Basic grammatical errors in Russian. Typical mistakes in Russian: grammatical, speech and spelling

Larisa Fominykh

Is it a grammatical or speech error?

The need to distinguish between grammatical and speech errors in the creative works of students is dictated by existing norms. The first type of errors is an integral part of the assessment for literacy, the second (as one of the components) - for the content. During the examination of the USE essays (part C), they should also be delimited. However, in practice, difficulties often arise in their differentiation. The purpose of this note is to help the teacher determine the nature of these shortcomings.

A grammatical error is a violation of the structure of a linguistic unit: incorrect word formation (there is no such word in the language); incorrect formation of word forms; errors in the construction of phrases and sentences. Violations of this kind account for about 31%.

A grammatical error, depending on its nature, can be made in a word, in a phrase or in a sentence. No context is required to discover it. Unlike spelling or punctuation, a grammatical error can be detected by ear, and not only in written text, while a spelling error can only be found in writing.

Consider the main types of grammatical errors.

I. Erroneous word formation: cake; liked it; chewing gum; showed indifference.

II. Errors in the formation of forms of different parts of speech:

1) nouns (gender; nominative and genitive plural forms; declension of non-declining nouns): where is the second sneaker? my birthday; our engineers; true friendships are few; rode a pony;

2) adjectives (double comparative or superlative): less successful; the most beautiful fountain; more attractive;

3) names of numerals (incorrect formation of case forms of cardinal numbers; errors in the use of ordinal and collective numbers): over eight hundred meters; seven skiers; on page thirty-eight;

4) pronouns: until what hours of class? with their neighbors; evon book;

5) verbs: lay down the walls; want to eat; erase from the board; reads five times in a row; slamming the door; go straight; tomorrow I will clean up (wash); this also includes a violation of the temporal correlation of verb forms in a sentence: When December rolls around, the weather changes dramatically.

6) participles (they do not have a future tense form; they would not be used with a particle; returnable and irreversible forms cannot be mixed): everyone who writes an abstract will receive a credit; there is not a single book here that attracts our attention; studied all the information available; troops fighting the enemy;

7) gerunds: walked, looking around; applying the ointment to the wound; having bought a service;

S. Syntax errors- violations in the construction of phrases and sentences:

1) errors in management: describes about the battle; lust for power; I can't wait to leave;

2) in agreement: young people are eager to learn; people believe that life will not get better; with a group of tourists who are fond of rafting on mountain rivers;

4) in the construction of sentences with homogeneous members:

a) the term of the sentence and the subordinate part are used as homogeneous: I want to show the importance of sport and why I love it;

b) with two predicate verbs there is a common addition that cannot be used in this form with one of them: We remember and admire the heroic deeds;

c) inaccurate use of the double union: Both the elderly and the children were the first to be evacuated(it is necessary: both ... and ...). I not only prepared on my own, but also attended an elective(not only but…);

5) in the use of participial phrases: There is little difference between the topics written on the board;

6) adverbial turns: Having skated on the rink, my legs hurt. And then, preparing for the exams, it was as if he was replaced.

7) in the construction of complex sentences (distortion of unions; the use of two subordinate unions at the same time; "stringing" the same type of subordinate clauses): The bell rang, then you need to get ready home. Everyone began to praise the performers as if they were real artists. He said what he did not know about this incident. I heard that you asked to tell me that you will be coming soon.

8) violation of the boundaries of sentences: 1.When the wind blew. And clouds ran quickly across the sky. 2. I poured a hedgehog milk in a saucer. And put the hedgehog in the box.

However, one should remember about the phenomenon of parcelling, when the author deliberately dismembers a sentence to make it more expressive or highlight the thought: The very thought of betrayal is unpleasant to me. Because it is contrary to my beliefs.

9) mixing of direct and indirect speech: A.S. Pushkin writes that I awakened good feelings with my lyre.

The main types of speech errors

Speech errors- these are errors associated with violation of the requirements of correct speech. The reason for them is the poverty of the vocabulary of students, inexpressive speech, non-distinction of paronyms, non-observance of the lexical compatibility of words, speech stamps, etc. From the point of view of grammar, there are no violations, all forms of words, syntactic constructions correspond to the language norm, but in general the text of the work indicates the poverty of the student's speech ...

1) The use of words in an unusual sense: The pathos of his work is laughter - a formidable weapon of the writer. Monologue of wind and wood ...

2) tautology (repetition of the same root words in one sentence): The enemy was getting closer and closer.The young district of the city was named after the name of the street. The writer vividly describes the events of the Great Patriotic War.

