Structural completeness of the sentence. Incomplete sentences in Russian

Incomplete sentences are simple sentences with incomplete implementation of the structural scheme of a phrase or sentence.

Sentences can be incomplete monologically and dialogically (incompleteness is more common)

Types of incomplete sentences:

Structurally complete, semantically incomplete (She imagined something.)

2. structurally incomplete, semantically incomplete:

Situational-incomplete (- Is the bus coming? – It’s coming.)

Contextually incomplete (The king is riding through the village. He is riding.)

3. structurally incomplete, semantically complete – elliptical sentences.

Elliptic sentences are two-part sentences in which, with the named subject, a verb is missing, which can be restored using word forms dependent on it => the semantics of the sentence depends on the context or situation.

1) Sentences with the meaning of movement, movement (Tatyana into 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 told him about Thomas, and he told me about Yerema.)

4) Sentences with the meaning “take”, “grab” (I am for the candle, the candle is for the stove)

Syntactically indivisible sentences - sentences that cannot be divided into sentence members (word = sentence) are in opposition to syntactically articulated ones.

Meaning is determined based on subsequent or previous context; do not have the entire complex of grammatical features characteristic of syntactically articulated 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, good, true, of course, right, etc.)

2) negative - are a direct negative answer to the question posed or express disagreement with someone’s statement (words/words - no, no, no, no way, can’t be, no way, not at all, etc. )

3) interrogatives - contain a question with a hint of affirmation, negation, motivation, etc.; pronounced with a distinct interrogative intonation (words - yes, no, good, really, really, really, oh, well, etc.)

4) interjections:

Emotional - various feelings are expressed: joy, grief, surprise, fear, etc.

(non-derivative interjections - ah, oh, uh, hurray, etc.;

derivative interjections - fathers, mothers, Lord;

interdom.soch-I - my God, fathers of light, damn it, etc.)

Incentive – expression of will, motivation to action is expressed:

A call to respond - hello, ay, hey

Call for help - guard

Call for silence - shh, shh, shh

Call for attention - chu

Inducement to move or stop - go, march, stop, sabbath

If an interjection is part of a simple sentence, it does not form an interjection sentence. (Ah, if only the night would speed up. - A. Ostrovsky.)

Syntactically indivisible sentences that serve to express the rules of etiquette contain gratitude, greeting, apology, and request. (modal words - thank you, please, hello, goodbye, goodbye, etc.)

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More on topic 17. Sentences are complete and incomplete. Types of incomplete sentences. Indivisible sentences:

Classification of a simple sentence. Articulated and indivisible sentences. Two- and one-part sentences, their differences. Complete and incomplete sentences. Question about elliptic sentences. Punctuation marks in incomplete and elliptical sentences.
Complete and incomplete sentences. Question about elliptic sentences. Punctuation marks in incomplete and elliptical sentences.
6. Design minimum (=basis) of the software. Common and uncommon proposals. Nominal minimum. Incomplete sentences. Elliptical sentences.
Structural-semantic classification of sentences. Simple and complex sentences, their distinctive features. Classification of sentences by 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 that is necessary for the completeness of the structure and meaning of the given sentence.

Missed sentence members can be restored by communication participants from knowledge of the situation or context.

For example, if in the subway one of the passengers, looking at the track, says: “It’s coming!”, all other passengers can easily restore the missing subject: the train is coming.

Missing sentence members can be restored from the previous context. Such contextually incomplete sentences are very often observed in dialogues.

For example: – Is your westra performing a song tomorrow? - Alyosha asked Maxim Petrovich. - My. Maxim Petrovich's answer is an incomplete sentence in which the subject, predicate, adverbial place and adverbial time are missing (For example: My sister is performing a song tomorrow).

Incomplete constructions are common in complex sentences:

Everyone is available to her, but she is accessible to no one. The second part of a complex non-union sentence (aka - to no one) is an incomplete sentence in which the predicate is missing (For example: She is not available to anyone).

Incomplete sentences and one-part sentences are different phenomena.

In one-part sentences there is no one of the main members of the sentence, but the meaning of the sentence is clear to us even without this member. Moreover, the structure of the sentence itself has a certain meaning.

For example, the plural form of the predicate verb in an indefinite-personal sentence conveys the following content: the subject of the action is unknown (There was a knock on the window), unimportant (He was killed near Moscow) or is hiding (They told me a lot about her recently).
In an incomplete sentence, any member of the sentence (one or more) can be omitted. If we consider such a sentence outside the situation or context, then its meaning will remain incomprehensible to us (For example, out of context: Mine; She - to no one).

