1. All simple sentencesAccording to the presence of members, the proposals are divided into two types: complete and incomplete.

• Sentences in which no members are omitted - full: The sun was sinking towards the west.

• Incomplete sentences are sentences in which the necessary member of the sentence is missing - main or secondary: Do you want to eat? - Will!(the meaning of the second sentence without the previous phrase is not clear).

Signs of an incomplete offer:

• the missing member of the sentence is easily restored, thanks to the previous sentences (by context) or the general situation of speech;

• an incomplete sentence is always a variant of a complete sentence;

• the omission of a sentence member is necessarily confirmed by the presence in it of words dependent on this member, as well as by the context or situation of speech.

2. Complete and incomplete sentences often confused with two-part and one-part sentences.

But the latter belong to a different classification simple sentences- by the nature of the grammatical basis.

• Bipartite Sentences are sentences that have both a subject and a predicate: dissuaded by the grove golden birch cheerful language.

• One-piece sentences are sentences in which there is only one main member(or subject or predicate), and the second is not needed to understand the meaning of the sentence: Late autumn. In the yards tourniquet dry leaves.

3. How to distinguish complete and incomplete sentences from two-part and one-part sentences?

Reasoning pattern (on the example of a sentence in bold) :

— Do you feel pain now?

- now very small...

1. Let's find out: the sentence " Now very small... » — complete orincomplete?

The reader understands from the context that in the sentence "Now a very small...»

• missing words feel and pain;
• besides, there is a word small, which can only refer to the word pain;
• these missing words can be restored full version suggestions: Now I feel very little pain...;
• Finally, it is not in vain that the previous sentence is given "Do you feel pain now?", we take information from it to restore the missing members of the sentence.
  

Thus, the proposal Now very small... ”, indeed, incomplete, because this is a sentence that omits the necessary members of the sentence, which are easily restored, thanks to the previous sentence (“Do you feel pain now?”).

2. Find out: this proposal " Now very small...» — two-part orone-part?

Need to find grammatical basis(if there is both a subject and a predicate, then the sentence is two-part; if there is either only a subject or only a predicate, then the sentence is one-part).

• It should be remembered that when parsing by members of a sentence take into account not only those words that are available, but also those that are implied and necessary to understand the meaning of the sentence.

Yes, we have an offer Now very small...", but should consider its full version "Now I feel very little pain...".

• It has a predicate feel(verb of the 1st person of the indicative mood);

• the subject is absent, it is restored only in meaning - by selecting the right pronoun for the given verb-predicate: I feel(pronoun of the 1st person). There are no signs of an incomplete sentence here (see the paragraph “Signs of an incomplete sentence” above).

We conclude that the proposal Now very small..." single-component, because it has only the predicate.

3. General conclusion: sentence " Now very small...» incomplete, one-component.

Additionally on Guenon:

1. The concept of an incomplete sentence.

2. Types of incomplete sentences.

3. Incomplete sentences in dialogic speech.

4. Elliptical sentences.

5. Use of incomplete and elliptical sentences.

In Russian, taking into account the structure of the sentence, incomplete sentences.

Incomplete is called a sentence characterized by incomplete grammatical structure. Those or other members formally organizing it (main or secondary) without naming are clear from the context or speech situation.

The functioning of incomplete sentences is associated with the patterns of text construction.

For example, in a sentence: This juice is needed for linden, that for lily of the valley, that for pine, and that for ferns or wild raspberries. (Kuprin).

Only the 1st part is characterized by the completeness of the grammatical structure, and all the rest are incomplete, the omission of the main members in them is contracted - due to the context, i.e. their presence in the 1st part of the sentence.

The incompleteness of the grammatical structure of these sentences is manifested in the use of words in the function of dependent members: the form of definition that(m. r., singular h., I. p.) is due to the form of the unnamed juice, addendum form lily of the valley, pine, fern, raspberry(D. p.) - unnamed control predicate needed.

Thus, despite their absence, these members participate in the formation of incomplete sentences. The incompleteness of the grammatical structure of such sentences does not prevent them from serving the purposes of communication, because the omission of certain members does not violate the semantic completeness and definiteness of these sentences.

