Modern schoolchildren, according to educational program, study several types of analysis: phonetic, lexical, morphological, morphemic, syntactic and punctuation analysis of sentences. Each of them has its own distinctive features and difficult to understand moments.

Definition

Many students and their parents wonder what punctuation analysis of a sentence means. It is designed to find and clarify punctuation marks in a sentence. The ability to perform punctuation analysis of a sentence can improve general level student literacy. Analysis of simple (PP) and complex (SP) sentences has its own distinctive features.

Parsing a simple sentence

1. Read the text provided for analysis.
2. Assign a number to all punctuation marks present in the text.
3. Indicate the punctogram that completes the sentence and explain the reason for its placement.
4. Identify and explain all the signs found in the sentence.

It is according to this plan that punctuation analysis of the sentence is carried out. A sample parsing is presented below.

Analysis examples

Let’s take the punctuation analysis of a sentence as an example:

1. I can trust this secret to a person who knows how to keep his mouth shut.

2.Haven't you seen people running down the street holding flags, posters, and balloons?

Step one. The sentence is interrogative in terms of the purpose of the statement and intonation. That's why it ends with a question mark.

Step two. By assigning a number to punctuation marks, we determine their number in a sentence:

Haven't you seen people running down the street (1), holding flags (2), posters (3), balloons (4)?

Step three. The sentence has one grammatical basis you did not see.

Comma number one highlights the participial phrase. Commas numbered two and three separate homogeneous members of the sentence flags, posters, balloons, expressed by additions.

Analysis of a complex sentence

Punctuation analysis of a sentence of this kind is somewhat more complicated.

1. Read the sentence.

2. Assign a serial number to all punctuation marks in the sentence.

3. Indicate the paragraph ending the sentence and explain its placement.

4. Indicate punctuation marks at the SP level and explain the reason for their placement.

5. Explain the placement of punctuation marks in parts of the joint venture.

Analysis examples

As an example, we suggest conducting a punctuation analysis of the sentence:

1.We will probably not see Sergei again, since the insult inflicted on him is unlikely to be easily forgotten.

Step one. There is a period at the end of the sentence, because the purpose of the statement is narrative, and the intonation is non-exclamatory.

Step two. The numbering showed the presence of five punctuation marks in the sentence:

Probably (1), we will not see Sergei again (2), since the insult (3) inflicted on him (4) is unlikely to be easily forgotten (5).

Step three. This proposal is complex. Parts complex sentence connected by a subordinating conjunction because the. A comma stands at the border between the main and subordinate clauses.

Step four. In the main sentence, a comma is used to highlight the introductory word. probably. In the subordinate clause, commas separate the participial phrase inflicted on him.

2. I am sure that you will carry out this assignment because you value my location and want to advance in your career.

Step one. The sentence ends with a period because it is declarative, non-exclamatory.

Step two. There are four punctuation marks in the sentence:

I am sure (1) that you will carry out this assignment (2) because you value my location (3) and want to advance in your career (4).

Step three. This sentence consists of one main clause and two subordinate clauses, which are separated from each other by commas numbered one and two.

Step four. There is no punctuation in the main clause or the first subordinate clause. In the second subordinate clause, a comma at number three separates homogeneous predicates you appreciate And you want to advance.

If the student knows what punctuation analysis of a sentence means, he will not make gross mistakes in the placement of punctuation marks. By doing so, he will significantly improve his performance and increase his chances of getting a decent grade in his final exams. This is important, because how well a student passes them determines his future admission to a university. And even such a small thing as the wrong punctuation mark can deprive him of much-needed points.

T.S. CHERNYAEVA,
Ust-Dzheguta,
Karachay-Cherkess Republic

Punctuation analysis of a simple sentence

We work according to the textbook “Russian language. 5th grade." Authors T.A. Ladyzhenskaya, M.T. Baranov and others.

The purpose of the lesson: give the concept of punctuation analysis of a sentence; develop the ability to apply acquired knowledge in practice; instill in children a careful attitude to the word, develop the ability to monitor the correctness of speech.

Visibility: information signs, signal cards, illustrations.

DURING THE CLASSES

I. The teacher's word

Today we are invited to the Punctuation Kingdom. We will go there to check whether you know how to use punctuation marks and place them correctly in the text. We will learn how to perform punctuation parsing of a sentence.

