What is a mistake in Russian. Types of errors (actual, logical, speech)

Assessment of knowledge, skills and abilities of students in the Russian language(Classification of logical, speech, factual errors)

Grade- this is a violation of the requirement of correctness of speech, a violation of the norms of the literary language. We say about her: you can’t say that, it’s wrong.

defect- this is a violation of the recommendations associated with the concept of good speech. We evaluate a defect from the standpoint of “worse or better” said or written. In other words, a defect is a minor mistake, a roughness of speech. You could say that, but it's better to say otherwise.

Language errors(grammatical) are associated with a violation of the structure of a language unit: these are incorrect word formation, violation of control links or agreement in a phrase, errors in the structure of a sentence (31%). All violations of grammatical norms are grammatical errors.

— Speech errors do not contain structural disorders (69%). They arise as a result of incorrect or unsuccessful use of words or syntactic constructions.

Grammatical errors- this is a violation of the norms of word and form formation, the norms of the syntactic connection between words in a phrase and sentence. To detect a grammatical error, context is not required, just one word, phrase, sentence is enough. A grammatical error can be made in both written and oral speech. These are non-linguistic errors associated with an incorrect presentation of facts (their substitution), as well as their exaggeration or understatement (actual defect).

Factual Errors- these are errors with violations of the informational reliability and accuracy of the material presented in the source text (background facts): facts of the biography of the author or hero of the text, dates, surnames and authorship of the named works.

