How does a complete offer differ from an incomplete one? Incomplete sentences
1. All simple sentencesby the presence of members, sentences are divided into two types: complete and incomplete.
- Sentences in which no members are omitted - full: The sun tilted towards the west.
- Incomplete sentences are sentences in which the necessary member of the sentence is missing - major or minor: Do you want to eat? - I will!(the meaning of the second sentence without the previous phrase is not clear).
Signs of an incomplete sentence:
- the missing member of the sentence is easily restored, thanks to the previous sentences (by context) or the general situation of speech;
- an incomplete offer is always a variant of a complete offer;
- The omission of a member of a sentence is necessarily confirmed by the presence of words dependent on this member, as well as by the context or situation of speech.
2. Complete and incomplete sentences are often confused with two-piece and one-piece sentences .
But the latter refer to a different classification of simple sentences - according to the nature of the grammatical basis.
- Two-piece sentences are sentences that contain both subject and predicate: Dissuaded the grove golden birch cheerful tongue.
- One-piece sentences are sentences in which there is only one main term (or subject or predicate), and the second is not needed to understand the meaning of the sentence: Late autumn... In the courtyards harness dry leaves.
3. How to distinguish complete and incomplete sentences from two-part and one-part sentences?
Sample reasoning (using 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;
- for these missing words, you can restore the full version of the sentence: Now I feel very little pain ...;
- finally, the previous sentence was given for a reason "Do you feel pain now?", from it we take information to restore the missing members of the sentence.
Thus, the sentence “ Now very small... ”is indeed incomplete, since this is a sentence in which the necessary members of the sentence are omitted, which are easily restored, thanks to the previous sentence ("Do you feel pain now?").
2. Let's find out: this sentence " Now very small...» — two-part orone-piece?
It is necessary to find a grammatical basis (if there is both a subject and a predicate, then the sentence is two-part; if there is either only the subject or only the predicate, then the sentence is one-part).
- It should be remembered that when parsing the members of the sentence not only the words that are available are taken into account, but also those that are implied and are necessary to understand the meaning of the sentence.
So, we have a proposal “ Now very small... ", but its full version should be considered "Now I feel very little pain ...".
- It has a predicate feel(verb of the 1st person indicative mood);
- the subject is absent, it is restored only by meaning - by selecting the desired pronoun for the given predicate verb: I AM feel(1st person pronoun). There are no signs of an incomplete sentence (see above the paragraph "Signs of an incomplete sentence").
We conclude that the sentence “ Now very small... "one-part, because it has only the predicate.
3. General conclusion: sentence " Now very small...» incomplete, one-piece.
Additionally on Guenon:
incomplete sentences
08.09.2011 22541 10481.Full offers -
Incomplete sentences -
1.In dialogic speech.
elliptical
Incomplete sentences.
1.Full offers - sentences, which contain all the main and secondary members of the sentence necessary for understanding the meaning.
Incomplete sentences - sentences in which individual members can be omitted - major or minor.
Missing members of a sentence can be easily reconstructed from a previous context or situation. Incomplete sentences are found:
1.In dialogic speech.
2.In context (A light flashed at the bend of the river. It flashed brightly, strongly.)
Incomplete can be both two-part and one-part common and uncommon sentences:
You understand me? (two-part, widespread, complete) - I understand. (two-part, uncommon, incomplete).
Punctuation marks in incomplete sentences.
1.A dash is set if there is a pause in elliptical sentences (self-used sentences with a missing predicate): Around the month - pale circles.
In the absence of a pause, the dash is not set: Again, at the hour of the night clouds above the ground.
2. A dash is placed in elliptic sentences, the basis of which is formed by two nouns - in the dative and accusative, without subject and predicate, with a clear division into two parts: Motherland - our inspired work.
3. A dash is placed in an incomplete sentence that forms part of a complex sentence, when the missing term (usually 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 - bewildered and embarrassed, Nina - with a challenge to face. Petya went to the theater, and Sasha went to the cinema.
4. A dash is placed in parts of a complex sentence of the same type, if any member of the sentence is omitted, or even without a pass: Money disappears, work remains.
3. There are bright stars in the sky.
3. Words-sentences.
Incentive and emotional-evaluative (interjection): Come on. Ayda. Ay. Ay, ay.
4. Mini test.
A) 5 B) 4 C) 7 D) 6 E) 8
2. To describe the proposals. Place punctuation marks where necessary.
1. Vera ran from the garden onto the balcony, followed by Sergei, who jumped three steps.
2. The Mironovites sailed here on a self-propelled barge. They 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, two hydrogen atoms.
3. Words-sentences. Can be used in dialogue. Are divided into:
Affirmative: Yes. Certainly. Maybe.
Negative: No. Not at all.