First, let's check if you are ready to travel. Let's see how you understand grammatical terms.

II. Terminological dictation

The teacher reads the definition, students write down the terms.

1) Branch of the science of language in which phrases and sentences are studied (syntax);
2) a combination of two or more words, combined grammatically and in meaning (phrase);
3) a punctuation mark indicating division within a sentence, as well as highlighting some syntactic groups (comma);
4) main member sentences that answer questions nominative case (subject);
5) a sentence that consists only of main members (uncirculated);
6) a minor member of a sentence, which denotes place, time, method of action (circumstance);
7) a word (or combination of words) naming the person to whom the speech is addressed (appeal);
8) a sentence ending with an exclamation point (exclamation).

Teacher. I see that you have mastered the grammatical terms well. But you can only enter the Punctuation Kingdom with tickets. Our ticket contains several questions that you have to answer.

III. Collaboration

1. What does punctuation study?
2. From what language did the word come to us? punctuation? (It comes from the Latin word punctum- dot.)
3. Name the punctuation marks you know.

Exercise . Parse the sentence: Punctuation marks serve as notes when reading. (A.P. Chekhov)

How do you understand these words of A.P. Chekhov? (Students' answers.)

Teacher. Well done boys! You got the job done. The gates of the kingdom are open. But what is this?! There is some commotion ahead. Let's try to put things in order, placing commas correctly in the text.

(On the board there is a written text and a drawing “Cow in a kennel.”)

In the river there is a fish on a hillock,
A cow moos in a kennel,
The dog barks on the fence
A titmouse sings in the corridor,
Children playing on the wall
There's a picture hanging on the window,
Frost patterns in the stove,
Firewood is burning in the hands of a girl,
There's a smart doll in a cage,
The tame goldfinch sings napkins,
There are skates on the table,
They are preparing glasses there for winter,
There are notebooks for grandma,
Always kept in order.

(From the book by G.R. Granik, S.M. Bondarenko “Secrets of Punctuation”)

Our next stop is Punctogram Town. Grandma Punctogramushka meets us here. (The drawing is fixed on the board.) We must answer her questions.

1. What functions do punctuation marks perform? (At the end of a sentence, these are completion marks. Inside a sentence, they can separate words – separation marks or highlight them – emphasis marks.)
2. What punctograms did you study in 5th grade? (Dash between subject and predicate. Punctuation marks for homogeneous parts of a sentence. Punctuation marks for addresses.)

Grandma Punctogram invites us to explain punctuation marks in sentences.

1. Guys, do you like sports?
2. Clover is one of the most reliable barometers. (Yu. Dmitriev)
3. The moon shines, but does not warm.

Ahead of us is the City polite words. Magic words and their faithful servants – punctuation marks – live there.
- Guys, what words help you be polite?
– What punctuation mark does the word go with? Please?

(Students' answers.)

(On the board is an illustration for I.A. Krylov’s fable “The Dragonfly and the Ant.”)

We have another meeting in the City of Polite Words. The heroes of the fable by I.A. Krylov’s “Dragonfly and the Ant” also came there and asked to judge them.

STAGE

Dragonfly: I just don’t understand why the ant didn’t let me in. I sang and danced. It's not my fault that I like to have fun. Why didn't the ant take pity on me?
Ant: I worked all summer. Getting ready for winter. And the dragonfly lives one day at a time, not caring about anything.
Guys, how would you judge the heroes of the fable? Choose one of the answer options and pick up the signal card.
(Answer options are written down on the board in advance.)
The dragonfly had to think about what awaits it in winter. She shouldn’t be offended by Ant.
(Red card)
Ant, you should have shown compassion.5 After all, the Dragonfly was in trouble. And in a difficult moment for another, you need to lend a helping hand.
(Green card)
In my opinion, you are both wrong. Let someone else judge you.
(Blue card)

Teacher. Tell us why you chose this answer.
- Guys, what does the number “5” mean at the end of the sentence? Remember the symbols at the beginning of the textbook. (Students' answers.)
Let's try to perform punctuation parsing of a sentence:
Ant, you must show compassion. 5

Students become familiar with the textbook material and, with the help of the teacher, perform punctuation analysis of the sentence.

IV. Working with the textbook. Exercise 220

First find out the meaning of the word forerunner.