It should be noted that the use of one-root words in one sentence may be perfectly acceptable. In the Russian folk language, there are a number of expressions such as: all sorts of things, jokes to joke, do their own thing, roar roar, howl howl, groan moan. Either standing to stand, or sitting to sit, or lying down. (proverb)

Many of them have already become phraseological units or are approaching them. In works of fiction, the author can consciously resort to tautology:

Soon the tale will tell itself, but it will not be done soon. (A.S. Pushkin)

The smoke from the pipes goes into the chimney. (A.S. Pushkin)

I wish you and myself more pride, less pride. (K. Vanshenkin)

3) pleonasm (hidden tautology): the main leitmotif of his work; we invite you to celebrate the New Year holidays away from cold, blizzards and cold weather; specific feature of creativity; colleagues;

4) mixing of paronyms: representatives of the high society led a festive life; after a quarrel between neighbors, hostile relations were established; this dish is very well-fed;

5) violation of lexical compatibility: hunger and devastation gloat around; the standard of living of the population has worsened;

7) speech stamps: now let's talk about heating; in the summer, we like to relax at the sea; the exam can be held upon completion of mastering the subject;

8) dialectal, colloquial, slang words: he is used to living for free; she looked great; in the form of Khlestakov, Gogol showed a terrible impudent man who godlessly lies and grabs bribes;

9) mixing the vocabulary of different historical eras: Marya Kirillovna and the prince went to get married at the registry office. Liza worked as a housekeeper for Famusov;

10) unjustified repetition of the same words in adjacent sentences (usually these are verbs of movement, being, speaking): Boy was dressed in a burnt-out quilted jacket. Vatnik was roughly darned. AND were he's wearing shabby pants. And the soldier's boots were almost new.

Such a defect should be distinguished from repetition as a stylistic device, which is actively used by poets and writers:

Beauty is never in vain.
Do not grow even in the black year
The maple is in vain, and the willow is in vain,
And a vain flower in the pond. (J. Moritz)

The hazy midday breathes lazily,
The river rolls lazily.
And in the firmament and pure
The clouds are melting lazily. (F. Tyutchev)

11) the unsuccessful use of personal and demonstrative pronouns as a means of connecting sentences (as a result of which ambiguity is created): Don't give your wife a company car. She could get into an accident. - We watched the film in a new cinema. From him we have a good impression.

12) bad word order: Dobrolyubov merchants from Ostrovsky's plays were called representatives of the "dark kingdom". The Prelude and Nocturne for Scriabin's left hand was performed by Margarita Fedorova.

To make it easier to use the classification of these errors, we present them in an abbreviated form on the table:

Grammatical errors	Speech errors
1) erroneous word formation: pleasure to live; cheerfulness; trying to live;	1) the use of a word in an unusual sense: In an allergic form, Gorky tells us about the Petrel.
2) errors in the formation of word forms: no seats; stricter; five hundred rubles; wait; theirs;	2) violation of lexical compatibility: cheap prices; he constantly replenishes his horizons;
3) violation of the type of tense correlation of verbs: sitting at the table and not talking to me;	3) tautology: Everyone was in a business-like mood. The growth in crime has grown by five percent.
4) errors in coordination and management: from the part of the novel I read;	4) pleonasm: colleagues; feathered birds;
5) violation of the agreement of the subject and predicate: Humanity is fighting for peace. Young people on the bus push and make noise.	5) unjustified repetitions of a word in adjacent sentences: The guys woke up early. The guys decided to go to the forest. The guys went to the forest along the field road.
6) mistakes in the use of participial and adverbial phrases: I got a headache while sledding. Reading books, life became more diverse.	6) Poor use of personal and demonstrative pronouns, creating ambiguity: The girl has a hat on her head. She looks flirty.
7) errors in the construction of complex sentences: Before leaving, we went to the river.	7) the use of a word of a different style: To poison Lensky, Onegin takes care of Olga.
8) mixing of direct and indirect speech: The governor told the oilmen that we appreciate your contribution to the regional economy.	8) mixing the vocabulary of different historical eras: Gerasim returned to the village and began to work on the collective farm.

Training tasks

1. Look for grammatical errors in the sentences and determine their type.

1. The logs were heavy, so they were laid on sticks and carried.

2. The accident occurred at the five hundred and eleventh kilometer from Moscow.

3. The management of the organization hopes that in this way they can stop the growth of queues for kindergartens.

4. And we made a new swing in our yard!

5. In writing a review, Iskander used a rhetorical question.

6. These plans need and deserve all support.

7. But my father replied that you are still too young for such a job. Chatsky's passionate speeches are addressed to the nobility, who do not want and even fear change.

8. Now the methods of water purification are becoming more perfect.

9. The spring sun shines brightly, and the birds sang.

10. Having gone up to your floor, the door of our apartment was open.

11. Logs floating on the water were visible from a distance.

12. The sons of Taras dismounted from the horses that were studying in the Kiev Bursa.

2. Find speech errors, determine their type.

1. We foresaw all the difficulties of the campaign in advance.

2. Khlestakov got into the chaise and shouted: "Drive, darling, to the airport!"

Even literate people make grammatical mistakes. It is easy to see that some Russian rules do not cause difficulties, while others are regularly stumbled by the majority. It's not so much that the rules are complex. Rather, they are simply inconvenient, and some have so many exceptions and peculiarities of application that their presentation takes a whole sheet - it seems that it is impossible to learn them without being an academician.

Let's consider the most typical mistakes in the Russian language, made not by schoolchildren, but by fairly literate people.

What is considered a grammatical error?

A grammatical error is a violation of a generally accepted established norm. Grammatical errors are any errors related to word formation (for example, the wrong suffix was used), morphology (for example, incorrect declension of a verb), syntax (for example, inconsistent with the main sentence

Distinguish grammatical errors from spelling or speech errors.

