How to draw a graphical outline of a sentence. How to create a sentence outline: main types with examples

§ 1 Drawing up schemes of proposals and proposals according to schemes

In this lesson we will remember how to find the grammatical basis and homogeneous members in simple and complex sentences, we will learn to compose a sentence diagram and a sentence according to an already given scheme.

Usually, a diagram is understood as an image of something using conventional graphic symbols in basic, main, general terms, without details. It helps to understand the essence of the subject. For example, a correctly and clearly drawn up diagram allows you to easily and quickly solve any problem in mathematics lessons. In the same way, a correctly composed sentence diagram helps to see the parts of a complex sentence, distinguish a complex sentence from a simple one with homogeneous members, and correctly place commas.

First, let's look at how a simple sentence is constructed. Sentence boundaries are indicated by square brackets. By closing the brackets, we put a punctuation mark corresponding to the end of this sentence:. ? ! or ellipsis. Inside the brackets we depict only the main members of the sentence - the subject with one line and the predicate with two lines in the order in which they appear in the sentence.

The sentence “I love leaf fall.” corresponds to the first scheme.

The sentence “Late autumn has come.” corresponds to the second scheme.

A simple sentence can have homogeneous members. We also indicate them in the diagram. Secondary homogeneous members are depicted with a circle. If the main terms are homogeneous, then we draw the corresponding lines inside the circle. Don't forget to put commas between homogeneous terms. Let's look at examples.

The grammatical basis of the sentence is dew covers. Homogeneous secondary members - covers (what?) the ground, grass, bushes.

The grammatical basis of the sentence - The hunter did not go, but turned away. Here the predicates are homogeneous.

A complex sentence has several parts. In the diagram, we enclose each part in separate brackets, a comma is placed between them, as well as a conjunction, if it is present in the sentence. At the end of the diagram, the punctuation mark that corresponds to the end of the given sentence is placed.

The north wind brought clouds and snowflakes appeared in the air. [- =], and [=-].

This is a complex sentence, it has two parts connected by the conjunction I. Having drawn up the diagram, we can easily see that we need to put a comma.

In lessons, there is a task not only to draw a diagram for a sentence, but also vice versa - to compose a sentence according to a given diagram. To do this, you need to carefully consider the diagram, determine what kind of sentence you need to make: simple, with homogeneous members, or complex. Next, you need to see the order of the sentence members indicated in the diagram, and also pay attention to punctuation marks.

It’s easier to first verbally compose a sentence with only the main members, then distribute it (that is, add minor members) and write it down in a notebook.

Before us is a diagram of a complex sentence. It has two parts connected by the conjunction A. In both parts, the subject comes first, and then the predicate. What kind of proposal can you get? The cat fell asleep and the mouse ran out. Let's spread it: The red cat fell asleep, and the cunning mouse ran out of the hole.

A diagram is a visual aid that allows you to highlight and understand the main thing. If you learn how to quickly and correctly draw up diagrams, you will clearly see the structure of the sentence. The diagram will tell you how to place commas correctly. This will help you avoid punctuation errors in your writing.

§ 2 Brief summary of the lesson topic

When drawing up a diagram of a simple sentence, the main members are depicted in square brackets with the corresponding lines, as well as homogeneous members in a circle. When drawing up a diagram of a complex sentence, each part is enclosed in separate square brackets, with commas and conjunctions placed between them. After the diagram there is a punctuation mark corresponding to the end of the given sentence.

List of used literature:

Buneev R.N., Buneeva E.V. Russian language. Textbook for 3rd grade. – M.: Balass, 2012.
Buneeva E.V., Yakovleva M.A. Methodological recommendations for the textbook “Russian Language”, 3rd grade. – M.: Balass, 2014. – 208 p.
Razumovskaya M.M., Lvova S.I., Kapinos V.I. and others. “Russian language. Textbook for 5th grade. – M.: Bustard, 2006. – 301 p.
Rosenthal D.E., Telenkova M.A. Dictionary-reference book of linguistic terms. – M.: Education, 1985. – 400s
Isaeva N.E. Workbook on the Russian language for grade 3. – M.: Balass, 2012.-78 p.