Incomplete sentences in their structure are of the same types as complete sentences. They can be common and non-common, two-part and, as some linguists believe, one-part. But we take as a basis the point of view of linguists who believe that all one-part sentences are complete.

One-composition and incompleteness of the sentence is completely different concepts. Incomplete sentences have missing members in their structure, one-part sentences do not have any one main member at all. In incomplete terms, missing members are usually restored. This can't be done in one piece. In addition, in incomplete sentences, not only main members, but also secondary ones can be omitted. Several members can be omitted at once, for example:

1) Here roads first time divided:

2) one went up the river,

3) another - somewhere right. (The 3rd sentence is incomplete, the subject and predicate are missing.)

Incomplete sentences are divided into contextual and situational.

contextual incomplete sentences with unnamed members of the sentence that were mentioned in the context are called: in the nearest sentences or in the same sentence if it is complex.

Ex: On one side of the breakthrough, arms folded, in a women's crimson beret - a figurant with blue eyes and a small black mustache over thin, serpentine lips curved into a Mephistopheles smile. On the other stood the chief, and everyone knew that the chief was now standing for the truth and would not hesitate for a single minute (Prishvin).

Predicate omitted in 1 sentence stood(in sentence 2 it is present), and in sentence 2 - part of the circumstance side(in 1 sentence, the same type of circumstance is given completely on one side).

situational incomplete sentences with unnamed members are called, which are clear from the situation, prompted by the situation.

For example: sentence Goes! is complemented by the subject subject, depending on the situation of speech (train, teacher, bus, etc.)

-Vania! - faintly came from the stage.

-give yellow(the speech situation suggests that yellow light is meant).

- I - in a shop - I need flour and salt. No need for flour, no need for salt,” he said, “it’s damp and slushy in the yard.

- I put on rubber, said the young woman(meaning boots).

It should be noted that the division of sentences into situational and contextual is to a certain extent conditional, since the word context often denotes the situation of speech. Besides, in writing situational sentences acquire some properties of contextual sentences, since the situation of speech is described, receives a verbal expression, for example:

-How cute! - said Countess Marya, looking at the child and playing with him (L. Tolstoy)

Depending on the type of speech, incomplete dialogic and monologue sentences which can be both oral and written.

Dialogic incomplete sentences are interconnected replicas of the dialogue (dialogical unity).

For example:

- Go to the dressing.

-Will kill...

-Crawling…

- You won't be saved.

In the replica of the dialogue, as a rule, those members of the sentence are used that add something new to the message and the members of the sentence already mentioned by the speaker are not repeated.

In monologue speech, incomplete sentences can be distinguished, taking into account the level differences in syntactic units:

a) incomplete sentences in which part of a complex form of a word or part of a whole phrase that makes up one member of the sentence is not repeated, for example:

I decided to take up catching songbirds; it seemed to me that it would feed well: I I will catch, a grandma sell(M. Gorky).

b) incomplete sentences that are part of complex sentences of various types, for example:

Youth is rich in hopes, and old age is rich in experience.

Elliptical self-used sentences of a special type are called, the specific structure of which is the absence verbal predicate, not mentioned in the context, i.e. semantically not necessary for the transmission of this message. The predicate that is missing and does not need to be restored, however, participates in the formation of the structure of these sentences, because they contain secondary members of the predicate. In this respect, elliptical sentences are close to incomplete ones.

It should be noted that these sentences do not need a context or a situation in order to represent an action or state. It is expressed by the whole construction as a whole, the purpose of which is to inform about the place, time, method, characterizing the action or state, or to point to the object of the action.

PR: Behind the house is a garden bathed in the sun.

Wide native expanses. In the bowels of coal, gold and copper.

The lexical limitation of the missing verb-predicates is manifested in the uniformity of the construction of elliptic sentences: the members that make them up are not numerous.

Secondary members in them are either circumstances of place and less often time or reasons.

Eg: Everywhere the steppe; At five o'clock check.

or an addition with the value of the replacement item:

Ex: Silence instead of an answer.

Elliptical sentences are sometimes referred to as incomplete. However, some linguists consider such sentences to be incomplete only in historical terms and do not classify them as incomplete in modern Russian (Gvozdev A.N.)

