Based on their structure and meaning, they distinguish between complete and incomplete sentences.

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

Such two-part or one-part sentences, in which one or more members (major or minor) are missing that 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 is pronounced and written main member.

The missing member of an incomplete sentence can be reproduced: 1) from the previous sentence or from part of the same one 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 I can’t 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 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 ]?).

Pass members of the proposal is extremely in an important way savings linguistic means, it allows you to briefly and quickly post 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 tasks related to the implementation of special goals (formation of linguistic, communicative and linguistic competence of students, as well as general subject tasks: education of students, development of their logical thinking, learning the ability to independently replenish knowledge, the formation of general educational skills - working with a book, with reference books, 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 fundamentals 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 provide language development students, mastering them 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 initial stage training to the basics; 6-7 grades have a morphological and orthographic focus, although they include them in the content of education introductory course 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” in school practice manuals that did not contain a systematic presentation of theoretical information were widely used. These are the so-called mobile, “loose” textbooks, compiled from individual tasks, "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 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 named in secondary school two more are in use educational kit, recommended by the Ministry of Education of the Russian Federation.

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. 5th grade: 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) for generalization and repetition educational material Recommended textbooks:

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.

Created and used in school practice teaching aids, intended 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

School textbook is a special book that outlines the basics scientific knowledge in the Russian language and designed to achieve educational goals. The main functions of the textbook are: informational, transformational, systematizing and educational.

The textbook provides knowledge (information function), presented in the form of a specific system (systematizing function) and serving 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 the future. working life(educational function).

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

Typically, the 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 the facts and phenomena of language and speech, define 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, examples of reasoning (or ways of applying 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 fills in material missing from the text.

Orientation aids (indexes, headings, table of contents) help students understand internal structure textbook, gives an idea of the content and structure of educational material, allows you 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 the teacher this is a source methodological system. With the help of a textbook, he determines methods of working with schoolchildren on different stages mastering the material.

When classifying a simple sentence, in addition to dividing into one and two-part, great importance have distinctions between complete and incomplete. In the works of linguists this issue is resolved in different ways. So, for example, representatives of the logical direction took the scheme as a model of a Russian sentence logical judgment. 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 copula was assumed, some scientists considered it 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 various structurally sentences, in some of which any members are missing, and this omission is confirmed by the action of the context, in other sentences the meaning contained in them was fully expressed 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 syntactic connections And syntactic relations;

Availability dependent words formalized in the proposal;

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 this proposal, 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 writing, where the missing member is always 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-part, incomplete.

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

-They are 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 this is a verb or 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 semantically they are complete and no restoration of the predicate is needed to understand them. They are 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.

ON THE. SHAPIRO

Continuation. See the beginning in No. 39, 43/2003

One-part sentences.
Incomplete sentences

Definition of a one-part sentence

In Russian, all sentences are simple in nature grammatical basis are divided into two types - two-part And one-piece. Two-part sentences have a subject and a predicate. Dissuaded grove golden birch cheerful tongue.(S. Yesenin) Poet you may not be , But must be a citizen . (N. Nekrasov) In one-part sentences there is 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 earlier it's getting dark. At school, the main member of a one-part sentence is called, like the main members of two-part sentences, the subject or predicate. Linguistic scientists usually use the term “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 understand the difference between one-part sentences and incomplete ones, which can also have only one main member. Wed: 1) – Dry leaves are being burned in the courtyards. 2) – What do wipers do in the fall? – Dry leaves are burned in the yards. In the first case, it is reported that a certain action is being performed, but 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 specific subject - the wipers. Subject wipers missing, but easily recovered from the previous sentence. This means that the second sentence is two-part incomplete.

Name sentences

One-part sentences in which the main member is expressed by a noun in 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 darkness.(A. Akhmatova) The greenery of the laurel, almost to the point of trembling. 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.

Nominal sentences may have some additional grammatical meanings, such as concrete demonstrative (expressed by the particle Here: Here's the mill); emotional assessment(expressed using special particles what, like this, well, what the, this etc.). It is important to distinguish nominal sentences with a particle Here from two-part ones with a pronoun This. Here's a chair– one-part noun sentence; This is a chair– two-part, where This– subject, and chair– compound nominal predicate with zero coupling.