Classification of logical, speech, factual errors

To	LOGICAL ERRORS
	Varieties of errors	Illustrative material
		An example with an error	Comments. Correct option
L-1	Violation of cause-and-effect relationships in content Explanation: A conclusion does not follow from a cause; the given consequence does not correspond to the stated cause.	1. The poet perceives the music of the blizzard with his heart, because it is alive ... 2. Lyceum teachers, who instilled respect for each other in their pupils, expanded the horizons of the poet.	1. The poet perceives music with his heart, not because it is alive, but because he loves music! 2. reason: teachers of the lyceum, who instilled in their pupils respect for each other; consequence: expanded the horizons of the poet: respect for each other is not the cause of intellectual development. Lyceum teachers instilled in their pupils respect for each other. They also broadened the horizons of the future poet.
L-2	Violation of the logic of combining words into a homogeneous series TO CONNECT WITH A UNION AND TWO OPPOSITIVE (DIFFERENT) WORDS IN MEANING IS ILLOGICAL	Sofia considers Molchalin a very kind and helpful person. “Molchalin is ready to forget himself for others ...” But I think she is mistaken, because in fact the heroine “caused this love in herself.”	The definitions of "kind" and "helpful" are not synonymous, since the words corresponding to them have different lexical meanings. Wherein: Kind is a positive characteristic of a non-evil person. Helpful - always ready to provide a service. first, the student talks about how Sophia Molchalina sees; then wants to argue with the comedy heroine A.S. Griboyedov "Woe from Wit" and claims that "she is mistaken"; but! instead of proving exactly what Sophia is wrong about, the student asserts a new and therefore ILLOGICAL thought: “the heroine herself aroused this love in herself.” We don't know what kind of love we are talking about. Apparently, after the words “she is mistaken”, a sentence was missed: “because in fact, Molchalin does not love her at all, but his dream to quickly climb up the career ladder ...”, etc.
L-3	Violation of the logic of the example in reasoning	Molchalin flatters everyone. He is ready to "crawl in front of everyone on his knees." So, for example, Khlestova, he talks about what a lovely dog ​​she has: “Your Spitz is a lovely Spitz, no more than a thimble - I stroked it all: what silky fur!” But in fact, this dog is disgusting to him: he despises all people from high society.	Is everything Khlestova and her dog? It is in front of them that Molchalin is ready to crawl on his knees? Perhaps... but! doggy is not a person from high society. Namely, this is what happened as a result of an incorrectly constructed last sentence. Apparently, it should have been like this: he despises her just as much as all representatives of Moscow's high society, to which he would so much like to belong.
L-4	Violation of the logic of text construction (construction of a new paragraph).	Molchalin is very cunning. He understands that only by respect for rank and helpfulness can one achieve a high position in the world. Molchalin and Chatsky ... The relationship of these comedy heroes is a confirmation of this idea.	The student created a sharp transition from one thought to another. The common topics of the sentences of the text of the essay are fragments in italics, but! the general idea is torn apart by an unexpected, sharp, and therefore ILLOGICAL thesis (statement): Molchalin and Chatsky ... This is true: This idea is also confirmed by the complex relationship between the opportunist Molchalin and Chatsky, who does not want to “serve”.
L-5	Violation of assertion logic	Molchalin is scary in his own way. I'm scared to realize how prudently and cynically he treats the feelings of Sophia, who is in love with him. Therefore, I feel very sorry for this hero.	Molchalin is terrible. Further, there should be a proof of this thought: why is the hero Molchalin terrible. It should be about the idea laid down by A.S. Griboedov into this image. but! The student, neglecting the necessary proofs for the first thesis, puts forward a new one: I am afraid to realize... The logic of the conclusion is broken: I am afraid to realize ... and therefore I am very sorry for Molchalin. (We can hardly pity the one who is terrible to us!)
L-6	Violation of the logic of attaching a new evidence	Playgrounds are being built in the city, new shops are opening, places for entertainment appear: clubs, restaurants. The sports life of the city is also developing.	It is not clear how the sports life of the city is developing in the same way? How about in clubs and restaurants? (Hopefully it's not the same)
L-7	Breaking the logic of assertions	A monument to V.I. Lenin. Behind the monument is the House of Culture.	A monument to V.I. Lenin was erected, and the House of Culture is located on Victory Square (for example).
L-8	Violation of the logic of proportionality in the statements	Winters in Karelia are very snowy, very cold. And in the summer in the Karelian village (?) it is very hot, there are famous white nights.	Thought: it's cold in Karelia, but hot only in a Karelian village. - the logic of the assertion and conclusion is broken: is it hot in Karelia in summer because there are white nights? Unlikely… It is true: And in the summer in the Karelian village it is so hot that even on the famous white nights ...
L-9	Violation of the logic of subject-object relations	Everything was mixed up in the Prostakovs' house: the estate was taken under guardianship, the authorities, so important for the masters, no, the peasants, their main (?) income, was taken away from them (?).	Who performs the action (subject) and who is affected by this action (object). It is not clear: whose income is selected - the peasants or the Prostakovs? That's right: Peasants, the main income of the family, were taken away.
L-10	Violation of the logic of the question and answer.	How did this (?) become possible? First of all, this is the fault (?) of Mrs. Prostakova.	The question is vaguely worded and suggests a different answer. It is true: How did such a state of affairs of the Prostakov family become possible? First of all, Prostakova herself is to blame for this.
L-11	Violation of the logic of the thesis and conclusion	“Learning is the plague, learning is the cause” is said at a time when education for the nobles becomes compulsory. This (?) proves (?) that they are all (?) uneducated and stupid.	The last sentence must be interchanged with the first, excluding its first part: Representatives of the Famus society are uneducated and stupid, because they say that "learning is the plague, learning is the cause." And this is said at a time when education for the nobility becomes obligatory and necessary for serving the Fatherland.
L-12	Violation of the logic of the construction of the essay.	The city hasn't looked the best lately. Firstly, the flow of cars on the main roads of the city has tripled. Near the tracks it is impossible to breathe from exhaust gases and dust. Secondly, everywhere there is dirt and unremoved snow. Thirdly, a huge number of billboards simply crushed the inhabitants with their aggressive obsession.	The beginning of the essay does not correspond to the topic of the work. There is no introduction about the native land, the expression of which for the student was the native city. The logic of the content of the work is broken. You should not start the argument with the negative, it is more correct to start with what causes love and pride in the heart.
L-13	Violation of the logic of paragraphing (arranging paragraphs of text in a certain sequence).	Chatsky denounces the right of feudal lords to own living people. He stands up for the disenfranchised, whose forced labor was the basis of the well-being of the Famus society. (?) Chatsky is a true patriot of Russia. He is ready to serve, but he is "sickening to be served." To people of the “gone century” such a position seems ridiculous and even dangerous. (?) Hypocrisy flourishes in the lordly society.	It was necessary to break the text into 3 paragraphs and supplement each of them: 1: proof needed (quote) 2: a transition to a new thought is necessary (The hero of the comedy A.S. Griboyedov cannot think differently.) 2: it is necessary to complete paragraph 2 with a proof of reasoning (quote) 3: a transition to a new thought is necessary, related to the theme of the composition “The current century” and “the past century” (Chatsky cannot accept the laws of a secular society in which hypocrisy flourishes).
L-14	violation of the logic of constructing a paragraph.	I was born and live in the wonderful city of Sergiev Posad. I'm graduating from high school, I have final exams, then college entrance exams, a new life awaits me, which intrigues with the unknown. In my essay, I would like to tell how my hometown wakes up.	2 sentence does not correspond to the stated topic. It's redundant. One could be built from two sentences: In the essay, I would like to talk about how my hometown Sergiev Posad is waking up.