Such sentences really cannot qualify as incomplete, because their incompleteness is a structural norm. These are typed constructions that do not need to restore any members of the sentence, they are quite complete (even out of context) in terms of their communicative task.

Incomplete and elliptical sentences are used mainly in the field of conversational styles. They are widely used as a sign of colloquialism in fiction or when passing dialogue, and in descriptions. Different types of incomplete and elliptical sentences also have a specific stylistic fixation.

For example, the dialogue is dominated by incomplete situational and elliptical sentences with an object distributor:

They began to mend justice: someone by the hair, someone by the ears (G.).

Descriptions tend to be more elliptical sentences. Especially typical for remarks of dramatic works. One can give an example of how Gorky builds a description-remark: the description contains brief description action environment:

Ex: In the left corner there is a large Russian stove, in the left - stone wall - the door to the kitchen, where Kvashnya, Baron, Nastya live ... Everywhere along the walls there are couples. In the middle of the rooming house there is a large table, two benches, a stool, everything is unpainted and dirty.

Some types of contextual incomplete sentences can be reproduced in scientific speech as well. different types incomplete and elliptical sentences as a living fact colloquial speech in last years are widely used in newspaper language. These designs provide rich material for developing the structure of headings, numerous ellipses here are already a kind of standard. The language of the newspaper strives for dynamism, catchiness. Ex: (examples from newspaper headlines) Scientists - Motherland.

Peace - Earth.

Radio - for schoolchildren.

test questions

1. What sentences are called incomplete?

By structure and meaning, complete and incomplete sentences are distinguished.

Complete sentences have all the main and secondary members necessary for the completeness of the structure and the completeness of the expression of meaning (Christia lit a small night lamp and placed it on the trumpet (P. Mirny)).

Such two-part or one-part sentences are called incomplete, in which one or more members (main or secondary) are missing, which are clear from the context or situation. The incompleteness of the structure and content of such sentences does not prevent them from acting as a means of communication, so the omission of certain members does not violate their semantic completeness. Most often, incomplete sentences with a missing predicate are used in speech (Cranes fly into the green Zhuravnoe, and swans [fly] into Lebedin (P. Voronko)).

Incomplete sentences in their structure are divided into the same types as complete sentences. They can also be distributed or non-circulated, two-part or one-part. It should be borne in mind that a two-fold sentence with an omitted subject or predicate remains two-part, although only one main member is pronounced and written.

The missing member of an incomplete sentence can be reproduced: 1) from the previous sentence or from part of the same complex sentence(A lie stands on one leg, and the truth [stands] on two [legs] (Nar. TV)), 2) from the next sentence (Yes, with gestures [I will say]. But it’s impossible to say), 3) by the content of the most incomplete sentence , i.e. the missing member is indicated by words that are syntactically dependent on it (Not for service, but for friendship [help]) 4) from the speech situation: all participants in the conversation know what it is about, so this or that word can be released (To the library [you go ]?).

Omitting members of a sentence is an extremely important way to save language resources, it allows you to briefly and quickly lay out information. Therefore, incomplete sentences are widely represented in colloquial speech and in works of art, primarily in dialogues and polylogue. Indeed, when alternating questions and answers, the replicas form a single whole in which there is no need to repeat what has already been said.

In incomplete sentences, in the place of the missing member (most often the predicate), if there is a pause, a dash is put (A full ear bends, and an empty one sticks up (Nar. TV)).

A dash is not put if there is no need for a special pause underlining (Do not let the hare take care of the carrots, and foxes guard the hens (Nar. TV)).

Studying the Russian language course (grades 5-9) according to stable textbooks. (Baranov M.T., Ladyzhenskaya T.A., Kulibaba I.I.)

Focused on a mass secondary school, requires 5 cells. 7 h / week, in 6 cells. - 6 h / week, in 7 cells. - 4 hours / week, in 8 cells. - 3 hours / week, in 9 cells. - 2 hours/week Used by approximately 86% of schools.

Fluency in the native Russian language is the strategic goal of the course, the achievement of which is determined by the successful solution of tasks related to the implementation of special goals (formation of the language, communicative and linguistic competence of students, as well as general subject tasks: educating students, developing their logical thinking, learning the ability to independently replenish knowledge, the formation of general educational skills - working with a book, reference literature, improving reading skills, etc.).

