Grammar syntactical errors examples table. Types of speech and grammatical errors

Error classification

Grammatical errors (G)- these are errors in the structure of a language unit: words, phrases or sentences, i.e. violation of any grammatical norm - word-formation, morphological, syntactic.

No. p / p

Error type Examples

Wrong word formation. Erroneous formation of forms of a noun, adjective, numeral, pronoun, verb (personal forms of verbs, real and passive participles, gerunds).

nobility ness, miracle technology, according to d cherk, above laugh; more interesting, prettier; With five hundred rubles; juggled both hands, theirs pathos, around his there is nothing; how moral principles we have lost because of the loss of spirituality; them moves feeling of compassion; streams of water, stackable down, startled the author of the text; above onto the stage, the singers bowed.

Violation of the norms of coordination

I am familiar with a group of guys, seriously captivating imisya jazz.

Violation of the norms of management

Need to make nature more beautiful. Everyone marveled at him by force.

Violation of the connection between the subject and the predicate or the way the predicate is expressed

The main thing that I now want to pay attention to is the artistic side of the work. He wrote a book that epic. Everyone was happy and happy funny.

Errors in constructing sentences with homogeneous members

The country loved and was proud poet.

In my essay, I wanted to say about the meaning of sport and why I love it.

Errors in the construction of sentences with adverbial turnover

Reading the text, there is such a feeling of empathy.

Errors in constructing a sentence with participial turnover

The narrow path was covered failing snow under your feet.

Errors in the construction of a complex sentence

This book taught me to appreciate and respect friends, which I read as a child.

It seemed to the man then that this is a dream.

Violation of supply boundaries

He was not accepted into the basketball team. Because he was short.

Violation of the types of temporal correlation of verb forms

freezes for a moment the heart and suddenly will knock again.

Skipping a sentence member (ellipsis)

At the meeting there was accepted (?) spend Saturday.

Errors associated with the use of particles: detaching a particle from the component of the sentence to which it refers

It would be nice if the picture was would artist's signature. In the text Total two problems emerge.

Speech errors (P)- these are errors not in the construction of a sentence, not in the structure of a language unit, but in its use, most often in the use of a word, that is, a violation of lexical norms. These are pleonasm, tautology, speech clichés, inappropriate use of colloquial vocabulary, dialectisms, jargon; expressive means, non-distinguishing of paronyms. Errors in the use of homonyms, antonyms, synonyms, ambiguity not eliminated by the context.

No. p / p

Error type Examples

The use of a word in an unusual sense

We were shocked great acting by the actors. Thanks to fire, the forest burned down.

Unjustified use of dialect and colloquial words

These people always succeed cheat others. Oblomov did nothing and spent whole days played the fool.

Bad use of pronouns

The text was written by V. Belov. He refers to the artistic style; I immediately had a picture in his imagination.

The use of words of a different stylistic coloring; mixing vocabulary from different eras; inappropriate use of stationery, expressive, emotionally colored words, outdated vocabulary, jargon, inappropriate use of phraseological units

By idea the author, the hero wins; Molchalin working Famusov's secretary; In the novel by A.S. Pushkin take place lyrical digressions; author every now and then resorts to the use of metaphors and personifications. If I were there, then for such an attitude towards my mother, I would cupcake v gnawed would give; Zoshchenko don't put your finger in your mouth just to make the reader laugh.

Indistinguishability of shades of meaning introduced into the word by prefix and suffix

In such cases I I glance to the dictionary.

Non-distinguishing of paronyms, synonymous words; errors in the use of antonyms when constructing an antithesis; destruction of the figurative meaning of a phraseological unit in an unsuccessfully organized context

Were accepted spectacular measures; The name of this poet familiar in many countries; The third part of the text is not cheerful, but also not a major motive makes us think; the record hasn't said its word yet last word.

Violation of lexical compatibility

Use of superfluous words, including pleonasm

Young youth; very beautiful.

The use of words near or close to the same root (tautology)

In that the story is being told about real events.