Incentive and emotional-evaluative (interjection): Come on. Ayda. Ay. Ay, ay.
4. Mini test.
1. Define an incomplete sentence.
A) The happiness of noble minds is to see contentment around.
B) On the table is an open volume of poems presented to you.
C) The greatest of books is the book of life.
D) Honesty and accuracy are twins.
E) The true purpose of man is to live, not to exist.
2.In the sentence On the side of it, which is facing the sea, waves have thrown splinters of algae, and the stone hung by them seems to be tied to a narrow sandy strip separating the sea from the mountains. you need to put:
A) 7 commas B) 9 commas C) 8 commas
D) 6 commas E) 6 commas and a dash.
3. Specify the number of missing commas in the sentence: Hazel grouse fluttered at once, all indicated in the air, flew at us, but suddenly soared in fright, turned to the side in a hurry, touched a branch and quickly, quickly working with his wings, disappeared into the forest gloom.
A) 5 B) 4 C) 7 D) 6 E) 8
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In the scientific literature, the issue of complete and incomplete sentences is covered controversially.
Incomplete is a sentence in which any member of the sentence or a group of members of the sentence is missing, the omission of which is confirmed by the presence of dependent words of the sentence, as well as by the data of the context or the situation of speech.
The types of incomplete sentences are distinguished taking into account the following factors:
Written or oral sphere of use
Monologue or dialogue
Interaction of a sentence with context
Incomplete sentences are:
contextual(incomplete - incomplete sentences in monologue speech; dialogue replicas - incomplete sentences in dialogic speech)
situational
Incomplete dialogue lines are very common in colloquial speech... They are usually short and contain something new that the speaker wants to communicate to the interlocutor.
In terms of target orientation, incomplete dialogue replicas can be divided into 3 groups:
Replies. Contains the answer to the question asked in the previous replica.
Interrogative lines.
Continuing remarks say something in addition to what was said in the initial sentence.
Situational cues are a kind of incomplete sentences for colloquial speech. They are used as complete units of communication only in a certain situation. When the very environment of speech prompts the interlocutors concepts about which in question, but which are not verbally expressed in the composition of this replica. Goes.
Elliptical sentences.
Offers like " I am going home". In linguistic literature, the term elliptical sentences is used in different meanings:
instead of the term "incomplete sentence"
denotes a kind of incomplete sentence
serves as the name of the type of sentences adjoining incomplete sentences.
Ellipsis - this is an abbreviation of a verb phrase in a sentence; elimination of the verb component without reimbursing it in the context.
Types of elliptical sentences:
A sentence with the meaning of movement is displacement. Actor + a word denoting the direction, goal, destination of the movement. The function of an independent member of the sentence is a pronoun, a noun in SP, denoting a person, animal or object that can move. The adverbs of the place, nouns in vp act as the second member. with the pretext in, on, or in d.p. with the pretext To
A sentence with the meaning of speech or thought. They have an object in pp. with the pretext O or about or in vp with the preposition about.
A sentence with the meaning of hitting, hitting. Subject of action + dependent words in vp etc. Here I am - with a stick!
Equivalents of the proposal
This is a special grammatical tool used in communication to express agreement - disagreement, as well as emotionally expressive reactions to the speech of the interlocutor. Yes. Not! No matter how it is! Still would.
They do not have an independent informative meaning, but only confirm, deny or evaluate the content of a specific sentence with which they are correlated.
As equivalents of a sentence, they have only intonation, but they are devoid of grammatical form and are not segmented.
By value, they are divided into 3 groups:
sentence words expressed by particles with overall value affirmation or denial
modal sentence words with an additional probability / guess meaning.
Interjection words of a sentence, which are divided into: emotional-evaluative sentences, which are a reaction to a situation, a message, a question. Well?!; incentive offers; sentences that are an expression of speech etiquette.
By structure and meaning, complete and incomplete sentences are distinguished.
The complete sentences contain all the main and secondary members necessary for the completion of the structure and the completeness of the expression of meaning (Christ lit a small night lamp and set it on the trumpet (P. Mirny)).
Incomplete are such 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, 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 to green Zhuravnoye, and swans [fly] to Lebedin (P. Voronko)).
Incomplete sentences in their structure are divided into the same types as full ones. They can also be widespread or uncommon, two-part or one-part. It should be borne in mind that a two-fold sentence with a missing subject or predicate remains two-part, although only one main term 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 (The lie stands on one leg, but the truth [stands] on two [legs] (Nar. Tv.)), 2) from the next sentence (Yes, with gestures [I will]. But you cannot tell), 3) by the content of the most incomplete sentence, i.e. the missing member is indicated by words syntactically dependent on it (Not to service, but to friendship [help]) 4) from the speech situation: all the participants in the communication know what is at stake, therefore this or that word can be released (To the library [go ]?).
