Scientists V.V. Babaytseva, N.S. Valgina, E.M. Vinogradova, A.M. Peshkovsky, A.P. Skovorodnikov believe that the specificity of incomplete simple sentences is revealed only against the background of complete ones. Therefore, the most effective is the well-known method of "matching" incomplete simple sentences to complete ones. Incomplete simple sentences are most often found in dialogues, and their incompleteness in this type of speech is especially pronounced.

V.V. Babaytseva proposes to share incomplete sentences into three categories:

• 1) Structurally complete, but semantically incomplete sentences (that is, sentences in which both positions of the main members are replaced by indefinite personal pronouns, although in terms of lexical semantics, such an indefinite indication of the agent or indication of a place may not be enough). Sentences with pronominal structural elements are semantically incomplete: "We are in the center, theirs are in Maryino."
• 2) Structurally and semantically incomplete sentences. According to the terms and form of oral and written speech, incomplete sentences are divided into situational and contextual.

In situationally incomplete sentences, the missing members are prompted by the setting, situation, gesture, facial expressions, for example: "Open the back!".

Contextually incomplete sentences are characteristic of written speech, the missing member of the sentence is present in the context: „ Some looked at her with affection, others with a feeling of envy.”.

However, such a division of sentences into situational and contextual is to a certain extent conditional, since in written speech, situational sentences acquire some contextual properties, since the situation of speech is described, thereby obtaining a verbal expression, and the subject of speech is named in the context.

3) Semantically complete, but structurally incomplete sentences. This name combines elliptic sentences with a null predicate: A fairy tale is a lie, but there is a hint in it .

Depending on the method of restoring information about the missing terms, the linguist E.M. Vinogradova singles out situationally and contextually incomplete sentences, as well as elliptical sentences.

In situationally incomplete sentences, only the most important member of the sentence is verbally expressed, which is not obvious, the rest of the information components are completed on the basis of knowledge of the situation, the speaker's behavior, for example: "On the next one!"(according to the situation, it is clear that the adjective indicates the action of stopping the bus at the bus stop).

The meaning of a contextually incomplete sentence is clear when it is compared with the surrounding sentences of the text or preceding parts. complex sentence, For example: In the prefix before the vowels e, e, yu, I, the separator is written hard mark, not in the prefix[before the vowels e, yo, yu, I spelled separator] soft[sign].

Elliptical sentences (structurally incomplete, but semantically sufficient), by their very structure and meaning, indicate the omission of a predicate with a certain meaning not to a specific group, but to a thematic group to which it should be included; therefore, there is no need to restore the missing word. Such sentences are expressive and characteristic of colloquial speech and journalism (slogans, advertising slogans). Their structure has adapted to the typical meaning expressed in them. The missing predicate has the meaning of fast travel. Elliptical sentences are built according to phraseological variants of a two-part model - phraseological schemes. The meaning of the predicate missing in elliptic sentences is restored partly from the semantics of the secondary members of the sentence.

Among the contextual proposals of N.S. Valgina highlights simple sentences with unnamed major or minor members, which are missing:

Subject:

-What should be done with words? Mila asked. -Disassemble by composition, - specified the neighbor on the desk;

• Predicate:
  • -Did you hit Vanechka? -No he me;
• · subject and predicate:
• -Is Katya Korchak studying in eighth grade?
• -In the ninth! - answered the secretary;
• Predicate and circumstance: The administration leaned more towards the beliefs of the ruling party, and employees - to the opposition;
• A minor member of the proposal (addition, circumstance) in the presence of a definition relating to the absent member: Kolya, collecting his portfolio, forgot to put the pencil case.I gave him mine .

Among the complex sentences, the linguist singled out incomplete sentences in which the main members in the first part are not named in the second part of the complex sentence.

Incomplete sentences are typical for dialogical speech, which is a combination of remarks or a unity of questions and answers. The peculiarity of dialogical sentences is determined by the fact that in oral speech, in addition to words, extra-linguistic factors act as additional components: gestures, facial expressions, and a situation. In such sentences, only those words are called, without which the thought becomes incomprehensible.

Among the dialogical proposals of N.S. Valgina distinguishes between sentences-replicas and sentences-answers to questions.

Replica sentences are links in a common chain of replies replacing each other. In the replica of the dialogue, those members of the sentence are used that add new to the message, and the members of the sentence already mentioned by the speaker are not repeated. For instance:

• -Will you eat?
• - Soup?
• -Rice.
• -All the same, I will not.

