Lists of such prepositions are given along with the rules for their spelling.

We must still determine the ways of expressing circumstances. Two are obvious from the above - an adverb and a noun with a preposition. They also mentioned the infinitive in the target meaning. The role of circumstances is often played by gerunds and participial phrases - Katya, jumping [with happiness], ran into the apartment - she was enrolled in Moscow State University! If the turnover spreads, the offer usually becomes complicated.

In addition, in the Russian language there are a lot of adverbial expressions and phraseological units that act as circumstances: Masha got up before dawn. A circumstance connected by a single meaning can also include a definition if its removal changes the nature of the meaning: We swam in the summer every morning and evening. The circumstance has a “constant” meaning; there is no need to break it down into elements. According to our observations, such indecomposable adverbial phrases most often include pronominal adjectives (“every year” = always, “in any weather” = constantly). A single circumstance will be “all day”, “all life”.

All the examples given above showed cases of verb use of adverbials. Adjectival use is also possible (i.e. with an adjective or adverb); it is in this case that adverbs with the meanings of measure and degree are used: Vasya was amazingly handsome, but only unusually stupid.

TASK 4. Usually, independently inventing different circumstances leads to the composition of one or three types, and not all of the selected ones. It is especially difficult to come up with conditions, concessions, and goals (usually they are modeled like those given in the text). Therefore, we advise you to take any text and try to understand it. Don’t be alarmed if at first all the circumstances turn out to be the same; the writer is not creating specifically for our analysis.

V. COMPLEX CASES OF DETERMINING THE TYPE OF A SECONDARY MEMBER – A NOUN WITH ANOTHER NOUN

It was said above that using a noun with another noun presents certain difficulties. What are they connected to? First of all, with the fact that schoolchildren most often ask a case question for a noun in the indirect case, which turns out to be not syntactic, but grammatical, compare: Masha bought a bag with flowers (i.e. flowers are drawn on it). – After spending 10 hours in the store, Masha bought only a bag with a wallet, nothing else (i.e. she made 2 purchases). – Masha usually doesn’t do exercises in the morning, but in the evening she happily goes to the gym (two times are compared – “morning” and “evening”). In terms of meaning, it turns out that in the first example we have a definition, in the second an addition, in the third a circumstance. In all cases, we determined not by the question asked, but only based on the meaning of the sentence.

In our opinion, it is the meaning that is the main criterion by which a sentence must be analyzed. By formally selecting questions, we will not always get the desired result, and often the proposal simply does not provide the opportunity to ask a question “from the list.” Try asking the question: I didn’t see her in the dark. Where is it?" or "when?". Another example: The phone ringing brought her out of her reverie. What is the question: “Where from?” or "from what?"? Good results come from reflecting on meaning rather than from a formal approach.

And yet, it is possible to identify some standard combinations in which it is extremely easy to determine the differences between the meanings and uses of dependent words, and therefore it is easy to determine what members of the sentence they will become.

1. prepositional genitive case with the meaning of subject (Sub) or object (Obj). Try to compare these examples yourself:
guest arrival reading magazine
lightning strike defense of the homeland
singing nightingale preparing vegetables
What are the differences between the first and second column examples? I think everyone saw that in the first column the dependent word, standing in the genitive case, denotes an active figure, a subject - *the guest has arrived, lightning has struck, the nightingale is singing. In the second column, the dependent word object is *(someone) reading a book, defending the Motherland, preparing vegetables for the winter. In the first group of examples, the dependent word is considered as a DEFINITION, in the second - as an addition (which is understandable based on the meaning of the addition). Transformations of the general meaning of Sub, also expressed by the genitive case, for definitions can be considered the following:
Accessories – the question “whose?” - Sergeev’s textbook (either he studies from it, or he is the author, in any case there is active use);
The bearer of the sign – the question “whose?” in this case, it is artificial, it is better not to ask anything - Petrov’s behavior (Petrov somehow behaved himself, as a result, a certain sign was evident).
Material - the question is “which?”, but the dependent word rather describes a feature usually expressed using an adjective - a mahogany cabinet (there is simply no adjective in the language like “birch = made of birch”), a green suit (which is similar to the use of “green” ).

