How to find an error in the construction of a complex sentence. Errors in the construction of a complex sentence

Significant speech difficulties are caused by the use of complex sentences. The last pages of our manual will be devoted to them.

complex called sentence, which has in its composition two or more simple sentences that form a single whole in terms of meaning and intonation, for example: Or will the plague pick me up, or will the frost ossify, or will a slow invalid slam a barrier in my forehead?; Vladimir noticed with horror that he drove into an unfamiliar forest.

The parts of a complex sentence, connecting with each other by a coordinating or subordinating connection, form compound or complex sentences. Compound sentences- such complex sentences, parts of which are connected by coordinating conjunctions ( but, and, but, or ... or, then ... then etc.), for example: You are gray, and I, buddy, are gray; Sleep overcame me, and I fell asleep in some kind of blissful rapture.

Complex sentences- those parts of which (i.e. main and subordinate clauses) are connected by subordinating conjunctions or allied words ( what, when, which, how, because, although etc.): Krainev raised his head and saw a column of cars drive through the open gate; I can't say exactly when it started.

1. Common syntax error - disordered structure of a complex sentence , which makes it difficult to perceive the meaning of the statement, for example:

There are many employees at the plant who have shown themselves well in work and whose nature of work corresponds to the chosen specialty(necessary:

There are many employees at the plant who work in their specialty and have shown themselves well in work.);

The main thing that needs to be paid attention to is the artistic side of the work.(necessary:

It is necessary to pay attention to the artistic side of the work.

This is the main thing or: The main thing that needs to be paid attention to is the artistic side of the work.);

The commission examined the hostel, which at one time was given a lot of money and attention, which is located in a former garage(Maybe:

The commission examined the hostel, equipped in the building of the former garage with funds allocated by the management).

2. Sometimes inaccurate word order interferes with the correct understanding of the subordinate clause: unclear, to which member of the main clause it refers, for example, in the sentence:

A question to Mr. Rutskoi, which cannot but excite all of us, cannot but excite refers to the word question or to words Mr Rutskoi? Obviously more accurate will be:

A question that cannot but excite all of us, I would like to address to Mr. Rutskoi or: Mr. Rutskoy! Let me ask you a question that worries all of us. Another example: Managers, making minor concessions to workers who have not improved their situation in the least, try to prevent a strike.

Possible option: Managers, trying to prevent a strike, make insignificant concessions to workers, which do not improve their situation in the least.

3. Means of connection of parts complex sentence can serve correlative words - demonstrative pronouns that are in the main clause and attach to themselves a subordinate clause that specifies their meaning, for example: It was especially scary that pigeons were flying over the fire, in the smoke..

The relative word is necessary if the main clause contains a particle even, only, only etc. and if the subordinate clause explains a word with which it cannot be combined directly: We understood only that Andrei failed the exam; I have always been in favor of ending our disputes and finding a reasonable solution. In other cases, their use is optional or contraindicated.

In recent years, we have often encountered unjustified or misuse of correlative words . For example, in sentences: We thought that the exam would be in the summer; I dream that I will be a lawyer - there is no reason to use the correlative word then. This blunder requires a mandatory fixes: We thought that the exam would be in the summer; I dream of becoming a lawyer. The relative word can be used in wrong form: Tanya was afraid that Yegor would guess about her plans.

This proposal needs correction errors in pronoun management then: Tanya was afraid that Yegor would guess about her plans. But it is better to completely eliminate the correlative word: Tanya was afraid that Yegor would guess about her plans, - since in this sentence the use of a correlative word is optional, since it does not affect the meaning of the statement.

4. Error often occurs when using direct speech and replacing it with indirect . In a sentence: Lermontov is sad about the unenviable fate of his contemporaries and says that “I look sadly at our generation,” direct speech is inappropriate. If it is necessary to point to a poem, then it is better to quote it more fully.

statement maybe look like this for example: Lermontov deeply experiences the moral emptiness and spiritual lethargy of his contemporaries. In the poem "Duma" he writes with bitterness: "I look sadly at our generation, its future is either empty or dark, meanwhile ...", etc.

Another example: As Raskolnikov's mother wrote that Dunya was ready to do anything to help her brother.Necessary: Mother wrote to Raskolnikov that Dunya was ready to do anything to help him.