Suggestions and answers differ depending on the nature of the question. They can be answers to a question in which one or another member of the proposal stands out:

• -Vanya, what's in your hand?
• - Spider , - the boy answered reluctantly.
• - Wow! Where did you find him?
• - Next to the table. .

When analyzing incomplete sentences A.M. Peshkovsky singled out sentences like ( what's wrong with you?(does it feel bad) will!("It will be enough"), who took it?(who has won), good health!) as stationary, linking their incompleteness grammatically.

The classification of incomplete sentences proposed by A.P. Skovorodnikov, takes into account not only the properties of verbalized and non-verbalized elements of the sentence, but also the peculiarities of semantic replenishment of incomplete constructions. He distinguishes several types of incomplete sentences (the presented classification is taken from the works of A.P. Skovorodnikov):

1. Contextual ellipsis - replenishment mainly from the macrocontext (the context "surrounding" a given predicative unit, that is, the context of a complex syntactic whole). Moreover, direct lexical completion from the macro context is possible. (“He himself would not have come, because fear is stronger than him. But his partner is bolder”) and indirect, associative (“Masha, walking from school, saw a little kitten and decided to take it home. Dad, a fierce opponent of animals, agreed - the kitten took root ”).

Situational ellipsis - replenishment occurs mainly due to the environment of speech, the general social experience of the speakers. Stationary structures-typed constructions of colloquial speech are allocated (“One to Yalta. "One ticket to Yalta") and non-stationary structures - constructions freely created in speech ("Give the last number." - With an unknown consituation, a plurality of comprehension is allowed).

Ellipsis phraseological - replenishment mainly comes from the internal context (microcontext) of a predicative unit with an unsubstituted syntactic position, carried out due to the valence indicators of the available members of the sentence. A. Skovorodnikov distinguishes model-phraseological ellipse (“A man is sitting at the border. You give him 100 hryvnia, he is for you - "the way is open" ), the phraseological ellipsis itself (the non-verbalized component is part of the phraseological turnover: „ A gift horse - in the teeth ... " To the phraseological ellipsis, from the point of view of the mechanism of formation, the so-called contextual-elliptical substantivation is also close. ("Todayon clothing I met godfather ") .

When classifying incomplete sentences A.A. Chuvakin proposed a combined approach, which takes into account the specifics of both the available (signaling) members and the nature of non-verbal (signaling) positions. The completeness-incompleteness of the proposal is considered within the framework of the positional concept of the proposal, since in this case the fact is recognized that the position of one member is linked to the position of another, presupposes it and at the same time is assumed by it. This property of the position of the sentence is determined by such constant elements of the sentence as syntactic relations and syntactic connections. When applied to an incomplete sentence, this property is called signaling. If in a sentence at least one of the positions is not represented by a verbal form (including zero), syntactic connections and relations in it are violated and the verbally presented theory signals a position that is not verbally presented. Due to this, the first one can be called signaling, the second - signaling. This classification is two-stage: at the first stage, the position of which member acts as a signaling member is revealed, and the structural type of sentences is qualified accordingly; in the second step, the nature of the position to be signaled is determined and, accordingly, the structure type of the proposal is determined.

For instance:

• --Who are you, - asked Zara quietly.
• --I am from the Zohar tribe, from the great and sacred Lake Chad - the type of the sentence with the signaling position of the subject, the subtype of the signalized position of the predicate.

There, groves of slender palms with wide leaves and ripe orange fruits are crowded around silver streams, where the smell of irises and drunken aloe - the type of sentence with the signaling position of the circumstance, the subtype with the signalized position of the predicate.

When distinguishing and describing complete and incomplete sentences, structurally and semantically incomplete sentences are usually considered, the semantic sufficiency of which is determined by the situation and context.

Incomplete sentences, the missing member of which is restored when relying on the text (adjacent sentences or, for obligatory distributors, word forms of "their own sentence") are called contextually incomplete. Such sentences are used both as part of superphrasal units and in complex sentences. For instance:

“Masha likes this backpack, one - to Lena, and that - to Marina Sergeevna”. In a non-union complex sentence in the predicative part, a one-component sentence is used (type is the signaling position of the minor members of the sentence ("That", "Lena", "Marina Sergeevna"), signaled by - the main members of the sentence)

-Oh, by the way, do you have pepper, varnish and vanilla in your warehouses?
-There is how not to be! But we'll talk about it after

Before us are incomplete contextual one-piece sentences (type - signaling sentences - predicate; subtype - signaling position - subject - in the first sentence; and in the second type - signaling sentences - subject; subtype - signaling position - predicate).

