Typical mistakes in Russian: grammatical, speech and spelling. R - speech error. L - logical error

06.08.2020

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

Classification of errors according to FIPI

Grammatical errors.
Speech errors.
Logic errors
Factual errors.
Spelling mistakes.
Punctuation errors.
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. broken morphological norm;
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 adverbial turnover (1) and with homogeneous members(2), 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:

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

Types of speech errors:

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

Typical grammatical errors (K9)

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

Mistakes in the formation of personal forms of verbs: They are driven by compassion(follows: moves);
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 ...);
Errors in the use of real and passive participles: Streams of water flowing down amazed the author of the text(follows: dripping);
Errors in the formation of gerunds: Stepping onto the stage, the singers bowed(norm: leaving);
Incorrect formation of adverbs: The author was wrong(norm: here);

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

Typical ones include grammatical and syntactical errors :

Violation of the connection between the subject and the predicate: The main thing that I now want to pay attention to is the artistic side of the work.(norm: ... this is the artistic side of the work); To benefit the Motherland, you need courage, knowledge, honesty(norm: ... courage, knowledge, honesty are needed);
Errors associated with the use of particles, such as unnecessary repetition: It would be nice if the painting was signed by the artist; separation of the particle from the component of the sentence to which it refers (usually particles are placed before those members of the sentence that they should highlight, but this pattern is often violated in essays): The text reveals two problems in total.(the restrictive particle "everything" must come before the subject: "... just two problems");
Unjustified omission of the subject (ellipsis): His courage, (?) to stand up for honor and justice attract the author of the text;
Incorrect construction of a compound sentence: The author of the text understands the mind not only as enlightenment, intelligence, but also the concept of “smart” was associated with the idea of freethinking.

Typical speech errors (K10)

These are violations associated with the underdevelopment of speech: pleonasm, tautology, speech stamps; unmotivated use of colloquial vocabulary, dialectisms, jargon; unsuccessful use of expressive means, stationery, non-distinguishing (mixing) of paronyms; errors in the use of homonyms, antonyms, synonyms; ambiguity not eliminated by the context.

The most common speech errors include:

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

Logic errors

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

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

Composition-text errors

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

Factual Errors

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

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

Spelling, punctuation, graphic errors

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

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

It is also necessary to take into account the repeatability and uniformity of errors. If the mistake is repeated in the same word or in the root of words with the same root, then it is considered as one mistake.

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

Spelling mistakes

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

Punctuation errors

Dash in incomplete sentence;
Isolation inconsistent definitions relating to common nouns;
Commas with restrictive-excretory revolutions;
Distinguishing homonymous particles and interjections and, accordingly, not highlighting or highlighting them with commas;
In the transfer of the author's punctuation;

Graphic errors

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

Common graphical errors:

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

Since the 2014-2015 academic year, an essay has been held in schools. He is called final, final, winter, December, essay on literature, final essay on literature.

All about the final winter essay

Job status?

This is a graduation essay. The exam is mandatory for all graduates: it is impossible to graduate from school without it. For those who are going to enter the humanities faculties, this is also an introductory work: it must be submitted to the university, which itself organizes the test and gives points from 0 to 10. 10 points is a lot. This means that the final winter essay can become decisive in a situation of competition. That is how he should be treated.

FIPI has developed "Criteria for evaluating the final essay by organizations implementing programs higher education". The project has been published. But a reservation is made: universities have the right to develop their own criteria. This means that you can only partially rely on this document.

Account - not account

The school will not give marks for the exam. To graduate from school, you need to get a credit for work. Only the essay credit will be a pass to the rest of the exams. Those who do not cope with the essay are not allowed to take other exams.

And if it doesn't count?

Those who fail to receive a credit will be given the opportunity to retake. Later. Spring.

Who will check the essays?

your teachers. Therefore, they will be your main advisers in preparation.
If you enroll in the humanities faculties, the work will be checked again by the teachers of the university to which you will submit the documents.

How much time is allotted for the exam?