In the Russian language there is one type of incomplete sentences in which the missing member is not restored and is not prompted by the situation or the previous context. Moreover, the “missing” members are not required to reveal the meaning of the sentence. Such sentences are understandable even without context or situation:

Behind is a field. To the left and right are swamps.

Such sentences are called "elliptic sentences". They usually have a subject and a secondary member - adverbial or complement. The predicate is missing, and often we cannot say which predicate is missing.

For example: There is/is/is a swamp behind you.

Most scientists consider such sentences to be structurally incomplete, since the secondary member of the sentence (adverbial or complement) refers to the predicate, and the predicate is not represented in the sentence.

Elliptical incomplete sentences should be distinguished: a) from one-component nominals (swamp) and b) from two-part ones - with a compound nominal predicate, expressed indirect case of a noun or adverb with a zero connective (All the trees are in gold). To distinguish between these structures, the following must be taken into account:

1) one-part denominative sentences cannot contain adverbials, because the adverbial circumstance is always associated with the predicate. Among the minor members in denominative sentences, the most common are agreed upon and inconsistent definitions.

Winter forest; Entrance to the office;

2) The nominal part of a compound nominal predicate - a noun or adverb in a two-part complete sentence indicates a sign-state.

For example: All trees are in gold. - All trees are golden.

The omission of a member within a sentence in oral speech is marked by a pause, in place of which a dash is placed in the letter:

Behind is a field. To the left and right are swamps;

Most regularly, a dash is placed in the following cases:

In an elliptical sentence containing a subject and adverbial place, an object, only if there is a pause in oral speech:

Behind the high hill is a forest;

In an elliptical sentence - with parallelism, i.e. the same type of sentence members, word order, forms of expression, etc. structures or parts thereof:

In incomplete sentences constructed according to the scheme: nouns in the accusative and dative cases (with the omission of the subject and predicate) with a clear intonation division of the sentence into parts:

For skiers - a good track; For young people - jobs, for young families - benefits;

In an incomplete sentence forming part of a complex sentence, when a member is missing, usually this predicate is restored from the previous part of the phrase - only if there is a pause:

The nights have become longer, the days shorter (in the second part the bundle of steel is restored).

Plan for parsing an incomplete sentence

A) Indicate the type of proposal (complete – incomplete).
b) Name the missing part of the sentence.

Sample parsing

Warriors are for weapons.

The sentence is incomplete; missing predicate grabbed.

Based on their structure and meaning, complete and incomplete sentences are distinguished.

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

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

In their structure, incomplete sentences are divided into the same types as complete ones. They can also be common or non-common, two-part or one-part. It should be borne in mind that a two-part sentence with a missing subject or predicate remains two-part, although only one main member is pronounced and written.

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

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

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

A dash is not placed if there is no need to specially emphasize the pause (Don’t let the hare guard the carrots, and don’t let the fox guard the chickens (Nar. TV)).

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

Focused on mass secondary schools, requires 5th grade. 7 hours/week, in 6th grade. - 6 hours/week, in 7th grade. - 4 hours/week, in 8th grade. - 3 hours/week, in 9th grade. - 2 hours/week. Used in approximately 86% of schools.

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

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

The purpose of the course is to study the Russian language and teach coherent speech. Main objectives: 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 “morphemics” has been introduced), which is due to the strengthening of the practical orientation of teaching the Russian language. The program and educational complex are based on the concentric principle of presenting material.

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

Designed to ensure the language development of students and their mastery of speech activity. The speech focus has been strengthened based on the expansion of the conceptual base of teaching coherent speech, as well as on the basis of strengthening the functional-semantic aspect in the study of facts and phenomena of language. Course structure: 5 classes. - transitional from the initial stage of training to the basic one; 6-7th grades have a morphological and orthographic focus, although they include in the teaching content an introductory course on syntax and punctuation, phonetics and spelling, vocabulary and word formation; in 8-9 grades. a systematic course of syntax and corresponding punctuation rules is provided.

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

Designed for schools and classes with in-depth study of the Russian language, gymnasiums and humanities lyceums. Used in approximately 3% of schools. Studying the Russian language is based on a systematic approach.

The main stages in the history of program creation.

Stable textbooks on the Russian language began to be created after the Decree of the Central Committee of the All-Union Communist Party of Bolsheviks of February 13, 1933 “On textbooks for primary and secondary schools.” Until this time, according to the theory of the “withering away of the textbook,” manuals that did not contain a systematic presentation of theoretical information were widely used in school practice. These are the so-called mobile, “loose” textbooks, compiled from individual assignments, “notebooks,” brochures, issues, etc. The very word “textbook” was at that time replaced by the name “workbook”.

