How to spot grammatical errors. Grammar errors: how to avoid? Simple rules

Grammatical errors arise when the rules of the Russian language are not followed, which sometimes gives the speech an unflattering sound. We cannot always convey a beautifully presented idea to our interlocutor if we allow such inaccuracies in verbal and writing. By remembering the rules in speech patterns, you can avoid the occurrence of grammatical errors in order to speak or write beautifully, elegantly and expressively. A grammatical error is the most weakness in completing tasks in the Russian language, so in this article we will look at them in more detail.

A little theory

Grammatical errors are errors in the structures of linguistic units, in the structures of words, phrases, and sentences. These also include violations of one or another grammatical norm: morphological, word-formation or syntactic. Below you can take a closer look at the table, which shows options for such a violation as a grammatical error. Study the examples of incorrect use of words and their combinations carefully. Try to remember simple rules that will be useful in later life when constructing beautiful dialogues.

Grammatical errors

Studying the grammatical rules of the language and cases of their violation will allow you to make your speech more accurate and expressive. Your cultural level as a native speaker will increase. Indeed, beautiful, pure speech, in compliance with all the rules and norms of the literary language, is distinguished by logic, richness, purity and euphony. Believe me, in conversation and writing, grammatical errors (and any others) do not look very dignified, so remember the simple rules and try to speak and write beautifully!

As practical tasks, we offer you excerpts from students’ work.

Find errors and try to correct them.

Exercise No. 1

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

1. In the proposed essay for analysis, the author addressed a topic that is always important.
2. I believe that every parent is obliged to raise their child to be kind and honest.
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 around ten o'clock he was seen on the street.

Exercise No. 2

Determine the type of error. Correct the sentence.

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

Exercise No. 3

Determine the type of error. Try to rearrange the sentence so as to avoid violating the speech norm.

1. He wasn't ashamed of his appearance, and that his fellow villagers would laugh at him.
2. Sighing with annoyance and completely upset, the next visitor left the office.
3. It is necessary not only to help the elderly, but also young families.
4. Citizens who board 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 No. 4

In the proposed excerpt 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 different. Sometimes your hair stands on end when you read newspaper materials on the topic of interethnic conflicts.

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

Exercise No. 5

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

1. In the village center of culture there was a real oak tree. 2. Sometimes it happens like this: a person himself reads and knows a lot, but does not carry out 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 wanted to give her hand and heart to another. 5. Anyone can get into a difficult life situation, and there is no point in pretending to be invulnerable. 6. In the aquatic environment there were pikes, crucian carp, and small minnows. 7. The image of Andrei Bolkonsky is a typical role model. 8. Selfless patriotism and fortitude characterize the hero of this essay.

Indirect speech

In indirect

5. fall; the shades they express are conveyed only approximately by other lexical means, for example:

1. If direct speech is declarative sentence, then when replacing it with indirect speech, the conjunction that is used, for example:

*The servant entered and announced that the horses had been served (P.). (Wed: The servant entered and announced: “The horses have been served”).

2. If direct speech is incentive offer, then when replacing it with indirect speech, the conjunction so is used, for example:

*Tell him to get out... (Ch.). (Wed: Say: “Get out...”).

3.If direct speech is interrogative sentence, then when replacing it with indirect speech, two cases are possible:

a) when present in direct speech interrogative pronominal words they are preserved in indirect speech in the role of relative words, for example: They drove up to the hut and asked, Where here to find the economic part (Furm.). (Wed: They drove up to the hut and asked: “ Where can I find the economic part here?”).

b) in the absence of interrogative pronominal words in direct speech, an indirect question is expressed using the particle whether as a conjunction, for example: The general inquired if I was the son of Andrei Petrovich Grinev (P.). (Cf.: The general inquired: “Are you the son of Andrei Petrovich Grinev?” or “Aren’t you the son of Andrei Petrovich Grinev?”).

4. Indirect In speeches, personal and possessive pronouns and verb persons are used from the point of view of the author, and not from the person speaking, for example:

5.Addresses, interjections, emotional particles, available in direct speech, in indirect speech fall; the shades they express are conveyed only approximately by other lexical means, for example.