The most common mistakes are related to punctuation:

1. Many people are used to highlighting "however" with commas and are very surprised when Word underlines the comma after it as an error. The more attentive will notice that the comma after "however" is considered an error only when it appears at the beginning of a sentence. Indeed, if the meaning of this word is similar to "nevertheless", "nevertheless", and it is in the middle of a sentence, then it is considered introductory, and it must be separated by commas. If it means "but", as, for example, in the sentence "However, she did not understand him" (= "But she did not understand him"), then there is no need to put a comma.

2. Confusion often arises with the dash and colon characters. Many, when faced with a missing union, intuitively understand that it is necessary to put a more "solid" sign than a comma. But which one? The rule is actually quite simple. You need to choose the most appropriate words instead of the missed conjunction.

If words such as "what", "namely," fit within the meaning, then you need to put a two-colum. And also a colon is put if the first sentence ends in words denoting perception and suggesting that there will be a description after them. These can be words: see, understand, feel, etc.

I remember (that): it was evening, a quiet pipe was playing.

He was a difficult person (namely): quick-tempered, bilious, gloomy.

I recognized him immediately: (because) he was wearing one yellow boot.

I see: a barge is sailing, on it is a barefoot boy, tanned, unfamiliar, but sparkling with a smile and already in the next second waving at me.

If you can insert words like "a", "but", "and", "like", "this", "therefore", "like", then you need to use a dash.

I took a wide step (s) - my pants were torn.

Across the sea, a heifer (this) is a half, but a ruble ferry.

The wind blew - (therefore) the old forest groaned, creaked.

A dash is also used when the words "if" or "when" can be added at the beginning of a sentence.

(When) I thought about Grisha - he was right there.

(If) I get a fee - let's go to the sea!

Grammar errors related to morphology

Difficulties are caused by "nn" in suffixes (although everyone remembers glass, tin, wood), it is especially difficult to understand the double "n" in adverbs. And also many are confused by the use of no / no particles. Quite a few educated people, imperceptibly for themselves, make mistakes in management. How is it correct, "control over" or "control over"? Confusion between the two is another popular grammatical mistake. Example:

control over the quality of performance;
control over the execution of the order;
water level control.

Which option is correct? Everything. One or another type of control in this case is selected depending on the characteristics of the subsequent word. For example, "control" is used before verbal nouns (perform - perform). There are other subtleties as well.

Not all common grammar mistakes are mentioned in this article. It is quite possible to learn not to commit them by learning the rules. We hope we managed to demonstrate that learning the secrets of the native language is an exciting business, and sometimes a superficial acquaintance with the rule is enough to realize all its logic and expediency. We also hope that you have noticed variations in the use of the rules described above in the article itself, and not just under the headings "examples".

The most common mistakes in the exam in the Russian language:

Error classification according to FIPI

Grammatical errors.
Speech errors.
Logical errors
Actual errors.
Spelling mistakes.
Punctuation errors.
Graphic errors.

Grammar mistake- this is an error in the structure of a linguistic unit: in the structure of a word, phrase or sentence; this is a violation of any grammatical norm: derivational, morphological, syntactic.

For example:

slip instead of slip, nobility instead of nobility- there was a mistake in the word-formation structure of the word, the wrong prefix or the wrong suffix was used;
no comment, ride instead of go,more easier- the form of the word is incorrectly formed, that is, the morphological norm is violated;
pay for travel, awarded- the structure of the phrase is broken (management norms are not observed);
Riding on a skating rink, my legs hurt; In this essay, I wanted to show the meaning of sport and why I love it.- sentences with an adverbial turnover (1) and with homogeneous terms (2) are incorrectly constructed, that is, syntactic norms are violated.

Unlike grammatical ones, speech errors- these are errors not in the construction, not in the structure of the linguistic unit, but in its use, most often in the use of the word. For the most part, these are violations of lexical norms, for example:

Stolz - one of the main characters of the novel of the same name by Goncharov "Oblomov";
They lost their only two sons in the war.

A speech error can be noticed only in context, in this it differs from a grammatical error, for the detection of which context is not needed.

Below are the generally accepted classifiers of grammatical and speech errors.

Types of grammatical errors:

Erroneous word formation - To hard work bim th, above laugh.
Erroneous formation of the noun form - Many miracles a technology, not enough time I am.
Erroneous formation of the adjective form - More interesting, prettier.
Erroneous formation of the form of the number - WITH five hundred rubles.
Incorrect formation of the pronoun form - Theirs pathos , ihi children.
Erroneous formation of the verb form - They they go, they want, they want to write about the life of nature.
Violation of agreement - I am familiar with a group of guys, seriously addicting imisya jazz.
Control violation - You need to make your nature more beautiful.
Narrates readers.
Disruption of the connection between the subject and the predicate - Majority objected against such an assessment of his work.
Violation of the way of expressing the predicate in separate constructions - He wrote a book that epic.
Everyone was happy, happy and funny.
Errors in constructing a sentence with homogeneous members - Country loved and was proud poet.
In the essay, I wanted to say about the meaning sports and why I love him.
Errors in constructing a sentence with an adverbial turnover - Reading the text , there is such a feeling ...
Errors in constructing a sentence with an participial turnover - The narrow path has been covered failing snow underfoot.
Errors in the construction of a complex sentence - This book taught me to value and respect friends, which I read as a child. It seemed to the man then that this is a dream.
Mixing direct and indirect speech - The author said, what am I I do not agree with the opinion of the reviewer.
Violation of sentence boundaries - When the hero came to his senses. It was too late.
Violation of the temporal correlation of verb forms - Freezes for a moment heart and suddenly knocks again.