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

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

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

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

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

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

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

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

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

Currently, along with those mentioned, two more educational sets recommended by the Ministry of Education of the Russian Federation are used in secondary schools.

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

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

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

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

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

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

In senior grades (X-XI), textbooks are recommended for generalization and repetition of 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.

Teaching aids are created and used in school practice for in-depth study of the Russian language and self-education. For example:

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

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

AS A LEADING TOOL FOR TEACHING

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

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

The textbook and the program have a common system of concepts, facts, and a common sequence for studying them. But in the textbook, unlike the program, an interpretation of linguistic phenomena is given, the content of the concepts being studied is clarified, exercises are included to consolidate knowledge, and the formation of language, spelling and speech skills. The textbook determines the amount of information about the concepts being studied and helps students develop the necessary methods of activity. It contains a description of linguistic concepts, facts and phenomena, includes a sufficient number of various interesting and meaningful exercises, arranged in a certain, methodologically justified sequence, promotes the development of schoolchildren, the formation of a materialistic worldview in them, and the cultivation of high moral qualities.

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

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

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

Illustrative material (drawings, diagrams, tables, graphic symbols, etc.) contributes to a deeper understanding of the phenomena being studied, therefore it is closely related to the main educational text, clearly represents what it says, complements, specifies it, and in some cases it fills in material missing from the text.

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

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

When classifying a simple sentence, in addition to dividing it into one and two parts, the distinction between complete and incomplete is of great importance. In the works of linguists this issue is resolved in different ways. So, for example, representatives of the logical school took the scheme of a logical judgment as a model of a Russian sentence. The subject is a predicate, i.e. the subject of thought and what is said about the subject of thought. Any Russian sentence fit this scheme; in addition, the presence of a connective was assumed; some scientists considered it an independent member. The absence of a connective in the present tense form indicated the incompleteness of the sentence, and any sentence deviating from the subject - connective - subject scheme indicated incompleteness. This approach is criticized by V.V. Vinogradova. Under the term "incomplete" Shakhmatov combined sentences that were structurally different, some of which were missing any members, and this omission was confirmed by the action of the context; other sentences fully expressed the meaning contained in them and they did not need to restore any members. A.M. Peshkovsky based the definition of incomplete sentences on comparison with complete sentences and the mandatory restoration of missing members. Criteria for incomplete proposals:

- omission of any member;

Violation of syntactic connections and syntactic relations;

The presence of dependent word forms in a sentence;

Restoration of the missing member;

Incomplete sentence - a sentence in which any member or group of members is missing, and their omission is confirmed by the presence of dependent words in the composition of this sentence, as well as data from the context or situation of speech.

Full offer - a sentence where all syntactic positions are replaced, and incomplete, where at least one syntactic position is not replaced, but based on the context or situation we can easily restore it.

The classification of incomplete sentences is based precisely on the principle of restoration.

If the position is restored from the context, then it is contextually incomplete sentences, if from the speech situation - situationally incomplete. Contextually incomplete sentences are inherent in written speech, where the missing member is always present in the context. For example, Commanders do not answer anything, stand and remain silent. Both two-part and one-part ones can be contextually incomplete. For example, But is it can be forced(predicate) shut up the song?(addition). Complex three-part predicate, impersonal, one-part, complete. The singer (object) is possible (predicate), but the song (object) is never (adverbial). One-piece, incomplete.

Depending on the type of speech, incomplete dialogical and monological sentences are distinguished. Dialogical incomplete (incomplete replicas of dialogue) are interconnected replicas (so-called dialogical unity). For example,

-They're lying!

- Who? Incomplete, because predicate omitted.

- Writers! Incomplete, because predicate omitted.

IN situationally incomplete in sentences, the missing members are suggested by the situation, setting, gesture, and facial expressions.

If it is possible/impossible to restore the missing members, another type of sentence is identified in which some member is also omitted. Most often it is a verb or the exact specific word “we”. For example, I’m getting a candle - a candle in the stove.

Such proposals are called elliptical - these are sentences that have one sign of incompleteness - structural. In terms of meaning, they are complete and no restoration of the predicate is necessary to understand them. They come in the following types:

A) sentences that are correlative with complete sentences that have a predicate expressed by verbs of movement or movement in space. For example, Tatyana goes into the forest, the bear follows her.

B) sentences correlative with complete ones, having a predicate verb with the meaning of energetic action: grab, push, hit, throw, etc. For example, I (grabbed the book), she ran (rushed).

IN) sentences correlative with complete ones, containing a predicate expressed by a verb of speech. For example, He talks about the weather (talks), and I talk about business.