L-15	Violation of the logic of completing the text of the essay.	Essay ending 1. Being in any corner of our country, I often remember my hometown. 2. On a winter morning, I often go to the forest to see how the nature of my land “lives”.	Two sentences are given, which are independent non-spread paragraphs. After the theses, there is no evidence. Being in any corner of our country, I often remember my hometown, because my heart has settled there forever. Everything is dear to me: wide roads, snow-covered streets, old merchant houses of my city. And on winter mornings, I often go to the forest to see how the nature of my land “lives”.
L-16	Violation of the logic of comparison of figurative-plot concepts, subject-object relations.	Pugachev filled Grinev's life with deep content, and the story "The Captain's Daughter" with deep meaning.	The student in one sentence compares the image of the hero of Pushkin's story and the intention of the writer himself. Pugachev filled Grinev's life with new deep content, helped to rethink his life and establish himself in his ideas of duty and honor.
L-17	Violation of the logic of sentence construction.	Kalashnikov can be called an epic hero. Firstly, he is characterized by courage in relation to Tsar Ivan the Terrible (his answer after the battle). (?)	The bracketed part of the sentence is probably proof. But when creating a detailed text, and not a thesis plan, such a construction of sentences is incorrect. After the battle with Kiribeevich, Kalashnikov speaks with the tsar on an equal footing.
L-18	Violation of the logic of subject-quantitative relations.	Girls in black suits perform exercises with a hoop. The right hand with the hoop is raised up, and the left is smoothly laid back. (?) The girls are graceful, slender, graceful. Looking at the girls, we can confidently say that in a few years they will become famous gymnasts (D).	There are a lot of girls at school. But the expressions "right hand" and "left hand" emphasize the singularity of the described objects of the image.
	ACTUAL ERRORS
	The actual error is called distortion: Quoted material; Information concerning the life and work of poets and writers.
F-1	Inaccurate quoting	I recall the words of a famous song: “To live without love may be simple, but how can one live without love in the world?”	I recall the words of a famous song: “To live without love, perhaps, is simple, but how in the world can one live without love?”
F-2	Incorrect indication of the dates of life and activity (creativity) of writers, writing works, titles and genres of works.	M. Lermontov's poem "On the Death of a Poet" was written in 1837. Comedy A.S. Griboyedov was published in 1825. The tragedy of A.N. Ostrovsky's "Thunderstorm" was a completely new phenomenon in Russian literature.	M. Lermontov's poem "The Death of a Poet" was written in 1837. Comedy A.S. Griboyedov was published in 1833. The drama of A.N. Ostrovsky "Thunderstorm" was a completely new phenomenon in Russian literature.
F-3		A.S. Pushkin, like N.A. Nekrasov, animates nature in a poem.	Violation of chronology: N.A. Nekrasov, like A.S. Pushkin, animate nature in their works.
F-4	Distortion of events, literary material, names of heroes.	In the poem by F.I. Tyutchev's "Day and Night" there is no lyrical hero, but there are key images of night and day. In F. Tyutchev's poem "Day and Night" there is a circular composition. I.A. Bunin uses epithets in the poem, with the help of which harmony of stylistic figures and emotional image is achieved.	And who thinks about day and night? So, after all, there is a lyrical hero, maybe it's the author himself? It should be written not circular, but circular. The epithet is not a stylistic figure, it is a trope.
F-5	Exaggerated coverage of minor facts.	Frost and Metelitsa are real national heroes.	National hero is a socio-political term. He has nothing to do with the literary heroes of A. Fadeev. Frost and Metelitsa proved to be real heroes.
	SPEECH ERRORS
	Accuracy and clarity of speech. Under the accuracy and clarity of speech is understood the possession of a sufficient vocabulary, a variety of grammatical means for an accurate and understandable expression of thought.
	Wherein: 1. The work retains the artistic and expressive means of the original presentation (emotional and evaluative vocabulary, metaphors, epithets, poetic syntax, paraphrases, intonation created by the appropriate selection of words) 2. The work meets the requirements for the syllable of an essay of any nature (literary, critical, literary and creative, on a "free" topic): a) the accuracy and purity of the language (selection of words that convey exactly those thoughts that the writer wanted to express; the absence of extra words in the sentence); b) simplicity and beauty (accessibility for understanding, perfection of speech, sincerity, absence of abstruse phrases, pretentious words and phrases, false pathos, far-fetched emotions, standard, primitive expressions, verbal cliches); c) accuracy and brevity (selection of words that convey exactly the thoughts that the writer wanted to express; the absence of extra words in the sentence); d) figurativeness (expressiveness, emotional expression of thought, causing visual representations, certain feelings).
R-1	The use of words and expressions that inaccurately convey the idea of ​​the essay	Griboyedov has long been gone, the history of his time is less and less close to us, and comedy does not get old, and Griboedov is undoubtedly more alive in his hero than as a historical figure.	See the expression history of his time: there is a confusion of the meanings of the word history - a case, a story or history - is it an objective course of events, a period of development (of a state, individual, society)? And now for us Griboyedov is alive in his literary hero not as a historical person, but as an exponent of the general free-thinking, progressive ideas and views of the early 19th century.
R-2	The use of words in their own meaning. (The replacement word distorts the meaning of the sentence; acquires a different meaning; is used in a different context.)	The truth is often hidden in the depths of the work. The block follows the tradition of the ancestor.	The meaning of the word is often different from the meaning of the word often; the meaning of the word depth gives the text (sentence) a different meaning. The truth is often hidden by the writer between the lines of the work. The meaning of the word ancestor distorts the author's thought. Replacement: ancestor-precursor.
R-3	Inappropriate use of words of a different stylistic coloring. (The replacement word has a shade of a different style of speech (instead of an artistic one - a journalistic, official business or scientific style), violates the stylistic harmony of the text.	In this regard, Boris Pasternak's poem is more calm, more measured. We were shocked by the wonderful performance of the actors.	The word track is of limited use. Replacement - "send in the other direction." The expression in this regard has a shade of official business style, its use in the essay is undesirable. This poem by Boris Pasternak sounds more measured, smooth. The word shocked needs to be replaced. We liked the acting.
R-4	Inappropriate use of emotionally colored words or phraseological units (The word (expression)-replacement gives a shade of excessive emotionality; they “embellish” the text. The work is distinguished by falsely pathetic speech.)	The reflections of poets on these topics that are especially exciting to them are especially clearly presented. Thanks to the creations of the amazing authors of the Silver Age, we hear the "loud melody of the era."	The expression represented by the reflections of the poets needs to be replaced. The reflections of poets on topics that concern them are especially clearly expressed. The word amazing needs to be replaced. Thanks to the great works of famous poets of the Silver Age, we hear the "loud melody of the era."
R-5	Unjustified use of colloquial words	Such people always manage to fool others. After two hours the performance ended and everyone went home.	The word swear needs to be replaced. Such people always manage to deceive others. The expression everyone went home needs to be replaced After two hours, the performance ended, and everyone dispersed.
R-6	Violation of lexical compatibility. (Words cannot be related to each other in meaning and grammatically: each of them has its own sphere of lexical use, its own conditions of prepositional connection. When replacing words in stable phrases, the meaning of the statement as a whole is distorted.)	By the twenties, a change had taken place in the social life of the country.	Need to change the number of expressions change in social life. In the twenties there were changes (changes) in the social life of the country Expressions increase impression and artistic features need to be replaced.
R-7	Pleonasm (Words that duplicate semantic content violate the integrity of the sentence, text.)	In these two works, the theme of despair sounds. There have been social changes in society.	In the expression, these two contain a repetition. In these works the theme of despair sounds. The words social and society have a common semantic core. Great changes have taken place in the social structure of the country.