Types of speech errors:

The use of a word in an unusual sense - We were shocked wonderful acting.
Thought evolves on continuation the whole text.
Non-discrimination of shades of meaning introduced into a word by a prefix and a suffix - My attitude to this problem is not has changed.Were accepted spectacular measures.
Non-discrimination of synonymous words - V the final In the sentence, the author applies gradation.
The use of words of a different style - The author, addressing this problem, tries to direct people Little into a different track.
Inappropriate use of emotionally colored words and phraseological units - Astafiev every now and then resorts to the use of metaphors and personifications.
Unjustified use of common words - Such people always succeed obfuscate others.
Violation of lexical compatibility - author increases impression. author uses artistic peculiarities(instead of funds).
The use of unnecessary words, including pleonasm - The author conveys the beauty of the landscape US using artistic techniques.Young young man, very beautiful.
The use of cognate words in a close context (tautology) - In that the story is told about real events.
Unjustified repetition of a word - Hero the story does not reflect on his action. Hero does not even understand the depth of the deed.
Poverty and monotony of syntactic constructions - When the writer came to the editorial office , he was received by the editor-in-chief. When they spoke, the writer went to the hotel.
Bad use of pronouns - This text was written by V. Belov. He refers to the artistic style.I immediately had a picture in his imagination.

Typical grammatical errors (K9)

it errors associated with the use of a verb, verb forms, adverbs, particles:

Errors in the formation of personal forms of verbs: He is driven by a sense of compassion.(follows: moves);
Incorrect use of tense forms of verbs: This book provides knowledge about the history of the calendar, will teach you how to make calendar calculations quickly and accurately.(follows: ... will give .., teach ... or ... give .., teach ...);
Errors in the use of real and passive participles: Streams of water flowing down, amazed the author of the text(followed by: drained);
Errors in the formation of gerunds: On stage, the singers bowed(norm: going out);
Incorrect formation of adverbs: The author of the tut was wrong(norm: here);

These errors are usually associated with a violation of the patterns and rules of grammar and arise under the influence of vernacular and dialects.

Typical include grammar and syntax errors :

Disruption of the connection between subject and predicate: The main thing that now I want to pay attention to is the artistic side of the work.(norm:… this is the artistic side of the work); It takes courage, knowledge, honesty to benefit the Motherland.(norm: ... courage, knowledge, honesty are needed);
Particle errors such as unnecessary repetition: It would be nice if the painting was signed by the artist; separation of a particle from the component of the sentence to which it belongs (usually particles are placed in front of those members of the sentence that they should highlight, but this pattern is often violated in writings): The text reveals two problems in total "(the limiting particle of "everything" must stand before the subject: "... there are only two problems");
Unjustified skipping of a subject (ellipsis): His courage, (?) To stand up for honor and justice attracts the author of the text;
Incorrect construction of a compound sentence: The author of the text understands the mind not only as enlightenment, intelligence, but also the concept of "smart" was associated with the idea of freethinking.

Typical speech errors (K10)

These are violations associated with the underdevelopment of speech: pleonasm, tautology, speech stamps; unmotivated use of vernacular vocabulary, dialectisms, jargon; unsuccessful use of expressive means, clerical, nondiscrimination (confusion) of paronyms; mistakes in the use of homonyms, antonyms, synonyms; ambiguity not eliminated by the context.

The most common speech errors include:

Non-discrimination (mixing) of paronyms: In such cases, I look at the "Philosophical Dictionary"(verb take a look usually requires control of a noun or pronoun with the preposition "on" ("to look at someone or at something"), and the verb look in("Quickly or furtively look somewhere, look in order to find out, find out something"), which must be used in the given sentence, controls a noun or a pronoun with the preposition "in");
Errors in choosing a synonym: The name of this poet is familiar in many countries.(instead of the word known its synonym is mistakenly used in the sentence familiar); Now our print has a significant advertising space, and this is not the case.(in this case, instead of the word space it is better to use its synonym - a place; and vernacular word impresses also requires a synonymous replacement);
Errors in the selection of antonyms when constructing an antithesis:In the third part of the text, a cheerful, not a major motive makes us think(the antithesis requires precision when choosing words with opposite meanings, and the words "cheerful" and "major" are not antonyms;
Destruction of the figurative structure of phraseological units, which happens in an unsuccessfully organized context: This, of course, talented writer Zoshchenko, do not put a finger in his mouth, but just let the reader laugh.

Logical errors

Logical errors associated with a violation of the logical correctness of speech. They arise as a result of a violation of the laws of logic, admitted both within the limits of one sentence, judgment, and at the level of the whole text.

comparison (opposition) of two logically heterogeneous (different in volume and content) concepts in a sentence;
as a result of violation of the logical law of identity, the substitution of one judgment for another.