Elliptical constructions with an absent predicate, an expressed existential verb, should be considered transitional and quite complex. For example, They (have) children. My son is a student.

A.M. Peshkovsky called such proposals “sentences with zero predicate.”

According to scientists, they are closer to complete ones (complete, one-part, nominative).

Thus, incomplete sentences are a very unique type of Russian sentence. They should not be confused, on the one hand, with monocomponents, and on the other, with indivisible ones. Indivisible sentences cannot be considered from the point of view of completeness/incompleteness; neither main nor HF are distinguished in them. Only syntactically articulated two-part or one-part sentences can be incomplete. If a sentence is one-part, this does not mean that it is incomplete.

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 sentences, there are incomplete sentences.

Incomplete is a sentence characterized by incomplete grammatical structure. Certain formally organizing members (main or secondary) are clear from the context or speech situation without being named.

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

For example, in the sentence: The linden tree needs this juice, the lily of the valley needs this juice, the pine tree needs this juice, and the fern or wild raspberry needs this juice. (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 constricted - determined by 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 as dependent members: form of definition That(m.r., singular, i.p.) is determined by the form of the unnamed juice, form of additions lily of the valley, pine, fern, raspberry(D. p.) - unnamed controlling 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.

In their structure, incomplete sentences belong to the same types as complete ones. They can be common and uncommon, 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.

Uniformity and incompleteness of a sentence are completely different concepts. Incomplete sentences have missing members in their structure, single-component sentences do not have any one main member at all. In incomplete ones, missing members are, as a rule, restored. This cannot happen in single-component ones. In addition, in incomplete sentences, not only the main members, but also the secondary ones can be omitted. Several members can be skipped 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 nearby sentences or in the same sentence, if it is complex.

Ex: On one side of the gap, with his arms crossed, in a woman’s crimson beret, is a figure with blue eyes and a small black mustache above thin, serpentine lips curved into a Mephistophelian smile. On the other side stood the boss, and everyone knew that the boss now stood for the truth and would not waver for a single minute (Prishvin).

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

Situational called incomplete sentences with unnamed members that are clear from the situation, prompted by the situation.

For example: offer It's coming! supplemented by the subject-actor depending on the situation of speech (train, teacher, bus, etc.)

-Vanya! - came faintly from the stage.

-Give me yellow(the situation of speech suggests that yellow light is meant).

- I'm going to the shop - I need flour and salt. “No need for flour, no need for salt,” he said, “it’s damp and slushy outside.”

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

It should be noted that the division of sentences into situational and contextual is to a certain extent arbitrary, 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 and receives verbal expression, for example:

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

Depending on the type of speech, incomplete ones differ dialogical And monologue sentences, which can be both oral and written.

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

For example:

-Go get a bandage.

-They will kill...

-Crawling…

- You won’t be saved anyway.

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

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

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

I decided to take up songbird hunting; it seemed to me that this would feed me well: I I'll catch, A grandmaselling(M. Gorky).

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

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

Elliptical are called independently used sentences of a special type, the specific 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, which is absent 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 composition. In this respect, elliptical sentences are closer to incomplete ones.

It should be noted that these sentences require neither context nor situation in order to form an idea of an action or state. It is expressed by the entire construction as a whole, the purpose of which is to communicate the place, time, method that characterizes the action or state, or to indicate the object of the action.

Ex: Behind the house there is a garden filled with sun.

The native expanses are wide. In the depths of coal, gold and copper.

The lexical limitation of the missing predicate verbs is manifested in the uniformity of the construction of elliptical sentences: the members, their components, are few.

The secondary members in them are either circumstances of place and, less often, time or reasons.

Ex: Steppe everywhere; Check in at five o'clock.

or an addition with the value of a replacement item:

Ex: Instead of an answer, silence.

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

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

Incomplete and elliptical sentences are used mainly in the field of conversational styles. They are widely used as a sign of colloquialism in fiction or when conveying 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 extender:

They began to administer justice: some by the hair, some by the ears (G.).

Descriptions tend to be more elliptical sentences. Particularly characteristic of stage directions in dramatic works. You can give an example of how Gorky constructs a remark description: the description contains a brief description of the setting 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... There are couples everywhere on the walls. In the middle of the shelter 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. Various types of incomplete and elliptical sentences, as a fact of living conversational speech, have been widely used in newspaper language 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 tends to be dynamic and catchy. Ex: (examples from newspaper headlines) Scientists to the Motherland.

Peace to Earth.

Radio for schoolchildren.

Security questions

1. What sentences are called incomplete?