– Guys, circumstances have developed in such a way that you will have to teach a Russian language lesson at the school where the famous literary hero Dunno studies.
(Image of Dunno on the board.)
Our task: to find punctuation errors made by Dunno and correct them.
(Children write down the sentences in corrected form.)

1. The hunter went into the forest and took his dog with him.
2. Rivers, lakes and ponds sleep under deep snow.
3. Well done guys, you do a good job.

Exercise. Perform punctuation analysis of the 1st sentence.

Game "Give me the answer." The teacher reads the beginning of the phrase and the students must complete it.

1. Learning to use punctuation marks correctly helps... (punctuation analysis).
2. Sentences for punctuation analysis will be highlighted in the textbook with a number... (5) .
3. To perform punctuation analysis means to explain... (what punctuation marks should be put in the sentence).

Exercise . Perform orally punctuation analysis offers: My language, let's be friends with you!

Exercise . How do you understand the statements of the poet A. Blok and scientist A. Shapiro?

Remove the entire work if you don't like the comma in this sentence, but don't cross out the comma: it has its own meaning.

(A. Blok)

There are, of course, spelling errors that lead to a misunderstanding of the text, while in punctuation any error leads to a distortion of the meaning to one degree or another.

(A. Shapiro)

V. Summing up the lesson

Exercise . Read the text. Tell me what happened with a man who has lost his punctuation.

The man lost his comma, began to be afraid of complex sentences, and looked for a simpler phrase.
Simple phrases were followed by simple thoughts.
Then he lost the exclamation mark and began to speak quietly, with one intonation. Nothing pleased or outraged him anymore; he treated everything without emotion.
Then he lost the question mark and stopped asking questions.
By the end of his life, he only had quotation marks left. He did not express a single idea of ​​his own, he was always quoting someone - so he completely forgot how to think and reached a point.
Watch out for punctuation!

(According to A. Kanevsky)

VI. Homework

In parting, punctuation marks give you a message: do not forget them. They are also asked to work on exercise 221 at home and learn § 44.

Scheme of punctuation parsing of a sentence:

Sample punctuation analysis of a sentence:

[Having asked, 1 ( which is quieter), 2 Pierre climbed onto the horse, 3 grabbed the mane, 4 pressed the heels of his inverted legs to the horse’s belly and, 5 feeling 6 (that his glasses were falling off) 7 and (that he can't take it away hands from the mane and reins), 8 galloped after the general, 9 exciting the smiles of the staff, 10 looking at him from the mound]. (L. Tolstoy)

Explanation of punctuation marks:

1) Period at the end of the sentence.

There is a period at the end of the sentence because it is a declarative, non-exclamatory sentence that contains a complete message.

2) Punctuation marks between parts of a complex sentence.

This is a complex sentence with three subordinate clauses:

1 and 2 – commas highlight the subordinate clause within the main one;

6 and 8 – commas highlight subordinate clauses within the main clause;

7 – no comma is used, because homogeneous clauses are connected by a single connecting conjunction “and”.

3) Punctuation marks between homogeneous members of a sentence.

Isolation of circumstances and definitions:

3 and 4 – commas separate homogeneous predicates connected without a union;

5 – a comma separates a separate circumstance expressed by a single gerund;

9 – a comma separates a separate circumstance expressed participial phrase;

10 – a comma separates a separate definition, expressed by a participial phrase and standing after the word being defined.

Punctuation analysis of sentences ensures better understanding by schoolchildren of punctuation rules. It is based on three sequential actions, ultimately leading to an explanation of the conditions for choosing a particular punctuation mark. For punctuation analysis, you need to know the parts of speech, be able to find the grammatical basis and minor members in a sentence, and also hear the intonation with which it is pronounced. Correct punctuation ensures accuracy and clarity of expression.

The order of punctuation analysis
The main punctuation marks studied in school and used for punctuation analysis are: period (it is from its Latin name “punctum” that the word “punctuation” comes from), comma, semicolon, question and exclamation marks, colon, dash, parentheses, quotation marks and dots.

Punctuation analysis begins with determining the nature of the sentence, which can be either simple or complex. Then one or more punctuation rules are established that operate in the sentence being analyzed. Each of them is subject to separate allocation. The result of punctuation analysis is a graphic diagram of the sentence.

How to perform punctuation parsing simple sentence?
A simple sentence in the diagram is indicated by square brackets, after which one of five punctuation marks is placed: period, question mark, exclamation mark, ellipsis, or a combination of a question mark and an exclamation mark.