Compositional errors

Unsuccessful start... The text begins with a sentence containing an indication of the previous context, which is absent in the text itself, with the presence of indicative word forms in the first sentence, for example: In this text, the author ...
Errors in the main part.
- The convergence of relatively distant thoughts in one sentence.
- Lack of consistency in the presentation; incoherence and violation of the order of sentences.
- The use of sentences of different types in terms of structure, leading to difficulty in understanding the meaning.
Bad ending. Duplication of the conclusion, unjustified repetition of the previously expressed thought.

Actual errors

Actual errors- a kind of non-linguistic errors, which consists in the fact that the writer gives facts that contradict reality, gives incorrect information about the factual circumstances, both related and not related to the analyzed text (background knowledge)

Distortion of the content of a literary work, misinterpretation, poor choice of examples.
Inaccuracy in the quote. No indication of the author of the quote. Incorrectly named author of the quote.
Ignorance of historical and other facts, including temporary displacement.
Inaccuracies in the names, surnames, nicknames of literary heroes. Distortions in the titles of literary works, their genres, an error in the indication of the author.

Spelling, punctuation, graphic errors

When checking literacy (K7-K8) errors are taken into account

The learned rules;
Coarse (two non-coarse ones count as one):
- in exceptions to the rules;
- in writing a capital letter in compound own names;
- in cases of separate and continuous writing not with adjectives and participles,
- acting as a predicate;
- in writing and and NS after prefixes;
- in difficult cases, the distinction is neither ( Wherever he turned to! Wherever he turned, no one could give him an answer. Nobody else is ...; none other than…; nothing else ...; nothing else but ... et al.);
- in cases where instead of one punctuation mark another is put;
- in the omission of one of the combined punctuation marks or in violation of their sequence;

It is also necessary to take into account the repeatability and uniformity of errors. If an error is repeated in the same word or in the root of the same root words, then it is counted as one error.

Homogeneous(the first three errors of the same type are counted as one error, each subsequent similar error is counted as an independent one): errors for one rule, if the conditions for choosing the correct spelling are enclosed in grammatical ( in the army, in the grove; prick, fight) and phonetic ( pie, cricket) features of this word. Important!!!
- The concept of errors of the same type does not apply to punctuation errors.
- Errors are not considered the same type for such a rule in which, to find out
Recurring(repetition in the same word or in the root of the same root words counts as one mistake)

Spelling mistakes

In word wrap;
Letters e / e after consonants in foreign words (racketeering, plein air) and after vowels in proper names ( Marietta);
Uppercase or lowercase letters
- in the names associated with religion: M (m) aslenitsa, R (r) ozhdestvo, B (b) og.
- with the figurative use of proper names (Oblomov and Oblomov).
- in proper names of non-Russian origin; spelling surnames with the first
- parts don, van, saint ... (don Pedro and Don Quixote).
Concatenated / hyphenated / separate spelling
- in names, with in compound nouns without a connecting vowel (mostly borrowings), not regulated by the rules and not included in the minimum dictionary ( lend-lease, lula-kebab, know-how, papier-mache, tumbleweed, walk-town paperweights, but beef stroganoff, head waiter, porch, price list);
- on rules that are not included in the school curriculum. For example: on the spill, to scold for the eyes, to match, on the run, in installments, back down, into a curiosity, to the touch, in the wings, to put on the priest(cf. the current spelling recklessly, scattered);

Punctuation errors

Dash in an incomplete sentence;
Separation of inconsistent definitions related to common nouns;
Commas for restrictive and excretory turns;
Distinguishing homonymous particles and interjections and, accordingly, not highlighting or highlighting them with commas;
In the transfer of the author's punctuation;

Graphical errors

Graphical errors- various techniques for reducing words, the use of spaces between words, various underscores and font emphasis. These include: various misprints and misprints caused by the inattention of the writer or the haste of writing.

Common graphical errors:

Skipping letters, for example: the whole novel is based on this conflict (follows: is being built);
Permutation of letters, for example: new product names(followed by: products);
Replacing some alphabetic characters with others, for example: lechendarnoe Battle on the Ice(follows: legendary);
Adding extra letters: That is why it is important in any, even the most difficult, conditions ...(follows: even).

Types of grammatical errors

Prepositions according to, in spite of, thanks, in spite of used with D. p. (not R. p.)

ERROR: as scheduled I am , contrary to the order a

Incorrect use of the case form of a noun with a preposition

Remember mistakes

Upon arrival, after leaving, upon departure

Upon completion, upon return, upon completion

NORM: upon arrival, upon arrival

Incorrect use of the case form of a noun with a preposition

The preposition PO can be used locally. 1 and 2 liters. in P.p.

NORMA: I miss you, I miss you.

Incorrect use of the case form of a noun with a preposition

Skipping a preposition.

On water, land and air- we are everywhere

protected. (in the air)

The meaning of the preposition.

Thanks to in bad weather we stayed at home.

(due to, due to)

Incorrect use of the case form of a noun with a preposition

Management can be prepositional (belief in victory) and unsolicited (slow down progress).