The examples speak for themselves: That's all, so the knights were usually illiterate, and they were required to always, as they say, live with their ladies, and on a campaign - with their squire and horse; We must now spend a lot, a lot of money on textbooks, but now they seem to be very, very expensive. And not by bread alone, in general, as they say. And they themselves only exploit the language, in general, and it shows back. In the last example, the meaning is so distorted that it is impossible to understand what the speaker meant.

Exercise: correct errors in the construction of complex sentences.

1. The Bolshoi Theater sent him into retirement, on which he no longer danced. 2. I love my Motherland that we live under a peaceful sky. 3. Andrei compared his life with an old oak that grew in the forest through which he was driving. 4. There was a lot of snow in the forest, which lay on branches and trees. 5 Schoolchildren were also involved in the work, headed by a mathematics teacher. 6. The sons of Taras got off their horses, who studied in the Kyiv bursa. 7. Those who have been in Gelendzhik, could not help admiring the beauty of the embankment.

Errors when mixing direct and indirect speech

Exercise: correct the grammatical errors in the following sentences.

1. Vaska Pepel was right, he said about Vasilisa that "you have no soul." 2. Condemning his contemporaries, M. Lermontov writes that "I look sadly at our generation." 3. The landlady introduced me to the tenant and said I was very pleased with them.4. Turning to the squad, Igor said that "I want to break the spear at the end of the Polovtsian field." 5. Reproaching the princes for the ruin of the Russian land, the author of the Lay says that “with your seditions you began to bring filthy people to the Russian land.” 6. The student sadly said that I not ready to answer yet.

SOLUTION OF TEST PROBLEMS

Task: Establish a correspondence between sentences and allowed in them grammatical errors: for each position of the first column, select the corresponding position from the second column.

Test 1

Answer:

Test 2

Answer:

Test 3

Answer:

Test 4

Answer:

Test 5

Answer:

Test 6

Answer:

Test 7

Answer:

Test 8

Answer:

Test 9

An error in the construction of a complex sentence is an error that often needs to be determined in.

Compound sentences are of 3 types: compound (consist of equal parts), complex subordinate (consist of the main and subordinate parts) and complex sentences with different types connections. Most often, it is required to find an error in the construction of a complex sentence, less often in the construction of a complex sentence.

To find an error in a sentence, you need to know the basic rules:

• The conjunctive word "which" refers to the nearest noun of the same gender before it;
• Compound unions must not be mangled;
• You can't use superfluous conjunctions in a sentence.

Error in building a complex sentence: examples of sentences

Let's consider several sentences containing the error "Mistake in the construction of a complex sentence" and fix them.

Sentence:

When the heavy battle had already ended, but in some places separate shots were still heard.

The sentence is complex, consisting of 2 parts: "the battle is over", "shots were heard." The first part begins with the subordinating union "when", and between the two parts of the complex sentence there is a coordinating union "but". Due to the redundancy of allied funds, it is difficult to determine whether the parts of the proposal are equal. Therefore, one of the unions must be removed.

Correct option 1:

When the heavy battle had already ended, in some places individual shots were still heard.

Correct option 2:

The heavy battle had already ended, but in some places individual shots were still heard.

Sentence:

Matryona was that righteous man, without whom, according to the proverb, the village does not stand.

The sentence is complex, it has a main (“Matryona was a righteous man”) and a subordinate (“without which the village does not stand”) parts. The subordinate part begins with the allied word "which". It is feminine, which means it refers to the word "Matryona". However, if you ask a question from the main part to the subordinate (Matryona was what kind of righteous?), we can conclude that the allied word must be masculine, since it refers to the word "righteous."

Correct option:

Matryona was that righteous man, without whom, according to the proverb, the village does not stand.

Sentence:

Reflecting on the theme of the “little man” in Russian literature, you understand that A.S. Pushkin, who created a vivid image of Samson Vyrin in the story "The Stationmaster".

The sentence is complex, it has a main (“you understand”) and a subordinate clause (“what a genius A.S. Pushkin was”) parts. The subordinate part begins with the union "what" and "to what". If you ask a question from the main part to the subordinate (Do you understand what? How brilliant A.S. Pushkin was), it becomes clear that the union “what” is superfluous and needs to be removed from the sentence.

Correct option:

Reflecting on the theme of the “little man” in Russian literature, you understand how brilliant A.S. Pushkin, who created a vivid image of Samson Vyrin in the story "The Stationmaster".

Sentence:

Mom always scolds me for throwing my things around.