Studying the Russian language course on parallel complexes. Educational complex edited by Babaitseva V.A.

Focused on a mass secondary school, requires 5 cells. 7 h / week, in 6 cells. - 6 h / week, in 7 cells. - 4 hours / week, in 8 cells. - 3 hours / week, in 9 cells. - 2 hours/week Used by about 20% of schools.

The purpose of the course is to study the Russian language and teach coherent speech. Main tasks: studying the basics of the science of language, developing students' speech, developing spelling and punctuation skills. Some changes have been made to the conceptual and terminological system (for example, the term "morphemic" has been introduced), which is due to the strengthening of the practical orientation of teaching the Russian language. The program and educational complex are based on the concentric principle of material presentation.

Studying the Russian language course on parallel complexes. Educational complex edited by Razumovskaya M.M.

Focused on a mass secondary school, requires 5 cells. 7 h / week, in 6 cells. - 6 h / week, in 7 cells. - 4 hours / week, in 8 cells. - 3 hours / week, in 9 cells. - 2 hours/week Used by about 3% of schools.

Designed to provide language development students, their mastery of speech activity. The speech orientation has been strengthened on the basis of expanding the conceptual base of teaching coherent speech, as well as on the basis of strengthening the functional-semantic aspect in the study of facts and phenomena of the language. Course structure: 5 cells. - transitional from initial stage training to the main; 6-7 cells have a morphological and spelling orientation, although they are included in the content of training introductory course syntax and punctuation, phonetics and orthoepy, vocabulary and word formation; in 8-9 cells. the development of a systematic course of syntax and the corresponding rules of punctuation is provided.

Russian language program for high school. Ed. Panova M.V.

Designed for schools and classrooms with in-depth study Russian language, gymnasiums and lyceums humanitarian profile. Used by about 3% of schools. The study of the Russian language is based on a systematic approach.

The main stages in the history of the creation of programs.

Stable Russian language textbooks began to be created after the Decree of the Central Committee of the All-Union Communist Party of Bolsheviks of February 13, 1933 "On Textbooks for Primary and Secondary Schools." Until that time, according to the theory of the "withering away of the textbook," manuals that did not contain a systematic presentation of theoretical information were widely used in school practice. These are the so-called mobile, "loose" textbooks, made up of individual tasks, "notebooks", brochures, issues, etc. The very word "textbook" was at that time replaced by the name "workbook".

After this decree, starting from 1933, the following stable textbooks were created:

Shapiro A.B. Grammar. - Ch. I and II. The textbook went through 11 editions and was published from 1933 to 1936.

Barkhudarov S.G., Dosycheva E.I. Grammar of Russian language. - Part I and P. Since 1944, the textbook was published under the editorship of Academician L.V. Shcherba (without specifying the authors). The book went through 14 editions and was published from 1938 to 1952.

Barkhudarov S.G., Kryuchkov S.E. Russian language textbook. - Ch. I and II.

The textbook was published since 1954 and was valid: Part I - until 1969, Part II - until 1970.

Since 1970, the school course of the Russian language has been presented in the following textbooks for grades V-IX:

Ladyzhenskaya T.A., Baranov M.T., Trostentsova L.A., Grigoryan L.T., Kulibaba I.I. Russian language. Grade 5 / Scientific. editor N.M. Shansky. (as well as 6 and 7)

Barkhudarov S.G., Kryuchkov S.E., Maksimov L.Yu., Cheshko L.A. Russian language. 8th grade.

Barkhudarov S.G., Kryuchkov S.E., Maksimov L.Yu., Cheshko L.A. Russian language. Grade 9

Currently, along with those mentioned in the general education school, two more are used training kit recommended by the Ministry of Education of the Russian Federation.

1. Razumovskaya M.M., Lvova S.I., Bogdanova G.A., Kapinos V.I. and others. Russian language. From 5th to 8th grade / Ed. M.M. Razumovskaya, P.A. Lekant.

2. Babaitseva V.V., Chesnokova L.D. Russian language: Theory. 5-9 grades.

Russian language: Practice. Grade 5: Collection of tasks and exercises / Comp. A.Yu.Kupalova; Scientific editor V.V. Babaitsev.

