The rule of two subordinating conjunctions standing next to each other. Punctuation marks in complex sentences when combining conjunctions. A comma at the beginning of a sentence after the conjunctions “but”, “however”, “and”, “a” before the subordinating conjunction
Goals:
- Educational: Know: conditions for placing punctuation marks in complex sentences at the junction of two subordinating conjunctions; be able to: apply the rule for placing punctuation marks in complex sentences at the junction of two subordinating conjunctions; compose complex sentences according to the proposed schemes or on the proposed topic; use complex sentences in speech; analyze, compare, formulate thoughts, perform problem tasks.
- Developmental: based on updating known material and completing educational tasks, promote the development of punctuation sense, the formation of the ability to analyze and compare, formulate thoughts, develop a culture of speech, and the ability to work in a group.
- Educational: create conditions for expressing judgments.
Equipment: practical materials, keys, dictionary
Lesson type: explanation of new material.
Epigraph: How much time does it take just to completely master the spirit of your language? Voltaire rightly said that at the age of six you can learn all languages, but that all your life you need to learn your natural language. (N. M. Karamzin)
During the classes
Stage I. Organizational (up to 2 min)Psychological readiness of the class for the lesson, organization of the attention of all students.
Pedagogical task: organize and prepare students for work.
Stage II. Learning activity on accepting a lesson problem (up to 6 min)Goal of the stage (planned result): activation of the subjective experience of students, cognitive interest, motivation, self-determination on the final result of the lesson.
Pedagogical task: update basic knowledge and skills, form cognitive motives, create conditions for students’ self-determination on activities and their results.
| Teacher activities | Student activities |
| 2.1. Teacher's opening speech
– What topic did we work with in previous lessons? (Complex sentence) – Do you think we have already studied everything in this topic? (No) - So, today we will continue to get acquainted with complex sentences. Moreover, the Russian language is a huge block that you will have to comprehend for a very long time: your whole life. I think that we should agree with the words of the Russian writer, historian Nikolai Mikhailovich Karamzin, which became the epigraph to our lesson: “How much time is needed just to completely master the spirit of your language? Voltaire rightly said that at the age of six you can learn all languages, but that all your life you need to learn your natural one.” |
2.1. Update knowledge |
| 2.2. Formulation of the topic, goals, problems of the lesson
– What is the topic of our lesson? As you can see, there are no notes on the board. This is because the topic of the lesson must be determined by you. Therefore, we will begin work by completing the task. Your workbooks contain complex sentences. Place punctuation marks in them using the knowledge gained in previous lessons. And a stalk of grass is worthy of the great world in which it grows (R. Tagore). He who takes a lot on himself has the right to expect a lot from others (L. Feuchtwanger). What a great truth it is that when a person gives himself entirely to lies, his intelligence and talent leave him! ( V. Belinsky ) Each person is a world that is born with him and dies with him (G. Heine). If you don't get down to business, you still won't know what the end will be. ( O. Pogorelov ) |
2.2. Complete the task |
| 2.3. Setting a learning task
- So, the task is completed. Check your results against the key. – Who made 1 mistake? 2 mistakes? 3 mistakes? – Which of the proposals caused the most difficulty? ( 3 sentence.) - Why? How is this proposal different from others? ( There are two subordinating conjunctions nearby.) – What question arises? ( How to put punctuation marks if there are two subordinating conjunctions next to each other.) – What is the topic of our lesson? ( Punctuation marks in complex sentences at the junction of two subordinating conjunctions.) |
2.3. Conduct self-analysis. Identify difficulties |
| 2.4. Finding a solution to a learning problem
- How are we going to work in class? Let's turn to your workbooks. Using verbs, create a program of action that will help you learn the rule and learn how to place punctuation marks. Find... Use... |
2.4. Determine the goals and objectives of the lesson for yourself. |
Stage III. Generalization and systematization of knowledge to solve the lesson problem (27 min)
Goal of the stage (planned result): solving a lesson problem based on one’s own experience and knowledge of theoretical material; cognitive activity of students.