The inside of the diagram shows a complication of a simple sentence. The grammatical basis is indicated by default.

1. Homogeneous members of a sentence are depicted in the diagram in the form of circles, inside which a graphic designation of a member of the sentence is placed. All members of a sentence can be homogeneous: subjects (one straight line), predicates (two straight lines), complements (one dotted line), definitions (one wavy line) and circumstances (dashed line with a dot between the lines). Along with them, the diagram indicates the punctuation marks and conjunctions related to them (conjunctive, adversative, comparative).
   Homogeneous members can be used in a sentence together with a generalizing word. In the diagram it is indicated by a circle with a bold dot inside.
   
2. Introductory words and phrases are depicted in the form of five small crosses, on top of which the inscription “vv.sl.” is placed, where “sl.” denotes both “word” and “phrase”. Above introductory sentences it is written “vv.pr.”
   
3. The addresses on the diagram are reproduced in the form of a wavy line with the inscription “o.”
   
4. Interjections are written in the diagram with words (“alas”, “ah”, “Hurray!”, etc.).
   
5. To explain the placement of a dash between the subject and the predicate over graphic image grammatical basis indicates the part of speech and its grammatical form: “noun, ip.”, “noun. + noun”, “undefined f.gl.”, “number”, “noun. + number.” etc. The indicative words “this”, “here”, “means” are written in full on the diagram.
   The absence of a dash between the subject and the predicate should also be explained when analyzing the sentence punctuationally. In this case, it is enough to highlight the grammatical basis and those rules on the basis of which the dash is omitted: the presence between the subject and the predicate of a negative particle “not” or comparative conjunctions “as”, “as if”, “as if”.
   
6. Isolated members of a sentence are highlighted in writing with punctuation marks and are divided into five categories:
   • Separate definitions are depicted in the diagram as one wavy line inside two slashes “/ ~~~/”.
     If a separate definition refers to a personal pronoun, then the latter is indicated on the diagram with the sign “x”, above which is written “l.m.” All other parts of speech are indicated on the diagram with a simple “x”.
     Above the definitions expressed by the participial phrase, the inscription “p.o.” is placed.
     Two or more isolated definitions are highlighted in the diagram as homogeneous (a wavy line in a circle). An arrow is drawn from the word being defined to them.
     Above the separate definitions with concessive and causal meanings, “established meaning” is indicated. and “prich.zn” respectively. In the diagram, such definitions are depicted by two lines: the lower one – circumstances, the upper one – definitions.
     Agreed and inconsistent definitions in the diagram they are separated from each other and signed as “agree”, “disagree.”
     
   • Detached applications are depicted on the diagram in the same way as stand-alone definitions. They can refer to a personal pronoun (“l.m.”), a common noun (“common”) or a proper name (“proper”). Isolated applications with the conjunction “how” are highlighted in the diagram by the bottom line of the circumstance and the top line of the definition, above which is written “conditional sign.” or “sign.quality.”
     
   • Separate additions are indicated on the diagram in the form of ordinary additions with the words “except”, “instead”, “including”, “besides”, etc. relating to them.
     
   • Isolated circumstances are depicted on the diagram as a single dotted line with dots, enclosed in slashes. Above them it is indicated how they are expressed: a participle (“d.”) or a participle phrase (“d.o.”). An arrow is drawn to isolated circumstances from the word being defined.
     Circumstances expressed by phraseological expressions are signed as “phraseol.”. They are not distinguished by punctuation marks in writing.
     Above the circumstances expressed by nouns with prepositions, prepositions and prepositional combinations are written (“despite”, “provided”, etc.).
     
   • Clarifying members of a sentence are indicated on the diagram in the form of certain members of the sentence - definitions, circumstances, additions, etc. Each of them is asked a question to which they answer: “when?”, “what?”, “which?” and so on. In addition, the diagram indicates related conjunctions that explain words and phrases.
     
7. Comparative turnovers are highlighted in the diagram in the same way as isolated circumstances. The inscription “compare” is placed above them.
   

How to perform punctuation analysis of a complex sentence?
A complex sentence in the diagram is indicated in the form of simple sentences, depicted using square and round brackets.