Russian language: Practice. Grades 6-7: Collection of tasks and exercises / Comp. G.K. Lidman-Orlova, S.N. Pimenova; Scientific editor V.V. Babaitseva.

Russian language: Practice. Grades 8-9: Collection of tasks and exercises / Comp. Yu.S. Pichugov; Scientific editor. V. V. Babaitseva.

Nikitina E.I. Russian speech. 5-7 grades and 8-9 grades / Scientific. editor V.V. Babaitsev.

In high school (X-XI) for generalization and repetition educational material Recommended textbooks:

Vlasenkov A.I., Rybchenkova L.M. Russian language: Grammar. Text. Speech styles. 10-11 grades.

Grekov V.F., Cheshko L.A. A manual on the Russian language in high school.

Created and used in school practice study guides designed for in-depth study of the Russian language and self-education. For example:

Babaitseva V.V. Russian language: Theory. 5-11 grades. For educational institutions with in-depth study of the Russian language.

Maksimov L.Yu., Cheshko L.A. Russian language. 10-11 grades. For evening schools and self-education.

AS A LEADING LEARNING TOOL

A school textbook is a special book that sets out the basics of scientific knowledge in the Russian language and is designed to achieve educational goals. The main functions of the textbook are: informational, transformational, systematizing and educational.

The textbook provides knowledge (information function), presented in the form of a specific system (systematizing function) and serving to form the relevant general educational and special skills (transformational function). At the same time, all the materials of the textbook are aimed at educating students in the ability to independently and correctly assess the facts of reality, to work creatively and proactively in their subsequent working life (educational function).

The textbook and the program have common system concepts, facts, the general sequence of their study. But in the textbook, unlike the program, an interpretation is given linguistic phenomena, the content of the concepts being studied is specified, exercises are included to consolidate knowledge, the formation of language, spelling and speech skills. The textbook determines the amount of information about the concepts being studied, and contributes to the formation of the necessary ways of activity in schoolchildren. It contains a description language concepts, facts and phenomena, includes a sufficient number of various interesting and meaningful exercises, arranged in a certain, methodically justified sequence, promotes the development of schoolchildren, the formation of a materialistic worldview in them, and the upbringing of high moral qualities.

As a rule, a textbook includes the following structural components: theoretical information about the language in the form of texts and non-textual components; apparatus for organizing work (questions, tasks); illustrative material and orientation apparatus (indexes, table of contents, headings, etc.).

Texts about the language form the main content of textbooks on the Russian language. They are divided into basic and additional. The main texts describe the facts and phenomena of language and speech, give definitions of concepts, list their main features, draw conclusions and generalizations, offer tasks and exercises on the basis of which a system of skills and abilities is formed, rules are derived, etc. Additional texts provide reference materials, notes, explanations, reasoning patterns (or ways to apply the rules), and so on.

The apparatus for organizing work includes, first of all, those questions and tasks that organize students' observations of the facts and phenomena of the language, contribute to the systematization and generalization of what has been learned, and guide the activities of students in the process of developing their skills and abilities.

Illustrative material (drawings, diagrams, tables, graphic symbols, etc.) contributes to a deeper understanding of the phenomena being studied, therefore it is closely connected with the main educational text, visually represents what it says, supplements, concretizes it, and in in some cases fills in the material missing in the text.

The orientation apparatus (indexes, headings, table of contents) helps students understand the internal structure of the textbook, gives an idea of ​​the content and structure of the educational material, allows you to navigate the content of the textbook as a whole, quickly find the necessary information, etc.

The textbook is designed for both students and teachers. For the student, it is a source of information, a reference tool, a means of mastering skills. For the teacher, this is the source of the methodological system. With the help of a textbook, he determines the methods of working with schoolchildren at different stages of mastering the material.

incomplete sentence

A sentence characterized by incompleteness of the grammatical structure or incompleteness of the composition, due to the fact that it lacks one or more members (main or minor), clear from the context or from the situation.

Contextually incomplete sentence. An incomplete sentence that lacks a member named in the preceding text;

this is usually observed in the second part of a complex sentence and in the connecting construction. The truth remains the truth, but the rumor itself remains a rumor(Tvardovsky) (no verbal link in the second part of the compound sentence). The three of us began to talk, as if we had known each other for centuries.(Pushkin) (there is no subject in the postpositive subordinate clause). Patients lay on the balconies, some no longer in bags, but under blankets (Fedin) (there is no predicate in the second part of the non-union complex sentence). You probably know about our work? And about me?(B. Polevoy) (subject and predicate are missing in the connecting construction).