An incomplete sentence, the missing member of which is restored by relying on the situation and general knowledge of the interlocutors, is called situationally incomplete.

„ Let me turn your attention. Here is a tulip. Have you seen it somewhere " [N.S. Gumilyov "Green Tulip"]

-Yes, he's good. - Good you say!

In contrast to the above-mentioned contextually and situationally incomplete, elliptical sentences do not need semantic and formal replenishment by means of context. You don't need to go beyond the sentence to understand them. Elliptical constructions are related to the corresponding expanded version of the same model only associatively, i.e. in the paradigmatic series. We see that the meaning of such a construction is supported not by the form of the word, but by the whole lexico-semantic group:

· Verbs of motion.

In my gardens -flowers in your -sadness.

Before it's too late - the old sword in the leg , Comrades! We will become - brothers!

Residence verbs, finding:

But above us - a drunken dream!

Verbs of being, presence:

For you -century, for us -uniform time.

The A.A. qualification can be applied to the examples of elliptical sentences above. Chuvakin. Following it, their type is a signaling position of a minor member (circumstances and additions), a subtype of a sentence with a signalized position - a predicate.

Thus, consideration of sentences with verbally unrepresented elements, taking into account their structure, integrity, syntactic connections and semantic fullness, made it possible to distinguish two types of incompleteness: structural-semantic (incomplete contextual and incomplete situational sentences) and structural (elliptical sentences). In turn, each of these sentences contains verbalized elements that occupy certain syntactic positions and signal the presence of an unsubstituted position.

incomplete sentence poetic linguistic

Incomplete sentences- these are sentences in which a member of the sentence is omitted, which is necessary for the completeness of the structure and meaning of this sentence.

The missing members of the sentence can be restored by the communication participants from the knowledge of the situation referred to in the sentence.

For example, if at a bus stop one of the passengers, looking at the road, says: "Coming!", the rest of the passengers will easily recover the missed subject: Bus goes.

Missing clause members can be restored from the previous context. Such contextually incomplete sentences are very common in dialogues.

For instance: - Is your company assigned to the forest tomorrow? - asked Prince Poltoratsky. - My. (L. Tolstoy). Poltoratsky's response is an incomplete sentence, in which the subject, predicate, circumstance of place and circumstance of time are omitted (cf. My the company is assigned to the forest tomorrow ).

Incomplete constructions are common in complex sentences:

Everything is obedient to me I am nothing (Pushkin). The second part of a complex non-union sentence ( I am nothing) is an incomplete sentence in which the predicate is missing (cf. I am not obedient nothing).

Note!

Incomplete sentences and one-piece sentences are different phenomena.

V one-piece sentences one of the main members of the sentence is missing, the meaning of the sentence is clear to us even without this member. Moreover, the very structure of the sentence (the absence of a subject or predicate, the form of a single main member) has a certain meaning.

For example, the form plural a predicate verb in an indefinite personal sentence conveys the following content: the subject of the action is unknown ( There was a knock on the door), not important ( He was wounded near Kursk) or hiding ( I was told a lot about you yesterday).

V incomplete sentence any member of the sentence (one or more) can be omitted. If we consider such a sentence outside the context or situation, then its meaning will remain incomprehensible to us (cf. outside the context: My; I am nothing).

In the Russian language there is one kind of incomplete sentences in which the missing member is not restored and is not prompted by the situation, the previous context. Moreover, "omitted" members are not required to reveal the meaning of the sentence. Such sentences are understandable even out of context, situations:

(Sands).

These are the so-called "Elliptical sentences"... They usually have a subject and a minor member - a circumstance or addition. The predicate is absent, and we often cannot say which predicate is missing.

Wed: Behind the back located / located / visible Forest .

And yet, most scholars consider such sentences to be structurally incomplete, since the minor member of the sentence (circumstance or addition) refers to the predicate, and the predicate is not represented in the sentence.

Note!

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

1) one-part nominative sentences cannot contain circumstances, since a circumstance is always associated with a predicate. Among the minor members in nominative sentences, the most typical are agreed and inconsistent definitions.

Spring forest; Entrance to the hall;

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

Wed: All trees are in silver. - All trees are silver.

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

Behind the back is the forest. Right and left - swamps(Sands); Everything is obedient to me, but I - to nothing(Pushkin).