1. In complex sentences, outside the square brackets denoting simple sentences that are equal to each other, connecting and disjunctive conjunctions are indicated along with punctuation marks. The general minor member or introductory word is also taken out of brackets and underlined either as a circumstance with the inscription “general.”, or as an introductory word.
   The placement of a dash between simple sentences is explained by the inscriptions “result”, “res.cm.d.” (sharp change in action), etc.
   
2. In complex sentences, the main simple clause is indicated by square brackets, and the dependent (subordinate) clause is indicated by round brackets. During punctuation analysis, conjunctions (“union”), conjunctive (“conjunct.sl.”) and demonstrative words (“ukaz.sl.”) are written and indicated on the diagram. Conjunctive words in the subordinate and demonstrative - in the main, they are emphasized as certain members of the sentence.
   If there are several subordinate clauses each of them is accompanied by an index arrow from the sentence to which they are subordinated.
   
3. IN non-union proposals above punctuation marks connecting simple sentences, conjunctions that suit the situation are placed in parentheses.
   

How is direct speech formed during punctuation analysis?
In the diagram, direct speech is depicted by the letters “P” (direct speech, standing at the beginning of a sentence or being an independent sentence) and “p” (direct speech, standing at the end of a sentence). The author's words are indicated by the letters "A" and "a".
In writing and during punctuation analysis, accordingly, several options for formatting direct speech are possible:

1. Direct speech comes before the words of the author:
2. Direct speech comes after the words of the author:
   
3. Direct speech is interrupted by the words of the author:

   “P, – a, – p.”

   “P, – a. - P".

   "P? - A. - P".

   "P! - A. - P".

   
   

This article examined the basics of punctuation parsing sentences. We recommend supplementing your knowledge on this topic with the help of O. Ushakova’s book of the same name, “Punctuation Analysis of Sentences.” This small collection, written in a clear, accessible form, contains a large number of examples of punctuation analysis of sentences of different levels of complexity.

When a sentence is written on the board and all spellings in words are explained, the student usually begins to perform oral punctuation analysis.

How to do it correctly? In what order should we name the conditions for placing punctuation marks? These and many other questions are relevant for middle and high schools.

Punctuation analysis differs significantly from syntactic analysis, which is familiar to schoolchildren symbol under the number 4. It is unacceptable to confuse them! Target parsing– characteristics of the sentence, its structure and meaning.

Why is punctuation analysis needed? It helps to apply punctograms, find the boundaries of semantic segments, and follow the rules of punctuation. Sentences that are already punctuated are suitable for analysis. To complicate the analysis, the teacher offers texts with missing punctuation marks.

When performing punctuation analysis, they pay attention to the structure of the sentence. What matters is not only the presence of major and minor members, but also the number grammar basics and parts of the sentence, it is also important to determine the ways of expressing the minor members of the sentence and their order, to find out the intonation features of the sentence.

Here are two proposals, let's analyze them.

1) Seryozha and Petya met one day in the yard, shoveled snow on a bench and sat down. 2) What can be done?

In the first declarative sentence Only two characters are used: a comma, separating homogeneous predicates, and a period. The second has only one question mark because there is a question word at the beginning of the sentence.

When there are no punctuation marks inside a sentence, do you need to pay attention to it? Yes, it is necessary to clarify the conditions for the absence of signs. Let's look at an example.

Aunt Tanya treated the skates as a family heirloom.

In this sentence, except for the period, there is no sign inside. But it was possible to mistakenly place a comma before the conjunction HOW. Why wasn't the sign put up? Because there is a condition that prohibits a comma: the semantic segment AS TO A FAMILY HEIRLIC has the meaning “as a quality.”

The punctuation analysis plan involves only a few points. This analysis is usually performed orally, therefore, for the convenience of a written description, we number all punctuation marks and explain their placement. We took all sentences for examples from the works of Lyudmila Ulitskaya.

SAMPLE PUNCTUATION PROCEDURE

I. Place of punctuation (end of sentence, simple sentence, complex sentence): punctuation marks are numbered.

II. Conditions of punctuation norms (rules for placing/not placing punctuation marks).

III. Punctuation function.

AN EXAMPLE OF PUNCTUATION EXAMPLE

Example 1.

The birch and aspen trees set on fire in the fall brought bright colors into the eyes.1

1 is a completion sign in a simple declarative sentence.

Explanation: there is no comma between homogeneous subjects connected by a single conjunction AND, there is no comma after the participial phrase BURNED IN AUTUMN, standing before the attributive word BIRCH AND ASPEN.