Unjustified repetition of a word

Hero story does not think about his act. Hero does not even understand the full depth of what he did.

Poverty and monotony of syntactic constructions

When the writer came to the editor accepted by the editor-in-chief. When they talked, the writer went to the hotel.

Use of superfluous words, lexical redundancy

Then about to make you smile, about it our bookstore will take care.

Logical errors (L). Logical errors are associated with a violation of the logical correctness of speech. They arise as a result of a violation of the laws of logic, committed both within a single sentence, judgment, and at the level of the whole text.

No. p / p

Error type Examples

Comparison (opposition) of two logically heterogeneous (different in volume and content) concepts in a sentence, text

At the lesson were present director, librarian, as well as Anna Petrovna Ivanova and Zoya Ivanovna Petrova; He leaned back on the battery; Per good study and parenting parents students received letters of thanks from the school administration.

Violation of causal relationships

In recent years lots of done to modernize education, but teachers work in the old way, because issues of modernization of education are being addressed weakly.

Skipping a link in an explanation, a "logical leap".

It is hardly possible to block the flow of people through our yard. [?] And how you want the yard to be an ornament of both the school and the village.

Rearrangement of parts of the text (if it is not due to the task for the essay or presentation)

It's time to return this word to its true meaning! Honor... But how to do it?

Unjustified substitution of the person from whom the narration is being conducted (for example, first from the first, then from the third person)

Comparison of logically disparate concepts

Syntax encyclopedia articles is excellent from other scientific articles.

Composition-text errors

Unsuccessful start

The text begins with a sentence containing an indication of the previous context, which is absent in the text itself, by the presence of demonstrative word forms in the first sentence, for example: In this text, the author ...

Mistakesin the main part

a) Convergence of relatively distant thoughts in one sentence.

b) Lack of consistency in presentation; incoherence and violation of the order of sentences.

c) The use of sentences of different types in structure, leading to difficulty in understanding the meaning.

Unfortunate ending

Duplication of the conclusion, unjustified repetition of the thought expressed earlier.

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

No. p / p

Error type Examples

Bazarov was a nihilist and therefore killed an old woman with an ax; Lensky returned to his estate from England; Happiness for Oblomov was loneliness and indifference.

Inaccuracy in the quote. Lack of reference to the author of the quote. Misnamed citation author.

The book means a lot to me, because even Lenin said: “ Live and learn!»

Ignorance of historical and other facts, including temporary displacement.

Great Patriotic War of 1812; The capital of the USA is New York.

Inaccuracies in the names, surnames, nicknames of literary heroes.

Distortions in the names of literary works, their genres, an error in indicating the author.

Turgen b ev; "Taras and Bulba"; v Turgenev's stories"Crime and Punishment".

Sayapina Oksana Valerievna

	1. Erroneous word formation	1. "Rustle Hands" "Thoughtful Look" "Goodness"
	2. Mistakes in the formation of noun forms	2. "Clouds", "jelly pie", "no socks"
	3. Errors in the formation of adjective forms	3. "More interesting" "Most beautiful"
	4. Errors in the formation of forms of pronouns	4. "Theirs", "theirs"
	5. Mistakes in the formation of verb forms	5. "Rides", "waiting for him"
	6. Violation of agreement	6. "He never saw such eyes filled with longing"
	7. Loss of control	7. “Thirst for fame” “Dream for freedom” “I worry about him” “I am surprised at his strength”
	8. Violation of the connection between the subject and the predicate	8. "Friendship with the guys Valk and Marusya influenced his life"
	9. Errors in the construction of sentences with adverbial turnover	9. “When reading a book, thoughts come to mind” “Opening the window, it smelled of pines”
	10. Errors in the construction of sentences with participial turnover	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 meaning 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, which turned into a large farm"
	13. Mixing direct and indirect speech	13. “Igor said that “I want to put my head or drink with a helmet from the Don”

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

Essay evaluation standards

When highlighting spelling errors should be taken into accountsimilar errors (for the same rule).