In sentence diagrams, homogeneous members are indicated by a circle. Inside the circle, using a graphic designation, you can indicate which members of the sentence are homogeneous words.

Also often in diagrams you can find indications of conjunctions that come before homogeneous members of the sentence and determine this or that punctuation.

I remember that at school different teachers required us to draw such diagrams in different ways. Some asked to draw a linear diagram, and enclose homogeneous members in sticks, frames: / /, / /, / /.

Others insistently demanded drawing circles.

Here are some examples of diagramming:

This is a simple scheme, when homogeneous members follow each other, and there can be unions between them.

This is an example of sentences with generalizing words. Note that a generalizing word can agree with homogeneous members in gender, number, and case.

If a sentence contains a participial and adverbial phrase, it is also reflected in the diagram.

With homogeneous members of a sentence, the sentence scheme can have several options.

At the beginning of the sentence there are homogeneous members of the sentence, then there is a generalizing word. The diagram will look like this: 1) O, O, O - generalized. word….(The generic word is indicated by a circle with a dot inside, but I can’t display it).

In the field, in the grove, in the bushes, bird voices were heard everywhere.

2) The generalizing word can be before the listing of homogeneous members, then we draw the following diagram:

Descriptive word: O, O, O— ….

We argued about everything: art, religion, science - and never came to a common opinion.

3) After a generalizing word, introductory words can be used: somehow, namely, for example. A comma is placed before these words, and a colon after them.

Generalization word, for example: O, O, O—...

General word, namely: O, O, O - ...

People have experienced many natural disasters, such as fires, floods, drought.

4) After listing the homogeneous members of the sentence, introductory words can be used before the generalizing word: in a word, in one word, in short, etc. Then a dash is placed before the introductory word, and after it a comma.

Among the birds, insects, in the dry grass - in a word, the breath of approaching autumn was felt everywhere.

When drawing up a sentence diagram, all its members are written using symbols. Instead of the subject, a straight line is drawn, and instead of the predicate, two parallel lines are drawn. The wavy line symbolizes the definition, and the dotted line symbolizes the addition. With the help of dots and dashes, a circumstance is depicted, and if these dots and dashes are enclosed in vertical lines, then this is already an adverbial phrase. The wavy line between the vertical lines is a participial phrase.

Homogeneous members of the sentence in the diagram are drawn in the form of circles.

To indicate the syntactic role of homogeneous members, corresponding lines can be drawn inside the circles: dotted or wavy, etc. Generalizing words can be denoted by a circle with a dot in the center or a square.

To compose diagram sentences with homogeneous sentence members, you need to do the following:

Right find homogeneous terms in the sentence and make the appropriate notes (underlining: subject - one line, predicate - two lines, object - dotted line, adverbial - dotted line, definition - wavy line.
Compose scheme taking into account the syntactic parsing of the sentence.

For example, in the sentence: Red, yellow, blue flowers grew in the clearing; homogeneous definitions will be all adjectives (underlined with a wavy line). And in a sentence: In the yard there stood a mighty and spreading tree and dropped its leaves to the ground, two rows of homogeneous members: homogeneous predicates (it stood and dropped leaves - two features) and homogeneous definitions (mighty and spreading - a wavy line).

In the diagram, we are homogeneous members of the sentence denote circle, inside which there is a corresponding underlining.

For example, a sentence diagram with rows of homogeneous members: The most important thing is to read, delve into what is written long and painstakingly

Homogeneous members of a sentence are understood to be those members of a sentence that have the following characteristics:

firstly, we are talking about identical members of the sentence. For example, these can be circumstances, additions or subjects, that is, any.

secondly, they are interconnected by a creative connection. These can be conjunctions and, but, or.

