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? - I 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 are often confused with two-part and one-part sentences.

But the latter belong to a different classification of simple sentences - according to 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 (either 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;
• From these missing words, you can restore the full version of the sentence: 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?

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 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: offer " 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 the 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.

Single-component and incomplete sentences are 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: offer 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. In addition, in written speech, 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 specificity of the structure of which is the absence of a 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 in the transmission of 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. You can give an example of how Gorky builds a description-remark: the description contains a brief description of the situation of the action:

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. Various types of incomplete and elliptical sentences as a fact of live colloquial speech have been widely used in the language of the newspaper in recent years. 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 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 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 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.

From the point of view of completeness of the sentence structure, they are divided into full and incomplete.

Complete are called sentences in which there are all the members necessary to express a thought.

incomplete sentences are called in which any necessary in meaning and structure member of the sentence (main or secondary) is omitted.

Incomplete can be two-part and one-part, common and non-common sentences.

The possibility of skipping sentence members 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 out of context .

Walked, 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 over a bright river.(A.S. Pushkin.) (Context - the previous sentence: In a clean field, in a silvery light of the moon, immersed in her dreams, Tatyana walked alone for a long time.)

Examples of incomplete sentences whose missing members are restored from the situation.

Husband knocked down and wants to look at the widow's tears. Unscrupulous!(A.S. Pushkin) - the words of Leporello, a response to the desire expressed by his master, Don Juan, to meet Dona Anna. It is clear that the missing subject is is he or Don Guan.

- Oh my God! And here, with this coffin!(A.S. Pushkin.) This is an incomplete sentence - Dona Anna's reaction to the words of the protagonist of The Stone Guest: Don Juan confessed that he was not a monk, but "an unfortunate victim of a hopeless passion." There is not a single word in his remark 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:

• subject: How firmly she entered her role!(A.S. Pushkin) (The subject is restored according to the subject from the previous sentence: How Tatyana has changed!);

He would have disappeared like a blister on water, without any trace, without leaving descendants, without delivering to future children either a fortune or an honest name!(N.V. Gogol) (The subject I is restored according to the addition from the previous sentence: Whatever you say, he said to himself, if the police captain hadn’t arrived, I might not have been able to even look at the light of God!) (N.V. Gogol);

• addition: And so I took it! And I fought so hard! And I fed it with gingerbread!(A.S. Pushkin) (Previous sentences: How Tanya has grown! How long have I, it seems, baptized you?);

• predicate: Only not to the street, but from here, through the back door, and there through the yards.(M.A. Bulgakov) (Previous sentence: Run!);

• several members of the proposal at once , including the grammatical basis: How long ago?(A.S. Pushkin) (Previous sentence: Are you composing Requiem?)

Incomplete sentences are common in complex sentences : He is happy if she puts a fluffy boa on her shoulder ...(A.S. Pushkin) You Don Juan reminded me how you scolded me and gritted your teeth.(A.S. Pushkin) In both sentences, the subject missing in the subordinate clause is restored from the main clause.

Incomplete sentences are very common in colloquial speech., in particular, in a dialogue, where usually the initial sentence is detailed, 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 a bad crime.(A.S. Pushkin)

Among the dialogical sentences, there are sentences of a replica and sentences - answers to questions.

1. Quote offers are links in a common chain of successive replicas. 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. The cues that begin a dialogue are usually more complete in composition and independent than subsequent ones, which are both lexically and grammatically oriented to the first cues.

For example:

- Go to the dressing.
- Will kill.
- Crawling.
- All the same, you will not be saved (Nov.-Pr.).

2. Offers-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 stands out:

- Who are you?
- Passing... wandering...
- Sleep or live?
I'll look over there...(M. G.);

- What's in your knot, eagles?
"Crayfish," the tall man answered reluctantly.
- Wow! Where did you get them?
- Near the dam(Shol.);

They can be answers to a question that requires only confirmation or denial of what has been said:

- These are your poems in Pioneer published yesterday?
- My(S. Bar.);

- Did Nikolai Stepanych show you? asked the father.
- showed(S. Bar.);

- Maybe you need to get something? Bring?
- Do not need anything(Pan.).

Can be answers to a question with suggested answers:

- Do you like it or don't like it? he asked curtly.
“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?
- And what about the head, and what about the hands?(M. G.)

and answer-requests:

- 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 similar to a single complex sentence, where the question-sentence resembles a conditional clause.