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

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

Punctuation errors of the same type cannot be!

On theassessment"5"for content in the essay is allowed: one minor inaccuracy in content, i.e. 1 coarse actual or 1 soft logic error + 1 -2 speech defects.

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

For a rating of "4" for the content in the essay it is allowed: 2-3 factual or logical errors + 3-4 speech defects.

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

For a mark of "3" for sod holding allowed in the essay: 4 factual or logical errors + 5 speech errors shortcomings.

A mark of "3" for a competent essay is allowed

4 spelling + 4 punctuation + 4 grammatical errors.

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

Five spelling errors, or five punctuation errors, or five grammatical errors start a 2 for literacy.

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

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

Grade "5" is given for an essay that

reveals the topic deeply and convincingly;

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

harmonious 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 thing is required, but with the definition of "good".

On the opening "3"- with the definition of "satisfactory".

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

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

Evaluation of students' oral responses

When evaluating the oral response of students, the following 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 heroes;

understanding the role of artistic means;

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

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

the ability to speak monologue.

Student Speech Requirements

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

The student must be able to:

speak or write on a topic, respecting its boundaries;

select the most significant facts for the disclosure of ideas;

present the material sequentially;

draw the necessary conclusions and generalizations;

builds |> statement in a certain style;

answer loudly, clearly, with logical stress,

pauses, intonation rules.

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

Ways of studying a literary work at school

The way of learning 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 to analyze:

according to images (similar)

shaped way

The logic of the analysis of the work is subject 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.).

"Plus" of this way 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 other people's character traits => their interest in the characteristics of the characters is maximum; this way is time saving.

Cons of this path:

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

in a work of art, all images are closely intertwined, and we “tear off” one image from another;

the artistic unity of the work is destroyed.

Problem-thematic path

The teacher formulates for himself the circle of main problems that the author considers in his work, and each lesson is devoted to solving one of the problems.

For instance:

"The role of the people and the individual in history" - based on the novel "War and Peace" (the range of problems associated with the images of Kutuzov, Napoleon, Tushin and a number of other heroes is considered);

"True and false patriotism" (Scherer, Rostovs, Bolkonskys);

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

The pros of this path:

allows you to deeply and seriously analyze the work;

develops the student's analytical skills;

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

1. this path involves excellent knowledge of the text and analysis in one lesson of many images of the work;

   in the lesson there is absolutely no emotional perception of the text, the conversation goes mainly at the logical level.

This path is effective only in the older and very strong classes.

The teacher and the children analyze the work as the story progresses, in this case, only key chapters and episodes are taken.

The pros of this path:

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

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

Cons of this path:

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

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

there is a danger of "dissolving" in the text. This method is universal for any age.

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

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

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

Teacher's lecture (requirements for this form are given as a separate section)

Seminar session

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

debate lesson

It requires serious preliminary preparation: it is necessary to distribute students into supporters of one and the other position, 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 debate, or several people can take part, the rest of the guys, together with the teacher, act as observers and arbitrators.

The trial of a literary hero

This is a kind of dispute, but in a "pointed" form, when there is an accused, an accuser and a lawyer. This form of lesson is, of course, somewhat "rough" from an aesthetic point of view. BUT!!! This form ensures high activity on the part of students and becomes effective in the class where the children are passive, with difficulty reading the studied texts. "Trial" over the hero is able to "stir up" such a class.

Compilation of a screenplay based on an already studied work

For a screenplay, you need to choose the main episodes, select the text that will sound in the frame and behind the scenes, determine the peculiarity of the camera work (a combination of close-up and panorama), think over the music, decoration, and choose costumes. This type of work should be carried out after the analysis of the text.

The choice of actors for the roles of the main characters

It is not the specific names of the students or real actors that are important, but the image as a whole, that is, the type of face, appearance, character traits, temperament, etc. This technique is very similar to the general characterization 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 the publication of a particular literary work.

