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Find Literary language and literary norm. Violations of literary norms and their causes

Literary language - supradialectal subsystem (form of existence) of the national language, which is characterized by such features as normativity, codification, multifunctionality, stylistic differentiation, high social prestige among speakers of the given national language. The property of all who own its standards. It functions in both written and spoken forms. Language fiction(the language of writers), although usually guided by the same norms, contains much that is individual and not generally accepted. In different historical eras and among different peoples, the degree of closeness

Find - literary language and the language of fiction turned out to be different. mutual language the script of one or another people, and sometimes several peoples - the language of official business documents, schooling, written and everyday communication, science, journalism, fiction, all manifestations of culture, expressed in

Find verbal form , often written, but sometimes oral. That is why there are differences between written-book and oral-spoken forms of literary language, the emergence, correlation and interaction of which are subject to certain historical patterns.- this is a historically developed, socially conscious, language system, which is distinguished by strict codification, but is mobile and not static, which covers all spheres of human activity: the sphere of science and education - scientific style; socio-political sphere - journalistic style; sphere

business relations - formal business style. The idea of ​​the “fixedness” of the norms of a literary language has a certain relativity (despite the importance and stability of the norm, it is mobile over time). It is impossible to imagine a developed and rich culture of a people without a developed and rich literary language. This is great

There is no consensus among linguists about the complex and multifaceted concept of literary language. Some researchers prefer to talk not about literary language as a whole, but about its varieties: either written literary language, or colloquial literary language, or the language of fiction, etc.

Literary language cannot be identified with the language of fiction. These are different, although correlative concepts.

Language norm- these are the rules of pronunciation, word usage, and the use of grammatical, stylistic and other linguistic means accepted in the social and speech practice of educated people.

A linguistic norm acquires a generally binding character due to a number of reasons, including due to its legitimization.

A linguistic norm is a legalized rule for the use of linguistic means.

Initial form legitimation is the custom of using linguistic means.

The highest form of legitimation at the level of literary language is codification(translated from Latin as “code of laws”).

Codification is a form of systematization of linguistic means, which consists in fixing spontaneously formed language norms, eliminating inconsistencies and contradictions, filling gaps, favoring options and abolishing outdated norms. Codification is carried out by philologists through descriptions in grammars, dictionaries, and reference books. Codification ensures greater stability of the norm and prevents semi-spontaneous and uncontrolled changes. Based on the above, we can give more precise definition language norm.

A linguistic norm is a historically established rule for the uniform, commonly used, legalized use of linguistic means.

What should it be normative speech? It is defined as follows: it must be correct and accurate, brief and accessible, emotional and convincing, actually euphonious, and stylistically consistent.

Of all these positive qualities literary speech the main thing is the correctness of speech, that is, the ability of speaking and writing students to express their thoughts competently, in accordance with the norms that exist in the language.

These are spelling norms related to the writing of words, orthoepic or pronunciation norms, grammatical, lexical, stylistic, punctuation norms, etc.

What are the reasons for violating norms?

1) Insufficient knowledge of language culture (ignorance of grammatical material, rules, inability to apply them in the right situation, etc.).

2) Abuse of dialect words and vernaculars.

3) Clogging the language with jargon and phraseology.

Lack of clarity of thought, ill-conceived statements, small vocabulary, inability to choose the right one, the right word, accurately determine its meaning, inability to give a sentence a stylistic coloring - all this entails numerous mistakes.

Mastering language culture begins with mastering language material.

External language culture is manifested in the correct pronunciation of words (for example: contract, quarter, marketing, etc.). There is a so-called internal language culture. This is knowledge of the semantics of words, mastery of terminology, constant work with dictionaries different types etc.

Language norms are distinguished by their dynamism. This means that a linguistic norm is a historical category, a changing, developing phenomenon that goes into the passive reserve of the language if a particular word is outdated.

Let's look at an example:

Outdated forms - a large hall, a southern sanatorium, an interesting film, a new piano.

Modern forms- a large hall, a southern sanatorium, an interesting film, a new piano.

It is known that in the Russian language there was a struggle between two generic forms of nouns: the forms male and shapes female. In martial arts, the masculine form most often won, as we saw in the examples.

Logical (semantic) errors occur when the laws of logic are violated; the speaker or writer contradicts himself, does not logically connect parts of the message, allows the text to be ambiguous or completely meaningless.

Let's look at an example from students' work:

Oily hair causes a lot of trouble. The drug “London” will help get rid of them.

Man with black hair, come to us.

From this we can conclude: do not violate the laws of thinking, learn logical norms. This is the first requirement for those who speak or write in a particular language.

Lexical errors- this is the result of a violation of the accuracy of word usage, to be able to select accurate, socially characteristic, stylistically meaningful words to express thoughts - this is the skill of the speaker.

“The word is the clothing of all facts,” wrote M. Gorky. And therefore it is quite natural to demand that these clothes be chosen with taste and to measure. This means that the words in a sentence must be selected with the underlying semantic and stylistic compatibility. The choice of word is determined by its stylistic features: the environment in which the word falls (within a phrase or broader context) is taken into account.

So, right choice words, their semantic and stylistic compatibility are necessary. If this compatibility is violated, a lexical error occurs, the essence of which is an incorrectly selected word in the text. This can be seen using the example of our students’ work:

I want to lead a humanoid life.

The character is closed, not transparent.

After the physical abuse, everyone calmed down.

Grammatical errors often violate the meaning of the statement. These are errors associated with inversion, tautology, pleonasms, the words “weeds”. Unjustified inversion can lead to ambiguity. For example:

The public is widely preparing to celebrate the 50th anniversary of the writer’s literary activity.

The word widely should be associated with the word note “Every reverse order words in the text must be aesthetically justified” (A. Peshkovsky).

Pleonasms are verbosity.

Examples: Tell your autobiography, step back, meet for the first time, in the month of March, price list.

Exception: “vacancy”, it has become entrenched in the literary language as the norm.

4.1. Violations of spelling norms.

Orthoepic (Greek orthos - correct + Greek epos - speech) norms - norms of pronunciation and stress. Compliance with them facilitates and speeds up mutual understanding in the communication process. The rules of orthoepy and the Russian language can be divided into three groups:

a) pronunciation of vowels;

b) pronunciation of consonants;

c) pronunciation of borrowed words.

Common pronunciation flaws:

In the pronunciation of consonant sounds, the laws of assimilation and deafening apply. Voiced consonants at the end of a word are deafened; this norm, as a rule, is not violated, with the exception of the voiced consonant [g] at the end of a word. It should sound like an explosive dull [k] - boot [k].

But in practice, pronunciation as a voiceless fricative [x] is often encountered. Such pronunciation is unacceptable as a dialectal pronunciation (a feature of southern dialects) - (with the exception of the word “god” - bo[x].

There are often errors in the pronunciation of “chn”. In accordance with the norms, this combination is pronounced as [chn]: eternal, marriage, absentee, cereal, planting. The pronunciation [sh] is required in female patronymics - Fomini[sh]a, Kuzmini[sh]a - and is preserved in the words bitter[sh]ny, kone[sh]o, empty[sh]ny, skvore [sh]ik. There is also a double pronunciation - bolo[sh]naya and bun[chn]aya, kope[sh]y - kope[chn]y, molo[sh]yy - milk[chn]y, order[sh]yy - orderly[chn] ]yy, plum[sh]y – plum[y]y.