For example:

- And if during sowing they break?
- Then, as a last resort, we will make homemade(G. Nick.).

Dialogic speech, regardless of what structural types of sentences make it up, 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 of the dialogue are associated precisely with the phenomenon of speaking, interspersed with the exchange of statements: these are conciseness, formal incompleteness, semantic and grammatical originality of the compatibility of replicas with each other, structural interdependence.

Elliptical proposals

There are sentences in Russian called elliptical(from the Greek word ellipsis, which means "omission", "lack"). They omit the predicate, but retain the word that depends on it, and the context for understanding such sentences is not needed. These can be sentences with the meaning of movement, displacement ( I - to the Tauride Garden(K.I. Chukovsky); speech - thoughts And his wife: for rudeness, for your going words(A.T. Tvardovsky) and others.

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 kind of incomplete sentences, while others consider them to be a special type of sentences that adjoins incomplete sentences and is similar to them.

Punctuation in an incomplete sentence

In an incomplete sentence that is part of a complex sentence, in place of the missing member (usually predicate) put a dash , 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 gap.

For example:

They stood opposite each other: he - confused and embarrassed, she - with an expression of challenge on her face.
However, in the absence of a pause, a dash is not put. For example: Alyosha looked at them, and they looked at him. Below it is a stream lighter than azure, above it is a golden ray of sun.

A dash is placed:

1. A dash is placed in place of a zero predicate in elliptical sentences, divided by a pause into two components - adverbial and subject.

For example:

They cling to each other at home. Behind them are vegetable gardens. Above the yellow straw fields, above the stubble - blue sky and white clouds(Sol.); Behind the highway - a birch forest(Boon.); In a large room on the second floor of a wooden house - long tables, over which hang kerosene lamps - "lightning" with pot-bellied glasses(Kav.).

This punctuation mark is especially stable with the structural parallelism of parts of the sentence: 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 - lostness in this vast world of fragrant foliage, herbs, autumn wilt, 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 skipped. These omissions are common in parts of a complex sentence with a parallel structure, when the omitted member is restored from the context of the first part of the sentence.

For example:

It was getting dark, and the clouds either dispersed, or now came in from three sides: on the left - almost black, with blue gaps, on the right - gray-haired, rumbling with continuous thunder, and from the west, because of the Khvoshchinsky estate, because of the slopes above the river valley , - muddy blue, in dusty stripes of rain, through which mountains of distant clouds rose pink(Boon.).

Compare the possibility of skipping a dash in everyday speech: They both spoke at once, one about cows, the other about sheep, but the words did not reach Kuzemkin's consciousness.(Bel.).

3. A dash is placed when skipping sentence members restored in the context of dialogue replicas or adjacent sentences.

For example: Do you like green onion pies? I am passion!(M. G.); In another room, the workshop of an artisan jeweler is recreated. In the third - the shepherd's hut, with all the shepherd's utensils. In the fourth - an ordinary water mill. In the fifth - the furnishings of the hut where the shepherds make cheese. In the sixth - just the atmosphere of a peasant hut. In the seventh - the furnishings of the hut, where these very chergy and halishte were woven. All of 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 built according to the schemes: who - what, who - where, what - to whom, what - where, what - how, what - where, etc.

For example: All wells are in operation; The microphone has a heart!; Book - by mail; Grades - for knowledge; You - the key to the university; Following the record - an accident; Trains - "green"!; First of all, efficiency.

ON THE. SHAPIRO

Continuation. For the beginning, see No. 39, 43/2003

Single sentences.
Incomplete sentences

Definition of a one-part sentence

In Russian, all simple sentences are divided into two types according to the nature of the grammatical basis - two-part and one-component. Two-part sentences have a subject and a predicate. Dissuaded grove golden birch cheerful language.(S. Yesenin) Poet you may not be , but must be a citizen . (N. Nekrasov) One-part sentences have only one main member, and the second is not needed to understand the meaning of the sentence. Late autumn. In the yards tourniquet dry leaves. Everything before getting dark. In school, the main member of a one-part sentence is called, like the main members of two-part sentences, the subject or predicate. Linguistic scholars usually use the term "the main member of a one-part sentence."

All one-part sentences are divided into sentences with the main member - the subject and sentences with the main member - the predicate (otherwise they are called, respectively, nominal and verbal one-part sentences).