Situationally incomplete sentence. An incomplete sentence in which a member is not named, clear from the situation. I will wear this blue (Fedin) (the setting shows that we are talking about a dress). cf. See also the sentence Here comes, uttered by someone waiting at the station at the sight of an approaching train.

Elliptical proposal. An incomplete sentence in which the absence of a verb-predicate is the norm. To understand such a sentence, there is no need either in the context or in the situation, since the completeness of the content is sufficiently expressed by the proper lexical and grammatical means of this sentence. On the table - a stack of books and even some kind of flower in a half-bottle of cream(A. N. Tolstoy). In the corner is an old leather sofa(Simonov). Terkin - further, the author - after(Twardowski). To the barrier!(Chekhov), Happy sailing! Happy New Year!

Dialogic incomplete sentences. Sentences-replicas (sentences-questions, sentences-answers, sentences-statements), closely related contextually and situationally, serving in their structure as a continuation of one another, supplemented by extra-verbal means (gestures, facial expressions, plastic movements), which makes them a special type incomplete offers. They may not have any members of the sentence at all, and the response can be represented by some particle or interjection. - You have changed a lot. - Is it? Or: -Well, how? -Brrr! The norm of question-answer sentences of dialogic speech is the incompleteness of their composition. (Neschastvitsev:) Where and from where? (Schastlivtsev:) From Vologda to Kerch, sir... And you, sir? (Neschastvitsev:) From Kerch to Vologda(A. Ostrovsky).

Dictionary-reference linguistic terms. Ed. 2nd. - M.: Enlightenment. Rosenthal D. E., Telenkova M. A.. 1976 .

See what an "incomplete sentence" is in other dictionaries:

A sentence (in a language) is the minimum unit of human speech, which is a grammatically organized combination of words (or a word) that has semantic and intonational completeness. ("Modern Russian language" Valgina N. S.) ... Wikipedia

incomplete sentence, -i stationary- In syntactic style: a cliched incomplete sentence, regularly reproduced in familiar situations. What's wrong with you? Goodnight. Happy New Year! … Educational dictionary of stylistic terms

This term has other meanings, see Proposal. A sentence (in a language) is the smallest unit of a language, which is a grammatically organized compound of words (or a word) that has semantic and intonational ... ... Wikipedia

PRODUCT OFFER- offer (offer) statement of the seller about the desire to sell goods, services on certain conditions, is made in writing, which also means messages by telegraph, teletype, telefax. In the text P.t. must contain all the main ... ... Foreign economic explanatory dictionary

OFFER, COUNTER- the response of a potential buyer to the received offer from the seller, containing incomplete agreement with the proposed conditions and one or more new, amended conditions for concluding a transaction ... Big Economic Dictionary

A sentence that has all the members necessary to understand it out of context and speech situation (cp.: incomplete sentence) ...

See incomplete sentence... Dictionary of linguistic terms

§ 238 TYPES OF OFFERS- A simple sentence is a syntactic unit formed by one syntactic connection between the subject and the predicate or one main member. A two-part sentence is a simple sentence with the subject and predicate as necessary ... ... Russian spelling rules

Aya, oh; lon, luna, lono. 1. Busy than l. not to the top, not to the brim. Incomplete cart. Incomplete bucket. □ [Baron:] Happy day! I can today In the sixth chest (the chest is still incomplete) Pour a handful of accumulated gold. Pushkin, The Miserly Knight. 2.… … Small Academic Dictionary

The conditions under which the act of speech is carried out that affect the utterance (cf. situationally incomplete sentence, dialogic incomplete sentences in the article incomplete sentence) ... Dictionary of linguistic terms

Books

• Russian language. 8th grade. Control work of the test form. Workshop. GEF, S. V. Antonova, T. I. Gulyakova. Presented in the manual test papers drawn up in accordance with the state educational standard, programs for general education schools, lyceums, gymnasiums. Edition…
• Russian language. 8th grade. Control work of the test form. Workshop for students. GEF, Antonova Svetlana Vasilievna, Gulyakova Tatyana Ivanovna. The test papers presented in the manual are compiled in accordance with the state educational standard, programs for secondary schools, lyceums, and gymnasiums. Edition…

The difference between an incomplete sentence and one-part sentences is described in detail. The definition of elliptic sentences is given. The conditions for setting a dash in an incomplete sentence are listed. An exercise on a topic followed by a check.