Here is an example of sentences with homogeneous members:

In the first sentence, the definitions are homogeneous (green, yellow, red).

In the second sentence, the subjects are homogeneous (swifts, cranes, swallows),

and in the third - predicates (withered, withered, darkened).

Schematically, homogeneous members are indicated by circles.

Here are the possible schemes:

When drawing up a sentence diagram, its members are indicated by various conventional signs, which we will consider below:

homogeneous members - circles ;
the subject is indicated as a straight line;
predicate - two parallel lines;
addition - dotted line;
definition - wave (wavy line);
a circumstance is indicated by a line that consists of dots and dashes;
and others.

Using the diagram below, it is very easy to compose a sentence containing homogeneous members, and vice versa, from a ready-made sentence to compose the correct scheme. In addition to symbols, do not forget about dividing marks, conjunctions, and intonation.

Homogeneous members of a sentence are indicated when drawing up a diagram in the form of circles. It all depends on the offer. There may be commas or conjunctions between these circles. They also need to be specified.

In some schools (including ours), when drawing a diagram of a sentence with homogeneous members inside circles, they indicate with the help of line-dot images which members of the sentence they are:

There are sentences with generalizing words. In this case, the generalizing word is drawn in the form of a large circle or in the form of a square:

When composing a sentence with homogeneous members, it is important to remember that:

Homogeneous members of a sentence are associated with the same word

Homogeneous members of a sentence answer the same question

When drawing up diagrams, each part of a sentence is indicated by certain figures, corresponding punctuation marks, and they contain a connecting particle (and, or, but, a).

In our case we are interested homogeneous members, which means the diagrams are drawn with circles.

Before learning how to draw up a diagram of sentences with homogeneous members, let’s remember what homogeneous members are, what features unite them.

To do this, let's turn to the diagram.

The circuits are very simple to build. You can build a scheme based on this proposal, or you can come up with a proposal based on the scheme. For example,

How to outline a proposal? Russian language

Well, where is the proposal itself? first, they usually emphasize the main parts of the sentence, highlight the conjunctions in a complex sentence...
where is the circuit
This is a diagram of the arrangement of words in a sentence: subject, predicate, secondary members of the sentence. In prev. there is a tale ===== subject ---------determining circumstances, participle _ . _ . _.
Or an example of parsing a complex sentence with one subordinate clause
1) During a strong storm, a tall old pine tree was uprooted (which is why this hole was formed).
, (from what) .
The sentence is narrative, non-exclamatory, complex with a subordinate clause. The subordinate clause refers to the whole main thing and is joined to it by the conjunctive word why.
Read the sentence, then look at its structure, whether it is simple or complex, how many parts there are, there are huge sentences that are built in blocks in the diagram... Find the main members of the sentence, homogeneous members, appeals and generalizing words. Mark all this in the diagram with the appropriate symbols. Diagram in square brackets.
where is the diagram!!!
They were needed everywhere - in the Boyar Duma and in the voivodeships, in orders and zemstvo huts, in the army and in trade. 2) Literacy has become the key to success both in economic life and in government service. 3) The growth of international relations also contributed to the development of education. Please help me create sentence diagrams

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Students encounter sentence patterns on the first pages of the ABC (word, sentence).

Then these schemes disappear from everyday life forever. It seems to me that sentence diagrams are not only a godsend for a teacher in working on constructing sentences and developing coherent speech, but also one of the ways to awaken the cognitive activity of students in Russian language lessons.

After studying the literature on this issue (and there wasn’t that much of it), I compiled a card index of exercises using sentence patterns for each grade of elementary school (system 1-4).

1. Drawing up a diagram of the sentence read.

Tanya has a cat.

After the students have drawn up a diagram (each has an individual set of cards for drawing up diagrams), analysis follows. (How many words are in the sentence, how many big words and small ones (prepositions), capital letter in words, punctuation marks at the end of the sentence.)