This is a complete exam. It will last three hours and fifty five minutes (235 minutes).

Estimated amount of work?

Essay idea: what does it check

The essay should reveal the level of speech culture of the graduate, his erudition, personal maturity and the ability to reason based on literary material on the chosen topic. Thus, the purpose of the final essay is, first of all, a test of speech competencies and the ability to refer to literary material, to choose the work (s) most relevant to the problems of the essay to reveal the topic (FIPI Project).

Your essay must rely on the works of Russian and (or) world literature.

Reliance on a work of art when writing an essay implies not just a reference to a particular literary text, but also an appeal to it at the level of argumentation, the use of examples related to the problems and themes of works, the system actors etc.

In order to ensure clarity of the requirements for the essay (assessment parameters), including the obligation to rely on works of domestic and world literature, each set is accompanied by the following instruction for graduates placed on the examination sheet.

Choose only ONE of the essay topics suggested below, and then write an essay on this topic (recommended length is at least 350 words (approximately 2-2.5 A4 sheets).

Formulate your point of view and argue your position, building a discussion within the stated topic based on at least one work of domestic or world literature of your choice (the number of works involved is not as important as the depth of disclosure of the topic based on literary material).

Consider the composition of the essay. Pay attention to speech design and compliance with literacy standards.

Write your essay clearly and legibly.

When evaluating an essay, first of all, the compliance with the chosen topic and the reasoned attraction of literary works are taken into account.

What will be the themes?

The answer to this question you will receive only in the exam. The final list will be approved by Rosobrnadzor. Theme packs will vary by time zone.

When compiling essay topics, narrowly defined formulations are not used and reliance is placed on the following principles: feasibility, clarity and clarity of the problem statement. Topics will allow the graduate to choose the literary material on which he will rely in his reasoning. As an example, below are several topic formulations. Important: essay topics will not directly correspond to open thematic areas. Thematic areas are announced in advance (in 2014 they were announced by the beginning of the academic year).

Examples of wording

What life questions can literature help you answer?

Why do people write poetry?

Does the dream lead away from life or lead along the path of life?

What will be known in advance? Thematic directions!

Here are the themes for 2014.

They were developed by a special commission headed by N. D. Solzhenitsyna. The commentary was prepared by FIPI.

Thematic direction	Comment
“It’s not for nothing that the whole of Russia remembers…” (200th anniversary of M.Yu. Lermontov)	Themes of essays formulated on the material of M.Yu. Lermontov, aim at reflections on the originality of M.Yu. Lermontov, the peculiarities of the problems of his works, the specifics of the artistic picture of the world, salient features Lermontov's hero, etc.
Questions posed to humanity by war	The topics of this direction orient students to reflections on the causes of war, the impact of war on the fate of a person and a country, on the moral choice of a person in war (based on works of domestic and world literature).
Man and nature in domestic and world literature	The themes formulated on the basis of the indicated problematics make it possible to reflect on the aesthetic, ecological, social and other aspects of the interaction between man and nature.
Dispute of generations: together and apart	Topics in this area focus on discussion about family values, about the various facets of the problem of relationships between generations: psychological, social, moral, etc. (based on works of domestic and world literature).
How are people alive?	The topics of this direction involve discussion of the value orientations of man and mankind, the ethical, moral, philosophical, social aspects of being (on the basis of domestic and world literature).

"Evaluation Criteria..." for everyone

FIPI project (further cited)

The essay is evaluated according to five criteria. Criteria #1 and #2 are the main ones.

To receive a “credit” for the final essay, you must receive a “credit” according to criteria No. 1 and No. 2 (setting a “fail” according to one of these criteria automatically leads to a “fail” for the work as a whole), as well as an additional “credit” at least according to one of the other criteria (#3-#5).

When grading, the volume of the essay is taken into account. The recommended number of words is 350. If the essay contains less than 250 words (all words, including service words, are included in the calculation), then such work is considered unfulfilled and 0 points are assessed. The maximum number of words in the essay is not set: in determining the volume of his essay, the graduate must proceed from the fact that 3 hours 55 minutes are allotted for the entire work.