Grammar mistake– this is a violation of the norms of word formation, inflection, construction of phrases and sentences.

Grammar mistake

I . Grammatical errors in word structure may be associated with incorrect word formation and morphology.

1) Errors in word formation are the incorrect formation of a word according to the models available in the language, when the writer or speaker uses the wrong suffix or the wrong prefix, “loses” a morpheme, invents words that do not exist in the language and does not motivate this in any way: fawns, mocks, slipped

2) Errors in the formation of word forms appear when the speaker or writer changes the word in a way that is not typical for him. Each part of speech has its own difficult cases of formation. Let's look at examples of errors.

a) Noun: formation of the plural form ( engineer, contract); forms R.p. plural (hollows, bottoms, socks, stockings).

b) Adjective: formation of the form of degrees of comparison ( more impressive, deepest).

c) Pronouns: formation of possessive pronoun forms their(theirs, theirs); the use of the initial letter “n” in 3rd person pronouns ( thanks to him, instead of her).

d) Numeral name: declension of cardinal numerals ( with five hundred and sixty-seven subjects); Declension of ordinal numbers ( in two thousand eight); use of collective numerals ( two participants, both functions).

e) Verbs: use of colloquial forms ( measures, pinches); formation of forms of 1st person ( I'll win, I'll vacuum); formation of participles ( sleeping, eating).

II. Grammatical errors in the structure of the phrase.

a) Violation of approval norms: Described the types of essays used in Russian language lessons.

b) Violation of management norms, that is, placing the dependent word in a different case ( laughs at me, head of the department, I missed you), incorrect use of prepositions when forming the case form of a dependent word ( pay for participation in the conference).

III.Grammatical errors in sentence structure.

1) Violation of the connection between the subject and the predicate ( Those whoresearched verbal aggression, came to the conclusion...; The relationship between the theme and the main idea of ​​the text becomes obvious to me.).

2) Violations of the way of expressing the predicate ( I found a quote in the article thatfriend ).

3) Errors in constructing sentences with homogeneous members: the use of a common object with homogeneous predicates when they require different cases of the dependent word ( We love and are passionate about psychology); use as a homogeneous phrase and subordinate clause ( This was an article written by I. Brandt and which I studied).

4) Errors in constructing sentences with participial phrases ( The data presented in the article...).

5) Errors in constructing sentences with adverbial verbs ( After reading the text, it seems to me that...; After studying the statistics, the conclusions have changed).

6) Errors in the construction of complex sentences ( The research data is reflected in the publications that he received during many years of practice).

7) Errors in transmitting someone else’s speech ( Academician L. Shcherba wrote that: “Replicas are absolutely not characterized by complex sentences, which are the domain of only a monologue»).

8) Violation of word order in a sentence ( He not only studied written speech, but also oral).

Speech error– this is the incorrect use of a linguistic unit: a word, phraseological unit, phrase. Such errors are associated with a poor or passive vocabulary, the inability to choose the right word to express a thought, the use of speech cliches, and the inability to eliminate the possibility of ambiguous understanding of a phrase due to the context.

Essay evaluation standards

When selected spelling errors should be taken into accountsame type errors (for the same rule).

The first three errors of the same type are counted as one, each the next one is added. Errors are not considered the same type, if to spell a word correctly, you need to select completely different test word. (For example, unstressed vowels in don't really apply same type of errors).

Non-rough spelling errors count as 0.5 errors (1 n). Non-gross spelling errors include words that are exceptions to the rules and difficult, uncheckable ones. vocabulary words.

Punctuation errors cannot be of the same type!

Onassessment"5"for the content in the essay it is allowed: one minor inaccuracy in content, i.e. 1 rough actual or 1 minor logical error + 1 -2 speech defects.

Rated "5"for literacy in an essay the following is allowed: 1 rough spelling or 1 punctuation or 1 grammatical error.

Rated "4" for content in an essay the following is allowed: 2-3 factual or logical errors + 3-4 speech errors.

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

Rated “3” for sod fidgeting in an essay the following is allowed: 4 factual or logical errors + 5 speech errors shortcomings.