The sentence is complex, it has a main (“Mom always scolds me”) and a subordinate clause (“that I scatter my things”) parts. The subordinate part begins with the union "what". If you ask a question from the main part to the subordinate (Mom scolds me why? Because I scatter my things), it becomes clear that the union “what” needs to be replaced with a compound union “because”.

Correct option:

My mother always scolds me because I leave my things.

Sentence:

The text belongs to D.S. Likhachev, which raises the problem of conservation cultural heritage.

The sentence is complex, it has a main (“The text is written by D.S. Likhachev”) and a subordinate clause (“in which the problem of preserving cultural heritage is raised”). The subordinate part begins with the allied word "in which". It is masculine, which means it refers to the word “D.S. Likhachev. It turns out that in D.S. Likhachev raises the problem of preserving cultural heritage, but the subordinate clause in meaning refers to the word "text". This means that the subordinate clause must be placed after the word "text" so that the meaning is not lost.

Correct option:

The text, which raises the problem of preserving cultural heritage, is written by D.S. Likhachev.

Other types of errors can be studied in task 7 of the Unified State Examination in Russian for grade 11. More analyzed examples for task 7 can be found in the section

In the main part of many complex sentences, a demonstrative word (pronoun) is needed, to which the subordinate part refers. Omitting such a required component results in errors:

*By the way, once I was spotted by a teacher, as I gladly shot one of the school windows and enjoyed its fall(gas.).

This sentence mixes two possible construction options - two different models of a complex sentence:

a) ...teacher spotted (= saw), how I shot the window...;

b) ... the teacher spotted(= found) me for how I shot the window...

The confusion between the two models is caused here by the fact that the speaker (the famous musician who is being interviewed) used the slang word “spotted”, referring to its two meanings at once (“saw” and “found”), while these meanings require different constructing a structure. The fact is that the second value requires addition me inside the main sentence, but as soon as this addition appears, it is no longer possible to do without a demonstrative word organizing a connection with the subordinate clause - there is a transition from model (a) to model (b).

Another similar example:

*Ivanov's last meeting with Albright shows that we can succeed in this direction(gas.)

Should have been:., testifies About, what...

In the last decade, the number of errors in such designs has increased markedly. This is due to the fact that in the system of complex sentences of the Russian language, close models coexist:

a) With explanatory subordinate clause (without a demonstrative word in the main part); some of these suggestions allow inserting a pointer (but don't require one), compare: ...said that...–spoke About, what...;

b) so-called offers accommodating type - with compulsory demonstrative pronoun in the main part: ...witnessed About, what...(in school grammar, such sentences are also referred to as explanatory).

In the group models (a) the subordinate clause refers to such a word in the main part that has a clearly delimited meaning of speech/feeling/thought/will; most often these are verbs (say, speak, report; feel, see, hear; think, suggest, prove; ask, ask, order and etc.). The introduction of a demonstrative pronoun in such sentences does not change the matter: in any case, the subordinate clause does not obey it, but the word with the indicated meaning:

I don't said mom (about) what didn't really study for the exam.

The situation is complicated by the fact that not all verbs capable of attaching explanatory clauses allow a demonstrative pronoun in prepositional (About): you can, for example, to tell or to talk about but you can't prove that or assume about it.

In the main part of many complex sentences, a demonstrative word (pronoun) is needed, to which the subordinate part refers. Omitting such a required component results in errors:

*By the way, once I was spotted by a teacher, as I gladly shot one of the school windows and enjoyed its fall(gas.).

This sentence mixes two possible construction options - two different models of a complex sentence:

a) ...teacherspotted (= saw), how I shot the window...;

b) ... the teacher spotted(= found) me for how I shot the window...

The confusion between the two models is caused here by the fact that the speaker (the famous musician who is being interviewed) used the slang word "spotted", referring to its two meanings at once ("saw" and "found"), while these

values ​​require different construction construction. The fact is that the second value requires addition me inside the main sentence, but as soon as this addition appears, it is no longer possible to do without a demonstrative word organizing a connection with the subordinate part - there is a transition from model (a) to model (b).

Another similar example:

*Ivanov's last meeting with Albright shows that we can succeed in this direction(gas.)

Should have been:., testifiesAbout, what...

In the last decade, the number of errors in such designs has increased markedly. This is due to the fact that in the system of complex sentences of the Russian language, close models coexist:

a) Withexplanatory subordinate clause (without a demonstrative word in the main part); some of these suggestions allow inserting a pointer (but don't require one), compare: ...said that... -talked about...;

b) so-called offers accommodating type - with compulsory demonstrative pronoun in the main part: ...witnessedAbout, what...(in school grammar, such sentences are also referred to as explanatory).