2. Selecting a scheme for the proposal.

Olya has dolls.

3. Game “Collect a sentence”.

Children are given a set of word cards and a card with a sentence diagram. They must “assemble” a sentence by placing word cards on the diagram. More words are deliberately given than necessary. This is done to ensure that children engage in this work meaningfully.

4. Drawing up proposals according to this scheme.

5. Search in the text for a sentence corresponding to this scheme.

In grade II, the basis of a sentence is studied, so the type of diagram changes. Now in the diagram, the rectangle that is the subject is painted red, and the rectangle that is the predicate is colored blue. On the board, diagrams are drawn up on a typesetting canvas or drawn there with colored chalk. Children make the same diagrams on their desks from their set of cards. This stage is preparatory to drawing up more complex diagrams in grades III-IV.

You can use all types of exercises with patterns that were proposed for grade I, only slightly changing the patterns themselves. This is drawing up a sentence outline (after finding its basis); choosing a scheme that matches the proposal; drawing up proposals according to the scheme orally and according to the type of game “Collect a proposal”; search in the text for sentences corresponding to the schemes.

If students have difficulty composing sentences using these patterns, then they need to be shown that first they find the subject, i.e. think about who or what the sentence will be about, then select a predicate for the subject, i.e. they find out what someone or something will do, and at the end they add as many words explaining the subject and predicate as required by the scheme.

Selecting the subject (Sun).

Selecting the predicate (Sun- what did it do? -- smiled).

We are spreading the offer. (The gentle sun smiled at us.)

In grade II, you can already introduce this type of exercise, such as composing a sentence according to a diagram that is given in the context. This exercise is good to use when studying a text, because when performing it, children have to solve two problems: firstly, the composed sentence must correspond to the scheme, and secondly, it must fit into the context, i.e. Students must make connections between this sentence and others in the given context.

Our dacha was near the forest.

My friend caught two bream. I caught a fat pike.

A sentence is inserted In the morning we went to the river.

The diagrams used in grade III are designed in the form of a moving table, divided horizontally into three parts: upper, middle and lower. The main members are located in the middle, central parts of the table. In its upper part there are those secondary members that, explaining the subject or predicate, are in the sentence before them. The lower part of the table is reserved for minor members, occupying a position after the subject or predicate. If the sentence being analyzed has direct word order, i.e. the subject precedes the predicate, then the composition of the subject is placed on the left side of the table, and the composition of the predicate - on the right. If there is a reverse order, the left side of the table is occupied by the composition of the predicate, and the right - by the composition of the subject. For example:

White-winged gulls circled low over the blue sea.

The little white eyes of strawberries look out from the grass.

To the types of exercises with schemes similar to those proposed above for grades I and II, you can add one more type of exercise - distributing a sentence according to the specified scheme, for example:

Subject -- wind. Predicate -- blowing A proposal is made:

A warm wind blows in your face.

It is convenient to use such schemes when studying not only the topic “Sentence”, but also phrases. In grade III, before drawing a sentence diagram, students first conduct a syntactic analysis of the sentence. Let's call it conventionally verbal diagram. This is what it looks like when analyzing a sentence

Large carrots grew in the garden.

In the verbal diagram, two phrases are clearly visible (they are connected by vertical arrows). You can immediately determine which word is the main one (in a phrase) and what question is asked from it to the dependent word. Children can be asked the question: “Are words connected by a horizontal arrow a phrase? Why?" Thus, this scheme facilitates the search for phrases in a sentence and teaches third-graders to already establish connections between the main and minor members of a sentence, which will help them when studying the topic “Minor members of a sentence” in the 3rd grade.