A grade of “3” for a competent essay is allowed

4 spelling + 4 punctuation + 4 grammatical errors.

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

With five spelling, or five punctuation, or five grammatical errors, a “2” for literacy begins.

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

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

A mark of “5” is given for an essay that

reveals the topic deeply and cogently;

indicates excellent knowledge of the text and other literary critical materials;

harmonious in composition;

is different independent conclusions and deep generalizations;

written in correct literary language and stylistically consistent with the content.

On otsenku "4" the same thing is required, but with the definition of “good”.

To score "3"- with the definition of “satisfactory”.

Rating "2" It is posed if the topic is not covered, knowledge of the text is superficial, and there are no conclusions.

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

Evaluation of students' oral responses

When assessing students’ oral response, the following is taken into account:

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

the ability to explain the relationship between the characters’ actions;

understanding the role of artistic media;

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

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

ability to speak monologue.

Student speech requirements

When assessing oral and written answers, their speech format is taken into account.

The student must be able to:

speak or write on a topic, respecting its boundaries;

select the most significant facts to reveal ideas;

present the material consistently;

draw the necessary conclusions and generalizations;

constructs|> a statement in a certain style;

answer loudly, clearly, with logical emphasis,

pauses, rules of intonation.

All the above-mentioned requirements and standards for assessing written and oral answers must be brought to the attention of students and their parents (make appropriate printouts, set up a stand in the literature room, etc.). Only in this case will the children understand the reasoning behind the grades given, and the teacher will be able to be truly objective.

Paths of learning literary work At school

The path of learning is a unique one order analysis, progress of analysis works.

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

There are three main ways of analysis:

according to images (like)

shaped path

The logic of the analysis of the work is subordinated to the logic of the analysis of the main images (for example, the 1st lesson - “The Image of Eugene Onegin”, then - “The Image of Tatyana”, then “The Image of the Author”, etc.).

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

"Minus" of this path:

For each lesson, children must review the entire text of the work, looking for material based on a specific image;

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

the artistic unity of the work is destroyed.

Problem-thematic path

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

For example:

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

“Patriotism, true and false” (Scherer, Rostov, Bolkonsky);

“Moral quests of the best representatives of the Russian nobility” (Natasha, Bolkonsky, Pierre).

"Pros" of this path:

allows you to deeply and seriously analyze the work;

develops the student’s analytical abilities;

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

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

   During the lesson there is absolutely no emotional perception of the text; the conversation takes place mainly on a logical level.

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

The teacher analyzes the work with the children along the way plot development, in this case, only key chapters and episodes are taken.

"Pros" of this path:

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

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

"Disadvantages" of this path:

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

requires maximum amount of time compared to others ways of analysis.

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

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

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

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

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

Seminar lesson

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

lesson-debate

It requires serious preliminary preparation: it is necessary to divide students into supporters of one and the other position, talk in advance with the “leaders” of the parties and help them in selecting arguments. The whole class or several people can take part in the debate; the rest of the children, together with the teacher, act as observers and arbiters.

Trial of a literary hero

This is a kind of dispute, but in a “sharpened” form, when there is an accused, an accuser and a lawyer. This form of lesson is certainly somewhat “rough” from an aesthetic point of view. BUT!!! This form ensures high activity on the part of students and becomes effective in that class, where the children are passive and have difficulty reading the texts they are studying. The “trial” of a hero can “stir up” such a class.

Drawing up a film script based on a work already studied

For a film script, you need to select the main episodes, select the text that will be heard in the frame and behind the scenes, determine the peculiarities of the camera work (a combination of close-up and panorama), think over the music, artistic design, and choose costumes. It is advisable to carry out this type of work after analyzing the text.

Choosing actors for the roles of the main characters

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

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

on issues of choosing a repertoire or publishing a particular literary work.

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

After studying Bunin’s work: Which stories by Bunin would be advisable to include in the new edition of the book “Favorites” and why?

Actor's monologue

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

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

Integrated polyphonic lesson:

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

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

10. Composing poetic compositionsoncertaintopic

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