Criterion #1 "Relevance to the theme"

This criterion aims to check the content of the essay.

The graduate discusses the proposed topic, choosing the path of its disclosure (for example, answers the question posed in the topic, or reflects on the proposed problem, or builds a statement based on theses related to the topic, etc.).

"Failure" is put only if the essay does not correspond to the topic or is not traced in it specific purpose statements, i.e. communicative intention (in all other cases, a "test" is given).

Criterion No. 2 “Argumentation. Attraction of literary material»

This criterion aims to test the ability to use literary material to build a reasoning on the proposed topic and to argue one's position.

The graduate builds a reasoning, involving at least one work of domestic or world literature for argumentation, choosing his own way of using literary material; shows a different level of comprehension of literary material: from elements of semantic analysis (for example, topics, problems, plot, characters, etc.) to a comprehensive analysis of a literary text in the unity of form and content and its interpretation in the aspect of the chosen topic.

"Failure" is set on the condition that the essay is written without the involvement of literary material, or the content of the work is significantly distorted in it, or literary works are only mentioned in the work, without becoming a support for reasoning (in all other cases, "offset" is set).

Criterion #3 "Composition"

This criterion aims to test the ability to logically build a reasoning on the proposed topic.

The graduate argues the expressed thoughts, trying to maintain the ratio between the thesis and evidence.

“Failure” is set on the condition that gross logical violations interfere with understanding the meaning of what was said or there is no thesis and evidence part (in all other cases, a “pass” is given).

Criterion #4 "Speech quality"

This criterion aims at checking the speech design of the text of the essay.

The graduate accurately expresses thoughts, using a variety of vocabulary and various grammatical constructions, if necessary, appropriately uses terms, avoids speech clichés.

"Failure" is set on the condition that the poor quality of speech significantly complicates the understanding of the meaning of the essay (in all other cases, "pass" is set).

Criterion #5 "Literacy"

This criterion allows assessing the literacy of a graduate.

"Failure" is given if speech, grammatical, as well as spelling and punctuation errors made in the essay make it difficult to read and understand the text (more than 5 errors per 100 words in total).

"Evaluation criteria..." for universities

FIPI project (cited below)

Note:

The essay is evaluated according to ten criteria and taking into account its volume.

Criteria #1 and #2 are the main ones. If 0 points are given for K1 or K2, then the essay is not checked further: 0 points are given for all other criteria.

The recommended number of words is 350. If the essay contains less than 250 words (all words, including service words, are included in the calculation), then such work is considered unfulfilled and 0 points are assessed. There is no maximum number of words in an essay.