It is important to realize the difference between single-part sentences and incomplete ones, in which there can also be only one main member. Compare: 1) - Dry leaves are burning in the yards. 2) - What do the janitors do in autumn? - Dry leaves are burning in the yards. In the first case, it is reported that a certain action is being performed, and who performs it is not important. This is a one-part proposal. In the second case, an action is reported that is performed by a certain subject - janitors. Subject wipers omitted, but easily recovered from the preceding sentence. Hence, the second sentence is a two-part incomplete.

Name sentences

One-part sentences in which the main member is expressed by a noun in the nominative case or a syntactically indecomposable phrase are called nominal. Cinema. Three benches.(O. Mandelstam) Twenty first. Night. Monday. The outlines of the capital in the mist.(A. Akhmatova) Green laurel, reaching to shiver. The door is open, the window is dusty.(I. Brodsky) Such sentences are said to express the meaning of beingness. It is thanks to this meaning that a word or phrase "turns" into a sentence.

Denominative sentences may have some additional grammatical meanings, such as specific demonstrative (expressed by the particle here: Here is the mill); emotional evaluation (expressed using special particles what, like this, well, what the, this etc.). It is important to distinguish nominal sentences with particle here from two-part with pronoun This. Here is a chair- one-part denominative sentence; This is a chair- two-part, where This- subject, and chair- a compound nominal predicate with a zero connective.

The teacher should pay special attention to students on how the word order in a sentence can affect its composition. Yes, in the proposal Warm day the subject and the definition expressed by the adjective in front of the word being defined are easily detected. This is a one-part denominative common sentence. In the proposal The day is warm there is a subject and a compound nominal predicate with a zero link and a nominal part expressed by an adjective after the subject. This is a two-part uncommon sentence.

Another case is more complicated. Offer It was boring to listen to him is considered to be one-part impersonal with a compound verbal predicate, where instead of an auxiliary verb - the word of the category of state boring and linking verb. But if you put the infinitive in the first place - listen to him was boring, it can be considered as a subject, then it was boring- a compound nominal predicate, where the nominal part is expressed by a short adjective (cf. Listening was boring.)

In Russian, there are sentences in which, at first glance, there are no main members at all: Snow! Trees! Noise, noise!(In meaning: How much snow (trees, noise)!) Not a speck of dust. They are not taught in the curriculum. The grammatical meaning of beingness seems to make it possible to classify these sentences as nominal ones. But the only member of such a sentence cannot be considered as a subject, because it is expressed by a noun not in the nominative, but in the genitive case. Many linguists call such sentences genitive (according to the Latin name of the genitive case), and those sentences that we call denominative - nominative (according to the Latin name of the nominative case), combining both into the type of “nominal one-part sentences”.

When the only main member of the sentence is expressed by a noun in the nominative case, and the minor members depend on the main one and make up a phrase with it ( Early morning; end of the alley; House on the outskirts etc.), no one doubts that this proposal is one-part.

But there are also controversial cases. If the minor member has a circumstantial or object meaning (I have a blues; There is a holiday in the house), some scholars consider the sentence to be two-part with a missing predicate on the grounds that neither the circumstance nor the object can refer to the subject. Other scholars consider such sentences to be denominative, with a special minor member that refers to the entire sentence, spreading it as a whole, and is called the determinant.

An exercise

Are the highlighted sentences nominal?

A wonderful man, Ivan Ivanovich!.. What apple and pear trees he has right under his windows! He loves melons very much. This is his favorite food.

- Tell me, please, what do you need this gun for, what is exposed to weather along with the dress? .. Listen, give it to me!
- How can you! This gun is expensive. You won't find these guns anywhere else. I, even as I was going to the police, bought it from a turchin ... How can I? This is a necessary thing...
- Nice gun!(N.Gogol)

Answer. Name suggestions: What apple and pear trees he has right under his windows! and Good gun! Offer Listen, give it to me!- one-part, but not denominative, because the main member in it is not the subject, but the predicate. In all other selected sentences, there is both a subject and a predicate, i.e. they are bipartite.

One-part sentences with the main member - the predicate

One-part sentences with the main member - the predicate are divided into definitely personal, indefinitely personal, generalized personal, impersonal. These types differ in two main features: a) in terms of the extent to which the idea of ​​the agent is expressed; b) according to the morphological forms of the verb used as the main member of the sentence. In other words, different types of one-component sentences make it possible to imagine with varying degrees of specificity who performs the action, or contain an indication that there is no such producer at all, it is impossible to imagine it.