In the group models (a) the subordinate clause refers to such a word in the main part that has a clearly delimited meaning of speech/feeling/thought/will; most often these are verbs (say, speak, report; feel, see, hear; think, suggest, prove; ask, ask, order and etc.). The introduction of a demonstrative pronoun in such sentences does not change the matter: in any case, the subordinate clause does not obey it, but the word with the indicated meaning:

I don'tsaid mom (about)what didn't really study for the exam.

The situation is complicated by the fact that not all verbs capable of attaching explanatory clauses allow a demonstrative pronoun in the prepositional case next to it. (About): you can, for example, to tell or to talk about but you can't prove that or assume about it.

Another complication factor: almost all of these verbs form other parts of speech (nouns, adjectives), which do not always exactly inherit

control of the parent verb. Thus, in the sentences of models (a) and (b), there are three groups of verbs and verbal words:

As can be seen from this table, there are not so few verbs that do not allow a demonstrative pronoun. But there are clearly more verbs and derivative nouns of the second and third groups; if we take into account that many of them are widely used and, moreover, have common roots with the verbs of the first group, it becomes clear why in the minds of people who do not fully master the culture of Russian speech, the model with the participation of the demonstrative pronoun acquires the status of universal. Hence the numerous errors.

1. Small introductory sentences are usually separated by commas, for example: You, I think, are used to these magnificent paintings (Lermontov); He was now driving to the Yauza Bridge, where, he was told, Kutuzov (L. Tolstoy) was; ... On this day, not only did the chicken have nowhere to get drunk, but even, mother said, the sparrows froze on the fly (Sholokhov).

Less commonly, such assumptions are distinguished by a dash, for example: The lady herself - they said about her - does not know how to distinguish boiled pork from veal and once shamefully bought instead of parsley - horseradish! (Bitter); The accuser flies headlong into the library and - can you imagine? - Fedin does not find either a similar number or such a date of the month of May in Senate decisions (the interrogative nature of the introductory sentence plays a role).

Commas are introductory sentences, included by means of subordinating conjunctions and allied words like, if, what, how much, etc., for example: A painter helped me, or, as he called himself, a painting contractor ... (Chekhov); These dogs, if I am not mistaken, descend from simple mutts and shepherd dogs (Kuprin); ... Given was half a copper for consumption and, more importantly, a clever instruction ... (Gogol).

The setting in these cases of a dash occurs as an exception, for example: To let the enemy leave, or - as they say in the solemn language of military regulations - to let him break away - this is a major nuisance for scouts, almost a shame (Kazakevich); ... They sit here under the fear of death and - even worse - pouring rain (Kazakevich).

2. Plug-in sentences (that is, sentences containing various kinds of additional remarks, incidental indications that explain the sentence as a whole or individual words in it and sometimes sharply fall out of the syntactic structure of the whole) are highlighted with brackets or a dash (brackets are a stronger switch-off sign). For example:

a) Vladimir Sergeyevich (that was the name of the young man in the overcoat) looked at his man in bewilderment and said in a hasty whisper ... (Turgenev); Having passed some Austrian troops, Rostov noticed that the next part of the line (it was the guard) had already entered into action (L. Tolstoy); The sleigh sharply knocked on a pile sticking out of the water (a trace of a blown bridge) and turned it over with outlandish ease (Sholokhov );

b) My arrival - I could notice this - at first somewhat embarrassed the guests (Turgenev); ... Imagining that the lock was locked, I took out the key, and - oh horror! - I only had the head of the key in my hands (L. Tolstoy); ... Even my hosts - if they were at home - opened the windows and, listening, praised the musician (Gorky).

In a number of cases, brackets and dashes are used on an equal footing to highlight plug-in structures. Wed punctuation in sentences that include plug-in constructions of the same structure:

Litvinov remained on the path; between him and Tatyana—or was it only his imagination? - something was happening ... unconsciously and gradually (Turgenev); - And every evening, at the appointed hour (or is it just a dream to me?) A girl's camp, seized with silks, moves in a foggy window (Block);

Bakers - there were four of them - kept aloof from us (Gorky); - The soldiers (there were three of them) ate, ignoring Pierre ... (L. Tolstoy).