Evaluation criteria

K1. Relevance to the topic The graduate, in one form or another, discusses the proposed topic, choosing a convincing way to reveal it (for example, answers the question posed in the topic, or reflects on the proposed problem, or builds a statement based on theses related to the topic, etc.), communicative The intention of the essay is clearly expressed.
The graduate speaks superficially on the proposed topic, the communicative intent of the essay can be traced.
The essay is off topic and / or the communicative intent of the composition is not traceable.
K2. Argumentation. Attraction of literary material
A graduate, when revealing the topic of an essay, builds a reasoning on the basis of at least one work of domestic or world literature of his own choice, determining his own way of using literary material; shows a different level of its comprehension: from elements of semantic analysis (for example, themes, problems, plot, characters, etc.) to a comprehensive analysis of a literary text in the unity of form and content; no more than 1 factual error was made related to the knowledge of the literary material (an error in the spelling of the author and the title of the work, the names of the characters and toponyms of the work, in the presentation storyline, literary and historical facts etc.)
The graduate builds a reasoning based on literary material, but is limited to general statements about a work of art; and/or limited to a simple retelling of a work of art; and/or 2-4 factual errors related to knowledge of the literary material were made.
the essay was written without the use of literary material, or literary works are only mentioned in the work, without becoming a support for reasoning, and/or the essay contains 5 or more factual errors.
K3. Composition
The composition is notable for its compositional integrity, logical presentation of thoughts and proportionality of parts; there are no violations of sequence and unreasonable repetitions inside the semantic parts.
The composition is notable for its compositional integrity, its parts are logically interconnected, but inside the semantic parts there are violations of the sequence and unreasonable repetitions, and/or a compositional idea can be traced in the essay, but there are violations of the compositional connection between the semantic parts, and/or the thought is repeated and not developed.
Gross logical violations interfere with understanding the meaning of what is written, or there is no thesis and evidence part, or the argument is not convincing.
K4. Speech quality
The graduate accurately expresses thoughts, using a variety of vocabulary and various grammatical constructions, if necessary, appropriately uses terms, avoids clichés.
The graduate accurately expresses thoughts, but his speech is characterized by the poverty of the dictionary and the monotony of the grammatical structure of speech.
The poor quality of speech significantly complicates the understanding of the meaning, or the essay is written in poor, primitive language, or is replete with colloquial expressions and vulgarisms.
K5. Originality of the composition
The graduate demonstrates a creative, non-standard approach to the disclosure of the topic (interesting thoughts are noted in the essay, or unexpected and at the same time convincing arguments, or fresh observations, etc.) or the brightness of style.
The graduate does not demonstrate independent thinking, and/or a creative, non-standard approach, and/or originality of style.
K6. Speech norms
No more than 2 speech errors were made.
3-4 speech errors were made.
5 or more speech errors were made.
K7. Spelling norms
There are no spelling errors, or 1 minor mistake was made.
There are 2-3 spelling mistakes.
4-5 spelling mistakes were made.
More than 5 spelling mistakes were made.
K8. Punctuation norms
There are no punctuation errors, or 1 minor error was made.
There are 2-3 punctuation errors.
4-5 punctuation errors were made.
More than 5 punctuation errors were made.
K9. Grammar norms
No more than 2 grammatical errors were made.
3-4 grammatical errors were made.
5 or more grammatical errors were made.
K10. Actual Precision in Background Material
There are no actual errors.
There are factual errors in the background material (one or more).
MAXIMUM SCORE

To get 1 point on a 10-point scale, you need to have 5 or 6 primary points. Further, each two primary points corresponds to 1 point on a 10-point scale, but, mind you, only up to 6 points. Then the price of each primary point increases. This means that the conditions of the competition are becoming tougher, and only the strongest continue to fight for a place in universities.

In contact with

Now students in grade 11 will have to write as admission to state exams. According to the schedule, work to be done December 7, 2015. For schoolchildren with health limitations, a statement is provided.

Students will be tested at their place of study. Also, participants of previous years are allowed to the test, who will be attached to educational institutions. The students of the past period also include those students who missed tests for good reasons or were unable to complete the work they started due to illness or other valid circumstances. Control and verification of the work performed will also be carried out at the school.

To take part in the test, the student must submit an official application for participation in the exam at least 2 weeks before the start of the test.

Preparation for the final essay of 2017 will help to improve the speech level of the graduate and will help to increase the student's erudition, the development of the ability to express their thoughts. In other words, the final work is another form of testing the student's communicative and speech skills, as well as his skills in working with literary works.

It is the writing of a work on a certain literary work that makes it possible to understand how well a student is able to determine the problems of the text, the system of characters, and how well he can use arguments.

Such work plays a particularly important role for graduates planning to continue their studies in the humanities. A well-written essay can add up to 10 points on admission.

Essay Requirements

To complete the essay, students are given 235 minutes. If the student has health limitations, then the duration of the test is increased for 1.5 hours.

Legislation provides that if the test proceeds more than 4 hours organizers are obliged to provide hot meals for the participants. As for the final essay, since its duration is only 3 hours 55 minutes, then schoolchildren are allowed to take food with them for the test and have a snack after writing the work.

The organizers are obliged to feed only those schoolchildren who have health limitations, since for them the time period is more than 4 hours.