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OK Incomplete sentences are sentences in which a sentence member is missing, which is necessary for the completeness of the structure and meaning of this sentence, which is easy to restore from the previous context or from the situation

The omitted members of the sentence can be restored by the participants of communication from the knowledge of the situation referred to in the sentence. For example, if at the bus stop one of the passengers, looking at the road, says: “Coming! ", the rest of the passengers will easily restore the missing subject: The bus is coming.

Missing sentence members can be restored from the previous context. Such contextually incomplete sentences are very common in dialogues. For example: - Is your company assigned to the forest tomorrow? asked Prince Poltoratsky. - My. (L. Tolstoy). Poltoratsky's reply is an incomplete sentence in which the subject, predicate, circumstance of place and circumstance of time are omitted (cf .: My company is assigned to the forest tomorrow).

OK Out of the situation. On the bus stop: -Going? (Is the bus coming?) From the previous context. -What is your name? -Sasha. (My name is Sasha.)

Incomplete constructions are common in complex sentences: Everything is obedient to me, but I am nothing (Pushkin). The second part of the complex unionless proposal(I - to nothing) is an incomplete sentence in which the predicate is omitted (cf .: I am not obedient to anything).

Note! Incomplete sentences and one-part sentences are different phenomena. AT one-part sentences one of the main members of the sentence is missing, the meaning of the sentence is clear to us even without this member. Moreover, the structure of the sentence itself (the absence of a subject or predicate, the form of a single main member) has a certain meaning. For example, the form plural The verb-predicate in an indefinitely personal sentence conveys the following content: the subject of the action is unknown (They knocked on the door), it is not important (He was wounded near Kursk) or is hiding (I was told a lot about you yesterday). In an incomplete sentence, any member of the sentence (one or more) can be omitted. If we consider such a sentence out of context or situation, then its meaning will remain incomprehensible to us (cf. out of context: Mine; I mean nothing).

OK incomplete one-piece 1. One of the main PE is missing 1. Any PE may be missing 2. The meaning of the sentence is clear even without the missing PE 2. Out of context and situation, the meaning of such a sentence is not clear.

In Russian there is one kind of incomplete sentences in which the missing member is not restored and is not prompted by the situation, the previous context. Moreover, the "missing" members are not required to reveal the meaning of the sentence. Such sentences are understandable even out of context, situations: Behind the back is a forest. To the right and to the left are swamps (Peskov). These are the so-called "elliptic sentences". They usually have a subject and a minor member - a circumstance or addition. The predicate is missing, and we often cannot tell which predicate is missing. Wed: Behind the back is / located / a forest is visible. And yet, most scientists consider such sentences to be structurally incomplete, since the secondary member of the sentence (adverb or object) refers to the predicate, and the predicate is not represented in the sentence.

OK Elliptic sentences This is a kind of incomplete sentences in which the missing member is not restored and is not prompted by the situation, the previous context. Moreover, the "missing" members are not required to reveal the meaning of the sentence. Such sentences are understandable even out of context, situations: Behind the back is a forest. Right and left - swamps

OK Pay attention! Elliptic incomplete sentences should be distinguished: a) from one-part denominatives (Forest) and b) from two-part ones - with a compound nominal predicate, a pronounced indirect case of a noun or an adverb with a zero connective (All trees in silver). To distinguish between these constructions, it is necessary to take into account the following: 1) one-part denominative sentences cannot contain circumstances, since the circumstance is always associated with the predicate. Among minor members in nominal sentences the most typical are coordinated and inconsistent definitions. spring forest; Entrance to the hall; 2) The nominal part of the compound nominal predicate- a noun or adverb in a two-part full sentence indicates a sign-state. Compare: All trees are in silver. All trees are silver.