R-8	Errors associated with the use of single-root words in one sentence.	Under the feet of the hero of the story is the step of the carriage. This story tells about real events.	The hero of the story jumps out onto the footboard of the carriage. The words story and told have the same root (tautology) This story is about…
R-9	Poor and monotonous syntactic constructions. (In the conditions of one context, sentences of the same type of construction were used (subject - predicate - circumstance); only complex or complex sentences are used; Words that are significant for expressing thought are missing in the sentence.)	When the writer came to the editorial office, he was accepted by the editor-in-chief. When they talked, the writer went to the hotel. Tyutchev's poem is called "Night", and Bunin's poem is called "Night".	The construction of the second sentence needs to be changed. At the end of the conversation, Petrov went to the hotel. Similar constructions were used: subject - object - predicate - circumstance - subject - object - predicate - circumstance. The poems of Tyutchev and Bunin have the same name - "Night".
R-10	Violation of the species-temporal correlation of verb forms. (In one sentence, verbs or verb forms of different types and tenses are used.	The heart stops for a moment and suddenly beats again. Watching the movement of a magical rainbow, the lyrical hero of the poem seemed to plunge into a fairy tale.	Freezes - imperfective verb, present tense; Zastuchit is a perfective verb, future tense. Freeze ... knock. observing - present participle, formed from an imperfective verb; plunged - past tense verb, perfective. Watching the movement of a magical rainbow, the lyrical hero of the poem seems to be immersed in a fairy tale.
R-11	Poor use of pronouns. (The use of pronouns instead of nouns with a specific meaning, instead of other pronouns that have a temporal, spatial meaning.)	The work displays real events and heroes of their time. We get to know their characters and philosophy of life, as they open their souls to the reader. It is the understatement that gives the poem "Escape" its charm, its charm.	It is necessary to change the pronoun them. The work depicts real events and heroes of that time. It is necessary to replace the pronoun with a noun with a specific meaning. We get to know the characters and philosophy of the life of the heroes who open their souls to the reader. It is necessary to exclude pronouns from the composition of the sentence. It is the understatement that gives charm and charm to the poem "Escape".
R-12	Incoherence of sentences (And one sentence is about unrelated events, phenomena, actions. In the middle of one sentence, a new one is “wedged” that is not related to it in meaning. The sequence of presentation of thoughts is broken. An important semantic fragment of the sentence is missing.)	Much in Dubna is given to culture. After all, speaking about this closest, dearest person, you are afraid not to say something, at first glance small and inconspicuous, but in fact very, very important.	the replacement of the word much is necessary; clarification of the word culture is needed. Much attention is paid to the development of culture in Dubna. It is necessary to break the sentence into two independent syntactic units. After all, speaking about the closest, dearest person, we are afraid that we will not be able to express in words the most important thing. Something that at first glance seems unimportant, insignificant.
R-13	Stylistic inexpressiveness of the sentence (Words-substitutions bring new shades to the text (journalistic, scientific styles), "impoverish" the sentence, the text.)	In the spring it is good everywhere: in the open field, and in the birch grove, as well as in the pine and mixed forests. These poets made a huge contribution to Russian literature.	The word also adds a touch of publicity to the sentence, the word mixed (forest) is a term, therefore, their use in artistic style texts is undesirable. The expression to make a great contribution has the connotation of a political set phrase. There is a mixture of styles within the same sentence. These poets had a great influence on the development of Russian literature.
R-14	Unsuccessfully chosen expressive means.	A teacher is a necessary, fair, painful profession. It is difficult to define the literary heart of the Dead Souls work.	One of the epithets is not lexically combined with the previous two; The word painful is better to replace. A teacher is a necessary, fair profession that requires full dedication. It is difficult to determine the most exciting place in the Dead Souls poem.
R-15	Violation of the order of words in a sentence. (Some members of the sentence "wedged" between the main members, violating the logic of the statement.)	In F. Tyutchev's poem at the very beginning - night. During the day we wake up, enjoy life, unlike at night.	Change the middle of the sentence and its beginning, add the missing fragment of the statement. At the very beginning of F. Tyutchev's poem, the night is discussed. Change the beginning of the sentence and its ending. Unlike at night, during the day we wake up, enjoy life.
	GRAMMATICAL ERRORS
	Compliance with grammatical rules. Erroneous word formation; Violation of the connection of agreement, control in phrases, errors in the construction of sentences with common definitions and circumstances; homogeneous members.
G-1	Incorrect replacement of prefixes, suffixes in single-root words.	Hairy bumblebee - for fragrant hops.	The word hairy was probably coined by analogy with the adjective "eared". That's right, "furry".
G-2	Wrong form of the noun.	There are few paths in the poem. There are no clouds overhead. Empty treaties were signed and the world collapsed again.	Tropes are the visual means of language: metaphors, epithets, personification, comparison, etc. There are few paths in the poem.
G-3	Wrong formation of the form of the adjective.	This fact is less significant than its coverage in the press.	The formation of the comparative degree of adjectives occurs with the help of the suffix her, her, or with the help of the words more, less. For example: strong - stronger, (s), stronger. This fact is less significant than its coverage in the press.
G-4	Erroneous formation of the form of the numeral.	Olga was bewitched by the power of sixty rings of time. Both sides put forward fair demands.	Olga was bewitched by the power of sixty rings. Both sides put forward fair demands.
G-5	Wrong use of pronoun form.	A bullet whistled past him. Their joy knew no bounds. What we are - to judge by us.	A bullet whistled past him. Their joy knew no bounds. What we are - to judge by us.
G-6	Erroneous formation of the form of the verb. (Mistakes in the formation of participles, gerunds, past, present and future forms of the verb, reflexive and irrevocable verbs, suppletive forms.)	The deer stood motionless and stared without blinking. Bars trembled and rushed to run. After reading the title - "Night", the reader immediately imagines the stars, the night splash of the waves, the moon.	The adverb (not) moving is formed from a perfective verb, and denotes an additional imperfect action. The deer stood without moving or blinking. Bars trembled and rushed to run. The participle is formed with an imperfective suffix, and the sentence refers to an action that has already taken place. After reading the title...
G-7	Disruption of communication connection.	It's like I'm standing on a hill shrouded in darkness.	I'm standing on a hill shrouded in darkness.
G-8	Disruption of communication control. (when constructing a phrase, a preposition is mistakenly used; the rules for using nouns and pronouns are violated.)	His creations have always been consistent with the worldview. Many spectators gathered in the theater to watch the play.	Ask a question from the verb corresponded to the noun attitude. The works of the poet have always corresponded (to what?) to his worldview. Spectators gathered (where?) in the theater to watch the play.
G-9	Violation in the structure of the phrase (With the inept use of prepositions that “wedged” into the utterance of new words, the lexical and grammatical structure of a stable expression is destroyed.)	Becoming a famous poet who is known all over the world.	Ask a question from the word know (where?) ... which is known all over the world ...
G-10	Errors associated with the violation of the syntactic norm of the use of demonstrative and allied words.	In this poem, the future is presented in the same way as M. Tsvetaeva. She didn't like everything she wrote.	Ask the question: the future looks like (how?) ... In this poem, the future is presented as in the works of M. Tsvetaeva. Replace the allied word what with the allied word about what. She didn't like everything she wrote about.
G-11	Errors associated with the incorrect construction of a sentence with homogeneous members. (Homogeneous members are unreasonably different parts of speech; Replacement words of homogeneous members have their own lexical and grammatical context; Replacement words are not related grammatically and in meaning to common words.)	And the heroine hopes, makes incredible efforts, how to escape from the circle of torment.	Expand the phrases by asking the question: hopes (for what?), Makes efforts (for what?)