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

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

In the Russian language there are sentences in which, at first glance, there are no main members at all: Snow! Trees! Noise, noise!(In meaning: So much snow (trees, noise)!) Not a speck of dust. IN school course they are not studied. Grammatical meaning beingness seems to allow us to classify these sentences as denominative. But the only member of such a sentence cannot be considered as the subject, because it is expressed by a noun not in the nominative, but in the genitive case. Many linguists call such sentences genitive (after the Latin name genitive case), and those sentences that we call nominal are nominative (by Latin name nominative case), combining both of them into the type of “nominal one-part sentences”.

When the only main member of a sentence is expressed by a noun in the nominative case, and the secondary members depend on the main one and form 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 adverbial or objective meaning (I have the blues; There is a holiday in the house), some scholars consider the sentence to be two-part with an omitted predicate on the grounds that neither an adverbial nor an object can relate to the subject. Other scholars consider such sentences to be denominative, with a special minor member that relates to the entire sentence, extending it as a whole, and is called a determiner.

Exercise

Are the highlighted sentences denominative?

Wonderful person Ivan Ivanovich!.. What apple and pear trees he has right next to his windows! He loves melons very much. This is his favorite food.

- Tell me, please, what do you need this gun for, which is set out to air out along with the dress?.. Listen, give it to me!
- How can you! This gun is expensive. You won't find guns like this anywhere anymore. Even when I was getting ready to join the police, I bought it from Turchin... How is that possible? This is a necessary thing...
- A good gun!(N. Gogol)

Answer. Title suggestions: What apple and pear trees he has right next to his windows! And Nice 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. All other highlighted sentences have both a subject and a predicate, i.e. they are two-part.

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, and impersonal. These types differ in two main ways: a) in how expressed the idea of the actor is; b) by morphological forms a verb used as the main member of a sentence. In other words, different types one-part sentences make it possible to to varying degrees concreteness to imagine who performs the action, or contain an indication that there is no such producer at all, it is impossible to imagine him.

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

Definitely personal proposals

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

I'm sorry fever youth and youthful heat and youthful delirium.(A. Pushkin) Linen on the river I'm rinsing, my two flowers growing.. . (M. Tsvetaeva) I laughed: “Oh, prophesy We’ll probably both be in trouble.”(A. Akhmatova) Let's praise, brothers, twilight of freedom...(O. Mandelstam) Don't come near to her with questions.(A. Blok) Come , let's drink guilt, let's have a snack bread or plums. Tell me let me know. I'm going to bed you in the garden under the clear sky and I'll tell you what are the names of the constellations?(I. Brodsky)

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

Exercise

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

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

Answer. Title suggestions: Steppe again. River bank, low hedge, someone's gardens. Swimming in familiar water from an unfamiliar shore. Definitely personal proposal: We collect brushwood and make a fire(part of a complex sentence).

Vaguely personal proposals

Vaguely personal are called one-part sentences, where the actor is thought of as an indefinite person who does not interest the speaker. Such sentences are used, when you need to show that the action itself is important, and not the producer of the action. The predicate in such sentences must have the form plural(although this does not mean at all that there are many implied figures), it will express in the present and future tense. incl. and in command. incl. – 3rd person plural form. h.

After all, it’s only here that treasure 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 got lucky to the crown. And at their table there are guests wore dishes by rank. Whenever left I was free, how quickly I would run into the dark forest! Just you will be locked up, will be imprisoned on the fool's chain and through the bars like an animal to tease you will come . (A. Pushkin) They took me away you at dawn...(A. Akhmatova) I let them take it away lanterns...(A. Akhmatova)

Exercise

Find in the text all the sentences in which the predicates are expressed by verbs in plural form. Which one is indefinitely personal? Try changing the remaining sentences into vaguely personal ones.

One day, the goddess Eris threw an apple with the inscription: “To the most beautiful” to the three inhabitants of Olympus - Hera, Athena and Aphrodite. Each goddess, of course, hoped that the apple was destined for her. Zeus ordered Paris to resolve the dispute.
By birth, Paris was a Trojan prince, but he lived not in a palace, but among shepherds. The fact is that his parents Priam and Hecuba received terrible prophecy: Troy will die because of the boy. The baby was taken to Mount Ida and abandoned 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. Vaguely personal sentence: baby carried to Mount Ida and abandoned there.
Possible modifications to other proposals: In Troy even before birth the king's son received a terrible prophecy. Paris was found on Mount Ida and raised as a shepherd.

