What are speech errors? These are any cases of deviation from the language norms that are valid. A person without knowledge of these laws can work normally, live, build communications with others. However, in certain cases, efficiency may suffer. There is a risk of being misunderstood or misunderstood. In these and other cases, it is simply necessary to know what errors exist and how to deal with them.

Correcting speech errors in sentences is not always easy. In order to understand what exactly to pay attention to when composing this or that oral statement or written text, we created this classification. After reading this article, you will find out exactly what shortcomings will need to be corrected when you are faced with such a task.

When classifying speech errors, it would be logical to consider the unit of the linguistic tier as the fundamental criterion - the one, the norms of writing, education, the functioning of which was violated. The following levels are distinguished: words, phrases, sentences and text. A classification of speech errors was created using this division. This will make it easier to remember the different types.

At the word level

The word is the most important unit of language. It reflects the changes taking place in society. Words not only name a phenomenon or object, but also perform an emotionally expressive function. Therefore, when choosing which of them are appropriate in a particular case, one should pay attention to stylistic coloring, meaning, compatibility, and usage, since a violation of at least one of these criteria can lead to a speech error.

Here we can note spelling errors, that is, a violation of the spelling that exists in modern Russian. Their list is known, so we will not dwell on this in detail.

Derivatives at the word level

At the word level, there are also word-formation speech errors, that is, a violation of various norms of word formation in the Russian literary language. These include the following types:

• incorrect direct word formation. An example is the use of the word "hare" instead of the correct version of "hare", or a "thoughtful" (instead of "thoughtful") look, and others.
• speech error associated with incorrect reverse word formation. For example, "loga" (from the word "spoon"). Such use is usually inherent in children of primary school or preschool age.
• another type is a substitutive word formation, which manifests itself in the replacement of one or another morpheme: "weigh" (from the word "hang"), "throw", used instead of "throw".
• word-composing, that is, the creation of a derivative unit, which cannot be considered as occasional: reviewer, winder.

All these are types of speech errors that are related to word-formation.

Grammar at the word level

There are also other varieties of misuse of words. There are in the Russian language, in addition to word-formation, both grammatical and speech errors. They should be able to distinguish. Grammatical errors are the incorrect formation of various forms, a violation of the properties of the formative system in different parts of speech. These include the following varieties:

• associated with a noun. This may be the formation of the form of the accusative case of some inanimate noun by analogy with an animate one. For example, "She asked for a breeze" (you should use the accusative form "breeze"). Here we also include the reverse situation - the formation of the form of the accusative case in an animate noun in the same way as in an inanimate one. Example: "Two bears harnessed to the sleigh" (correct: "two bears"). In addition, when forming case forms, there may be a change in the gender of the noun: "February blue", "pie with jam". There are times when indeclinable names are inclined: "to ride a meter", "to play the piano". Some of us sometimes form plural forms of nouns, while they only have a singular, and vice versa: "a tray of teas."
• speech errors associated with the adjective. This may be the wrong choice of short or long forms: "The man was very full", "The building was full of people." Here we also include the incorrect formation of degrees of comparison: "Lena was weaker than Luda", "The new ones are becoming more combative."
• another speech error is an error associated with the verb (the forms of its formation). Example: "A person is rushing around the room."
• speech errors associated with participles and gerunds. Examples: "Looking around, a hunter was walking", "Riding in a bus."
• errors related to the incorrect use of forms of pronouns: "I did not want to tear myself away from (the book)," "Their contribution to the common cause" and others.

Lexical at the word level

The next type of errors are lexical, that is, violation of various lexical norms, lexical-semantic compatibility and word usage norms. They are manifested in the fact that compatibility is violated (less often - in a sentence, most often - at the level of a phrase).

This may be the use of an unusual meaning for the word. Such a speech error was made in the sentence "All the walls of the room were covered with panels" (you cannot use the word "covered" in this context). Another example: "Luxurious (that is, living in luxury) was the landowner Troekurov."

It should also be noted here that there is a violation of the lexical-semantic compatibility of a certain word: "The sky was bright" ("to stand" in the meaning of "take place" can only be used in relation to the weather), "The rays of the sun lay on the meadow" (correctly: "illuminated the meadow" ). This type of error primarily affects the verb.

In addition, one can distinguish the attribution of some figurative meaning to a word that does not have it: "The overworked hands of this man say that he had to work hard."

The use of synonyms can also be incorrect. These are speech errors, examples of which are as follows: "Mayakovsky uses satire in his work" (instead of "uses"), "With his legs wide apart, the boy looks at the football field on which the players are fighting" (correctly - "fight"). Here we highlight the confusion of the meanings of paronyms: “His eyebrows rose surprisingly” (instead of “surprised”), “This work is a typical image of the fantastic genre (that's right -“ sample ”). these lakes live for several days a year.

At the phrase level

When choosing a word, one should take into account not only its meaning in the literary language, but also lexical compatibility. Not all words can be combined. This is determined by their semantics, emotional coloring, stylistic affiliation, grammatical properties, etc. When it is difficult to determine whether certain words can be used together, one should refer to the compatibility dictionary. This will help to avoid errors at the level of phrases, sentences, as well as text.

Errors at this level occur when there is a violation of various syntactic links. For example, agreements: "I want to teach everyone volleyball - this is a good, but at the same time hard sport" (good, hard sport). Controls: "I feel thirst for glory", "I am amazed by his strength", "gain strength". The connection between the predicate and the subject may be broken: "Neither the heat nor the summer is eternal (the singular form is used instead of the plural "eternal"). All these are types of speech errors at the level of the phrase.

Offer level errors

At this level, we can distinguish syntactic and communicative. Let us consider in detail these speech errors in Russian.