Spelling and punctuation errors - violation of the rules of spelling and punctuation.

Grammatical errors - violation of the norms of word and form formation (examples: impress vm. imprint; instead of vm. instead; thoughtful look vm. thoughtful look), as well as the norms of syntactic connection between words in a phrase and sentence.

Speech (stylistic) errors - a violation of lexical compatibility, as well as shortcomings in the construction of syntactic structures.

SPEECH ERRORS AT THE WORD LEVEL

1. SPELLING ERRORS (violation of spelling existing in Russian).

2. WORD-FORMATION ERRORS (violation of the norms of Russian literary word formation): a) incorrect direct word formation, for example, a hare (instead of a hare), a thoughtful look (instead of a thoughtful look), etc.; b) incorrect reverse word formation: curl (from curl), log (from spoon), etc. This kind of word formation is inherent in children of preschool and primary school age; c) substitutive word formation, which manifests itself in the replacement of any morpheme: throw up (instead of spread out), weigh down (from hang up); d) word writing (creation of a non-existent derivative unit that cannot be considered as occasional): winder, reviewer.

3. GRAMMAR ERRORS (incorrect shaping, violation of the systemic properties of the shaping system in different parts of speech): a) violation of the norms of shaping nouns: 1) the formation of the V.p. an inanimate noun, like an animate one - “I asked for a breeze” (instead of: a breeze); 2) the formation of the form V.p. an animate noun, as in an inanimate one - “Two bears were harnessed to the sleigh” (instead of: two bears); 3) gender change during the formation of case forms: “pie with jam”, “February blue”; 4) declension of indeclinable nouns: “play the piano”, “ride the meter”; 5) the formation of plural forms in nouns that have only the singular, and vice versa: “a tray of teas”, “The sky was covered with a cloud”; b) violation of the norms of forming adjective names: 1) the wrong choice of full and short forms: “The hat was full of water”, “The boy was very full”; 2) incorrect formation of forms of degrees of comparison: “The new ones are becoming more combative”, “She was weaker than Petya”; 3) violation of the norms of the formation of the verb: "A person rushes around the room"; 4) violation of the formation of gerunds and participles: “Riding in the bus”, “The hunter walked, looking around”; 5) violation of the norms for the formation of forms of pronouns: "Their contribution to the victory", "I did not want to tear myself away from it (the book)," etc.