Generalized-personal proposals

Among one-part sentences with the main member - the predicate, there are those in which the actor is thought of as a generalized person, i.e. the action relates to every person, to everyone; This meaning is especially common in proverbs: Soldiers are not born (i.e. no one can be born a soldier right away). Easily Not take it out and fish from the pond. Quiet you're going- further 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. And yet, sentences with such a generalized meaning are often distinguished into a special type - generalized-personal offers.

Impersonal offers

Impersonal these are called one-component sentences in which the action is not correlated with any agent; in other words, there is no producer of action at all, he cannot be imagined.

To me can't sleep, no fire... They've been talking about Lensky's wedding for a long time it was decided. How funny shod with sharp iron on your feet, slide along the mirror of standing, smooth rivers! And it’s a pity for the old woman’s winter... But how any to me sometimes in autumn, in the evening silence, in the village visit family cemetery... How long will I walk in the world, sometimes in a carriage, sometimes on horseback, sometimes in a wagon, sometimes in a carriage, sometimes in a cart, sometimes on foot? Where should we go? swim? (A. Pushkin)

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

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

infinitive: Be rain.

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

a) impersonal verb (It's getting dark);
b) personal verb c impersonal form(Blown by the wind blew away hat. Wed. Wind blew away hat – two-part sentence, subject – wind));
c) verb be With negative particle or by word No (Parcels No And did not have) ;
d) verb in indefinite form (This not to happen).

In composite verbal predicate The following can act as an auxiliary verb:

A) impersonal verbs should, I want to, lucky and so on. (I had to All do again);
b) personal phase verb ( It's starting to get dark );
c) instead of an auxiliary verb, short passive participles are often used and special words condition categories it’s impossible, it’s possible, it’s necessary, it’s a pity, it’s time, sin and so on . (Allowed for free carry one piece of luggage. Can be closed door. It's a pity was to part. It's time to leave in field. It's a sin to complain due to 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 past tense - and a linking verb in an impersonal form (in the present tense - zero connective). (Us it was fun. It's getting lighter And quiet. In the evenings in the city dangerous. In the room tidied up.).

Word No

What part of speech does the strange word belong to? No? It does not change, there cannot be an auxiliary verb or connective with it, it is impossible to pose a question to it... And yet we discover 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 finished reading the book yet?– No .). But when this word turns out to be a predicate in an impersonal sentence, we call it an invariable verbal form ( No - Means does not exist, is absent). This word is not found in any Slavic language except Russian. How was it formed?
IN Old Russian language there was an expression don't eat that one, Where that - adverb with meaning Here. From this expression the word first appeared There is not, and then the final one at disappeared, they began to talk and write No, although in colloquial speech you can find There is not so far (No one There is not 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 consider that we are faced with complex sentences in which each part is a one-part sentence.

Exercises

1. Select the predicates in impersonal sentences.

We should tell you more about this tenant, because suspicion fell on him first of all. 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 squared his shoulders, raised his head more proudly and walked straight towards us. However, it was not easy to approach us. (Yu. Koval)

Answer.I should tell you, it was not easy to approach.

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

Since mom is always busy with laundry, she always needs a lot of water, and we don’t have a tap in the yard. And mother, and Marusya, and I must 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 get water, and we want to save her from this - Marusya and I. (K. Chukovsky)

Answer. Bring it four buckets – definitely personal (or generalized personal). ...to pour an insatiable barrel to the top; In eyes turns green, need to be carried fifth, sixth, seventh, otherwise have to go for water for mom - impersonal.

3. Find incorrect statements.

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

Answer. 1, 4.

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

1) The most difficult thing was in the Sumerian letter depict abstract concepts, proper names, as well as various function 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 life, which sounded the same. 4) Constantly applying the rebus principle, the Sumerians assigned certain signs no longer specific meaning, and sound reading. 5) As a result, syllabic signs arose that could denote a certain short sequence of sounds, most often a syllable. 6) Thus, it was in Sumer that the connection between sounding speech and written signs, without which real writing is impossible.

Answer. a) – 3); b) – 1).