The error occurs when the wrong choice

case or preposition.

ERROR: common to us,

confidence in victory, the problem of protection.

Errors in sentences, the subordinate part of which begins with the union words WHO, NOBODY.

WHO AND NOBODY is used with singular verbs.

Those, who have been to the city, could not help but admire

Those who has been to the city, could not help admiring

by the sea.

Disruption of the connection between subject and predicate

The predicate must be in the plural, if it is expressed by the adj. or

ERROR: A number of scenes in the play are true and

interesting.

Disruption of the connection between subject and predicate

The predicate must be in the plural, if the subject contains 2,3,4

ERROR: Three books are on the table.

Disruption of the connection between subject and predicate

The predicate after homogeneous subjects must be plural.

ERROR: Industry and agriculture are developing steadily.

Disruption of the connection between subject and predicate

If the collection is present. does not have controllable words, then the predicate must be singular.

3. Violation in the construction of a sentence with an inconsistent application

The names of works, paintings, films, enclosed in quotation marks, do not change if there is a common name next to them. - genre designation.

ERROR: In the movie "War and Peace"

S. Bondarchuk played the role of Pierre.

Violation in constructing a sentence with an inconsistent application

If the common name is present. is absent, then the proper name is changed.

ERROR: In "War and Peace" S. Bondarchuk played the role of Pierre.

If homogeneous predicates have one dependent word, it is necessary to check whether they can control it.

ERROR: During the war, the people hoped and

believed in victory.

(hoped to win)

An error in constructing a sentence with homogeneous members

Violation of the homogeneity of concepts.

The slope of the mountain, along which we descended and overgrown with dense ferns, was very steep.

He remembered the taiga and how he hunted a bear.

I love football and swimming.

His conclusions are simple and straightforward.

An error in constructing a sentence with homogeneous members

You cannot change double conjunctions.

ERROR: Good answers as young men, but

also girls.

It is necessary to check the place of homogeneous members in double alliances.

ERROR: I not only read newspapers, but also magazines.

An error in constructing a sentence with homogeneous members

You cannot mix generic and specific concepts, combine incompatible ones.

There were crucians, carp, fish in the boat.

He came with a wife and a bad mood.

An error in constructing a sentence with homogeneous members

Violation of case forms of a generalizing word and one-word terms

ERROR: The meeting was attended by representatives of three countries: England, France, Italy.

Deuterich.version cannot be used if the action expressed by the predicate verb and the action expressed by the verb-predicate refer to different persons.

ERROR: Using the calculator, the calculation is done quickly.

Incorrect construction of a sentence with an adverbial turnover

The deutsch.version cannot be used in an impersonal sentence

ERROR: Walking in the evening, I didn't feel good.

Incorrect construction of a sentence with an adverbial turnover

The deutsch.version cannot be used in a sentence with a passive construction.

ERROR: After delivering the necessary medicines, the aircraft will be inspected by the technicians.

Incorrect construction of a sentence with an adverbial turnover

An error in the inconsistency of the specific form of the verb and gerunds.

ERROR: Meeting the grandmaster, the young chess player won.

The break of the turnover by the defined word.

ERROR: Mom's cooked pancakes were delicious.

Violation in the construction of a sentence with participial turnover

Violation of the agreement of the case. with the word being defined.

ERROR: We are proud of the players who beat the English team.

Violation in the construction of a sentence with participial turnover

Replacing the passive participles with valid ones.

ERROR: The task we are doing is straightforward.

You cannot use 1st and 2nd person pronouns in the subordinate part.
ERROR: Student said I am not ready yet.

Incorrect construction of a sentence with indirect speech

Redundancy of alliances

ERROR: He was constantly asked if he would complete the work he started.

He asked where his things were.

In the story "Jumping" Chekhov condemns idleness.
He loved and was fond of reading.
You need to take great care of your children.
A neighbor on my desk asked who would go to football with me.
came to our city, admired its provincial simplicity.
The sun illuminated the mountain peaks covered with snow.
After a little rest, the work began to be done faster.