For example: What plays by Ostrovsky should be staged this season and why?

After studying Bunin's work: What stories by Bunin should be included in the new edition of the book "Favorites" and why?

Actor's monologue

about how to play this role. BUT!!! There are negative psychological moments arising from the shyness of the guys who would like to play this role, but are afraid of someone's ridicule. These psychological problems can be avoided if a slightly different version of the task is offered, namely "Director's Monologue" about how to play this role. (This form removes psychological barriers, since the director, having a deep understanding of how to play a particular character, is not obliged to match him in appearance, have a portrait resemblance, etc.)

NB!!! The named methods of work allow the children to express their own opinion, their personal vision of the characters of the 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 age of early adolescence, when a person already has own opinion, but often not yet ready to express it. These forms of work are best given 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, MHK. Their comments are woven into the course of the lesson where it is necessary to explain fragments of the text that are difficult for students to understand.

10. Compilation of poetic compositionson thecertaintopic

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 poems by A. Akhmatova. Each group has a director who selects poems and helps to prepare an expressive reading. Before reading their composition, students explain why they chose these works. The composition may be literary and musical. Such a task can be given to the whole class, and as an individual - to a group of students.

Even literate people make grammatical mistakes. It is easy to see that some rules of the Russian do not cause difficulties, while the majority regularly stumbles on others. It's not so much that these rules are complicated. Rather, they are simply inconvenient, and some have so many exceptions and peculiarities of application that their presentation takes up a whole page - it seems that they cannot be learned without being an academic.

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. Any errors relating to word formation (for example, the wrong suffix is ​​used for), morphology (for example, the wrong declension of a verb), syntax (for example, inconsistent with the main sentence) are called grammatical errors.

Grammar errors should be distinguished 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 a mistake. Those who are more attentive notice that a comma after "however" is considered an error only when it is at the beginning of a sentence. Indeed, if the meaning of this word is similar to "after all", "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 the comma is not needed.

2. Often there is confusion with the signs "dash" and "colon". Many, faced with which the union is missing, intuitively understand that they need to put a more "solid" sign than a comma. But which one? The rule is actually quite simple. You need to choose the most suitable words instead of the missing union.

If the meaning is suitable for such words as "what", "namely", then you need to put a colon. And also a colon is put if the first sentence ends with words denoting perception and suggesting that they will be followed by a description. These can be words: see, understand, feel, etc.

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

He was a complex person (namely): quick-tempered, bilious, sullen.

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

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

If you can insert words such as "a", "but", "and", "as if", "this", "therefore", "as if", then a dash should be used.

He took a wide step (and) - his pants were torn.

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

The wind blew - (therefore) groaned, the old forest 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 is right there.

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

Grammatical errors related to morphology

Difficulties cause "nn" in suffixes (although everyone remembers glass, tin, wooden), it is especially difficult to deal with double "n" in adverbs. And also many are confused by the use of particles not / neither. Quite a few educated people, imperceptibly for themselves, are mistaken in management. Which is correct, "control over" or "control over"? The confusion between the two is another popular grammatical error. Example:

• control over the quality of execution;
• 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 over" is used before verbal nouns (execute - execution). There are other subtleties.

Not all common grammatical errors are mentioned in this article. It is quite possible to learn not to commit them by studying the rules. We hope that we were able 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 the variations in the use of the rules described above in the article itself, and not just under the "examples" headings.

1. One of the facts of the biography of A.P. Chekhov, which has recently become known, is the construction by him at his own expense of four

rural schools.

2. Andryushin remained on the terrace for a long time, admiring the blinding flashes of lightning over the garden.

3. Everyone really liked the illustrations for the stories sent to the competition.

4. V.G. Belinsky wrote about 20 articles and reviews specifically dedicated to the work of N.V. Gogol.

5. Part of the students of the preparatory courses attends film lectures, interested in gaining knowledge.

6. In the "Explanatory Dictionary of the Living Great Russian Language" V.I. Dahl contains more than 80 thousand words, previously not recorded.