Incomplete sentences

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

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

She walked and 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 above the bright river.(A.S. Pushkin.) (Context – previous sentence: In a clear field, in the silvery light of the moon, immersed in her dreams, Tatiana I walked alone for a long time.)

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

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

– Oh my God! And here, next to this tomb!(A.S. Pushkin.) This is an incomplete sentence - Dona Anna’s reaction to the words of the protagonist “ Stone Guest": Don Guan admitted that he was not a monk, but “an unfortunate person, a victim of a hopeless passion.” In his remark there is not a single word that could take the place of the missing members of the sentence, but based on the situation they can be approximately restored as follows: “ Do you dare say it here, next to this tomb!”

May be missed:

subject: How firmly she stepped into her role!(A.S. Pushkin) (The subject is restored from the subject from the previous sentence: How has it changed Tatiana!);

He would have disappeared like a blister on the water, without any trace, leaving no descendants, without providing future children with either a fortune or an honest name!(N.V. Gogol) (Subject I restored by the addition from the previous sentence: Whatever you say,” he said to himself, “if the police captain doesn’t arrive, to me Perhaps it would not have been possible to look at the light of God again!)(N.V. Gogol);

addition:And I took it in my arms! And I was pulling my ears so hard! And I fed him gingerbread!(A.S. Pushkin) (Previous sentences: How Tanya has grown! How long ago, it seems, did I baptize you?);

predicate: Just not on the street, but from here, through the back door, and there through the courtyards. (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 Guana reminded me of how you scolded me and clenched your teeth with gnashing.(A.S. Pushkin) In both sentences, the missing subject in the subordinate clause is restored from the main clause.

Incomplete sentences are very common in spoken language, particularly in dialogue, where it is common to initial offer 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 an evil crime.(A.S. Pushkin)

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

Exercises

1. Find incomplete sentences and restore missing members.

And Tanya enters the empty house where our hero recently lived. ...Tanya is further away; The old woman said to her: “Here is the fireplace; here the master 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 ( coming) further... Old lady ( speaks) to 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 people contradict you. You are tolerant if you can understand why they hate you so much or love you so annoyingly and troublesomely, 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 pride and deep down, excusing 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 political regime, no matter what outrages happened under him in the country. Apologetics is a rather funny activity if done out of stupidity, and vile if done out of 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, excusing 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 clauses.

Let us remind you 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’s 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 addition us from the previous subordinate clause. Subordinate clause offers Just make sure that didn't see you. (A.S. Pushkin) by the nature of the grammatical basis is a one-part indefinite-personal sentence: what is important here is the action itself, and not the one who performs it; grammatical form verb (plural past tense) here does not mean that there should be many producers of the action - this is an indicator of an indefinite 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 may be placed at the place where the predicate is missing, if a pause is expected when pronouncing the sentence: ...Then Baron von Klotz was aiming to be a minister, and I was aiming to be his son-in-law.(A.S. Griboyedov) If there is no pause, the dash is not placed: ...Well, people over here! She comes to him, and he comes to me.(A.S. Griboedov)

Elliptical sentences

In Russian there are sentences called elliptical(from the Greek word ellipsis, which means “omission”, “lack”). They omit the predicate, but retain the word that depends on it, and no context is needed to understand such sentences. These can be sentences with the meaning of movement, movement ( I'm going to the Tauride Garden(K.I. Chukovsky); speeches - thoughts ( And his wife: for rudeness, for your words(A.T. Tvardovsky), etc. Such sentences are usually found in colloquial speech and in works of art, and in book styles(scientific and official business) are not used.

Some scientists consider elliptical sentences to be a type of incomplete sentences, others - special type sentences, which is adjacent to incomplete ones, is similar to them.

Characterized by incompleteness grammatical structure or incomplete composition, due to the fact that it lacks one or more members (major or secondary) that are clear from the context or from the situation.

Contextually incomplete sentence.

An incomplete sentence that lacks a member named in the preceding text;

This is usually observed in the second part of a complex sentence and in the connecting construction. The truth remains the truth, and rumor remains rumor (Tvardovsky) (there is no verb connective in the second part of the compound sentence).