Retakes will be allowed for the final essay. Until the re-writing of the work, those students who received a “failure” on the essay, as well as students who, for valid reasons, could not attend the test, will be allowed. Such reasons must be confirmed by relevant documents.

Also, those graduates of the current year and previous periods who could not complete the essay due to circumstances beyond their control or for good reasons can re-write the work.

The list of items that are allowed to be taken with you is presented only with a black gel or capillary pen, a passport and, in case of urgent need, medicines and nutrition. Already in the classroom, the student will be given a spelling dictionary.

It is strictly forbidden to bring cell phones, smartphones, tablets and other photo, video, audio equipment to the test. In no case should you take drafts out of the audience and photograph the topics of the essays.

To complete the work, students are given black-and-white registration forms and records.

Types of errors in the final essay

During the verification of work, not only a correctly drawn up plan is taken into account, but also the following errors :

actual;
spelling;
brain teaser;
speech;
grammatical;
punctuation.

Factual Errors usually lie in the fact that the student cannot reliably convey the factual material read earlier and allows the distortion of real situations and individual details. There are two groups of factual errors. The first group includes unreliable transmission of historical and literary facts, names of characters, places, events, dates, as well as errors in describing the sequence of actions in a work, errors in terminology. The second group includes distortions of the background material not related to the literary work. Also, factual errors can be gross and non-gross.

Spelling mistakes consist primarily in the incorrect spelling of a word. As a rule, such inaccuracies occur in words where sounds have a weak phonetic position. Errors of this type can be both rough and non-rough. Two non-gross inaccuracies are considered when checking the work for one. Such errors include such as writing exceptions, capital letter in compound proper names, in the case of merged or separate spelling of words, writing the letter “ы” after prefixes.

Logic errors consist in the fact that the student violates the laws of logic and the given argument does not correspond to the stated topic of the work. As a result of the violation, the graduate draws wrong conclusions. Typical logical inaccuracies usually look like a violation of the sequence of statements, as a lack of connection between statements, repeated repetition of the same thought, inclusion of another micro-theme in one micro-theme, non-compliance with the proportions of parts of the composition, violation of cause-and-effect relationships in the work and, as a result, the logical structure of the entire composition.

Speech or stylistic errors, as a rule, consist in the incorrect use of various language units. Usually, this is a violation of the rules of vocabulary. The characteristic types of speech errors should include such as: the use of a word in a different meaning, the use of other-style words and expressions, inappropriate expression and impaired lexical compatibility of words, tautology, the scarcity of speech structures.

Grammar violations in the work can be represented by non-compliance with the grammatical norm of the language, namely, in incorrect word formation, violation of word agreements, incorrect combination of sentence stems.

A special place in the review of the essay is given punctuation errors. These are inaccuracies made in the placement of punctuation marks in the text of the work. There are both gross and non-gross errors. Errors made as a result of the transfer of the author's punctuation, with adverbial and participial turns, and with coordination are not taken into account.

I - spelling mistake

V - punctuation error

When the sun rose(,) he saw his mistake. Many writers (,) artists (,) singers gladly accepted the invitation. The ticket (,) bought by my uncle last week (,) turned out to be invalid. Every day (-) is an opportunity to change the world for the better. All (:) trees, bushes, foliage on the ground (-) fluttered from the gusty wind. The inspector replied (: ")I do not agree (").

G - grammatical error

P - speech error

C - stylistic error

These are errors in the use of stylistically colored words in a foreign style. The unity of style is an important component of any work. (Vocabulary and Speech Development). As a rule, students use reduced vocabulary: colloquial, slang words, colloquial vocabulary.

Red-haired, fat, healthy, with a shiny face, the singer Tamagno attracted Serov as a person of great internal energy. - The enormous internal energy that the singer Tamagno attracted Serov was also reflected in his appearance: massive, with lush red hair, with a face splashing with health.

L - logical error

These are errors in the logical construction of the text. Among them, the most common is the lack of a causal relationship:

There are many works that tell about the author's childhood in world literature. - In world literature there are many works that tell about the author's childhood.