Syntax errors at the sentence level

This may be unjustified parceling, violation of structural boundaries. As an example, the following sentences with speech errors can be cited: "Seryozha went hunting. With dogs", "I see. My dogs are running around the field. They are chasing a hare." Syntax errors include violations in the construction of various homogeneous series: the choice of different forms in a series of homogeneous members: "She was smoothly combed, ruddy." Another variety is their different structural design, for example, as a subordinate clause and as a secondary sentence: "I wanted to tell you about the case with that person and why he did this (correctly" and about his act ""). There may also be a mixture of indirect and direct speech: “She said that I would definitely fight (here the same subject is meant - “she”, correctly - “will be”). Violation in the subordinate and main clauses of the aspect-temporal correlation of predicates or homogeneous members: "She goes and said," "When the girl was sleeping, she sees a dream." And another variation is a separation from the defining word of the subordinate clause: "One of the works in front of us hangs, which is called" Spring ".

Communication errors at the sentence level

The next section is communicative errors, that is, violations of various norms that regulate the communicative organization of a certain utterance. They are as follows:

• actually communicative (violation of logical stress and word order, leading to the fact that false semantic connections are obtained): "The boys are located on the boat with the keel up."
• logical-communicative (violation of such a side of the statement as conceptual-logical). This may be a substitution of the subject performing the action ("Masha's eyes and facial contours are carried away by the film"); substitution of the object of action ("I like Pushkin's poems, especially the theme of love"); the combination of logically incompatible concepts in one row ("He is always serious, of medium height, his hair is a little curly at the edges, inoffensive"); violation of various genus-species relations ("The tone of angry gatherings is not difficult to predict - angry speeches against the regime, as well as calls to rally ranks"); an error when using causal relationships ("But he (that is, Bazarov) calmed down quickly, since he did not really believe in nihilism").

• constructive-communicative, that is, a violation of the laws of construction of statements. This may be a poor connection or lack of it between parts of the statement: "They live in the village, when I visited him, I saw his blue eyes." This also includes the use of a participial turnover without connection with the subject related to it: "Life should be shown as it is, without worsening or embellishing it." Another type of such errors is the break in participial turnover: "There is little difference between the written questions on the board."
• information-communicative, or semantic-communicative. This type is close to the previous one, however, it differs in that here there is a deterioration in communicative properties not due to incorrect, unsuccessful structuring of the statement, but due to the absence of part of the information in it or its excess. This may be the vagueness of the primary intention of the statement: "We are inextricably linked with the country, with it we have the main blow - a blow to the world." Its incompleteness can also be attributed here: "I myself adore plants, so I am glad to see that our village becomes so unrecognizable in summer." This may be the omission of part of the statement and the necessary words, semantic redundancy (repetitions of words, tautology, pleonasms, duplication of information), etc.
• stylistic errors, that is, a violation of the unity of the functional style, the use (unjustified) of stylistically marked, emotionally colored means. For example, the use of various colloquial words in literary speech, book expressions in reduced and neutral contexts, expressive vocabulary that is unjustified (“A couple of robbers attacked the American embassy”), unsuccessful comparisons, metonymy, metaphors.

At the text level

All errors at this level are communicative in nature. They can be of the following types:

• logical violations are very common errors at the text level. Here we include a violation of the logic of thought, the absence of links between sentences, a violation of various cause-and-effect relationships, operations with an object or subject, a violation of generic relations.
• grammatical violations. This type of error is also common. Here there may be a violation in different sentences of the aspect-temporal correlation of various verb forms, as well as a violation of agreement in the number and gender of the predicate and subject in different sentences.
• information and communication disorders. These include constructive and informational-semantic insufficiency, that is, the omission of part of the statement in the text; constructive and information-semantic redundancy (in other words, an excess of meaning and a heap of structures); discrepancy between the constructive specification of the semantics of statements; unsuccessful use of pronouns as a means of communication; pleonasms, tautologies, repetitions.

Stylistic errors in the text

Style violations existing at the text level can be considered in a similar way. At the same time, it should be noted that we also attribute to them the monotony and poverty of syntactic constructions, since texts like: “The boy was dressed very simply. syntactic violations, but about the inability to express thoughts in a variety of ways. At the level of the text, speech disorders are more complex than at the level of the utterance, although in the latter they are "isomorphic". As a rule, text errors are of a syncretic nature, that is, they incorrectly use the constructive, lexical, logical aspects of a speech unit. This is natural, since the text is more difficult to build. At the same time, it is necessary to keep in our memory previous statements, as well as the semantics of the entire text and the general idea, creating its continuation and completion.

The ability to find flaws in the text, as well as correcting speech errors, are important tasks that every school graduate faces. Indeed, in order to write the exam well in the Russian language, it is necessary to learn how to identify all of the above types of errors and try to avoid them as much as possible.

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 direct 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);

As practical tasks, we offer you fragments from the work of students.

Find mistakes and try to fix them.

Exercise #1

Find errors related to the violation of word order. Try to explain and correct them.

1. In the proposed essay for analysis, the author turned to a topic that is always important.
2. I believe that every parent is obliged to raise a kind and honest child.
3. Many families find themselves in a situation similar to the one described by V. Tendryakov.
4. Four days later he reached his village,
5. Yesterday evening at about ten o'clock he was seen on the street.

Exercise #2

Determine the type of error. Correct the offer.

1. You can admire his courage and heroism.
2. Returning from vacation, he learned about the consequences of the news.
3. Sometimes people die in situations like this.
4. Every person needs attention and understanding of his problems.
5. They stop understanding and trusting each other.

Exercise #3

Determine the type of error. Try to rearrange the sentence in such a way as to avoid violating the speech norm.

1. He was not ashamed of his appearance, and that his fellow villagers would laugh at him.
2. With a sigh of annoyance and completely upset, another visitor left the office.
3. It is necessary not only to help the elderly, but also young families.
4. Citizens who entered the bus are asked to pay for the fare.
5. After reading the essay, it seemed to me that the author was close to his problem.