4. LEXICAL ERRORS (violation of lexical norms, i.e. norms of word usage and lexical-semantic compatibility of a word). Lexical errors are manifested in violation of compatibility (that is, at the level of the semantics of the phrase, less often - sentences): a) the use of the word in an unusual meaning: "All the walls of the class were covered with panels." “Troyekurov was a luxurious (i.e., living in luxury) landowner”; b) violation of the lexical-semantic compatibility of the word: “The sky was bright” (“to stand” in the sign “to take place” can only be the weather, heat), “The rays of the sun lay on the meadow” (the rays of the sun illuminated the meadow). This type of error primarily affects the verb, so the violation of subjective and object lexico-semantic compatibility links is frequent (other semantic links of the verb, for example, locative ones, are violated extremely rarely); c) attributing a figurative meaning to a word that does not have it in the system of the literary language: “His hard-working hands say that he worked a lot in life”, “The stripes on his vest said that Fedya is a brave man”; d) indistinguishability of shades of meanings of synonyms: “Mayakovsky uses (instead of: uses) satire in his work”, “The boy, legs wide apart, looks at the field where the players are fighting” (instead of: they are fighting); e) confusion of the meanings of paronyms: “His eyebrows rose surprisingly” (instead of: surprised), “This novel is a typical image of the detective genre” (instead of: a model); f) ambiguity not removed in the sentence: “These lakes live only a few days a year”

Larisa Fominykh

Grammar or speech error?

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

A grammatical error is a violation of the structure of a language 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. It doesn't require context to discover it. Unlike spelling or punctuation, a grammatical error can be detected by ear, and not only in a written text, while a spelling error can only be detected in writing.

Consider main types of grammatical errors.

I. Erroneous word formation: cake; liked; 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 indeclinable nouns): where is the second shoe? my birthday; our engineer; real friendships are few; ride on ponies;

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

3) 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: how many hours of class? with their neighbors; evon book;

5) verbs: lay down walls; want to eat; erase from the board; chishet five times in a row; slam the door; drive straight; tomorrow I will tidy up (wash off); this also includes a violation of the species-temporal correlation of verb forms in the sentence: When December comes, the weather changes dramatically.

6) participles (they do not have a form of the future tense; they are not used with a particle would; you cannot mix recurrent and irrevocable forms): everyone who writes an essay will receive a credit; there is not a single book that would attract our attention; studied all available information; troops fighting the enemy;

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

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

1) errors in management: describes about the battle; thirst for power; I can't wait until I 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 member of the sentence and the subordinate part are used as homogeneous: I want to show the meaning of sport and why I love it;

b) with two verb-predicates there is a common object that cannot be used in this form with one of them: We remember and admire the exploits of heroes;

c) inaccurate use of double union: As the old people as well as 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) participial phrases: Skating on the rink, my legs hurt. And then, preparing for the exams, it was as if he had been replaced.

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

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

However, one should be aware of the phenomenon of parcelling, when the author deliberately divides the sentence to give it more expressiveness or to highlight the thought: The very thought of betrayal makes me uncomfortable. Because it defies my beliefs.

9) mixing direct and indirect speech: A.S. Pushkin writes that I aroused 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 students' vocabulary, inexpressiveness of speech, indistinguishability of paronyms, non-compliance with 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, however, in general, the text of the work indicates the poverty of the student's speech .

1) The use of words in an unusual meaning for them: The pathos of his work is laughter - the writer's formidable weapon. Monologue of wind and tree...

2) tautology (repetition of single-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 single-root words in one sentence may be quite acceptable. In the Russian folk language, there are a number of expressions like: all sorts of things, jokes, do their job, roar roaring, howling howling, moaning with a groan. Either stand standing, or sit sitting, or lie down lying down. (proverb)

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

Soon the fairy tale tells, but not soon the deed is done. (A.S. Pushkin)

The smoke goes from the pipes to 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 meet the New Year holidays away from the cold, blizzards and cold weather; specific feature of creativity; colleagues;

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

5) violation of lexical compatibility: around gloating hunger, devastation; the standard of living of the population has deteriorated;

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

8) dialect, vernacular, slang words: he is used to living for free; she looked great; in the image of Khlestakov, Gogol showed a terrible impudent person who shamelessly lies and grabs a bribe;

9) mixing vocabulary from different historical eras: Marya Kirillovna and the prince went to the registry office to get married. Liza served 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 padded jacket. Vatnik was darned roughly. And were he has worn trousers on. A 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 does not go in vain.
Do not grow even in a black year
Maple in vain, and willow in vain,
And a vain flower on the pond. (Yu. Moritz)

Hazy noon breathes lazily,
The river flows lazily.
And in the fiery and pure firmament
Clouds drift 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 lend the company car to your wife. She is may get into an accident. We watched the film in the new cinema. From him we have a good impression.