Pedagogical task: organize purposeful educational activities for students, create a situation of creative reflection in order to solve the problem of the lesson.
| Teacher activities | Student activities |
| 3.1. Creating conditions for formulating a rule
- So, the program has been drawn up. In order to formulate a rule, I suggest you compare two examples. 1. The old man warned that if the weather does not improve, there is nothing to think about hunting. 2. The old man warned that if the weather does not improve, then there is nothing to think about hunting. – How are these examples similar and different? – Are you ready to formulate a rule for placing punctuation marks in complex sentences at the junction of two conjunctions? What does it sound like? – Say the rule to each other - So. If in a complex sentence there are conjunctions next to each other (what if; what although; what when etc.), then a comma is placed between the conjunctions. A comma is not placed if there is a second part of the conjunction - That or So. |
3.1. They work in a group, discuss, highlight the necessary information in the text, analyze, conduct a dialogue, and draw conclusions. They say the rule to each other. |
| 3.2. Organization of group work. When working, the group uses the support proposed by the teacher
– Now I suggest you, using your own knowledge and textbook material, create a reasoning algorithm when applying this rule. (In the workbook.) Algorithm Make sure that this is a complex sentence. Determine the boundaries of the main and subordinate clauses. Identify the error-prone location. See if there is a second part of the union. There is no comma. There is a comma. |
3.2. They work through the rule again and create an algorithm for applying this rule. |
| 3.3. Presentation of completed tasks with subsequent adjustment of the answers produced by students | 3.3. Present the results of the group's work. If necessary, correction is carried out. |
| 3.4. Organization of primary consolidation (frontal work)
In practice, you can check exactly who has mastered the theory firmly.
- The rule has been formulated. Now it is necessary to consolidate its application in practice. Let's turn to task 5 in your workbooks. 1) He only remembered that when he himself finished his course of study, his father sent him away. (Goncharov) 2) It is known that when lords fight, the slaves’ forelocks begin to shake. (Konstantinov) 3) It’s so dark at night that no matter how hard you try, you can’t even see your own fingers. (Sokolov - Mikitov) 4) In response to the questions asked, he [Dersu] explained that if in calm weather the fog rises upward, one must definitely wait for prolonged rain. (Arsenyev.) 5) I thought that if at this decisive moment I did not argue with the stubborn old man, then later it would be difficult for me to free myself from his tutelage. (Pushkin) 6) She [Kashtanka] knew from experience that the sooner you fall asleep, the sooner the morning will come. (Chekhov) 7) I love this poor nature, perhaps because, whatever it is, it still belongs to me. (Saltykov-Shchedrin) 8) I waited for her story, remained silent, afraid that if I asked her about anything, she would again get distracted. (Bitter) 9) The brother strictly told Alyosha that if he promised to bring the book, he must fulfill his promise. 10) At first it seemed scary to Vakula, so if he hadn’t leaned over, he would have hit him with his hat. (Gogol) |
3.4. Working frontally, they develop the skill of putting punctuation marks. |
| 3.5. Connoisseur's page
– Which branch of linguistics studies punctuation? (Punctuation.) – K.G. Paustovsky wrote: “Punctuation marks are like musical notes. They hold the text firmly and don’t let it fall apart.” Do you know when punctuation marks appeared and what they were originally called? – S.I. Lvov in his book “Language and Speech” provides interesting information about punctuation marks. In the middle of the 15th century. typographers the Manutius brothers invented punctuation for European writing; it was accepted by most of the peoples of Europe and exists to this day. Scientists have found that in ancient manuscripts the period appeared earlier than all other punctuation marks. Then in the 15th century. The colon began to be used, a little later - the comma and, finally, the semicolon (“semi-colon”). Until XVI centuries, words in Rus' were not divided at all. The names of some punctuation marks served as the basis for the creation of phraseological units. Here is a list of phraseological combinations: dot the i; put a point; a comma came out between them; a starting point; express point of view. Well, you can get acquainted with the history of punctuation marks at home in more detail using the material “This is interesting”, which is located at the end of your workbook. |
3.5. They listen, expanding their understanding of the history of the literary language. |
| 3.6. Workshop
