A student who has mastered the high school program should be able to analyze the structure of the sentence in his native language. Competent parsing is a very useful skill, which is the key to knowledge of punctuation and the ability to quickly learn the grammatical structure of a foreign language, as well as make sentences on it. That is why it should be treated not as a kind of formal requirement, but as one of the key skills.
According to the program of the “Russian Language” course, parsing assumes, first of all, the characterization of the sentence according to such parameters as the purpose of the statement, the emotional component and the number of bases. And if the first two problems, as a rule, do not arise, then already at the stage of characterization of the foundations, the child may have difficulties. Further, it is required to isolate and characterize the minor members of the sentence, and here very often students make a lot of mistakes, which entail both punctuation errors and poor grades for analysis. A sample parsing helps in these cases a little, you need to learn a clear sequence of actions and understanding the essence of the task.
The most common mistakes
One of the most common mistakes is the desire to parse sentences by analyzing words in turn - from the first to the last. As a rule, if a student starts analyzing a sentence like this, then this is exactly the path he takes when translating a foreign text into Russian, which is obviously wrong. This indicates that the student does not see the structure of the sentence, does not understand its structure and the relationships between the members of the sentence, the role of each of them in the statement. Hence the errors in their identification and characteristics.
The second mistake is to skip one of the fundamentals of the sentence. You can find the subject and predicate and stop in the search for the basics, linking all other words in the sentence to the found one.
The third common mistake is the inability to see a non-standard grammatical basis. For example, in the sentence “I did not understand yesterday who you really are”, you can not find the subject and predicate in the subordinate clause or even skip this basis.
Finally, single-component sentences, especially as part of complex ones, often become another difficulty leading to failure. “We all noticed how fast it was getting dark now.” If, when analyzing the “Evening” sentence, schoolchildren are often ready to see the predicate, then this sentence, circulated by secondary members and acting as an accessory clause, is either confused or simply not noticed.
By default, in this type of sentence, the subject is mistakenly found “now” or even “quickly”. The same mistake occurs, for example, in a sentence like “We were told how this place looked five years ago and how quickly the house was built here”. The absence of a comma between the stems due to the subordination of the subordinate clauses provokes an error and the omission of the third - one-part - stems.
Finally, the fifth large group of errors consists in not recognizing complicated sentences and assigning, say, to separate definitions and circumstances, as well as introductory words to the role of grammatical foundations or in constructing the wrong way of spreading sentences.
Causes of Errors
The cause of the first error is a lack of knowledge of the parsing algorithm, lack of knowledge of how to parse. The reason for the second is the lack of sufficient experience, the reason for the third, fourth and fifth is the lack of awareness and a weak base of the considered and analyzed constructions.
In this article, we will focus on the first error and focus on the essence of parsing, the ability to analyze the structure, and the sentence mechanism.
Learning and self-study structural approach
So, parsing is primarily actions on a clear algorithm and the ability to clearly see the structure of the sentence.
It’s better not to start with an analysis of sentences, all the more complex and confusing - in this case, the student will always act somewhat blindly and will not be sure of the correct analysis. One of the reliable and quick ways of teaching the ability to analyze the structure, feel it and confidently draw up a sentence diagram is to draw up sentences with the gradual addition of secondary members and clearly pronouncing what exactly changes at each stage, as well as by drawing arrows showing the dependence of words and searches ways to spread the proposal. This task is suitable for teaching a child and for self-education.
With such a gradual “dressing" of the base and its distribution, it will be obvious how the proposal works. This practice, by the way, usually has a good effect on the ability not only to translate from a foreign language, but also to speak it.
Simple sentence. Subject Distribution
"The puppy has come running." This is the grammatical basis.
Distribute the subject. Whose puppy? "My puppy has come running." Which puppy? "My ginger puppy came running." What kind of puppy? "My red-haired cheerful puppy has come running." What else? "My red-headed, cheerful and crafty puppy came running." What else can be said about what it is? "My red-headed, cheerful and crafty puppy in curls ran up."
We have now extended the subject to five definitions.
The predicate spread
Spread the predicate. Where did you come from? From the street. Where to? Home. "My red-headed, cheerful and crafty puppy in curls ran home from the street."
Distribution of minor members of the subject group
We distribute the minor members of the subject group sentence. How fun? Incredible. In what curls? In large.
Of course, this is a simple example. The more heterogeneous and diverse the connections of the sentence members will be, the more experience the student will gain and the higher the percentage of probability that he will easily “untangle” the most complex sentences that seem at first glance, since parsing is primarily the ability to “straighten out”, to sketch any statement, regardless of the word order.
Distribution of minor predicate group members
We distribute the minor members of the predicate group sentence. How spanking? It’s funny. How stomping? Loud.
"My red-haired incredibly cheerful and crafty puppy in large curls, ridiculously spanking and stomping loudly, ran from the street."
With independent preparation of sentences using such an algorithm, the word connections, the structure of the sentence, and, consequently, its punctuation are obvious.
As you can see, this task is extremely simple. Usually it is carried out by students of all ages with great desire, and there are no difficulties in constructing a sentence scheme, since the connections between the words are obvious, and yet this is the basis of learning how to make parsing correctly and consciously.
Inversions and Transformations
After the final sentence is parsed, all members are identified and all connections are established, it is very useful to transform it, rearranging the words, and again do its analysis. "Ridiculously spanking and stomping loudly, my red-haired puppy in large curls ran from the street home, incredibly funny and crafty." The analysis of such inversions, as well as the exercise in transformation, form the habit of seeing their structure in the most complicated sentences and understanding how the statements are arranged.
Transition to complex offers
The path to teaching the ability to see the structure of a simple sentence was considered above. However, parsing is an analysis of not only simple, but also complex sentences. At the same time, it is important to understand the connection of sentences with each other, to distinguish equal offers and their composing connection from hierarchical relations and subordinate connection. Particularly often, difficulties arise in establishing the nature and specifics of the subordinate connection.
The same exercise will help you understand the basics of analyzing a complex sentence. The surest way to understand the features of the structure and operation of the mechanism is to independently manufacture this mechanism. This also applies to offers.
Let's continue our example, for simplicity and brevity, while taking the minor terms as the brackets.
The puppy came running. What for? To play. "The puppy came running to play." In the proposal there was a circumstance of purpose. Let's try to distribute it. Play with whom? With kids. We emphasize the goal with the word “to.” "The puppy came running to play with the children." There is still no second subject and predicate in the statement. “With children” is an addition. Let’s make the addition, that is, in meaning, the second subject, become the second subject - to form the basis of the new subordinate clause: “The puppy came running for the children to play with him.
Such transformations are valuable in that they show what role the subordinate clause plays, how predicativity can unfold and collapse. Such a game will teach you to place accents, and any sentence will become transparent in its structure, the analysis of which, as already mentioned, is the essence of syntactic analysis.
The school program of the discipline "Russian Language" syntactic analysis of the sentence basically serves as a kind of theoretical superstructure, however, this is primarily the development of speech skills and the ability to consciously approach the construction of sentences. This operational approach, we repeat, has a very good effect on the study of foreign languages, on punctuation literacy, and on the ability to write texts in the native language.