When classifying simple sentence, in addition to dividing into one and two-part, great importance have distinctions between complete and incomplete. In the works of linguists this issue is resolved in different ways. So, for example, representatives of the logical direction took the scheme as a model of a Russian sentence logical judgment. The subject is a predicate, i.e. the subject of thought and what is said about the subject of thought. Any Russian offer was pulled under this scheme, in addition, the presence of a ligament was assumed; some scientists considered it an independent member. The absence of a connective in the present tense form testified to the incompleteness of the sentence, and any sentence deviating from the subject - connective - subject scheme testified to the incompleteness. This approach is criticized by V.V. Vinogradova. Under the term "incomplete" Shakhmatov combined sentences that were structurally different, some of which were missing any members, and this omission was confirmed by the action of the context; other sentences fully expressed the meaning contained in them and they did not need to restore any members. A.M. Peshkovsky based the definition of incomplete sentences on comparison with complete sentences and the mandatory restoration of missing members. Criteria for incomplete proposals:
- omission of any member;
Violation of syntactic connections and syntactic relations;
The presence of dependent word forms in a sentence;
Restoration of the missing member;
Not full offer - a sentence in which any member or group of members is missing, and their omission is confirmed by the presence of dependent words in the composition of this sentence, as well as data from the context or situation of speech.
Full offer - a sentence where all syntactic positions are replaced, and incomplete, where at least one syntactic position is not replaced, but based on the context or situation we can easily restore it.
The classification of incomplete sentences is based precisely on the principle of restoration.
If the position is restored from the context, then it is contextually incomplete sentences, if from the speech situation - situationally incomplete. Contextually incomplete sentences inherent writing, where the missing member is always in the context. For example, Commanders do not answer anything, stand and remain silent. Both two-part and one-part ones can be contextually incomplete. For example, But is it can be forced(predicate) shut up the song?(addition). Complex three-part predicate, impersonal, one-part, complete. The singer (object) is possible (predicate), but the song (object) is never (adverbial). One-piece, incomplete.
Depending on the type of speech, incomplete dialogical and monological sentences are distinguished. Dialogical incomplete (incomplete replicas of dialogue) are interconnected replicas (so-called dialogical unity). For example,
-They are lying!
- Who? Incomplete, because predicate omitted.
- Writers! Incomplete, because predicate omitted.
IN situationally incomplete in sentences, the missing members are suggested by the situation, setting, gesture, and facial expressions.
If it is possible/impossible to restore the missing members, another type of sentence is identified in which some member is also omitted. Most often it is a verb or the exact specific word “we”. For example, I am behind a candle - a candle in the stove.
Such proposals are called elliptical - these are sentences that have one sign of incompleteness - structural. In terms of meaning, they are complete and no restoration of the predicate is necessary to understand them. They are of the following types:
A) sentences that are correlative with complete sentences that have a predicate expressed by verbs of movement or movement in space. For example, Tatyana goes into the forest, the bear follows her.
B) sentences correlative with complete ones, having a predicate verb with the meaning of energetic action: grab, push, hit, throw, etc. For example, I (grabbed the book), she ran (rushed).
IN) sentences correlative with complete ones, containing a predicate expressed by a verb of speech. For example, He talks about the weather (talks), and I talk about business.
Elliptical constructions with an absent predicate, an expressed existential verb, should be considered transitional and quite complex. For example, They (have) children. My son is a student.
A.M. Peshkovsky called such proposals “sentences with zero predicate.”
According to scientists, they are closer to complete ones (complete, one-part, nominative).
Thus, incomplete sentences are a very unique type of Russian sentence. They should not be confused, on the one hand, with monocomponents, and on the other, with indivisible ones. Indivisible sentences cannot be considered from the point of view of completeness/incompleteness; neither main nor HF are distinguished in them. Only syntactically divisible two-part or one-part sentences. If a sentence is one-part, this does not mean that it is incomplete.
Based on their meaning and structure, sentences are divided into complete and incomplete sentences.
