Both one-part and two-part sentences are considered complete if all the necessary members of a given sentence structure are present, and incomplete if one or more necessary members of a given sentence structure are omitted due to context or setting.

Incomplete offer? in which one or another member of the sentence is omitted, clear from the context or situation. This kind of incompleteness? speech phenomenon that does not affect the structure. We single out: 1. contextual 2. situational.

Contextual? clear from the context. Allocate: 1) Simple sentences with unnamed main or secondary members (separately or in groups). The subject, predicate, subject and predicate, predicate and circumstance, predicate and addition, minor member of the sentence (addition, circumstance) may be absent if there is a definition relating to the missing member. (Mother slipped carrots to father, but forgot to give gloves. I handed mine to my father). 2) Compound sentences with an unnamed main or subordinate part. (- Well, where are your Near Mills? - Where are we going). 3) Incomplete sentences that are part of a complex sentence with an unnamed member present in another part of the complex sentence. a) In a compound sentence (In one hand he held a fishing rod, and in the other - a kukan with a fish (the main members in the 1st part were not named)). b) In a complex sentence (Lopakhin jumped into the trench and, when he raised his head (the subject in common with the main part was not named), he saw how the leading plane began to fall obliquely). c) In an union-free complex sentence (So we’re going: on level ground - on a cart, uphill - on foot, and downhill - so with a jog (the predicate mentioned in the part being explained is not named)).

Situational? minor term, clear from the situation (Knock on the door. May I?)

Dialogue lines? incomplete sentences.

Elliptical proposals? these are also incomplete sentences, but their incompleteness is linguistic, not speech. Elliptic sentences represent a special structural type of simple sentences. These are sentences in which there is no verbal predicate, which is understandable to us, based on the content of the sentence itself. (I'm in the city. I'm out of it).

Types of elliptical sentences: 1) A sentence with an omitted verb of movement, movement. 2) With the omitted verb of speech, thought. 3) A sentence with an omitted verb of intensive action. 4) A sentence with an omitted verb meaning location.

Often a dash is placed in place of the missing predicate.

Incomplete sentences are often found in compound sentences. (It was nice to see how the straw flies up like a golden fleece and [how] pink dust swirls over it).

You can also find information of interest in the scientific search engine Otvety.Online. Use the search form:

More on the topic 16. Complete and incomplete sentences. Types of incomplete sentences.:

1. 22. Indivisible sentences. Complete and incomplete sentences.
2. 12. Predicative basis of the sentence. The concept of complete and incomplete paradigm.
3. 30. Upswings are accompanied by inflation of demand, crises of overproduction - underemployment of resources (in particular, labor) due to the excess of supply over demand.
4. The concept of a complex sentence. The place of a complex sentence in the system of syntactic units of the language. The grammatical meaning of a complex sentence as its main distinguishing feature. A complex sentence as a structural-semantic union of predicative parts and as a special independent unit of syntax. Differential features of a complex sentence.
5. 10. Supply: supply law, supply curve, supply factors.
6. The sentence as the basic unit of syntax. Suggestion signs. Actual division of the sentence and ways of its expression
7. 17. Grammatical norms of the modern Russian literary language. Syntax as a branch of linguistics. The main categories of the section. Variability of norms in the supply system. Coordination of the main members of the proposal. Coordination of homogeneous members of the proposal. The use of participial and adverbial phrases in a sentence.

1. The concept of incomplete sentences.

2. Signals of incompleteness.

3. Types of incomplete sentences:

· contextual;

· situational;

elliptical.

Only structurally segmented sentences, both one-part and two-part, can be complete or incomplete. There are semantic (informational) and structural (grammatical) completeness or incompleteness. Semantic completeness is created by 3 factors:

1. situation,

2. context,

3. the general experience of the speakers.

If a sentence is taken out of context, it may not be understood by the speaker. In this case, one speaks of semantic incompleteness. For example: And this green world sang along with the little lead singer. In this sentence, we are talking about green poplar. This sentence is complete in structure, but incomplete in semantics. Another example: On the shore of desert waves he stood full of high thoughts. To understand who we are talking about, it is necessary to have a certain literary competence. In the context, the semantic incompleteness is filled.