Exercise number 4

In the proposed passage from the student's essay, find all cases of violation of speech norms. Edit the text.

The problem of patriotism and nationalism worries the author. One concept is quite often modified by another. If patriotism reflects the strength of a nation, then nationalism is something else. Already hair sometimes stand on end when you read newspaper materials on the topic of ethnic conflicts.

In addition to the above, I want to add that all people on earth are brothers and should treat each other with respect.

Exercise number 5

Divide sentences with stylistic errors into three groups: 1) mixing vocabulary of different styles; 2) the use of clericalism; 3) speech stamps. Try to rebuild the structures in accordance with the norm.

1. There was a real dubak in the village center of culture. 2. Sometimes it happens like this: a person himself reads and knows a lot, but does not conduct explanatory work among the population. 3. The author brings to the attention of readers his thoughts on this matter. 4. Natasha Rostova loved one guy, but she wanted to give her hand and heart to another. 5. Any person can get into a difficult life situation, and there is nothing to pretend to be invulnerable. 6. Pike, crucian carp, and small minnows were found in the aquatic environment. 7. The image of Andrei Bolkonsky is a typical role model. 8. Selfless patriotism and fortitude characterize the hero of this essay.

Syntax errors

The syntax of business speech has its own essential features that distinguish it from the syntax of colloquial speech. This is determined, first of all, by the presence in the document language of a set of ready-made syntactic constructions for expressing standard actions and circumstances.

Syntax - a branch of linguistics, the subject of which is phrases and complete sentences in the structure of the text.

The main syntactic error that can be found in a document or business paper is the penetration of elements, models and structures from colloquial speech into business speech.

Incorrect use of fixed phrases. Repeatedly repeated administrative and production situations are reflected in a limited set of speech formulas.

For example: an order is issued, official salaries are set, control is assigned to someone or carried out, a reprimand is announced, a censure is issued, etc.

Standard turns of speech acquire a stable character, in their role they approach phraseological units. For example, we can write: allow a violation, mistake, miscalculation, but we cannot write: allow a defect, marriage, breakdown, theft. Or: you can reduce the price of goods and products, but you can not reduce the cost of production – cost can be reduced.

There are frequent errors in the use of the following phrases.

Not right	Correctly
Submit for review Issue a loan Maintain control Start a criminal case Fulfill the law Execute the order Take measures Play value Improve academic performance	Submit for consideration Grant a loan exercise control Initiate a criminal case Fulfill the law Run an order take action Make a difference but play a role improve academic performance

Errors that violate the stability of phrases in official business speech can be made in documents in a large number, so the compiler of the document should refer to the dictionary as often as possible and clarify the compatibility of certain words.

Important to remember

A control word is a word that dictates the use of a certain prepositional case form of the word following it.

Incorrect use of case and preposition after control words

When preparing a document, one often has to deal with the issue of syntactic control - the choice of the proper form and the right preposition. Compilers of official documents often make incorrect use of the case. The most common mistake is to use a noun in the genitive case instead of other cases. For example, the word leadership requires after itself not the genitive, but the instrumental case:

Incorrect use of case or preposition after the control word is most often observed in documents in the case of the use of words that are close in meaning. So, the word concern should be used in combination with the form of the instrumental case of a noun without a preposition: concern for business. But under the influence of words close to it in meaning, which are used in combination with prepositions about and for (concern for parents, concern for children), the word concern is often mistakenly used in combination with the same prepositions.

Mixing prepositional-case constructions is one of the most common speech errors. Document writers need to know the correct case after certain words. Differences of prepositional-case constructions after words that are similar in meaning:

Incorrect word agreement. In Russian, there are difficulties associated with solving the question of how to agree on the members of a sentence in gender, number and case. How to write:

"The majority voted against"? Is it grammatical agreement? Or agree on the meaning: "The majority voted against." Or how to say correctly: "our director of the enterprise Kulikova" or "our director of the enterprise Kulikova"?

Agreement rules. 1. If the subject is used with the words majority, minority, many, row, suit, many, many, several, then the predicate is put in the singular if it is an inanimate noun or if the predicate is next to the previously indicated words. For example: "A number of project proposals are not supported by the necessary calculations" (a number of proposals are an inanimate noun) or "The majority voted against" (the predicate is next to the word "majority").

If the predicate is significantly removed from the subject, but the author wants to emphasize the animation of the main noun, then the plural form is used: "Most of the participants in the All-Russian Conference on Ecology voted against" (noun participants – animated and it is significantly removed from the word majority).

• 2. If the definition refers to a noun that has an application, then it agrees with the main word of the combination. The main word in such combinations usually comes first. For example: a new laboratory car; a unique museum-apartment; renowned female surgeon.
• 3. If the definition refers to a combination of a personal name and an application, the definition usually agrees with the nearest noun. For example: your plant manager Ivanova N.P.; our foreman Petrova-, senior engineer Yakovleva; Serov's new laboratory assistant.

A deviation from this rule is observed in cases where the definition is expressed by a participle. For example: Associate Professor Sidorova, Deputy Dean for Research, who spoke at the meeting; who took part in the development of the project, senior researcher Alekseeva.

• 4. If the definition refers to a combination of a noun with the numerals two, three, four, then it is usually put in the genitive case when it refers to masculine words, and in the nominative case when it refers to feminine words. For example: two personnel workers (genitive case); three young specialists (genitive case); two new employees (nominative).
• 5. If we are talking about coordinating a geographical name with generic names, then, in contrast to the general literary use in the language of documents, usually the names of cities, villages, villages, stations, etc. do not change and do not agree with the generic names. For example: in the city of Tula; in the village of Pushkino; on the Volga river; at Lugovaya station.