Complete a sentence is a sentence with all the members necessary for completeness of structure and meaning. For example: I am reading an interesting article. Marya Ivanovna solemnly presented the first-graders with bright alphabet books. The forest revealed its dark green groves overgrown with thick mosses before people.
The predicate in this sentence agrees with the subject and also controls the object. The result is a continuous chain that connects all members of the sentence with logical meaning.
Incomplete sentences are sentences in which members necessary for completeness and structure are absent. Missing sentence members in incomplete sentences are often restored from the context. Most often, incomplete sentences are found in dialogues. For example:
In the morning the girl ran up to her mother and asked:
What about the Tooth Fairy? Did she come?
“I came,” my mother answered...
Is she beautiful?
Certainly.
We see that each subsequent replica of this dialogue adds to the topic specified in the dialogue itself. Very often incomplete sentences are one-piece offers.
Petya, what class are you in?
At nine.
Incomplete sentences can be part of complex sentences. For example: The sun warms the earth, but labor warms man.
Incomplete sentences also include sentences with a missing predicate. For example: Our strength is in unity.
Incomplete sentences, as well as complete sentences, are divided into two-part and one-part, extended and non-extended. It should be noted that an incomplete two-part sentence, the predicate or subject in which the missing one remains two-part, despite the fact that only one main member is presented.
Due to the fact that missing sentence members in incomplete sentences greatly simplify the communication process, such sentences are widely used in colloquial speech, as well as in works of art. In scientific literature, as well as in business language Predominantly complete sentences are used.
Based on their structure and meaning, complete and incomplete sentences are distinguished.
Complete sentences contain all the main and minor members necessary for the completeness of the structure and the completeness of the expression of meaning (Christia lit a small night light and placed it on the trumpet (P. Mirny)).
Incomplete are those two-part or one-part sentences in which one or more members (major or minor) 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, just as 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 to green Zhuravnoye, and swans [fly] to Lebedin (P. Voronko)).
In their structure, incomplete sentences are divided into the same types as complete ones. They can also be common or non-common, two-part or one-part. It should be borne in mind that a two-part sentence with a missing 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 one complex sentence(A lie stands on one leg, but the truth [stands] on two [legs] (Narrative TV)), 2) from the next sentence (Yes, I [will say] with gestures. But I can’t say), 3) according to 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 a speech situation: all participants in communication know what they are talking about we're talking about, therefore this or that word can be issued (To the library [are you going]?).
Skipping sentence members is an extremely important way to save linguistic means, it allows you to briefly and quickly post information. Therefore, incomplete sentences are widely represented in colloquial speech and in works of art, primarily in dialogues and polylogues. After all, when alternating questions and answers, the remarks 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 placed (A full ear bends, but an empty one sticks up (Narrative TV)).
A dash is not placed if there is no need to specially emphasize the pause (Don’t let the hare guard the carrots, and don’t let the fox guard the chickens (Nar. TV)).
Studying the Russian language course (5-9 grades) using stable textbooks. (Baranov M.T., Ladyzhenskaya T.A., Kulibaba I.I.)
Focused on mass secondary schools, requires 5th grade. 7 hours/week, in 6th grade. - 6 hours/week, in 7th grade. - 4 hours/week, in 8th grade. - 3 hours/week, in 9th grade. - 2 hours/week. Used in 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 linguistic, communicative and linguistic competence of students, as well as general subject tasks: education of students, development of their logical thinking, learning the ability to independently replenish knowledge, the formation of general educational skills - working with a book, with reference literature, improving reading skills, etc.).
Studying the Russian language course on parallel complexes. Educational complex edited by Babaytseva V.A.
Focused on mass secondary schools, requires 5th grade. 7 hours/week, in 6th grade. - 6 hours/week, in 7th grade. - 4 hours/week, in 8th grade. - 3 hours/week, in 9th grade. - 2 hours/week. Used in approximately 20% of schools.
The purpose of the course is to study the Russian language and teach coherent speech. Main objectives: studying the fundamentals 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 “morphemics” 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 presenting material.
Studying the Russian language course on parallel complexes. Educational complex edited by M.M. Razumovskaya.