– Writers, poets, scientists make their observations and formulate bright thoughts that are generalized. These are the author's proverbs. It was these generalized observations that you began working with at the beginning of the lesson. Do you know what these author's proverbs are called? ( Aphorisms) – Define an aphorism. For this – Our life, like language, is subject to a system of rules and norms of behavior. But recently our society has been struck by something called “crisis”. This is not only an economic crisis, it is, what is much worse, a crisis of humanity. And the most important symptom of this crisis is indifference. I want to introduce you to the statement of teacher V. Sukhomlinsky: “Indifference is just berries that ripen on the flowers of selfishness. An indifferent person does not have a close, dear, dear creature to whom he would give his heart. For an egoist, a person is not a boundless world of thoughts, experiences, aspirations, but a source of pleasure or a completely neutral being that cannot bring him any benefit.” What proposal did you come up with? ( Complex) Why do you think indifference in society can be called the most terrible symptom of human destruction? ( With the silent consent of indifferent people, everything terrible happens on earth.) – Choose an antonym for the word egoist (altruist). |
3.6. Understanding Sukhomlinsky’s statement. Reflections. Formulation of your own position. |
| 3.7. Solving a problematic problem based on the text and your own experience. (Creative (individual) task)
– Express in writing your agreement or disagreement with Sukhomlinsky’s statement. Start your sentence like this: I agree (disagree) that if... I believe that in order to... Working with the proposed schemes. Form of work: in pairs – We placed punctuation marks, built complex sentences based on the proposed beginning, and now let’s try, working in pairs, to build sentences using patterns. 1. [verb. ], (what, (when...), ....). 2. [verb. ], (what (if...), then...). 3. [verb. ], (what, (although...), ....). |
3.7. Perform tasks aimed at developing the skill of setting punctuation marks, the ability to build IPS on the proposed topic and diagrams |
We can easily place punctuation marks in any task of any complexity.
Let us look, like Pushkin of old, into our explanatory dictionary. (An aphorism is a short expressive saying containing a generalizing conclusion. (“Explanatory Dictionary of the Russian Language” by S. I. Ozhegov and N. Shvedova).Goal of the stage (planned result):
Pedagogical task: create a situation of creative search.
| Teacher activities | Student activities |
| 4.1. Output control
– And now I suggest you take a control test to check your assimilation of the material studied. 1. Dersu told me that when the rivers begin to freeze, all the large birds of prey descend to the lower reaches of the rivers. (Arsenyev) 2. It all seemed to her that if she hoped and passionately wished, everything would work out. (Kaverin) 3.Do you really agree that when someone slaps you on the right cheek, you should turn your left? (Pogorelov) 4. One feels that when he collected material for his history of Pugachev and wrote it, in this case he remained primarily a poet. (Maimin) 5. Mom always told me that if a promise is made, it must be fulfilled. - So, the task is completed. Check your results against the key. – Who made the mistakes? Which? (If there are errors, correction work is carried out.)
– What did we talk about in class today? What rule did you learn? – How are punctuation marks placed in complex sentences at the junction of two subordinating conjunctions? – What information received earlier was useful to you in today’s lesson? |
4.1. Complete the task. Conduct self-analysis. 4.2. Summarize what has been learned. Determine the personal significance of what has been studied |
For knowledge to be used for future use, you should repeat the lesson.Goal of the stage (planned result): determination by students of the degree of their participation in educational activities, a situation of success.
Pedagogical task: create conditions for students to understand personal meanings in studying the topic.
VI stage. Homework (1 min)Goal of the stage (planned result): conscious choice and successful completion of homework.
Pedagogical task: prepare students for choosing homework.
Punctuation marks in a complex sentence with a conjunction and a non-conjunction. Complex sentence with different types of connections.
Clue. Answers to the questions: what is a complex sentence and types of subordinate clauses can be found in tasks A24 and B6.
Rule.
The following algorithm will help you put punctuation marks in such sentences:
Trap!
If the subordinate clauses are homogeneous and there is a conjunction “I” between them, then before the second subordinate clause the repeated subordinating conjunction is skipped.
[This time I was already happy] , ( When the bell rang) And (Yurka burst into me).
It can be easily restored from context:
This time I was already happy when the bell rang and When Yurka barged into me).
This sentence follows the pattern: , () AND/OR ().