Skipping proposal members is an extremely important cost saving linguistic means, it allows you to quickly and concisely lay out information. Therefore, incomplete sentences are widely represented in colloquial speech and in works of art, primarily in dialogues and polylogue. Indeed, with the alternation of 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 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.)).
The dash is not put if there is no need for a special underlining of the pause (Don't let the hare take care of the carrots, and watch the foxes of the chickens (Nar. Tv.)).
Studying the Russian language course (5-9 grades) according to stable textbooks. (Baranov M.T., Ladyzhenskaya T.A., Kulibaba I.I.)
Focused on a mass general education school, requires 5 grades. 7 h / week, at 6 cells. - 6 h / week, at 7 cells. - 4 h / week, at 8 cells. - 3 h / week, at 9 cells. - 2 h / week Used by about 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: education of students, their development 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 in parallel complexes. Educational complex edited by V.A. Babaytseva
Focused on a mass general education school, requires 5 grades. 7 h / week, at 6 cells. - 6 h / week, at 7 cells. - 4 h / week, at 8 cells. - 3 h / week, at 9 cells. - 2 h / week Used in about 20% of schools.
The purpose of the course is to study the Russian language and teach coherent speech. The main tasks: studying the basics of the science of language, the development of students' speech, the formation of 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 is based on the concentric principle of material presentation.
Studying the Russian language course in parallel complexes. Educational complex edited by M.M. Razumovskaya
Focused on a mass general education school, requires 5 grades. 7 h / week, at 6 cells. - 6 h / week, at 7 cells. - 4 h / week, at 8 cells. - 3 h / week, at 9 cells. - 2 h / week Used in about 3% of schools.
Designed to ensure the language development of students, mastering them speech activity... 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 and semantic aspect in the study of facts and phenomena of the language. Course structure: 5th grade. - transitional from the initial stage of training to the main; 6-7 grades have a morphological and spelling orientation, although they include in the content of training an introductory course of syntax and punctuation, phonetics and spelling, vocabulary and word formation; in 8-9 cells provides for the development of a systematic course of syntax and the corresponding rules of punctuation.
Russian language program for high school... Ed. Panova M.V.
Designed for schools and classes with in-depth study Russian language, gymnasiums and lyceums humanitarian profile... Used in 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 textbooks on the Russian language began to be created after the Decree of the Central Committee of the CPSU (b) 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" in school practice, manuals that did not contain a systematic presentation of theoretical information were widely used. These are the so-called mobile, "loose" textbooks, composed of individual assignments, "notebooks", brochures, issues, etc. The word "textbook" itself 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. - Part I and II. The textbook went through 11 editions and came out from 1933 to 1936.
Barkhudarov S.G., Dosycheva E.I. Grammar of Russian language. - Part 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. - Part I and II.
The textbook was published since 1954 and operated: I part - until 1969, II part - until 1970.
Since 1970, the school course of the Russian language is 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 / Sci. 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 named in comprehensive school two more training kits 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 other Russian language. Grades 5 to 8 / Ed. M.M. Razumovskaya, P.A.Lekant.
2. Babaytseva 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; Sci. editor V.V. Babaytseva.
Russian language: Practice. 6-7 grades: Collection of tasks and exercises / Comp. G.K. Lidman-Orlova, S.N. Pimenova; Sci. editor V.V. Babaytseva.
Russian language: Practice. Grades 8-9: Collection of tasks and exercises / Comp. Yu.S. Pichugov; Sci. editor. V.V. Babaitseva.
Nikitina E.I. Russian speech. 5-7 grades and 8-9 grades / Scientific. editor V.V. Babaytseva.
In high school (X-XI) for generalization and repetition teaching material tutorials are recommended:
Vlasenkov A.I., Rybchenkova L.M. Russian language: Grammar. Text. Styles of speech. 10-11 grades.
Grekov V.F., Cheshko L.A. A textbook on the Russian language in high school.
Created and used in school practice tutorials designed for in-depth study of the Russian language and self-education. For instance:
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 LEARNING TOOL
School textbook is a dedicated book laying out the basics scientific knowledge in Russian 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 to form the corresponding general educational and special skills (transformation function). At the same time, all the materials of the textbook are aimed at instilling in students 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 program have common system concepts, facts, the general sequence of their study. But in the textbook, in contrast to the program, an interpretation of linguistic phenomena is given, the content of the studied concepts is clarified, exercises to consolidate knowledge, the formation of language, spelling and speech skills are included. The textbook determines the amount of information about the studied concepts, contributes to the formation of the necessary methods 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 upbringing of high moral qualities.