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

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

Grammatical errors	Speech errors
1) erroneous word formation: pleasure to live; wakefulness; sign for life;	1) the use of the word in an unusual meaning: In an allergic form, Gorky tells us about Petrel.
2) errors in the formation of word forms: no places; more strict; five hundred rubles; wait; theirs;	2) violation of lexical compatibility: cheap prices; he constantly replenishes his horizons;
3) violation of the types of temporal correlation of verbs: sat at the table and does not talk to me;	3) tautology: Everyone was in a businesslike mood. The increase in crime has increased 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 agreement between the subject and the predicate: Mankind is fighting for peace. Young people on the bus push and make noise.	5) unjustified repetitions of the word in adjacent sentences: The guys woke up early. The guys decided to go to the forest. The guys went into the forest along the field road.
6) errors in the use of participial and adverbial phrases: While sledding, I got a headache. Reading books makes life more interesting.	6) Unfortunate 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 stylistic coloring: To poison Lensky, Onegin courts Olga.
8) mixing direct and indirect speech: The governor told the oil workers that we appreciate your contribution to the region's economy.	8) mixing vocabulary from different historical eras: Gerasim returned to the village and began to work on the collective farm.

Training tasks

1. Find grammatical errors in sentences and determine their type.

1. The logs were heavy, so they were put 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 the queue in kindergartens.

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

5. Writing a review, Iskander used a rhetorical question.

6. These plans need and deserve all support.

7. But the father answered that you are still small for such work. Chatsky's ardent speeches are addressed to the nobility, who do not want and are even afraid of change.

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

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

10. Having risen to our floor, the door of our apartment was open.

11. From a distance, floating logs on the water were visible.

12. The sons of Taras dismounted from their horses, who studied in the Kiev bursa.

2. Find speech errors, determine their type.

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

2. Khlestakov sat in the britzka and shouted: “Drive, my dear, to the airport!”

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 example:

• 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.
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 theirs children.
6. Erroneous formation of the verb form - They are 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 is epic.
    Everyone was happy and happy funny.
11. Errors in constructing sentences with homogeneous members - The country loved and proud of the 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 with falling snow underfoot.
14. Errors in the construction of a complex sentence - This book taught me to appreciate and respect friends, which I read as a child.The man thought it was 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 will suddenly beat 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 to this problem has not changed.Effective measures have been taken.
3. Ignorance of synonymous words - AT final The author uses gradation in the sentence.
4. The use of words of a different stylistic coloring - The author, addressing this problem, is trying to send people into a slightly different rut.
5. Inappropriate use of emotionally colored words and phraseological units - Astafiev now and then resorts to the use of metaphors and personifications.
6. Unjustified use of colloquial words - Such people always manage to fool others.
7. Violation of lexical compatibility -​​​​​ The author enhances the impression. The author uses artistic >features (instead of means).
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) - This story tells about real events.
10. Unjustified repetition of the word - The hero of the story does not think about his act. The hero does not even understand the full depth of his deed.
11. Poverty and monotony of syntactic constructions - When the writer came to the editoraccepted 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. It belongs to the artistic style.I immediately had a picture in my mind.

Typical grammatical errors (K9)

This is 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);

A multidimensional study of the results of the USE in 2008 and past years allows us to make a number of generalizations regarding the most common shortcomings of graduates in the exam. The following mistakes can be considered typical when performing examination work in literature in the USE format:

Insufficient knowledge (and in some cases ignorance) of the text of works of art;

Lack of knowledge of the historical-literary and cultural-historical context;

Incorrect or inaccurate use of literary terms and concepts;

Inadequate reading of task formulations;

Inability to construct one's own monologue statement in writing;

Flaws in the speech design of written answers of various sizes.

This methodological problem is described in detail in the manual “Typical Mistakes When Performing Tasks for the Unified State Exam” (authors: S.A. Zinin, L.V. Novikova, O.B. Maryina), which in 2009 will be published by the Russian Word.

Factual Errors

Violation of the requirement of reliability in the transfer of factual material causes factual errors, which are a distortion of the situation depicted in the statement or its individual details.

Factual errors include various kinds of factual inaccuracies: incorrectly indicated years of the writer's life or the time of creation of a work of art, incorrect designations of toponyms, errors in the use of terminology, incorrectly named genres, literary movements and trends, etc. For example, in the works of 2008 there was a typical factual error: the examinees did not remember the name of one of the heroines of the novel by I.A. Goncharov "Oblomov": instead of pointing to Pshenitsyna in the examination papers, one could find, for example, Khozyaykina. Examinees often confuse not only the names of the heroes, but the titles of the works (for example, some of the examinees in 2008 could not accurately indicate the titles of the chapters of M.Yu. Lermontov's novel "A Hero of Our Time").

Actual errors can be divided into gross and non-coarse. Of course, if the examiner claims that the author of "Eugene Onegin" is Lermontov, or calls Tatyana Larina Olga, these are gross factual errors. If, instead of "Princess Mary", the graduate wrote "Princess Mary", then this error can be assessed by the expert as a factual inaccuracy or typo and not taken into account when evaluating the work.