The presence of a comma as an additional sign with a dash is due to the conditions of the context. For example:

He liked to brag - this sin happened to him, - maybe he added something for the red word ... (Furmanov) (the comma before the second dash serves to separate the introductory word can, which begins the part of the sentence following the plug-in construction).

I climbed into a corner, into a leather chair, so big that one could lie in it - grandfather always boasted, calling it the chair of Prince Gruzinsky - climbed in and watched how boring the big ones were having fun ... (Bitter) (a comma before the first dash closes the preceding subordinate clause sentence, and a comma before the second dash closes the adverbial turnover in the insert construction itself).

A comma, which, according to the conditions of the context, should have come before the first bracket, if the inserted construction is highlighted with brackets, is placed after the second bracket, for example: Tatyana, who, as we said above, was a laundress (however, as a skilled and learned laundress, she was entrusted with one thin underwear), was a woman of about twenty-eight, small, thin, blond, with moles on her left cheek (Turgenev) (comma , closing the participle turnover, is not placed before the brackets, but after them).

If there is another insertion or introductory construction inside one insertion sentence, the first sentence (external, so to speak) is highlighted with brackets, as a stronger switch-off sign, the author’s (internal) - with a dash, for example: I had a quick lunch, not answering the caring questions of a kind German woman, who herself burst into tears at the sight of my red, swollen eyes (Germans - a well-known case - are always happy to cry) ... (Turgenev).

introductory word- a word (or phrase) that is part of suggestions, but not joining with it members into a syntactic relationship. Usually expresses the speaker's attitude towards statement, its evaluation, gives information about the source of the message or connection with context.

Syntax

Although introductory word is not syntactically related to the members of the sentence, it may be part of its structure. At the same time, it expresses adversative (“however”), concessive (“truth”), separative (“may”) and other types of relations.

Punctuation

Typically, but not always, introductory words are punctuated on both sides. .

Values

Modal meaning. Expresses the degree of reliability of the statement from the point of view of the speaker: confidence, doubt, assumption, etc.

“It is all the more pleasant to treat you with brandy that has been aged, no doubt, in the highest quality oak packaging"

“Hat, cloak, boots, briefcase, clearly matched like an ensemble, had tobacco and, probably, once popular color "

Ordinary committed:

"A few days he as usual, fried cutlets and cooked borscht "

“From the resort and then happens, come transparent"

“After a long separation, they sat down on the porch and, as usual, have spoken"

An indication of message source:

"Gone away they say, take some exams at Inta "

"And before, say when the end of the world was far away, we all demonstrated high morality and, accordingly, impeccable morality ... "

"- And where, In your we are now? I asked

An indication of mode of expression thoughts. The words “actually”, “generally”, “or rather”, “more precisely”, “rather”, etc. are introductory if the word “saying” can be added after them:

"And the man frankly speaking, sneaky to the point of impossibility "

“Swimming is a striving forward, movement, in other words»

« Word no matter how much I racked my brain, I could not find clues ”

call to the interlocutor:

«― Understand, something very serious happened, but I still don’t know what”

"And he, Imagine, immediately appeared as if by a wave of a magician's black wand "

“And he also you see drinking tea!

Communication indication and sequence of thoughts:

« Besides Is it possible to be angry with a person deprived of for example, musical ear?

« By the way the bus was due to arrive soon.

« By the way, after a few years, our theater still burned down, which once again confirms the correct, but fruitless idea that our dreams come true too late "

"You, means, you suggest that I refuse the match and, Consequently lose ten thousand dollars?

Expression of the speaker's feelings (joy, regret, surprise, etc.), emotional grade:

"Comrade, Luckily didn't go to work"

“Do not be distracted, follow the road, otherwise not even hour, and you will kill us, and you will break yourself ”

“But today's Ivan was already significantly different from yesterday's Ivan, and the first path seemed to him doubtful: what good, they will take root in the idea that he is a violent lunatic"

Expressive:

"- Not, no joke I have always missed you"

"However, between us, you yourself have a weakness to eat tasty food ”

Morphology

The question of whether the introductory word is part of speech, remains open. Some of these words traditionally refer to adverbs (probably, of course, apparently), part - to unions (so first of all), accompanying them with the mark “in the meaning of the introductory word”. Some linguists ( L. V. Shcherba, V. N. Sidorov) do not include them in their classification, V. V. Vinogradov considers them as a special category. AT Grammar Dictionary of A. A. Zaliznyak introductory words are highlighted as a special part of speech.