Check yourself I am

1. In the story "Jumping" Chekhov condemns idleness.

violation in constructing a sentence with an inconsistent application

2. He loved and was fond of reading.

error in constructing a sentence with homogeneous members

3. You need to take great care of children.

misuse of the case form of a noun with a preposition

4. A neighbor on the desk asked who would go to football with me.

incorrect construction of a sentence with indirect speech

5. Whoever came to our city admired its provincial simplicity.

violation of the connection between the subject and the predicate

6. The sun illuminated the mountain peaks covered with snow.

violation of participial sentence construction

7. After a little rest, the work began to be done faster.

violation in the construction of a sentence with an adverbial turnover

	1. Erroneous word formation	1. "Rustling hands" "Thoughtful look" "Kindness"
	2. Errors in the formation of noun forms	2. "Clouds", "pie with jam", "no socks"
	3. Errors in the formation of adjective forms	3. "More interesting" "The most beautiful"
	4. Errors in the formation of pronouns	4. "Theirs", "Ihi"
	5. Errors in the formation of verb forms	5. "Rides", "waiting for him"
	6. Violation of agreement	6. "He has never seen such eyes filled with longing"
	7. Violation of management	7. "Thirst for glory" "Dream for freedom" "I am worried about him" "I am surprised at his strength"
	8. Disruption of the connection between the subject and the predicate	8. "Friendship with the guys Valk and Marusya influenced his life"
	9. Errors in constructing adverbial sentences	9. "Reading a book, thoughts come to mind" "Opening the window, the smell of pine trees"
	10. Errors in constructing participial sentences	10. "The mountain range stretches from east to west, consisting of ridges"
	11. Errors in the construction of sentences with homogeneous members	11. "I wanted to show the importance of sport and why I love it"
	12. Errors in the construction of complex sentences	12. "The collective farm was built under the leadership of Davydov, who turned into a large farm"
	13. Mixing direct and indirect speech	13. "Igor said that" I want to lay my head down or drink a helmet from the Don "

14. Skipping required words	14. "Vadik nailed the board and ran into football"
15. Violation of supply boundaries	15. “The hunter put down his gun, tied the dog. And he went to the beast "
16. Inappropriate use of personal or demonstrative pronouns	16. “I took out a book from a bag and put it on the table "(who is her?)
17. Violation of the species-temporal correlation of verb forms	17. "Brother was sitting at the table and 1 paints pictures": "Pugachev went out of the hut and got into the carriage"

Essay Evaluation Standards

When selecting spelling errors should be consideredthe same type errors (for the same rule).

The first three errors of the same type are counted as one, each one the next one is added. Errors are not considered to be of the same type, if for the correct spelling of a word, you need to choose completely different check word. (For example, unstressed vowels in fundamentally do not apply errors of the same type).

Coarse spelling errors count as 0.5 errors (1 n). Non-gross spelling errors include words that are exceptions to the rule and difficult unverifiable dictionary words.

Punctuation errors cannot be of the same type!

Onappraisal"5"for the content in the essay it is allowed: one slight inaccuracy in the content, i.e. 1 coarse actual or 1 non-gross logical error + 1 -2 speech defect.

Rating "5"for literacy in the essay is allowed: 1 non-rough spelling or 1 punctuation or 1 grammatical error.

Score "4" for content in the essay allowed: 2-3 factual or logical errors + 3-4 speech deficiencies.

For evaluation "4" for literacy in the essay allowed: 1-2 spelling + 3 punctuation + 3 grammatical or 0 spelling + 4 punctuation + 3 grammatical errors.

For a score of "3" for soda retention in the essay allowed: 4 factual or logical errors + 5 speech shortcomings.

The mark "3" for a competent essay is allowed

4 spelling + 4 punctuation + 4 grammatical errors.

With six factual, or six logical errors, or six speech deficiencies, a score of "2" begins for the content.

With five spelling, or five punctuation, or five grammatical errors, a score of "2" begins for literacy.

In the 5th grade, in the 1st half of the year, 6 spelling or punctuation errors are allowed for the grade "3".

When giving the 1st grade for the content, you should take into account Not only the number of factual, logical errors and speech defects.

The mark "5" is given for an essay that

deeply and reasonably reveals the topic;

testifies to excellent knowledge of the text and other literary critical materials;

slender in composition;

differs in independent conclusions and deep generalizations;

written in the correct literary language and stylistically corresponds to the content.

On aboutcenku "4" the same is required, but with the definition of "good."

On the mark "3"- with the definition "satisfactory".

Rating "2" posed in the event that the topic is not disclosed, the knowledge of the text is superficial, there are no conclusions.

The teacher writes the appropriate necessary explanations (from the above) under the text of the essay, thereby explaining the grade.

Assessment of students' oral responses

When assessing the oral answer of students, it is taken into account:

knowledge of the text and understanding of its ideological and artistic originality;

the ability to explain the relationship between the actions of the heroes;

understanding the role of artistic means;

knowledge of theoretical and literary concepts and the ability to use them in the analysis;

the ability to analyze the text in accordance with the leading historical and philosophical ideas of the era;

the ability to master a monologue speech.

Student Speech Requirements

When evaluating oral and written answers, their speech design is taken into account.

The student should be able to:

speak or write about a topic, respecting its boundaries;

select the most essential facts for the disclosure of ideas;

present material consistently;

make the necessary conclusions and generalizations;

builds |> a statement in a certain style;

answer loudly, clearly, with the observance of logical stresses,

pauses, rules of intonation.

All the above requirements and norms for the assessment of written and oral answers must be brought to the attention of students and their parents (make appropriate printouts, arrange a stand in the literature room, etc.). Only in this case, the guys will understand the validity of the marks given, and the teacher will be able to be truly objective.

Ways to study a literary work at school

The path of study is a kind order analysis, parsing progress works.

It is especially important to choose the right path of analysis when studying major epic works.

There are three main ways of analysis:

by images (similar)

Along the way

The logic of the analysis of the work is subordinated to the logic of the analysis of the main images (for example, the 1st lesson - "The image of Eugene Onegin", then - "The image of Tatiana", then "The image of the author", etc.).

The "plus" of this path of analysis: the logic of the analysis is clear to children; very effective at the age of 14-15, when the guys look closely at themselves, evaluate their own and others' character traits => their interest in the characteristics of the heroes is maximum; this way is economical in time.