Due to poor knowledge of the text of the work, the examinees incorrectly interpret the actions and words of the characters, events, “putting” into the text a meaning that is missing in it; erroneously or incompletely determine the role of the analyzed fragment in a work of art; incorrectly highlight the structural elements of the text (part, chapter, etc.); distort the plot, etc. For example, in one of the works it was stated that the happiness of Katerina and Boris (A.N. Ostrovsky's play "Thunderstorm") was prevented by Boris's parents. Unfortunately, there are many examples showing the absence of any orientation in the text. One of the tasks based on the play by D.I. Fonvizin's "Undergrowth" required the examinees to list the positive characters of the comedy. A number of students got very unexpected combinations: along with Milon, Pravdin and Starodum, they called (according to the principle “what I remember”) Skotinin, Prostakova, Vralman (even the presence of “speaking” surnames did not help). Ignorance of texts leads to the construction of unsuccessful or false comparisons when performing tasks that require the involvement of a literary context. In one of the variants of the examination paper, the question was asked: “Which poems of Russian poets are in the nature of a lyrical confession and what motives bring them closer to the poem by S.A. Yesenin "Letter to mother" Some examinees followed the path of listing poets at random, of course, not forgetting Pushkin (based on his "comprehensiveness") and got into a mess, since the poet did not touch on the "mother" theme in his lyrics (there is only such an addressee as a nanny).

So, typical actual errors include:

1) distortion of historical and literary facts;

2) distortion of proper names;

3) errors in designating the time and place of the event;

4) errors in the transfer of the sequence of actions, in establishing the causes and consequences of events, etc.

Logic errors

Examinees, who find it difficult to understand the specifics and logic of the question posed, usually demonstrate the inability to logically and reasonably build their own monologue statement, the inability to make generalizations.

Monitoring compliance with the basic laws of logical thinking is an obligatory stage in the analysis of an essay. The best works of examinees are distinguished by clarity of judgments, consistency, consistency of presentation of thoughts and validity of theses and conclusions.

Logical errors, according to the definition of D. E. Rosenthal, are the indistinguishability of “designated concepts that are close in any respect. Often the examinee does not distinguish between cause and effect, part and whole, related phenomena, generic, species and other relationships. (For example: "Since Oblomov is a lazy person, he had Zakhar - his servant").

The variability of the semantic organization of the text is not unlimited: the laws of correct thinking determine the clear development of thought. The logical quality of the information carried by the text is determined by its reliability, accuracy and consistency.

Each thought of the text, when repeated, must have a certain, stable content (the subject of reasoning should not change arbitrarily during repetition, concepts should not be replaced and mixed up).

Inconsistency of thinking, lack of awareness can lead to the presence in the essay of two opposing judgments about the same subject, submitted by the examinee as true.

The accuracy of the selection of theses, the clarity of their formulation, the constructive clarity of the text contribute to the logical certainty of the presentation, allow you to achieve a consistent development of thought.

The essay must be evidence-based (every true thought must be substantiated by other thoughts, the truth of which has been proven). Subject to this requirement, all thoughts expressed in the text follow one from the other. Thus, in an essay, all thoughts must be internally connected with each other, flow from one another, substantiate one another. The truth of judgments must be confirmed by reliable evidence.

Typical logical errors of examinees include:

1) violation of the sequence of statements,

2) lack of connection between the parts of the sentence,

3) unjustified repetition of a previously expressed thought,

4) fragmentation of a micro-theme by another micro-theme,

5) disproportion of parts of the statement,

6) the absence of the necessary parts of the statement,

7) rearrangement of parts of the statement, etc.

Speech errors

Speech errors should be distinguished from grammatical errors, which consist in erroneous word formation, erroneous formation of forms of parts of speech, in violation of agreement, control, as well as in violation of the connection between the subject and predicate, erroneous construction of a sentence with a participial or participle turnover, homogeneous members, as well as complex sentences, in mixing direct and indirect speech, in missing necessary words and violating sentence boundaries.

(See Evaluation of knowledge, skills and abilities of students in the Russian language. Teacher's guide. - Moscow.: Prosveshchenie, 1986. P. 81).

These errors undoubtedly reduce the quality of the work, and the grossest of them can be classified as speech errors.

Speech and stylistic errors are directly related to the presentation of literary material. Stylistic errors are one of the types of speech errors. Their distinction is important for high quality works. Speech errors of a lexical nature include:

1) the use of the word in an unusual meaning;

2) violation of lexical compatibility;

3) the use of an extra word (pleonasm);

4) the use of a number of words with the same root (tautology);

5) the use of a word (or expression) of a different stylistic coloring;

6) violation of the aspectual-temporal correlation of verb forms;

7) poverty and monotony of syntactic constructions;

8) bad word order (same work, p. 87).

We emphasize once again that stylistic errors are a kind of speech errors. “Stylistic mixtures,” as V.I. Kapinos is a special group of speech defects that destroy the unity of the style of utterance” (same work, p. 86).

Stylistic errors include:

1) the use of other style words and expressions;

2) unsuccessful use of expressive, emotionally colored means;

3) unmotivated use of dialect and colloquial words and expressions;

4) mixing vocabulary from different historical eras.

Maintaining the unity of style is the highest achievement of the writer. Therefore, the stylistic mixtures of V.I. Kapinos rightly proposes to call it stylistic flaws.