In grade IV, homogeneous members of sentences are studied, which, in turn, also affects the type of sentence patterns. If there are homogeneous subjects in one sentence, then after drawing up a verbal diagram, draw usual scheme, in which there are several red rectangles (depending on how many homogeneous subjects there are). For example:

Kolya, Misha and Zhenya went into the forest to pick berries.

A comma and a conjunction between homogeneous members of a sentence are placed on the diagram, since this material is being studied. Prepositions can be shown on the diagram if students still make mistakes in spelling prepositions with words. Having explained to children that a preposition with a word is one member of a sentence, you can not highlight it in the diagram.

Here is an example of a sentence with homogeneous predicates.

I lie on the grass, inhaling the smell of the forest.

Sentence with homogeneous secondary members of the sentence:

Young naturalists visited a meadow, a forest, and a river.

If such work is carried out systematically, then drawing up diagrams does not cause difficulties for children. On the contrary, this type of work brings excitement, because after reading the sentence, children already begin to make assumptions about what the scheme will be. We need to give them the opportunity to draw “their own” diagrams. And after analysis, determine who was right.

All types of exercises with diagrams that were proposed for other classes have a place for use in Grade IV

You can use an exercise such as composing a sentence according to one scheme, and then extending it to another scheme

For example, task: compose a sentence according to scheme 1, supplement it with homogeneous members so that it corresponds to scheme 2

The following proposals were made.

1. Beautiful chrysanthemums bloomed in the flowerbed

2. Beautiful chrysanthemums and gladioli bloomed in the flowerbed

I would like to note that working with diagrams in Russian language lessons has a great influence on the development of younger schoolchildren, arouses their interest in Russian language lessons and especially in such a topic as “Sentence”, which is one of the complex topics studied in the elementary school course .

For the method of using diagrams, see the lesson plan (Appendix 2).

Hello two-students. I was recently wandering around the Internet and came across a textbook on the Russian language. I remembered this school, which I had to go to every day and sit through my pants. Even though I always studied well... Let’s say it’s good, I wouldn’t want to repeat this experience. I found a lesson in the textbook about how to correctly structure sentences. And I decided to write an article about this, so that you, caught by nostalgia for your school days, or, suddenly, by necessity, would not wander around looking for textbooks on the Russian language, but would come to my blog. And here’s a quick check for you:

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Task 1 of 10
1 .
Find the structure [ __ and __ ====== ] among the sentences presented.
Task 2 of 10
2 .
Find the structure [│О│,…] among the sentences presented.
Task 3 of 10
3 .
Find the structure [│ВВ│,…] among the sentences presented.
Task 4 of 10
4 .
Find the structure [│DO│, X...] among the sentences presented.
Task 5 of 10
5 .
Find the structure [X,│PO│,…] among the sentences presented.
Task 6 of 10
6 .
Find the structure “[P!]” - [a] among the sentences presented.
Task 7 of 10
7 .
Find among the presented sentences the structure “[P..,│O│!] - [a]. - [│BB│,…P..].”
Task 8 of 10
8 .
Find the structure […..], and […..] among the sentences presented.
Task 9 of 10
9 .
Find among the sentences presented the structure […..], (that….).
Task 10 out of 10
10 .
Find among the sentences presented the structure […..], (which….).

Someone will object: “School is over long ago, let’s write without diagrams.” This point of view is quite fair. For those who communicate via SMS and game chats. So, today the topic of our lesson is: “How to create a sentence diagram?” Moreover, if you are a copywriter or want to become one and earn more than your teacher, knowledge of sentence patterns, unfortunately, is necessary.

The procedure for drawing up a proposal outline

To draw up a diagram you will need graphic symbols. Equivalent clauses within a complex sentence are denoted by square brackets. The subordinate together with the conjunction is in parentheses. The main word from which the question is asked is a cross.

Simple sentence diagram

Let's look at an example right away. Let's start with the easiest task for elementary school.