Focused on mass secondary schools, requires 5th grade. 7 hours/week, in 6th grade. - 6 hours/week, in 7th grade. - 4 hours/week, in 8th grade. - 3 hours/week, in 9th grade. - 2 hours/week. Used in approximately 3% of schools.
Designed to ensure students' language development and mastery speech activity. The speech focus has been strengthened based on the expansion of 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 language. Course structure: 5 classes. - transitional from initial stage training to the basics; 6-7 grades have a morphological and orthographic focus, although they include in the content of training an introductory course on syntax and punctuation, phonetics and spelling, vocabulary and word formation; in 8-9 grades. a systematic course of syntax and corresponding punctuation rules is provided.
Russian language program for high school. Ed. Panova M.V.
Designed for schools and classes with in-depth study of the Russian language, gymnasiums and humanities lyceums. Used in approximately 3% of schools. Studying the Russian language is based on a systematic approach.
The main stages in the history of program creation.
Stable textbooks on the Russian language 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 this 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, compiled from individual tasks, "notebooks", brochures, issues, etc. The very word “textbook” was at that time replaced by the name “workbook”.
After this decree, starting in 1933, the following stable textbooks were created:
Shapiro A.B. Grammar. - Parts 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. - Parts I and P. Since 1944, the textbook has been 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. - Parts I and II.
The textbook was published since 1954 and was valid: Part I - until 1969, Part II - until 1970.
Since 1970, the Russian language school course 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. 5th grade / Scientific editor N.M. Shansky. (and also 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. 9th grade.
Currently, along with those named in secondary school two more are in use educational 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. Lekanta.
2. Babaytseva V.V., Chesnokova L.D. Russian language: Theory. 5-9 grades.
Russian language: Practice. Grade 5: Collection of problems and exercises / Comp. A.Yu.Kupalova; Scientific editor V.V. Babaytseva.
Russian language: Practice. Grades 6-7: Collection of tasks and exercises / Comp. G.K. Lidman-Orlova, S.N. Pimenova; Scientific editor V.V. Babaytseva.
Russian language: Practice. Grades 8-9: Collection of tasks and exercises / Comp. Yu.S. Pichugov; Scientific editor. V.V. Babaytseva.
Nikitina E.I. Russian speech. 5-7 grades and 8-9 grades / Scientific. editor V.V. Babaytseva.
In senior grades (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 teaching aids, intended for in-depth study of the Russian language and self-education. For example:
Babaytseva 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 TOOL FOR TEACHING
A school textbook is a special book that outlines the basics scientific knowledge in the Russian language and 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 for the formation of relevant general educational and special skills (transformation function). At the same time, all materials in the textbook are aimed at developing in students the ability to independently and correctly evaluate the facts of reality, to work creatively and proactively in their subsequent working life (educational function).
The textbook and program have common system concepts, facts, the general sequence of their study. But in the textbook, unlike the program, an interpretation of linguistic phenomena is given, the content of the concepts being studied is clarified, exercises are included to consolidate knowledge, and the formation of language, spelling and speech skills. The textbook determines the amount of information about the concepts being studied and helps students develop necessary ways activities. It contains a description linguistic concepts, facts and phenomena, includes a sufficient number of various interesting and meaningful exercises, arranged in a certain, methodologically justified sequence, promotes the development of schoolchildren, the formation of a materialistic worldview in them, and the cultivation of high moral qualities.
As a rule, a textbook includes the following structural components: theoretical information about language in the form of texts and extra-textual components; work organization apparatus (questions, tasks); illustrative material and orientation apparatus (indexes, table of contents, headings, etc.).
Texts about language constitute the main content of textbooks on the Russian language. They are divided into basic and additional. The main texts describe facts and phenomena of language and speech, define concepts, list their main features, draw conclusions and generalizations, propose 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, examples of reasoning (or ways to apply rules), etc.
The apparatus for organizing work includes, first of all, those questions and tasks that organize students’ observations of facts and phenomena of language, contribute to the systematization and generalization of what has been learned, and guide students’ activities 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 related to the main educational text, clearly represents what it says, complements, specifies it, and in some cases it fills in material missing from the text.