The most regular dash is used in the following cases:

in an elliptical sentence containing the subject and circumstance of the place, addition, - only if there is a pause in oral speech:

Outside the night window - fog(Block);

in an elliptical sentence - with parallelism (uniformity of sentence members, word order, expression forms, etc.) of structures or their parts:

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

For skiers - a good track; Youth - jobs; Young families - benefits;

in an incomplete sentence that forms part of a complex sentence, when the missing member (usually the predicate) is restored from the previous part of the phrase - only if there is a pause:

The nights are blacker, the days are cloudier(in the second part, the ligament is restored become).

Parse plan for an incomplete sentence

1. Indicate the type of proposal (full - incomplete).
2. Name the missing member of the sentence.

Sample parsing

Guys - for axes(A.N. Tolstoy).

The offer is incomplete; missing predicate grabbed.

ONE-PARTITION AND INCOMPLETE PROPOSALS 1. Indicate an incorrect statement. A. In one-piece

sentences, the grammatical base consists of one main member.

B. One-piece sentences may be common.

B. Incomplete sentences are those in which the main term is omitted.

D. The omission of a member of a sentence in pronunciation can be expressed by a pause.

2. Find one-part sentences.

A. The day is clear.

B. Freezing in the morning.

Q. What does this mean?

D. I am not well.

D. Row telegraph poles.

3. Indicate specific personal offers.

A. Choose a book to your liking.

B. Aren't you coming from Moscow?

Q. The house is noisy.

D. Chickens are counted in the fall.

D. To be a great thunderstorm. 4

4. Find vaguely personal sentences.

A. Here is the main entrance.

B. I love a thunderstorm in early May.

Q. There was a knock on the door.

D. You can't take a fish out of a pond without difficulty.

D. Will remember his stories for a long time.

5. List impersonal sentences.

A. A bottomless barrel cannot be filled with water.

B. It will be getting light soon.

C. Prepare for your lesson.

G. A tree lit up with a thunderstorm.

6. Find generalized personal proposals.

A. You will not see such battles.

B. Work was especially good in the evenings.

Q. What kind of birds you will not see in the forest!

D. If you like to ride - love to carry sledges

7. Indicate nominative sentences.

A. I'm cold.

B. Here is a factory street.

B. This is a house under a tarpaulin roof.

D. Third hour of the day.

E. Water is slightly brownish.

8. Find examples that contain incomplete sentences.

A. In the summer it dawns early, and in the winter - late.

B. Mind is power.

C. It is hot in the hut.

G. We leave tomorrow at sea.

D. "What's your name?" - "Me Anna".

9. In what examples are punctuation marks misplaced?

A. On the hillock, it is either damp or hot.

B. Here is the sea: here are the dense forests of Perm.

B. It is light outside, and the garden is visible through and through.

D. Nowhere does one breathe more freedom, native meadows, native fields.

Write two simple sentences from a work of fiction with homogeneous members. Write two simple sentences from fiction

works made by conversions. Write two simple sentences from a work of art, made with introductory words.

1. Among sentences 1-3, find sentences with isolated members. Write the number of this sentence.

(1) On the banks of the Staritsa there are sand dunes, overgrown with Chernobyl and a succession. (2) Grass grows on the dunes, it is called hardy. (3) These are dense gray-green balls, similar to a tightly closed rose. (Paustovsky K.)

2. Among sentences 1-3, find a sentence with a stand-alone agreed common definition. Write the number of this sentence.

(1) Acquaintance always takes place according to the established custom once and for all. (2) First we light a cigarette, then there is a polite and cunning conversation aimed at finding out who we are, after which - a few vague words about the weather. (3) And only after that the conversation can move freely to any topic. (Paustovsky K.)

3. Among sentences 1-4, find a sentence with a non-standalone consensus common definition. Write the number of this sentence.

(1) It started raining in September. (2) They rustled in the grass. (3) The air warmed from them, and the coastal thickets smelled wild and sharp, like wet animal skin. (4) At night, the rains unhurriedly rustled in the forests along the deaf, who knows where leading roads, on the wooden roof of the gatehouse, and it seemed that it was written for them to drizzle all autumn over this forest country. (Paustovsky K.)

4. Among sentences 1-3, find a sentence with an isolated, uncommon circumstance.

(1) If the writer, while working, does not see behind the words what he is writing about, then the reader will not see anything behind them. (2) But if a writer sees well what he writes about, then the simplest and sometimes even erased words acquire novelty, act on the reader with striking power and evoke in him those thoughts, feelings and states that the writer wanted to convey to him. (3) This, obviously, is the secret of the so-called subtext. (Paustovsky K.)