Typically, a tutorial includes the following structural components: theoretical information about the language in the form of texts and out-of-text components; work organization apparatus (questions, tasks); illustrative material and orientation apparatus (indexes, table of contents, headings, etc.).
Language texts constitute the main content of Russian language textbooks. 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 information for reference, notes, explanations, examples of reasoning (or ways of applying the rules), etc.
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, direct the activities of students in the process of developing their skills and abilities.
Illustrative material (figures, diagrams, tables, graphic symbols, etc.) contributes to a deeper understanding of the phenomena studied, therefore it is closely related to the main educational text, clearly represents what it says, supplements, concretizes it, and in in a number of cases, it makes up for material missing in the text.
Orientation aid (signs, headings, table of contents) helps students understand internal structure textbook, gives an idea of the content and structure of educational material, allows you to navigate the content of the textbook as a whole, quickly find the information you need, etc.
The textbook is intended for both students and teachers. For the student, he is a source of information, a reference manual, a means of mastering skills. For the teacher, this is the source of the methodological system. With the help of the textbook, he defines the methods of working with schoolchildren in different stages mastering the material.
How to distinguish incomplete sentences from complete ones? Let's try to figure it out!
Studying the topic "Complete and Incomplete Sentences", my students are asked to explain the differences between incomplete two-part sentences and incomplete one-part sentences with examples.
If you know how to find the grammatical basis, you can learn to determine the type simple sentence by the composition of the main members.
Two-piece: She didn't come home. One-piece: Noon. I walk along the road. Thirsty. No one is visible.
Let us take into account the axiom that two-part sentences are more common in book speech, and in colloquial speech, incomplete two-part sentences are preferable. They should be distinguished from one-piece sentences with one main member - subject or predicate.
Here are examples of complete and incomplete two-part sentences to clarify our statement.
Nobody came here for a long time. The underlying NOBODY, the predicate DIDN'T COME. This is a two-part proposal.
- Has anyone come here?
“He came,” I replied.
- Did not see…
The first sentence contains both main members. But already in the second two-part sentence, the subject SOMEONE is omitted. The proposal has become incomplete, although its meaning is already clear. In the third sentence, you can find the LONG time circumstance and restore the rest of the missing words: SOMEONE HAS COME. And finally, in the last sentence, we substitute the subject I.
So what happens? In a short dialogue, except for the first sentence, all the others are two-part incomplete sentences.
Let's deal now with one-part sentences. You ask: “How can they be incomplete if they already consist of one main member of the proposal? What is their incompleteness expressed? " The fact of the matter is that the most necessary and only main member of the proposal is skipped!
Let's check our output using examples.
- What are you talking about?
- Products.
- Nothing!
In this dialogue, the complete sentence is again the first. It is one-piece, definitely personal. The rest are one-part incomplete! Let's reconstruct the predicate from the second sentence - I HAVE (what?) Products (also definitely personal). Let's add the third: Wow! GOOD (impersonal). The fourth looks like this: Nothing is good about it! (impersonal sentence).
It is easy to find replica sentences, they, as a rule, add new ones without repeating the already known ones, and are more complete in composition than all subsequent ones. Suggestions and answers depend on the nature of the question and most often carry an additional situational load, accompanied by certain gestures and facial expressions.
From the context, it is possible to recover the missing main and secondary members of the sentence, which are understandable even without naming. But there is a special type of sentences that do not require context - elliptical. For example: Attention! All up! What's the matter with you, Mikhail? Turkin - further, the author - after.
In the given examples-dialogues, we encountered words-sentences. For example: Wow! Nothing! The first phrase contains an interjection expressing a certain assessment, the second is an answer that is unclear in content, something between an affirmation and a denial.
They express affirmation or denial, provide an emotional assessment, or induce action. There are several groups of such sentence words:
Affirmative (Yes. True. Good. Okay. Of course!);
Negative (No. Not true!);
Interrogative (Huh? Well? Yes? Okay?);
Estimated (Ugh! Ay-ay-ay! Lord!);
Incentives (Shh ... Hey! Tsits! Basta!).
The figure of silence conveys some kind of understatement, it is used to interrupt, for one reason or another, the statement: Wait, wait, what if ... Did I ... They say that she ...
Don't confuse them with incomplete sentences!
Are incomplete complex sentences? Yes, of course.
First example:
- What do you mean where"? Here!
- Where is it?
- Where are we going!
In this dialog, complex sentences are presented with the omission of the main and subordinate clauses.
Second example: In one hand I held fishing rods, and in the other - a cage with crucians.
Here compound sentence, the second part is incomplete.
Third example: We moved in different ways: on level ground - by carriage, uphill - on foot, downhill - by jogging.
It's complicated non-union proposal, therefore the second, third and fourth parts are incomplete.
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