In syntax, the term "incomplete" applies only to structurally incomplete sentences. Therefore, to distinguish between complete and incomplete sentences, it is important to take into account the factor of continuity of syntactic links and relations. Let's compare 2 sentences. South winds bring us warmth. Northern - cold. In the second sentence, there is a break in syntactic links. The word "northern" indicates the omission of the subject "winds", similarly, the addition "cold" indicates the omission of the predicate "bring". Since the secondary members are always attached to the main ones. The presence of a definition always requires a defined word, the presence of a direct object - a verb-predicate. Thus, the violation of the chain of connections is a signal of incompleteness, which is reflected in the definition.

Incomplete sentences- These are proposals in which any member or group of members of the proposal that are mandatory in structure is missing. Incomplete sentences are updated to a greater extent than complete ones. In incomplete sentences, the rhematic group is most easily distinguished.

First of all, contextually incomplete sentences are singled out, which are characterized by the omission of one or more members of the sentence indicated in the context. The soldiers walked in a column that stretched for a block. sang songs. What is ringing is not clear. May be, forest or air. Someone is holding me by the shoulder. Holds and shakes . Contextually incomplete sentences are characteristic of written language. Their use makes speech concise and dynamic, avoiding unreasonable repetitions. Incomplete sentences are especially widely used in dialogue replicas. They use those words that carry new information, that is, the topic is omitted, but the rheme is present.

So you're married! I didn't know before! How long ago?

About two years.

- On whom?

- On Larina.

In incomplete replicas, both main members are missing, their omission is restored from the context. Usually the first lines of the dialogue are complete, the rest are built based on them.

Signals of incompleteness are secondary members of the sentence. The omission of the subject is usually indicated by the presence of a definition, the omission of the predicate is usually indicated by the presence of an addition or circumstance. It is easy to qualify as incomplete sentences. in which one of the main members of the proposal is omitted, since PPPs are structurally mandatory and in this case the chain of links is broken.

1. The omission of the subject is evidenced by the presence of a definition or the very form of the predicate. For example, if the predicate is expressed by a plural past tense verb, then such a sentence is incomplete. Vera and Vityakleili wallpaper. worked unanimously. The second sentence is identical in form to a one-part indefinitely personal sentence. However, according to semantics, the verb "worked" is subject-oriented, since it does not indicate an indefinite agent. Compare with an indefinitely personal sentence: His called to the blackboard. When distinguishing between such sentences, we will rely on the semantics of the verb. Sentences with a predicate expressed by a verb of 1 or 2 persons will be qualified as one-part definite-personal, since the form of the verb self-sufficiently indicates the agent. Compare: For you I trudge everywhere at random.

If the presence of a definition testifies to the omission of the subject, then it is much easier to qualify these cases as incomplete, since the violation of the chain of connections is more noticeable. For example: old the dress stops liking, when bought new. The omission of the subject is indicated by the presence of the definition "new".

2. The omission of the predicate is evidenced by the circumstances and additions that depend on it. West wind blows in the morning evenings- eastern.

3. If a minor member of the sentence is omitted, then it is more difficult to qualify the proposal as complete or incomplete, since not every minor member is structurally necessary. Let's say. The absence of a definition does not make the proposal incomplete. Incomplete are one-part sentences that do not have "mandatory" additions. For example: Is there wind? Not ( wind). What's up with the roof? Blown away by the wind. ( roof).

The context indicates the omission of the mandatory members of the proposal. All of the above examples are contextually incomplete sentences.

The second group is situationally incomplete sentences. In them, the missing members are prompted by the situation, the situation, the gesture. They are more typical for colloquial speech. For example: You are standing at a bus stop, then you shout: "It's coming!" Those present understand that there is some kind of transport. In the sentence "Coming!" the subject is omitted. Or another typical example. You meet a friend who has returned from vacation:

Fine!

Dialogue cues are incomplete sentences. There are such sentences in literary texts, if they convey colloquial speech. - How mil! - said Princess Mary, looking at the child.

Naturally, the division into situationally and contextually incomplete is somewhat arbitrary. In literary criticism, by the way, the term “consituation” is adopted, since the situation is often described in the text.

Elliptical proposals- these are sentences in which the verb-predicate is omitted, and it is not required to restore it from the context. VV Babaitseva calls them semantically complete, but structurally incomplete. For example: I - to you! The information is complete, but the structure of the sentence is incomplete, since the position of the predicate is not replaced, as evidenced by the presence of an addition. Moreover, it is impossible in principle to restore the predicate. It can be any verb of motion: I ran, I went, I came, I looked, I was sent, I go. In these constructions, a secondary member of the sentence is updated - an addition or a circumstance. Elliptical sentences have a certain stylistic coloring. Compare:

No answer. He again message :

There is no answer to the second, third letter.

