Incomplete sentences are simple sentences with incomplete implementation of the structural scheme of a phrase or sentence.
Sentences are incomplete monologically and dialogically (incompleteness is more characteristic)
Types of incomplete sentences:
Structurally complete, semantically incomplete (She imagined something.)
2. structurally incomplete, semantically incomplete:
Situationally incomplete (- Is the bus coming? - Is going.)
Contextually-incomplete (The king rides through the village. He rides.)
3. structurally incomplete, semantically complete - elliptical sentences.
Elliptic sentences are two-part sentences in which, with the named subject, a verb is omitted, which can be restored by word forms dependent on it => the semantics of the sentence depends on the context or situation.
1) Sentences with the meaning of movement, movement (Tatiana in the forest, the bear behind her.)
2) Sentences with the meaning "beat", "hit" (Here I am with a stick!)
3) Sentences with the meaning of thought, speech (I tell him about Thomas, and he tells me about Yerema.)
4) Sentences with the meaning "take", "grab" (I'm for a candle, a candle - in the stove)
Syntactically indivisible sentences - sentences that cannot be divided into sentence members (word = sentence), are in opposition to syntactically articulated sentences.
The meaning is determined based on the subsequent or previous context; do not have the whole complex of grammatical features characteristic of syntactically segmented sentences => are considered syntactic statements.
Morphological expression - particles, interjections, modal words, phraseological combinations, yes / no.
1) affirmative - with a direct affirmative answer to the question posed or an expression of agreement with someone's statement. (words - yes, so, well, right, of course, right, etc.)
2) negative - they are a direct negative answer to the question posed or express disagreement with someone's statement (words / words-op - no, no, no, no way, it can not be, for nothing, not at all, etc. )
3) interrogative - contain a question with a touch of affirmation, denial, motivation, etc.; pronounced with a distinct interrogative intonation (words - yes, no, good, really, really, really, oh, well, etc.)
4) interjection:
Emotional - various feelings are expressed: joy, grief, surprise, fear, etc.
(non-derivative interjection - ah, oh, wow, cheers, etc.;
derivative interjections - fathers, mothers, Lord;
interdom.op-I - my God, fathers-lights, damn it, etc.)
Incentives - expressed will, motivation to action:
A call to respond - hello, ay, hey
Call for help - guard
A call to silence - ts, chsh, shsh
A call for attention - chu
Incitement to move or to stop - let's go, march, stop, sabbath
If an interjection is part of a simple sentence, it does not form an interjection sentence. (Oh, if only the night would be faster. - A. Ostrovsky.)
Syntactically inseparable sentences that serve to express the rules of etiquette contain gratitude, greetings, apologies, requests. (modal words - thank you, please, hello, goodbye, goodbye, etc.)
You can also find information of interest in the scientific search engine Otvety.Online. Use the search form:
More on the topic 17. Offers are complete and incomplete. Types of incomplete sentences. Inseparable offers.:
- Classification of a simple sentence. Divisible and indivisible sentences. Two- and one-part sentences, their differences. Complete and incomplete sentences. Question about elliptical sentences. Punctuation marks in incomplete and elliptical sentences.
- Complete and incomplete sentences. Question about elliptical sentences. Punctuation marks in incomplete and elliptical sentences.
- 6. Constructive minimum (= base) of software. Common and non-common offers. nominal minimum. Incomplete offers. Elliptical sentences.
- Structural-semantic classification of sentences. Simple and complex sentences, their distinguishing features. Classification of sentences according to function and emotional coloring. Classification of sentences in relation to reality.
Incomplete sentences- these are sentences in which a member of the sentence is missing, which is necessary for the completeness of the structure and meaning of this sentence.
The omitted members of the sentence can be restored by the participants of the communication from the knowledge of the situation referred to in the sentence.
For example, if at a bus stop one of the passengers, looking at the road, says: "It's coming!", the rest of the passengers will easily restore the missing subject: Bus goes.
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 response is an incomplete sentence in which the subject, predicate, circumstance of place and circumstance of time are omitted (cf .: My the company is assigned to the forest tomorrow ).
Incomplete constructions are common in complex sentences:
Everything is obedient to me I am nothing (Pushkin). The second part of a compound non-union sentence ( I am nothing) is an incomplete sentence in which the predicate is missing (cf.: I not obedient nothing).
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 plural form of the verb-predicate in an indefinite personal sentence conveys the following content: the subject of the action is unknown ( There was a knock on the door), not important ( He was wounded near Kursk) or hidden ( I was told a lot about you yesterday).
AT 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: My; I am nothing).
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 clear and out of context, situations:
(Peskov).
These are the so-called "elliptical 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 located / located / visible forest .
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.
Note!
Elliptic incomplete sentences should be distinguished: a) from one-part denominative ( Forest) and b) from two-part - with a compound nominal predicate, expressed in the indirect case of a noun or adverb with a zero connective ( All trees in silver). To distinguish between these structures, the following must be considered:
1) one-part nominal sentences cannot contain circumstances, since the circumstance is always associated with the predicate. Among the minor members in nominal sentences, the most typical are agreed and inconsistent definitions.
spring forest; Entrance to the hall;
2) The nominal part of the compound nominal predicate - a noun or an adverb in a two-part full sentence indicates a sign-state.
Wed: All trees are in silver. - All trees are silver.
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 on the letter:
Behind is a forest. Right and left - swamps(Peskov); Everything is obedient to me, but I am nothing(Pushkin).