Morphologically, introductory words can be:

registered(“fortunately”, “in fact”);

verbal(“say”, “remember”);

adverbial(“or rather”, “shorter”).

In introductory combinations, in addition, words of different morphological classes can be combined (“more precisely”, “without any doubt”).

11) Punctuation marks in Russian

Knowkiprepiń nia- elements writing, performing auxiliary functions of separating (selecting) semantic segments text, sentences, phrases, words, parts of a word, indications of grammatical and logical relationships between words, indications of the communicative type of a sentence, its emotional coloring, completeness, as well as some other functions.

Punctuation marks, syntactically shaping the text, facilitate its visual perception and understanding, and when the text is played aloud, it helps to carry out its intonational design (intonation, semantic pauses, logical stresses).

A. P. Chekhov in a letter to N. A. Khlopov, he narrated: “The punctuation marks that serve as notes when reading are arranged with you like buttons on the uniform of a Gogol mayor” .

Types and functions of punctuation marks

In modern Cyrillic, Latin, Arabic, Hebrew, Indian writing, punctuation marks are distinguished that perform the following functions:

highlighting complete semantic segments of the text - sentences - with a simultaneous indication of their communicative type, emotional coloring, degree of completeness (period, question and exclamation marks, ellipsis);

an indication of the relationship between parts of the sentence (comma, semicolon, colon, dash);

highlighting direct speech, quotations (quotes);

an indication of an emotional attitude to individual words and phrases (quotation marks, question and exclamation marks enclosed in brackets);

indication of text omissions (ellipsis);

abbreviations words (period, hyphen, slash, and others).

Punctuation marks are solitary and paired. Paired punctuation marks include two commas and two dashes (used when separating parts of a sentence as single characters), brackets and quotation marks.

As a special punctuation mark, Red line, which serves to separate large semantic segments of the text, the transition to a new "topic" of the story, as well as a space separating words from each other.

Punctuation marks in Russian

Until the end of the 15th century, texts in Russian were written either without spaces between words, or were divided into undivided segments. Approximately in the 1480s, there appeared dot, in the 1520s - comma. Appeared later semicolon at first it was also used in the meaning of a question mark. The next punctuation marks were interrogative and exclamation marks.

In "Grammar" Meletius Smotrytsky(1619) the first double punctuation mark appeared - round brackets.

By the end of the 18th century, they were in use dash(one of the first to use it Nikolai Mikhailovich Karamzin), quotes and ellipsis(for the first time in Russia used by the same author).

The role of punctuation

In the history of Russian linguistics, three main directions have developed in assessing the role and principles of Russian punctuation: logical, syntactic and intonation. Theorist of the logical or semantic direction, F. I. Buslaev, formulated the purpose of punctuation as follows: “Since one person conveys his thoughts and feelings to another through language, punctuation marks have a dual purpose:

contribute to clarity in the presentation of thoughts, separating one sentence from another or one part of it from another, and

express the sensations of the speaker's face and his attitude towards the listener.

In the second half of the 20th century, along with these traditional trends, there was also a communicative understanding of the role of punctuation - "the possibility of emphasizing in a written text with the help of punctuation marks the communicative significance of a word / group of words." The main function of punctuation (traditionally understood as a system of graphic non-alphabetic signs - punctuation marks - involved in the translation of oral speech into written speech) is also subordinated to the solution of the communicative task - by means of division and graphic organization of the written text "to convey to the reader the meaning of the written as it is reproduced by the writer" [ source unspecified 283 days ] .

Story

The punctuation system of European languages ​​goes back to Alexandrian grammars. II-1st century BC e. (Aristophanes of Byzantium, Aristarch, Dionysius of Thrace) and got a modern look at the end 15th century(system Alda Manutia) [ source unspecified 283 days ] . In other writing systems of antiquity and modernity, punctuation marks are different. The most common are word break marks (a space in many systems and ":" in Ethiopian script) and sentence boundary marks (a vertical line in Indian script for Sanskrit and in Tibetan, "::" in Ethiopian and others). AT XX century the European punctuation system permeates other writing systems. So, it was completely or with modifications borrowed by Japanese, Chinese and Korean letters and partially (brackets, ellipsis, and in some systems - question and exclamation marks, quotation marks) penetrated into the Tibetan, Ethiopian, Burmese, Thai, Lao, Khmer letters .