This is a simple two-part sentence. A distinction is also made between one-part sentences, when the main members of a sentence are expressed by one subject or one predicate. Simple sentences can be common, as in our case, or uncommon, for example:

Let's pay attention to the predicate. It can be simple or complex:

Simple: " Michael composed ».
Compound verb: " Misha wanted to write on the couch».
Compound nominal: " Misha was a friend for me».

A simple sentence may include:

Ivan, sit in the left row. The proposal outline is as follows

[│О│,…..].

It is important to highlight the address with commas in the same way as introductory words.

Unfortunately, this happened quite often

[│ВВ│,…..].

Don’t forget to find and highlight the adverbial or participial phrases.

The dog looked at her without taking his eyes off

[│DO│, X...].

The view that opened before him was like an enchanted kingdom of cold.

[X,│PO│,…..].

Direct speech is often found in literary texts and reasoning texts.

“Don’t go into the yard!” the stranger shouted loudly.

“[P!]” - [a].

“Hurray, brothers!” he shouted. “It seems like our business is starting to improve.”

“[P..,│O│!] - [a]. - [│BB│,...P..].”

So, an English teacher. Imagine I got all A's (80 percent), I'm going to a college with honors, Olympiads, conferences - everyone knows me. And this...... well... the woman gives me a hard time. I tell her: aren’t you normal, look at my grades, what are you doing? And nothing - supposedly a principle. Although what the hell is the principle when she gave fours to athletes who did not come to classes at all and gave fives for a can of coffee. And everyone told her this: Pasha needs to give at least a four. In short, it's tough. Already at the defense of the diploma, the director himself intervened and she gave me a 4 after the defense, but the honors diploma was lost.

Complex sentence diagram.

There are several types of complex sentences. Let's look at them in order.

A compound sentence is two simple, equal sentences joined by a coordinating conjunction.

The walls of the tunnel moved apart, and the travelers found themselves in a huge sublunar grotto.

The scheme here is simple […..], and […..].

In a complex sentence, one part is main, the second is subordinate, accompanies the first.

The individual columns were so huge that their tops reached right up to the vault.

[…..], (What ….).

The air around him was much cleaner than what he breathed at home.

[…..], (which….).

Subordination in such sentences occurs with the help of subordinating conjunctions.

A non-union sentence is similar to a compound sentence, but does not have a conjunction.

The television studio offered a ridiculously small amount - Miga got angry.

[…..] — […..].

In our example, Migi's dissatisfaction is caused by the actions performed in the first part of the complex sentence. But there is no conjunction; it is replaced by a dash.

Don't get confused when creating a diagram with different types of connections. It can be very difficult to break such sentences without losing the main idea.

The bottom of the tunnel went down, so it was easy and simple to walk: it seemed that someone was pushing in the back, and the light would soon turn on ahead.

[…..], (therefore….): [│BB│,...], and [....].

A complex sentence may have several subordinate clauses that follow from one another. This is consistent submission.

The children were informed that tomorrow there would be a holiday that would end with a carnival procession.

(which ….).

There are also parallel subordination. From the main clause, different questions are asked to the subordinate clauses. In this case, subordinate clauses can become separate simple sentences almost without change.

When the photographer arrived, Serenky wrapped the stock in a handkerchief to hide it in his bosom.

↓ when? ↓ why?

(when ....), (to ....).

In the Russian language, homogeneous subordination is distinguished. This is a list of simple sentences. They are asked the same question from the main part, and they are connected by the same union.

Watching nature in the spring, you can notice how birds fly in, how tender leaves appear, how the first flowers bloom.

↓ what? ↓ what? ↓ what?

(like ....), (like ....), (like ....).

The main types of proposals are considered. When reading and analyzing the text, carefully look at sentences that are large in construction. Highlight the main information. Mentally ask questions from the main word or main part to the subordinate or subordinate. This will help you grasp the essence and place punctuation marks correctly.

Good luck to everyone! Well, find 10 differences in these pictures and write how long it took you to do it.

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