1. A comma at the junction of two conjunctions.
A comma at the junction of conjunctions can be used in two cases:
When between two stems connected by coordinating conjunctions, a subordinate clause is inserted, depending on the second stem.
With sequential subordination of subordinate clauses, when the second subordinate clause depends on the first, but at the same time requires a position in front of it.
Rule.
Algorithm of actions.
1. Highlight grammatical basics.
2. Identify conjunctions and determine whether they are coordinating or subordinating.
3. Determine the main and subordinate clauses (main - those from which the question is asked; subordinate - to which the question is asked).
4. Determine the boundaries of simple sentences that are part of a complex one (conjunctions are often indicate to the beginning of new grammatical basics!).
5. Add punctuation marks.
Analysis of the task.
Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence?
Lucy was gently persistent (1) and (2) although it was difficult to remember everything (3) gradually the old woman told (4) how it was.
First, let's define the grammatical basics and highlight which of them are the main ones and which are the subordinate ones.
[Lucy was gently insistent] and [(although it was difficult to remember everything o) gradually the old woman told] (how it was).
Thus we get:
According to the rules, in a complex sentence with heterogeneous subordinate clauses, all grammatical bases must be separated from each other by commas.
BUT! In this sentence there is a junction of conjunctions AND ALTHOUGH. We read the proposal. In its second part there is no continuation of the conjunction THAT, SO, BUT, therefore a comma is placed between the conjunctions: AND, ALTHOUGH.
[Lucy was gently insistent], (1) and, (2) [(although it was difficult to remember everything o), (3) gradually the old woman told], (4) (how it happened).
The correct answer is option No. 2.
Practice.
1. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence?
It was getting dark (1) and (2) when we entered a sparse birch grove (3) the white trunks seemed to us like bright paper stripes stuck on the purple twilight.
1) 1, 2, 3 2) 2, 3 3) 3 4) 1, 2
2. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence?
At the fifteenth mile the rear tire burst (1) and (2) while he was repairing it on the edge of the ditch (3) the larks were ringing over the fields (4) as if they were worried about him.
1) 1, 3, 4 2) 1, 2, 3, 4 3) 2, 3 4) 1, 2, 4
3. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence?
Kurin suddenly remembered the desperate eyes and perky freckles of the girl instructor (1) and (2) despite the fact that in front of him now there was a boring gray road (3) and he had to walk a few more kilometers under the scorching sun (4) he suddenly felt cheerful.
TASK 19.
PUNCTUATION MARKS IN COMPLEX SENTENCES WITH DIFFERENT TYPES OF CONNECTION
Task formulation: place punctuation marks: indicate all the numbers that should be replaced by commas in the sentence.
At first, no one could understand (1) how the boat went against the current without a sail and a motor (2) but (3) when the people went down to the river (4) everyone saw a team of dogs pulling the boat.
The correct answer is 1, 2, 3, 4.
This task usually presents either a syntactic construction with a subordinating and coordinating connection, or a complex sentence with sequential subordination of subordinate clauses.
The above complex syntactic structure consists of four simple sentences. The first of these is the most important. An explanatory clause is attached to it using the conjunctive word how. The third sentence is connected to the second using a coordinating conjunction But. The fourth is a tense clause and is joined to the third by the temporary subordinating conjunction when.
What students should know to complete the task correctly: the topic “Punctuation marks in a complex sentence with different types of connections.”
A complex sentence requires the presence of a main and subordinate clause. A subordinating conjunction or allied word, which can only be placed in a subordinate clause, allows you to discover which sentence is the main one and which is the subordinate one. From the main clause a question is asked to the subordinate clause. It is by the nature of the question that we determine the type of subordinate clause.
It is quite easy to establish the boundary between the subordinate clause and the main clause: the subordinate clause begins with a subordinating conjunction or a conjunctive word: A good deed is never stupid, because it is selfless and does not pursue a goal, benefit or “smart result”(D.S. Likhachev).
As we can see, this declarative, non-exclamatory, complex sentence consists of a main clause and a subordinate reason, which is attached to the main one using the subordinating conjunction IBO. We determined the type of subordinate clause by the question: why? for what reason?