7. Schoolchildren from our village willingly helped a group of archaeologists who came from Novgorod.

8. To the right of the steering wheel was a compass with a circle of pointer covered with cracked and partly chipped enamel, dotted with numerous divisions.

9. In these wonderful books, dedicated to the most interesting events and facts in human life, you will find answers

to many of your questions.

10. At the end of the 18th century, science became aware of the existence of an unusual mammal that lays eggs and incubates them: it was a platypus.

11. The page of the passport containing encoded information about its owner will be filled in by laser engraving.

12. I read this work by Vasil Bykov in the summer, dedicated to the Great Patriotic War.

13. One of the miracles on the Kuril ridge, which attracts tourists from all over the world, is connected

with volcanoes.

14. The girl who was sitting by the window and who sang well was remembered by everyone.

15. Among the houses built on this street, there were several multi-storey ones.

16. The football player who played in attack and who scored two goals was a pupil of a famous coach.

17. One of the independent types of art that has existed since the end of the 15th century is graphics.

18. One of the main features that characterize Natasha Rostova is honesty in relations with people.

19. A good speaker, having carefully prepared for a speech, has a figurative, emotional and at the same time logical speech.

20. A special commission on urban planning has been created in the city, coordinating the work of all construction companies.

21. In autumn, ears of wheat are waiting for the hour, heavy from ripened grains, when harvesters appear in the field.

22. The Order of St. Andrew the First-Called was established by Peter I in 1698, issued only in rare, exceptional cases.

23. F.I. Tyutchev wrote his first poem at the age of eleven, which became the largest representative of Russian philosophical lyrics.

24. The main source of energy for every living being inhabiting our planet is the energy of the sun.

25. In our time, transmitted over global trunk lines, the amount of information is constantly growing.

26. All students figured out a difficult topic who came to an optional lesson.

27. Forest glades were covered with bright strawberries blooming abundantly this year.

28. Among the buildings built on this street were several multi-storey buildings.

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

Classification of errors according to FIPI

1. Grammatical errors.
2. Speech errors.
3. Logic errors
4. Factual errors.
5. Spelling mistakes.
6. Punctuation errors.
7. Graphic errors.

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

For instance:

• slip instead of slip, nobility instead of nobility- here a mistake was made in the word-formation structure of the word, the wrong prefix or the wrong suffix was used;
• no comment go instead of go,more lighter- the form of the word is incorrectly formed, i.e. the morphological norm is violated;
• pay the fare, awarded- the structure of the phrase is violated (management standards are not observed);
• Ride on the rink, legs hurt; In the essay, I wanted to show the meaning of sport and why I love it- sentences with participial phrases (1) and with homogeneous members (2) are incorrectly constructed, i.e. syntactic norms are violated.

Unlike grammar, speech errors- these are errors not in the construction, not in the structure of the language 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 is one of the main characters of Goncharov's novel of the same name Oblomov;
• They lost their only two sons in the war.

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

The following are generally accepted classifiers of grammatical and speech errors.

Types of grammatical errors:

1. Wrong word formation Trudol bim th, above laugh.
2. Erroneous formation of the noun form - Many miracles a technology, lack of time I am.
3. Erroneous formation of the form of the adjective - More interesting, more beautiful.
4. Erroneous formation of the form of the numeral - WITH five hundred rubles.
5. Erroneous formation of the form of the pronoun - theirs pathos , their children.
6. Erroneous formation of the verb form - They travel, want, write about the life of nature.
7. Violation of agreement - I am familiar with a group of guys, seriously captivating imisya jazz.
8. Disruption of control - We need to make our nature more beautiful.
   Narrates readers.
9. Violation of the connection between the subject and the predicate - Majority objected against such an assessment of his work.
10. Violation of the way of expressing the predicate in separate constructions - He wrote a book that epic.
    Everyone was happy and happy funny.
11. Errors in constructing sentences with homogeneous members - The country loved and was proud poet.
    In my essay, I wanted to say about the meaning sport and why I love it.
12. Errors in constructing a sentence with a participial turnover - Reading the text , it feels like...
13. Errors in constructing a sentence with participial turnover - The narrow path was covered failing snow under your feet.
14. Errors in the construction of a complex sentence - This book taught me to appreciate and respect friends, which I read as a child. It seemed to the man then that this is a dream.
15. Mixing direct and indirect speech - The author said what am I I do not agree with the opinion of the reviewer.
16. Violation of the boundaries of the proposal - When the hero comes to his senses. It was too late.
17. Violation of the types of temporal correlation of verb forms - freezes for a moment the heart and suddenly will knock again.