The "minus" of this path:

for each lesson, children should look through the entire text of the work, looking for material for a specific image;

in a work of fiction, all images are closely intertwined, and we "tear" one image from another;

the artistic unity of the work is destroyed.

Problem-thematic way

The teacher formulates for himself a range of basic problems, which the author considers in his work, and each lesson is devoted to solving one of the problems.

For example:

“The Role of People and Individuals in History” - based on the novel “War and Peace” (a range of problems associated with the images of Kutuzov, Napoleon, Tushin and a number of other heroes are considered);

“True and false patriotism” (Scherer, Rostovs, Bolkonskys);

"The moral quest of the best representatives of the Russian nobility" (Natasha, Bolkonsky, Pierre).

"Pluses" of this path:

allows you to deeply and seriously analyze the work;

develops the analytical skills of the student;

teaches you to argue your point of view. "Cons" of this path:

this path presupposes excellent knowledge of the text and analysis of many images of the work in one lesson;
in the lesson, there is absolutely no emotional perception of the text, the conversation is mainly on a logical level.

This path is only effective in the senior and very strong grades.

The teacher, together with the children, analyzes the work as the plot progresses, only key chapters and episodes are taken.

"Pluses" of this path:

the integrity of the perception of the text is preserved, since the children immediately analyze the images, problems, and artistic originality in the studied fragment of the text;

the emotional perception of the text is preserved and often intensified.

"Cons" of this path:

the complete picture of the work becomes clear only at the end of the study =>

the maximum amount of time required compared to others ways of analysis.

there is a danger of "dissolving" in the text. This method is universal for all ages.

An experienced teacher skillfully combines different paths of analysis, making one path dominant.

Methods for the work of teachers and students in literature lessons in grades 9-11

In high school, you can use the same techniques as in grades 5-8, but there are also special techniques that are most effective in high school.

Teacher's lecture (requirements for this form are given as an independent section)

Seminar lesson

In grades 5-8, in one lesson, both the teacher's word and a conversation on new material are usually combined. In high school, due to the large volume of material being studied, it may be advisable to divide it into a lesson-lecture, where only the teacher speaks, and a lesson-seminar, where only students answer. However, in high school, the traditional combined lesson is widely used. Questions and tasks for the seminar are given in advance.

dispute lesson

It requires serious preliminary preparation: it is necessary to distribute the students into supporters of one and the other position, to talk in advance with the "leaders" of the parties and help them in the selection of arguments. The whole class can take part in the dispute, or several people can take part, the rest of the guys, together with the teacher, act as observers and arbiters.

Literary Hero Trial

This is a kind of dispute, but in a "sharpened" form, when there is an accused, an accuser and a lawyer. This form of the lesson is certainly somewhat "rude" from an aesthetic point of view. BUT!!! This form provides high activity on the part of students and becomes effective in the classroom where children are passive, with difficulty reading the studied texts. A “trial” over a hero is capable of “stirring up” such a class.

Drawing up a screenplay based on an already studied work

For a film script, you need to choose the main episodes, select the text that will sound on-screen and off-screen, determine the peculiarity of the camera work (a combination of close-up and panorama), think over the music, decoration, and choose costumes. It is advisable to carry out this type of work after analyzing the text.

The choice of actors for the roles of the main characters

It is not the specific names of students or real actors that are important, but the image as a whole, that is, the type of face, appearance, character traits, features of temperament, etc. This technique is very similar to the general characteristics of the hero, but more interesting in form.

Meeting of the artistic council of the theater or the editorial board of a literary magazine

on the choice of repertoire or publication of a literary work.

For example: What plays by Ostrovsky are appropriate to stage this season and why?

After studying Bunin's work: What stories of Bunin are advisable to include in the new edition of the book "Selected" and why?

Actor's monologue

about how to play this role. BUT!!! There are negative psychological moments arising from the shyness of guys who would like to play this role, but are afraid of someone's ridicule. These psychological problems can be avoided by offering a slightly different variant of the task, namely "Director's Monologue" about how to play this role. (This form removes psychological barriers, since the director, deeply understanding how a particular character should be played, is not obliged to correspond to him in external data, to have a portrait resemblance, etc.)

NB !!! These methods of work allow the children to express their own opinion, their personal vision of the characters' characters, while remaining in the “shadow”, as if behind the “mask” of an actor, director, etc. This is due to the psychological characteristics of the early youth, when a person already has his own opinion, but often not yet ready to express it. It is better to give these forms of work as homework.

Integrated polyphonic lesson:

This is a lesson with the participation of a "historian", "politician", "art critic".

These persons can be pre-trained students or real teachers of history, music, drawing, MHC. Their comments are woven into the course of the lesson where it is necessary to clarify fragments of the text that are difficult for students to understand.

10. Composing poetic compositionsona certaintheme

The class is divided into groups of 4-6 people. Each group composes a composition and prepares an expressive reading of poetry. For example: love lyrics and civil poetry by A. Akhmatova. Each group has a director who selects poems and helps prepare an expressive reading. Before reading their composition, students explain why they chose these particular works. The composition can be literary and musical. Such a task can be given to the whole class, and as an individual one - to a group of students.