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 educational material, allows them to navigate the contents of the textbook as a whole, and quickly find necessary information and so on.
The textbook is intended for both students and teachers. For the student he is a source of information, reference manual, a means of mastering skills. For a teacher, this is the source of a methodological system. With the help of a textbook, he determines methods of working with schoolchildren on different stages mastering the material.
From the point of view of completeness of the structure, sentences are divided into full And incomplete.
Full sentences that contain all the members necessary to express a thought are called.
Incomplete are called sentences in which any member of the sentence that is necessary in meaning and structure (main or secondary) is missing.
Two-part and one-part, common and non-common sentences can be incomplete.
The possibility of omitting members of a sentence is explained by the fact that they are clear from the context, from the situation of speech or from the structure of the sentence itself. Thus, the meaning of incomplete sentences is perceived based on the situation or context.
Here is an example of incomplete sentences in which the missing subject is restored from context .
She walked and walked. And suddenly in front of him from the hill the master sees a house, a village, a grove under the hill and a garden above the bright river.(A.S. Pushkin.) (Context - previous sentence: In a clear field, in the silvery light of the moon, immersed in her dreams, Tatyana walked alone for a long time.)
Examples of incomplete sentences, the missing members of which are restored from the situation.
He knocked down his husband and wanted to look at the widow’s tears. Unscrupulous!(A.S. Pushkin) - Leporello’s words, a response to the desire expressed by his master, Don Guan, to meet Dona Anna. It is clear that the missing subject is He or Don Guan.
- Oh my God! And here, next to this tomb!(A.S. Pushkin.) This is an incomplete sentence - Dona Anna’s reaction to the words of the protagonist of “The Stone Guest”: Don Guan admitted that he was not a monk, but “an unfortunate victim of a hopeless passion.” In his remark there is not a single word that could take the place of the missing members of the sentence, but based on the situation they can be approximately restored as follows: “You dare to say this here, in front of this coffin!».
May be missed:
He would have disappeared like a blister on the water, without any trace, leaving no descendants, without providing future children with either a fortune or an honest name!(N.V. Gogol) (The subject I is restored using the addition from the previous sentence: Whatever you say,” he said to himself, “if the police captain had not arrived, I might not have been able to look at the light of God again!”) (N.V. Gogol);
Incomplete sentences are common as part of complex sentences : He is happy if she puts a fluffy boa on her shoulder...(A.S. Pushkin) You Don Guana reminded me of how you scolded me and clenched your teeth with gnashing.(A.S. Pushkin) In both sentences, the missing subject in the subordinate clause is restored from the main sentence.
Incomplete sentences are very common in spoken language., in particular, in dialogue, where usually the initial sentence is developed, grammatically complete, and subsequent remarks, as a rule, are incomplete sentences, since they do not repeat already named words.
- I'm angry with my son.
- For what?
- For an evil crime.(A.S. Pushkin)
Among dialogical sentences, a distinction is made between sentences that are replicas and sentences that are answers to questions.
1. Reply sentences represent links in a common chain of replicas replacing each other. In a dialogue remark, as a rule, those members of the sentence are used that add something new to the message, and members of the sentence already mentioned by the speaker are not repeated. Replies that begin a dialogue are usually more complete in composition and independent than subsequent ones, which are lexically and grammatically based on the first replicas.For example:
- Go get a bandage.
- Will kill.
- Crawling.
- You won’t be saved anyway (Nov.-Pr.).
2. Suggestions-answers vary depending on the nature of the question or remark.
They can be answers to a question in which one or another member of the sentence is highlighted:
- Who are you?
- Passing... wandering...
- Are you spending the night or living?
- I'll take a look there...(M.G.);
- What do you have in your bundle, eagles?
“Crayfish,” the tall one answered reluctantly.
- Wow! Where did you get them?
- Near the dam(Shol.);
Can be answers to a question that requires only confirmation or denial of what was said:
- Were these your poems published in Pionerka yesterday?
- My(S. Bar.);
- Did Nikolai show it to Stepanych? - asked the father.