From the above, we can conclude that a definition in the Russian language will be a phrase expressing the property of the named person or object itself, while the form of expression is of less importance. True, in many examples it is possible to replace a noun with an adjective as a typical case of definition.

2. instrumental case with the preposition “with” with the meaning of an accompanying attribute or compatibility. For comparison, examples would be like this:
magazine 1. with pictures 2. with attachment
jacket 1. with pockets 2. with tie
girl 1. with character 2. with a paddle
In examples 1, the nouns will name the attribute of the reference word, so we consider them definitions; in examples 2, they indicate another object with the one already named, these are additions. Sometimes the solution to the question of the type of HCP, taking into account knowledge of the realities of life, turns out to be very simple, for example: Usually on Fridays we buy a strawberry roll. Obviously, what you are buying is a roll with strawberry filling - definition. At the pharmacy I bought toothpaste with analgin. In my opinion, there is no such product on the market; it is obvious that two items were purchased - a supplement (= and analgin). On the contrary, knowledge of the “nature of things” may prevent an accurate determination of the HCP: He purchased a printer with a scanner. There are items on sale individually (addition) and a kind of “mix” (although, perhaps, reflection should lead us to the idea that, working differently, these items, even when combined, will be different - addition; but by the way , we don’t know how they are connected - definition?).

A variation for the instrumental case in the role of the attribute will be the prepositional case with the attributive meaning: a face with wrinkles, a sky with diamonds, a checkered shirt. It seems that there are no parallels with the meaning of the complement - with an explanatory meaning, two solutions are possible (more on this in the next section), and with a local meaning ("in the forest"), the meaning is an adverbial location.

VI. WHEN WE CAN CONSIDER ONE MEMBER OF A SENTENCE AS TWO AT THE SAME TIME. OVERLAYING TYPES

The last part of our reflection is devoted to cases of overlap of one and another type of HCP value. Take these examples:
The roads to the beach were different: one was flat and easy, the other was steep, with a staircase of 43 steps in the middle.
I love spending the summer with my childhood friend Sergei, but at that difficult time I had to spend a vacation with my relatives.
Talk about increasing gas prices frightens the poorest part of the population.
We believe that the underlined words (for the latter, the phrase “price increase”) cannot be unambiguously defined as one of the three members of the sentence identified in the school. Therefore, we would propose to single out two VChPs simultaneously in controversial cases. For example, in the first example we have a definition + circumstance, in the second – an addition and a circumstance, and the same in the third.

In general, when combining values, the following options can be distinguished:
Definition + addition - for complex cases of common nouns: On Peter’s desk there were pens, felt-tip pens and pencils with erasers. In the last combination, highlighting the complement will indicate “four” types of objects, the definition will make them three. If text analysis is not fundamentally important, then 2 VChP can be identified simultaneously. Or this case: He was worried about the thought of buying a new car. With a verbal noun (we are not talking about the word-formation characteristics of the word “thought”, but about its semantic connection with the verb), the highlighted word can be considered as a definition and an addition together (compare: “think about buying” - an addition).

Definition + circumstance is not such a rare case! For example: The house in Crimea was the source of his pride. What does the speaker mean? Place? General view of your home? We don’t know, let there be two VChPs at the same time. Or: Smoke is pouring out of the window on the top floor. In our opinion, here we can highlight the general circumstance of place (everything except the predicative basis), and the underlined combination can also be analyzed as a definition.

Addition + circumstance - in our opinion, this is an infrequent case, but the most “*mistaken”, since the VChP in this case is expressed by a noun with a preposition. The opportunity to ask both questions, as a rule, is realized in posing a grammatical question, that is, to the case, which makes the member of the sentence in question an addition. Examples indicate the difficulty in determining the type of VChP, for example: Tiny leaves appeared on the branches. Man lives by hope. A hat forgotten by the guests lies on a chair. Even analysis will not help to separate “on what” and “where”, “with what” and “how”, therefore, in our opinion, this is the purest case of the coincidence of two meanings. In such cases, we would advise identifying two VChPs simultaneously.

At the end of the analysis, before suggesting the task, we note that when working with different literary texts, schoolchildren may have questions, the answers to which are not specifically given in the work. But we hope that imagination and attention to language will help you conduct your own research.

TASK 5. Below is a text for analysis. Your task is to highlight all the members of the sentence, first the main ones, then the secondary ones.