At the same time, each type of sentence has its own forms of the verb-predicate, and they do not intersect, i.e. by the form of the verb, one can determine the type of a one-part sentence (the exception is generalized personal sentences, which will be discussed separately).

Definitely personal suggestions

Definitely personal such one-part sentences are called in which the actor is not named, but is thought of as a completely specific person - the speaker himself or his interlocutor. In other words, in definitely personal sentences, the subject is easily restored - the pronoun of the 1st or 2nd person (I, we, you, you). This is possible because the predicate in a definite personal sentence is expressed only by the verb of the 1st or 2nd person of the indicative or imperative mood.

Forgive me fever of youth and youthful fever and youthful delirium.(A. Pushkin) Linen on the river rinse, my two flowers grow.. . (M. Tsvetaeva) I laughed, "Oh prophesy We're both in trouble."(A. Akhmatova) Let's glorify, brothers, the twilight of freedom...(O. Mandelstam) Don't come close to her with questions.(A. Blok) Come , let's have a drink guilt, let's have a bite bread or plums. tell me me news. bed you in the garden under clear skies and I will say what the constellations are called.(I. Brodsky)

It is important to note that in definite-personal sentences, the predicate cannot be expressed by the verb in the past tense or in the conditional mood, since in these forms there is no person meaning (cf. Approached. I didn't get excited...(A. Akhmatova) In the first sentence, it is impossible to restore the subject. You? She is? This means that this sentence is not definitely personal, but a two-part incomplete one. You can only find out which subject is missing from the following lines: She sat down like a porcelain idol in the position she had chosen long ago.).

An exercise

Find one-part sentences in the text, determine the type of each of them.

Steppe again. Now Abadzekhskaya stanitsa is widely spread on the horizon - its pyramidal poplars are turning blue, the church is turning blue. The air trembles with heat. The faces of the Solovyov girls take on an expression that is calm to the point of severity - they hide their fatigue. But finally, the village of Abadzekhskaya enters our lives, surrounds us with white huts, front gardens with mallow.
Here we made the first halt. A river bank, a low hedge, someone's gardens. Bathing in familiar water from an unfamiliar shore. Everyone is happy with the transition and pleasantly surprised that I am not tired, and I am the most. We collect brushwood, make a fire, the girls cook conder - either soup, or millet porridge with lard. (E. Schwartz)

Answer. Name suggestions: Steppe again. A river bank, a low hedge, someone's gardens. Bathing in familiar water from an unfamiliar shore. Definitely a personal suggestion: We collect brushwood, make a fire(part of a complex sentence).

Indefinitely personal sentences

vaguely personal one-part sentences are called, where the actor is conceived as an indefinite person who is not interested in the speaker. Such sentences are used when it is necessary to show that the action itself is important, and not the producer of the action. The predicate in such sentences necessarily has a plural form (although this does not mean at all that there are many implied figures), it will express in the present and future tenses. incl. and in command. incl. - form of the 3rd person pl. h.

After all, only here cherish nobility!(A.Griboyedov) We have scold everywhere, and everywhere they accept.(A.Griboyedov) Let me will announce old believer...(A.Griboyedov) But without asking her advice, the girl lucky to the crown. And at the table they have guests wore dishes by order. When would left me at will, how briskly I set off into the dark forest! Just like you lock up, they will imprison on the fool's chain and through the bars like an animal to tease you will come . (A. Pushkin) led away you at dawn...(A. Akhmatova) And let them take it away lanterns...(A. Akhmatova)

An exercise

Find in the text all the sentences in which the predicates are expressed by verbs in the plural form. Which one is indefinitely personal? Try changing the rest of the sentences to be vaguely personal.