- Showed(S. Bar.);
- Maybe we need to get something? Bring it?
- Do not need anything(Pan.).
Could be answers to a question with suggested answers:
- Do you like it or not? - he asked abruptly.
“I like it,” he said. a (Pan.).
And finally, answers in the form of a counter question with the meaning of the statement:
- How will you live?
- What about the head, and what about the hands?(M.G.)
and answers and questions:
- I came here to propose to you.
- Offer? To me?(Ch.).
Questions and answers are lexically and structurally so closely related to each other that they often form something like a single complex sentence, where the question clause resembles a conditional clause.
For example:
- What if they break during sowing?
- Then, as a last resort, we’ll make homemade ones(G. Nik.).
Dialogical speech, regardless of what structural types of sentences make up it, has its own patterns of construction, caused by the conditions of its formation and purpose: each replica is created in the process of direct communication and therefore has a two-way communicative orientation. Many syntactic features dialogue are associated precisely with the phenomenon of speaking, the intermittent exchange of statements: this is laconicism, formal incompleteness, semantic and grammatical originality of the compatibility of replicas with each other, structural interdependence.
Elliptical sentences
In Russian there are sentences called elliptical(from the Greek word ellipsis, which means “omission”, “lack”). They omit the predicate, but retain the word that depends on it, and no context is needed to understand such sentences. These can be sentences with the meaning of movement, movement ( I'm going to the Tauride Garden(K.I. Chukovsky); speeches - thoughts ( And his wife: for rudeness, for your words(A.T. Tvardovsky), etc.
Such sentences are usually found in colloquial speech and in works of art, but are not used in book styles (scientific and official business).
Some scientists consider elliptical sentences to be a type of incomplete sentences, others consider them to be a special type of sentences that is adjacent to incomplete ones and is similar to them.
Punctuation in an incomplete sentence
In an incomplete sentence that forms part of a complex sentence, in place of the missing member (usually predicate) a dash is added , if the missing member is restored from the previous part of the sentence or from the text and a pause is made at the place of the omission.
For example:
They stood opposite each other: he, confused and embarrassed, she, with an expression of challenge on her face.
However, if there is no pause, there is no dash. For example: Alyosha looked at them, and they looked at him. Below him is a stream of lighter azure, above him is a golden ray of sun.
The dash is placed:
1. A dash is placed in place of the zero predicate in elliptical sentences divided by a pause into two components - the adverbial and the subjects.
For example:
They stick together at home. Behind them are vegetable gardens. Above the yellow straw fields, above the stubble - blue sky and white clouds(Sol.); Behind the highway there is a birch forest(Boon.); In a large room on the second floor wooden house– long tables above which hang kerosene lightning lamps with pot-bellied glasses(Kav.).
This punctuation mark is especially stable when the parts of a sentence are structurally parallel: There are eleven horses in the yard, and in the stall there is a gray stallion, angry, heavy, busty(Boon.); A wide ravine, on one side - huts, on the other - a manor(Boon.); Ahead is a deserted September day. Ahead - lost in this big world fragrant foliage, grass, autumn withering, calm waters, clouds, low sky(Paust.).
2. A dash is placed in incomplete sentences at the place where members of the sentence or their parts are missing. These omissions are common in parts of a complex sentence with a parallel structure, when the missing member is restored from the context of the first part of the sentence.
For example:
It was getting dark, and the clouds were either parting or setting in from three sides: on the left - almost black, with blue gaps, on the right - gray, rumbling with continuous thunder, and from the west, from behind the Khvoshchina estate, from behind the slopes above the river valley , - dull blue, in dusty streaks of rain, through which the mountains of distant clouds glowed pink(Boon.).
Compare the possibility of skipping a dash in everyday speech: They both started talking at once, one about cows, the other about sheep, but the words did not reach Kuzemkin’s consciousness(White).
3. A dash is placed when members of a sentence are omitted, restored in the context of dialogue lines or adjacent sentences.