The hardest time for students to see a subordinate clause is when it comes before the main clause: “If you conduct an argument from the very beginning politely and calmly, without arrogance, then you ensure yourself a calm retreat with dignity» (D.S. Likhachev). The subordinate clause begins the sentence, followed by the main clause.
Knowledge of the topic “Types of subordinate clauses” will help you to correctly place punctuation marks in this task. The table below contains this information. Remember that when determining the type of subordinate clauses, we rely on the question that we ask from the main part to the subordinate clause.
| J№ p/p | Type of subordinate clause | Question | Means of communication | The meaning of the subordinate clause | Example |
| 1. | Definitive | WHICH? WHICH? WHICH? WHICH? | Conjunctive words: which, which, whose, who, what, where, where, where, whence | Is a definition in relation to a noun or pronoun in the main part | “You don’t need to bore your neighbors with continuous jokes, witticisms and anecdotes that have already been told by someone to your listeners.” (According to D.S. Likhachev.) “A well-mannered person is one who wants and knows how to reckon with others...” (D.S. Likhachev.) |
| 2. | Explanatory | QUESTIONS OF INDIRECT CASES | Conjunctions: what, how, whether, as if, so that, as if not Conjunctive words: what, how, who, where, which, from where, why, how much... | Refers to the verb in the main clause and expresses additional clarification | “I am convinced that true good manners manifests itself primarily at home, in relationships with your family.” (According to D.S. Likhachev.) |
| 3. | Mode of action, degree | HOW? HOW? IN WHAT DEGREE? | Conjunctions: so that, as, as if, exactly, as if, as if... Conjunctive words: how, how much... | Refers to a verb, adverb, adjective, noun in the main and expresses the meaning of the manner of action, degree | “Behave in such a way that modesty and the ability to remain silent come first.” (According to D.S. Likhachev.) |
| 4. | Places | WHERE? WHERE? WHERE? | Conjunctive words: where, where, where... | Specifying the location | “Intelligence is present where respect for others, the world, and nature is demonstrated.” (According to D.S. Likhachev.) |
| 55. | Time | WHEN? HOW LONG? SINCE WHEN? | Conjunctions: when, while, barely, only, since, as long as, while, before, as. | Clarification of validity period | As human culture moves forward, new values join the old ones, increasing their value for today. (According to D.S. Likhachev.) |
| 6. | Conditions | UNDER WHAT CONDITIONS? | Conjunctions: if, if, if, if, if, once, as if, if soon. | Indication of the condition under which an action occurs, called a predicate verb | “If he is polite with his acquaintances, but gets irritated with his family on every occasion, he is an ill-mannered person.” (D.S. Likhachev.) |
| 7. | Causes | WHY? WHY? | Conjunctions: because, because, due to the fact that, due to the fact that, for, since. | Explanation of the reason | “...I address myself mainly to the man, to the head of the family, because a woman really needs to give way... not just at the door.” (According to D.S. Likhachev.) |
| .8. | Goals | FOR WHAT? FOR WHAT? FOR WHAT PURPOSE? | Conjunctions: in order to, in order to, so that, if only, if only. | Purpose of an action named by a predicate verb | “...there’s no need to noisily put your fork down on your plate, noisily sip your soup, speak loudly at dinner, or talk with your mouth full so that your neighbors won’t be afraid.” (D.S. Likhachev.) |
| 9. | Comparative | HOW? | Conjunctions: as, as if, exactly, as if, as if, similarly, similarly as, that, than, rather than... | Comparison of two actions, states | “Being able to apologize and admit a mistake to others is better than playing around, lying, thereby deceiving yourself first of all.” (According to D.S. Likhachev.) |
| 110. | Consequences | Union: SO WHAT | Consequence, conclusion, conclusion | “It is in youth that a person’s mind is most receptive to the acquisition of knowledge, so do not waste time on trifles, on “rest”.” (According to D.S. Likhachev.) | |
| 111. | Connection | Conjunctive words: what (in the nominative and indirect cases: what, what, what), why, why, why | Additional information, notes on all the main things | “A person brings good to people, alleviating their suffering from illness, which gives him the opportunity to receive real joy.” (According to D.S. Likhachev.) We were already walking on tiptoe in the corridor, which my sister was very surprised by. |
In order to correctly place punctuation marks, you need to know the types of subordination of subordinate clauses.