The norms for pronunciation of vowels include accent norms. They are being studied accentology(lat. accentus - emphasis). In russian language free stress, that is, it can be on any syllable in a word, unlike some languages ​​of the world, where the stress is assigned to a specific syllable:

a) in Estonian, Latvian, Czech, Finnish languages ​​– 1 syllable;

b) in Polish and Georgian – penultimate;

c) in Armenian and French – the latter.

Another feature of the Russian accent is its morphemic mobility– stress can move from one significant part of a word to another in its different forms and words with the same root.

Main stress function – phonetic combination of a word. But there are words where the stress plays a meaning - a distinctive role - torment A- m at ka, drank And- P And whether. In polysyllabic words, in addition to the main stress, a secondary (side) stress also appears: avalanche A knowledgeable, four floors A gentle

More often accentological errors occur in the formation of the following forms various parts speeches:

In monosyllabic nouns. husband. kind in R.p. units numbers, the emphasis falls on the ending: umbrella - umbrella A, ladle - ladle A, fruit - fruit A, coat of arms - coat of arms A. Exception: goose - g at xia, coal - at look.

Noun w.r. 1st declension in V.p. units numbers have an accent on the ending: angry at, hut at, Kirk at, goats at, bur at, floor at, grew up at, pitches at, owls at, stanzas at, herbs at, based on (b O family, b O ronu, ts e well, uh e ku), double stress (rec at- R e ku, board at– d O sku).

Some nouns 3rd class When used with the prepositions “in” and “on” they have an emphasis on the ending - in pile And, to the cost And, to shelter And, at night And, on the stove And, in connection And, on Sep And, in step And, in ten And, in a chain And.

Noun 3rd class in R. p. pl. numbers are accented based on (m e ness, n O honors, etc. And former, pr O ruby, w A loss), double stress ( O industries and branches e th, in e domosti and vedomosti e th), at the end (of branches e th, horst e th, position e th, fortress e th, plane e th, degree e th, tablecloth e th, speed e y).

Prepositions used with nouns and numerals can take on stress, making independent part unstressed speech – b e z news, b e z year, b e no use, no A winter, winter A hand, s A soul, s A year, And in sight, And from the forest, And from the nose, n A mountain, n A back, n A wall, n A two, n A six, n A stop O forest, p O sea, p O field, p O two, p O stop O three, p O d legs, p O d nose, p O d hands.

Short adjectives have stress on the first syllable of the stem in the masculine, neuter and plural. number. In the feminine gender it changes to the ending: b O ek – striker A, V e sat down - cheerful A, ch at p – stupid A. Double stress occurs in the form plural– bl e bottoms and pale s, bl And viscous and close And, G O hungry and hungry s, G at thick and thick s, etc. at wife and friend s, and And rn and fat s, P at shame and empty s, T e dreams and cramps s, T at stupid and stupid s, X O hungry and cold s.

Stress in past verbs. time can be based in all forms (b And ugh, br And t, cl A yes, cr A yes, m I t, sh And t), on the basis in all forms, except for the feminine form in which it changes to the ending: br A la, b s la, vz I la, gn A la, tore A, called A, on the console in all forms, except for the female form. kind (d O nyal, s A measures, h A nyal, s A per, n A nyal, n A chatted O tbyl, pr And nyal, at was). Double stress in verb forms d O lived - doge And l, d O drank - extra And l, h A gave - ass A l, n A lived - click And l, O tnyal - rel. I l, O tpil - otp And l, p O gave - under A l, p O dayal - day I l, pr O gave - cont. A l, pr O lived - lived And l, pr O lil - prol And l, section A l – r O built

In verbs on - “to ate”, two groups are distinguished: with emphasis on “and” (block And guarantor And fight, debate And conduct, conduct And disqualify And cite, inform And rove, cop And amount, sum And rovat) and with an emphasis on “a” (bombardiers A yeah, engravers A Ugh, Grimirov A t, group A yeah, seals A yeah, premium A t, form A t, etc.).

In passive past participles, the emphasis in the feminine form falls on the ending (taken - taken A, twisted – vit A, obsolete - obsolete A, started – started A, accepted – accepted A), in others - to the console. In participles on - abusive - torn - called the emphasis falls on the prefix (d O brane, s A brane, s A drana, s A called, And elected, pr And brane, pr e torn, pr And called, with O tattered).

Errors in accent may be caused by other reasons that should be kept in mind:

1). Ignorance of the rules of stress in the source language. Miz e rn (Latin miser - poor) from the French “miser” e r” and pronounced “miz” e rn".

2). Absence of the letter “е” in the printed text. Meanwhile, it is known that, in accordance with the norm, it always takes the emphasis. Wrong: beets A, and e lie, w e personal, new O awaited, conspiracy O married (correct: beet, gall, gall, newborn, bewitched).

3). Ignorance of spelling rules. The words “br” O nya" and "bron I” are nouns of the 1st declension.

The accent performs a semantic distinguishing function: br O nya - preferential right to receive something and reservation I- protective covering.

The word “reservation” is often misused.

4). Ignorance of whether a word belongs to one or another part of speech.

For example, the adjective “developed O th" and participle "r A called.”

The first is used in the phrases “developed” O th young man”, “developed A I industry”, “developed O e Agriculture”, the emphasis falls on the ending. The participle formed from the verb “to develop” is pronounced with emphasis on the first or second syllable - p A activity initiated by citizen N, p A question raised by the teacher, p A twisted rope, p A curled curl.

When mastering the norms of Russian accentology, one must also keep in mind the phenomenon of stress variability. There are words in which the following are recognized as standardized: two stress options; one is considered bookish and the other colloquial; one option is general literary, and the other is professional.

National Research University Higher School of Economics - Nizhny Novgorod

Faculty of Business Informatics and applied mathematics

In Russian language and speech culture

Violations of Russian language norms. Common mistakes

Russian literary language norm

Prepared

Zelenov Alexey Alexandrovich

Group: 12PMI

Teacher: Batishcheva T.S.

Nizhny Novgorod 2012

Many, including me, believe that a language (no matter what) is like a self-learning machine that develops under the influence of people and it is not possible to stop or leave its development within certain limits. But, naturally, each language at a certain point in development has its own norms, and language, as a rule, has an oral or written form.

Let's move on to the Russian language, the ideal use of the language is described by the “Law on the State Language Russian Federation", where it says that "3. The procedure for approving the norms of the modern Russian literary language when used as state language Russian Federation, the rules of Russian spelling and punctuation are determined by the Government of the Russian Federation.

The state language of the Russian Federation is a language that promotes mutual understanding and strengthens interethnic ties between the peoples of the Russian Federation in a single multinational state.”

Unfortunately, this is not always the case, and the state simply cannot regulate the Russian language and its development, except perhaps the literary language, which, at the current pace of development, is not so easy to keep track of. So what are the norms of the Russian language? Are they really regulated by the government? There are 2 norms in the Russian language - linguistic and literary. "Yazykova ́ I but ́ rma is a historically determined set of commonly used linguistic means, as well as the rules for their selection and use, recognized by society as the most suitable in a specific historical period. The norm is one of essential properties language, ensuring its functioning and historical continuity due to its inherent stability, although not excluding the variability of linguistic means and noticeable historical variability, since the norm is designed, on the one hand, to preserve speech traditions, and on the other, to satisfy the current and changing needs of society.”