For example: Do you like pies? green onions? I am like passion!(M.G.); In another room, a jeweler's workshop has been recreated. In the third there is a shepherd's hut, with all the shepherd's utensils. In the fourth there is an ordinary water mill. The fifth shows the setting of a hut where shepherds make cheese. In the sixth there is simply the setting of a peasant hut. In the seventh there is the setting of a hut where these same chergs and halishte were woven. All this is skillfully recreated(Sol.).
4. A dash is placed in sentences consisting of two word forms with the meaning of subject, object, circumstance and constructed according to the following schemes: who - what, who - where, what - to whom, what - where, what - how, what - where, etc.
For example: All wells are operational; The microphone has a heart!; Book - by mail; Grades are for knowledge; You have the key to the university; Following the record - an accident; Trains – “green”!; First of all, efficiency.
incomplete sentences
08.09.2011 22543 1048Incomplete sentences.
1.Full sentences –
Incomplete sentences –
1.In dialogical speech.
elliptical
Incomplete sentences.
1.Full sentences – sentences that contain all the main and minor members of the sentence necessary to understand the meaning.
Incomplete sentences – sentences in which individual members - main or secondary - may be omitted.
Missing sentence members can be easily restored from a previous context or situation. Incomplete sentences occur:
1.In dialogical speech.
2. In context (A light flashed at a bend in the river. Flashed brightly, strongly.)
Incomplete sentences can be either two-part or one-part common and non-common sentences:
You understand me? (two-part, common, complete) - I understand. (two-part, unextended, incomplete).
Punctuation marks in incomplete sentences.
1. A dash is placed when there is a pause in elliptical sentences (independently used sentences with an absent predicate): There are pale circles around the month.
If there is no pause, the dash is not placed: Again at the hour of a night cloud above the ground.
2. A dash is placed in elliptical sentences, the basis of which is formed by two nouns - in the dative and accusative cases, without subject and predicate, with a clear division into two parts: To the Motherland - our inspired work.
3. A dash is placed in an incomplete sentence, forming part of a complex sentence, when the missing member (usually the predicate) is restored from the previous part of the phrase and a pause is made at the place of the omission: They stood opposite each other: Oleg - confused and embarrassed, Nina - with an expression of challenge face. Petya went to the theater, and Sasha went to the cinema.
4. A dash is placed in similarly constructed parts of a complex sentence when any member of the sentence is omitted or even without omission: Money disappears, work remains.
3. There are bright stars in the sky.
3. Words-sentences.
Incentive and emotional-evaluative (interjective): Come on. Let's go. Ay. Ay, ay.
4.Mini test.
A) 5 B) 4 C) 7 D) 6 E) 8
2. Describe the proposals. Place punctuation marks where necessary.
1.Vera ran from the kindergarten onto the balcony, followed by Sergei, who was jumping three steps.
2.Mironovites sailed here on a self-propelled barge. We landed on the shore.
3. There are bright stars in the sky.
4. Every young worker has a secondary education.
5. One sodium atom replaces one hydrogen atom, one zinc atom replaces two hydrogen atoms.
3. Words-sentences. Can be used in dialogue. Are divided into:
Affirmative: Yes. Certainly. Maybe.
Negatives: None. Not at all.
Incentive and emotional-evaluative (interjective): Come on. Let's go. Ay. Ay, ay.
4.Mini test.
1.Identify an incomplete sentence.
A) The happiness of noble minds is to see contentment around.
B) On the table is an open volume of poems given to you.
C) The greatest of books is the book of life.
D) Honesty and accuracy are twins.
D) The true purpose of man is to live, not to exist.
2. In the sentence On the side of it that faces the sea, the waves have thrown mud of algae chips and the stone hung with them seems tied to a narrow strip of sand separating the sea from the mountains. need to put:
A) 7 commas B) 9 commas C) 8 commas
D) 6 commas E) 6 commas and a dash.
3. Indicate the number of missing commas in the sentence: The hazel grouse fluttered up all at once, appeared in the air, flew towards us, but suddenly took off in fear, turned to the side in a hurry, touched a branch and quickly, quickly working with its wings, disappeared into the forest twilight.
A) 5 B) 4 C) 7 D) 6 E) 8
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