There are three types of subordination of subordinate clauses to the main one: sequential, homogeneous, parallel.
With CONSISTENT subordination, the first subordinate clause refers to the main clause (clause of the first degree), the second - to this subordinate clause (clause of the second degree), etc.:
“People, unfortunately, learn little from books “about good manners” because books about good manners rarely explain why good manners are needed” (According to D.S. Likhachev). The first subordinate clause of reason is added to the main sentence (it is the first one), and to it, in turn, is an explanatory subordinate clause.
“When a person is so wounded that he cannot show generosity, at these moments he especially needs sympathy and support” (George Bernard Shaw). In the second sentence, a degree clause is added to the attributive clause.
With sequential subordination, sometimes conjunctions are nearby, and you need to be aware of punctuation at the junction of conjunctions.
Punctuation at the junction of conjunctions
The junction of conjunctions is the space in a sentence between two conjunctions: between two subordinating conjunctions; between the coordinating and subordinating conjunction.
A comma is placed at the junction of two conjunctions, If the second union has no continuation in
in the form of words TO, BUT, etc.
A comma is not placed at the junction of two conjunctions if the second conjunction has a continuation
in the form of words TO, BUT, etc.
Compare two sentences:
1. Dmitry Sergeevich Likhachev wrote, what if you will have a respectful attitude towards others and a little resourcefulness, you will have a memory of the rules of good behavior, the desire and ability to apply them.
2. Dmitry Sergeevich Likhachev wrote, what if If you have a respectful attitude towards others and a little resourcefulness, then you will remember the rules of good behavior, the desire and ability to apply them.
In these syntactic constructions there is a junction of conjunctions (two subordinating conjunctions WHAT + IF are located nearby).
In the first sentence, the second conjunction IF does not have a continuation in the form of the word THEN, so at the junction of the conjunctions we put a comma (WHAT, IF).
In the second sentence of the union IF there is a sequel as a word THEN (IF...THEN), therefore at the junction of alliances (WHAT IF) We don't put a comma.
With HOMOGENEOUS subordination, subordinate clauses refer to one common main clause and are identical in meaning - homogeneous, answer the same question and belong to the same type:
1. “If a person does not know how to understand another, attributing only evil intentions to him, and if he is always offended by others, this is a person who impoverishes his life and prevents others from living.”(According to D.S. Likhachev.)
As you can see, two subordinate clauses refer to one main clause, both subordinate clauses
answer one question: UNDER WHAT CONDITIONS? By the way, if it were not for the isolated circumstance expressed by the participial phrase, then the comma before the conjunction And, connecting two homogeneous subordinate clauses, would be absent. Homogeneous subordinate clauses can have coordinating conjunctions, preceded by commas in the same way as with homogeneous clauses.
2.“In my book “Letters about the Good and the Beautiful,” intended for children, I try to explain that following the path of goodness is natural for a person and that it is useful for both the person and the whole society as a whole.”(According to D.S. Likhachev).
In the second sentence, two subordinate clauses are homogeneous, answering the same question that we ask from one word in the main sentence
(explain WHAT?), they are connected by a single conjunction AND, so we do not put a comma in front of it.
You can also comment on proposal No. 3 below.
3. " Most of all, we are superior to animals in only one way: What we talk to each other So what we can express our feelings in words"(Cicero).
4. “In my letters I do not try to explain What so good and why a kind person is internally beautiful..."(D.S. Likhachev).
In the fourth sentence we see that with homogeneous subordination (two subordinate clauses) different connecting words can be used: WHAT and WHY.
5. “Once upon a time it was considered indecent to show everyone that an accident had happened to you and you were in grief"(D.S. Likhachev).
In the fifth sentence we see a more complex case when the second conjunction with homogeneous subordination is omitted.
Complex sentences with PARALLEL subordination refer to the same main thing, but are different in meaning: “If you strive for a high goal with low means, you will inevitably fail, so the saying “the end justifies the means” is destructive and immoral"(According to D.S. Likhachev).
