COMPOSITE SENTENCE THEORY: THE PROBLEM OF SYNDETIC AND ASYNDETIC TYPES OF COMPOSITE SENTENCES
Keywords:
Grammar problemsAbstract
This article explores the theory of composite sentences, which integrate features of compound and complex sentences, creating nuanced and layered syntactic structures. It delves into the distinction between syndetic constructions (linked by explicit conjunctions) and asyndetic constructions (connected implicitly or via punctuation), highlighting their respective roles in clarity, style, and interpretation. Through examples from storytelling, academic writing, journalism, and everyday communication, the article demonstrates the practical applications of composite sentences. Key challenges, such as ambiguity in asyndesis and the balance between elegance and clarity, are addressed, alongside linguistic and cultural differences in usage. The piece concludes by emphasizing the importance of composite sentence theory in linguistic studies, writing, and AI applications, asserting its relevance in understanding the complexities of human communication.
References
1. Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press.
2. Crystal, D. (2008). A Dictionary of Linguistics and Phonetics (6th ed.). Blackwell Publishing.
3. Halliday, M. A. K., & Matthiessen, C. (2014). Halliday's Introduction to Functional Grammar (4th ed.). Routledge.
4. Leech, G., Deuchar, M., & Hoogenraad, R. (2006). English Grammar for Today: A New Introduction (2nd ed.). Palgrave Macmillan.
5. Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A Comprehensive Grammar of the English Language. Longman.
6. Sweet, H. (1892). A New English Grammar, Logical and Historical. Clarendon Press.
7. Thompson, S. A., & Longacre, R. E. (1985). Clause Combining in Discourse and Syntax. Language Sciences, 7(1), 75–105.
8. Khusanova, M. (2023). HISTORY OF USING TESTS IN MONITORING THE LEVEL OF QUALIFICATION. Science and innovation, 2(B7), 17-21
9. Mahira, K. (2024). METHODOLOGICAL PROBLEMS FOR A FOREIGN LANGUAGE TEACHER: MONITORING AND ASSESSING SKILLS. Multidisciplinary and Multidimensional Journal, 3(10), 10-15.
10. Mahira, K. (2024). TEACHER ASSESSMENT: HISTORICAL DEVELOPMENT AND RESEARCH. INTERNATIONAL JOURNAL OF EUROPEAN RESEARCH OUTPUT, 3(11), 45-49.
11. Xolmurodova, S., & Khusanova, M. (2023). TEACHING WRITING IN ENGLISH. Научный Фокус, 1(1), 1173-1175. 12. Iroda, B., & Mohira, H. (2023). EFFECTIVE PRONOUNICIATION TEACHING IN ENGLISH LANGUAGE. O'ZBEKISTONDA FANLARARO INNOVATSIYALAR VA ILMIY TADQIQOTLAR JURNALI, 2(19), 700-703.
13. No, P. Didactic Conditions for the Formation of Discussion Competence among Students. 14. Mokhira, K. (2023). HOLISTIC SCORING AS A GRADING METHOD. International Journal of Contemporary Scientific and Technical Research, 493-495.
15. Mokhira, K. (2023). THE IMPORTANCE OF DIFFERENT SUB– SKILLS THAT ARE INVOLVED IN PARTICIPATING IN A GROUP DISCUSSION. International Journal of Contemporary Scientific and Technical Research, 496-499.
16. Qizi, K. M. S. (2022). Learning new content material through cooperative group discussions.