The literary norm is aimed at “preserving the means and rules for their use accumulated in a given society by previous generations.” Who should comply with these norms? Naturally the media, writers, and other organizations/people working in cultural sphere. But do they always follow these rules? - No. Often, in order to interest a person, it is necessary to use a language that is more “close to the people”, i.e. resort to colloquial expressions and vernaculars, and here linguistic norms come into force, which, in my opinion, are broader than literary ones. And how often are norms violated? Yes, norms are violated, and often, and this cannot be avoided.

“When analyzing the Second World War, American military historians found very interesting fact, namely: in a sudden clash with Japanese forces, the Americans, as a rule, made decisions much faster and, as a result, defeated even superior enemy forces. Having studied this pattern, scientists came to the conclusion that average length words for the Americans are 5.2 characters, while the Japanese have 10.8, and, therefore, it takes 56% less time to give orders, which plays an important role in a short battle... For fun, they analyzed Russian speech, and it turned out that the length of the word in Russian the average is 7.2 characters per word. However, in critical situations, Russian-speaking command staff switches to profanity and the length of the word is reduced to... 3.2 characters per word. This is due to the fact that some phrases and even phrases are replaced by ONE word.”

We can conclude that it is almost impossible to get rid of swearing, although it is recognized as petty hooliganism, the rules exist to be broken, which is what people do, because it is not fatal. But my attitude towards swear words is negative, because a person gave meaning to all words, therefore, if swear words were given some negative meaning, then you shouldn’t use such words.

The use of slang, and professional one at that, is clearly visible here, and many will not understand that a person has found a mistake in his program, but representatives of the relevant profession will immediately understand what is going on and communication between them will happen faster if they use slang.

Another type of the most common violation is incorrect placement of stress in words. Most of all, such mistakes are made in the words “pamper (the child), agreement, leisure, prey, (he) calls, (you) call, invention, tool, catalogue, self-interest, prettier, medicines, intention, start, facilitate, provision , convicted, put, bonus, funds, joiner, Ukrainian, deepen (knowledge), in-depth (knowledge), phenomenon, petition, owners, cement, linguistic (culture).” But the most common word in which a huge number of people incorrectly place emphasis is the word “call” (not calling, but ringing), and in different contexts the emphasis is placed differently (i.e. many say calling, but in a different context, for example “ Will you call me?" they put the wrong emphasis. Such errors are most often due to the fact that the emphasis in the Russian language is “movable.” air transport(back then flight time was measured not in hours, but in kilometers), the majority said not kilometer, but kilometer, then somehow smoothly turned into kilometer, but some still say kilometer. You should try to avoid such mistakes by checking yourself with the help of a spelling dictionary.

There are a huge number of mistakes that people make, but there are “Top 13 mistakes”, they are so common that people, trying to rid humanity of them, create the following reminders:

"1. "PAY YOUR TRAVEL"! You can either “pay the fare” or “pay the fare”!

The word “LIE” DOES NOT EXIST in the Russian language! With attachments - please: PUT, PAY, TRASH.

Are you still “calling”?! Educated people say: “Vasya is calling you,” “Call your mother.”

As you know, in Russia there are two troubles: “-TSYA” and “-TSYA”. Everyone made this mistake!

There are no words “in general” and “in general”! There are the words “IN GENERAL” and “IN GENERAL”.

Writing “izVeni” instead of “izvIni”.

How can you put the letter “U” into the word “future” to make “future”? “I will” - “future”, “follow” - “next”.

How long can you doubt: “Come” or “Come”? Remember once and for all, correctly - “COME”. BUT in the future: WILL COME, WILL COME, WILL COME.

Have you ordered an espresso? To cook it faster? The coffee is called "ESPRESSO"! And there is also “lAtte” (emphasis on “A”, two “Ts”) and “capuChino” (one “H”).

Happy (what?) birthday! I’m going (where?) to my (what?) birthday! I was at a birthday party.

No “I’m going to a birthday party”, “Congratulations, happy birthday”, etc.!

Girls, if a guy writes “pretty girl” and “looks good,” put a big cross on him! Why do you need to be so literate?!

Keep in mind that “KEEP IN VIEW” is written separately!

Everyone who still says “IHNY” will burn in hell!”

But naturally the most common mistake (by the way, this is the MOST common mistake in the Unified State Examination) is the writing: “-TSYA” and “-TSYA”. This really looks like a “trouble”, you can stumble upon such a mistake anywhere, I can’t even say for sure whether I made this mistake in this text? After all, many write automatically, forgetting about spelling, although there are people who simply have excellent intuition, and they almost never make mistakes. But how can one develop such intuition? - by reading, if you read a lot, then you will develop a kind of memory and words will simply be remembered, and, as a rule, there will be much fewer mistakes, even if you didn’t study Russian well at school.

Summarize. Violating the norms of a language is quite normal for any language, but we must try not to make such mistakes. We are native speakers of the language and must respect it, first of all, without distorting it with our mistakes; if everyone does this, the language will become purer, and foreigners will begin to understand us and their interest in the language will awaken.

Often a person’s speech is considered literate and cultured if it is correct. Literary correct speech is constructed in accordance with language norms.

The concept of norm. Do we need a norm?

A norm is a uniform, exemplary, generally accepted use of elements of a literary language in a certain period of its development. It is historical and can change one way or another over time. Studying the state of language in its speech manifestations (fiction and scientific literature, live speech, oral and written speech in the media, etc.), linguists identify certain norms inherent in it at this stage of its existence.

The establishment of a norm and its assimilation by native speakers helps preserve the integrity and general intelligibility of the literary language, protects it from the unjustified penetration of dialectal, colloquial and slang elements.

It is compliance with the norm that allows the verbal means we use to perform their main function - to be a means of communication.

Types of norms of the modern Russian literary language.

The norm could be:

a) imperative (Latin: imperativus – not allowing choice);

b) dispositive (lat. dispositivus – allowing choice).

Violation of an imperative norm is regarded as poor command of the Russian language. Imperative norms include violation of the norms of declension, conjugation, belonging to grammatical gender, stress norms in some forms, etc.

For example: alphabet - alphabet, accepted - accepted, chicken - chicken, thanks to what - thanks to what.

The dispositive norm allows options - stylistic or completely neutral: barge and barge, on vacation (neutral) - on vacation (colloquial), compass - compass (marine)

There are standards:

a) orthoepic (pronunciation norms);

b) accentological (stress norms);

c) grammatical;

d) lexical

Their assimilation by native speakers of the national language occurs naturally if in early childhood a person hears correct, standardized speech. Mastery of norms continues at school and other educational institutions. But in speech practice, despite this, one or another violation of the norm occurs very often. This drawback can be overcome if you systematically work with various kinds of dictionaries and reference books.