Types of speech errors:

1. The use of the word in an unusual sense - We were shocked great acting by the actors.
   Thought develops on continuation the entire text.
2. Non-distinguishing of the shades of meaning introduced into the word by the prefix and suffix - My attitude towards this issue is changed.Were accepted spectacular measures.
3. Ignorance of synonymous words - V final The author uses gradation in the sentence.
4. The use of words of a different stylistic coloring - The author, addressing this problem, tries to direct people Little to another track.
5. Inappropriate use of emotionally colored words and phraseological units - Astafiev every now and then resorts to the use of metaphors and personifications.
6. Unjustified use of colloquial words - These people always succeed cheat others.
7. Violation of lexical compatibility -​​​​​ author increases impression. author uses artistic peculiarities(instead of facilities).
8. The use of superfluous words, including pleonasm - The author conveys the beauty of the landscape US through artistic means.Young boy, very beautiful.
9. The use of single-root words in a close context (tautology) - In that the story is being told about real events.
10. Unjustified repetition of the word - Hero story does not think about his act. Hero does not even understand the full depth of the deed.
11. Poverty and monotony of syntactic constructions - When the writer came to the editor accepted by the editor-in-chief. When they talked, the writer went to the hotel.
12. Bad use of pronouns This text was written by V. Belov. He refers to art style.I immediately had a picture in his imagination.

Typical grammatical errors (K9)

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

1. Mistakes in the formation of personal forms of verbs: They are driven by compassion(follows: moves);
2. Incorrect use of tense forms of verbs: This book provides knowledge about the history of the calendar, teaches you how to make calendar calculations quickly and accurately.(it follows: ... will give .., teach ... or ... gives .., teaches ...);
3. Errors in the use of real and passive participles: Streams of water flowing down amazed the author of the text(follows: dripping);
4. Errors in the formation of gerunds: Stepping onto the stage, the singers bowed(norm: leaving);
5. Incorrect formation of adverbs: The author was wrong(norm: here);

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

Typical ones include grammatical and syntactical errors :

1. Violation of the connection between the subject and the predicate: The main thing that I now want to pay attention to is the artistic side of the work.(norm: ... this is the artistic side of the work); To benefit the Motherland, you need courage, knowledge, honesty(norm: ... courage, knowledge, honesty are needed);
2. Errors associated with the use of particles, such as unnecessary repetition: It would be nice if the painting was signed by the artist; separation of the particle from the component of the sentence to which it refers (usually particles are placed in front of those members of the sentence that they should highlight, but this pattern is often violated in essays): The text reveals two problems in total.(the restrictive particle "everything" must come before the subject: "... only two problems");
3. Unjustified omission of the subject (ellipsis): His courage, (?) to stand up for honor and justice attract the author of the text;
4. 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 colloquial vocabulary, dialectisms, jargon; unsuccessful use of expressive means, stationery, non-distinguishing (mixing) of paronyms; errors in the use of homonyms, antonyms, synonyms; ambiguity not eliminated by the context.