Once the goddess Eris tossed three inhabitants of Olympus - Hera, Athena and Aphrodite - an apple with the inscription: "The most beautiful." Each goddess, of course, hoped that the apple was meant for her. Zeus ordered Paris to judge the dispute.
By birth, Paris was a Trojan prince, but he did not live in a palace, but among shepherds. The fact is that his parents Priam and Hecuba, even before the birth of their son, received a terrible prophecy: because of the boy, Troy will die. The baby was taken to Mount Ida and thrown there. Paris was found and raised by shepherds. Here, on Ida, Paris judged the three goddesses. He recognized Aphrodite as the winner, but not disinterestedly: she promised the young man the love of the most beautiful woman in the world. (O. Levinskaya)

Answer. Indefinite personal offer: baby carried to the mountain I go and threw there.
Possible modifications of the remaining proposals: In Troy, even before the birth of the royal son, they received a terrible prophecy. Paris was found on Mount Ida and raised as a shepherd.

Generalized personal sentences

Among one-part sentences with the main member - the predicate, there are those in which the actor is conceived as a generalized person, i.e. action is related to each person, to everyone; especially often such a meaning in proverbs: Soldiers not born (i.e. no one can be born a soldier right away). Easily not take out and fish from the pond. Quiet you are going- farther you will.

As can be seen from the examples given, the predicate verbs in these sentences are in the same form as in definite personal or indefinite personal sentences. Nevertheless, sentences with such a generalized meaning are often distinguished into a special type - generalized-personal suggestions.

impersonal proposals

impersonal such one-part sentences are called in which the action is not comparable with any actor; in other words, there is no producer of action at all, it cannot be imagined.

to me can't sleep, no fire ... About Lensky's wedding, they have long it was decided. how funny, shod with iron sharp feet, slide on the mirror of stagnant, smooth rivers! And it’s a pity for the old woman’s winter ... But how any me in the autumn sometimes, in the evening silence, in the village visit family cemetery ... How long will I walk in the world, now in a carriage, now on horseback, now in a wagon, now in a carriage, now in a cart, now on foot? Where are we swim? (A. Pushkin)

The grammatical indicator of impersonality is the form of the 3rd person singular. hours (for the present and future tenses, as well as for the imperative mood): smells hay. Today it will be hot. Let be you sleeping, like at home;

unit form h. neuter (for the past tense, as well as for the conditional mood): boat swept away to the middle of the river. Her would take and further, if not for the snag;

infinitive: Be rain.

As can be seen from the examples above, impersonal sentences convey the state of nature and the environment, the state of man, the inevitability, desirability, possibility and impossibility of something.
Impersonal sentences are very diverse in ways of expressing the predicate.
A simple verbal predicate in an impersonal sentence can be expressed:

a) impersonal verb (It's getting dark);
b) a personal verb in an impersonal form (Wind blew away hat. Wed Wind blew away hat - two-part preposition, subject - wind));
c) a verb be with a negative particle or word No (Parcels No and did not have) ;
d) a verb in an indefinite form (This not to be).

In a compound verbal predicate, the following can act as an auxiliary verb:

a) impersonal verbs should, I want to, lucky etc. (I had to all make again);
b) personal phase verb ( Getting dark );
c) instead of an auxiliary verb, short passive participles and special words of the state category are often used it is impossible, it is possible, it is necessary, it is a pity, it is time, sin and so on . (Allowed for free carry one piece of luggage. Can be closed a door. It's a pity was to part. It's time to leave in field. It's a sin to complain for lack of time).

A compound nominal predicate in an impersonal sentence consists of a nominal component - words of the state category or short passive participles of the past tense - and a linking verb in an impersonal form (in the present tense - a zero link). (Us it was fun. It's getting lighter and quiet. Evenings in the city dangerously. In the room tidied up.).

Word No

What part of speech does the strange word belong to? No? It does not change, it cannot have an auxiliary verb or a connective, it is impossible to put a question to it ... Meanwhile, we find that this word can act as the main one - and the only one! - a member in a one-part impersonal sentence.
Dictionaries say that No can be a negative particle opposite in meaning to the particle Yes(– Have you already read the book?– Not .). But when this word turns out to be a predicate in an impersonal sentence, we will call it an invariable verb form ( No - means does not exist, does not exist). This word is not found in any Slavic language, except for Russian. How was it formed?
In the Old Russian language there was an expression not e (st) that, where that - adverb with meaning here. From this expression first appeared the word no, and then final at disappeared, began to speak and write No, although in colloquial speech you can meet no so far (no one no Houses).

Often there are sentences with several main members - subjects or predicates. (Fog, wind, rain. It's getting dark, it's getting cold, getting stronger blowing from the sea.) It seems that such subjects or predicates can be called homogeneous. But it is more correct to assume that we have complex sentences in which each part is a one-part sentence.