Incorrect word order in a sentence. As you know, in Russian there is a free word order in a sentence. This means that the members of the proposal do not have their permanent place. Their mutual arrangement depends on the type of sentence and on the desire of the speaker or writer to emphasize the semantic significance of a particular word. However, it should be remembered that the freedom of word order in a sentence is relative. An unjustified or ill-conceived change in word order is perceived as a mistake. In official business speech, due to the violation of the correct word order, it is difficult to establish who (or what) is the subject of the action.

In this case, the subject of the action is the plant, so the word plant should be at the beginning of the sentence.

Important to remember

In the language of the document, only direct word order (first subject, then predicate) provides adequate understanding of the sentence.

In Russian written speech, the informational role of word order increases towards the end of the phrase, and any rearrangement of words changes the meaning of the sentence.

Let's look at three examples.

• 1. All shortcomings should be eliminated as soon as possible.
• 2. All shortcomings should be eliminated in the nearest future.
• 3. In the near future, all shortcomings should be eliminated.

The first sentence refers to the time during which the shortcomings must be eliminated; the second states what must be eliminated; the third indicates what should be done in the near future. A certain word order allows you to change the semantic accents.

Sometimes the broken word order creates the possibility of double interpretation, which is unacceptable in the language of documents.

In the left sentence, it is not clear what the words at the end of the year refer to. Maybe prices are adjusted at the end of the year or the payment fund is determined at the end of the year. The phrase at the end of the year must be moved, and then the sentence will have only one meaning.

Violation of the specifics of the use of adverbial phrases. Business written speech is characterized by the use of adverbial phrases, which make this speech more compact. The adverbial turnover serves as a means of conveying an action that occurs simultaneously or in connection with another action. A prerequisite for the use of participial phrases is that two actions, one of which is expressed by a verb-predicate, and the other by a participle, must be carried out by the same person (or refer to the same person). However, compilers of business papers often make mistakes in the use of adverbial phrases.

Important to remember

In a sentence with a participial turnover, there must be a single subject of action in the nominative case.

Mistakes in the use of adverbial phrases can be corrected by replacing sentences with adverbial phrases with sentences with circumstances, expressed combinations of words or complex sentences with adverbial clauses, and also using verb-predicates not in the passive, but in the active voice.

In the left sentence, the main condition for the use of the adverbial phrase is violated: here the actions expressed by the verb-predicate and the adverbial phrase do not belong to a single subject.

Not right	Correctly
Studying the problems of public service, scientists have obtained interesting results.	When studying the problems of public service, scientists obtained interesting results Studying the problems of public service, scientists have obtained interesting results.
Guaranteeing full and timely payment of the order, we received permission from the trust to advance research work.	By guaranteeing a complete and timely opiate order, we obtained permission from the trust to advance research work.
Having familiarized himself with the state of affairs at the factory, the director changed the norms and prices.	Having familiarized himself with the state of affairs at the factory, the director changed the norms and prices.

Ignorance of the structure of a complex sentence. Quite often, drafters of documents unnecessarily complicate the text, which makes it difficult to understand the main idea. Documents appear saturated with complex sentences with the same type of subordinate clauses, long enumerations, intricately constructed plug-in constructions, and extended quotations. We know that the specifics of the document require close attention to the details of the presentation, but not always and not all the details are appropriate in the text. Therefore, unnecessarily complicated syntactic constructions should be simplified. This can be done in various ways.

Ways to simplify complex syntactic constructions.

1. Breaking down a complex text into separate phrases that are simple in composition and construction.

2. Replacing the subordinate clause with synonymous with private and adverbial phrases.

The participial phrase can follow or precede the word being defined. The most common in business speech is the location of the participial turnover after the word being defined. Moreover, attention should be paid to the fact that it is not allowed to combine participial and adverbial phrases with subordinate clauses as homogeneous syntactic members.

3. Replacing the subordinate clause with synonymous constructions with verbal nouns. The active use of these constructions helps to simplify the syntax of a business text.

So, we have considered the most typical lexical, morphological and syntactic errors that affect the style and content of the document.

Classification of errors.

Russian language.

Content

I. Typical mistakes. Classification
II. Speech errors

Misunderstanding the meaning of the word. Lexical compatibility

The use of synonyms, homonyms, polysemantic words

Verbosity. Lexical incompleteness of the statement. New words

Outdated words. Words of foreign origin

Dialectisms. Colloquial and colloquial words. jargon

Phraseologisms. Cliches and stamps

III. Factual Errors
IV. Logic errors
V. Grammar errors
VI. Syntax errors

I. Typical mistakes. Classification

Communicative literacy is understood as the ability to create texts of different functional and semantic types of speech in the form of different functional styles.
Essays and presentations are the main forms of testing the ability to correctly and consistently express thoughts in accordance with the topic and intent, checking the level of speech training. They are used simultaneously to test spelling and punctuation skills and are evaluated, firstly, from the side of content and structure (sequence of presentation) and, secondly, from the side of language design.
Most of the errors that occur during the performance of students' written work are also characteristic of other kinds of written activity, whether it is writing a business paper (statement, order, contract, etc.), preparing a report, article or text material for WEB pages. Therefore, the analysis of errors of this kind is of great importance for daily activities.

The following groups can be distinguished among typical errors:

Speech errors
Violation of the correctness of the transfer of factual material
Logic errors
Grammatical errors
Syntax errors

II. Speech errors

The word is the most important unit of language, the most diverse and voluminous. It is the word that reflects all the changes taking place in the life of society. The word not only names an object or phenomenon, but also performs an emotionally expressive function.
And when choosing words, we must pay attention to their meaning, stylistic coloring, usage, compatibility with other words. Since the violation of at least one of these criteria can lead to a speech error.