Medieval castles made a terrifying impression on enemies. Let's take our imagination back seven centuries, look at the castle of that time from a distance, then up close, and try to tell about its structure. First of all, it should be noted that the castle courtyard was surrounded by a battlemented wall, around which they also dug a ditch, which was filled with water. A suspension bridge was thrown across the moat. In the event of an attack, you raise the bridge - and the castle could immediately become impregnable. The wall itself was also a defensive structure.

If the inhabitants of the castle for some reason missed the appearance of enemies, then they had at their disposal many means to stop the enemy. For example, an iron grate could suddenly lower at one moment, or near the gate, on the outside, a special circular fortification could be erected for firing arrows.

The main stronghold of those living in the castle was the central tower. It was the most powerful and impregnable structure. The wall of the tower was distinguished by its thickness; the passage into the room itself was located about five meters above its base. The tower could only be accessed by means of a staircase, which could easily be removed in the shortest possible time or even completely destroyed.

The basement floor of the tower, that is, the entire space from its base to the entrance, was occupied either by a dungeon or a storeroom with various supplies in case of a siege. Both were equipped with meager openings for air flow.

In the center of the tower there were rooms for the inhabitants of the castle, and at the very top there lived a watchman. Watching the tower was the most difficult of duties. The watchman had to experience hunger, cold, bad weather, and it was necessary to constantly monitor from his high post what was happening in the surrounding area. The central tower was a strong stronghold, but it could not always withstand a long siege. For such a case, an underground passage was organized in the castle - from the main hall directly to the neighboring forest.

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To understand what the minor members of a sentence are, you need very little - to understand the essence of the sentence itself, and this is already half the battle.

The basis

First, you need to highlight the basis of the phrase (subject and predicate). Two basic words/phrases denoting what/whom is being said and what exactly is being told.

1. Vasya sang.

2. Maxim was silent.

3. Nikolai shook his leg.

In the first two sentences, everything is extremely simple (it is clear who did what); it is not difficult to identify the main members of the sentence, that is, the basis.

Minor words

In the third, a word appears that gives a description (how the action is performed). Such words are already secondary members of the sentence, that is, those words/phrases that explain the main members of the sentence (subject and predicate). The example given above is the most basic. Our speech is much brighter, so we can add to the ranks of such explanations on the strengths of various parts of speech: adjectives or verbs, numerals or pronouns. They can be definitions, circumstances, additions, applications.

Proposal forms

By the way, all statements that have minor members of the sentence are called common. If the phrase contains only a subject and a predicate, then this is an uncommon form. The first two examples above fall into this category, but the last one does not. If the example given above is slightly modified and turned into one, then we will get a complex sentence consisting of several bases. (Vasya sang, Maxim was silent, Nikolai shook his leg.) It contains three separate stems in its composition, which gives us the right to call it complex.

Similar words

The simple form of a sentence, which has one basis, allows for both main and secondary members of the sentence. Let's change the sentence as follows: Vasya, Maxim and Nikolai were either silent, then sang, or shook their legs.

We will get a simple sentence with homogeneous members. This form of a simple sentence is called complicated. That is, “Vasya, Maxim and Nikolai” will form the basis, will be the main members of the sentence, since they are those who are being spoken about (in this case they are considered the subject), but “they sang, were silent, rocked” - predicates, explaining the action of those about com speech. The word "legs" is a minor member of the sentence.

If we add “arms and heads” to “legs,” we get several minor words that relate to the same stem and answer the same question. We will have homogeneous secondary members of the sentence: Vasya, Maxim and Nikolai were silent, then sang, then shook their legs, arms, and heads.

Syntax

Punctuation marks are almost always used for homogeneous members of a sentence, whether it is a simple enumeration or there are repeated conjunctions, there are not many exceptions. A comma is not used if the phrase is considered established (neither for ourselves nor for people, neither for fish nor for meat, etc.), if the words are connected by a conjunction (Vasya, Maxim and Nikolai were either silent or sang And they shook their legs), a separation alliance (Vasya, Maxim and Nikolai were silent or were they singing?).

It is the minor members of a sentence that decorate our language, making it richer, brighter and more interesting.

Incomplete sentences- these are sentences in which a member of the sentence is missing that is necessary for the completeness of the structure and meaning of the given sentence.