Exercises

1. Highlight the predicates in impersonal sentences.

About this tenant it would be necessary to tell in more detail, because in the first place suspicions fell on him. But they fell a little later, about an hour later, and at that moment he was standing at the entrance, listening to music and was beyond suspicion. However, he stood dejectedly ... Suddenly he straightened his shoulders, raised his head more proudly and walked straight towards us. However, it was not easy for us to reach. (Yu.Koval)

Answer.Needless to say, it wasn't easy to get there.

2. Find one-part sentences in the text. Determine the type of each of them, highlight the predicate.

Since my mother is always busy with laundry, she always needs a lot of water, and we don’t have a tap in the yard. And my mother, and Marusya, and I have to get water in the distant backyards of one of the neighboring houses in order to fill the insatiable barrel to the top. You bring four buckets, and your eyes turn green, and your legs and arms tremble, but you need to carry the fifth, sixth, seventh, otherwise your mother will have to go for water, and we want to save her from this - me and Marusya. (K. Chukovsky)

Answer. Will you bring four buckets - definitely-personal (or generalized-personal). ...to pour an insatiable barrel to the top; In eyes turns green, need to bear fifth, sixth, seventh, otherwise have to go for water to mom - impersonal.

3. Find the wrong statements.

1) In one-part sentences, there cannot be a predicate expressed by a verb in the conditional mood.
2) In an indefinitely personal sentence, the predicate is necessarily expressed by the verb in the plural form.
3) There are one-part sentences with the main member - the predicate, in which there are no verbs.
4) In definitely personal sentences, the subject is easily restored - the personal pronoun of the 1st, 2nd or 3rd person.
5) In impersonal sentences, the verb-predicate cannot be used in the plural form.
6) If there is no subject in the sentence, and the predicate is expressed by the verb in the form of the feminine or masculine singular. h past. vr., this sentence is two-part incomplete.

Answer. 1, 4.

4. Find in the text: a) a one-part indefinitely personal sentence; b) one-part impersonal sentence.

1) The hardest thing was in the Sumerian writing depict abstract concepts, proper names, as well as various auxiliary words and morphemes. 2) The rebus principle helped with this. 3) For example, the arrow sign was used not only for the word arrow, but also for the word a life that sounded the same. 4) Constantly applying the rebus principle, the Sumerians assigned to some signs not a specific meaning, but sound reading. 5) As a result, syllabic signs arose that could denote some short sequence of sounds, most often a syllable. 6) Thus, it was in Sumer that the connection between sounding speech and written signs was first formed, without which real writing is impossible.

Answer. a) - 3); b) - 1).

Incomplete sentences

Incomplete is a sentence in which a member (or group of members) is omitted. The omitted member of the sentence can be restored from the context or clear from the speech situation.

Here is an example of incomplete sentences in which the missing subject is restored from the context.

Walked, 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 over a bright river.(A.S. Pushkin.) (Context - previous sentence: In a clean field, the moon in a silvery light, immersed in her dreams, Tatyana walked alone for a long time.)

Examples of incomplete sentences whose missing members are restored from the situation.

Husband knocked down and wants to look at the widow's tears. Unscrupulous!(A.S. Pushkin) - the words of Leporello, a response to the desire expressed by his master, Don Juan, to meet Dona Anna. It is clear that the missing subject is is he or Don Guan .

– Oh my God! And here, with this coffin!(A.S. Pushkin.) This is an incomplete sentence - Dona Anna's reaction to the words of the protagonist of "The Stone Guest": Don Juan confessed that he was not a monk, but "unfortunate, a victim of hopeless passion." There is not a single word in his remark 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 it here, with this coffin!

May be missed:

subject: How firmly she entered her role!(A.S. Pushkin) (The subject is restored according to the subject from the previous sentence: How has it changed Tatyana!);

He would have disappeared like a blister on water, without any trace, without leaving descendants, without delivering to future children either a fortune or an honest name!(N.V. Gogol) (Subject I restored by addition from the previous sentence: Whatever you say, he said to himself, to me perhaps it would not have been possible to look at the light of God more!)(N.V. Gogol);

addition:And so I took it! And I fought so hard! And I fed it with gingerbread!(A.S. Pushkin) (Previous sentences: How Tanya has grown! How long have I, it seems, baptized you?);

predicate: Only not to the street, but from here, through the back door, and there through the yards. (M.A. Bulgakov) (Previous sentence: Run!);

several members of the sentence at once, including the grammatical basis:How long ago?(A.S. Pushkin) (Previous sentence: Are you composing Requiem?)