The most accessible among them:

1. Difficulties of word usage and variants of the norms of the Russian literary language. Dictionary-reference book. L., 1973

2. Rosenthal D. E., Telenkova M. A. Dictionary of difficulties of the Russian language. 6th ed., revised, additional. – M., 1987

3. Difficulties of the Russian language. Journalist's Handbook. 2nd ed., revised, additional - M., 1981

4. Efremova T. F., Kostomarov V. G. Dictionary of grammatical difficulties of the Russian language. – M., 1986

5. Vakurov V.N., Rakhmanova L.I., Tolstoy N.V., Formanovskaya N.I. Difficulties of the Russian language. Dictionary - reference book. Ed. L. I. Rakhmanova. Ed. 3rd, corrected, additional 2 hours – M., 1993 – 1994

6. Dictionary of combinability of words in the Russian language. 2nd ed., rev. – M., 1983

Violation of the norms of the modern Russian literary language.

4.1. Violations of spelling norms.

Orthoepic (Greek orthos – correct + Greek epos – speech) norms – norms of pronunciation and stress. Compliance with them facilitates and speeds up mutual understanding in the communication process. The rules of orthoepy and the Russian language can be divided into three groups:

a) pronunciation of vowels;

b) pronunciation of consonants;

c) pronunciation of borrowed words.

Common pronunciation flaws:

1). In the pronunciation of consonant sounds, the laws of assimilation and deafening apply. Voiced consonants at the end of a word are deafened; this norm, as a rule, is not violated, with the exception of the voiced consonant [g] at the end of a word. It should sound like an explosive dull [k] - boot [k].

But in practice, pronunciation as a voiceless fricative [x] is often encountered. Such pronunciation is unacceptable as a dialectal pronunciation (a feature of southern dialects) - (with the exception of the word “god” - bo[x].

2). There are often errors in the pronunciation of “chn”. In accordance with the norms, this combination is pronounced as [chn]: eternal, marriage, absentee, cereal, planting. The pronunciation [sh] is required in female patronymics - Fomini[sh]a, Kuzmini[sh]a - and is preserved in the words bitter[sh]ny, kone[sh]o, empty[sh]ny, skvore [sh]ik. There is also a double pronunciation - bul[sh]naya and bul[chn]aya, kope[sh]ny - kope[chn]y, molo[sh]ny - milk[chn]y, order[sh]ny - orderly[chn] ]yy, plum[sh]y – plum[y]y.

The pronunciation norms for vowels include stress norms. They are studied by accentology (lat. accentus – emphasis). In russian language free stress, that is, it can be on any syllable in a word, unlike some languages ​​of the world, where the stress is assigned to a specific syllable:

a) in Estonian, Latvian, Czech, Finnish languages ​​– 1 syllable;

b) in Polish and Georgian – penultimate;

c) in Armenian and French – the latter.

Another feature of the Russian accent is its morphemic mobility– stress can move from one significant part of a word to another in its different forms and words with the same root.

The main function of stress is the phonetic combination of a word. But there are words where the stress plays a meaningful - distinctive role - flour - flour, drank - drank. In polysyllabic words, in addition to the main stress, a secondary (secondary) stress also appears: avalanche-like, four-story.

Most often, accentological errors occur in the formation of the following forms of various parts of speech:

1). in monosyllabic nouns. husband. kind in R.p. singular, the emphasis falls on the ending: umbrella - umbrella, ladle - ladle, fruit - fruit, coat of arms - coat of arms. Exception: goose - goose, coal - coal.

2). noun w.r. 1st declension in V.p. units numbers have an emphasis on the ending: ash, hut, pickaxe, goat, hole, floor, dew, resin, owl, stanza, grass, on the basis (beard, harrow, price, cheek), double stress (river - river, board - board ).

3). Some nouns 3rd class When used with the prepositions “in” and “on” they have an emphasis on the ending - in the chest, in the bone, in the blood, in the night, on the stove, in connection, in the canopy, in the steppe, in the shadow, in the chain.

4). noun 3rd class In R. p. pl. Numbers have an emphasis on the basis (localities, honors, profits, ice holes, pranks), a double emphasis (branches and branches, statements and statements), on the end (branches, handfuls, positions, fortresses, planes, degrees, tablecloths, speeds).

5).prepositions used with nouns and numerals can take on stress, making the independent part of speech unstressed - without a trace, without a year, to no avail, for the winter, for the hand, for the soul, for the year, out of sight, out of the forest, out of the nose , on the mountain, on the back, on the wall, for two, for six, for a hundred, through the forest, across the sea, across the field, in twos, in a hundred, in threes, under your feet, in the evening, in the evening, under your nose, under hands.

6). short adjectives have stress on the first syllable of the stem in the masculine, neuter and plural. number. In the feminine gender it changes to the ending: boek - boiko, cheerful - cheerful, stupid - stupid. Double stress occurs in the plural form - pale and pale, close and close, hungry and hungry, thick and thick, friendly and friendly, fat and fat, empty and empty, cramped and cramped, dull and stupid, cold and cold.

7).stress in past verbs. time can stand on the basis in all forms (beat, shave, put, steal, crumple, sew), on the basis in all forms, except for the feminine form in which it changes to the ending: took, was, took, drove, tore, called, on the console in all forms, except for the female form. kind (bored, froze, occupied, locked, hired, started, departed, accepted, departed). Double stress in the forms of the verbs lived - lived, finished - finished, asked - set, acquired - acquired, took away - took away, drank - drank, gave - gave, raised - raised, sold - sold, lived - lived, shed - shed, distributed - distributed.

8). in verbs to - to, two groups are distinguished: with an emphasis on “and” (block, guarantee, debate, conduct, disqualify, inform, copy, summarize) and with an emphasis on “a” (bombard, engrave, make up, group, seal, reward, form, etc.).

9). In passive past participles, the emphasis in the feminine form falls on the ending (taken - taken, twisted - vita, outlived - outlived, begun - started, accepted - accepted), in others - on the prefix. In the participles on - scolded - torn - called, the emphasis falls on the prefix (dobrana, zabrana, zadana, zazvana, elect, tidied up, interrupted, called, torn off).

Errors in accent may be caused by other reasons that should be kept in mind:

1). Ignorance of the rules of stress in the source language. Meager (lat. miser - poor) from the French “miser” and pronounced “meager”.

2). Absence of the letter “e” in the printed text. Meanwhile, it is known that, in accordance with the norm, it always takes the emphasis. Wrong: beets, bile, gall, newborn, bewitched (correct: beets, gall, gall, newborn, bewitched).

3). Ignorance of spelling rules. The words “armor” and “armor” are 1st declension nouns.

The emphasis performs a semantic distinguishing function: armor - “preemptive right to receive something” and armor - “protective covering”.

The word “reservation” is often used unevenly.

4). Ignorance of whether a word belongs to one or another part of speech.

For example, the adjective “developed” and the participle “developed”.

The first is used in the phrases “developed youth”, “developed industry”, “developed agriculture”, the emphasis falls on the ending. The participle, formed from the verb “to develop,” is pronounced with an emphasis on the first or second syllable - an activity developed by a citizen, a question developed by a teacher, a developed rope, a developed curl.

When mastering the norms of Russian accentology, one must also keep in mind the phenomenon of stress variability. There are words in which the following are recognized as standardized: 1). two accent options; 2). one is considered bookish and the other colloquial; 3). One option is general literary, and the other is professional.

So, the options “otherwise - otherwise”, “loop and loop”, “rust and rust”, “cottage cheese and cottage cheese” are equal; “pamper and pamper”, “contract and agreement”, “chum salmon and chum salmon” - the first is bookish, and the second is colloquial; “astronomer and astronomer”, “compass and compass”, “report and report”, “spark and spark”, “mining and production”, “atomic and atomic” - general literary and professional, respectively.