The most common speech errors include:

1. Non-distinguishing (mixing) of paronyms: In such cases, I look in the "Philosophical Dictionary"(verb take a look usually requires the control of a noun or pronoun with the preposition "on" ("to look at someone or something"), and the verb look in(“quickly or stealthily look somewhere, look to find out, find out something”), which must be used in the above sentence, governs a noun or pronoun with the preposition “in”);
2. Mistakes in choosing a synonym: The name of this poet is familiar in many countries(instead of the word known a synonym is mistakenly used in the sentence familiar); Now our press devotes considerable space to advertising, and this does not appeal to us.(in this case instead of the word space it is better to use its synonym - place; and linguistic word impresses also requires a synonymous replacement);
3. Mistakes in the selection of antonyms when constructing an antithesis:In the third part of the text, a cheerful, not major motive makes us think(the antithesis requires accuracy when choosing words with opposite meanings, and the words "cheerful" and "major" are not antonyms;
4. The destruction of the figurative structure of phraseological units, which happens in an unsuccessfully organized context: Don't put your finger in the mouth of this certainly talented writer Zoshchenko, just let the reader laugh.

Logic errors

Logic errors associated with a violation of the logical correctness of speech. They arise as a result of a violation of the laws of logic, committed both within a single sentence, judgment, and at the level of the whole text.

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

Composition-text errors

1. Unsuccessful start. The text begins with a sentence containing an indication of the previous context, which is absent in the text itself, by the presence of demonstrative word forms in the first sentence, for example: In this text, the author ...
2. Mistakes in main body.
   • Convergence of relatively distant thoughts in one sentence.
   • Lack of consistency in presentation; incoherence and violation of the order of sentences.
   • The use of sentences of different types in structure, leading to difficulty in understanding the meaning.
3. Unsuccessful ending. Duplication of the conclusion, unjustified repetition of the thought expressed earlier.

Factual Errors

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

1. Distortion of the content of a literary work, misinterpretation, poor choice of examples.
2. Inaccuracy in the quote. Lack of reference to the author of the quote. Misnamed citation author.
3. Ignorance of historical and other facts, including temporary displacement.
4. Inaccuracies in the names, surnames, nicknames of literary heroes. Distortions in the names of literary works, their genres, an error in indicating the author.

Spelling, punctuation, graphic errors

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

1. On the learned rules;
2. Non-rough (two non-rough ones count as one):
   • in exceptions to the rules;
   • in writing a capital letter in compound proper names;
   • in cases of separate and continuous spelling not with adjectives and participles,
   • acting as a predicate;
   • in writing and and s after prefixes;
   • in difficult cases of distinction not and neither ( Where did he go! Wherever he turned, no one could give him an answer. Nobody else…; none other than…; nothing else…; nothing more than...etc.);
   • in cases where one punctuation mark is replaced by another;
   • 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 the mistake is repeated in the same word or in the root of words with the same root, then it is considered as one mistake.

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

Spelling mistakes

1. ­ In word transfer;
2. ­ Letters e / e after consonants in foreign words (racket, plein air) and after vowels in proper names ( Marietta);
3. ­ Uppercase or lowercase letters
   • in names associated with religion: M (m) aslenitsa, R (r) Christmas, B (b) og.
   • with the figurative use of proper names (Oblomov and Oblomov).
   • in proper names of non-Russian origin; spelling of surnames with first
   • parts don, van, sept... (Don Pedro and Don Quixote).
4. Continuous / hyphen / separate spelling
   • in names, with in compound nouns without a connecting vowel (mostly borrowings), not regulated by rules and not included in the minimum dictionary ( lend-lease, kebab, know-how, papier-mâché, tumbleweed, walk-city paperweight, but beef stroganoff, head waiter, sedan chair, price list);
   • on rules that are not included in the school curriculum. For instance: to spill, to scold behind the eyes, to match, on the run, in installments, to back down, to a curiosity, to the touch, in the wings, to put on the butt(cf. the current spelling recklessly, loosely);

Punctuation errors

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

Graphic errors

Graphic errors- various methods of shortening words, the use of spaces between words, various underlining and font selections. These include: various typos and misprints caused by the inattention of the writer or the haste of writing.

Common graphical errors:

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