The main causes of speech errors:
1. Misunderstanding the meaning of the word
2. Lexical compatibility
3. Use of synonyms
4. Use of homonyms
5. Use of ambiguous words
6. Verbosity
7. Lexical incompleteness of the statement
8. New words
9. Obsolete words
10. Words of foreign origin
11. Dialectisms
12. Colloquial and colloquial words
13. Professional jargon
14. Phraseologisms
15. Cliches and stamps

1. Misunderstanding the meaning of the word.
1.1. The use of a word in an unusual sense.
Example:
The fire got hotter and hotter and hotter. The error lies in the wrong choice of the word:
Inflame - 1. Heat up to a very high temperature, get hot. 2. (transl.) To become very excited, to become overcome by some strong feeling.
Flare up - start strongly or well, burn evenly.

1.2. The use of significant and functional words without regard to their semantics.
Example:
Thanks to the fire that broke out from the fire, a large area of ​​\u200b\u200bthe forest burned down.
In modern Russian, the preposition thanks retains a certain semantic connection with the verb thank and is usually used only in cases where it refers to the reasons that cause the desired result: thanks to someone's help, support. The error occurs in connection with the semantic distraction of the preposition from the original verb thank. In this sentence, the preposition thanks should be replaced with one of the following: because of, as a result, as a result.

1.3. The choice of words-concepts with different bases of division (concrete and abstract vocabulary).
Example:
We offer a complete cure for alcoholics and other diseases.
If we are talking about diseases, then the word alcoholics should be replaced by alcoholism. An alcoholic is someone who suffers from alcoholism. Alcoholism is a painful addiction to the use of alcoholic beverages.

1.4. Incorrect use of paronyms.
Example:
The man leads a festive life. I'm in an idle mood today.
Idle and festive are very similar words, the same root. But they have different meanings: festive - an adjective for a holiday (festive dinner, festive mood); idle - not filled, not busy with business, work (idle life). To restore the meaning of the statements in the example, you need to swap the words.

2. Lexical compatibility.
When choosing a word, one should take into account not only the meaning that it has in the literary language, but also lexical compatibility. Not all words can be combined with each other. The boundaries of lexical compatibility are determined by the semantics of words, their stylistic affiliation, emotional coloring, grammatical properties, etc.
Example:
A good leader should show an example to his subordinates in everything. You can show an example, but not a sample. And a model can be, for example, to follow.
Example:
Their strong friendship, hardened in life's trials, was noticed by many. The word friendship is combined with the adjective strong - strong friendship.
To distinguish from a speech error should be a deliberate combination of seemingly incompatible words: a living corpse, an ordinary miracle ... In this case, we have one of the types of tropes - an oxymoron.
In difficult cases, when it is difficult to determine whether certain words can be used together, it is necessary to use a compatibility dictionary.

3. The use of synonyms.
Synonyms enrich the language, make our speech figurative. Synonyms may have different functional and stylistic coloring. So, the words mistake, miscalculation, oversight, error are stylistically neutral, commonly used; a hole, an overlay - colloquial; slip - colloquial; blooper - professional slang. The use of one of the synonyms without taking into account its stylistic coloring can lead to a speech error.
Example:
Having made a mistake, the director of the plant immediately began to correct it.
When using synonyms, the ability of each of them to be more or less selectively combined with other words is often not taken into account.
Differing in shades of lexical meaning, synonyms can express a different degree of manifestation of a sign, action. But, even denoting the same thing, interchangeable in some cases, in others, synonyms cannot be replaced - this leads to a speech error.
Example:
Yesterday I was sad. A synonym for sad is quite suitable here: Yesterday I was sad. But in two-part sentences, these synonyms are interchanged. Sadly, I look at our generation ...

4. The use of homonyms.
Due to the context, homonyms are usually understood correctly. But still, in certain speech situations, homonyms cannot be understood unambiguously.
Example:
The crew is in excellent condition. Is the crew a wagon or a team? The word crew itself is used correctly. But to reveal the meaning of this word, it is necessary to expand the context.
Very often, ambiguity leads to the use in speech (especially oral) of homophones (sounding the same, but spelled differently) and homoforms (words that match in sound and spelling in separate forms). So, when choosing words for a phrase, we must also pay attention to the context, which in some speech situations is designed to reveal the meaning of the words.

5. The use of polysemantic words.
When including polysemantic words in our speech, we must be very careful, we must monitor whether it is clear exactly the meaning that we wanted to reveal in this speech situation. When using polysemantic words (as well as when using homonyms), context is very important. It is thanks to the context that one or another meaning of the word is clear. And if the context meets its requirements (a segment of speech that is semantically complete, allowing you to establish the meanings of the words or phrases included in it), then each word in the sentence is understandable. But it happens otherwise.
Example:
He's already cracked up. It is not clear: or he began to sing, got carried away; or, after singing for a while, he began to sing freely, easily.

7. Lexical incompleteness of the statement.
This error is the opposite of verbosity. The incompleteness of the statement consists in the omission of the necessary word in the sentence.
Example:
The advantage of Kuprin is that there is nothing superfluous. Kuprin may not have anything superfluous, but this sentence lacks (and not even one) word. Or: "... do not allow on the pages of the press and television statements that can incite ethnic hatred." So it turns out - "page of television".
When choosing a word, it is necessary to take into account not only its semantics, lexical, stylistic and logical compatibility, but also the scope of distribution. The use of words that have a limited scope (lexical neoplasms, obsolete words, words of foreign origin, professionalism, jargon, dialectisms) should always be motivated by the conditions of the context.

8. New words.
Unsuccessfully formed neologisms are speech errors.
Example:
And last year, 23 thousand rubles were spent on patching after the spring thaw. And only the context helps to understand: "patching" is the repair of pits.