5. Among sentences 1-3, find a sentence with a non-stand-alone common consensus definition. Write the number of this sentence.

(1) People say about the blind rain falling in the sun: "The princess is crying." (2) The drops of this rain glittering in the sun are like large tears. (3) Who else can weep with such shining tears of grief or joy, if not the fabulous beauty princess! (Paustovsky K.)

6. Among sentences 1-4, find a sentence with standalone additions. Write the number of this sentence.

(1) All of this is only a tiny fraction of what can be said about rain. (2) But even this is enough to be indignant at the words of one writer, who told me with a sour grimace: (3) “I prefer living streets and houses to your tiresome and dead nature. (4) Except for troubles and inconveniences, rain, of course, brings nothing. " (Paustovsky K.)

7. Among sentences 1-4, find a sentence with a common application. Write the number of this sentence.

(1) Next to the lightning is in the same poetic row the word "dawn" - one of the most beautiful words in the Russian language. (2) This word is never spoken loudly. (3) It is impossible even to imagine that it could be shouted. (4) Because it is akin to that settled silence of the night, when over the thickets of the village garden there is a clear and faint blue. (Paustovsky K.)
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INCOMPLETE OFFERS

Abstract of a practical lesson in grade 10

Purpose: to consolidate practical skills on the topic "Incomplete sentences";

develop spelling, punctuation skills, logical thinking, the ability to draw their own conclusions;

foster interest in the word, the desire for knowledge.

During the classes:

1. Vocabulary warm-up. Spell it correctly, in case of doubt, refer to the spelling dictionary.

Abstract, future, tradition, mosaic, ecological, progressive, effect, pessimism, optimism, reserves, accompany, intense, electrification, colossal, tradition, commentator, worldview, worldview, ideology, resources, humane, honor a hero, active.

Work in pairs. Mutual verification. The teacher displays words for self-test on the screen.

Teacher: What sentences do you know? (Answers: Simple, Complex, Complex different types.) And what do we call sentences in which one of the members of the sentence is missing? Consider the sentence on the chalkboard. What is it like in your opinion?

In every blade of grass, in every drop of moisture, in the breeze - the joy of life.

(Incomplete) So what are the objectives of our lesson? Yes, that's right, consolidate, repeat material about incomplete sentences.

Two pre-prepared students come to the blackboard and tell the material about incomplete sentences, which the students write in a notebook.

Material on the theory of the question

1 student. In a two-part or one-part sentence, one of the members can be omitted, for example:

Lakes attract us with their smoothness, seas - with spaciousness, rivers - with movement.

2 student. It is possible to skip one or more members of a sentence in a complex sentence. In its parts, except for the first, in the dialogue, since the missing members are clear from the context or from the situation and can be restored, and the sentence in this case becomes complete.

Example: A city was opened from a small hill. The front gardens of the suburbs stretched along the slope, and beyond were the chains of lanterns and the fiery thread of the bridge thrown across the river.

What did you notice about incomplete sentences? (Dash presence)

It is necessary to distinguish an incomplete proposal from a complete one-part proposal. What punctuation mark is put in an incomplete sentence when one of the members is omitted?

2. Execution practical assignments through the overhead projector. Students put down punctuation marks on their own and comment on punctuation marks from the spot

Each craft has its own flavor. Saddle makers smell like raw meat, coal miners smell like birch smoke, sheepskin and felted men smell like sheep wool, mattresses - fragrant bast, bogomaz - linseed oil, coopers and wheel-makers - oak shavings, potters and brick-makers - drying clay, basket-makers - bitter willow, talk about tar nothing.

3. Independent work on cards in pairs.

CARD

Underline the grammatical foundations of the sentences. Arrange punctuation marks.

It is not for nothing that every poet of the post-Pushkin era considers it his happiness to inherit and develop at least one of the many Pushkin qualities. This is how Nekrasov develops the folk song element. Lev Nikolaevich Tolstoy epic power and psychological characterization peace of mind Aleksey Konstantinovich Tolstoy plot-dramatic element Fet landscape-lyric Block intensely thoughtful tragic Akhmatova - concentratedly personal.

Work in pairs is checked. The teacher gives grades for independent work.

4. Distinguishing incomplete sentences from single-component ones. Work at the blackboard. Find sentences that are impersonal, definitely personal, denominational.