Example 2.

Skating was,1 of course,2 the number one event during those holidays.3

1 and 2 - commas highlight the introductory word with the meaning of confidence,

Example 3.

On the ninth of January,1 at the end of the holidays,2 we celebrated Sanya’s birthday.3

1 and 2 - commas highlight a clarifying member of the sentence, expressed by a circumstance of time,

3 is a sign of completion in a simple declarative sentence.

Example 4.

Anna Alexandrovna called girls 1 “young ladies” 2,3 boys 4 “young people” 5...6

1, 2 and 4, 5 - the character’s statements are highlighted in quotation marks (a way of formatting someone else’s speech),

3 - a comma separates homogeneous complements,

6 - a sign of completion in a simple narrative sentence (the ellipsis indicates the incompleteness of the statement).

Example 5.

Everything around seemed unusually clear and unprecedentedly beautiful: 1 and white birch trunks, 2 and bright leaves, 3 and pale blue, 4 like a faded sky.5

1 - we place a colon in front of a series of homogeneous members, since there is a generalizing word ALL,

2, 3 - commas separate homogeneous subjects connected by repeating conjunctions.

4 - a comma highlights a comparative phrase with the conjunction AS FELL,

5 is a sign of completion in a simple declarative sentence.

Example 6.

One morning, 1 going out into the yard, 2 Sergei saw the roof of the barn, white with frost, 3 graying earth, 4 caught by frost, 5 hardened grass, 6 covered with rare snow, 7 like salt.8

1, 2 - commas highlight a separate circumstance, expressed by the adverbial phrase GOING OUT INTO THE YARD,

3, 5 - commas separate homogeneous complements,

4, 5 - a comma identifies a separate definition, expressed by the participial phrase PICKED UP BY FROST, after the word being defined, EARTH,

6, 7 - a comma identifies a separate definition, expressed by the participial phrase COVERED WITH RARE SNOW, after the word being defined GRASS,

7 - a comma highlights a comparative phrase with the conjunction LIKE,

8 is a sign of completion in a simple narrative sentence.

Example 7.

Poetry -1 is the heart of literature,2 the highest concentration of all the best3 that exists in the world and in man.4

1 - a dash separates the subject and predicate, expressed by a noun in the Nominal case,

2 - a comma separates homogeneous predicates,

3 - comma separates subordinate clause complex sentence from the main one,

4 is a sign of completion in a simple declarative sentence.

Explanation: there is no comma between homogeneous terms connected by a single conjunction I.

Example 8.

The beauty of the land disturbed Sergei’s heart,1 reminded him of past days,2 so vividly imprinted in his memory.3

1 - a comma in the middle of a simple sentence separates homogeneous predicates,

2 - a comma highlights a separate definition, expressed by the participial phrase SO BRIGHTLY IMPRINTED IN THE MEMORY, after the word being defined DAYS,

3 - a period completes a declarative sentence.

Example 9.

The trees ended at the level of the fifth floor,1 from the balcony only the finely curly tops of two ash trees were visible,2 and the ground beneath them was barely visible.3

1 - a comma in the middle separates parts of a complex sentence (non-conjunction connection),

2 - a comma separates parts of a complex sentence (coordinating connection),

3 - a period completes a declarative complex sentence.

Example 10.

There was such silence in the forest1 that the chirping of tits2 jumping on the branches3 seemed unusually loud.4

1 - a comma in the middle separates parts of a complex sentence (subordinate connection),

2 and 3 - paired commas highlight a separate definition in the subordinate part of a complex sentence, expressed by the participial phrase JUMPING ON THE BRANCHES, after the word being defined, TITS,

4 - a period completes a declarative complex sentence.

Some sentences may contain several punctuation marks, and in this case you need to decide in what sequence to do the punctuation analysis. It is logical to go from the end to those punctuation marks that are inside the sentence. But a sequential approach is also possible - according to the order of the signs.

Literature

1. Bednarskaya L.D. Classification of spelling and punctuation errors made by students in written works / Russian language at school. - 2008. - No. 8.

2. Blinov G.I. Punctuation analysis / Russian at school. - 1985. - No. 3.

3. Nikerov A.I. About complete punctuation analysis in Russian language lessons / Russian language at school. - 1989. - No. 6.