You see, the verb-predicate is "not compensated" by the context.

In elliptical sentences, the verb-predicate of the following semantic groups may be absent:

1. Verbs of being, absence, existence. Outside the city is a field. In the garden - elderberry, and in Kyiv - uncle.

2. Omission of verbs of motion. Tatyana - into the forest, the bear - behind her.

3. Skipping verbs of speech. I told him about Thomas, and he told me about Yerema.

4. Impersonal elliptical sentences with a missing predicate no. No fire, no black hut. The sky is clear. Some linguists refer to them as genitive sentences, and consider the noun in the genitive case as the main member of the sentence.

5. Nominative incentives. Syringe! Scalpel! They are also considered as incomplete elliptical sentences with an omitted predicate in the imperative mood. Compare with a typical incomplete sentence. into the corner!

One-part sentences can also be incomplete. Compare 2 designs: Close the window: see through//Close: see through. In the second construction, a direct object is omitted with a verb-predicate, and a strongly controlled verb requires an addition. In this case, the addition becomes structurally mandatory.

So, the problem of distinguishing between one-part complete sentences and two-part incomplete sentences is the most difficult in the syntax of a simple sentence. The fact is that the same constructions can be considered either as incomplete or as one-piece. Pay attention to the verbs of the 3rd person singular and plural of the present and future tenses. For example: goes, looking like a dead man. This proposal is incomplete two-part. The omission of the subject is indicated by the presence of a personal verb and a separate definition. It's getting dark . One-part complete. This sentence cannot have a subject, since the verb does not presuppose an agent. Transmit summary. Complete, one-part, indefinitely personal. The children sat down at their desks. Read. Incomplete, two-part, since the verb "read" indicates the need for a figure.

By meaning and structure, sentences are divided into complete and incomplete sentences.

Complete offers

Complete a sentence is a sentence with all the members that are necessary for the completeness of the structure and meaning. For example: I am reading an interesting article. Marya Ivanovna solemnly presented bright alphabets to the first graders. The forest opened its dark green groves overgrown with thick mosses before people.

The predicate in this sentence agrees with the subject and also governs the object. The result is a continuous chain that connects all members of the sentence with a logical meaning.

Incomplete sentences

incomplete sentences are sentences in which there are no members necessary for completeness and structure. Omitted sentence members in incomplete sentences are often restored from context. Most often, incomplete sentences are found in dialogues. For example:

In the morning the girl ran up to her mother and asked:

And what about the Tooth Fairy? Did she come?

She came, - answered my mother ...

And is she beautiful?

Certainly.

We see that each subsequent replica of this dialogue adds a topic set in the dialogue itself. Very often incomplete sentences are one-component suggestions.

Peter, what grade are you in?

In the ninth.

Incomplete sentences can be part of complex sentences. For example: The sun warms the earth, and labor warms man.
Incomplete sentences also include sentences with a missing predicate. For example: Our strength is in unity.

Incomplete sentences, as well as complete sentences, are divided into two-part and one-part, common and non-common. It should be noted that an incomplete two-part sentence, the predicate or subject in which the missing remains two-part, despite the fact that only one main member is presented.

Use of complete and incomplete sentences

Due to the fact that the missing parts of the sentence in incomplete sentences greatly simplify the process of communication, such sentences are widely used in colloquial speech, as well as in works of art. In scientific literature, as well as in business language, predominantly full sentences are used.

By structure and meaning, complete and incomplete sentences are distinguished.

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

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

Incomplete sentences in their structure are divided into the same types as complete sentences. They can also be distributed or non-circulated, two-part or one-part. It should be borne in mind that a two-fold sentence with an omitted subject or predicate remains two-part, although only one main member is pronounced and written.

The missing member of an incomplete sentence can be reproduced: 1) from the previous sentence or from part of that very complex sentence (False stands on one leg, and the truth [stands] on two [legs] (Nar. TV)), 2) from the next sentence (Yes, with gestures [I will say]. But it is impossible to say), 3) according to the content of the most incomplete sentence, i.e. the missing member is indicated by words that are syntactically dependent on it (Not for service, but for friendship [help]) 4) from the speech situation: all participants in the conversation know what it is about, so this or that word can be released (To the library [you go ]?).