Missed sentence members can be restored by communication participants from knowledge of the situation discussed in the sentence.

For example, if at a bus stop one of the passengers, looking at the road, says: “Coming!”, the rest of the passengers can easily restore the missing subject: Bus coming.

Missing sentence members can be restored from the previous context. Such contextually incomplete sentences are very common in dialogues.

For example: - Is your company assigned to the forest tomorrow? - asked Prince Poltoratsky. - My. (L. Tolstoy). Poltoratsky's response is an incomplete sentence in which the subject, predicate, adverbial place and adverbial time are missing (cf.: My the company is assigned to the forest tomorrow ).

Incomplete constructions are common in complex sentences:

Everything is obedient to me, I mean nothing (Pushkin). The second part of a complex non-union sentence ( I mean nothing) is an incomplete sentence in which the predicate is missing (cf.: I'm disobedient nothing).

Note!

Incomplete sentences and one-part sentences are different phenomena.

IN one-part sentences one of the main members of the sentence is missing; the meaning of the sentence is clear to us even without this member. Moreover, the structure of the sentence itself (the absence of a subject or predicate, the form of a single main member) has a certain meaning.

For example, the plural form of the predicate verb in an indefinite-personal sentence conveys the following content: the subject of the action is unknown ( There was a knock on the door), not important ( He was wounded near Kursk) or hiding ( They told me a lot about you yesterday).

IN incomplete sentence Any member of the sentence (one or more) can be omitted. If we consider such a sentence out of context or situation, then its meaning will remain incomprehensible to us (cf. out of context: My; I don't care).

In the Russian language there is one type of incomplete sentences in which the missing member is not restored and is not prompted by the situation, the previous context. Moreover, the “missing” members are not required to reveal the meaning of the sentence. Such sentences are understandable even without context or situation:

(Peskov).

These are the so-called "elliptical sentences". They usually contain a subject and a secondary member - a circumstance or an addition. The predicate is missing, and we often cannot say which predicate is missing.

Wed: Behind the back is / located / visible forest .

And yet, most scientists consider such sentences to be structurally incomplete, since the secondary member of the sentence (adverbial or complement) refers to the predicate, and the predicate is not represented in the sentence.

Note!

Elliptical incomplete sentences should be distinguished: a) from one-part nominal sentences ( Forest) and b) from two-part ones - with a compound nominal predicate, expressed indirect case of a noun or adverb with a zero connective ( All the trees are in silver). To distinguish between these structures, the following must be taken into account:

1) one-part nominal sentences cannot contain adverbials, since the adverbial is always connected with the predicate. Among the minor members in denominative sentences, the most typical are coordinated and inconsistent definitions.

Spring Forest; Entrance to the hall;

2) The nominal part of a compound nominal predicate - a noun or adverb in a two-part complete sentence indicates a state-attribute.

Wed: All trees are in silver. - All trees are silver.

The omission of a member within a sentence in oral speech can be marked by a pause, in place of which a dash is placed in the letter:

Behind is a forest. To the right and left are swamps(Peskov); Everything obeys me, but I obey nothing(Pushkin).

Most regularly, a dash is placed in the following cases:

in an elliptical sentence containing a subject and adverbial place, an object - only if there is a pause in oral speech:

There is fog outside the night window(Block);

in an elliptical sentence - with parallelism (sameness of sentence members, word order, forms of expression, etc.) of constructions or their parts:

in incomplete sentences constructed according to the scheme: nouns in the accusative and dative cases (with the omission of the subject and predicate) with a clear intonation division of the sentence into parts:

For skiers - a good track; Youth - jobs; Young families - benefits;

in an incomplete sentence forming part of a complex sentence, when the missing member (usually the predicate) is restored from the previous part of the phrase - only if there is a pause:

The nights have become blacker, the days have become cloudier(in the second part the ligament is restored become).

Plan for parsing an incomplete sentence

1. Indicate the type of proposal (complete - incomplete).
2. Name the missing part of the sentence.

Sample parsing

Men - for axes(A.N. Tolstoy).

The sentence is incomplete; predicate missing grabbed.

Any sentence in the Russian language can be divided into component parts, which in science are called “members of the sentence.” Among them, major and minor ones are distinguished. Without the main ones, most of the sentences cannot exist; they form its basis, and the secondary ones make the text more informative and rich. What are the main and minor members? offers?