The most regular dash is placed in the following cases:
in an elliptical sentence containing a subject and a circumstance of place, an object, - only if there is a pause in oral speech:
Behind the night window - fog(Block);
in an elliptical sentence - in case of parallelism (uniformity of sentence members, word order, forms of expression, etc.) of structures or their parts:
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:
Skiers - a good 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:
The nights are darker, the days are cloudier(in the second part, the link is restored become).
Incomplete sentence parsing plan
- Specify the type of offer (full - incomplete).
- Name the missing part of the sentence.
Sample parsing
Men - for axes(A.N. Tolstoy).
The offer is incomplete; missing predicate grappled.
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 that very complex sentence (False 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 is impossible to 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 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 (the formation of language, communicative and linguistic competence of students, as well as general subject tasks: educating students, developing their logical thinking, teaching 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 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.
It is designed to ensure the language development of 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 the initial stage of training to the main one; 6-7 cells have a morphological and spelling orientation, although they include an introductory course on syntax and punctuation, phonetics and orthoepy, vocabulary and word formation in the content of training; 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 classes with in-depth study of the Russian language, gymnasiums and lyceums in the humanities. 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 were widely used in school practice that did not contain a systematic presentation of theoretical information. These are the so-called mobile, "loose" textbooks, compiled from separate 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. Russian grammar. - 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
At present, along with those mentioned in the general education school, two more training sets recommended by the Ministry of Education of the Russian Federation are used.
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), textbooks are recommended to summarize and repeat the educational material:
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.
Textbooks designed for in-depth study of the Russian language and self-education are created and used in school practice. 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 a common system of concepts, facts, a common 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, 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 of linguistic 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 education 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.
By the presence or absence of the necessary members of the proposal distinguish between complete and incomplete simple sentences.
Complete offers- these are such simple sentences that have all the members necessary for the semantic completeness of the sentence. Being strong is good, being smart is twice as good.
Incomplete sentences- these are sentences in which any member of the sentence (main or secondary) or several members of the sentence are omitted. Missing members of the sentence are easily restored from previous sentences or the speech situation itself. The world is illuminated by the sun, and man - by knowledge . Compare: … and man is illumined by knowledge.
Incomplete two-part proposals must be distinguished from one-component full, in which there is only one main member of the sentence, and the second is not and cannot be in the structure.
Both two-part and one-part sentences can be incomplete. Dialogue sentences are often incomplete.
- What's your name?
- Alexei.
- What about your father?
- Nikolaich.
An incomplete sentence can be the second part of a complex sentence. Alyosha looked at them, and they looked at him. The predicate in the second part of the complex sentence is omitted. You received letters, but I did not. Addendum omitted.
The omission of sentence members in pronunciation can be expressed by a pause, and a dash is indicated on the letter. It dawns early in summer and late in winter.
In the so-called situational incomplete sentences omitted members are not restored. They are not named anywhere in the text, but are thought out from the speech situation, i.e., their meaning is revealed by extra-verbal circumstances, gestures, facial expressions. Follow me! To health! Have a good trip!
They are divided into complete and incomplete. If none (main or minor member) is omitted, this is a complete sentence: Outside the window, the trees rustled anxiously. If one of the necessary members is missing, then such a proposal is called incomplete.
Incomplete sentences, their signs
The main features of an incomplete offer are the following:
- In an incomplete sentence, the missing members are easily restored from the context by any of the participants in the situation or conversation. So, for example, if a group of people is waiting for someone from their company, then the phrase: “Coming!” They will understand. The subject is easily restored from the situation: Artem is coming!
- Incomplete sentences are confirmed by the presence of words dependent on the missing member: Prettier, blossomed, just a miracle! The meaning of this construction can only be restored from the previous sentence: I met Anna yesterday.
- The use of an incomplete sentence as one of the parts of a complex one is quite common: Anton is capable of much, you are nothing! In the second part of this complex non-union sentence, an incomplete construction is visible in which the predicate is omitted ( You are incapable of anything.)
Remember that an incomplete sentence is a variant of a complete one.
Dialogue with incomplete sentences
These types of sentences are especially frequent in dialogues. For example:
What will you be when you grow up?
Artist.
In the second sentence, the meaning will not be clear without the previous phrase. Formally it should sound like: I will be an artist. But the speaker facilitates the structure of the sentence, reducing it to one word, thus making speech more dynamic, which is one of the signs of a conversational dialogic construction. But it is important to remember that there are also unsaid sentences that are not incomplete. This is a thought interrupted for one reason or another: I seem to know what to do! What if... No, it won't work!(In this sentence, the missing word is not restored.)
Incomplete sentences: their variants
Both two-part and one-part sentences, common and not common, can act as incomplete ones. And the possibility of skipping words, as mentioned before, is explained by the ease of restoring them from the situation of speech, the structure of the sentence itself (we are talking about complex sentences) or from the context. Incomplete sentences are typical for colloquial speech. They should be distinguished from one-part sentences that have one main member. By the way, even such sentences may be incomplete:
Where are you going?
To the party.
In this dialogue, only the first sentence is complete: definitely personal, one-part. And the next two are incomplete one-part. Let's add them: I'm going (where?) to a party - definitely personal; (wow!) well - impersonal.
Incomplete sentences: examples of punctuation
A dash often serves as a punctuation signal that we have an incomplete sentence in front of us. It is put in place of the missing word. As a rule, it is due to the presence of an intonational pause here: On the right was my friend, and on the left - an unfamiliar guy(missing the word "stood"). On the windowsill - a dried geranium in a pot(missing the word "was").