9. Obsolete words.
Archaisms - words that name existing realities, but for some reason forced out of active use by synonymous lexical units - must correspond to the style of the text, otherwise they are completely inappropriate.
Example:
Now the university had an open day. Here the obsolete word now (today, now, at the present time) is completely inappropriate.
Among the words that have fallen out of active use, historicisms also stand out. Historicisms are words that have fallen out of use due to the disappearance of the concepts they denoted: armyak, camisole, bursa, oprichnik, etc. Errors in the use of historicisms are often associated with ignorance of their lexical meaning.
Example:
The peasants can not stand their hard life and go to the chief governor of the city. The governor is the head of some area (for example, a province in tsarist Russia, a state in the USA). Therefore, the chief governor is an absurdity, moreover, there could only be one governor in the province, and his assistant was called the vice-governor.

10. Words of foreign origin.
Now many people are addicted to foreign words, sometimes not even knowing their exact meaning. Sometimes the context does not accept a foreign word.
Example: The work of the conference is limited due to the lack of leading experts. Limit - set a limit on something, limit. The foreign word limit in this sentence should be replaced by the words: goes slower, paused, etc.

11. Dialectisms.
Dialectisms are words or set combinations that are not included in the lexical system of the literary language and belong to one or more dialects of the Russian national language. Dialectisms are justified in artistic or journalistic speech to create the speech characteristics of the characters. The unmotivated use of dialectisms indicates a lack of knowledge of the norms of the literary language.
Example: A scraper came to me and sat the whole evening. Shaberka is a neighbor. The use of dialectism in this sentence is not justified either by the style of the text or by the purpose of the utterance.

12. Colloquial and colloquial words.
Spoken words are included in the lexical system of the literary language, but are used mainly in oral speech, mainly in the sphere of everyday communication. Vernacular is a word, grammatical form or turn of predominantly oral speech, used in the literary language, usually for the purpose of a reduced, rude characterization of the subject of speech, as well as simple, relaxed speech containing such words, forms and turns. Colloquial and colloquial vocabulary, in contrast to dialect (regional), is used in the speech of the whole people.
Example: I have a very thin jacket. Thin (colloquial) - full of holes, spoiled (thin boot). Errors occur when the use of colloquial and colloquial words is not motivated by the context.

13. Professional jargon.
Professionalisms act as colloquial equivalents of terms accepted in a certain professional group: a typo - a blunder in the speech of journalists; the steering wheel is a steering wheel in the speech of drivers.
But the unmotivated transfer of professionalism into general literary speech is undesirable. Such professionalisms as sewing, tailoring, hearing and others spoil literary speech.
In terms of the limited use and the nature of expression (joking, reduced, etc.), professionalisms are similar to jargons and are an integral part of jargons - peculiar social dialects characteristic of professional or age groups of people (slangs of athletes, sailors, hunters, students, schoolchildren). Jargon is everyday vocabulary and phraseology, endowed with reduced expression and characterized by socially limited use.
Example: I wanted to invite guests to the holiday, but the shack does not allow. Hibara - home.

14. Phraseologisms.
It must be remembered that phraseological units always have a figurative meaning. Decorating our speech, making it more lively, figurative, bright, beautiful, phraseological units give us a lot of trouble - if they are used incorrectly, speech errors appear.
one). Mistakes in mastering the meaning of phraseological units.
a) There is a danger of taking phraseological units literally, which can be perceived as free combinations of words.
b) Errors may be associated with a change in the meaning of a phraseological unit.
Example:
Khlestakov throws pearls in front of pigs all the time, and everyone believes him. Here, the phraseological unit throwing pearls in front of pigs, which means "it's useless to talk about something or prove something to someone who is not able to understand it," is used incorrectly - in the meaning of "invent, weave fables."
2). Errors in mastering the form of phraseological unit.
a) Grammatical modification of a phraseological unit.
Example:
I'm used to giving myself full reports. Here the form of the number has been changed. There is a phraseological unit to give an account.
Example:
He always sits with his arms folded. Phraseologisms such as folded arms, headlong, headlong retain in their composition the old form of the perfect participle with the suffix -а (-я).
In some phraseological units, short forms of adjectives are used, replacing them with full forms is erroneous.
b) Lexical modification of a phraseological unit.
Example:
It's time for you to take control of your mind. Most phraseological units are impenetrable: it is impossible to introduce an additional unit into the phraseological unit.
Example:
Well, at least hit the wall! The omission of a phraseological unit component is also a speech error.
Example:
Everything returns to its own spiral! .. There is a phraseological unit in full circle. Word substitution is not allowed.
3). Changing the lexical compatibility of a phraseological unit.
Example:
These and other questions play an important role in the development of this still young science. There was a mixture of two stable revolutions: plays a role and matters. You could say that questions matter a lot... or questions matter a lot.

15. Cliches and stamps.
Chancery - words and expressions, the use of which is assigned to the official business style, but in other styles of speech they are inappropriate, they are clichés.
Example:
There is a lack of spare parts.
Stamps are hackneyed expressions with a faded lexical meaning and erased expressiveness. Stamps are words, phrases and even whole sentences that appear as new, stylistically expressive speech means, but as a result of too frequent use they lose their original imagery.
Example:
A forest of hands went up in the vote.
A variety of stamps are universal words. These are words that are used in the most general and vague meanings: question, task, raise, provide, etc. Usually, universal words are accompanied by stencil appendages: work is everyday, level is high, support is hot. There are numerous journalistic cliches (field workers, a city on the Volga), literary criticism (an exciting image, angry protest).
Cliches - speech stereotypes, ready-made turns used as a standard that is easily reproduced in certain conditions and contexts - are constructive units of speech and, despite frequent use, retain their semantics. Cliches are used in official business documents (summit); in the scientific literature (to be proved); in journalism (our own correspondent reports from); in different situations of colloquial everyday speech (Hello! Goodbye! Who is the last one?).