It pours endlessly. There is fog in the forest. We are going by boron, black forests. Here is a mountain, a sandy descent into the valley. It is getting dark. On the mountain in front of us, the forest bristles a new peak. I see in the windows the shine and distance of mountains, naked hills.

Teacher: Let's conclude about incomplete sentences.

Students draw a conclusion, write it down: Incomplete sentences must be distinguished from one-part sentences In incomplete sentences, in the absence of any member of the sentence, a dash is put. Incomplete sentences are one of the brightest means of expression, they make our speech more vivid. Therefore, they are often used in proverbs and aphorisms.

Writing bright aphorisms from the board:

Flattery breeds friends, truth breeds haters.

Gold is mined from the earth, knowledge from a book.

In the words of the old people - wisdom, in the proverb - a lesson.

There are only two forms of life: rotting and burning. The cowardly and greedy will choose the first, the courageous and generous will choose the second.

Homework: write out from the texts of the works of L.N. Tolstoy or I.S. Turgenev incomplete sentences - 10 sentences.

incomplete sentences

08.09.2011 23074 1076

Incomplete sentences.

1.Full offers -

Incomplete sentences -

1.In dialogic speech.

elliptical

Incomplete sentences.

1.Full offers - sentences, which contain all the main and secondary members of the sentence necessary for understanding the meaning.

Incomplete sentences - sentences in which individual members can be omitted - major or minor.

Missing members of a sentence can be easily reconstructed from a previous context or situation. Incomplete sentences are found:

1.In dialogic speech.

2.In context (A light flashed at the bend of the river. It flashed brightly, strongly.)

Incomplete can be both two-part and one-part common and uncommon sentences:

You understand me? (two-part, widespread, complete) - I understand. (two-part, uncommon, incomplete).

Punctuation marks in incomplete sentences.

1.A dash is set if there is a pause in elliptical sentences (self-used sentences with a missing predicate): Around the month - pale circles.

In the absence of a pause, the dash is not set: Again, at the hour of the night clouds above the ground.

2. A dash is placed in elliptical sentences, the basis of which is formed by two nouns - in the dative and accusative cases, without a subject and a predicate, with a clear division into two parts: Motherland - our inspired work.

3. A dash is placed in an incomplete sentence that forms part of a complex sentence, when the missing term (usually predicate) is restored from the previous part of the phrase and a pause is made at the place of the omission: They stood opposite each other: Oleg - bewildered and embarrassed, Nina - with a challenge to face. Petya went to the theater, and Sasha went to the cinema.

4. A dash is placed in parts of a complex sentence of the same type, if any member of the sentence is omitted, or even without a pass: Money disappears, work remains.

3. There are bright stars in the sky.

3. Words-sentences.

Incentive and emotional-evaluative (interjection): Come on. Ayda. Ay. Ay, ay.

4. Mini test.

A) 5 B) 4 C) 7 D) 6 E) 8

2. To describe the proposals. Place punctuation marks where necessary.

1. Vera ran from the garden onto the balcony, followed by Sergei, who jumped three steps.

2. The Mironovites sailed here on a self-propelled barge. They landed on the shore.

3. There are bright stars in the sky.

4. Every young worker has secondary education.

5. One sodium atom replaces one hydrogen atom, one zinc atom, two hydrogen atoms.

3. Words-sentences. Can be used in dialogue. Are divided into:

Affirmative: Yes. Certainly. Maybe.

Negative: No. Not at all.

Incentive and emotional-evaluative (interjection): Come on. Ayda. Ay. Ay, ay.

4. Mini test.

1. Define an incomplete sentence.

A) The happiness of noble minds is to see contentment around.

B) On the table is an open volume of poems presented to you.

C) The greatest of books is the book of life.

D) Honesty and accuracy are twins.

E) The true purpose of man is to live, not to exist.

2.In the sentence On the side of it, which is facing the sea, waves have thrown splinters of algae, and the stone hung by them seems to be tied to a narrow sandy strip separating the sea from the mountains. you need to put:

A) 7 commas B) 9 commas C) 8 commas

D) 6 commas E) 6 commas and a dash.

3. Specify the number of missing commas in the sentence: Hazel grouse fluttered at once, all indicated in the air, flew at us, but suddenly soared in fright, turned to the side in a hurry, touched a branch and quickly, quickly working with his wings, disappeared into the forest gloom.

A) 5 B) 4 C) 7 D) 6 E) 8

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