A cultured person uses spelling dictionaries.

4.2. Violations of morphological norms and ways to overcome them.

1). Formation of noun forms.

When using the gender of nouns, errors are grouped as follows:

a) change of gender;

b) non-standard use of common nouns;

c) errors related to the possibility of using masculine nouns in relation to female persons.

For example: My mother and I baked pies with jam (with jam), Grinev was an undergrowth (undergrowth). New role (new), sore callus (sick), white tulle (white), pink shampoo (pink).

Cinderella lost her shoe (shoe).

We drove out onto a spacious avenue (on a spacious avenue).

Indeclinable nouns for animals and birds usually take the masculine form: funny pony. (Exception: iwasi, tsetse - feminine).

Indeclinable nouns denoting geographical names take the gender form in accordance with the words “city”, “river”, “lake”, “capital”, “mountain” - deep Ontario, sunny Sochi.

In modern Russian there are about two hundred nouns of the general gender. They can be used both in the feminine meaning (“such a weakling”) and in the masculine meaning (“such a weakling”).

For example: Gavrik grew up an orphan (orphan).

When Lomonosov came to study at the academy, everyone teased him: “Such a big guy came to study!” (Such a big guy came to study!).

Molchalin turned out to be sly fox(cunning).

In modern language, masculine nouns can be used to refer to female persons, so the following options are quite possible: Krylova - experienced teacher and Krylova is an experienced teacher.

The use of nouns does not correspond to the norm. masculine if there is a correlative noun. feminine: “Alyosha’s grandmother seemed like a good wizard (that’s right, a good sorceress).

The category of number of nouns is based on the opposition between singularity and plurality, which manifests itself differently in concrete, material, collective and abstract nouns.

Errors occur in the following cases: a) the formation of plural forms that do not exist in the standard language. and units numbers;

b) using a number form that is inappropriate in the given context.

For example: “The older brother had a lot of cattle (cattle), but the younger brother only had a donkey.”

“The guys shouted and whistled (whistles) drove the dog away.

“The swing (swing) in our yard is broken (broken).”

“The windows were painted with whitewash” (whitewash).

Or: “The earth became strong from the cold (cold).”

“The boy was a scout for the partisans (the partisans).”

“The sisters had many beautiful dresses (dresses).”

“I will give you cocoa (cocoa) to drink.”

“Mom covered the dough with a coat (coat).”

“What time is it? (time)”

“You can’t betray your youthful dreams.” (the gender plural form is absent in the nouns “dream”, “ottoman”, “plea”, “bottom”.

2).Formation of adjective forms.

The form of an adjective depends on the categories of gender, number and case of the noun to which it belongs. Its assimilation occurs naturally, and errors here are not so numerous.

They are found in the use of full and short forms and in the formation of the comparative degree.

The following speech errors occur:

a) the full form is used instead of the short form:

“The mushroom cap was full of water” (full).

b) the short form is used instead of the full one:

“I am capable, and you should admit me to the institute.” (Capable of what?)

Errors also appear when forming degrees of comparison of an adjective. This happens in two cases: a) when forming the comparative degree of an adjective that does not have this form in the language and b) when forming the comparative degree in a non-normative way.

“ At first I argued with my mother, and then I realized that she was always more right than me. (rights)."

“I have never seen a book thicker (thicker).”

“This problem is easier than the one solved yesterday.”

“The most capable student,” “the tallest building.”

Only in isolated cases is the combination “most” + form superlatives is normative, although it has an outdated character: “the shortest road,” “the closest path,” “the closest way.”

3). Formation of pronoun forms.

The specificity of pronouns as parts of speech is that they are words - stand-ins. Their role in organizing the sentence and the text as a whole is extremely large. Speech errors associated with the use of pronouns arise when using the pronouns “yourself” and “your”; demonstrative pronouns and the pronoun “he”, colloquial possessive pronouns.

For example: “Maria Semyonovna asked me to bring my briefcase.” The briefcase may belong to both Maria Semyonovna and me. If the first, then you need to use the pronoun “her”, if the second - the pronoun “my”.

The pronouns “your” and “yourself” are often used instead of the personal and possessive pronouns required by the norm. For example: “Kostya liked his slippers.” (his slippers)

“I found a book on my desk” (at my place)

An error is also the unjustified repetition of demonstrative and personal pronouns: “When he was on the lake, he saw a tree of an unusual shape there.” (repeat)

Substituting pronouns must agree with the one being replaced in gender and number: “The nobility was afraid that it might lose power.” (it can)

Errors in the use of pronouns are very common, the cause of which is the influence of vernacular language on the literary language: “ikhniy”, “ihii”, “eyiny”.

4). Formation of numeral forms.

A numeral is a lexically closed category, numbering only a few dozen words and no longer being replenished with new formations. Despite this, mastering numeral forms is a rather complex process, and errors are common here.

A large number of them are associated with the use of compound forms of numerals. The rules for declension of this part of speech are simple - when declension composite quantitative numerals, all words included in it change, with declension compound ordinal numerals - only the last word:

“The river current reaches 120 (one hundred and twenty) – 400 (four hundred) meters per minute”; “On the night of August 26 (twenty-sixth) it rained.”

When forming phrases “numeral + noun that has only a plural form (day, sleigh, scissors, trousers, glasses),” collective (up to 5) or quantitative (with 5) numerals are used: “two (three, four) days” - “five (six, seven) days.”

The incorrect use of the collective numeral “both” (both) is often found in speech. If it determines the number of masculine and neuter nouns, then the form “both” (brothers, lakes) is used. If feminine – “both” (sisters, girls).

The declension of the numeral “one and a half” depends on the gender of the noun. Husband. and Wed genus. in the nominative and accusative cases they take the form “one and a half”, in other cases – “one and a half”, the feminine gender in the nominative and accusative cases is “one and a half”. In the rest - “one and a half”. In this case, nouns change in accordance with the rules.

5). Formation of verb forms.

Errors in the formation of verb forms are varied. The following types can be distinguished:

a) incorrect formation of the verb stem: “I like people who admit their shortcomings” (recognize). “He’s pestering me” (pestering).

“She admits her mistakes” (admits). “If you offend him, he will immediately complain to his mother” (complain).

b) non-compliance with alternations based on the present tense: “protects” (protects), “stereget” (guards), “burn” (instead of “burn”).

c) unification of the basics of the infinitive and past tense: “Although I hurt myself badly, I still didn’t cry” (I hurt myself).

“Got wet in the rain” (wet); “dried in the sun” (dry); “disappeared into the distance” (disappeared).

d) deformation of the differently conjugated verbs “want” and “run”: “Let’s run home quickly.” " He said. That he doesn’t want to come with us.” “They want to show off their education. “(A.P. Chekhov).

e) non-normative formation of imperative forms:

“ Finish this work quickly! “(finish).

The forms “ehai(te)” and “edi(te)” are clearly colloquial in nature and cannot be recommended for use. You have to say: “go (those).”

f) filling in the “empty cells” in the paradigm.

A number of verbs have an incomplete paradigm, that is, their system of forms lacks certain formations. Thus, some verbs do not have a normative form of the 1st person singular of the present or future tense for phonetic reasons: dare, win, find yourself, blow, buzz, feel, nonsense, overshadow, convince, weird, mischief. You have to say: “I can win,” “I won’t do harm.”