F - actual error

Z - violation of paragraph articulation

The man was dressed in a burnt padded jacket. It was darned roughly. The boots were almost new. Moth-eaten toes. - The man was dressed in a roughly darned burnt padded jacket, although the boots were almost new, the socks were eaten away by moths.

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"Classification of errors in the Russian language."

Classification of errors.

I - spelling mistake

These are errors in words (letter, hyphenation, continuous and separate spelling) (Spelling)

How (-) then the snow plowed. Rooks. Pupils couple to give exams. He failed to build (s) sya.

V - punctuation error

These are punctuation errors (comma, period, dash, colon, question mark, exclamation point, semicolon, quotation marks, brackets, ellipsis) (Syntax)

When the sun rose(,) he saw his mistake. Many writers (,) artists (,) singers gladly accepted the invitation. The ticket (,) bought by my uncle last week (,) turned out to be invalid. Every day (–) is an opportunity to change the world for the better. All (:) trees, bushes, foliage on the ground (-) fluttered from the gusty wind. The inspector replied (: ")I do not agree (").

G - grammatical error

These are errors in the formation and use of the form of the word, i.e. compatibility in grammatical forms (Morphology)

immortality, instead of the English, on the bridge, Grinev lived underage, He was not afraid of dangers and risks, They built a big swing in the yard, One brother was richer than the other, This book is more interesting, I went to him, their house, He never made a mistake , Mom is always happy with the guests, Vyshev in the middle of the room, he spoke, A smiling child was sitting in the far corner, We put a Christmas tree in the middle of the room and decorate it. The first two places were determined in an uncompromising struggle.

P - speech error

This is the use of words or word forms that do not correspond to the meaning (Vocabulary). Here there is a misunderstanding of the meaning of the word, tautology, incorrect use of synonyms, homonyms, paronyms, etc.

C - stylistic error

The trustee of charitable institutions fawns over the auditor (The trustee of charitable institutions curries favor with the auditor). In this episode main character messed up. (In this episode, the main character made a miscalculation / made a mistake).

Stylistic and semantic inconsistency between the parts of the sentence:

Red-haired, fat, healthy, with a shiny face, the singer Tamagno attracted Serov as a person of great internal energy. - The enormous internal energy that attracted Serov to the singer Tamagno was also reflected in his appearance: massive, with lush red hair, with a face splashing with health.

L - logical error

These are errors in the logical construction of the text. Among them, the most common is the lack of a causal relationship:

Oblomov was brought up in the village, so he did not know how to do anything himself.

Logical errors should also include the order of words in a sentence, leading to a distortion of meaning:

There are many works that tell about the author's childhood in world literature. – In world literature there are many works that tell about the author's childhood.

F - actual error

These are semantic errors, distortion of the original content of the text (in the essay and presentation) (Speech development)

Z - violation of paragraph articulation

The text is incorrectly divided into micro topics, paragraphs (Syntax and Speech Development)

A separate type of error should, perhaps, be the poverty and uniformity of the syntactic constructions used.

This is a very serious shortcoming of student work. And very common.

Classification of errors (symbols)

Error type	Error conventions	What is the error	How to fix the error
1.Mistakes in		Not the main idea (the topic is not disclosed) is expressed in the essay.
There is something extra.			Rewrite the sentence again without this word or phrase.
Not enough is said about something, a word, a whole phrase or a sentence is missing.
Thoughts are presented inconsistently, logic is broken			Rewrite this sentence again, adding the necessary word, phrase or sentence.
The fact of the text is distorted			Rewrite this sentence again, correcting the factual error.
2.Speech errors and shortcomings		The wrong word was used.	Rewrite this sentence again using the correct word.
Extra word used		The use of sentences of the same structure.	Rewrite this sentence removing the redundant word.
Words are repeated unnecessarily (speech repetition).			Rewrite this sentence so that it sounds grammatically correct. From several simple sentences build a complex and write it down.
3.Grammaticheskie errors.		The word or its form is incorrectly formed. The phrase is incorrectly formed. The sentence is incorrectly constructed.	Rewrite the phrase or the entire sentence, correcting the given word. Rewrite the phrase, correcting it. Rewrite the proposal in the corrected form.
4. Spelling errors.		The word is spelled wrong.	Do work on the mistakes in the word.
5. Punctuation errors.		Incorrectly placed or missing punctuation mark in the sentence.	Rewrite the sentence in the corrected form, underline the punctuation mark, draw up a sentence diagram explaining the placement of the sign.