Main

The subject and predicate in a sentence are its main members.

• Subject means the thing that does the action. Questions that will help detect it during parsing are “who?” (if the action is performed by an animate object) or “what?” (if the sentence talks about a phenomenon or an inanimate object).
• The predicate is most often expressed by a verb and means the action that the subject performs. Questions to determine - “what does it do, what will it do?”

Here's an example: A good mood helped the boys overcome difficulties. The question “what” in our example is answered by the word “mood”; it is the subject and during analysis is emphasized by one feature. To find the predicate, we ask the question: “What did the mood do?” It helped. This word is the predicate, expressed by a verb, emphasized by two features. As a result, the sentence with the found main members looks like this: A good (what?) mood (underlined by a solid line) (what did?) helped (underlined by two solid horizontal stripes) the boys to overcome difficulties.

How to find out subject and predicate during parsing

To avoid making a mistake when figuring out where the subject is, you should use a hint table.

First of all, you should find the actor by asking the question: “Who? What?”, this will be the subject. Next they look for the predicate.

Minor

To parse a proposal into members, you should be able to find circumstances, definitions and additions. They are the secondary members, the purpose of which is to specify and clarify the main ones (or other minor ones). How to find them?

• Definition. Questions that will help to detect it in a sentence - “which”, “whose”.
• Addition. Most often it is given cases: “to whom (what)”, “with whom (with what)”, “about whom (about what)” and others. That is, questions of all cases, in addition to the nominative.
• Circumstance. It can be found by asking questions of adverbs or gerunds: “from”, “where”, “why”, “how”, “where” and the like.

Let's give an example. Let's find the main and minor terms. offers:

The little boy hurriedly walked along the path.

If you want to break down the proposal by members, it will look like this:

(what, definition) The little (who, subject) boy (how, circumstance) hurriedly (what he did, predicate) walked (by what, object) along the path.

Each major and minor member. The sentence answers its own question, carries a certain load and plays its own role in the sentence.

How to recognize

To avoid mistakes when identifying additions, definitions and circumstances, you can use this summary table-help.

Minor members

Parameter	Definition	Addition	Circumstance
Meaning	Characterizes the attribute of an object	Means subject	It matters the place, time, method of action
Questions	Which? Which one, which one, which ones?	Indirect cases: to whom (what), by whom (what) and others	Where, where, from, why, when, how - all questions of adverbs
What is expressed	Adjective Participle Cardinal number The case coincides with the case of the main word	Noun (both with and without preposition) Pronoun The case can be anything except nominative	Noun
As emphasized	Wavy line	Dotted line	Dot-dash
Example	(Which one?) A beautiful vase stood in (whose?) mother’s room.	The kid was carrying (what?) a basket (with what?) with mushrooms.	(where?) It was damp in the forest (when) in the fall.

To identify which member of the sentence is in front of us, we must first ask a question.

Additional tips

To find the main members of a sentence, you must follow the rules. The subject and predicate are not a phrase, they are already a sentence, albeit a very short one. The main members are independent of each other.

Syntactic analysis should begin with identifying the subject, then it becomes clear what the predicate is and how it is expressed. Then you should identify the subject group using questions, and only after that - the predicate group. Each minor member is dependent:

• from one of the main ones;
• from one of the minor ones.

One sentence can have several main and minor parts. offers. If there are several bases, then the sentence is complex - compound or complex. If there are several definitions, additions, circumstances, but the basis is the same, then the sentence is simple common.

You can often come across calls, for example: Katya, go do your homework. Despite the fact that the address “Katya” resembles the subject, it is not a member of the sentence and is designated as an address.

Complex cases

Not all main and minor parts of a sentence look obvious. Complex but interesting cases are varied:

• A one-part sentence has only one main member. It was getting dark(this is a predicate, the sentence is impersonal). Today we were informed(predicate, indefinite personal sentence), that the exam has been cancelled.
• The predicate may include an adjective: The weather was rainy. In this example, the combination “it was rainy” is a compound nominal predicate.
• The predicate can include several verbs: Today Vasya started studying.“I started studying” is a compound verb predicate.

Main and secondary members. sentences must be highlighted correctly when parsing a sentence.