However, in speech there is also an erroneous formation of the following forms:

“I never thought I would find myself in such a situation.”

Errors associated with participles can be divided into two groups:

a) those that arise during the formation of participle forms: “a student who is able to complete the task on time” (managed), “a dog trying to get a stick out of the water” (attempted). “Everyone who would like to come to the resort will have this opportunity” (wrong). “Torn jacket”, “passed the exam” - incorrect. “Torn jacket”, “passed exam” - true.

“Plot owners pay a land tax to the city treasury, which is established in accordance with the law” - incorrect.

You need: “installable” or “installable”.

Or errors:

b) those associated with the use of participles: “Why are you giving me a broken glass?” “, (burst). Incorrect: “won ticket” (winner), “melted water” (melted).

4.3. Violations of syntactic norms and ways to overcome them.

The appearance of syntactic speech defects is due to ignorance:

a) word order in a sentence. The Russian language has a relatively free order of words. However, there is a more or less accepted order of the members of the sentence in declarative, imperative and interrogative sentences - direct order and deviations from it - reverse order(inversion - lat.inversio - rearrangement). Inversion used in colloquial speech and in works of fiction to give speech special expressiveness.

In a declarative sentence with direct word order, the subject precedes the predicate, and the topic (initial information) precedes the rheme (new information). If this provision is not observed, we receive an ambiguous sentence and have difficulty understanding its content: “A cloud covered the sun.” “The bus crashed the bike” - the reverse order, it’s not clear.

The subject can be placed after the predicate if:

1). Denotes a period of time or a natural phenomenon with a predicate with the meaning of being: “Autumn has come.” “A day has passed.” “It was early winter.”

2). The text is descriptive: “The sea sings, the city hums, the sun sparkles brightly...” (M. Gorky).

b) coordination of subject and predicate. Coordination (Latin con- with, together, together +ordinatio- ordering, arrangement) of the subject and predicate is syntactic connection, in which there is a complete or partial similarity of word forms.

A verb can take both a singular and a plural form in the following cases: 1) if the subject is expressed by a word or phrase with the meaning of quantity - “two came (came)”, “some of the students did not appear (did not appear)”;

2) if the subject is expressed in combination with the meaning of compatibility - “brother and sister came (came)”;

3) if the subject is expressed by the pronoun “who”, “anyone”, “anyone”, “someone”, “someone”, indicating many: “Everyone who came (came) sat in the stands “.

The norm prescribes using only the singular form of the predicate verb when:

subjects expressed by the phrase “noun.

quantitative-collective meaning + noun in the genitive plural: “A flock of swans flew to warm lands.”

With a subject expressed by the phrase “indefinite number + noun”: “He raised several wolf cubs in his yard.”

The appearance of syntactic speech defects is due to ignorance of:

c) harmonization of definitions and applications.

In accordance with the norms of literary language, the gender of the definition for common nouns depends on the gender of the person in question: “She is a terrible loser (she is a hoarder, she has a sweet tooth, etc.).” “He is an incorrigible bully (angry, lazy, etc.).” There are special rules in use case

. When the definition refers to the phrase “numeral “two” (three, four) + noun” and stands between its elements, the following forms of agreement are used:

with noun husband and the neuter definition is put in the genitive plural form: “four deep wells”, “twenty-two small windows”;

with noun

wives gender in this position, the nominative plural form is more often used: “three lush branches”, “twenty-four diligent students”.

How to correctly use the definition number when agreeing?

1) if noun. does not have a plural form: “scientific and technological progress”, “happy and carefree childhood”;

2) if noun. takes on a different meaning in the plural: “electronic and cosmic communication” (cf.: “close connections”);

3) if the definitions characterizing the noun are connected (compared, opposed) with each other (right - left, male - female, upper - lower) and together with the noun form a combination of a terminological nature: “on the right and left side”, “singular verbs” and plural”, “first and second order equations”.

Plural noun. put when the presence of several items is emphasized: “wooden and plastic frames”, “Japanese and Chinese dictionaries", "basketball and football teams."

There are expressions where one definition refers to two or more nouns: “my father and mother,” “brother and sister.” What should you do to avoid mistakes?

We use the definition in units. number, if the meaning is clear that it refers not only to the first (closest) noun, but also to the others: “road bustle and confusion”, “winter cold and frost”, “night silence and peace”.

We use the plural definition when it may be unclear whether it refers only to the nearest noun or to the entire series of homogeneous members: “A multi-story house and school were built on a vacant lot.” (house and school are multi-storey)

When coordinating applications, difficulties arise, as a rule, when it is necessary to choose the case form of a geographical name acting as an application. The names of cities usually agree in all cases with the word being defined: “in the city of Ufa,” “near the city of Kazan,” “to the city of Rostov.”

Consistent and inconsistent forms are acceptable for the names of cities in - O: “in the city of Zverevo” and “in the city of Zverevo”.

The compound names of cities do not agree: “near the city of Velikiye Luki,” “to the city of Velikiye Luki,” “with the city of Nizhny Novgorod,” “through the city of Nizhny Novgorod.”

The names of rivers, as a rule, are consistent with the word being defined; only little-known and compound names do not change: “between the Volga and Don rivers”, “near the Lena River”, but “on the Shilka River”, “a tributary of the Aksai River”, “with the Seversky River” Donets ".

The names of bays, straits and bays, islands and peninsulas, mountains, mountain ranges, deserts do not agree: “Towards the Yamal Peninsula”, “along Lakes Elton and Baskunchak”, “near the Bosphorus Strait”, “along the Sahara Desert”, “to Zolotoy Bay” Horn."

The names of ports, stations, foreign administrative-territorial units, astronomical names do not agree: “at the Kropotkinskaya metro station,” “in the port of Murmans,” “in the department of Bordeaux,” “in the orbit of the planet Jupiter.”

The names of the streets in the feminine form are consistent: “on Ordynka Street, Ostozhenka Street” and the rest are not consistent: “near Krymsky Val Street.”

The names of foreign countries that include the word “republic” are consistent if they end in - FL: “agreement with the Republic of Zambia,” “trade relations between Russia and the Republic of Nigeria,” “traveled through the Republic of Cyprus.”

With a subject expressed by the phrase “indefinite number + noun”: “He raised several wolf cubs in his yard.”

d) management rules.

You should say: “pay expenses (bill, travel, food, accommodation, work)”;

“pay for tickets (for groceries, for studies, for furniture)”;

“miss you”, “misses us”;

“upon receipt of (P.p.) order”; “at the end of (P.p.) session”; “after the expiration of the term (P.p.)”; “thanks to (D.p.) good education” ; “according to the order” (D. p.); “contrary to instructions” (D.p.).

In written speech, there is also such a stylistic flaw as a “pile up” of genitive cases: “The book of the niece of the husband of the teacher of my neighbor’s son” (Rosenthal D. E.).

“Creative processing of the image of the courtyard goes along the line of enhancing the display of the tragedy of his fate...” (K. Chukovsky).

In constructions with control, with two control words, there is a common dependent: “run and jump on the site,” “collect and throw stones.” Such constructions are perfect if the verbs in them require the same control.

Incorrect: “to treat and care for the sick,” “to love and be interested in music”: to treat (whom?) - to care (about whom?), to love (what?), - to be interested in (what?).