OK Punctuation marks in an incomplete sentence The omission of a member within a sentence in oral speech can be marked by a pause, in place of which a dash is put in the letter: Behind the back is a forest. To the right and to the left - swamps (Peskov); Everything is obedient to me, but I am nothing (Pushkin).

OK Most regularly, a dash is placed in the following cases: in an elliptical sentence containing a subject and a circumstance of a place, an addition, - only if there is a pause in oral speech: Outside the night window - fog (Block); in an elliptical sentence - with parallelism (uniformity of sentence members, word order, forms of expression, etc.) of structures or their parts: Here - ravines, further - steppes, even further - desert (Fedin);

in incomplete sentences built according to the scheme: nouns in the accusative and dative cases (with the omission of the subject and predicate) with a clear intonational division of the sentence into parts: For skiers - a good ski track; Youth - jobs; Young families - benefits; in an incomplete sentence that is part of a complex sentence, when the missing member (usually a predicate) is restored from the previous part of the phrase - only if there is a pause:

Fill in the missing dashes in the sentences. Justify the punctuation marks. Yermolai fired, as always, victoriously; I'm pretty bad. Our job is to obey, not to criticize. The land below seemed like a sea, and the mountains like huge, petrified waves. The task of the artist is to resist suffering with all his strength, with all his talent. I love the sky, grass, horses, most of all the sea.

Let's check 1. Yermolai fired, as always, victoriously; i - pretty bad (incomplete sentence, predicate omitted; parallelism of constructions). 2. Our job is to obey, not to criticize (subject - noun in I. p., predicate - infinitive, zero connective). 3. The land below seemed like a sea, and the mountains like huge, petrified waves (incomplete sentence, omitted SIS link; parallelism of constructions). 4. The artist's job is to resist suffering with all his strength, with all his talent (subject - noun in I. p., predicate - infinitive, zero connective). 5. I love the sky, grass, horses, most of all - the sea (the second part of a complex non-union sentence is an incomplete sentence with an omitted predicate I love).

6. When I was walking to the tram, on the way I tried to remember the girl's face. 7. Through the black huge branches of larch silver stars. 8. He won’t get up soon, and will he even get up at all? 9. The river turned blue and the sky turned blue. 10. And the color of these fields changes endlessly during the day: one in the morning, another in the evening, a third at noon.

Let's check 6. When I was walking to the tram, on the way I tried to remember the girl's face (the main part complex sentence- an incomplete sentence with the subject omitted). 7. Through the black huge branches of larches - silver stars (an incomplete sentence with an omitted predicate is visible). 8. He won’t get up soon, and will he even get up at all? (the second part of the compound sentence is an incomplete sentence with the subject omitted he; there is no pause, so there is no dash). 9. The rivulet turned blue, and the sky turned blue (in the second sentence, the link became omitted; parallelism in the constructions of complete and incomplete sentences). 10. And the color of these fields changes endlessly throughout the day: in the morning - one, in the evening - another, at noon - the third (in a complex sentence, the second, third and fourth parts are incomplete, elliptical (subject and adverb of time); the part of the subject is also omitted - color; parallelism of constructions of incomplete sentences).

11. Who is looking for something, and the mother is always affectionate. 12. A tree is precious by its fruits, but a man by his deeds. 13. In big people I love modesty, and in small people I like my own dignity. 14. The business of the bakery was going very well, personally mine is getting worse. 15. Turkin further. Author following.

Let's check 11. Who is looking for something, and the mother is always affectionate (in the second part of the complex sentence, the predicate is looking for is omitted). 12. A tree is expensive with fruits, and a person with deeds (the second part of the complex sentence is incomplete, the predicate is omitted; the parallelism of the constructions of complete and incomplete sentences). 13. In big people I love modesty, and in small people I love my own dignity (the second part of the complex sentence is incomplete; the predicate I love and the addition in people are omitted; the parallelism of constructions of full and incomplete sentences). 14. The affairs of the bakery were going very well, personally mine was getting worse (the second part of the complex sentence is incomplete; the subject of the case and the predicate were omitted; the parallelism of the constructions of the complete and incomplete sentences). 15. Terkin - further. The author follows (incomplete elliptical sentences consisting of subjects and circumstances; in oral speech there is a pause between the circumstance and the subject, in writing there is a dash).