The main clause is the second, the first subordinate clause is added to it with the help of
cabbage soup of the subordinating conjunction IF, being a subordinate clause (the sentence begins with it), the second subordinate clause (in order - the third) is attached to the main one with the help of the subordinating conjunction SO THAT is a subordinate clause of the consequence. Both subordinate clauses refer to the same main clause, but are different in meaning, i.e. we see parallel subordination.
“He who waits for luck never knows whether he will have dinner today"(Franklin).
Both subordinate clauses relate to the same main thing, answer different questions, and are subordinate clauses of different types, so we have before us a complex sentence with parallel subordination of subordinate clauses.
At the beginning of the day, work is usually easy, easier than at the end, when thoughts are already confused. It’s the same at the beginning of a sentence: we skip through it easily, without stumbling over commas, let alone in the middle, when the devil himself can’t figure out the isolations and phrases. And we don’t stumble at the beginning of a sentence with commas because you rarely see them there.
About conjunctions with introductory words at the beginning of a sentence, a similar approach is to combining conjunctions. The rule is:
“At the beginning of a sentence, the coordinating and subordinating conjunctions, as well as the subordinating conjunction and the allied word, are not separated by a comma: Denis died. And when I was leaving, his old woman brought me a goose...(Priv.); Because where can they meet now?».
I would like to say “that’s all.” But no, not everything. This rule is from Lopatin’s reference book, and Rosenthal’s reference book is “more talkative”:
“The placement of a comma between the connecting conjunction (at the beginning of the sentence, after the period) and the subordinating conjunction that follows it depends on the meaning of the conjunction:
1) ...after the union And no comma is used: ; ;
2) after... union A no comma is used: ; ;
3) after the union But a comma is placed when there is a pause between conjunctions and is not placed if there is no pause (appreciate the deceit! - "According to the rules"): (Sim.); (Paul.);
4) after the union however A comma is usually used: ».
A comma at the beginning of a sentence after the conjunctions “but”, “however”, “and”, “a” before the subordinating conjunction
| A comma is placed | There is no comma | ||
| But(during a pause) | But, if the enemy then managed to repel the attackers, the infantry again rushed to the attack | But(no pause) | But when he, leaning on a stick, stepped out of the headquarters bus into the square... something pinched in the wound |
| However | However, if circumstances require it, I will not stand aside | AND | And although the weather has improved significantly, the danger of drought has not passed; And instead of turning right, we went straight by mistake |
| A | And when the sun rose, a view of the snowy peak opened before us; And if you believe weather forecasters, warming should come tomorrow |
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Punctuation at the junction of conjunctions In a complex sentence with several subordinate clauses, as well as in a complex sentence with a coordinating and subordinating connection, two subordinating conjunctions (or a subordinating conjunction and a conjunctive word), a coordinating and subordinating conjunction (or a coordinating conjunction and a conjunctive word) may appear side by side. 1) At the junction of conjunctions or conjunctions and allied words (and although, but when, and if; what when, what where, which if, etc.), a comma is placed when after the subordinate clause there is no conjunction but or the second part of a double conjunction - then or like this: The child babbled something, and although the mother heard it more than once, her heart overflowed with joy. * I , and, (2 although) , . But: The child was babbling something, and although the mother heard it more than once, her heart was filled with joy. * I, and (2 although) but. I've noticed that no matter where you go, you'll find something wonderful. (I. Goncharov) I * f I, (2 what, (3 where), 2). But: I noticed that wherever you go, you will find something wonderful. I * f I, (2 what? (3 wherever), then 2). 2) At the beginning of a sentence, coordinating and subordinating conjunctions (or allied words), as a rule, are not separated by a comma (the coordinating conjunction here has a connecting meaning): And when the eye of heaven plunges into the ocean in the evening, the sails of the fishermen from the Kru tribe wander far away. (N. Gumilyov) And X (1 when), . I Place the missing punctuation marks. Determine the types of subordinate clauses, create diagrams of complex sentences from Part I.