There is no maximum number of words in an essay. If the essay has less than 250 words (all words, including service words, are included in the calculation), then a “failure” is given for failure to comply with requirement No. 1 and a “failure” for the work as a whole (such an essay is not checked according to the evaluation criteria).

Requirement number 2. "Independence in writing the final essay"

The final essay is done independently. It is not allowed to copy an essay (fragments of an essay) from any source or reproduce someone else's text from memory (work of another participant, text published in paper and (or) in electronic format, and etc.).

Direct or indirect quoting is allowed with a mandatory reference to the source (the link is given in free form). The volume of citation should not exceed the volume of the participant's own text.

If the essay is recognized as non-independent, then a “failure” is given for failure to comply with requirement No. 2 and a “failure” for the work as a whole (such an essay is not checked according to the evaluation criteria).

The final essay that meets the established requirements is evaluated according to five criteria:

"Relevance to the theme";
“Argumentation. Attracting literary material”;
"Composition and logic of reasoning";
"The quality of written speech";
"Literacy".

To receive a “credit” for the final essay, you must receive a “credit” according to criteria No. 1 and No. 2 (setting a “failure” for one of these criteria automatically leads to a “failure” for the work as a whole), as well as an additional “credit” for one from other criteria.

Criterion #1 "Relevant to the theme"

This criterion aims to check the content of the essay.

The participant must discuss the proposed topic, choosing the way of its disclosure (for example, answering the question posed in the topic, or reflecting on the proposed problem, etc.).

“Failure” is put only if the essay does not correspond to the topic or it does not trace the specific purpose of the statement, that is, the communicative intention. In all other cases, "offset" is set.

Criterion No. 2 “Argumentation. Attraction of literary material»

This criterion aims at testing the ability to use literary material (fiction, diaries, memoirs, journalism, oral folk art(with the exception of small genres), other literary sources) to argue their position.

The participant must build a reasoning, involving at least one work of domestic or world literature for argumentation, choosing his own way of using literary material; at the same time, it can show a different level of comprehension of a literary text: from elements of semantic analysis (for example, themes, problems, plot, characters, etc.) to a comprehensive analysis of the work in the unity of form and content and its interpretation in the aspect of the chosen topic.

“Failure” is set on the condition that the essay is written without the involvement of literary material or the content of the work is significantly distorted in it, or literary works are only mentioned in the work, without becoming a support for argumentation. In all other cases, "offset" is set.

Criterion No. 3 "Composition and logic of reasoning"

This criterion aims to test the ability to logically build a reasoning on the proposed topic. The participant must maintain the relationship between the thesis and evidence.

“Failure” is set on the condition that gross logical violations interfere with understanding the meaning of what was said or there is no thesis and evidence part. In all other cases, "offset" is set.

Criterion No. 4 "The quality of writing"

This criterion aims at checking the speech design of the text of the essay.

The participant must accurately express thoughts, using a variety of vocabulary and various grammatical structures, if necessary, it is appropriate to use terms.

"Failure" is set on the condition that the poor quality of speech (including speech errors) significantly complicates the understanding of the meaning of the essay. In all other cases, "offset" is set.

Criterion #5 "Literacy"

This criterion allows assessing the literacy of a graduate.

"Failure" is set on the condition that there are more than five errors per 100 words: grammatical, spelling, punctuation.

The essay is evaluated according to ten criteria and taking into account its volume and independence.

Criteria #1 and #2 are the main ones.

If, when checking an essay according to criterion No. 1 or No. 2, 0 points are given, then the essay is not checked further: 0 points are given for all other criteria.

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