III. Factual Errors

Violation of the requirement for the correct transmission of factual material causes factual errors.
Factual errors are a distortion of the situation depicted in the statement or its individual details, for example: "In the winter forest, a cuckoo crowed loudly." or "The merchants Bobchinsky and Dobchinsky enter."
Factual errors can be detected if the reader of the work knows the factual side of the case and can evaluate each fact from the standpoint of its reliability. The reason for the factual errors is insufficient knowledge of the events described, the poverty of life experience, an incorrect assessment of the actions and characters of the characters.
In the presentation, various kinds of inaccuracies can be attributed to factual errors:
1) errors in the designation of the place and time of the event;
2) in the transfer of a sequence of actions, causal relationships, etc., for example: instead of "Kirovsky Prospekt" - in the work "Kyiv Prospect" or "Kirovskiy Settlement".

In writing, factual errors are
1) distortion of the truth of life;
2) inaccurate reproduction of book sources;
3) proper names;
4) dates;
5) places of events,
for example: "Chadsky", "at Nagulny and Razmetny".
Examples of typical factual errors.
"In the image of Onegin, Pushkin opened a gallery of "superfluous people" in Russian literature: Oblomov, Pechorin, Bazarov. An extra person must have two qualities: to reject the ideals of society and not see the meaning of his existence." In the above example, Oblomov and Bazarov clearly fall out of the proposed chain.
"The literature of classicism (Lomonosov, Derzhavin, Fonvizin, Karamzin, etc.) had a great influence on the work of A. S. Griboyedov." There are two mistakes here. First: Fonvizin really "had a great influence" on Woe from Wit, but it is hardly possible to speak of the influence of Lomonosov and Derzhavin. The author confuses facts and genres of fiction. The second factual inaccuracy lies in the fact that Karamzin is a representative of the culture of sentimentalism.

IV. Logic errors

Violation of the sequence (logic) of the presentation leads to the appearance of logical errors.
Logical errors consist in violation of the rules of logical thinking. This type of error includes the following shortcomings in the content of the work:
1) violation of the sequence of statements;
2) lack of connection between parts and sentences;
3) unjustified repetition of a previously expressed thought;
4) fragmentation of one micro-theme by another micro-theme;
5) disproportion of parts of the statement;
6) lack of necessary parts;
7) rearrangement of parts of the text (if it is not due to the task for the presentation);
8) unjustified substitution of the person from whom the narration is being conducted (for example, first from the first, then from the third person).

V. Grammar errors

Grammatical errors are non-compliance with the norms of word and form formation, the norms of syntactic connection between words in a phrase and sentence.

Grammar errors can be of two types:
1. Word-building.
The structure of the word is broken: "ruthlessness", "immortality", "instead", "publicism".
2. Morphological.
Errors associated with non-normative formation of word forms.
These types of errors include:
a) errors in the formation of noun forms: “clothes”, “Englishmen”, “two banners”, “on the bridge”, “Grinev lived undersized”, “He was not afraid of dangers and risks”, “A big swing was built in the yard”.
b) errors in the formation of adjective forms: "One brother was richer than the other", "This book is more interesting."
c) errors in the formation of pronouns: "I went to him", "their house".
d) mistakes in the formation of the verb: “He never made a mistake”, “Mom always makes guests happy”, “Going out to the middle of the room, he spoke”, “A smiling child was sitting in the far corner”.
e) incorrect construction of a specific pair, most often a paired imperfective verb: "My brother and I saw off all the extra branches, put the Christmas tree in the middle of the room and decorate it."

VI. Syntax errors

Syntax errors consist in the incorrect construction of phrases, in violation of the structure of simple, complicated and complex sentences.

Errors in the structure of phrases:
1. Violation of agreement with the main word in gender, number and case of the dependent word, expressed by an adjective, participle, ordinal number, pronoun: "This summer I was in the steppe Trans-Volga."
2. Violation of control.
Mistakes in unpredictable management (wrong choice of pretext): "If you touch a birch on a hot day, you will feel a cool trunk."
3. The wrong choice of case with the right preposition: "He looked like a deadly tired person."
4. Skipping a preposition: "Having had a hasty lunch, sat at the helm, drove (?) the field."
5. The use of an extra preposition "Thirst for fame."
6. Omission of the dependent component of the phrase: "Get back into the hot cabin, again turn the steering wheel shiny from the palms, (?) drive."

Errors in the structure and meaning of the sentence:
1. Violation of the connection between the subject and the predicate: "But neither youth nor summer is eternal", "The sun had already set when we returned."
2. Lack of semantic completeness of the sentence, violation of its boundaries: "Once during the war years. A shell hit a poplar."
3. Syntactic ambiguity: "Their (girls) dream came true, they (fishermen) returned."
4. Violation of the aspectual correlation of verbs in the composition of the sentence: "Grinev sees how Pugachev got into the carriage."

Errors in a simple two-part sentence:
Subject:
- Pronominal duplication of the subject: "Children sitting on an old boat overturned with a keel, they are waiting for their father."
- Violation of the agreement between the subject and the pronoun that replaces the subject in another sentence: "Apparently, there is a storm on the sea, so it is full of dangers."
Predicate:
- Errors in the construction of the predicate: "Everyone was happy."
- Violation of the agreement of the predicate in gender and number with the subject, expressed collective noun, quantitative-nominal phrase, interrogative and indefinite pronoun: "I stayed at home with my mother", "A sheaf of sun rays entered the room."
- Pronominal duplication of the addition: "Many books can be read several times."
Definition:
- Incorrect use of an inconsistent definition: "A lamp and my portrait from the kindergarten hang on the right."
- A heap of coordinated and inconsistent definitions relating to one member of the sentence: "The huge, beautiful world of the life of our country and our peers is revealed in millions of books."
- Wrong choice of the morphological form of the circumstance: "I am learning my lessons on the table" (at the table).

Errors in a one-part sentence:
1. The use of two-piece structures in place of one-piece structures.
2. The use of a participle in an impersonal sentence: "When I saw the dog, I felt sorry for her."