1) And if there are no half-day words to the stars, then I myself will create my dream and lovingly enchant it with the song of battles. 2) I know that I am enchanted by the spell of the crown and scrip, and if I were crowned I would dream of the vaults of the prison... 3) And when the moon floats to its zenith, the wind carries the smells of the melting forest. 4) And if anything else unites me with the former shimmering in the planetary choir, then this grief is my reliable shield, cold, contemptuous grief. 5) But when bullets whistle around, when the waves break the sides, I teach them how not to be afraid, not to be afraid, and to do what needs to be done. (N. Gumilev)
78.2. Punctuation at the junction of conjunctions.
Different types of complex, complex and non-union sentences can be combined into one structure, forming a complex sentence with different types of connections. The rules for placing punctuation marks in such constructions are basically the same as in compound, complex and non-union sentences.
Pay special attention to the placement of a comma before the conjunction AND
Let's consider the proposal
Hadji Murat understood a little Russian and, when he did not understand, he smiled, and Marya Vasilyevna liked his smile.
Why in this sentence is there a comma before one conjunction And, but not before the other?
Step 1: introduce the sentence structure
1[Hadji Murat understood a little Russian and, 2(when he didn’t understand), smiled], and 3[Marya Vasilyevna liked his smile].
Step 2: consider sentence structure
Part 1 (main) – a simple sentence complicated by homogeneous predicates ( understood, smiled), connected by a single conjunction AND, a comma is not placed before I.
Part 2 (subordinate clause) - connected to the main part by the subordinating conjunction WHEN, a comma is placed before the conjunction.
Part 3 (independent) - connected with 1 and 2 coordinating conjunctions AND, a comma is placed before the conjunction.
78.2. Punctuation at the junction of conjunctions
Between parts of a complex sentence with different types of connections, two conjunctions may appear nearby.
§110. Comma at the junction of two conjunctions
1. When there are two adjacent subordinating conjunctions (or a subordinating conjunction and a conjunctive word), as well as when a coordinating conjunction and a subordinating (or conjunctive word) meet, a comma is placed between them if the removal of the subordinate clause does not require restructuring of the main clause (in practice, if the second clause does not follow part of the double conjunction then, so, but, the presence of which requires such a restructuring), for example: The maid was an orphan whoto feed, should have entered the service(L. Tolstoy) (subordinate part to feed can be omitted or rearranged to another place in the sentence without restructuring the main part); Finally he felt that he could no longer, that no force could move him from his place, and that, If now he sits down, he can no longer get up(B. Polevoy) (conditional clause with conjunction If can be omitted or rearranged); And the woman kept talking and talking about her misfortunes, and, Although her words were familiar, they suddenly made Saburov’s heart ache(Simonov) (when removing a subordinate clause with a conjunction Although the prepositional-pronominal combination from them becomes unclear, but structurally such an exclusion is possible, therefore a comma is usually placed between the coordinating and subordinating conjunctions in such cases).
If the subordinate clause is followed by the second part of a double conjunction, then a comma is not placed between the previous two conjunctions, for example: The blind man knew, What The sun is looking into the room and what if he reaches out his hand through the window, That dew will fall from the bushes(Korolenko) (clause conditional with a conjunction if it cannot be omitted or rearranged without restructuring the subordinating sentence, since there will be words nearby What And That); The woman's feet were burned and barefoot, And when she spoke, That with her hand she scooped up warm dust to her sore feet, as if trying to soothe the pain(Simonov) (when removing or rearranging a subordinate tense with a conjunction when words are nearby And And That).
Wed. Also: There was a storm coming, And, When the clouds covered the entire sky, it became dark as at twilight. - There was a storm coming, And when the clouds covered the entire sky, it became dark, like twilight(in the second case after the union And, joining a complex sentence, no comma is used); The training camp was delayed, A when everything was ready to leave, there was no point in going(after the adversarial conjunction A in these cases, as a rule, a comma is not placed, since neither the removal nor the rearrangement of the subordinate clause following the conjunction is possible).
In sentences like He left a long time ago, And where is he now, I don't know comma after conjunction And not installed.
2. A comma is usually not placed between an connecting conjunction (after a period) and a subordinating conjunction, for example: AND I know who you are;A Why this is said, I don’t understand. The possibility of placing a comma after other connecting conjunctions is associated with the intonational and semantic emphasis of the subordinate clause, for example: However, if you insist on your proposal, I am ready to accept it.