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

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

A dash is not put if there is no need for a special pause underlining (Do not let the hare take care of the carrots, and foxes guard the hens (Nar. TV)).

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

Focused on a mass secondary school, requires 5 cells. 7 h / week, in 6 cells. - 6 h / week, in 7 cells. - 4 hours / week, in 8 cells. - 3 hours / week, in 9 cells. - 2 hours/week Used by approximately 86% of schools.

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

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

Focused on a mass secondary school, requires 5 cells. 7 h / week, in 6 cells. - 6 h / week, in 7 cells. - 4 hours / week, in 8 cells. - 3 hours / week, in 9 cells. - 2 hours/week Used by about 20% of schools.

The purpose of the course is to study the Russian language and teach coherent speech. Main tasks: studying the basics of the science of language, developing students' speech, developing spelling and punctuation skills. Some changes have been made to the conceptual and terminological system (for example, the term "morphemic" has been introduced), which is due to the strengthening of the practical orientation of teaching the Russian language. The program and educational complex are based on the concentric principle of material presentation.

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

Focused on a mass secondary school, requires 5 cells. 7 h / week, in 6 cells. - 6 h / week, in 7 cells. - 4 hours / week, in 8 cells. - 3 hours / week, in 9 cells. - 2 hours/week Used by about 3% of schools.

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

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

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

The main stages in the history of the creation of programs.

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

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

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

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

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

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

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

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

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

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

Currently, along with those named, two more training sets recommended by the Ministry of Education of the Russian Federation are used in the general education school.

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

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

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

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

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

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

In high school (X-XI), textbooks are recommended to summarize and repeat the educational material:

Vlasenkov A.I., Rybchenkova L.M. Russian language: Grammar. Text. Speech styles. 10-11 grades.

Grekov V.F., Cheshko L.A. A manual on the Russian language in high school.

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

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

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

AS A LEADING LEARNING TOOL

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

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

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

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

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

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

Illustrative material (drawings, diagrams, tables, graphic symbols, etc.) contributes to a deeper understanding of the phenomena being studied, therefore it is closely connected with the main educational text, visually represents what it says, supplements, concretizes it, and in in some cases fills in the material missing in the text.

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

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

incomplete sentences

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Incomplete offers.

1.Full offers -

Incomplete offers -

1. In dialogic speech.

elliptical

Incomplete offers.

1.Full offers - sentences in which there are all the main and secondary members of the sentence necessary for understanding the meaning.

Incomplete offers - sentences in which individual members may be omitted - main or secondary.

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

1. In dialogic speech.

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

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

You understand me? (two-part, common, complete) - I understand. (two-part, non-common, incomplete).

Punctuation marks in incomplete sentences.

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

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

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: To the Motherland - our inspired work.

3. A dash is placed in an incomplete sentence, which is part of a complex sentence, when the missing member (usually a predicate) is restored from the previous part of the phrase and a pause is made at the gap: They stood opposite each other: Oleg - confused and embarrassed, Nina - with an expression of 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 when a member of the sentence is omitted or even without a pass: Money disappears, work remains.

3. There are bright stars in the sky.

3.Sentence words.

Incentive and emotional-evaluative (interjection): Come on. Ida. Ai. Hey, hey.

4.Mini test.

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

2. Give a description of the proposals. Where necessary, place punctuation marks.

1. Vera ran out of the garden onto the balcony, followed by Sergei jumping three steps.

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

3. There are bright stars in the sky.

4. Every young worker has a secondary education.

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

3.Sentence words. Can be used in dialogue. Are divided into:

Affirmative: Yes. Certainly. Maybe.

Negative: No. Not at all.

Incentive and emotional-evaluative (interjection): Come on. Ida. Ai. Hey, hey.

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 book 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 that side of it that faces the sea, the waves threw algae mud chips and the stone hung with them seems to be tied to a narrow sandy strip separating the sea from the mountains. need to put:

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

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

3. Indicate the number of missing commas in the sentence: The hazel grouse immediately fluttered all over, flew at us in the air, but suddenly soared in fright, turned to the side in a hurry, touched a branch and quickly, quickly working with its wings, disappeared into the forest dusk.

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

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