Proposals with homogeneous members:
1. The use of different parts of speech as homogeneous members of the sentence: "I like the room because it is light, large, clean."
2. The inclusion in a series of homogeneous members of words denoting heterogeneous concepts: "When it is spring and a clear day, the sun illuminates my whole room."
3. Incorrect use of coordinating conjunctions to connect homogeneous members: "The boy was big-headed, but serious."
4. Incorrect attachment of logically heterogeneous secondary members to one main member: "There are books in the closet, newspapers and glassware are on the shelves."
5. Errors in matching homogeneous subjects with the predicate: "Anxiety and longing froze in her eyes."
6. Violations in the field of homogeneous predicates:
a) the use of different types of predicates as homogeneous: "The sea after the storm is calm, gentle and plays with the rays of the sun";
b) violation of the uniform design of compound nominal predicates: the use of different case forms of the nominal part of homogeneous compound nominal predicates: "Their father was an experienced fisherman and a brave sailor"; addition to homogeneous verbal predicates of an addition, which is controlled by only one of the predicates: "Everyone is very much waiting and worried about the soldiers"; the use of short and full forms of adjectives and participles in the nominal part: "My room has recently been renovated: whitewashed and painted."
7. Combining members and parts of different proposals as homogeneous: "Mushrooms, berries grow under a birch, snowdrops bloom in spring." "The children were waiting for their father and when his boat would appear."

Sentences with introductory words and introductory constructions:
1. Wrong choice of introductory word: "The girls peered tensely into the distance of the sea: probably a boat will appear on the horizon."
2. The use of such an introductory word that leads to ambiguity: "According to the fishermen, there was a storm last night, and now it's calm."
3. The use of an introductory sentence as an independent one: "The book is a source of knowledge. As many say."

Proposals with separate members:
1. Violation of word order in sentences with participial turnover.
- Separation of participial turnover from the word being defined: "But a misfortune happened to the tree again: its branches were cut off, located low."
- The inclusion of the word being defined in the composition of the participial turnover: "The girls have a fixed look at the sea."
2. Violation of the rules for constructing participial turnover.
- Construction of the participle turnover according to the model of the subordinate clause: "The picture shows a girl who has just got up."
- The use of the participial turnover instead of the participle: "And each time, returning back, we sat down under the poplar and rested."
3. Errors in sentences with isolated circumstances, expressed by a participial turnover: "Resting in an armchair, the picture" March "is hanging in front of me.

Ways of transmitting direct speech. Direct and indirect speech:
1. A combination of direct speech and the words of the author: "Before the war, my father told me:" Take care of the tree and went to the front.
2. The use of direct speech without the words of the author: "The girls saw the boat:" Dad!
3. Mixing direct indirect speech: "Grandfather said that in childhood they had such a law: on birthdays, we gave only what was done with our own hands."
4. Mistakes when introducing quotes: "K. Paustovsky said that" A person who loves and knows how to read is a happy person.

Complex sentences:
1. Violation of the logical and grammatical connection between parts of a compound sentence: "My father did not forget this story for a long time, but he died."
2. The use of a pronoun in the second part of a compound sentence, leading to ambiguity: "May hopes come true, and they will return."
3. Errors in the use of compound unions:
a) connecting - to connect parts of a compound sentence in the absence of adversarial relations between them: "Yesterday there was a storm, and today everything was calm around."
b) adversative - to connect parts of a compound sentence in the absence of adversarial relations between them: "A birch grows in our yard, but buds swell on it too";
c) double and repeating: "It's not like a bird has landed on the water, or the wreckage of a broken boat is floating on the sea";
d) unjustified repetition of unions: "And suddenly the girls saw a small black dot, and they had hope";
e) an unsuccessful choice of alliances: "Mitrasha was ten years old with a ponytail, but her sister was older."

Complex sentences:
1. Inconsistency of the type of the subordinate clause with the meaning of the main one: "But they will still wait for their father, since the fishermen must definitely wait on the shore."
2. Using composition and subordination to connect parts in a complex sentence: "If a person does not play sports, and he is aging quickly."
3. Weighting structures by "stringing" subordinate clauses: "The sail appeared in the sea as happy news that everything is in order with the fishermen and that the girls will soon be able to hug their parents, who were delayed at sea because there was a strong storm."
4. Omission of the necessary index word: "Mom always scolds me that I scatter my things."
5. Unjustified use of a demonstrative word: "I have such an assumption that the fishermen were delayed by a storm."
6. Incorrect use of unions and allied words with their correct choice:
a) the use of unions and allied words in the middle of a subordinate clause: "There is a TV in the room on the bedside table, after school I watch entertainment programs";
b) violation of the agreement of the allied word in the subordinate clause with the replaced or attributive word in the main sentence: "On two shelves - fiction, which I use in preparing for lessons."
7. The use of the same type of subordinate clauses in sequential submission: "Walking along the shore, I saw two girls who were sitting on an overturned boat, which was lying on top of the shore with a keel."
8. Using a subordinate clause as an independent one: "Girls are worried about their relatives. Therefore, they look so sadly into the distance."

Associative compound sentence:
1. Violation of the unity of the constructions of homogeneous parts as part of a non-union complex sentence: "The picture shows: early morning, the sun is just rising."
2. Decomposition of parts of an allied complex sentence into independent sentences: "The girls are dressed simply. They are wearing summer calico dresses. The elder has a scarf on her head."
3. Simultaneous use of non-union and allied communication: "The clothes on the girls are simple: the older one with a scarf on her head, in a blue skirt and a gray jacket, the younger one without a scarf, in a purple dress and a dark blue jacket."

A complex sentence with different types of connection:
1. Violation of the order of the parts of the sentence: "The waves are still foaming, but they calm down near the coast; the closer to the horizon, the darker the sea; and therefore the girls have hope that their father will return."
2. Use of pronouns that lead to ambiguity: "We see that the girl's bed is not made, and she confirms that the girl just got up."