The three of us began to talk as if we had known each other for centuries (Pushkin) (there is no subject in the postpositive subordinate clause). Patients were lying on the balconies, some of them were no longer in bags, but under blankets (Fedin) (the predicate is missing in the second part of the non-union complex sentence). You probably know about our work? And about me? (B. Polevoy) (subject and predicate are missing in the connecting construction).

Situationally incomplete sentence.

An incomplete sentence in which a member that is clear from the situation is not named. I'll wear this blue (Fedin) (the setting shows that we're talking about about the dress). Wed. also the sentence Here comes, uttered by someone waiting at the station at the sight of an approaching train.

Elliptical sentence.

An incomplete sentence in which the absence of a predicate verb is the norm. To understand such a sentence, there is no need for either context or situation, since the completeness of the content is sufficiently expressed by the sentence’s own lexical and grammatical means. On the table there is a stack of books and even some kind of flower in a half-bottle of cream (A.N. Tolstoy). In the corner there is an old leather sofa (Simonov). Terkin goes further, the author follows (Tvardovsky). To the barrier! (Chekhov), Happy sailing! Happy New Year!

Dialogical incomplete sentences.

Sentences-replicas (sentences-questions, sentences-answers, sentences-statements), closely related to each other contextually and situationally, serving in their structure as a continuation of one another, supplemented by extra-verbal means (gestures, facial expressions, plastic movements), which makes them a special type incomplete sentences. They may contain no sentence members at all, and the response may be represented by some particle or interjection. - You have changed a lot. - Really? Or: - Well, how? - Brrr! The norm for question-answer sentences dialogical speech is the incompleteness of their composition. [Neschastlivtsev:] Where and from where? [Schastlivtsev:] From Vologda to Kerch, sir... And you, sir? [Neschastlivtsev:] From Kerch to Vologda (A. Ostrovsky).

Suggestion from a scientific point of view

The science that studies sentences is syntax. In the history of the Russian language there have been several attempts to define a sentence, among them it is worth noting attempts from the point of view of logic, psychology and grammar.

Members of the sentence

The composition of the subject the subject and all minor members of the sentence that relate to the subject are called (common and non-common definitions).

Likewise, composition of the predicate the predicate and all minor members of the sentence that relate to the predicate are called (circumstances and additions with dependent words).

Types of offers

A sentence does not always express a thought; it can express a question, an impulse, a will, an emotion. Accordingly, proposals are of the following types:

Narrative a sentence reports any fact, action or event or contains a negation of them.
Interrogative sentence encourages the interlocutor to answer the speaker’s question. Interrogative sentences are divided into:
- actually interrogative- contain a question that requires a mandatory answer (Have you done the work? Has it arrived yet?)
- interrogative-affirmative sentences contain information that requires confirmation (So are you going? Has it already been decided?) (see interrogative and incentive)
- interrogative-negative the sentences already contain a denial of what is being asked (What could you like here? It doesn’t seem particularly pleasant? So what can you tell us?)
- interrogative-affirmative and interrogative-negative sentences can be combined into interrogative-narrative offers
- interrogative and motivating sentences contain an incentive to action expressed in the question itself (So, maybe we can continue our lesson? Let’s start with the preparation first?)
- V interrogative-rhetorical sentences contain an affirmation or negation. Such a sentence does not require an answer, since the answer is contained in the question itself. (Desires... What is the use of wishing in vain and forever?)
Incentive the sentence contains the will of the speaker, expressing an order, request or plea. Incentive offers distinguished by: incentive intonation, predicate in the form of the imperative mood, the presence of particles that introduce an incentive connotation into the sentence (come on, let it be)
exclamation point the sentence expresses the emotions of the speaker, which is conveyed by a special exclamatory intonation. Declarative, interrogative, and incentive sentences can also be exclamatory.

If a sentence contains only a subject and a predicate, then it is called undistributed, otherwise - widespread.

The offer is considered simple if it contains one predicative unit, if more - complex.

If a sentence contains both a subject and a predicate, then it is called two-part, otherwise - one-piece.

If a sentence contains all the necessary parts of speech, then it is considered complete, otherwise - incomplete. Both two-part and one-part sentences can be complete or incomplete. In incomplete sentences, some parts of speech are omitted to suit the context or setting.

Literature

“Modern Russian language” Valgina N. S. Rosenthal D. E. Fomina M. I.

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