With a subject expressed by the phrase “indefinite number + noun”: “He raised several wolf cubs in his yard.”

e) rules for the use of participial and participial phrases.

The correct use of participial phrases requires knowledge of the following rules: 1) the word being defined must appear before or after the participial phrase: “The facts presented in the report indicate great success modern science“ – incorrect.

“The facts presented in the report testify to the great successes of modern science” - true.

2) a common mistake is the incorrect placement of the participial phrase and the attributive clause in a sentence: “There was a fireplace in the room, in which no fire had been lit for a long time and which served as a shelf for the residents” - incorrect.

“ There was a fireplace in the room, which had not been lit for a long time. He served the residents as a shelf “ – that’s right.

The most common mistake in constructing a sentence with an adverbial phrase is that authors do not always clearly understand the main action expressed by the verb and the additional action expressed by the participial phrase are performed by the same person (subject). If we did not take this circumstance into account, we received, for example, the following statement: “Approaching the city, a strong wind began,” “opening the window, the smell of pine trees began.”

Some verbs do not form participles with the suffix –A (- I) in modern times. time: “write”, “run”, “take care”, “smear”, “knit”, “can”, “reap”, “sing”, “scratch”, etc.

Lecture No. 5.

Subject: Qualities competent speech

Terminological dictionary.

1. Abstract(vocabulary) – (Latin abstractus - remote, abstract). A set of words with an abstract meaning of quality, property, state.

2. Richness of speech- this is the variety of speech, one of its main communicative qualities; Rich speech is lexically diverse.

3. Expressiveness of speech– these are the features of its structure that support the attention and interest of the listener (reader).

4. Dialectisms(Greek dialektos - dialect, adverb). A type of national language used by a relatively limited number of people connected by a territorial, social, and professional community. Words from various dialects (“kochet” - rooster, “pima” - felt boots).

5. Logical speech- this is the communicative quality of speech, characterizing it in terms of content and sequence of presentation

6. Homonym- a word that has the same sound as another, but has a different meaning

(fur “edge” (paneling) and “edge of the forest”).

7. Paronyms(Greek para– near +onima, onoma– name). Words with the same root, similar in sound, but different in meaning or partially coinciding in their meaning (“democratic - democratic”, “subscriber and subscription”).

8. Concept- This is a form of mental generalization of objects according to their specific characteristics.

9. Pleonasm– (Greek pleonasmos – excess). Verbosity, an expression containing unambiguous and therefore unnecessary words (“memorable souvenir”).

10. Speech Accuracy- this is the quality of literate speech, the ability to think clearly, knowledge of the subject of speech and the meaning of words used in speech.

11 .Appropriateness of speech- this is the quality of literate speech, which requires such a selection and organization of language means that make the speech meet the goals and conditions of communication.

12. Phraseologism, phraseological unit, phraseological turn– a lexically indivisible, stable in its composition and structure, complete in meaning phrase, reproduced in the form of a finished speech unit

(“to put a spoke in the wheels” - to interfere).

13. Purity of speech- this is the absence in it of elements that are alien to the literary language or rejected by moral norms.

Accuracy as a quality of literate speech assumes the following:

a) the ability to think clearly (logical accuracy);

b) knowledge of the subject of speech (subject accuracy);

c) knowledge of the meaning of words used in speech (conceptual accuracy).

Logic teaches the ability to think clearly. Anyone who prepares written or oral texts needs to have a basic understanding of concept, judgment, inference - the basic units of thinking.

A concept is a form of mental generalization of objects according to their specific characteristics. In language, a concept is expressed in a word. When God created man, one of the tasks he gave Adam was: “Name everything, that is, develop a concept.”

Judgment connects concepts with each other, because objects and phenomena do not exist in the world by themselves - there are certain connections and relationships between them. In language, a judgment is expressed by a simple sentence of negative or affirmative meaning.

Let's take two concepts - the concept of “rain” and the concept of “movement”. By trying to connect them, to establish relationships between them, we can create, depending on specific circumstances, “It’s raining” and “It’s not raining.”

Judgment establishes the simplest type of connection between concepts, but in the real world these connections are multifaceted and very complex.

An inference connects two or more propositions.

The conclusion in the language is expressed in a complex sentence: “Autumn has come and the rains have come.” “Autumn has not yet arrived, and it is not raining yet.” The conclusion may be true and false, depending on how accurately a person can establish the real relationships of objects and phenomena in the world. For example: “Mom, look, the leaves are swaying, and that’s why the wind is blowing” - the conclusion is false, the connections are made incorrectly.

Subject accuracy relies on the speaker’s deep knowledge of the properties of the object, the phenomenon about which he is going to tell the listeners. Let's give an example from the newspaper “MK” (December 25, 1996): “In total, in France, 75% of the population declare themselves Catholics, 1.9% Protestants, 2% Muslims, 0.6% Jews (it should have been “Jews”, because that the concept of Jew means nationality, not confession).

Subject accuracy is the politeness of the writer. Her absence is unacceptable. Only extensive knowledge can become the basis for subject accuracy.

Good speech is necessary and conceptual precision. Finding the right word is a painful process, and our classics have written about this more than once. V.V. Mayakovsky “harassed a single word for the sake of a thousand tons of verbal ore.” N.A. Nekrasov complained in one of his letters to L. Tolstoy: “... There is no thought that a person could not bring himself to express clearly and convincingly for another, and I am always annoyed when I come across the phrase “there are no words to express”... Nonsense! The word is always there, but our minds are lazy.” One must learn non-laziness of mind from the great A.S. Pushkin.

Conceptual accuracy is an indispensable condition for creating a competent written or oral statement.

The most common errors leading to conceptual inaccuracy are the following:

a) using a word in a meaning that is unusual for it.

“Head of the company closely keeps his office clean.” (Closely you can look at someone, but you can follow something attentively).

b) use of various types in speech homonyms ( words that sound the same, but have different meanings), creating ambiguity in the text “Deputies of the Novorossiysk City Duma adopted a law on the abolition of transport courts.” (“Court” and “ship”).

c) use of various kinds pleonasms(from the Greek pleonasmos - excess) - the inclusion in speech of unnecessary words that are redundant in meaning.

“Students are actively preparing for the winter session and exams.” (The specification “for exams” is redundant).

d) consumption paronyms(from Greek para- near +onima- name), similar in sound, but not the same in meaning.

For example:

Subscriber (person, person) – subscription (document)

Defective (with a defect) – defective (abnormal, having physical or psychological defects)

Condemn (express disapproval) – discuss (think about, analyze)

Ignorant (impolite) – ignorant (ignorant)

Whole (from one piece) – whole (full)

More information about paronyms can be found in the following dictionaries:

a) Kolesnikov N.P. Dictionary of paronyms of the Russian language. M., 1971

b) Vishnyakova O. V. Dictionary of paronyms of the Russian language. M., 1984

Competent speech is not only expressive speech, but above all correct speech. The basis of correct speech is its compliance with modern language norms.

There are lexical, phraseological, word-formation, grammatical (morphological and synthetic), spelling, punctuation, stylistic, orthoepic (pronunciation) norms.

Violations of certain literary norms are qualified as speech errors (in the broad sense of the word).