Incomplete sentences are often found in complex sentences: He is happy if she puts a fluffy boa on her shoulder ...(A.S. Pushkin) You Don Juan reminded me how you scolded me and gritted your teeth.(A.S. Pushkin) In both sentences, the subject missing in the subordinate clause is restored from the main clause.

Incomplete sentences are very common in colloquial speech, in particular, in dialogue, where usually the initial sentence is detailed, grammatically complete, and subsequent remarks, as a rule, are incomplete sentences, since they do not repeat already named words.

– I am angry with my son.
– For what?
– For a bad crime.(A.S. Pushkin)

It happens that students mistakenly consider incomplete sentences in which not a single member is omitted, for example: He is a genius, just like you and me(A.S. Pushkin), saying that they are also incomprehensible without context . It is important to explain that the incompleteness of a sentence is primarily a grammatical phenomenon, and it is the grammatical incompleteness that causes the semantic one. In the given example, the ambiguity is caused by the use of pronouns. Students should be reminded that pronouns always need contextual disclosure.

Exercises

1. Find incomplete sentences and restore the missing members.

And Tanya enters the empty house where our hero recently lived. ... Tanya is far away; The old woman told her: “But the fireplace; here the gentleman sat alone ... This is the master's office; here he rested, ate coffee, listened to the clerk's reports and read a book in the morning ... " (A.S. Pushkin)

Answer. Tanya ( goes) further ... Old woman ( He speaks) her...

2. Find parts of complex sentences that are incomplete sentences and highlight them.

You are tolerant if you do not clench your fists when you are contradicted. You are tolerant if you can understand why you are so hated or so intrusively and troublesomely loved, and you can forgive all this for both. You are tolerant if you are able to reasonably and calmly negotiate with different people, without hurting their vanity and in the depths of your soul forgiving them for being different from you.

An apologist is a person who is ready to extol an idea he once liked even when life has shown its falsity, praising the ruler, no matter what mistakes he makes, glorifying the political regime, no matter what outrages were created under him in the country. Apologetics is a rather ridiculous occupation if done out of stupidity, and vile if done by calculation. (S. Zhukovsky)

Answer. 1) ... if you are able to reasonably and calmly negotiate with different people, without hurting their pride and in the depths of your soul forgiving them for being different from you; 2) ... if done out of stupidity; 3) ... if by calculation.

All other subordinate clauses that do not have a subject are complete one-part sentences.

Let us recall once again that incomplete sentences should be distinguished from one-part sentences in which the missing subject or predicate does not need to be restored to understand the meaning. In a complex sentence But it is sad to think that youth was given to us in vain, that cheated on her all the time that she deceived us...(A.S. Pushkin) the third part is an incomplete sentence with a missing subject we, which is restored by the addition us from the previous subordinate clause. The subordinate part of the sentence Just look to didn't see you. (A.S. Pushkin), by the nature of the grammatical basis, is a one-part indefinitely personal sentence: the action itself is important here, and not the one who performs it; the grammatical form of the verb (pl. past tense) here does not mean that there should be many producers of the action, it is an indicator of an indefinitely personal meaning. In other words, the proposal so that didn't see you - complete.

Punctuation in an incomplete sentence

In an incomplete sentence, a dash can be placed at the place where the predicate is skipped, if a pause is expected when pronouncing the sentence: ...Then Baron von Klotz was a minister, and I was his son-in-law.(A.S. Griboyedov) In the absence of a pause, a dash is not put: ...Well, the people in this side! She to him, and he to me.(A.S. Griboyedov)

Elliptical proposals

There are sentences in Russian called elliptical(from the Greek word ellipsis, which means "omission", "lack"). They omit the predicate, but retain the word that depends on it, and the context for understanding such sentences is not needed. These can be sentences with the meaning of movement, displacement ( I - to the Tauride Garden(K.I. Chukovsky); speech - thoughts And his wife: for rudeness, for your going words(A.T. Tvardovsky) and others. 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 kind of incomplete sentences, while others consider them to be a special type of sentences that adjoins incomplete sentences and is similar to them.