I. Lexical errors.

Characteristics	Example	Cause	Correction
1. Confusion in the use of paronyms	Great prospects for the ancient city opened up before us.	Ignorance of the difference in the lexical meaning of words.	The majestic vistas of the ancient city opened up before us.
2. Use of unnecessary words (pleonasms)	Swearing and swearing were heard. The enemies were getting closer and closer.	My autobiography. Criminal crimes.	Students assign different meanings to words.
Ignorance of the exact meaning of foreign words.	Swearing was heard. The enemies were approaching.	Autobiography. It is a crime.	3. Violation of lexical compatibility of words
People begin to sow crops.	Poor representation of the phenomenon being described; ignorance of the laws of word combinations.	They begin to sow winter crops, rye (or harvest)	4. Lexical incompleteness of the statement
The author sympathizes and even exalts his hero.	Insufficient understanding of semantic connections in a sentence.	The author sympathizes with his hero and even exalts him.	5. Distortion or destruction of phraseological units

Plays a role Has a role The red line runs through the thought

Characteristics	Example	Cause	Correction
Ignorance of the meanings and forms of phraseological units
Plays a role Matters A red thread runs through thought	II. Grammatical errors		1.Word-formation errors
1. Violation of word-formation structure
With her stubbornness, she achieved what she wanted.	With my stubbornness...	2.Morphological errors	1. Errors in gender and number of nouns
Mom learned how to make jam.	Streams ran along the asphalt	Influence of vernacular	...to make jam.
...on the asphalt.	2. Errors in using reliable forms	He spent the evening with his friends.	it was more cloudy.
...the most important task.	Fifty rubles	4. Errors in the use of forms of numerals	In four hundred and seventy-six books.
year two thousand eight	When declension of compound numerals, all words change; in ordinal numbers, only the last one changes. In four hundred and seventy-six books. Two thousand and eight. 5. Errors in the use of verb forms. Confusion of times.		We played in the forest for a very long time. In four hundred and seventy-six books.“Go, son, to the city alone.” Lights a fire. Confusion of times.
At the meeting	were	representatives of all districts, with the exception of two delegates,	absent
for a good reason.	We played in the forest.		“Go, son, to the city alone.”
The fire is burning.
At the meeting	representatives of all districts, with the exception of two delegates, o		absent
6. Errors in the formation of participles	A student writing an essay.		The participle has no future tense
The student who will write the essay. (the participial phrase must be replaced by an attributive clause). 7. Mixing the reflexive and passive meanings of participles. A girl being raised by her grandmother...	A girl raised by her grandmother... 3. Syntax errors 1. Violation of agreement in number between subject and predicate		Young people have always been ahead.
Chekhov shows the philistinism with their petty interests.	Young people have always been ahead.	...the philistinism with its petty interests.	2. Incorrect management of words.
Gogol describes the adventures of Chichikov.	Confidence in victory.		Describes the adventures of Chichikov.
...in victory.	3.Use of homogeneous members of a sentence: - combination	incompatible concepts	; - combination of a participial phrase and a subordinate clause; I drink tea with lemon and enjoy it.
Mayakovsky is pleased with the labor upsurge that has engulfed	Yuri said that I would be a pilot.		The mayor told the officials assembled with him that I invited you, gentlemen, in order to tell you very unpleasant news.
Yuri said that he would be a pilot.	The mayor told the officials who had gathered with him that he had invited them to tell them the most unpleasant news.	10. Agreement of the subject with the predicate.	Anyone who has ever visited St. Petersburg will never forget...
Incorrect identification of the grammatical basis in the main and subordinate parts of a complex sentence.	Anyone who has ever visited St. Petersburg will never forget...		11. Pile of alliances.

All the newspapers wrote about the scandal in the government, but, nevertheless, there were people who knew nothing about it. All the newspapers wrote about the scandal in the government, but there were people who knew nothing about it. (or any of these terms).

In the 2008 KIMs there are tasks that test speech knowledge. Tasks A3 test the ability to determine the meaning of a word or distinguish paronyms in context. Paronyms are usually called words of one part of speech, usually the same root, similar in sound, but differing in prefixes or suffixes. For example,

malicious - evil (poachers are malicious, i.e. deliberately breaking the law, deserving of punishment; evil is a quality of a person, not subject to punishment). Grammar rules Knowledge of grammatical (morphological) norms is checked by tasks A4. Grammatical (syntactic) norms are presented in tasks A5, A6, A28. Tasks A5 test the ability to construct a sentence with an adverbial phrase. It should be remembered that the participial phrase (adverbial participle) and the predicate denote the action of the same person. For example, When sending a telegram, be sure to include the address., Tasks A6 test mastery of syntactic norms (coordination, control, construction of sentences with homogeneous members complex sentences with straight line and indirect speech

). Difficulties are caused by mastering the norms of agreement between the predicate and the subject, agreement of participles and adjectives with the defined noun: the image of the heroine mourning her youth (the image is mourning?). Task A28 allows you to test your mastery of various grammatical means, the expression of thoughts, and involves transformation Grushnitsky is one of those people who have ready-made pompous phrases for all occasions.

IV. But what about part C?..

In structure Unified State Exam test in the Russian language, the third part is of greatest importance, since it is this task that allows you to sufficiently check and objectively test the speech preparation of the examinees and evaluate their practical literacy.

Dear graduates, first we offer you some advice on what no need do:

DO NOT go beyond the margin on the form;

DO NOT forget about the correct and accurate writing of letters;

DO NOT forget about the paragraph division of the essay (a red line is required!) and its

compositional completeness (conclusions are required!);

DO NOT turn your essay into an exposition; what is needed is not a retelling of the text, but its inter-

pretation - interpretation of the problem raised in the text;

DO NOT start your essay with a pronominal phrase (I’m interested... I don’t care

liked... This article...) and from unions;

DON'T forget to use speech clichés;

DO NOT forget to justify your point of view (2-3 examples);

DO NOT forget about the moderate use of quotes (no more than 2-3 small

volume, well-designed different ways);

DO NOT distort quotes;

DO NOT forget to give examples from the text when denoting copyrighted works.

significant techniques, and also explain their role in the text;

DO NOT show your ignorance by changing the writer's name, patronymic, title

works, etc.;

DO NOT impose your point of view, but prove it by arguing with facts or

quotes;

DO NOT forget that work written without relying on the proposed text is not about

is believed and not evaluated;

DO NOT forget that the length of the essay should be from 150 to 300 words;

DO NOT forget that approximately half of the total time is allocated for writing, i.e.

90 minutes, of which approximately 60 minutes are required to work on the draft, and

in 30 minutes - check and rewrite the essay into a clean copy.

Some features of the essay-argument genres:

Essay- a prose composition of small volume and free composition, expressing individual impressions and considerations on a specific occasion or issue and not claiming to be an exhaustive interpretation of the subject, but, as a rule, suggesting a new, original view of the subject. The style of the essay is characterized by imagery, aphorism, and frequent use of introductory words.

Review– general assessment of the work, expression own attitude to what has been read, viewed, an emotional assessment of the personal perception of the work, impressions of it with justification: what in the work caused exactly these feelings and experiences.

Review– analysis, analysis and evaluation of the text, a genre of criticism, literary and newspaper journalism, in which a creative dialogue takes place between the reviewer and the author. The reviewer must see the creative individuality of the author, the color of the text, and carefully justify his opinion.